The Banrock Wine and Wetland Center demonstrates how BRL Hardy was able to create a new marketing approach by integrating its environmental and social projects, which were fully realized and have achieved global success thanks to their learning culture. It is these two factors combined that have enabled the organization to develop its own commercial health and that of its local environment in tandem. The seemingly inevitable result of this mix of ecology and marketing was the development of the Banrock Wine and Wetland Centre, carried out in partnership with Wetland Care Australia, a not-for-profit organization concerned with environmental protection and restoration. The new interpretation and marketing center was designed to demonstrate the company's active investment in the local environment. The center also celebrates respect for the environment, sustainability and Banrock wine products. Due to the success of this center, the company has sponsored similar operations in Finland, the Netherlands and Canada with local environmental groups seeking to preserve wetlands in their own countries. Say no to plagiarism. Get a tailor-made essay on 'Why violent video games should not be banned'? Get an original essay In this case study from the Banrock Wine and Wetland Centre, the key issues relating to organizational behavior are those of developing a culture of Productive learning like while placing core values ​​and unique organizational goals to give products a competitive edge in the industry in order to gain a competitive advantage. For BRL Hardy, they had to work for the environment alongside their own company. This idea was particularly important at the Banrock Wine and Wetland Centre, where the company's slogan had become "good land, good wine." This approach was innovative at the time because it took a perception approach to its marketing. For example, the halo effect of specific perceived characteristics in the overall judgment of people (Thorndike, 1920). The halo effect can also apply to organizations because their customers may make snap judgments based on just a few characteristics of a company. In order to combat this form of prejudice, BRL Hardy left no room for error. They put their environmental and social responsibility at the forefront of their marketing campaign. The Banrock Wine and Wetland Center itself has more than taken this issue into account and has become the very embodiment of its slogan. The enterprise could account for hypotheses about personality traits and abilities associated with classifications of social groups based on similar characteristics (Lippman, 1922). This would further help the company gain better visibility among its stakeholders. The most multifaceted questions concern communication, human behavior and how senior management was able to facilitate BRL Hardy's transformation into a learning organization. Although Banrock Wine and Wetland Center as well as BRL Hardy utilize a more vertical power structure within the employee body, each employee has a direct contribution to the company's marketing program. Communication is essential and ensuring this communication within and between hierarchies determines the subsequent behavior of different stakeholder groups linked to the business. It’s also good for marketing and staying in touch with stakeholder intentions. Communication helps build relationships within the organization (Argenti and Forman, 2000) and also encourages leadership (CIPD 2012), which integrateswell into the organization's employee structure that focuses on self-learning. Communication issues were well addressed, but the company could consider how it asks stakeholders to communicate. This image shows that when managers feel uncomfortable giving feedback, the company should take these aspects into consideration because it can affect employee effectiveness when managers can give feedback more effectively. Along with the opening of the center, BRL Hardy instituted a form of action learning to foster what they describe as a culture of adventure. Laurie J. Mullins states that “Action learning involves a small group of learners meeting regularly to undertake a practical, organizational project. It is based on real work issues and is designed to contribute to the development of the manager and the organization. Action learning involves participants working together to find solutions to real-world problems and reflecting on their experiences. (Mullins, 161) The case study presents a “particular type of learning culture,” as noted in (Willis, 56). This is how learning within an organization occurs within a group; it moves away from traditional teaching methods and focuses on what a group dynamic based on action learning can bring to a business. In this case study, it is highlighted that the key aspects of an effective work team are that it is “strong, open and interactive”, which then carries over into the day-to-day running of the business. By implementing this type of learning, it means that behavioral problems that might arise would be resolved as a group; they would be addressed and resolved together, allowing for collaborative thinking to address the issue at hand. This allows staff to have the opportunity to better understand behavioral issues as they do not need to constantly seek reassurance from those in a more senior position than themselves, allowing employees to feel free in decision-making and therefore able to improve. .There are two types of learning that the company promotes, as shown 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 can improve themselves and help other members of the group using the frameworks provided by the company. The other type of embodied learning is that of generative learning; this is how the company projects itself beyond its limits and thinks on a more global scale. This type of nurturing environment as presented by the organization would reduce any type of behavioral issues that may arise with staff, as it is known that jobs that allow for creative and collaborative effort among employees help create a positive environment. Interpretation of BRL Hardy Action learning involves promoting direct action by staff to achieve company objectives without necessarily obtaining approval from superiors. In their many international offices, they trust local staff to handle 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 addressed by senior management. However, the organization chooses not to view this as negative and focuses more on how this can be an integral part of thebringing employees together to help resolve errors. This additional level of responsibility given to employees who work in countries other than where their headquarters 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 describes a company that thrives on innovation and interaction, among other things, and places high value on its staff members. Therefore, the successes that have been so evident within the company have the potential to be paralleled in other like-minded organizations that place employee satisfaction at the top of their list. This case shows how successful a company can be by allowing its staff to work with each other to solve any problems and collaborate together. Behavioral problems that are presented in these types of environments are more likely to be resolved and addressed with the mechanisms put in place by the case organization, thus providing a good example to others of how these alternative types learning environments can enable the best to happen within an organization. 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 handling the complex and unprecedented challenges one may face in the workplace by developing the capabilities of everyone involved and solving the problem at hand. Action learning unleashes 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 changes assumptions and creates new and endless possibilities for constructive action. Questions therefore encourage 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 ideas; and this is where coaching/teaching action learning is essential. Action learning can be considered as an alternative model of the “learning organization” (Morris, 1991). Action learning groups however are based on the work of Reg Revans throughout his life, where he states that groups should consist of around five to eight people, most often this would be a already existing team in the workplace. The team leader, who would be the designated action learning coach, helps the team to be disciplined by asking impactful questions and learn to work as a high-performing, results-oriented team. Action learning improves the business by empowering people (colleagues within the organization) to find creative, actionable solutions to complex problems and improves team performance through shared responsibility. A case study was carried out in a private hospital with a capacity of 250 people. beds and approximately 400 full-time employees. The study was not intended to measure "general or balanced performance indicators" of the hospital's organizational performance, but it was an effective way to measure behavioral changes. At the hospital, there were 27 different ways to measure performance; nurses had their performance measurement instrument, managers had theirs, etc. No general policy had been implemented in terms of performance management, these.