Faculty of Business & Economic

Sciences
Managing tomorrow

Study Guide 2023

Department of Management Practice

2nd Avenue and George Campuses

BBM3000/EBM3012

MANAGEMENT 3

Internal Programme code: 4407

Date Implemented : February 2016

Date Revised : September 2019

Compiled by : Dr Paul Tai – Hing

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VALUES ESPOUSED IN THE DEPARTMENT: MANAGEMENT PRACTICE

Staff and students affiliated to the Department Management Practice at the NMU
pledge to be guided in their actions and behaviours by the following Six Core Values:

Respect for Diversity - means understanding that each person is unique,

recognising peoples differences and understanding people, embracing and
celebrating the rich dimensions of diversity in NMU.

Ubuntu - means respecting fellow human beings, treat them fairly, disagree
honestly, enjoy their fellowship and work together for a common goal and help each
other achieve it. We commit ourselves to the tenets of ubuntu by recognising that
“we are, because others are”. We therefore treat one another with dignity and
respect, and do not entertain harassment, discrimination or incivility of any sort. We
will interact with our fellow students and with our staff in a timely, professional and
responsible manner. We expect the same supportive conduct from staff in their
relations with students and colleagues, both in the classroom and in any other area
of interaction.

Excellence - means an individual's highest level of quality and his will to win, his
personal excellence. We commit ourselves to excellence in our academic work by
fulfilling and exceeding course requirements. We will make the time commitment
necessary to prepare properly, make meaningful contributions and participate in
group and class activities with thoroughness and dedication. We will be on time for all
classes and formal activities, and will turn all work in on time. We realise that the
programmes involve teamwork and accept the responsibilities associated with team
membership. We recognise that we are quantitatively judged by grades and minimum
requirements. We commit ourselves to consistently demonstrate excellence
throughout our academic studies, and to take the personal initiative to show
comprehensive development by graduation.
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Environmental stewardship - means being more environmentally conscious in and

around our beautiful campus for the sake of our own health and enjoyment. We
commit ourselves to contributing to the sustainable economic, social and
environmental creation of value through our business and professional activities.

Integrity - means doing the right thing, even if nobody is watching, having courage to
say no and courage to face the truth. We commit ourselves to academic integrity in
all our work, respecting the specific policies of the NMU and the broad concept of
academic honesty. Our work, whether done individually or through group activities,
will be accomplished through honest means. We therefore will not partake in
plagiarism, wilful misrepresentation of sources, and unethical assistance or input
from unapproved parties. We will not rob ourselves, or past, present and future
graduates of the honour and integrity that we all subscribe to. We support students
and staff who fulfil their duty by alerting the department and the School as well as the
faculty to incidences of academic dishonesty.

Social justice and equality - means being dedicated to the realisation of a socially
just, democratic society that promotes equality for all irrespective of race, gender,
sex, pregnancy, marital status, ethnic or social origin, sexual orientation, age,
physical and learning abilities, national origins, religion, conscience, belief, culture
and language. By cultivate living, learning and work environments that enable
students and staff to realise their full potential, without fear of discrimination or
harassment. And by developing our graduates as globally competent citizens who
generate, apply and transfer knowledge to contribute actively to advancing social
justice, inclusion and equality.
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LEARNING & TEACHING PHILOSOPHY

CARING AND HUMANISING EDUCATION WITH PURPOSE -

To develop purposeful and meaningful educational

experiences through a caring teaching practice, thus
producing innovative leaders as well as students who
approach their learning with motivation and confidence to
succeed.

This will be achieved by -

 creating an environment where valuable knowledge can be
shared,
 instilling life-long learning in an ethical, collaborative and
caring environment,
 utilising discussion, debate, case studies and group work to
unpack relevant content and develop proficient business
skills and competent professionals,
 encouraging students to be critical and curious, to be
accountable with impeccable, professional work ethic, to take
ownership of their own learning, and
 preparing students to apply what they have learned to their
career and life situations.
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DIPLOMA: MANAGEMENT

PURPOSE AND RATIONALE OF THE QUALIFICATION

This qualification is intended for persons who can function mainly as tactical
(functional) managers in any enterprise. The qualifying learner will be competent in
applying selected management principles and techniques in supporting and
implementing strategies, policies and procedures and will be able to deal effectively
with contemporary issues on a tactical (functional) level.

EXIT LEVEL OUTCOMES

On completion of the learning programme students will have acquired the necessary
skills and competencies to demonstrate the Exit Level Learning Outcomes (ELOs) as
outlined below:

a) Manage resources for the effective and efficient achievements of enterprise

goals.
b) Manage the process of transforming inputs into outputs.
c) Manage and develop people to contribute constructively to the achievement of
goals of the enterprise.
d) Initiate and manage change to support growth and survival in a dynamic
environment.
e) Manage social issues within the enterprise.
f) Manage legal requirements within the enterprise.
g) Train and supervise culturally diverse administrative staff.
h) Apply the principles of marketing within the enterprise.
i) Manage human resources within the enterprise.
j) Manage purchasing within the enterprise.
k) Manage production within the enterprise.
l) Ensure organisational effectiveness within the enterprise.
m) Develop a holistic overview and understanding of the establishment and
functioning of an enterprise.
n) Apply basic quantitative techniques for decision-making.
o) Apply basic principles of business communication within the workplace.
p) Know the basic principles of industrial relations.
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SECTION 1
TOPIC PAGE NO
1. INTRODUCTION 4
2. PURPOSE OF THE MODULE 4
3. MODULE LEARNING OUTCOMES 5
4. CRITICAL CROSSFIELD OUTCOMES 5
5. LECTURER CONTACT DETAILS AND CONSULTATION TIMES 7
6. MODULE METHODOLOGY AND PRESCRIBED MATERIALS 9
7. ACADEMIC JOURNALS 10
8. ASSESSMENTS AND GRADING 10
9. STUDENT EXPECTED BEHAVIOUR 12
10. RE-ADMISSION CRITERIA 12
11. CREDIT MAP AND NOTIONAL HOURS 14
12. SYLLABUS GUIDE 16
SECTION 2
PART 1 PAGE NO
STUDY UNIT 1 17
STUDY UNIT 2 18
STUDY UNIT 3 19
STUDY UNIT 4 20
STUDY UNIT 5 21
STUDY UNIT 6 22
STUDY UNIT 7 23
STUDY UNIT 8 24
STUDY UNIT 9 25
STUDY UNIT 10 26
STUDY UNIT 11 28
STUDY UNIT 12 29
PART 2 PAGE NO

STUDY UNIT 1 31
STUDY UNIT 2 32
STUDY UNIT 3 33
STUDY UNIT 4 34
STUDY UNIT 5 35
STUDY UNIT 6 36
STUDY UNIT 7 37
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STUDY UNIT 8 38
STUDY UNIT 9 39
STUDY UNIT 10 40
STUDY UNIT 11 41
STUDY UNIT 12 42
STUDY UNIT 13 43
TOPIC PAGE NO
1. INFORMATION ON PLAGIARISM 44
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SECTION 1

1 INTRODUCTION

Part 1 - Leadership in the African Context

This module undertakes to apply the theoretical leadership concepts in the second
year of study, and to apply these to the African environment. The module highlights
and provides guidance on the application of the leadership theory in a vastly different
from Western culture, African context. At the same time, the module makes use of
African researchers and theorists in bringing to the fore African leadership theories
useful for leading African organisations.

