Author: Malema Seroba

  • When You Strengthen Leadership, You Strengthen The Organisation – Gizelle Mc Intyre

    When You Strengthen Leadership, You Strengthen The Organisation – Gizelle Mc Intyre

    Leadership has emerged as a defining skill in a world where workplaces are constantly evolving, demanding purposeful action and authentic human connection. For The DaVinci Institute’s doctoral candidate, Gizelle Mc Intyre, a learning and development specialist and passionate advocate for coaching in the workplace, leadership begins with understanding the human being behind every role.

    The Power of Coaching

      Mc Intyre shared that coaching sits at the heart of what she does. She indicated that her role is to engage leadership and keep them engaged. When you strengthen leadership, you strengthen the organisation.

     Her doctoral research explores how structured coaching programmes for managers can encourage engagement, boost productivity, and build workplaces where people want to come to work.

     “It starts at the top. When leaders are positive and engaged, that energy filters down to everyone else,” she says.

     Mc Intyre’s approach is strengths-based, focusing on what people can do, rather than what they cannot. She added that we spend too much time fixing weaknesses. When built on strengths, those weaker areas take care of themselves.

     “My research formalises what I already practise daily, helping organisations make coaching accessible, effective, and measurable,” she says.

     She adds that the challenge is that while most organisations acknowledge that coaching works, few implement it consistently. It is easy to say that coaching is important, but it is harder to embed it in the culture. Her goal is to make it simple and practical.”

     Building Better Managers and Leaders

     Mc Intyre draws a clear distinction between management and leadership. Managers oversee policies and processes. Their role is to manage people and systems within a framework. Leadership, however, is about purpose, influence, and direction; it is situational and human centred.

     She cautions that many organisations promote technical experts into management roles without preparing them for the people dimension.

     “Being great at your job does not mean you will be great at managing others. Many end up frustrated because they’re no longer doing what they love,” she says.

     Mc Intyre said true leadership is about humility and vision. The best leaders admit when they do not know something and focus on guiding others. Leadership isn’t tied to a title; it can emerge at any level of the organisation.”

     For Mc Intyre, the ideal workplace is one where managers are also leaders, creating “pockets of excellence” defined by engagement, productivity, and shared purpose.

     Making Coaching Accessible

     Although coaching is gaining global recognition, Mc Intyre believes awareness and access remain limited, especially in South Africa. If you read about the world’s top entrepreneurs and executives, most have coaches. Yet coaching is still seen as something for senior leaders only. That should not be the case; everyone deserves access to coaching.”

     As a member of the management committee of COMENSA (Coaches and Mentors of South Africa), Mc Intyre is helping to professionalise the field and expand its reach.

     “People often do not understand the difference between coaching and mentoring. Both are critical to personal and professional growth, and everyone should experience them at some stage in their lives,” she says.

     Leadership Over Management

     Asked whether South Africa needs more leaders or more managers, Mc Intyre does not hesitate.

     “We need more leaders,” she says.

     She aligns leadership with personal mastery and service. Leadership is about being the humble servant, as Nelson Mandela described. Management ensures order; leadership inspires progress. The combination of both is where transformation happens.

     She argues that leadership development is not just about improving organisational performance; it is about restoring humanity to the workplace. Policies and processes are important, but people execute them. Leadership connects with the human being behind the task.

     Bridging the Gap Between Study and Work

     Drawing from her experience in recruitment, Mc Intyre highlights a growing mismatch between academic preparation and workplace expectations. Adding that, many graduates come in with unrealistic expectations. They believe a qualification guarantees a top job, but your degree only knocks on the door; the rest is up to you as the candidate.

     “In our marketing department, interns start with three months in counter sales. When they ask what that has to do with marketing, I explain, “Everything they market comes from what we sell,” she says.

     Mc Intyre also notes a lack of exposure to working environments among young people. Some have never known anyone who works, so they do not understand basic workplace norms. That is not arrogance; it is inexperience. We need to guide them, but institutions of higher learning also need to do more to bridge that gap.

     The transition from study to work, she warns, can be jarring.

     “When I studied, no one spoke about the real world, it was all theory. Without preparation or mentorship, that leap can be overwhelming,” she explains.

     The AI Reality

     On artificial intelligence, Mc Intyre is pragmatic, as it is the next bulldozer. It will change how we work, not end work.

     She rejects the notion that technology inherently destroys jobs. She adds that when bulldozers replaced manual trench digging, people did not stop building instead they trained people to design, maintain, and operate the machines. AI is the same.”

     In human resources, AI can streamline administrative tasks, freeing professionals to focus on strategic and relational work.

     “AI won’t replace HR, it will make it more effective. The key is learning, unlearning, and relearning. Every generation has faced change; this is ours,” she says.

