Question 2
Introduction
The concept learning organisation has gained much prominence in the last few decades. It seems organizations are recognizing the importance of organisational learning as a whole rather than few individuals within the organisation that have expertise. Organisational learning not only improves the knowledge of employees, but skills and behaviours as well. Although it takes time; effort by management; and financial means the benefits and opportunities created by a learning organisation far outweighs its limitations.
In order to assess the progress of Standard Bank in becoming learning organisation, the following will be covered in my essay. Firstly I will define the concept learning organisation; secondly I will address the characteristics of a learning organisation; thirdly I will identify the progress of Standard Bank in becoming a learning organisation with regards to the characteristics; furthermore I will identify barriers to organisational learning at Standard Bank; and lastly I will provide recommendations of Standard Bank’s efforts in becoming a learning organisation. 2.1 Learning organisation defined
According to Senge (1990:3) learning organisations are “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 set free, and where people are continually learning to see the whole together.”
According to Garvin (1993:82) “a learning organization is an organization skilled at creating, acquiring and transferring knowledge, and at modifying its behavior to reflect new knowledge and insights.”

Senge (1990:27) “characterizes learning organizations by the shared all-embracing by all company philosophy, the shared vision and related goals, continuous personal learning by all organizational members, mental process models on how the organization and its context works, and team learning particularly with regard to problem-solving.”

According to the University of South Africa (2011:118) “Learning organizations have systems, processes and mechanisms in place to improve their ability to achieve the results they are aiming for; it enables their members to focus on a common goal so that they can achieve positive outcomes.”
Senge (1990) identifies five disciplines that are critical to organizations today if they are to cope with rapid changes taking place in the business and public environment:
1. Personal mastery – Learning to expand our personal capacity to create the results we most desire and creating an organizational environment that encourages all its members to develop themselves toward the goal and purposes that they choose.
2. Mental models – Reflecting upon, continually clarifying and improving our internal pictures of the world, and seeing how they shape our actions and decisions.
3. Shared vision – Building a sense of commitment in a group, by developing shared images of the future we seek and the principles and guiding practices by which we hope to get there.
4. Team learning – Transforming conversational and collective thinking skills, so that groups of people can reliably develop intelligence and ability greater than the sum of individual members’ talents
5. Systems thinking – A way of thinking about the forces and inter-relationships that shape the behavior of systems. This discipline helps us see how to change systems more effectively and to act more in tune with the larger processes of the natural and economic world
It is also important to note the difference between a learning organization and organizational learning. According to the Unisa Study Guide “organizational learning addresses the ‘how’. Organizational learning consists of the processes and activities that take place to achieve broader organizational goals.” Whereas a learning organization (Unisa Study Guide) “Addresses the ‘what’. A learning organization is the end state: a form of organization that operates in a way that demonstrates resilience to withstand the impact of change.”

A learning organization is one that enables continuous transformation; assists the organization in anticipating future trends; and facilitates creative processes to pursue opportunities as well as effectively manage firm’s resources, capabilities and strengths. It is also important to note that a learning organization facilitates learning in such a manner that positive outcomes are attained and employee behavior is modified to accommodate change successfully.

2.2 Characteristics of a learning organization

Kontoghiorghes et al (2005:123) “state that many studies have been undertaken to identify the characteristics of learning organisations. Organisations do not all possess the same characteristics, and different authors stress different characteristics. The difference can be attributed to the environmental demands and organisational challenges experienced within the organisation at a given time. Some characteristics are common to all organisations, however. In the sections that follow we will say a bit more about the important characteristics of a learning organisation.”

Although organizations may possess different resources, skills, and capabilities there are a number of characteristics which are common to all learning organization. These characteristics will be identified and discussed.

2.3.1 The will to learn

The first characteristic is the will to learn. According to Brewster, Carey, Grobler, Holland & Warnich (2008: 269) “Employees within the organization recognize the importance of current and ongoing learning.” Employees’ willingness to learn will increase if they understand the purpose, the importance and the benefit of continuous learning. It is important that the organization treats mistakes as an opportunity to learn and improve.

