Surname: Name: Student No: Email: Group:

Africa Savannah 215 030 826 vakes95@gmail.com HRM

Jafta Kaylen-Kim 215 133 285 kaylen94.kim14@gmail.com HRM

Kanana Averon 208 136 681 averonjkanana@gmail.com HRD

Maarman Jenna 215 187 512 jennamaarman@gmail.com HRM

Magodla Hlanganani 215 296 184 hmagodla@yahoo.com HRD

Turner Taryn Ann 216 208 629 tarynann23@gmail.com HRM

Zass Tania 212 023 063 tania.zass09@gmail.com HRM

MR J. KILEY 25 JULY 2019

Presentation Agenda:
1. The Learning Organisation Introduction:

When the rate of change outside exceeds the

rate of change inside the end is near.
Organisations that implement what they learn
from the business environment are the ones that
will survive in these challenging times.
 1.1. The Learning Organisation
Defined:

The Learning Organisation may be defined as:

Organisations where people continually expand their capacity
to create the results they truly desire, where new and expansive
patterns of thinking are nurtured, where collective aspiration is
free, and where people are continually learning how to learn
together (Meyer, et al 2016: 92).
The Learning Organisation:

The Learning Organisation Key Elements;

 Actively encourages learning within the work environment
 Encompasses the culture of the organisation.
 Learning occurs in all activities of the members of the
organisation and requires a major shift in the way training
has been conducted in the past.
 it challenges most of the principles, structures and methods
in the training process.
2. Workplace Learning to Support a Learning
Culture Standard (SABPP):

In 2015, the SABPP developed an HR professional practice

standard dealing with Workplace Learning. The standard defines
Workplace Learning as “Learning which occurs while in the normal
working situation, it is purposeful and enables a person to develop
as an individual, as team member and as a person outside work”
(Meyer, et al 2016: 93).

The Workplace Learning Standard

is depicted in FIGURE 2.1:
Learning Ecosystems:
3. Problems with Training Programs:

Training programmes face many problems in the corporate

environment which limit the impact of learning and
performance. Wick and Leon (1993:30) state that there are six
reasons why traditional company training does not produce the
desired results (Meyer, et al 2016: 93).
3.1. Training does not meet business
needs:

► Training does not always tie in with the strategic business needs
of a company.
► A multitude of training programmes are used on a continuous
basis.
► These programmes come and go, and the application of
knowledge is not taken seriously.
► The impact of training is therefore very limited.
3.2. In training, one size does not fit all:

► Many training programmes are not flexible enough to meet

everyone’s unique needs.
► Vast amount of money, time and effort are spent and wasted
in teaching people what they do not really need to know.
► Too much generic information is given whether everyone
needs it or not.
3.3. Managers do not support training:

► Employees are often “sent” on courses or “nominated” to

attend courses because attendance is a job or promotion
requirement.
► Their supervisors see training as an expensive waste of
time which result in work backlogs.
► Not having management support, reinforcement and a
skills transfer strategy can completely negate the
potentially positive effects of learning.
3.4. Employee workload:

► When employees have been on a training course, they return

to mountains of e-mails, reports, meetings and the crisis of the
moment.
► The implementation of knowledge and skills that were learnt
gets put aside in order to deal with immediate priorities.
► Although the intentions may be good, follow-through does
not always take place.
3.5. A lack of measurement:

► The weakest link in the training process is the implementation

phase of training.
► Employees go back to work, but they do not implement what
they have learnt.
► There is no accountability for what was learnt.
► There is no measurement system to measure the impact of
the training.
► There is no follow-up measurement to ascertain the impact it
has on the business.
3.6. Incorrect time allocation:

► A lack of time often means training is done in a pressed

fashion that precludes real learning.
► Owing to time constraints, a three-day training course will
often be compressed to a day or two.
► Its content finally becomes a mini-lecture with handouts.
► The end-result is that very little training takes place.
 4. The Shift to the Learning
Organisation:

The differences between traditional training and the learning

organisation are depicted in Table 4.1 below (Meyer, et al 2016: 95):

Focus Area Traditional Training Learning Organisation

Needs Identification Reactive needs Reactive and proactive needs
identification, wait for identification
problems to occur
Training Design Design is designed by A project-team is used consisting
instructional designers of various role-players

