HRD4801/Assignment 05
HRD4801
ASSIGNMENT 05
Unique number: 611172
Title, name and surname, Student number Cell phone number
Mr. Siyabonga Ngwane 20264925 0832076394
Dr Tebogo Molotsi
Date of submission:
1st September 2023
HRD4801/Assignment 05
Contents
Introduc�on ............................................................................................................................................ 1
1. Mantex: Learning organisa�on implementa�on............................................................................. 1
1.1. shared vision ........................................................................................................................... 2
1.2. Mental models ........................................................................................................................ 2
1.3. Systems thinking ..................................................................................................................... 3
1.4. Personal mastery..................................................................................................................... 3
1.5. Team learning .......................................................................................................................... 3
2. The Fourth Industrial Revolu�on and its impact on learning organisa�ons ................................... 3
3. The three types of open distance electronic learning (ODeL) modes of delivery .......................... 5
3.1. e-Learning ............................................................................................................................... 5
3.2. Online learning ........................................................................................................................ 6
3.3. Correspondence learning ........................................................................................................ 6
Conclusion ............................................................................................................................................... 7
References............................................................................................................................................... 8
HRD4801/Assignment 05
Introduction
In the age of rapid technological advancements and global connectivity, organizations are
constantly evolving to adapt to new challenges and opportunities. One significant development
in recent years is the emergence of Open and Distance e-Learning (ODeL) as a powerful tool
for education and training. Simultaneously, the Fourth Industrial Revolution has brought about
a paradigm shift, transforming the way we work and interact with technology. In this context,
organizations are increasingly recognizing the importance of becoming learning organizations
entities that prioritize continuous learning and development to thrive in the dynamic business
landscape.
The Fourth Industrial Revolution (4IR) involves the integration of advanced technologies like
artificial intelligence, robotics, and the Internet of Things into various industries. This requires
new competencies, processes, and work cultures, which can be developed through proper
organizational learning processes. Open and Distance e-Learning (ODeL) can help develop
these competencies. Learning organizations can shape new work cultures, but challenges like
lack of funding and infrastructure need to be addressed to drive the 4IR in South Africa's
education system.
1. Mantex: Learning organisation implementation.
Luhn (2016:03), explained that the ability of an organization to learn can be summed up as
the potential of an organization that anticipates and faces changes in its environment in a
proactive manner, proves and maintains the resulting flexibility through individual
contributions, and independently identifies and develops or, more specifically, changes some
of these mechanisms. Furtherly, Hallam et al. (2014:83), added that a setting where individuals
continuously increase their ability to produce the outcomes, they truly desire, where thought
patterns are widened and fostered, where group aspiration is unrestricted, and where
individuals are constantly learning new things. Therefore, Tait and Blinco (2014:96),
emphasized that the ability of organisations to shape their own fate by creating unified policies,
strategies, and programs is influenced by both internal strategy management, and capability
as well as external opportunities and restrictions, can be considered as a learning
organisation. In basic terms, organisations can adapt to environmental change by learning
contemporary ideas and operating according to which helps them keep or increase their
competitive advantage.
Yadav and Agarwal 2016:19), suggested atmosphere that supports in a learning organization,
fostering a learning is the organisation's primary mission and the emphasis of management
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systems. According to the aforementioned authors, in order to create learning organisations,
a variety of learning-obstructing behaviours must be abandoned in favour of new ones
entailing learning culture, constant experimentation, network intimacy, information systems,
reward systems, human resource practices, and leaders' mandate. Therefore, for Mantex to
swerve from being a traditional organisation, need to adopt or follow “Senge's five disciplines
that are essential elements in a learning organisation, offering tools and procedures that are
practical and helpful in the process of organisational learning”, (Aggestam, 2006:296). Senge
(2010:02), enlisted five disciplines in that they assist leaders in implementing learning
organisations, such as a shared vision, mental models, systems thinking, personal mastery
and team learning.
1.1. shared vision
Feldman (2022:57), explained that a learning organisation's shared vision entails a self-
commitment to lifelong learning. This means that every individual within Mantex must strives
to be the best version of themselves, battles for confidence and enthusiasm, and needs to be
more authentic about the future to be aligned with the learning organisation process. According
to Stevens (2019:137), the foundation for developing a shared vision is personal mastery and
the sharing of mental models. The shared and collective missions, principles, and objectives
that define an organization are part of the shared vision. Visions of the future that go beyond
transcribed goals or outcomes that are displayed in a hallway or office are needed to deeply
distribute a vision and win over more support”, (Ahmed, 2015:95). Panagiotopoulos et al.
(2018:03), outlines that developing a shared vision fosters colleague trust and forges a sense
of belonging, since shared visions are propagated by enrolment or commitment rather than
compliance, communication is essential to their success.
1.2. Mental models
Najafbagy and Doroudi (2014:29), argues that mental models influence how an individual
views and behaves, despite the fact that people rarely make common cause with their mental
models. In reality, the goal of organisational learning is to make every company a learning
organisation in order to adapt to and survive the profound changes that the twenty - first
century has brought about in virtually every industry.
