HRD Role in Learning Organizations LO28126

From: Daan Joubert (daanj@kingsley.co.za)
Date: 03/30/02


Replying to LO28108 by Jan Lelie
and others earlier in the thread

   Goeiendag Jan and LO'ers

   Jan, you wrote:

> The paradox is, that a teacher (mentor, coach, manager, hrd-er)
> wants to teach something: to change the behavior of the pupil
> and at the same time, he can not change the behavior by trying to
> control it. He - or she - will have to wait for the pupil to be
   ready.

   and later

> It is a true paradox: nobody can learn something without
> being controlled by something or somebody. Everybody wants
> to learn, but nobody wants to be taught. And yet, you only
> learn, when you're willing to be taught.

   Drawing on the kind of circumstances we have here in South Africa, I
   have come up with a brief illustration (basing it on the principles of
   Normative management I am working on) of the different working
   situations one can find oneself in and how that affects the whole
   motivational process - and since this process relies very much on a
   "willingness" to learn, it is I believe relevant both to what Jan
   wrote and the debate about HRD being responsible for initiating a
   change to an LO (or not, as one's opinion might be).

   For much of our history since the white man came to South Africa in
   the 1600's, we have been an agricultural nation. We still have many of
   the original large farms spread across most of our climatically not
   always friendly country and the predominant labour on these farms is
   supplied by the descendants of the original inhabitants of this part
   of the world. And as history would have it, until quite recently few
   of them were educated to any degree or even literate.. I say this in
   order to place the following in perspective:

   Invariably these farms would have a quite extensive vegetable garden,
   as a rule watered from a dam that is either fed by a stream or, more
   commonly, by a wind-driven pump from a bore-hole. Again, until quite
   recently when electricity became widely available in rural areas,
   water was drawn and distributed by irrigation ditches leading from the
   dam to the garden. Typically, one of the farm labourers (of which
   there was often quite a large population - relatively speaking ) would
   be assigned the duty of looking after the vegetable garden.

   The idea of this illustration is to place one-self in the position of
   that labourer and to consider how one would behave and think - perhaps
   not in reverse order! - given these three scenarios that describe how
   the farmer sets out the work to be done. These could be elaborated
   upon, but just the essentials are given to indicate the nature of the
   three situations.

   1. "I want you today do clean this drainage ditch. Dig it nice and
   square, to a depth of so deep (hands over a stick of about 12 inches)
   and just as wide. Haul out the old mud and spread it over here where
   we will prepare a new bed (makes scuff marks on the ground to show the
   dimensions). Just make sure it is spread evenly. When you have done
   that, come here and dig up this old bed. Make sure you shake off all
   the earth from the roots and then leave the old plants in a pile, over
   there (shows exact place), where these can be collected later to feed
   the cattle. You must dig so deep - hands over another stick - and I
   want no lumps greater than your fist. Make a fist and let me see. Yes,
   that's right. OK that's all for today."

   2. "It is time to re-organise the garden a little and to rotate what
   we have been planting during the last season. I think here we will
   switch the bed from cabbage to carrots and move the cabbage to this
   old bed that was unused (etc etc with respect to other changes). I see
   the trellis for the beans is getting a bit rickety. Get tools and
   nails and some baling wire from the workshop - ask John for them - and
   get it prepared for the new season. When you prepare the beds, make
   sure that you work in some manure compost from the cattle kraal as
   well. Oh, I also see some of the irrigation ditches are getting
   clogged - see to them when you have the time."

   3. "This is the start of the new spring season and we will continue as
   before. You still have full control of the vegetable garden and will
   plan to produce the vegetables we need - much the same as specified by
   my wife for last year. The only complaint I know of for the last year
   was that there were not enough pumpkin to last, mainly because of
   spoilage by an insect pest, I believe. Next time we go into town you
   may want to ask the guy at the co-op what insecticide to use. Here is
   your budget for seed, insecticides and other requirements. As you
   mentioned, I have made allowance for the purchase of a new wheel
   barrow."

   There is of course no doubt as to which of the three examples one
   would like to have applied to oneself.

   Very simple examples, true, but I would hazard a guess that, in terms
   of the principles involved, of the three the first two are the more
   prevalent in most businesses - the first at the level of the factory
   floor and the second at the levels of middle and lower management. At
   the level of top management, of course, we are dealing with the
   farmer, not the labourer.

   It is of course easy to see which one is most conducive to stimulating
   a learning experience by the labourer - who is no longer a labourer
   but much more like the entrepreneur in charge of the vegetable garden;
   meeting the requirements of the environment rather than following
   instructions on what to do and even how to do it.

   Here one nevertheless should not focus on the nature of the actual
   work being done - much the same in each case - but on the amount of
   independence and discretion that can be exercised even within this
   very limited context of a vegetable garden. In other words, authority.
   And on the scope for innovation, creativity and self-discipline this
   brings about.

   A key point I hope to make with this example is that the nature of the
   objectives and thus the nature of the challenge that is faced, it
   scope and complexity, can play a major role in creating a climate in
   which the need to learn becomes apparent - and which therefore
   addresses some of the problems in the debate about both barriers to
   change and regarding who should be responsible for the change to an
   LO.

   Unfortunately, enrichment of objectives and authority - while
   essential - is IMHO not sufficient to bring about lasting change. To
   do that a few other ingredients are required, but this post is already
   too long to dwell on these now.

   Many South Africans will find it a strange experience to consider
   themselves from the position of the labourer of the vegetable garden.
   Perhaps less so today than say 50 years ago.

   Best wishes and kind regards to Jan and all

   daan

   Daan Joubert
   Not a gardener at all,
   yet trying to sow seeds.
   Roodepoort
   South Africa
   daanj@kingsley.co.za

-- 

Daan Joubert <daanj@kingsley.co.za>

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