Evaluation Trainers evaluate The whole organisations

training evaluates training with a focus
on impact
4. The Shift to the Learning
Organisation: Cont.
Focus Area Traditional Training Learning Organisation
Technology Very little technology is used, mostly E-learning, and social and
classroom training blended learning are used to
optimize technology and learning
Performance Focus Giving skills to employees so that they will Improve performance by
achieve a specified level of competence empowering learners to learn
continuously
Location Separation between the learning Learning and work environments
environment and the work environment are full integrated
Duration Training is an event with a clear beginning Learning is a continuous process
and end
Access Learning is restricted to individuals and All employees and managers
managers who require skills in a particular have equal access to a wide
area range of learning opportunities
4. The Shift to the Learning
Organisation: Cont.
Focus Area Traditional Training Learning Organisation
Learning Culture Organisation teaches employees what Employees teach the organisation about
they should know how to fit in the efficiency, innovation and improvements
organisation
People Skills Interpersonal skills training is restricted to All employees get interpersonal skills and
people in “soft” positions such as HR, IR emotional intelligence training
and PR
Mistakes When mistakes are made, they are kept Mistakes are seen as learning
hidden to protect the people opportunities and disseminated to the
whole company
Selection Managers select the courses they think Employees are trusted to select the
employees need course or learning they need

Target Populations Management and employees attend Managers and employees often attend
separate training course training course together
4. The Shift to the Learning
Organisation: Cont.
Focus Area Traditional Training Learning Organisation
Learning Area Training focuses on job-specific Cross-functional training is encouraged
aspects so that people learn about the whole
businesses, the sector and the broader
society and environment
Relationships Self-interest is the foundation of all Collaborations is the foundation of all
relationships relationships
Training Investment Difficult to acquire the necessary There is a high investment of training
resources for training and resources for learning
Information Information is the prerogative of Employees have access to information
management
Decision-Making Management makes decisions Employees are empowered to make
decisions
4. The Shift to the Learning
Organisation: Cont.
Focus Area Traditional Training Learning Organisation
Communication Communication is only used as an Communication is used as a
information tool, to acquire learning tool
information and give feedback
Organisational The hierarchy emphasizes position System approach encourages
Structure and functionalism interdepartmental co-operation
Control Managerial control is used Self-control is seen as the best form
of control
Learning units Focus on individualism, especially for Teamwork and individual learning
star performers are combined
Assessment Assess employees performance Assess employees learning progress

Approach Formal trainer-trainee approach Informal facilitator-learner

relationship where both parties learn
4. The Shift to the Learning
Organisation: Cont.

Focus Area Traditional Training Learning Organisation

Rewards No rewards for increased Rewards are expanded knowledge and skills
employee value
Learning Plans No written and learning plans Written learning and action plans for each
employee
Partnerships Very few partnerships Active partnerships between customers,
suppliers, learning providers, employees and
management

External Focus Do not study other companies; Use excellent companies and learning
more internally focused networks as benchmarks to improve
performance; globalisation
 5. Types of Learning:

New Learning
As individuals or groups seek
to improve learning
opportunities, they have to
consider different types of
learning which can occur,
depending on the particular
circumstances (Meyer, et al Transformational
2016: 95). Braham (1995: 60)
identifies four types of
learning that can be
indicated as follows in Incremental
FIGURE 5.1: Unlearning Learning
5.1. New Learning:

► New learning occurs when learners learn new skills they have
not been exposed to before.
► The learner enters the learning experience with an open
mind with very few specific expectations or preconceived
ideas.
(Meyer, et al 2016: 97).
5.2. Incremental Learning:

This type of learning occurs when people want to build on

existing knowledge and skills, in other words, a particular
skill is developed or refined (Meyer, et al 2016: 97).
5.3. Unlearning:

► The rate of change in the business environment today

necessitates that employees must sometimes unlearn what
they know.
► In unlearning, what you have known before becomes
obsolete and is discarded to make room for something new.
(Meyer, et al 2016: 98).
5.4. Transformational Learning:

Transformational learning requires major skills in thinking form

traditional ways of doing things to totals shifts in thinking and
practice, very often from a traditional or local paradigm to
doing business in a global market (Meyer, et al 2016: 98).
6. Types of Learners:

Braham (1995: 67) identifies three types of learners:

1. Reluctant Learners.
2. Leisurely Learners.
3. Life-long Learners.
6.1. Reluctant Learners:

► These people show very little interest in learning.

► They resist anything new and feel that they have acquired
enough knowledge and skills to be effective in the work
place.
► They will either be hesitant to utilise learning opportunities or
they will be very passive during the learning process.
(Meyer, et al 2016: 98).
6.2. Leisurely Learners:

► These learners aim to learn the minimum expected in order to

satisfy their supervisors.
► They do not volunteer for new assignments or training
opportunities, but over the long run they will keep up with the
required training to meet current minimum expectations.
► Furthermore, they see teams as an opportunity to sit back and
relax and distribute work to lessen their workload.
(Meyer, et al 2016: 98).
 6.3. Life-long Learners:

► These individuals are active learners.