Part 2 - Business Ethics

This module offers an introduction to the theoretical underpinnings of the field of

Business Ethics, but also provides practical guidance on governing and managing
ethics in organisations. The combination of theory and practice makes the module
useful for both academic teaching and managerial training and learning.

This study guide will assist you prepare for lectures, tests and examinations.
Important information regarding this module, such as the purpose of the module,
units of learning dealt with in the module, your lecturer’s contact details, prescribed
materials, useful academic journals that can be consulted in the field of business
management will be provided. The criteria for assessments are also provided and to
enable you plan your studying effectively for this module, a course programme is also
provided in this study guide.

2 PURPOSE OF THE MODULE

To prepare learners to understand the intricacies and complex interfaces that exist in
the theory, practice and principles of Management, with specific reference to making
the transitions from front-line management to functional management areas. This
module will equip learners with a basic understanding of the role of ethics in
business, as well develop a framework which can be used to make ethical decisions
and govern ethical performance.

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3 MODULE LEARNING OUTCOMES

Part 1 – Leadership in the African Context

After completing this module the learner will be able to understand the process of
making the transition from front-line management to more functional management
perspectives. That the strength of the functional management perspective lies in the
fact that it deals with management concepts such as leading within an African
environment and Business Ethics.

Part 2 – Business Ethics

After completing this module students will be able to:

 Explain and debate a number of theories that are important for making sense
and gaining a deeper understanding of the field of business ethics.
 Demonstrate that business ethics matters in business and that organisations
and their leaders ignore the ethical dimension of business at their peril.
 Resolve ethical dilemmas in business.
 Apply the process of governing and managing the ethics of a company at the
enterprise level.

4 CRITICAL CROSS-FIELD OUTCOMES

In addition to the specific module learning outcomes, students are expected to exhibit
the following graduate attributes:

 Collect, analyse, organise and critically evaluate information.

 Communicate effectively using visual, mathematical language, and/or IT skills
in the modes of oral and/or written persuasion.
 Demonstrate an understanding of the world as a set of related systems by
recognising that problem-solving contexts do not exist in isolation.
 Identify and solve problems in which responses display that decisions using
critical and creative thinking have been made.
 Work effectively as a member of a team, group, organisation, or community.

With regard to each study unit, you should be able to:

a) understand and state the essential content by naming and/or explaining the
relevant content (where possible with the aid of diagrammatic representations);
b) identify the meaning reflected in the content by indicating the most acceptable or
correct possibility from various given alternatives (for example by answering
multiple-choice statements and identifying the meaning of key terms);
c) demonstrate the capability of establishing direct relationships, for example
between theory and practice, inter alia, by completing worksheets and finding

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solutions to practical problems, answering direct questions on case particulars;

and
d) generate solutions for any relevant extensive problems, inter alia, by gathering
new information, completing work assignments, analysing case studies or
performing critical analyses.

The activities indicated for each study unit are intended to cover the above
outcomes. Note that the bold-typed verbs, i.e., so-called capability verbs, reflect a
hierarchy in the learning process. Therefore, stating essential content represents the
most basic or most simple required performance and generating solutions to the
most advanced or most complex performance (See also Table 1).

TABLE 1: OUTCOME (CAPABILITY AND ACTION) VERBS AND MEANING

Capability Action Meaning

Understand Define Demonstrate understanding of facts and ideas by

Describe organising, comparing, translating, interpreting,
Explain giving descriptions and stating main ideas or
List important facts.
Name
Differentiate Differentiate This is the simplest form of intellectual skill
Distinguish requirement that demands insight and practice.
Identify
Identify Indicate This is a somewhat more advanced intellectual skill
Motivate that requires recognition and identification of facts
Select or concepts. Knowledge is required both of the item
to be identified and the other items from which a
choice has to be made, e.g., “To identify the tasks of
managers.” Requires insight and practice.
Analyse Contrast A somewhat more advanced intellectual skill that
Categorise intends to examine and break information into parts
Examine by identifying motives or causes. This includes
Motivate making inferences (conclusions) and finding
evidence to support generalisation.
Evaluate Appraise This deals with presenting and defending opinions
Compare by making judgments about information, validity of
Criticise ideas, or quality of work based on a set of criteria.
Interpret This requires insights and practice.
Determine
Generate Design The most advanced form of intellectual skill. It is a
Formulate form of higher-order-rule-application. It involves
Compose compiling information together in a different way by
Compile combining elements in a new pattern or proposing
Build alternative solution. Certain principles or
Construct procedures are known but new data is such that
Develop problem solution is necessary.

Adapted from Quick Flip Questions for the Revised Bloom’s Taxonomy

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5 LECTURER CONTACT DETAILS AND CONSULTATION TIMES

Module Co-ordinator, HOD and Lecturer – MANAGEMENT STUDENTS

Dr. P. Tai-Hing (MANAGEMENT STUDENTS)

Academic administration block,

2nd Floor, Room 243, 2nd Avenue Campus.
Tel: (041) 504 3747
Email: paul.tai-hing@mandela.ac.za

Mr M. de Lange (ECONOMICS STUDENTS)

Email : michael.delange@mandela.ac.za

George Campus Lecturer

Dr S. Webber (MANAGEMENT STUDENTS)

Tel: (044) 801 5128

Email: Sam.Webber@mandela.ac.za

Mr L. Venter (PT MANAGEMENT STUDENTS)

Email: lourens.venter@mandela.ac.za

Should you require any assistance or additional information, please speak to your
lecturer. Make sure you know the name of your lecturer for the module(s) in question
and his/her relevant consultation hours. All emails will be answered within a 24 hour
period.

ACADEMIC ADVISOR :

Mr J. Slabbert

Email: jordin.slabbert@mandela.ac.za

The Department of Management Practice Advisor assists lecturers in identifying and

assisting students with their academic and developmental needs. This is done by
providing students with appropriate information. Support in the form of mentoring,
skills development and career pathway planning is also provided.

Mr Slabbert will put you into contact with resources, such as workshops and tutorials,
that are designed to help you reach your educational and / or career goals. He is also

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able to offer advice regarding procedures and policies to follow should you wish to
make academic changes.