2.3.2 Leadership

The second characteristic is effective leadership. Leadership plays a key role in the establishment of a successful learning organization. According to Brewster (et al, 2008:48) “Leadership is the process of articulating visions, embodying values and creating the environment within which things can be accomplished.” It is important to note that the type of leadership style also affects the way in which employees will respond to learning. A leader should be able to transcend the organization’s vision; effectively manage barriers to organizational learning; and lastly promote personal development through coaching and mentoring.

2.3.3 Strategic thinking and vision

Strategic thinking and vision is the third characteristic. According to Brewster (et al, 2008:269) “Learning is a continuous, strategically used process that is integrated and runs parallel to work.” It is important strategic leadership aligns individual learning with organizational goals and objectives; as well as with the organization’s mission and vision. If the organisation’s vision is thoroughly expressed, it provides direction toward a common goal. According to Senge (1990: 206) “shared vision is vital for the learning organisation because it provides the focus and energy for learning.”

2.3.4 Culture of learning

The fourth characteristic is the culture of learning. According to Brewster (et al, 2008:269) “Employees network in an innovative manner that resembles a community both inside and outside the organization.”It is essential that a learning organization facilitates a culture to the effect that learning is a continuous process that takes place not only within the organization but outside as well. A learning organization promotes creativity to achieve positive outcomes and change behavior. Brewster (et al, 2008:269) further reiterate that “The organizational climate encourages, rewards, and accelerates individual and group learning.”

2.3.5 Management and appreciation of diversity

According to Gilley (2000:44) “Weaving diversity into the organization’s fabric enables employees to share their varied experiences and talents without fear of repercussions. The goal is not merely a tolerant workforce accepting of each other’s respective differences, but excited, creative employees who challenge one another and demand excellence.” Within the South African context, diversity is at the heart of every organization. It is important that organizations leverage diversity in such a way that: assists the organization in competing in global markets; creative ideas are continuously generated; increases the organization’s performance; and lastly diversity improves the attainment of valuable staff. | |

2.3.6 Change management

Change is continuous, as is learning. An employee that has an increased willingness to learn will be able to adapt to change. It can be noted that one of the positive results of organizational learning is the ability of employees to readily adapt and accept change as a continuous process. Brewster (et al, 2008:269) states that that “organizational learning shortens the time required to implement strategic changes.” In order for the organization to survive and flourish in the contemporary business environment: the organization needs to adapt, respond and implement changes in effort to compete strategically.

2.3.7 Intellectual capital and knowledge management

Garvin (1998:124) “states that the learning organization is one that is able to create, acquire and transfer knowledge, and also to modify its behavior to reflect new knowledge and new perspectives.” Employees within a learning organization are able to obtain information and implement it also immediately. According to Brewster (et al, 2008:269) “employees have uninterrupted access to information and data within a learning organization.”

2.3.8 Innovation and decision-making

According to Brewster (et al, 2008:269) “Learning organizations accelerate the development of new products, process and services. Employees become more proficient at learning from competitors and collaborations.” The environment of a learning organization encourages employees to experiment and generate new ideas with regards to products and service; as well as systems and procedures of the organization. With regards to decision-making: employees take charge of their decisions and the consequences thereof. Brewster (et al, 2008:269) also explains that “learning organizations contribute toward continuous improvement in all areas of the organization.” New technology and external influences can ignite the generation of new ideas and foster creativity.

2.3.9 Measurement and assessment

According to Brewster (et al, 2008:269) “employees within a learning organization, learn more effectively from their mistakes.” In order to promote continuous improvement: the measuring of employees: attitudes, behaviors and performance are critical; as well as internal and external assessment. Continuous improvement and learning should regularly be accompanied by constructive feedback.

2.3.10 Communication and dialogue

Chinowsky et al (2007:30) “explain that the existence of communities of practice promotes the learning organization, as this encourages the exchange of information and promotes self-directed learning.” Employees within a learning organization are more prone to information and knowledge sharing. Open communication and dialogue leads to shared strategic direction, and attainment of organizational goals. Communication and dialogue leads to increased group cohesion and increases collaboration between employees.

2.3.11 Reward and recognition

According to McGill, Slocum & John (1993:65) “A Learning reward system keeps organizational learning a systematic process which recognizes and reinforces learning. Intellectual diversity and dissents are not only accepted but also encouraged in order to improve experience. Punishments for failures are also eliminated.” Monetary and non-monetary rewards motivate employees to reach organisational goals and objectives. Employees who reach organisational goals and objectives satisfy personal goal achievement; and employees are motivated to strive for further recognition. Rewards and recognition also provide a sense of direction of what the employees should strive to achieve.

