Understanding Learning Organisations in a South African Context

The term “Learning organisation” could be seen as complex and difficult to understand and the applicability of such theories / models could be challenging. In this article, Dr Stefan Fourie sets out to facilitate a better understanding and implementation of learning organisations in a South African context.

The term “learning organisation” is sometimes sold as a competitive advantage, however the reality is much deeper in that such an ability (to learn) allows the organisation to be ever adaptable to its surrounding environment. A learning organisation is an organisation that is skilled at creating, acquiring and transferring knowledge, and at modifying its behaviour to reflect new knowledge and insights. It is critical to understand that a learning organisation is not about promoting learning for the sake of learning. It is about promoting learning to improve work processes and enhance services. It is also important to note that learning be tied to business objectives.

Learning is a critical link between plans and operation, between our thinking and our doing. We learn what worked and what did not. We should not need a crisis to point out the gaps between our plans and our execution, rather, we should learn continuously.

Peter Senge (1995), although not the only author on learning organisations, popularised the concept of the learning organisation and for organisations to survive in a continuously changing environment, an agile, flexible and motivated workforce is required. Senge (2006) reflects on five learning disciplines that provide vital dimensions in building organisations that can truly learn. These dimensions are: personal mastery, mental models, shared vision, team learning and systems thinking. These dimensions develop separately, although each dimension is critical for the others’ success.

Learning organizations are rare because the five disciplines are difficult to implement. It takes a pioneer, a strong leader to commit to the organisation to becoming a learning organisation because it defies the accepted norms of management control. Within this context, organisations should strive to create a climate that fosters learning, thereby facilitating the learning of its members and continuously transforms itself.

“Learning” is a verb – an action verb for that matter. Learning creates, adapts, deepens and transfers knowledge. Chapman (2010) argues that any form of learning should lead to action. Since learning is continuous, knowledge by itself cannot constitute a competitive advantage. Once it has been acquired, it will become stale if not continuously renewed. It is learning then, in its active sense, that constitutes the competitive advantage.

Fundamentally, a learning organisation can only function to its full potential in an environment where individuals are supported (especially by top management) and allowed to operate in a culture that values and promotes learning. By fostering learning, an organisation allows individuals to achieve behavioural change and transformation. A learning organisation is thus not just about change, rather about reformation. This does not happen quickly, rather it happens slowly. Individual forms of learning can be systemised and passed on to the team. The team’s learning (knowledge) is then available to the organisation as a whole in an ongoing cycle.

The problem about learning today, is that we live in a “quick fix” society, and learning is seen as an event. Learning is a process and not an event. Many people engage in learning activities to be encouraged or to become motivated. The reality is that true learning takes time.