Benefits of attending academic advising sessions include having a higher probability

of passing most of one’s modules; feeling more supported by the university, being
more aware of the skills that are being developed both within and outside class and
having positive peer interactions and student-lecturer relationships (UFS - SASSE,
2018).

How to make an appointment:

First check to find out when the academic advisor is available for consultation, then
check your timetable to see when you are available and choose a timeslot when you
are both available. To book an appointment, contact Mr Slabbert via email. His email
address is jordin.slabbert@mandela.ac.za

Student Responsibilities when contacting Academic advisor:

• As far as possible, try to set an appointment in advance with the academic
advisor. While you are welcome to send the academic advisor an email
during her consultation hours, there is no guarantee that she will be able to
see you.
• Be on time for your appointment (via Microsoft Teams) and remember to
cancel if you cannot make it.
 Come prepared by thinking about questions/concerns you would like to
discuss and complete any questionnaires the academic advisor may ask you
to complete in preparation for the session.
 Take responsibility for making your own educational plans and decisions, and
for completing tasks that may be set out after the advising session.
 Monitor your own progress and ask for help when you need it.

Advisor Responsibilities:

• To help students define and develop realistic educational plans.

• Connect students to useful resources and other advisors to advance their
educational plan.
• Provide accurate information to help students navigate the university
system.
• To monitor and track student progress.

6 MODULE METHODOLOGY AND PRESCRIBED MATERIALS

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The Management 3 course is presented as a year module at 2 nd Avenue and George

campuses. An overall learning outcome is stated in this module. The module consists
of a number of study units, each with specific learning outcomes.

CREDITS AND NQF LEVEL

The credits and NQF level for this module are as follows:

Credits: 30

NQF level: 6

Module codes: EBM3000/3012

Part 1- Semester 1

Title: Leadership in the African context

Study unit Title of study unit

1 The nature and importance of leadership
2 The difference between leadership and management
3 The African context
4 Leadership in a multicultural context
5 Self-leadership and leadership development
6 Leadership traits
7 Charismatic and transformational leadership
8 Emotional intelligence and leadership
9 Servant leadership – finding fulfilment in serving humanity
10 Leadership power and influence
11 Entrepreneurial leadership
12 Leadership and change

Part 2- Semester 2

Title: Ethics in Business

Study unit Title of study unit

1 Key concepts and distinctions in ethics
2 The social responsibility of business
3 Ethics in organisations
4 Ethics in business : dispelling the myths
5 Ethics and corporate reputation
6 Ethics and human potential
7 Ethics and trust in organisations
8 Using ethics to prevent fraud
9 Making ethical business decisions
10 Resolving ethical dilemmas
11 Ethics and corporate governance
12 Governance structures
13 Reporting and assessing ethics performance

The particulars of the prescribed textbooks are:

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1. Leadership in the African Context by E. Pietersen, C. Dalglish, et.al. (2 nd edition).

Juta (South Africa).

2. BUSINESS ETHICS by D. Rossouw and L. van Vuuren; Oxford University Press;

6th edition
ISBN 978 019 072 146 6

3. Geel, F.C. & Gray, B.A. 2010. Scientific assignment and report writing. Port
Elizabeth: Lectern.
ISBN no.: 9781920176730

7 ACADEMIC JOURNALS

To further your knowledge and understanding of business management, the following

journals are recommended for reading.

 African Journal of Business Management

 Asian Journal of Business Management
 Entrepreneurship Research Journal
 International Journal of Business and Management
 Journal of Business Ethics
 Journal of Small Business and Enterprise Development
 Leadership & Organisation Development Journal
 South African Journal of Business Management
 International Journal of Entrepreneurial Behaviour & Research

8 ASSESSMENTS AND GRADING

The following important information is highlighted:

Five semester tests will be written for this module. All semester tests are
compulsory for all students. It is thus compulsory for every student to write five
semester tests for EBM3000.

Every student must complete an individual assignment. The assignment is

compulsory. Students who fail to submit an assignment will score a 0%. Students
will write EBM3000 examinations in November. The exam will be a closed book,
written assessment of three hours duration.

The weighting for evaluations is as follows:

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Calculating the class mark

Semester test 1 15%

Semester test 2 15%
Semester test 3 30%
Semester test 4 15%
Semester test 5 15%
Assignment 10%

CLASS MARK 100%

The following rules are applicable in cases where a student does not write a test:

G1.9.4 Absence from Assessments (e.g. tests, practicals):

G1.9.4.1 Satisfactory documentary evidence, e.g. a medical certificate, is
required for
absence from all types of assessments subject to rule G1.9.4.3.
G1.9.4.2 Such documentary evidence must be submitted to the relevant
lecturer no later than
three (3) working days after the assessment.
G1.9.4.3 The requirement for submitting satisfactory evidence for absence
from an assessment is subject to the rules of the faculty or department
responsible for administering assessments in terms of faculty or department
specific rules approved by Senate and published in the Faculty Prospectus.

 If valid documentation is submitted by the due date (within three working days
of missing the test), that is, medical certificate/organised sport
letterhead/religious objection:

 Consideration will be given to writing a ‘sick test/special test’ under

exceptional circumstances only;
 No other ‘special tests’ are written – no exceptions.

 If no medical certificate/organised sport/religious body’s letterhead is

submitted, or the sick test is not written:

 Get ‘0’ for the missed

 A second sick test WILL NOT be arranged.

9 STUDENT EXPECTED BEHAVIOUR

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It is mandatory for students to acquaint themselves with the university’s General

Rules that can be found in the General Prospectus of the NMU.

Students are expected to abide by the following NMU values:

 Respect for diversity
 Ubuntu
 Excellence
 Environmental stewardship
 Integrity
 Social justice and equality

10 RE-ADMISSION CRITERIA

a) Re-admission criteria for full time students:

Outcome: 3-year programme (360+ credits)

Period of
Registration Continue Conditional re-
No re-admission
studies admission
Less than 72 N/A
After 1 year 72+ credits
credits
After 2 years 144+ credits 80 – 143 credits Less than 80 credits
After 3 years 216+ credits 150 – 215 credits Less than 150 credits
After 4 years 288+ credits 240 – 287 credits Less than 240 credits
Less than 360 credits,
After 5 years unless special
circumstances exist
After 6 years N/A

Outcome: 4-year programme (480+ credits)

Period of
Registration Continue Conditional re-
No re-admission
studies admission
Less than 80 N/A
After 1 year 80+ credits
credits
After 2 years 160+ credits 120 – 159 credits Less than 120 credits
After 3 years 240+ credits 200 – 239 credits Less than 200 credits
After 4 years 320+ credits 280 – 319 credits Less than 280 credits
After 5 years 400+ credits 360 – 399 credits Less than 360 credits
Less than 480 credits,
unless special
circumstances exist

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b) Re-admission criteria for part-time students:

Outcome: 3-year programme (360+ credits)

Period of
Registration Continue Conditional re-
No re-admission
studies admission
Less than 50 N/A
After 1 year 50+credits
credits
After 2 year 100+ credits 60 - 99 credits Less than 60 credits
After 3 years 150+ credits 110 – 149 credits Less than 110 credits
After 4 years 200+ credits 160 – 199 credits Less than 160 credits
After 5 years 250+ credits 220 – 249 credits Less than 220 credits
After 6 years 300+ credits 270 – 299 credits Less than 270 credits
Less than 360 credits,
After 7 years unless special
circumstances exist
Outcome: 4-year programme (480+ credits)
Period of
Registration Continue Conditional re- No re-admission
studies admission
Less than 60 N/A
After 1 year 60+ credits
credits
After 2 year 120+ credits 60 - 119 credits Less than 60 credits
After 3 years 180+ credits 125 - 179 credits Less than 125 credits
After 4 years 240+ credits 190 - 239 credits Less than 190 credits
After 5 years 300+ credits 255 – 299 credits Less than 255 credits
After 6 years 360+ credits 320 – 359 credits Less than 320 credits
After 7 years 420+ credits 385 - 419 credits Less than 385 credits
Less than 480 credits,
After 8 years unless special
circumstances exist

Credit Map and Notional Hours

This module is set at NQF level 8 and is equivalent to 15 NQF credits.

LEARNING ACTIVITIES & ASSESSMENTS HOURS

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Lectures- 20
Assignment and other assessments 30
Private study and pre-reading – 2.5 hours per week 100
TOTAL NOTIONAL LEARNING HOURS 150

I believe that Education should be student centred. According to Brown (2008),

basically says that “student-centred instruction is when the planning, teaching, and
assessment revolve around the needs and abilities of the students”. Irrespective of
differences in developmental levels, students in this module are exposed to the same
content in the same period and as an educator it is my role is to accelerate growth by
using the interests and unique needs of you students as a guide for meaningful
instruction. Becky (1999) further elaborates that “students develop analytic skills that
can be applied to other problems and situations, rather than accept their teachers’
explanation”. This method gives you students the chance to use your abilities and
experiences to solve problems and find new ways of learning. The main purpose of
Economics modules is thus to enable students to apply the economic way of thinking.
To develop this set of skills the following process will have to be followed:

 A team approach

Lectures will incorporate PowerPoint technology. Selected PowerPoint presentations

will be available on the https://learn.mandela.ac.za/login/index.php site.

Lectures help to guide your thought process, clarify common misunderstandings,

clarify concepts, suggest different interpretations, and stimulate your thinking to build
a critical interest in the subject. It should, however, be noted that lectures are not
intended to provide you with all the information you need, or to summarise the
textbook. PowerPoint slides act as pointers to the study material, they do not contain
the study material. It has also been found that lectures are most effective when you
are alert and mentally active. To enhance your learning take good notes: this
involves following your lecture with a critical eye and asking yourself questions, not
just mindlessly copying down what the lecturer says. Reading /studying the assigned
reading before a lecture also contributes to the success of a session. We also believe
that student participation is vital. Feel free to ask questions at any time during the
class, taking into consideration time constraints.

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 Tutorials

Any scheduled tutorial session is for us to catch up on core content, revision and
some assessments.

 Private study
According to the current course structure it is advisable that you allocate at least 1
Hour of your private study time per day to preparing for your next
Microeconomics lecture. This preparation could include checking the course outline
to see what topic will be dealt with in the upcoming lecture and to then complete the
relevant reading related to that topic. Furthermore, it would be advisable to review
the notes that you had made during the previous lecture. You are further advised to
spend at least 2 hours after each lecture reviewing your lecture notes.

 Cooperative studying

Learning can be enhanced by sharing ideas and views with other students, both in
the classroom and outside it. For instance, a good way to understand a topic better is
to explain it in as clear a way as possible. This can help reveal any gaps in your
knowledge and understanding of the topic. Furthermore, by exchanging ideas with
students who have heterogeneous backgrounds, qualifications, and future
aspirations, you can see things from a variety of perspectives, allowing you to
develop a broader, more detailed understanding of the subject. Teamwork skills are
also developed through cooperative studying. Such skills are highly valued by
employers.
We thus encourage you to:
• try to find a classmate who can assist you if you are having problems
understanding a problem or reading material, and provide help to others if
you are able; and
• ask and answer questions in the classroom if you need any clarity in any
concept, you might not be sure of.

SECTION 2

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PART 1 – LEADERSHIP IN THE AFRICAN CONTEXT

UNITS OF LEARNING

STUDY UNIT 1: THE NATURE AND IMPORTANCE OF LEADERSHIP

STUDY UNIT 2: THE DIFFERENCE BETWEEN LEADERSHIP AND
MANAGEMENT
STUDY UNIT 3: THE AFRICAN CONTEXT
STUDY UNIT 4: LEADERSHIP IN A MULTICULTURAL CONTEXT
STUDY UNIT 5: SELF-LEADERSHIP AND LEADERSHIP DEVELOPMENT
STUDY UNIT 6: LEADERSHIP TRAITS
STUDY UNIT 7: CHARISMATIC AND TRANSFORMATIONAL LEADERSHIP
STUDY UNIT 8: EMOTIONAL INTELLIGENCE AND LEADERSHIP
STUDY UNIT 9: SERVANT LEADERSHIP – FINDING FULFILMENT IN
SERVING HUMANITY
STUDY UNIT 10: LEADERSHIP POWER AND INFLUENCE
STUDY UNIT 11: ENTREPRENEURIAL LEADERSHIP
STUDY UNIT 12: LEADERSHIP AND CHANGE

UNIT 1

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THE NATURE AND IMPORTANCE OF LEADERSHIP

INTRODUCTION :
Leadership skills can be used in the most difficult circumstances by respecting the
local culture, and identifying and building on the shared values that underpin the
culture, while bringing about change. The profile also identifies some of the critical
issues for leaders in the contemporary world, including the importance of having a
clear vision that inspires and motivates others, the importance of cultural sensitivity,
and a willingness to be determined and consistent so that trust develops. It also
illustrates that you do not have to be born to leadership, and you do not need to head
a large organisation or be well educated to bring about change. Leadership happens
in a wide range of contexts and everyone who wants to

LEARNING OUTCOMES :
After studying this chapter, the learner should be able to –
 Explain the significance of leadership in Africa in the 21st century
 Describe a framework for understanding leadership as a process
 Explore leadership roles in a range of different contexts
 Explore the major challenges confronting leaders in Africa

Activity – Class discussion

1. What do you expect from a leader?

2. What do you think is the most difficult aspect of being an effective
leader?
3. In which of the leadership roles do you think you are the most
skilled? Explain your reasoning.
4. In which of the leadership roles do you think you are the least skilled?
Explain your reasoning.