2.3.12 Teamwork

According to Ober, Yanowitz & Kantor (1996:50) “Teamwork and team learning is the critical link between the learning individual and the learning organization. With continuous learning and an ongoing reflection on results, a team can shift its orientation from knowing to learning, thereby increasing its ability to produce the desired business results.” Leadership is a key factor for the success of team learning. An effective leader enhances individual strengths and increases cohesiveness between employees.

The above characteristics describe how an organisation can evolve into a learning organisation. Because learning is a continuous process, some characteristics form faster than others. The next section addresses the progress of Standard Bank in becoming a learning organisation. 2.3 Progress of Standard Bank in becoming a learning organization

2.4.13 The will to learn

Regarding the will to learn, Standard bank continually conducts surveys based on learning and development. Standard Bank also has numerous policies and programmes promoting learning and development at all organizational levels. Standard Bank takes initiative to provide training for employees, incorporate learning and development workshops and encourage succession planning.

2.4.14 Leadership
At Standard Bank, managers view themselves as teachers and facilitators of the learning process. The chief training officer (CTO) and the chief learning officer (CLO) play a crucial role in the process of Standard Bank becoming a learning organisation.
At Standard Bank the CTO monitors internal training practices; positions training to support the strategic direction of the company; participates in succession planning; develops a learning infrastructure; and champions organizational learning as well as employee growth and development.

Standard Bank makes it a priority to provide leaders with training so that leaders are equipped with the necessary skills to effectively manage employees; accommodate conflicts; and maintain a learning culture. At Standard Bank leaders are encouraged to partake in succession planning, coaching and mentoring.

Jacko Maree, Chief Executive of Standard Bank Group, has been named by the Financial Times as one of the 50 emerging market business leaders who have helped shape the economic performance in their respective region 2.4.15 Strategic thinking and vision

At Standard Bank, everyone within the organization understands and supports the vision because of management’s initiatives to promote a learning culture. Standard Bank sets strategic goals and tracks both financial and nonfinancial indicators to determine goal achievement.

2.4.16 Culture of learning
Standard Bank promotes a learning culture through various initiatives. Firstly there is strong support and encouragement in terms of learning and development. Secondly, in order to promote learning Standard Bank provides workshops based on team development; communication skills; and people management. Thirdly Standard Bank has an online library which makes information accessible: the Personal and Banking Learning Library 2.4.17 Management and appreciation of diversity

Employees at Standard Bank treat each other with mutual respect regardless of what positions they hold. Because there is such a strong focus on learning, employees understand that diversity should be embraced. Employee diversity is leveraged at Standard Bank: teams are more productive and are able to adapt more easily to new situations; and employees from different races and gender, are able to generate ideas that might have not been generated by a homogeneous group.

According to Standard Bank “We promote economic inclusion and employ a diverse workforce to make a real difference to the communities we work in.” Standard Bank encourages learning through integrating people with different skills, knowledge, different experiences. Standard Bank values and encourages diversity, since it allows different perspectives and viewpoints to emerge. This includes diversity in the demographics of team make-up, and in thinking and working styles.

2.4.18 Change management
Standard Bank provides programmes; study skills; and mentoring on how to effectively manage change. Managers and Supervisors have employees assigned to them during a time a change (incremental or dramatic). Employees at Standard Bank embrace change, as they see change as an opportunity to grow and learn. Through learning initiatives, employees also posses the necessary skills to make suggestions and improve the change management process. 2.4.19 Intellectual capital
There are effective, informal learning networks where people from different levels within Standard Bank exchange ideas. The organisation makes it possible to learn something new every day.
At Standard Bank employees have unlimited access to information contained in the Learning library, which is accessible at anytime. All points of representation (PORs) and services centres must give staff access to information contained in the Learning library. 2.4.20 Innovation and decision-making

Standard Bank encourages staff members to share expertise and promotes innovation. Employees feel free to experiment, take risks, and openly assess the results of their actions. Through learning programmes which are specific to each department: employees and managers conduct brainstorming sessions to generate new products for existing and new customers; develop ways to improve customer service and quality of delivery; and lastly employees participate in team building exercises to increase group cohesion which ultimately improves decision-making between employees.