     Mc Intyre uses AI tools daily, from screening over 12,000 CVs a month to improving communication through platforms like Grammarly. She believes it is not about replacing people, it is about improving efficiency. The challenge is teaching people to adapt and use AI wisely.

     Leadership for a Changing World

     For Mc Intyre, the future of work demands leaders who are both empathetic and adaptable. Leadership is about purpose, connection, and courage. When we invest in people, not just their skills, but their humanity, we build organisations where everyone thrives.

  • DaVinci Institute Restored My Hope – Olerato Mmolai

    DaVinci Institute Restored My Hope – Olerato Mmolai

    The DaVinci Institute is driven by purpose, aligned with one of its core objectives: to become an employer of choice. The story of our HR Project Administrator, Olerato Mmolai, is a testament to the Institute’s commitment to its people. From intern to permanent staff, she was given an opportunity that restored her hope.

    Struggle With Employment

    Like many young people in South Africa, Mmolai was no stranger to the struggle of finding employment. However, DaVinci gave her hope during a difficult time in her life. At her alma mater (Eduvos), there is an employability department, and from time to time, the coordinator sends out job adverts for entry-level positions.

    The turning point came when she received a personal email about an internship opportunity with The DaVinci Institute.

    “I was a bit hesitant at the time because, one, I had not heard of the Institute and the SETA that was responsible for my induction. Two, I was going through an exceedingly difficult time in my life, so looking for a job was the last thing on my mind. Still, I just thought, let me apply and see what happens,” she stated.

    Little did Mmolai know that DaVinci would become her destination of choice. She secured an internship at the Institute, which later developed into a permanent position.

    “My journey at the Institute went by very quickly, and a lot has happened. But most importantly, I have learned a lot in the little time that I have been here,” she added.

    Mmolai’s Experience as an Intern

    Mmolai’s experience as an intern at DaVinci had its difficulties, but within just a year, she had gained invaluable insights, even navigating a transition in management. She was exposed to many real-world experiences that she had never encountered in textbooks or classrooms.

    It was not an easy journey, it was challenging. There were days when she doubted the stream she had chosen.

    “When the good days came, it made it all worth it. Not forgetting the emotions and mental effect, People Management can put you in, it takes a strong person to pull themselves out of it and remember what the point of it all is. It has been both fulfilling and insightful,” stated Mmolai.

    Turning Point in Her Career

    Some of Mmolai’s greatest achievements came during her internship when she had the chance to contribute to the well-being of employees.

    “This is something that is often overlooked yet important. It is a privilege to nurture and prioritise people because, in a world where there are many problems and conflicts, work should not contribute to that burden but instead be a peaceful and healthy environment where we can thrive and be at our best,” she said of her role in People Management.

    Mmolai’s Reflection

    According to Mmolai, being an intern can be challenging because people sometimes assume interns are incapable of doing the job. Fear nearly became an obstacle to her progress, especially during moments when she was afraid to respond to questions.

    “I should have spoken up to those who doubted me. When I was asked questions, I chose not to answer because of the fear of misunderstanding the question asked. I would not change anything because I asked the relevant questions at the right time,” she explained.

    Long-Term Vision

    With the hands-on experience she gained at DaVinci, Mmolai now believes entrepreneurship is the path she wants to pursue. At DaVinci, we empower leaders to contribute meaningfully to society, with prosperity as one of our objectives.

    “I see myself building an empire alongside my mother, who is an HR Manager in one of the Chapter 9 institutions, and assisting companies that do not have an in-house HR department. I also plan to study further. Since my degree is a double major, I might stream off into becoming a psychometrist,” stated Mmolai.

  • Tebogo Thabethe’s Remarkable Rise: From Intern To Project Manager At tt100

    Tebogo Thabethe’s Remarkable Rise: From Intern To Project Manager At tt100

    Tebogo Thabethe is a shining example of how The DaVinci Institute empowers its staff to grow into effective leaders. His journey from Graphic Design Intern in 2024 to leading the tt100 Business Innovation Awards Programme as Project Manager a year later is a true testament to the Institute’s commitment to professional development and innovation.  

    Tebogo Thabethe’s Background Before DaVinci

    Tebogo Thabethe
    Tebogo Thabethe: tt100 Project Manager

    During his second year at Nelson Mandela University, he joined Enactus, the student entrepreneurship society, a global network of leaders committed to using business as a catalyst for positive and social environmental impact. Being part of Enactus gave him practical experience in managing projects, articulating ideas, and creating presentations. 

    “Interestingly, my journey in Enactus evolved from being the IT and Design Officer to eventually becoming the President. In my final year, I was a Chief Innovation Officer (CIO), simply because there was no position for me after serving as president. I wanted to continue contributing meaningfully, so we created the CIO role and I transitioned into it the following term,” says Thabethe.