UNIT 2

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THE DIFFERENCE BETWEEN LEADERSHIP AND MANAGEMENT

INTRODUCTION :
This chapter begins with a discussion on the origin of management and leadership,
defines leadership and management and goes on to explain the differences between
management and leadership. African management and leadership will then be
discussed. A focus will be on the changing African context, the African cultural value
system and the differences between African, Western and European leadership and
management approaches. A few suggestions on how African leaders can manage
and lead will also be given.

LEARNING OUTCOMES :
After studying this chapter, the learner should be able to –
 The origin of management and leadership
 Defining the difference between leadership and management
 Specific differences between management and leadership
 African leadership and management
 The difference between African and Western and European leadership and
management approaches
 A few suggestions on how African managers can manage / lead.

Activity – class discussion:

1. What combination of leadership and management most benefits you

personally, within your unique context? Why?
2. Identify an African leader who you think is highly effective. Discuss
the skills/behaviour contributing to his or her success.
3. What leadership and management skills can you improve upon?

UNIT 3

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THE AFRICAN CONTEXT

INTRODUCTION :
Leadership skills can be used in the most difficult of circumstances by understanding
local conditions and using these to bring about change. The profile also identifies
some of the critical issues for leaders trying to bring about change in Africa : the need
for a clear and compelling vision that can benefit others; the importance of local
knowledge and understanding; and a passion and determination to succeed without
compromising values.

LEARNING OUTCOMES :
After studying this chapter, the learner should be able to –
 Understand the nature of sub-Saharan African geography, history and
demography
 Articulate the myths and realities associated with contemporary Africa
 Identify the tasks confronting leaders in Africa in the 21st century.

Activity – class discussion

1. Identify what you consider to be the three most signicant challenges

facing African leaders today. How do you believe they can be
responded to effectively?
2. What do you think is the most difficult aspect of being an effective
leader in Africa today?
3. Identify how you think Africa can benefit from new technology and
globalisation.

UNIT 4

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LEADERSHIP IN A MULTICULTURAL CONTEXT

INTRODUCTION :

Understanding culture is necessary for effective leadership everywhere, including in

Africa. Every business now operates on an international stage and is affected by
decisions taken in different parts of the world. In addition, most of the nation states of
Africa are made up of people from different tribal and cultural backgrounds. There
are cultural similarities across sub-Saharan Africa just as there are similarities across
Europe, but this does not in any way diminish the differences. The ethnic divisions
have become very apparent in Africa following independence in many nations where,
having removed the coloniser, members of different ethnic groups were equally keen
to have the independence of their own ethnic group. Wherever leadership occurs in
Africa, recognising the importance of culture is a vital aspect of being effective.
Without it, political stability and business fairness will not be possible.

Because of historical events, myths build up about different ethnic groups, and it is
important that these myths are replaced with a real understanding of culture and how
it affects behaviour and leadership.

LEARNING OUTCOMES :
After studying this chapter, the learner should be able to –
 Define culture
 Identify the factors that impact upon global and international leadership
 Discuss Trompenaars and Hampden-Turner’s cultural dimensions
 Lead more effectively in multicultural situations

Activity – class discussion

1. Identify what you consider to be the three most significant

dimensions of culture in South Africa and how these impact on the
way things are done.
2. Describe South African culture using both the Trompenaars and
Hampden-Turner and the Hofstede dimensions.

UNIT 5

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SELF-LEADERSHIP AND LEADERSHIP DEVELOPMENT

INTRODUCTION :
In this chapter, the focus is on recognising self-control systems as an important basis
for self-leadership. The importance of developing self-leadership skills in Africa is
explored by discussing a theory of self-leadership, defining self-leadership, and
considering the relationship between self-leadership and personality. Finally, self-
leadership in practice, leadership development through experience, education and
mentoring, is examined.

LEARNING OUTCOMES :
After studying this chapter, the learner should be able to –
 Explain the importance of developing self-leadership skills in Africa
 Explain the importance of self-control systems
 Explain the theory of self-leadership
 Explain the relationship between self-leadership and personality
 Recognise the advantages of applying self-leadership in the African context
and the development of leaders
 Understand leadership development through education, experience and
mentoring.

Activity – class discussion

1. Which self-leadership strategy that you are currently using offers the
most benefits for you? Why?
2. At which self-leadership strategy do you think you are the least
skilled? Explain.
3. What do you think is the most difficult aspect of being a self-leader?

UNIT 6

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LEADERSHIP TRAITS

INTRODUCTION :
This chapter begins with a discussion of leadership traits which may be associated
with success. Then general and task-related personality traits of effective leaders will
be discussed. Leadership motives and cognitive factors of leaders are associated
with personality traits and will be discussed, followed by Level 5 leadership traits as
well as gender and race differences with regard to leadership traits and
characteristics.

LEARNING OUTCOMES :
After studying this chapter, the learner should be able to –
 Identify general as well as task-related personality traits of effective leaders
 Describe leadership traits associated with failure
 Explain motives and leadership traits
 Describe cognitive factors and leadership traits
 Discuss Level 5 leadership traits
 Discuss differences in gender, race and leadership traits
 Discuss strengths and limitations in utilising the trait approach to predict
effective leaders
 Describe African viewpoints on traits, motives and characteristics of leaders.

Activity – class discussion

1. Identify any African leader whom you think is highly effective. Explain
the traits, motives and characteristics contributing to his or her
success.
2. What do you think is the most important leadership trait should you
wish to be successful in Africa?

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UNIT 7
CHARISMATIC AND TRANSFORMATIONAL LEADERSHIP

INTRODUCTION :
Charismatic and transformational leaders transform the values and priorities of
followers, and motivate them to perform beyond their expectations. Such leadership
styles affect the self-concept of followers, help build identification with the mission
and goals of the organisation, and enhance, for instance, feelings of involvement,
cohesiveness and commitment (Shamir et al 1993:585)

LEARNING OUTCOMES :
After studying this chapter, the learner should be able to –
 Understand what is meant by charisma
 Understand the effect of charismatic leaders on their followers
 Explain the meaning of and types of charismatic leaders
 Identify charismatic leadership characteristics
 Understand the principles of transformational leadership
 Identify the qualities of transformational leadership
 Understand how transformational leadership is practised
 Explain the strengths and criticisms of transformational leadership
 Understand the need for transformational leadership within the African context

Activity – class discussion

1. Which transformational /charismatic leadership capabilities are most
difficult to apply within the African context? Why?
2. What combination of charismatic/transformational leadership
capabilities would be the most effective within the African context?
Why?