This discipline calls for excellent thinking communication with others as well as keeping an
open mind to outside influences. The ability to reflect and inquire is developed via collaborating
with mental models. An outcome of mental models is the challenging of prior assumptions and
generalizations regarding organizational processes, which opens the door for further
investigation. (Coto, 2012:269).
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1.3. Systems thinking
Tahmir and Nawawi (2016:177), mental toughness structural thinking, the ability to
comprehend the relationships between the various social and cultural and elements that have
an impact on an organization, the capacity for interrelated and comprehensive thought, the
capability for creating adaptable organizations, and the required to develop the of system.
(Sok & Le 2023:39).
1.4. Personal mastery
Panagiotopoulos et al. (2018:03), People need to be aware of the difference between where
they are now and where they wish to be. At this point, a tension develops, which then serves
as motivation for ongoing growth and career advancement in order to close the gap. People
propose their own ideas, use their creativity, concentrate on learning with patience and
perseverance, develop a self-awareness, and manage themselves via self-control and self-
defense. (Lewis et al., 2008:291).
1.5. Team learning
(Bernatík, Fabiano & Kerin 2022:783) The development of a solid basis of mutual insight,
mutual trust, and possibilities for openness to objective experiences are all aided by team
learning. People develop intellectually more quickly through team learning because varied and
opposing brains and intellects come together. People develop inventive coping mechanisms
for the main pressures that prevent productive teamwork and discourse. Team learning
enhances intellectual conversation, improves crisis management comprehension, and
supports the expansion of knowledge and innovation among team members. It provides plenty
of practice chances for management teams and makes it possible to collect in-depth
information and allow ideas to flow freely. (Nyukorong 2016:35).
2. The Fourth Industrial Revolution and its impact on learning organisations
The Fourth Industrial Revolution or 4IR is the monogamous of tangible resources with cutting-
edge “digital technologies that communicate, analyse, and act upon information and these
technologies include the internet of things (IoT), artificial intelligence (AI), robots, drones,
autonomous cars, 3D printing, cloud computing, nanotechnology, and more” (Deloitte,
2020:03). The high - pressure water engine's development in 1760 marked the beginning of
the First Industrial Revolution, then the Fourth Industrial Revolution was initiated in year 2000
with the invention of “Green Energies, such as internet, 3D printers and genetic engineering”
(Xu et al., 2018:91). Schwab (2015:02) is of the view that the shift to the Fourth Industrial
Revolution is causing disruption practically every business worldwide. Additionally, the
magnitude and complexity of these transitions entail a complete overhaul of the management,
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governance, and production processes. Therefore, TechCo is likely to face the rising need for
customised goods, changes in production value chains and talent gaps, as well as digitisation
in all facets of manufacturing.
Mayer et al., (2021:03), in contrast to South Africa, where the problems of the Fourth Industrial
Revolution are expected to result in employment losses, the Fourth Industrial Revolution is
typically considered as an opportunity rather than a danger in Germany, Japan, and the United
States. According to Leurent and Shook (2019:06), in order to align a learning organisation
with the Fourth Industrial Revolution by making employee empowerment the main concern,
agile and responsive, and leaders in production speed up development and value creation for
their company, individuals, and societies. This means that TechCo should resort to projects
that will enhance the learning organisation process that will enable employees to remain
upskilled and keep up with new technologies, this will allow the organisation to gain
competitive advantage against its rivals. In addition, Mayer et al. (2021:02) suggest that
automation leads in higher additional labour time to enhance productivity and stay up with the
competing enterprises, which results in increasing occupational stress. The Fourth Industrial
Revolution technologies present a case for improved productivity and a better quality of life.
When TechCo resorts to technology interventions could upsurge the usefulness of business
practical manoeuvres, but they may also cause a number of Human Resources problems,
including a decline in employee recruitment, “employee stability on the emotional and physical
fronts, employee interest in management, the inclusion of training programs for workers, a
change in the performance assessment process, a change in organizational policy, and a
change in labour relations”, (Pandian, 2018:60). TechCo’s Human Resources must be
engaged in determining which tasks may be automated or fully autonomous and which ones
require human labour. Human Resources teams can correctly recruit internationally and
internally by determining the skills that are needed. At the same time, Human Resources
departments will need to support their employees in making adjustments and maintaining
relevance in the modern workplace. To refine and improve staff skills and knowledge, training
programs and managerial development initiatives must be carefully planned and implemented.
People should get compensation in the form of an income, reward, reimbursements, and
remunerations based on their performance and, if any of them have gone above and beyond
their duties, a word or note of thanks should also be offered to keep their spirits high.
According to Liao et al. (2018:18), the Fourth Industrial Revolution has changed how people
feel about their jobs. The reason is that when a company decides to lay-off workers, individuals
who were not keeping up with the knowledge and abilities needed for the job are included.
Furthermore, Mamabolo and Myres (2020:01), state that employees will feel uncertain about
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their ability to keep their jobs, so they put themselves through a learning process to acquire
the specific information and skills needed for the position.