    Experience At DaVinci

    When Thabethe joined the institute as an intern, he shared that he found that the organisation was relatively new and small, very different from the government university space he had known before, where there were many people and layers. 

    Here, things were more intimate, which made it a fertile ground for exploration. 

    “I found that working with Executive: Marketing, Branding and Communication, Ofentse Rapakgadi, was very open-ended. If I had an idea, I would be encouraged to explore it, test it out, and see how far it could go. That kind of freedom and innovation is what I liked,” Thabethe shared of the internship experience. 

    There were deliverables he had to focus on. The journey was not always smooth. When his line manager went on maternity leave, he got a new line manager, and that was a tough transition. It was not terrible, but it was challenging. 

    There he had to prove his value all over again, to remind himself why he was here. The real challenge was navigating the transition from the previous visual direction, a corporate business school direction, to a black, blue, and white AI-inspired approach that felt futuristic.. 

    “My former line manager had pushed the AI-inspired visual direction, but the new conversation was around whether this was suitable for our audience. Were we not alienating the mature students we served?” tells Thabethe.

    We ultimately agreed to go with what the new line manager requested and realised that to move forward, we needed to align with management’s expectations and see how far their vision could take us.

    tt100 Role – Project Manager

    About a year later, Thabethe transitioned from his role in marketing as a graphic design intern to project manager, capitalising on an opportunity that arose internally.

    “A good colleague of mine was leaving, and I casually asked if I could take over his role. He encouraged it. I spoke to my line manager about it, and she motivated the move, saying it aligned with my entrepreneurial outlook,” Thabethe shared. 

    Thabethe reached out to the CEO, Prof Ben Anderson, about the opportunity at tt100. Prof was inspired by his experience and confidence, and gave him a chance, although he had to prove himself. According to Thabethe, that opportunity was crucial. It gave him a chance to showcase what he could do beyond design.

    “The knowledge I brought with me from Enactus helped. Managing tt100 projects now feels similar in some ways to the projects I managed back then, only on a larger scale, with a more professional audience. I was not fully aware of the challenges I would face, but I understood the processes required to get things done and deliver,” Thabethe shared.

    A Change Thabethe Could Bring

    When asked about what he wishes to change at DaVinci.

    “If I could change one thing, it would be getting everyone to see this place as I do, as a space for entrepreneurial scientists. We are currently piloting a project called the “Structured Incubated Entrepreneurial Development Programme tailored for Food Producers and Food Manufacturers”, the first of its kind. We are testing, experimenting, and innovating. If everyone here could embrace that mindset, things would be so much easier. It is a co-creative environment, delivery is important, and the how is all to be innovative. When I have an idea, Executive: Business Development, Dr Sam February will say, “Run with it and see how far it goes.” Which makes this a truly co-creative space,” he shared. 

    The Biggest Lesson In His Career 

    The biggest lesson he has learned and now shares with others is failing quicker, which is common although not spoken about often, and because of that, people do not realise how many times you need to fail until you succeed at something. Thabethe emphasizes that failure is where critical learning happens.

    “I do not need to know everything upfront, but I will go home, study, and come back ready. That is how I continue staying relevant,” he shared. 

    In reflecting on what he is mostly grateful for in this journey, it is intellectual stimulation. This environment has challenged him to expand his thinking to co-create. 

    “Our CEO often challenges us, questions on the spot, and I have grown to enjoy those moments. It pushed me to be more thoughtful, creative, and engaged. People here are open to sharing knowledge and listening. There is a culture of curiosity, what they call “problem probing,” to actively investigate, analyses, and address complex organisational challenges,” stated Thabethe. 

  • The Private Sector’s Role In Promoting ICT Skills Development For Youth Employment In South Africa

    The Private Sector’s Role In Promoting ICT Skills Development For Youth Employment In South Africa

    Where does ICT skills development fit into solving South Africa’s youth unemployment crisis? The DaVinci Institute alumnus, Siviwe Kase’s Dissertation (2022) study explored that South Africa faces one of the highest youth unemployment rates globally, with over 60% of jobseekers between ages 15 and 24 unable to find work. Despite numerous government-led interventions, such as learnerships, youth entrepreneurship, and service programmes, these efforts have not meaningfully reduced the unemployment crisis. The disconnect between training and labour market needs remains a key obstacle.

    The COVID-19 pandemic further deepened this challenge, shrinking the economy and exposing the country’s dependence on low-skill sectors. Consequently, the urgent need for coordinated investment in digital and ICT-related skills has become a national priority.

    Purpose of the Study

    Kase’s research investigated the role of the private sector in promoting ICT skills development for youth employment, focusing on learnership programmes under the Media, Information, Communication and Technology Sector Education and Training Authority (MICT SETA). The study specifically explored Gauteng-based ICT firms, training providers, and learners to understand how private-sector-led learnerships can bridge South Africa’s digital skills gap.

