Education for double-loop learning uses a real, difficult, non-routine problem that requires action and implementation fairly soon, that is connected to participants' own competence and their unit's effectiveness, that would be embarrassing or threatening to fail at, and that participants can act on or seek permission to act on, so that the lessons carry over to future problems. Argyris argues that discovery and insight without the requirement to act do not activate theories-in-use, and that connecting the programme to real business problems is what gives busy managers a reason to practise.
The graph holds this control, the 0 it maps to, and the evidence behind each claim, over MCP and REST.