Triple Loop Learning in Supervision – Session Summary by Gloria Hung

In this session, Gloria Hung explored the application of Triple Loop Learning within supervision. Gloria shared her experiences and perspectives on the distinctions between single, double, and triple loop learning, emphasising the importance of integrating these into supervision to enhance learning and reflection.

Key Themes Discussed:

                1.           Introduction and Visualisation:

                •             Gloria began with a visualisation exercise to centre participants, guiding them through a metaphor of a gift shop where they could choose an item representing themselves as coaches, supervisors, or mentors. This exercise helped participants reflect on their role and how they show up for their clients.

                2.           Single Loop Learning:

                •             Gloria used the analogy of a thermostat to describe single loop learning, which focuses on adjusting actions to meet predefined goals. This loop is concerned with doing things right, making small adjustments to stay on track.

                •             In coaching or supervision, single loop learning involves repetitive tasks, such as asking questions like “What works well?” and “What can be improved?”

                •             While useful, staying within the single loop can limit deeper reflection and restrict exploration of underlying values or assumptions.

                3.           Double Loop Learning:

                •             Double loop learning moves beyond mere action and focuses on examining the assumptions underlying actions. Gloria explained that this involves reflecting on why things happen and challenging existing beliefs or values.

                •             She referenced the Ladder of Inference, highlighting how this model helps to question assumptions and frame issues differently. In double loop learning, the focus is not just on improving actions but understanding and revising the mental models behind them.

                4.           Triple Loop Learning:

                •             Triple loop learning goes even deeper, examining the context and purpose behind the actions and assumptions. It asks broader questions, such as how a leader sees their impact on a team or how personal values align with leadership decisions.

                •             Gloria suggested that triple loop learning helps supervisors and coaches connect with the bigger picture—reflecting on who they are and how they show up for their clients.

                •             She shared her experience that, in many coaching and supervision sessions, people often focus on single or double loop learning but struggle to embrace triple loop learning due to fear or a focus on action plans.

                5.           Challenges and Reflections:

                •             Gloria encouraged participants to consider why triple loop learning is not more prevalent in coaching and supervision, especially since it provides the most profound level of reflection and connection.

                •             She proposed that fear and a need for structure often keep people within single or double loop learning, despite the deeper insights available in triple loop learning.

                •             Participants discussed how starting with a focus on triple loop learning, even at the beginner level of coaching, might lead to more holistic development rather than focusing on technical skills alone.

                6.           Closing Thoughts:

                •             Gloria acknowledged that while single loop learning is necessary for practical skill development, supervisors and coaches should strive to operate within double and triple loops more frequently to deepen the learning experience for themselves and their clients.

                •             Dr. Clare Beckett-Mcinroy added that the process of thinking about thinking (metacognition) and reflecting on why certain choices are made in supervision or coaching sessions is essential for effective learning.

This session provided valuable insights into the layered nature of learning and reflection in supervision, encouraging participants to move beyond actions and delve into assumptions and context to achieve a more profound understanding of their practice.