    The central question is: What is the current state of the ICT learnership system, and what factors affect its effective implementation?

    Methodology: A Mixed-Methods Approach

    Using a pragmatic mixed-method design, Kase combined qualitative interviews (with ICT companies, MICT SETA officials, and training providers) and quantitative surveys (from learners completing ICT learnerships). This approach enabled a comprehensive analysis of stakeholder experiences, programme outcomes, and systemic challenges.

    Key Findings

    Low Employer Participation and Satisfaction:

    Many ICT employers expressed dissatisfaction with the current learnership system, citing poor support, lack of accountability, and corruption within SETAs. However, most still regarded learnerships as a valuable mechanism for developing industry-ready talent.

    Systemic Barriers:

    Challenges include mismanagement of skills levies, weak monitoring systems, and learners enrolling in multiple programmes mainly for stipends rather than long-term employment outcomes.

    Youth Experience:

    Learners valued the practical experience gained through ICT learnerships but expressed frustration over inconsistent programme quality, limited job placement opportunities, and inadequate mentorship.

    Impact of the Private Sector:

    Despite limited scale, private companies that actively engaged in skills development saw tangible benefits, such as improved productivity, innovation, and employee retention—showing the business case for sustained participation.

    Theoretical Contribution and Framework

    The study applies The Da Vinci Institute’s TIPS Framework (Technology, Innovation, People, and Systems) to illustrate how integrated management of these four domains enhances organisational agility, alignment, and engagement. Kase argues that applying such models within ICT learnerships could improve coordination and innovation across the skills ecosystem.

    Recommendations: ICT Skills Development

    • Reform the SETA system to improve governance, accountability, and transparency.
    • Create a collaborative model between government, SETAs, and the private sector to ensure learnerships are responsive to industry needs.
    • Incentivise private sector participation through tax benefits, innovation grants, and recognition frameworks.
    • Implement better monitoring and evaluation to track learner outcomes and programme impact.
    • Promote long-term partnerships between employers and training institutions to ensure continuous upskilling aligned with digital transformation trends.

    Building a Digital-Ready Workforce

    The study concluded that the private sector is critical to unlocking youth employment through ICT skills development, but its potential remains underutilised due to structural inefficiencies. Strengthening collaboration, improving implementation, and aligning learnerships with industry demand could transform South Africa’s digital economy and meaningfully reduce youth unemployment.

    The research not only contributed to academic discourse but also offered a roadmap for policy and practice, calling for a renewed public–private partnership model that empowers young South Africans with the skills needed for the F

  • Reimagining Organisational Transformation Through An African Lens

    Reimagining Organisational Transformation Through An African Lens

    The DaVinci Institute’s Head of Faculty: Innovation Management and Head of Programme: Bachelor of Commerce, Dr Mamohau Sekgaphane’s thesis, Towards REBIRTH in Organisational Change and Development, presents a pioneering framework for inclusive organisational transformation rooted in African philosophy and integral research methodology. Centred around her work at FNB Private Wealth Client-Servicing, the study introduces REBIRTH, a holistic transformation journey that integrates self, community, and organisation to drive social innovation and ecological balance.

    From Personal Journey to Organisational Renewal

    The thesis intertwines three interconnected journeys:

    • Personal Rebirth – Dr Sekgaphane’s self-discovery and grounding in authentic African identity.
    • rebirth (lowercase) – The transformation journey within FNB’s business unit, aimed at reviving organisational performance and culture.
    • REBIRTH (uppercase) – A replicable organisational change and development (OCD) methodology that serves as her academic and practical contribution to the field.

    Grounded in Botho-Ubuntu, REBIRTH reclaims African values of humanity, interdependence, and community as the foundation for sustainable organisational change.

    The 4C Integral Journey: A Framework for Transformation

    Dr Sekgaphane’s research draws from Lessem and Schieffer’s 4C Integral Framework, Call, Context, Co-creation, and Contribution, to guide the REBIRTH process:

    • Call (South): Grounding in identity, purpose, and the human spirit.
    • Context (East): Understanding environment and communal foundations.
    • Co-creation (North): Collaboration through Communities of Practice (CoPs) to identify problems and innovate collectively.
    • Contribution (West): Effecting sustainable transformation and social innovation.

    This cyclical journey mirrors the African womb metaphor, symbolising regeneration, wisdom, and interconnectedness.

    REBIRTH as a Methodology for Inclusive Transformation

    REBIRTH offers a Southern-based organisational change and development model that contrasts Western technocratic approaches. It integrates eight human aspects, spiritual, emotional, intellectual, moral, physical, work, social, and leadership quotients, to develop holistic, conscious leaders.

    The model employed Participatory Action Research (PAR) and Integral Research Approach (IRA), ensuring transformation emerges from within the organisation through shared dialogue, storytelling, and cultural reconnection. These methods enable authentic participation and community ownership of change.