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UNIT 8
EMOTIONAL INTELLIGENCE AND LEADERSHIP

INTRODUCTION :
This chapter reflects upon the context of the study of emotional intelligence to enable
the student to understand the difference between IQ and EQ, and the
interrelationship between the two in terms of the holistic context of intelligence.
To relate EQ to leadership, the focus is on historic and modern works that define the
principles of good leadership or behaviour.
Emotional intelligence is then explained in a more applied approach, based upon the
BAR-ONE model to relate it to the context of good leadership behaviour. The chapter
also relates to the African culture paradigm, and contains various practical exercises
to help the student build his/her emotional intelligence and also to relate it to the
context of leadership behaviour.

LEARNING OUTCOMES :
After studying this chapter, the learner should be able to –
 Describe the most prominent definitions of emotional intelligence
 Describe the difference between IQ and EQ
 Explore the context of good leadership principles
 Have a contextual understanding of the emotional intelligence building blocks
 Understand the leadership characteristics/traits as defined by writers in
ancient times, some well-known African leaders and various other writers
 Understand the relationship between leadership traits and emotional
intelligence
 Understand the dark side of emotional intelligence

Activity – class discussion

1. Discuss an African leader whom you believe has, or had, the core
leadership characteristics required for success, but who lacks or
lacked emotional intelligence.
2. Should emotional intelligence training be provided in schools?

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UNIT 9
SERVANT LEADERSHIP: FINDING FULFILMENT IN SERVING HUMANITY

INTRODUCTION :
Many perspectives about leading and leadership tend to suggest that the leader is
the person in charge, with authority, holding a position of power over others
(Northouse, 2007). One of the definitions of leadership that allows for different
perspectives suggests, “leadership is a process whereby one individual influences a
group of individuals to achieve a common goal” (Northouse, 2007:3). That is, rather
than thinking in terms of position, leadership as influence suggests that the person
playing the leadership role may or may not be in a position over others – that is,
he/she may not be the manager, supervisor, director – yet may still influence others
toward achieving a goal.

LEARNING OUTCOMES :
After studying this chapter, the learner should be able to –
 Understand the meaning of servant leadership
 Explain the characteristics of servant leadership
 Describe how servant leadership is enacted in the African context
 Explain the relationship between servant leadership and the Ubuntu worldview
 Explain the linkages between Ubuntu and peace leadership
 Apply the lessons of servant leadership to your own leadership praxis

Activity – class discussion

1. Brainstorm some issues that people might have against servant
leadership.
2. Business leaders cannot be servant leaders because they have to
place the priorities of their stockholders above those of their
employees. Discuss this statement.

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UNIT 10
LEADERSHIP POWER AND INFLUENCE

INTRODUCTION :
This chapter begins by discussing leadership power and influence within the African
context, after which the concepts of power and influence are defined. This is followed
by a discussion on the different types of power that leaders can exercise in pursuit of
their goals. The relationship between different leadership models and power are
explored through a comparison of the application of different sources of power in
different leadership models. Thereafter, we explore the concept of influence by
discussing different influencing techniques. The application of influence in different
types of relationship is explored through superior-, subordinate-, and peer-influence
models. The unit closes with an overview of a model explaining how leaders integrate
power and influence most effectively.

LEARNING OUTCOMES :
After studying this chapter, the learner should be able to –
 Discuss leadership power and influence within the African context
 Define power and influence
 Describe the application of power in leadership
 Describe the different outcomes of applied power sources
 Identify the sources of power
 Describe the relationship between power and leadership models
 Define the relationship between power and influence
 List and define various tactics in influencing behaviour
 Explain the effectiveness and sequencing of influencing tactics in different
relationships
 Understand the application of power and influence by women leaders
 Understand the impact of power and influence tactics on the new generation
 Reflect on a model for the integrative application of power and influence for
organisational effectiveness.

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Activity – class discussion

1. What do you believe is the significance of information power in the
corporate world today? Explain.
2. Is there any significance in the relationship between African cultures
and influencing strategies? Explain.
3. Identify a leader in business who exercises influence effectively, and
discuss his/her influencing strategies and the outcomes he/she
achieves.

UNIT 11

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ENTREPRENEURIAL LEADERSHIP

INTRODUCTION :
The chapter commences with an overview of entrepreneurship and defines
entrepreneurial leadership and related theories such as visionary leadership,
strategic leadership and intrapreneurial leadership. The characteristics and
competencies required for entrepreneurial leadership are listed and explained at
length, making reference to various inherent abilities and traits, and how these
contribute to the making of an entrepreneurial leader.

LEARNING OUTCOMES :
After studying this chapter, the learner should be able to –
 Describe the context of entrepreneurial leadership in Africa
 Discuss the entrepreneurial and leadership challenges of the 21st century in
Africa
 Define entrepreneurship and entrepreneurial leadership
 Understand visionary leadership, innovation leadership and strategic
leadership in the context of entrepreneurial leadership
 Explain intrapreneurial leadership and its application in corporate business
 List and define various competencies and characteristics related to
entrepreneurial leadership
 Explain the intra-personal challenges that entrepreneurial leaders have to face
 Reflect on the challenges faced by women entrepreneurial leaders in Africa.

Activity – class discussion

1. `Complete the LEADERSHIP ASSESSMENT QUIZ on page 335 in the
textbook and interpret your results. Thereafter, write a short
paragraph regarding areas of strengths and weaknesses identified
from the assessment.
2. Complete the LEADERSHIP ASSESSMENT QUIZ on page 350 in the
textbook and interpret your results.

UNIT 12

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LEADERSHIP AND CHANGE

INTRODUCTION :
Change is an integral part of our society. For business organisations, change often
comes so rapidly that they have scarcely adjusted before even more change takes
place. Change is also evident in the developing world. In Africa, a strong movement
towards liberalisation and democratisation of countries has occurred during the past
decade.
The challenge for leaders is to recognise when change is necessary and even more
important, the ability to make changes and lead the change process when it is
necessary to do so. This implies that change is not only something that a leader
should react to, but that leaders could and should anticipate when change is
essential, and then implement proactive or planned changes.

LEARNING OUTCOMES :
After studying this chapter, the learner should be able to –
 Define the concept of change
 Explain the forces of change, the types of change and the different change
process types
 Understand the impact of changes in the global world of work
 Define, explain and be able to apply different change leadership concepts
 Describe a linear approach, a systems approach, a social change approach,
and a practical step-by-step approach to change leadership
 Understand how humans respond to change
 Be able to apply practical guidelines for leading organisations through change
 Be able to assess organisational readiness for change.

Activity – class discussion

Read the case study on page 437 in your textbook, AFRICA-THE BRIGHT
CONTINENT, then answer the questions that follow on page 438.

