Abstract

This  study  aims  to  Examine  the  Influence of Leadership on organisational Learning  using  Banks in Molyko-Buea as a case study. The research objectives were  to investigate the effect of different leadership styles on organisational learning, to identify the relationship between leadership behaviors and the fostering of a learning culture, and to assess the effects of leadership on employees engagement in organisational learning activities. The study adopted a  quantitative  research  design,  using  a  survey

questionnaire  to  collect  data  from  employees  of  the  various Banks.  The  population  of  the  study constituted 118 workers from five banks  in molyko Buea. Out of these 118 workers, 50 of these workers were selected using the random sampling technique. The collected data was analysed using statistical tools such as regression  analysis to determine the relationship between Leadership and Organisational Learning.

The findings of this study provide valuable insights into the role of Leadership in enhancing organisational Learning in Cameroon,specifically in Banks. The results of this study may inform future policy decisions regarding Leadership and Organisational Learning in the country.

Overall, this study contributes to the current body of knowledge on Leadership and it’s impact on organizational learning, which is essential for the sustainable growth and development of Banks in Cameroon.

CHAPTER ONE

INTRODUCTION

1.1 Background of the study

Effective leadership is crucial for organisational successes, driving growth, innovation, and competitiveness. The modern business environment is characterized by rapid change, uncertainty and complexity, making leadership a critical factor in navigating these challenges.

Leaders are inevitable in a business, this is because without leadership in an organization, there is the absence of clear vision and direction for the organisation. Leadership has the key role to enable organizational learning (Senge 1990, Scheme 1993, Argyris & Schon ,1996, Sun & Anderson,2011).contended that leadership is the factor to affect organisational learning by creating organisational culture and snapping up the organizational culture in the vein, researchers advocated that transactional leadership and transformational leadership which are consistent within the organisation.

Childress (2009) recognized that higher performance leadership teams understand that their collective and individual behavior cast a positive or negative shadow across the entire organization. Leaders are looked into as the standards of the organisation from whom role modeling is anticipated by the people. He also observed that when members of leadership come into the building and head straight for their offices, head down, not interacting with anyone that’s the story that gets talked about within the organisation  and not the speech one of them gave on employee engagement and processes.

Also both organisations and organiisational leaders play complementary roles in the success of the organisation. On one hand organisations have to creat their opwn system and culture to ensure development in the pursuit of organisational learning. On the other, organisational leaders are responsible for the promotion of organizational learning through the practice of organisational training and development. Therefore leaders must be conscious of both their formal and informal practices that could either that could either be instrumental in building or destroying the healthy culture of learning within the organization. This makes the roles of the leaders crucial in the organizational success as it is largely dependent upon the kind of leaders the organization has been the mirror of their quality leadership ( Ojokuku, Odetayo& Sajigbe, 2012).

Organisations are currently faced with the central environmental forces of economic globalisation. In order to survive the current external threats and opportunities and to have a competitive edge over others, firms have to learn, acquire skills, and knowledge that will advance their performance. The effective strategy for sustaining an organisation’s competitive advantage is organisational learning. organisational learning according to ( Arsad &Mahmood, 2016) is the mechnism used by the organization to acquire knowledge, skills, opinions and attitudes that will keep them current and competitive. Organisations can create, transfer, and integrate new skills and knowledge through learning.

In the present changing world, learning is considered as the only sustainable competitive advantage (Deceus, 1988) and the organizations that learn better than other competitors are more successful. Therefore, organisational learning and learning organisations have recently been taken in to consideration as new organizational paradigyms.

Organizational learning is a dynamic process which enables organisations to quickly adapt to change. The process results in the production of behavior and new skills and it is the main way of working knowledge and improving the efficiency of the organization. Therefore, successful organisations must be dynamic in learning. The term organisational learning apparently refers to individual learning. While this concept actually refers to learning at the group level because individual learning is gained through reading, interview, experience, practice and developing effective mental models. But organisational learning occurs when the group starts learning, interacting, and sharing knowledge to their members so that combined capacity of the group has increased, and members gain the ability of understanding and effective action (Jerez, 2005).