    Applying REBIRTH at FNB Private Wealth Client-Servicing

    Faced with declining performance and reputational risk, FNB Private Wealth Client-Servicing became the testing ground for the REBIRTH transformation journey. Through Communities of Practice, employees collaboratively explored identity, purpose, and inclusion, guided by the unit’s philosophy, “I Care, I Can, I Commit.”

    The initiative redefined leadership through a maternal, inclusive lens, promoting empathy, ethics, and collective accountability. This approach not only revived organisational culture but also enhanced innovation, client service, and employee engagement.

    Towards a New Science of Organisational Change

    Dr Sekgaphane positioned REBIRTH as a new science of Organisational Change and Development, blending indigenous wisdom, spiritual intelligence, and systemic innovation. It proposes that true transformation occurs when organisations reconnect with their humanity and the ecology around them.

    REBIRTH, therefore, is not merely a methodology; it is a movement towards inclusive transformation, offering a uniquely African contribution to global organisational thought. It calls for enterprises to re-engage with identity, community, and moral consciousness as pathways to social and economic renewal.

    Africa’s Gift to the World: Organisational Change

    In conclusion, echoing Steve Biko’s vision of Africa giving the world “a more human face,” Dr Sekgaphane’s REBIRTH thesis positions the continent as a wellspring of integral, humane leadership and organisational wisdom. Through REBIRTH, she demonstrates that transformation begins within, through identity, community, and the rediscovery of our shared humanness.

  • Framework For Non-Traditional Postgraduate Success

    Framework For Non-Traditional Postgraduate Success

    The DaVinci Institute’s alumna, Dr Carin Stoltz-Urban’s study explored why non-traditional postgraduate students, typically older, working adults with family and community responsibilities, struggle to complete their studies. It also develops an institutional framework aimed at enhancing their success and retention in African higher education contexts. Using a grounded theory approach, the research draws on literature, interviews, and focus groups conducted across South Africa, Kenya, and Zimbabwe.

    Key Challenges Facing Non-Traditional Students:

    Balancing Work, Study, and Family

    Many non-traditional students juggle demanding careers and family obligations. While workplace support can positively influence success, inflexible schedules and a lack of employer understanding often hinder progress.

    Emotional and Psychological Strain

    Students reported high levels of stress, anxiety, and discouragement. Feelings of uncertainty about academic ability were common, often tied to low academic self-efficacy and inadequate preparation for postgraduate demands.

    Academic Literacy and Integration

    Lack of academic writing and research skills was identified as a major barrier. Students struggled with understanding academic expectations at the postgraduate level, highlighting the need for stronger academic induction and literacy support.

    Institutional Factors Influencing Success

    Service Orientation and Flexibility

    Institutions’ attitudes and responsiveness to student needs play a critical role. A student-centred culture, flexibility in access to resources, after-hours support, adaptable payment structures, and consistent communication are key enablers of success.

    Management and Administration

    Strong institutional management, including staff accountability, effective communication, and monitoring of student progress, supports retention. Administrative inefficiencies, in contrast, contribute to frustration and attrition.

    Social and Academic Integration

    While traditional models of social integration may not fully apply to non-traditional students, fostering a sense of belonging through peer support and friendly, accessible staff enhances motivation and persistence. Academic integration through clear induction and mentoring remains essential.

    The Role of the Academic Supervisor

    Supervisors emerged as pivotal to postgraduate success. Effective supervisors balance expertise with mentorship, provide timely feedback, maintain open communication, and offer emotional encouragement. Their accessibility and administrative efficiency significantly affect student progress.

    The Proposed Institutional Framework

    The framework positions the student as the centre of a multi-layered ecosystem:

    • Microsystem: The student’s personal skills, motivation, and resilience.
    • Mesosystem: Personal and family contexts influence emotional and logistical support.
    • Exosystem: Institutional environment, including supervisor relationships and service quality.
    • Macrosystem: Broader socio-economic and national education context.

    Institutions should adopt a holistic, student-centred approach focusing on:

    • Enhancing academic self-efficacy, resilience, and self-regulated learning;
    • Providing flexible, responsive services and clear communication;
    • Strengthening management accountability and progress monitoring;
    • Building supportive academic and social networks;
    • Ensuring qualified, engaged supervisors.

    Limitations and Recommendations

    The study’s findings are grounded in three African countries and may need broader validation. Future research should explore non-traditional student experiences at the undergraduate level and develop a dedicated framework for academic supervision.

    Conclusion: Non-Traditional Postgraduate

    Dr Stoltz-Urban concluded that while student attributes, motivation, resilience, and self-efficacy are vital, the primary responsibility for enabling success rests with institutions. Universities must consciously design systems that accommodate the complex realities of non-traditional postgraduate students. A culture of flexibility, accountability, and empathy can transform retention outcomes and strengthen Africa’s postgraduate education landscape.