PART 2 – ETHICS IN BUSINESS

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UNITS OF LEARNING

STUDY UNIT 1: KEY CONCEPTS AND DISTINCTIONS IN ETHICS

STUDY UNIT 2: THE SOCIAL RESPONSIBILTY OF BUSINESS
STUDY UNIT 3: ETHICS IN ORGANISATIONS
STUDY UNIT 4: ETHICS IN BUSINESS : DISPELLING THE MYTHS
STUDY UNIT 5: ETHICS AND CORPORATE REPUTATION
STUDY UNIT 6: ETHICS AND HUMAN POTENTIAL
STUDY UNIT 7: ETHICS AND TRUST IN ORGANISATIONS
STUDY UNIT 8: USING ETHICS TO PREVENT FRAUD
STUDY UNIT 9: MAKING ETHICAL BUSINESS DECISIONS
STUDY UNIT 10: RESOLVING ETHICAL DILEMMAS
STUDY UNIT 11: ETHICS AND CORPORATE GOVERNANCE
STUDY UNIT 12: GOVERNANCE STRUCTURES
STUDY UNIT 13 REPORTING AND ASSESSING ETHICS PERFORMANCE

UNIT 1 – KEY CONCEPTS AND DISTINCTIONS IN ETHICS

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INTRODUCTION
In order to talk meaningfully about business ethics there are a number of concepts
and distinctions that one needs to understand. In this unit we will discuss some of the
key concepts and distinctions in the field of business ethics.

LEARNING CONTENT
After studying this chapter, the student should be able to –
 Define the term BUSINESS ETHICS
 Understand the three central concepts pertinent to ETHICS
 Differentiate between right, wrong and dilemmas
 Understand the relationship between ethics and the law
 Understand the relationship between ethics and values
 Define the term INTEGRITY
 Understand the difference between personal and organisational ethics

UNIT 2 – THE SOCIAL RESPONSIBILTY OF BUSINESS

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INTRODUCTION
In this chapter, various categories of responsibilities that businesses have to, or
might opt to take on, will be systematically unpacked. We will start with the most
basic economic expectations that societies have of companies and then move onto
the mandatory requirements that companies are expected to comply with. Then we
will discuss the social and ethical expectations of society, look at the discretionary
domain, where companies can decide how much they want to give back to society,
and finally we will explore the civic duties of companies as corporate citizens.

LEARNING CONTENT
After studying this chapter, the student should be able to –
 Understand the economic responsibilities of companies
 Understand the mandatory responsibilities of companies
 Define the expectations of society
 Define the term DISCRETIONARY CONTRIBUTIONS and provide reasons for
these contributions
 Define the term CORPORATE CITIZENSHIP

UNIT 3 – ETHICS IN ORGANISATIONS

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INTRODUCTION
While ethical policies and practices of governments and corporations across the
globe provide the content for analysing business ethics at a macro-level of ethical
enquiry, it is often what happens within the corporation that determines their ethical
impact on the physical, economical and social environment. The modern business
organisation is often perceived as an entity that practices amoral management. Such
an entity would display little of the intrinsic ethical obligation it may have towards
society.
In this chapter an intra-organisational perspective of ethics is presented. It will be
shown that ethics cannot be divorced from business activity.

LEARNING CONTENT
After studying this chapter, the student should be able to –
 Understand what is a business without ethics
 Discuss the ethical dimension of an organisation

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UNIT 4 – ETHICS IN BUSINESS: DISPELLING THE MYTHS

INTRODUCTION
The following are six myths that drive a wedge between business and ethics –
 Dog eat dog
 Survival of the fittest
 Nice guys / girls come second
 Unethical conduct is not serious
 When in Rome, do as the Romans do
 All that matters is the bottom line

Each of these myths will be challenged to see whether they make business or
rational sense. As we go through them, the case for ethics in business will
simultaneously emerge.

LEARNING CONTENT
After studying this chapter, the student should be able to –
 Challenge the myth – dog eat dog
 Challenge the myth – survival of the fittest
 Challenge the myth – nice guys / girls come second
 Challenge the myth – unethical conduct is not serious
 Challenge the myth – when in Rome, do as the Romans do
 Challenge the myth – all that matters is the bottom line

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UNIT 5 – ETHICS AND CORPORATE REPUTATION

INTRODUCTION
If one accepts that unethical behaviour may cause high reputational risk to an
organisation, it is of strategic importance that organisations avoid the cost associated
with unethical behaviour. Although there are many dimensions that contribute to the
perceived reputation of a business, the ethical dimension of corporate reputation has
become as important, and inextricably linked to, other dimensions that constitute
reputation, such as product quality and financial performance. In this sense a
reputation for ethical behaviour has become a business imperative. Ethics is even
perceived by some organisations as being the source of competitive advantage.
In this chapter, the nature of corporate ethical reputation is explored. Thereafter, the
interface between ethical reputation and the potential perceptions of a number of
organisational stakeholders are analysed.

LEARNING CONTENT
After studying this chapter, the student should be able to –
 Discuss organisational reputation at a country as well as corporate level
 Discuss the impact of reputation associated with the various stakeholders of
the business
 Discuss the impact of reputation on the financial performance of business

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UNIT 6 – ETHICS AND HUMAN POTENTIAL

INTRODUCTION
If people are perceived to be assets, and are perceived to be an organisation’s
competitive edge, the business case for investing in, nurturing and developing human
talent is clear. Organisations that do not do this may survive, and may even achieve
success in the short run. Their long term sustainability may, however, be at risk. The
way that organisations think about their people, and what they choose to do in
unlocking their human potential, determines their future sustainability.
In this chapter we will analyse the role that ethics can play in unlocking human
potential. The discussion commences with the notion of ethical neglect as the
phenomenon whereby some organisations disregard their workforce as an asset.
The use of ethics in the unlocking of human potential in organisations is then
suggested as a remedy for ethical neglect. The chapter is concluded with a number
of ethics-based strategies that may be useful in unlocking human potential.

LEARNING CONTENT
After studying this chapter, the student should be able to –
 Discuss the term ETHICAL NEGLECT within the context of the organisation
 Explain how ethics can be used as the key to unlock human potential
 Identify some people-related outcomes of organisational mindsets
 Discuss ethics-based facilitators as a means for unlocking human potential

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UNIT 7 – ETHICS AND TRUST IN ORGANISATIONS

INTRODUCTION
A state of distrust is a disturbing condition since trust is a precondition for the
functioning of any social system. Without a basic level of trust it becomes almost
impossible to cooperate and negotiate with other people.
The purpose of this chapter is to explore the role that ethics can play in building trust
in business. We will start by examining reasons why trust has become an issue of
concern to business. Then we will look at the nature of trust and also make a
distinction between trust and trustworthiness. Finally, we will look at the relationship
between trust and ethics and the role that ethics can play in cultivating trust in
business.