3. The three types of open distance electronic learning (ODeL) modes of delivery
According to Maboe (2019:01), the students, known as distant students, are given the chance
to complete their education through open distance and e-learning (ODeL), which removes the
obstacles of distance, expense, and time. Furthermore, Igbokwe (2015:184), explains that the
type of education known as "open and distance learning," or "ODeL," provides stretchy
learning opportunities beyond of the conventional classroom setting, and it makes use of a
variety of technologies and communication tools to support learning for students who might
be constrained in terms of time and physical barrier.
Van Wyk (2018), pointed out that one of the key advantages of ODeL is its accessibility, and
students may access top-notch education from anywhere in the globe thanks to this
technology, allowing them to pursue their education without being restricted by physical
proximity. Therefore, this will be especially helpful for those who live in rural places or have
other commitments that prohibit them from attending regular sessions. On positive remarks,
Uzhenyu (2017:55), added that OdeL is accommodating in terms of scheduling, and students
are allowed to learn at their own speed and at a time that is most useful for them. This
adaptability enables people to manage their education with job, family, or other responsibilities,
making it a practical choice for those looking to enhance their careers or grow personally.
Furthermore, innovative technology and integrated learning environments are frequently used
in ODeL and these resources may include “e-learning systems, online lectures, video tutorials,
discussion boards, and more,” (Nyerere et al., 2012:188). Despite the distance between
students and teachers, these resources improve learning and encourage interaction. Molotsi
(2020:134), lamented that it is important to remember that ODeL calls for discipline and drive
from students. While it allows for flexibility, it also necessitates self-discipline and time
management abilities to guarantee program or course success.
3.1. e-Learning
Gherheș et al. (2021:01), is of the view that the COVID-19 pandemic has significantly impacted
traditional education, necessitating changes in teaching methods, learning styles, and
behaviours of both teachers and students. According to (Elayyan 2021:01), e-learning
encompasses a wide range of formats and tools, including online courses, virtual classrooms,
interactive multimedia modules, webinars, and educational applications. Furthermore, these
digital resources are designed to engage learners through a combination of text, images,
videos, audio, and interactive elements, making the learning process more dynamic and
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engaging. Alqahtani and Rajkhan (2020:02), emphasized that one of the significant
advantages of e-learning is its flexibility on basis that learners can access content at their own
pace and convenience, allowing them to fit their studies into busy schedules or personal
commitments. This flexibility also enables individuals to learn at their preferred speed,
spending more time on challenging concepts or quickly progressing through familiar topics.
Overall, e-learning has revolutionized the education landscape, providing a flexible,
interactive, and scalable approach to learning.
3.2. Online learning
Ferri (2020:02), outlined that online learning refers to the delivery of instruction on a digital
device designed to facilitate learning and online courses are the most common form of ODeL.
Online courses are delivered entirely over the internet and allow students to access course
materials, participate in discussions, submit assignments, and interact with instructors and
fellow students through online platforms. Adnan and Anwar (2020:46), explained that online
courses are typically self-paced, allowing students to learn at their own convenience and from
anywhere with an internet connection.
3.3. Correspondence or Distance learning
According to Obukhov et al. (2021:02), in correspondence learning, students receive learning
materials, such as textbooks, workbooks, and instructional guides, through mail or other
means of delivery. These materials are carefully designed to provide a comprehensive
learning experience, covering the necessary content and providing step-by-step instructions.
Students work through the learning materials at their own pace, studying and completing
assignments in their own time. Tammaro (2022), added that students can communicate with
their instructors or tutors through various means, such as postal mail, email, or phone calls.
Feedback on assignments and guidance on the learning process are provided remotely by
these instructors.
According Alharby (2016:127), correspondence learning offers several benefits, it provides
flexibility, allowing students to study whenever and wherever they choose, making it suitable
for individuals with busy schedules or other commitments. Second, it eliminates the need for
commuting or relocating, making education accessible to students in remote areas or those
who are unable to attend traditional classes. Third, it allows for personalized learning, as
students can focus on areas where they need more time and attention. However, it is important
to note that correspondence learning requires self-discipline and motivation from students, as
they are responsible for managing their own learning process.
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Conclusion
In conclusion, ODeL can be used as a tool to develop new competencies required in innovative
workplaces during the 4IR. Learning organizations can play a crucial role in shaping new work
cultures by providing proper organizational learning processes. However, there are challenges
such as lack of funding and infrastructure that need to be addressed to drive the 4IR in South
Africa’s basic education system.
Open and Distance e-Learning (ODeL) is gaining importance as organizations adapt to the
Fourth Industrial Revolution and the need for continuous learning. It offers flexibility,
accessibility, and adaptability to individual needs. Organizations are recognizing the
importance of becoming learning organizations to stay competitive and meet digital demands.
Fostering a culture of continuous learning empowers employees, drives innovation, and
embraces opportunities in the digital era.
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HRD4801/Assignment 05
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