  • The DaVinci’s Curiosita Discusses Innovation Management Measurement

    The DaVinci’s Curiosita Discusses Innovation Management Measurement

    Curiosita at The DaVinci Institute is more than a conversation, it is a space where ideas meet practice. In our latest session held on the 30th September, the focus was on innovation management measurement. Participants had an opportunity to question, explore, and connect research with real-world impact. Through this lens of curiosita, the dialogue highlighted how South Africa continues to shape global standards while addressing local challenges.

    Key participants who shaped the engagement included DaVinci’s doctoral candidate, Moses Kgosane Motshekga; Dr Mamohau Sekgaphane, Head of Faculty: Innovation Management; Prof Lucky Mathebula, Head of Faculty: People Management; Ofentse Rapakgadi, Executive: Marketing, Branding and Communication at DaVinci; Mmakgabo Maheya, Supervisor: ICT, Systems and Services Standards at SABS; and Dr Phumuza Langa, Senior Manager and Commercialisation Specialist at the University of Johannesburg

    The Background of South Africa’s Contribution In Global Innovation Management Standards

    South Africa continues to make its mark on the international stage of innovation management. Two of the country’s thought leaders, The DaVinci Institute CEO, Prof Ben Anderson, and South African Bureau of Standards (SABS), Supervisor: ICT, Systems and Services Standards, Mmakgabo Maheya, have been instrumental in shaping the development of ISO 56000/56001, the international standard for innovation management systems. Their complementary contributions ensured that South Africa’s voice, priorities, and innovation agenda are firmly embedded in this globally recognised framework.

    Against this background, The DaVinci Institute hosted its September Curiosita, a platform designed to integrate academic enquiry with industry experience, highlighting innovation management measurement and its practical applications for doctoral research.

    DaVinci’s Role in Global Innovation Standards

    At the centre of South Africa’s global innovation management engagement is Prof Anderson, who has played a critical role in both national and international forums. As Chairperson of SABS TC 279 (Innovation Management), he has guided South Africa’s intellectual and technical input into the ISO process for more than a decade, including six years serving as international chair.

    His leadership ensured that South Africa’s innovative perspectives, particularly those rooted in industrialisation, technology commercialisation, and the United Nations Sustainable Development Goals (SDGs), were recognised and embedded in the global framework.

    Among his key contributions were:

    • Guiding South Africa’s technical and academic input into the ISO standardisation process.
    • Representing South Africa in ISO/TC 279, the global committee overseeing the standards.
    • Producing reflections that underscore the significance of ISO 56001 as a systematic framework for unlocking organisational innovation.
    • This intellectual contribution positioned South Africa not only as a participant but as a leader in innovation management thinking, influencing how organisations worldwide measure and manage innovation.

    Curiosita: Bridging Research and Industry

    DaVinci’s Curiosita was dedicated to the theme of Innovation Management Measurement. The engagement created a space for our doctoral candidate, Moses Kgosane Motshekga, to present his work and receive valuable input from both academic practitioners and industry leaders.

    The candidate’s research stood out: a study focused on developing a framework to automate fair collection systems for the City of Johannesburg’s Metro Bus. The candidate argued that the current legacy system makes it difficult for the organisation to manage and account for its operations effectively.

    Global crises, such as the COVID-19 pandemic, have further exacerbated the financial challenges facing Metro Bus, particularly in terms of revenue collection. The candidate positioned his research as an attempt to help the city address these pressing issues by exploring ways to improve fairness and accountability in fare collection.

    Technology or Systemic Change?

    A key discussion during the session centred on whether the candidate’s solution would introduce entirely new technology or work to improve the systems already in place. This question highlighted a central principle of innovation management: innovation does not always mean a new tool; it can also mean a new approach.

    The DaVinci faculty and participating industry professionals advised the candidate not to make assumptions that the solution must necessarily be a technological tool. Instead, they encouraged him to let his findings, drawn from thorough research and data, inform the most appropriate solution.

    This guidance urged the candidate to adopt a systemic perspective, looking beyond Metro Bus alone and considering the broader urban transport ecosystem. Innovation, they emphasised, should not only resolve immediate operational inefficiencies but also align with long-term sustainability and organisational resilience.

    Embedding South Africa’s Innovation Agenda

    The Curiosita dialogue emphasised the role of the platform that blends research, industry insights, and global standards. By grounding doctoral studies in the broader context of ISO 56000/56001, The DaVinci Institute is ensuring that research projects do more than solve local problems; they contribute to shaping global best practices in innovation management.