2.4.21 Measurement and assessment
Standard Bank uses many methods to evaluate learning at all organisational levels. In order to see if the employee at junior level has been successful in implementing training into job activities, Standard Bank conducts a 360 degree feedback. Management will receive feedback from the employee’s supervisor, peers, subordinates and customers. 2.4.22 Communication and dialogue

Relevant information is shared with all people within the organization. People feel free to inquire about and address each other's assumptions. The organization uses technology effectively to foster communication and learning among all staff members. Standard Bank’s company intranet is an effective way to communicate internally with staff and management.

2.4.23 Reward and recognition

Standard Bank’s Human Resource Development Policy incorporates business induced training and employee induced training. If employees complete the training which is provided by the company or personal training, within the time-frame required the employee will receive recognition as well as promotion depending on the circumstance. Reward systems are established before training commences, so that employees know what is expected and what they should strive towards.

2.4.24 Teamwork
At Standard Bank teams are routinely used for creative problem-solving. Standard Bank utilises cross-functional teams to accomplish tasks that cut across work areas or departments. When teams are used, there are enough committed people so that work easily gets accomplished. Standard Bank promotes team development through providing tasks and activities that requires the assistance of fellow employees.
A good example of how Standard Bank links teamwork and learning is through the development of new policies. In order to develop a new policy: the HR generalist is present, the manager for the specific department is present, the line manager may be present, the financial manager is present, and the Chief Learning Officer is present. These people partake in a brainstorming sessions in order to cover all the aspects needed to develop an HR policy.
Standard Bank is an organisation well on its way to becoming a learning organisation. Although some characteristics are more satisfied than others, many of the characteristics have been accomplished. The next section addresses the barriers that Standard Bank faces in terms of organisational learning. 2.4 Barriers to organizational learning at Standard Bank

The first barrier to organizational learning at Standard Bank is employee resistance to change. Resistance to change is a barrier because employees have an inherent resistance to change. Inherent resistance to change occurs because employees perceive change as threatening, which results in uncertainty. Because employees are the individuals who carry the strategy out, it is critical that all employees understand and embrace change; otherwise the organisation will not be able to respond to changes, challenges and risks faced by the business environment. The organisation will also not be able to accomplish organisational goals and objectives if employees resist change The second barrier is employee engagement and full top management support. Top management often shifts responsibility to line managers to implement learning efforts presented by top management. In order for learning to take place at all levels Top management needs to be more involved with regards to the processes and procedures of employee learning. Furthermore not all employees have the will to learn, which presents Standard Bank with a problem in transforming the organization into a learning organization.

The third barrier to organizational learning is cultural diversity. Although Standard Bank has many mechanisms in place that promote cultural diversity, people that have common inherent characteristics tend to have more in common. Employees tend to form cliques and groups that are homogenous in nature, which impedes organizational learning from taking place.

The last barrier is groupthink. Because one of the characteristics of the learning organization is to promote teamwork, some employees may feel intimidated which results in groupthink. Employees may conform to ideas and norms based on the group’s discussions.

2.5 Standard Bank enhancing the characteristics of a learning organization.

Standard Bank can enhance the characteristics of a learning organization in the following ways:
Firstly Standard bank can contribute toward lifelong learning by creating an environment and culture that thrives on learning, development and growth. Secondly management should encourage free exchange and flow of information: which will lead to increased knowledge sharing, team collaboration; and individual effectiveness. Thirdly Standard Bank should implement a policy that targets new employees as well as existing employees to engage in additional learning. This additional learning or training should either be provided by Standard Bank or should be employee induced. Lastly Standard Bank should foster learning and personal development at all levels in the organization.
It is important that Standard Bank is in line with the characteristics of a learning organization, but in order to fully master the benefits of a learning organization Standard Bank needs to enhance the characteristics and customize them to suit the organization.
Conclusion

The learning organisation is one that has many benefits. In order for any organisation to become a learning organisation it needs to adhere to the characteristics. At Standard Bank most of the characteristics were satisfied. Some of the characteristics such as culture and diversity are characteristics still need attention. It is important that Standard Bank overcome the barriers to organisational learning in order to progress toward becoming a learning organisation. There also ways that Standard Bank can enhance the characteristics of a learning organisation and customize them to suit the organisation and its employees.