LEARNING CONTENT
After studying this chapter, the student should be able to –
 Discuss the loss of trust in business
 Understand why business requires trust
 Define the term TRUST
 Discuss the ethical dimension of trust
 Explain the role of ethics in building trust

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UNIT 8 – USING ETHICS TO PREVENT FRAUD

INTRODUCTION
The unit is structured as follows – first, we define fraud and distinguish it from other
forms of economic crime, for instance theft and corruption. The drivers or enabling
conditions of fraud are explained and the so-called ‘profile of a fraudster” discussed.
Thereafter, the elements of a comprehensive fraud risk management strategy for
organisations are explained, and finally, the role that ethics can play in preventing
fraud is outlined, including efforts to combat moral disengagement, and initiatives to
create an ethical organisational culture.
The guiding assumption in this unit is that people are not naturally inclined towards
what is unethical. Instead, most people want to be ethical, and given the right
conditions within organisations, our moral capacity can be leveraged to prevent
fraud.

LEARNING CONTENT
After studying this chapter, the student should be able to –
 Define the term FRAUD
 Identify the drivers of fraud
 Identify some fraud risk management programmes
 Discuss ethics and fraud prevention
 Discuss ethics management and fraud prevention

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UNIT 9 – MAKING ETHICAL BUSINESS DECISIONS

INTRODUCTION
The following questions should be asked to judge the moral soundness of a decision:
 Is it legal?
 Does it meet company standards?
 Is it fair to all stakeholders?
 Can it be disclosed?

In this unit, each of these criteria will be discussed in more detail. In applying these
criteria, you do not first have to complete a business decision and only then start to
apply the criteria for ethical business decisions. On the contrary, it is preferable that
the criteria form a constant mindset that is infused in the normal business decision-
making process. It should thus become almost second nature to keep these criteria
in mind when making business decisions.
LEARNING CONTENT
After studying this chapter, the student should be able to –
 Discern whether a situation is legal or illegal.
 Discern whether a situation meets the company standards or not.
 Discern whether a situation is fair to all stakeholders or not.
 Discern whether a situation is able to be disclosed or not.

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UNIT 10 – RESOLVING ETHICAL DILEMMAS

INTRODUCTION
In this unit we will introduce the Rational Interaction for Moral Sensitivity (RIMS)
strategy for resolving moral dilemmas. We will first explain why the RIMS strategy is
appropriate for a situation marked by moral dissensus. Against this backdrop the
strategy itself will be described along with some objections that might be raised
against it.
The RIMS approach is designed as a dilemma-resolving strategy that can be used
for both social and personal ethical dilemmas in the workplace. Social dilemmas
arise when different people make conflicting judgements on what is considered to be
morally right with regard to a specific situation. Personal dilemmas occur when a
person has conflicting moral views about what the most appropriate moral decision
should be in a specific situation. The purpose of the RIMS strategy is to structure a
process of rational interaction between the rival points of view in a moral dispute that
will result in morally sensitive decisions. Before outlining the strategy in detail, we will
first explain the phenomenon of moral dissensus in order to gain a better
understanding of the nature of moral dilemmas.

LEARNING CONTENT
After studying this chapter, the student should be able to –
 Discuss MORAL DISSENSUS
 Explain the assumptions behind the RIMS theory
 Explain the RIMS strategy
 Identify some objections to the RIMS strategy

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UNIT 11 – ETHICS AND CORPORATE GOVERNANCE

INTRODUCTION
In this unit, we explore the relationship between ethics and corporate governance.
We start by distinguishing between various approaches to corporate governance and
their ethical dimensions. We then investigate why corporate governance has become
so prominent in recent years. We look at the ethics dimension of King IV and discuss
the requirement for social and ethics committees introduced by the Companies Act of
South Africa (2008). Finally, we introduce a comprehensive framework for the
governance and maintenance of ethics.

LEARNING CONTENT
After studying this chapter, the student should be able to –
 Discuss corporate governance – its perceptions and approaches
 The prominence of corporate governance
 Discuss corporate governance in South Africa
 Provide a framework for the governance of ethics

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UNIT 12 – GOVERNANCE STRUCTURES

INTRODUCTION
In this unit, we will explore the roles and responsibilities played by the organisational
governance structures in building and maintaining an ethical culture in organisations.
In this regard we will look specifically at the roles and responsibilities of the governing
body and the subcommittee responsible for the governance of ethics.

LEARNING CONTENT
After studying this chapter, the student should be able to –
 Explain the role and responsibilities of the governing body
 Explain the role and responsibilities of the ethics committee

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UNIT 13 – REPORTING AND ASSESSING ETHICS PERFORMANCE

INTRODUCTION
This unit is divided into four sections –
 Reporting by the ethics office to the ethics committee
 Independent assessment of ethics performance
 Reporting by the ethics and audit committees to the governing body
 Reporting to external stakeholders

This chapter deals with compiling reports to communicate transparently with

stakeholders. The following reporting principles recommended by the Global
Reporting Initiative provide good guidance to keep in mind –
 Balance – reports should include both positive and negative aspects.
 Comparability – a consistent methodology should be utilised to ensure that
information can be compared over time and across organisations
 Accuracy – the information should be accurate and sufficiently detailed to
inform readers’ decisions
 Timeliness – reports should be compiled at regular intervals and in time for
reader’s needs
 Clarity – the information should be presented in a way that makes it easy to
understand
 Reliability – the information presented and the processes used for gathering
information must be verifiable and evidence-based

LEARNING CONTENT
After studying this chapter, the student should be able to –
 Explain the reporting to be completed by the ethics office to the ethics
committee
 Provide a practical guide to performing an independent assessment of ethics
performance

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 Explain reporting by the ethics and audit committees to the governing body
 Define the types of reports one would send to the external stakeholders

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SECTION 3

1 INFORMATION ON PLAGIARISM

It is extremely important that you understand the importance of avoiding plagiarism in

any of the work submitted in fulfilment of your course requirements. Disciplinary
action will be taken against any student who plagiarises the work of another.

The following extract on plagiarism is taken directly from the official NMU Copyright
services website from an article entitled Copyright and Plagiarism: Short guide for
students. Students must familiarise themselves with this document:

WHAT IS PLAGIARISM?

Plagiarism is similar to copyright infringement in that one is unlawfully using the work of
another person. Plagiarism occurs when an individual uses the words or ideas of another
person as if it were his/her own and without giving acknowledgement of the actual
source. Even if the source is mentioned it must be made clear when the work is being
quoted and what your own contribution is. The work that was plagiarised does not even
need to be a copyright protected work to amount to plagiarism.

R. D. Mawdsley, in an article Academic Misconduct: Cheating and Plagiarism, 1994

(Topeka: NOLPE) defined plagiarism as follows: “Plagiarism: This consists of offering as
one’s own work the words, ideas or arguments of another person, without appropriate
attribution by quotation, reference or footnote. Plagiarism occurs both when the words of
another are reproduced without acknowledgement, and when the ideas or arguments of
another are paraphrased in such a way as to lead the reader to believe that they originated
with the writer.”

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