    Prof Anderson’s leadership in ISO development, combined with the intellectual rigor fostered through DaVinci’s doctoral programmes, ensures that South Africa’s innovation priorities, industrialisation, technology, sustainability, and inclusiveness remain central to global conversations.

    Conclusion: Innovation Management Measurement

    The September Curiosita reaffirmed DaVinci’s role as a bridge between research, industry, and international standards. The focus on innovation management measurement demonstrated that while tools and technology are important, the real power of innovation lies in creating systematic frameworks that encourage fairness, sustainability, and accountability.

  • A Study Of CEO Competency Dynamics In State-Owned Enterprises (SOEs)

    A Study Of CEO Competency Dynamics In State-Owned Enterprises (SOEs)

    The study by Dr Sifiso Falala investigated the competence of CEOs in South Africa’s State-Owned Enterprises (SOEs). Against a backdrop of leadership instability, financial losses, and political interference, the research challenges assumptions of incompetence and explores what constitutes a competent SOE CEO. A mixed-methods approach was used, combining qualitative interviews and quantitative surveys, to assess a provisional competency framework.

    Dr Sifiso Falala
    Dr Sifiso Falala

    Problem Statement and Objectives

    State-Owned Enterprises underperformance has been linked to:

    • Inherent incompetence of CEOs,
    • Political interference, and
    • Misalignment between Key Performance Indicators (KPIs) and organisational expectations.

    The study aimed to:

    1. Identify reasons for poor SOE performance.
    2. Assess a competency framework as a measure of CEO competence.
    3. Examine if the framework can reliably predict CEO effectiveness.

    Conceptual Framework and Hypotheses

    Six hypotheses were developed, proposing that CEO competence is positively influenced by:

    1. Developing business success,
    2. Qualifications and experience,
    3. Interpersonal skills,
    4. Natural flair,
    5. Problem-solving skills, and
    6. Building for the future.

    Research Design and Methodology

    A mixed-methods design was adopted:

    • Qualitative stage: In-depth interviews explored perceptions of CEO competence.
    • Quantitative stage: Surveys and regression analysis assessed the framework statistically.
      This dual approach ensured a nuanced understanding of both perception and measurable performance.

    Findings and Analysis

    Competency Dimensions

    Regression analysis confirmed all six dimensions as strong predictors of CEO competence. The most critical were:

    • Developing business success,
    • Building for the future, and
    • Problem-solving skills.

    Key Performance Indicators (KPIs)

    The study found a direct link between the use of KPIs and CEO competence. SOEs that valued KPIs more highly, like Transnet, scored better overall. However, gaps existed between the perceived importance of KPIs and their actual use, with state interference often undermining objective performance measures.

    Political and Structural Constraints

    Although many CEOs possessed technical skills, they were often unable to apply them due to political mandates and hierarchical constraints. SOEs were found to act more as instruments of government policy than as competitive businesses.

    Contributions and Way Forward

    • Policy and Governance: A standardised competency framework across SOEs would enhance recruitment, appraisal, and monitoring of CEOs.
    • Practical Leadership: Emphasis should be placed on measurable KPIs, reduced state interference, and improved CEO autonomy.
    • Theoretical Contribution: The study validates the competency framework as a dependable tool for assessing CEO performance in complex environments.

    Conclusion: State-Owned Enterprises

    The research concludes that the problem lies less in the inherent incompetence of SOE CEOs and more in the political and structural constraints that limit their effectiveness. Competence is present but underutilised, with improved frameworks and governance reforms necessary for SOEs to thrive.

  • Addressing The Post-School Education Crisis – Dr Allen Mutono’s Thesis

    Addressing The Post-School Education Crisis – Dr Allen Mutono’s Thesis

    South Africa’s post-school education and training (PSET) sector faces a serious crisis of access and capacity. Despite millions of young people aspiring to further their studies, universities and colleges cannot accommodate them. Researchers such as Blom (2015) and Buthelezi (2015) highlight how the contraction of public colleges has left universities to carry the burden, while 3.4 million youths between 18 and 25 remain excluded from tertiary education. The DaVinci Institute’s alumnus, Dr Allen Mutono, in his study developed a framework for mobile learning in South Africa’s Post-School Education and Training Sector.

    The Promise of Mobile Learning

    Mobile learning (m-learning), defined by Traxler (2016) as knowledge production that occurs “anywhere and at any moment with the help of a mobile device,” offers a potential solution. With over 60 million mobile phone users in South Africa and 700 million across Africa, the widespread availability of devices presents a unique opportunity to extend education beyond traditional institutions.

