Banrock Wine and Wetland Center demonstrates how BRL Hardy has been able to create a new approach to marketing by integrating their environmental and social projects, which have become fully realized and have been successful globally thanks to their learning culture. It was these two factors combined that allowed the organization to simultaneously develop both its commercial health and that of its local environment. The seemingly inevitable result of this ecological and marketing mix was the development of the Banrock Wine and Wetland Centre, created in collaboration with Wetland Care Australia, a not-for-profit organization dedicated to protecting and restoring the environment. The new interpretation and marketing center has been designed to demonstrate the company's active investment in the local environment. The center also celebrates environmental care, sustainability and Banrock wine products. Due to the success of this center, the company went on to sponsor similar operations in Finland, the Netherlands and Canada with local environmental groups seeking to preserve wetlands in their countries. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an original essayIn this case study of the Banrock Wine and Wetland Centre, the key issues relating to organizational behavior are those of developing a productive learning culture as well as setting core values ​​and unique organizational objectives to give products a competitive advantage in the industry to gain a competitive advantage. As for BRL Hardy, they had to work to benefit the environment together with their company. This idea was particularly important in the Banrock Wine and Wetland Center as the company's slogan became "good land, good wine". This approach was innovative at the time as it took a perception-based approach to marketing. For example, the halo effect of specific perceived characteristics in making an overall judgment about people (Thorndike, 1920). The halo effect can also be applied to organizations, as their customers can make quick judgments based on just a few characteristics of a company. To combat this form of prejudice, BRL Hardy does not allow mistakes. They put corporate environmental and social responsibility at the forefront of their marketing campaign. Banrock Wine and Wetland Center itself has more than taken this issue on board and has become the very embodiment of their slogan. Society may take into account assumptions about personality traits and abilities associated with classifications of social groups based on similar characteristics (Lippman, 1922). This would further help the company gain a better perspective among its stakeholders. The most multifaceted of these issues has to do with communication, human behavior, and how senior management has been able to foster BRL Hardy's transformation into a learning organization. Although Banrock Wine and Wetland Center and BRL Hardy use a more vertical power structure within the employee body, each employee has direct input into the company's marketing program. Communication is key and ensuring it within and between hierarchies determines the further behavior of the various stakeholder groups linked to the company. It is also useful for marketing and staying in touch with the intentions of stakeholders. Communication helps build relationships within the organization (Argenti and Forman, 2000) and also encourages leadership (CIPD 2012), which fits well with the employee structureof the organization that focuses on self-learning. Communication issues have been addressed well, however the company could consider how it asks stakeholders to communicate. This image shows when managers feel uncomfortable in providing feedback, the company should take these aspects into consideration as they may affect employee effectiveness when managers can provide feedback more effectively. In addition to opening the centre, BRL Hardy has established a form of action learning to foster what they describe as a culture of adventure. Laurie J. Mullins argues that “action learning involves a small group of students meeting regularly to undertake a practical, organizational project. It is based on real work problems and is designed to help develop both the manager and the organization. Action learning involves participants working together to find solutions to real problems and reflecting on their experiences.” (Mullins, 161) The case study presents a “particular type of learning culture” as stated in (Willis, 56). This is why learning within an organization occurs within a group; shifts its focus from traditional teaching methods and focuses on what a group dynamic based on action learning can offer a company. Within this case study, it is highlighted that the key aspects of an effective work team is that they are "strong, open and interactive", which then seeps into the day-to-day functioning of the business. By implementing this type of learning, this means that behavioral problems that may arise would be resolved in groups; they would be addressed and resolved together, allowing for collaborative thinking to address the problem at hand. This allows staff to have the opportunity to better understand behavioral issues as they do not have to constantly seek reassurance from those in a higher position than them, allowing employees to feel free in their decision making and therefore able to improve themselves . .There are two types of learning that the company promotes, as indicated in the case study; adaptive and generative. The case presents the notion of adaptive learning as something that provides immense support to employees so that they are able to improve themselves and help others in the group using the facilities provided by the company. The other type of embodied learning is generative learning; it is for this reason that the company projects itself outside its borders and thinks on a more global scale. This type of nurturing environment presented by the organization would reduce any type of behavioral issues that might be presented to staff, as jobs that allow for creative and collaborative effort among employees are known to allow a positive environment to thrive. BRL Hardy's interpretation Action learning involves promoting direct action by staff to achieve company objectives without necessarily obtaining the approval of their superiors. In their many international offices, they rely on local staff to address issues that require an immediate response or decision. This form of corporate action learning implemented by BRL Hardy means that mistakes can be made, but at the same time this issue has already been taken into account by those working in senior management. However, the organization chooses not to view this as a negative and focuses more on how this can be an integral part of bringing employees together to help resolve errors. This additional level ofresponsibility assigned to employees working in countries outside of where their home office is located allows them to feel a stronger sense of connection with BRL Hardy, making them “vigilant on its behalf” (Willis, 59). The case study outlines a company that thrives on innovation and interaction between others, as well as placing high value on its staff members. Therefore, the successes so evident within the company have the potential to be matched in other like-minded organizations that place employee satisfaction at the top of the list. The case shows how successful a company can be in enabling its staff to work together to solve problems and collaborate together. Behavioral problems presented within these types of environments are more likely to be resolved and resolved with the mechanisms put in place by the appropriate organization, providing a strong example to others as to how these alternative types of learning environments can enable the better than occurring within a company. Creativity and the ability to learn are important not only for leaders but for organizations as a whole. Action learning is a proven method for managing the unprecedented and complicated challenges that can be faced in the workplace by developing the skills of everyone involved and solving the problem at hand. Action learning unlocks creativity with the simplest tool; "The question". Whether the question was generated by curiosity or creativity, powerful questions have changed the world over the years by generating “How” moments. Learning to ask the right question shifts assumptions and creates new and infinite possibilities for constructive action. Therefore, questions promote creativity. Questions stimulate the brain's imagination and creative thinking skills by encouraging you to take a more exploratory approach, which tends to foster a whole new set of insights; and this is where action learning coaching/teaching is essential. Action learning can be seen as an alternative model of the “learning organization” (Morris, 1991). Action learning groups, however, are based on the ongoing work of Reg Revans, in which he states that groups should comprise five to eight people – more often than not, this would be an existing team in the workplace. The team leader, who would be the coach assigned to action learning, helps the team be disciplined by delving into powerful questions and learn to work as a high-performance, results-oriented team. Action learning improves business by empowering people (colleagues in said organization), to discover creative and actionable solutions to complex problems and improves team performance through shared accountability and responsibility. A case study was conducted in a private hospital with a capacity of 250 people. beds and approximately 400 full-time employees. The study was not intended to measure “broad or balanced performance indicators” of the hospital's organizational performance, but it was an effective way to measure behavioral changes. There were 27 different ways to measure performance in the hospital; nurses had their own performance measurement tool, managers had theirs, and so on. No overarching policies had been implemented in relation to performance management, these in turn had almost no connection to the strategic plans or objectives of the hospital as an organisation. Garvin (1994), shed light on the steps to take when you want to implement action learning in the workplace. The first step is cognitive; the second phase concerns behavioral changes; the third phase is the.