1.2. Problem Statement

In today’s rapidly changing business environment, organisations are increasingly recognising the critical importance of continuous learning and adaptation. Organisational learning is the process through which organisations create, retain, and transfer knowledge and become a vital component for achieving long-term success and sustainability. Leadership plays a pivotal role in shaping the culture and environment that facilitate or hinder learning within organisations. Effective leadership fosters an environment conducive to learning by promoting open communication, encouraging innovation, and supporting professional development. Conversely, ineffective leadership can create barriers to learning, resulting in stagnation and reduced organisational performance. Despite the growing body of literature on organisational learning and leadership, significant gaps remain in understanding how different leadership styles and behaviors influence learning processes within organisations. Research indicates that transformational and participative leadership styles tend to promote a learning-oriented culture, while authoritarian leadership may inhibit knowledge sharing and creativity. However, the nuances of these dynamics remain underexplored, particularly in specific industry contexts (Senge, 1990; Bass, 1997).

The banking industry in Africa is undergoing significant transformation due to globalisation, technological advancement, and increasing competition. As financial institutions strive to innovate and enhance service delivery, the need for effective organisational learning becomes paramount. Leadership within banks directly impacts their ability to adapt to market changes, embrace new technologies, and develop the skills of their workforce. However, many banks in Africa still operate within traditional leadership frameworks that may not adequately support a learning culture. Research indicates that while some African banks have made strides in adopting modern leadership practices, challenges such as bureaucratic structures, limited resources, and resistance to change persist. These factors can significantly hinder the development of a robust learning environment. Understanding how leadership influences organisational learning in this context is essential for banks aiming to remain competitive and responsive to the evolving financial landscape. (BTI,2024).

In Cameroon, the banking sector has experienced growth and diversification, with both local and international banks competing for market share. However, the effectiveness of leadership in fostering organisational learning remains a critical area of concern. Many banks in Cameroon continue to face challenges such as limited employee engagement, insufficient training programs, and a lack of innovation. These issues can be attributed, in part, to traditional leadership styles that do not prioritize learning and development. Cameroonian banks are at a crossroads; they must navigate the complexities of a developing economy while also addressing the imperative for continuous learning and adaptation. The influence of leadership on organisational learning practices in this sector has not been thoroughly examined, leaving a gap in understanding how different leadership approaches can enhance or obstruct learning processes (Dorasamy, 2010).

Focusing specifically on the South West region of Cameroon, which is home to a mix of local and international banks, the need for effective leadership and organizational learning, is even more pronounced. This region has been marked by socio-political challenges, impacting the operational landscape for banks. The ability of banking leaders to foster a culture of learning in such a volatile environment is crucial for resilience and adaptability. Local banks in the South West region often face unique challenges, including limited access to advanced training resources, high turnover rates, and a workforce that may lack exposure to modern banking practices. Effective leadership becomes essential in navigating these challenges and promoting a learning culture that enables banks to thrive despite external pressures (BTI, 2024).

In summary, the influence of leadership on organisational learning is a critical area of study with significant implications for the banking industry in Africa, specifically in Cameroon and the South West region. Understanding how leadership styles and behaviors affect learning processes can provide valuable insights for enhancing organisational effectiveness and competitiveness. This research work aims to fill the existing gap in literature by exploring the dynamics between leadership and organisational learning within the context of Cameroonian banks, ultimately contributing to the development of effective strategies that promote a culture of learning in the banking sector.

1.3.   Research Questions

1.3.1. Main Research Question

The main research question for this study is;

To what extent does leadership influence organisational learning in banks in Buea?

1.3.2. Specific Research Questions

1. To what extent does different leadership styles affect organisational learning in banks in Buea?.
2. What is the relationship between leadership behaviours and the fostering of a learning culture within banks in Buea?
3. How does control influence employees engagement in learning activities within banks in Buea ?.

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