    Research Gap and Objectives

    While e-learning and distance learning have been explored, the absence of a structured framework for implementing mobile learning has slowed adoption in the PSET sector (Meyer, 2016). This study sought to:

    • Investigate factors influencing the adoption of mobile learning.
    • Examine learners’ readiness and acceptance of mobile technologies.
    • Identify success factors for framework design.
    • Validate a model for mobile learning implementation

    Methodology and Investigations

    The research employed quantitative methods, guided by the Technology Acceptance Model (TAM) and the Unified Theory of Acceptance and Use of Technology (UTAUT). Three core investigations were undertaken:

    • Learners’ preparedness for mobile learning.
    • Learners’ acceptance of mobile learning.
    • Validation of a proposed framework with learners and facilitators

    Key Findings: Post-School Education

    The study revealed both opportunities and challenges:

    • Many learners welcomed mobile learning due to its flexibility, access to study resources, and potential for collaboration.
    • Barriers included limited readiness, resistance from facilitators, device compatibility issues, and infrastructure constraints.
    • Cost, training, and usability emerged as crucial pre- and post-implementation factors

    The Framework for Implementation

    The developed framework outlines critical considerations before and after implementation, including:

    • Pre-implementation: cost, device availability, compatibility, and user requirements.
    • Post-implementation: service quality, availability of learning materials, usability, training, and ongoing evaluation

    Recommendations and Future Directions

    The study recommended investment in infrastructure, stakeholder training, and inclusive engagement beyond students and facilitators to include administrators, policymakers, and managers. Expanding research to diverse institutions across South Africa and Africa will further strengthen the model’s applicability

    Conclusion

    Mobile learning presents a practical and scalable alternative to traditional education in South Africa’s constrained PSET sector. By implementing a structured framework, policymakers and institutions can harness mobile technologies to extend learning opportunities, address systemic inequalities, and meet the needs of millions of excluded youths

  • STEM Leadership Development in South Africa

    STEM Leadership Development in South Africa

    Leadership in the Science, Technology, Engineering, and Mathematics (STEM) fields remains a critical yet underdeveloped area, particularly in South Africa. Dr Justin Grant Martensdoctoral thesis (2019) at The DaVinci Institute explored why leadership and followership are often overlooked in STEM training and careers. It developed a framework to address this gap. The study positioned leadership not just as a technical requirement, but as a human-centred capability essential for innovation, sustainability, and organisational success.

    Research Problem and Context

    STEM professionals are trained to solve technical problems but often lack preparation for people-oriented leadership. At Van Reenen Steel (VRS), where the study was based, weak leadership led to staff turnover, loss of corporate memory, and risks to long-term business sustainability. This highlighted the urgency of creating a leadership framework that addresses both technical and interpersonal dimensions.

    Methodological Approach

    The study adopted a constructivist grounded theory methodology, specifically following Charmaz’s (2006) approach. Data was gathered through:

    • Thirteen in-depth interviews with STEM professionals
    • A case study at VRS
    • Observations and surveys
    • A “listening post” with an external group of STEMs for comparison
    • This multi-method design allowed for triangulation of perspectives and deeper insights into leadership challenges.

    Key Findings

    The research identified several barriers and insights:

    • Leadership resistance: STEM professionals often resist leadership roles due to cultural, organisational, and personal biases.
    • Paradoxical followership: Many STEMs show dedication to tasks but struggle with relational aspects of followership, sometimes becoming resistant team members.
    • Cognitive biases: The Dunning-Kruger effect and “engineering ego” often distorted perceptions between STEMs and non-STEM colleagues.
    • Multiple intelligences: Technical leadership is not only about IQ but also requires emotional intelligence (EQ) and cultural intelligence (CQ).

    The STerractEM Framework

    The central contribution of the study is the creation of the STerractEM framework – a multidimensional model designed to develop leadership among STEM professionals. It incorporates three core categories:

    • STEMs vs. Others – bridging communication and perception gaps.
    • Leader vs. Follower – recognising the interplay between both roles.
    • Trust vs. Distrust (RSA) – addressing South Africa’s cultural and historical trust challenges.

    The framework emphasises balance between IQ, EQ, and CQ, and serves as a practical reminder tool, adaptable to workplaces such as offices, boardrooms, and digital platforms.

    Contributions of the Study

    • Exposed the unique leadership challenges within South African STEM environments.
    • Developed a practical, visual framework (STerractEM) for leadership development.
    • Highlighted the role of soft skills in enabling innovation and teamwork.
    • Provided cultural insights specific to South Africa, including the impact of distrust and diverse worldviews on leadership effectiveness.

    Limitations

    The study was limited by its context-specific focus on VRS and a small sample size. While the framework offers valuable insights, its transferability to other industries or countries requires further validation.

    Conclusion

    Dr Martens’ work underscores that effective STEM leadership requires more than technical mastery; it demands emotional awareness, cultural sensitivity, and the ability to navigate complex leader-follower dynamics. By framing these insights in the STerractEM model, the thesis provides a practical and contextually relevant tool to strengthen leadership in South Africa’s STEM fields, ultimately supporting innovation and sustainable growth.