► They continuously seek opportunities to learn
more about new ideas, trends and
developments in order to improve individual,
group and organisational performance.
► Life-long learners often volunteer to attend
learning events and they volunteer a lot with
professionals inside and outside the
organisation.
(Meyer, et al 2016: 98).
7. Characteristics of Learning
Organisations:

A learning organisation is totally different from the

traditional organisation. The organisational culture is
dynamic and requires that certain elements be
entrenched in the culture (Meyer, et al 2016: 99).
These characteristics are as follows:
7.1. Flat Organisational Structure:

► Traditional organisations consist of a strong hierarchical

structure which reflects the power and position of managers.
► Senge et al (1994: 38) notes that learning organisations are
attempting to reorganise more around horizontal processes
that across traditional functions.
► In learning organisations, bureaucratic structures and systems
are eroded to the benefit of customers and employees.
(Meyer, et al 2016: 99).
7.2. Open Communication:

► In traditional organisations, a top-down communication style

is used most of the time and the organisational culture
discourages open communication.
► In a learning organisation there is open and honest
communication.
► Individuals who speak out about things that are not going
right are recognised for their contributions.
(Meyer, et al 2016: 99).
7.3. Teamwork:

► Teams and the individuals participating individually and

collectively as members, are the most important units of the
learning organisation.
Real learning takes place in teams when team members:
► Learn from each other,
► Learn from their achievements and mistakes ,and
continuously,
► Learn how they can optimize their contribution in achieving
the goals of the business at large.
(Meyer, et al 2016: 99).
7.4. Empowerment:

In the learning organisation, all employees are empowered

to make decisions and to learn from the success and
failures of these decisions (Meyer, et al 2016: 100).
7.5. Inspired Leadership:

► In traditional organisations there is a lack of leadership.

► A learning organisation cannot exist without its senior
managers’ commitment and leadership.
► Managers must set the example by becoming learners
themselves and inspiring others to learn.
► Learning organisations keep developing their leaders to
become leaders who inspire employees, suppliers, customers
and other key stakeholders.
(Meyer, et al 2016: 100).
7.6. Innovation and Change:

► Learning organisations thrive on change.

► Learning organisations create an environment for learning from
innovation and change.
► They innovate because they learn.
► It is a continuous cycle of change, innovation and
improvement.
► Learning organisations are also more resilient and creative
than traditional organisations.
(Meyer, et al 2016: 100).
7.7. Shared Vision of Quality:

► It is often asserted that management has a vision for the future.

► Management has his own vision but this vision is not shared by all
members of the organisation.
► The end result is very predictable;
► Their vision never becomes a reality if it’s not shared by all
employees of the organisation.
► It has a collective sense of identity, a fundamental purpose which
is shared by each employee of the company.
► If the CEO has a vision for quality services, each internalizes this
vision.
(Meyer, et al 2016: 100).
7.8. Systems Approach:

► This system of fragmentation

means that collective intelligence
that could’ve been used is largely
eroded by the organisation.
► Companies are therefore not
performing at their optimum level.
► In the learning organisation
articulating the total organisation
from a systems approach
represents an opportunity to
break the viscous cycle.
(Meyer, et al 2016: 100).
 7.9. Job Satisfaction and Commitment

The learning organisation has

an organisational culture where
employee pride is nurtured by
instituting formal and informal
way of improving employee
engagement, job satisfaction
and employee commitment
(Meyer, et al 2016: 101).
7.10. People-orientated and People Focused:

► The learning organisation seeks to integrate tasks and people factors

in order to optimise the talent of employees.
► The needs of people are continuously identified and strategies
developed to integrate these needs with organisational goals and
strategies.
► Develop action plans to ensure that all managers and employees
develop their emotional intelligence.
► Learning organisations have progressive talent management systems
in place to optimise the talents of its employees.
(Maritz, 2004: n.p.; Meyer, et al 2016: 101).
7.11. External Focus:

► Learning organisations, are very externally focused.

► They continuously study their competitors and other
organisations, both locally and abroad in order to learn from
industry trained development.
► A more external focus is required which in turn requires
benchmarking exercises, networking, collaboration and large
scale knowledge sharing.
(Meyer, et al 2016: 101).
7.12. Technology-driven:

► In the learning organisation, a concerted effort is made to

use the most advanced technology to improve business
processes, products and services.
► Not only is technology very high, but the employees are
continuously trained to use the latest technology.
► Learning organisations all have a formal strategy for running
a digital business.
► They also have an explicit social media strategy to engage
with all stakeholders both inside and outside the
organisation.
(Meyer, et al 2016: 99).
7.13. Learning Opportunities:

► In traditional organisation learning is restricted to training

courses offered to some employees.
► The learning organisation encourages learning at all
levels of the company.
► Appropriate, learning opportunities are created to
enhance corporate learning and employee
development
(Meyer, et al 2016: 102).
7.14. Action and Result Focus

► In some organisations learning constitutes a particular event

like a training course with a clear beginning and end.
► There is very little transfer of training and skills to the
workplace.
► Learning organisations provide opportunities to employees
to apply skills immediately in order to achieve the
improvement in performance.
(Meyer, et al 2016: 102).
7.15. Customer Orientated:

► Whilst traditional organisations lack a customer focus, the

learning organisation is proactive in ensuring that all
employees are extremely customer orientated.
► In fact, most of the learning that takes place revolves around
learning more about customer needs and Implementing
systems and methods to improve customer satisfaction.
(Meyer, et al 2016: 102).
8. Barriers to Organisational Learning:

Many companies have created barriers which block the ability

to learn. The barriers to organisational learning make it difficult
for these organisations to transform their cultures into learning
organisations (Meyer, et al 2016: 102).
These barriers are:
8. Barriers to Organisational Learning:
Cont.

