“Most people define learning too narrowly as mere “problem-solving”, so they focus on identifying and correcting errors in the external environment. Solving problems is important. But if learning is to persist, managers and employees must also look inward. The need to reflect critically on their own behaviour, identify the ways they often inadvertently contribute to the organisation’s problems, and then change how they act.”
Chris Argyris "Teaching smart people how to learn" in: Peter F. Drucker (1998) Harvard Business Review on Knowledge Management. p. 82
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Chris Argyris 9
American business theorist/Professor Emeritus/Harvard Busin… 1923–2013Related quotes

DNRC Newsletter #58, 2004-11-11 http://www.dilbert.com/comics/dilbert/dnrc/html/newsletter58.html,

Comment after winning re-election — [Giffords wins re-election to U.S. House; Kelly says voters have spoken, Sierra Vista Herald, Arizona, November 6, 2010, Bill Hess]

Don Tapscott, in: The spirit of collaboration is touching all of our lives http://www.theglobeandmail.com/globe-debate/the-spirit-of-collaboration-is-touching-all-of-our-lives/article12409331/, The Globe and Mail, 7 June 2013

letter to Koichi Mano (3 February 1966); published in Perfectly Reasonable Deviations from the Beaten Track: The Letters of Richard P. Feynman (2005), p. 198, 201
also quoted by Freeman Dyson in "Wise Man" http://www.nybooks.com/articles/18350, The New York Review of Books (20 October 2005)
Context: The worthwhile problems are the ones you can really solve or help solve, the ones you can really contribute something to. … No problem is too small or too trivial if we can really do something about it. You say you are a nameless man. You are not to your wife and to your child. You will not long remain so to your immediate colleagues if you can answer their simple questions when they come into your office. You are not nameless to me. Do not remain nameless to yourself — it is too sad a way to be. Know your place in the world and evaluate yourself fairly, not in terms of the naïve ideals of your own youth, nor in terms of what you erroneously imagine your teacher's ideals are.