 Bureaucracy and hierarchical management structures.

 Rigid rules and procedures which govern who will “qualify” for
training and who will not.
 Limited resources due to ineffective prioritisation.
 An organisational culture that does not value creativity and
innovation.
 Managerial expectation that employees conform to the
prevailing culture.
 Lip service to employee empowerment and teamwork.
8. Barriers to Organisational Learning:
Cont.

 Limited interdepartmental co-operation.

 Lack of an external focus on learning, networking and
collaboration.
 Management controls workers rather than support them
 Managerial sanctions which instill fear in workers should
mistakes be made.
 Lack of support and encouragement for skills transfer and
application.
9. Learning Organisation
Implementation Plan:

► The learning organisation is ideal organisation which means

that no pure learning organisation exists.

There is no universal blueprint on becoming a learning

organisation. The generic model or the phases in creating
learning organisation depicted in FIGURE 9.1 can be
adapted by organisations (Meyer, et al 2016: 103).
Learning Organisation Implementation
Plan: Cont.
Assess Learning Culture

Analyse Results

Communicate and Disseminate Results

Present Results to Top Managment

Create a Knowledge Management System

Develop Learning Strategies

Market and Communicate Learning

Implementation

Evaluation
10. Company Example:
 The Learning Organisation: Toyota Kata

 “Toyota Kata” essentially means Toyota way of designing and

implementing a successful management based on the philosophy
of continuous improvement. Based on this philosophy, we may
consider Toyota’s process of continuous improvement as an
excellent illustration of organisational learning.
 Toyota works towards a target condition in small, rapid steps, with
learning and adjustments occurring along the way. Always adjusting
to the present situation as necessary.
 The Learning Organisation: Toyota Kata
(continued)
In Toyota’s managerial philosophy the gray zone should be explored
step by step. This exploration and experimentation can be
summarized by the well-known Plan-Do-Check-Act (PDCA) cycle. The
four stages of this process are the following:
► Plan: Define what you intend to do, based on the previous experience.
Define your target condition and your working hypotheses.
► Do: Try to implement your plan and test your hypotheses.
► Check: Compare your outcome with the expected one.
► Act: Standardise and stabilise what works, or begin the PDCA cycle
again.
The Learning Organisation: Toyota
Kata (continued)

► The stages of this PDCA cycle constitute stages of Organizational

Learning and acquiring knowledge. Toyota added to this known
cycle the words “Go and See” because it is important in all stages
of the PDCA cycle to see what the actual conditions are.
► What is really interesting at Toyota is the fact that errors and
problems are considered opportunities of learning and not
occasions for blaming or applying penalties. If people will be
blamed for getting problems or producing failures, they will hide
them or will try to minimize them. Thus, the culture developed at
Toyota is based on the idea of not stigmatizing people for their
failures, but to consider them opportunities of learning
 11. Conclusion:

Successful organisation’s have the ability to and are prepared to

change and adapt. Although organisations are learning and adapt to
change they are slow in making changes. Learning Organisations
have the capability to control the external pressures rather than be a
slave to it.
The ability of the organisation to focus on organisational goals and
secure staff commitment to their achievement will lead to far greater
efficiency and a better quality of product or service. (Meyer, et al
2016: 103).
 12. References List:

Meyer, M., Bushney, M., Katz, M., Knoke, G., Ludike, J., Meyer, M., Nel, B., Schenk, H.,
Smith, S. & Wolfson, R. (2016). Managing Human Resource Development: A Strategic
Learning Approach. South Africa: LexisNexis.
Senge, P.M. (1990). The Fifth Discipline: The Art and Practice of the Learning
Organisation. New York: Doubleday.
Wick, C.W. & Leon, L.S. (1993). The Learning Edge: How Smart Managers and Smart
Companies Stay Ahead. New York: McGraw-Hill.
Braham, B.J. (1995). Creating a Learning Organisation: Promoting Excellence Through
Education. California: Crisp.
Maritz, D. (2004). “Talent management” in Meyer M. & Botha E. (eds) Organisation
Development and Transformation in South Africa, 2nd edn. Durban: LexisNexis
Butterworths.