Author: Malema Seroba

  • 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 Martens’ doctoral 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.

  • The DaVinci Institute Hosts Futurpreneur Canada’s National NPO To Empower Small Businesses

    The DaVinci Institute Hosts Futurpreneur Canada’s National NPO To Empower Small Businesses

    At The DaVinci Institute, we believe in ideas that change the world. On 17 September 2025, we had the privilege of hosting Futurpreneur, Canada’s only national non-profit dedicated to helping aspiring entrepreneurs to turn their business dreams into reality.

    A Legacy of Supporting Young Entrepreneurs

    For over 25 years, Futurpreneur has championed young entrepreneurs by offering not only inclusive financing but also mentorship and resources that open opportunities. What makes their model remarkable is its blend of practical support and human connection, pairing ambitious founders with seasoned mentors who know the highs and lows of building something from scratch.

    A Room Full of Energy and Ideas

    The energy during the session was contagious. Entrepreneurs and emerging business leaders shared stories of their ventures and how their work is creating meaningful change within their communities. The presence of Futurpreneur reminded everyone that while entrepreneurship can feel daunting, it is never a journey that must be taken alone. With the right mentorship, support, and determination, bold ideas can evolve into thriving, sustainable enterprises.

    The DaVinci Institute’s Commitment to Innovation

    At The DaVinci Institute, we are committed to cultivating leaders who are innovative, adaptable, and purpose driven. By creating spaces where global organisations like Futurpreneur can connect with our community, we are strengthening bridges that empower entrepreneurs to step into their futures with confidence.

    Why Entrepreneurship Matters

    Hosting Futurpreneur was more than just an event; it was a reminder of why entrepreneurship matters. Beyond individual success, it fuels economies, strengthens communities, and shapes societies. At DaVinci, we are proud to play our part in nurturing the next generation of innovators, and this gathering marked another milestone in that journey.

  • A Review Of the Effectiveness Of Personal Development Plans

    A Review Of the Effectiveness Of Personal Development Plans

    Effectiveness of Personal Development Plans was the central theme of a study conducted by John Mackrill at The DaVinci Institute, which examined how Personal Development Plans (PDPs) shape the experiences, skills, and retention of millennial managers at Nestlé South Africa. Millennials, those born between 1982 and 2000, value growth and development in the workplace, but little research has focused on how PDPs align with their expectations.

    The research was seeking to determine whether Nestlé’s PDP process supports millennial managers in developing critical skills, strengthens their commitment to the company, and provides insights into global best practices.

    Research Problem and Objectives

    John Mackrill
    Meet The DaVinci Alumnus, John Mackrill

    Millennials perceive themselves as lacking some business skills and expect organisations to support their growth. Nestlé’s PDPs were examined to answer the central research question:

    Do existing PDPs at Nestlé improve millennial managers’ operational skills and retention?

    The objectives included:

    • Identifying key components of PDPs at Nestlé.
    • Exploring line managers’ perceptions in implementing PDPs.
    • Assessing how Covid-19 affected millennial managers’ goals and expectations.
    • Benchmarking Nestlé’s PDPs against global best practices

    Methodology

    The research adopted a phenomenological approach, focusing on lived experiences. Semi-structured interviews were conducted with 12 millennial managers, supported by thematic analysis. Data was categorised into patterns, producing six themes that shaped the findings

    Key Findings

    Six core themes emerged:

    • Ownership of Development – Millennials took responsibility for their growth, valuing PDPs as guides for career progression.
    • System Awareness – Nestlé’s PDPs were seen as well-structured but required consistent engagement from line managers.
    • Authenticity of Development – Effective PDPs went beyond “tick-box exercises,” offering meaningful growth opportunities.
    • Capability Improvement – PDPs helped managers gain critical thinking, emotional intelligence, and technical expertise
    • Retention – Effective PDPs, coupled with managerial support, increased intent to stay; however, ineffectiveness reduced this impact
    • Covid-19 Influence – The pandemic reshaped career expectations, with managers focusing on adaptability and resilience.

    Contributions and Theoretical Integration

    The study added to knowledge on millennial development by emphasising the need for oversight in PDP implementation. It integrates with the DaVinci TIPS™ Framework (Technology, Innovation, People, and Systems thinking), highlighting the human interface of leadership development as central to organisational sustainability.

    Recommendations: Effectiveness of Personal Development Plans

    The study proposed several practical steps for Nestlé:

    • Introduce systematic oversight to track PDP effectiveness, including 6-monthly reports from line managers and annual audits.
    • Ensure PDPs record both short- and long-term career objectives for alignment with organisational needs.
    • Encourage joint responsibility between managers and employees in co-creating development actions.
    • Strengthen line managers’ skills in engaging millennials meaningfully.
    • Recognise PDPs as part of a broader organisational system (recruitment, reward, retention, and exit strategies)

    Return on Investment (ROI)

    Effective PDPs benefit both Nestlé and millennial managers:

    • For the company: reduced recruitment costs, stronger retention, and improved capabilities.
    • For employees: career growth, promotional opportunities, and increased disposable income.

    Conclusion

    Nestlé’s PDP system is relatively mature and contributes to skill-building and retention, but its effectiveness depends on committed engagement from both line managers and employees. Millennials value authentic development opportunities that prepare them for both current and future roles. By strengthening oversight and aligning PDPs with long-term career goals, Nestlé can better harness the potential of its millennial workforce while ensuring organisational sustainability.

  • DaVinci Alumna Ntombezodwa Mnisi: A Journey of Hope

    DaVinci Alumna Ntombezodwa Mnisi: A Journey of Hope

    Content note: this testimonial touches on a serious mental health struggle. If you are finding things difficult, you can call the South African helpline 0800 567 567 or SMS 31393 for support.

    From a young age, The DaVinci Institute’s Higher Certificate in Management of Technology and Innovation alumna, Reina Ntombezodwa Mnisi, dreamed of serving in government, even imagining herself one day joining the military. Growing up in Johannesburg after moving from Lebowakgomo, Limpopo, she was deeply shaped by her family’s dreadful experiences. That experience became fuel for her determination to build a purposeful life.

    Education while Experiencing Challenges

    At school, Ntombezodwa Mnisi was the quiet, shy learner who spoke through topics of love and faith in her assignments and speeches. After matric, her first choice was to study at one of the leading universities in Gauteng, but her father’s insistence that she live at home pushed her to explore private colleges. After weighing options, she chose to pursue her studies at a college for its digital, self-paced setup. Unfortunately, her studies were cut short when her father stopped paying her fees. She had to abandon her qualification despite completing bookkeeping up to a junior trial balance.

    Searching for work in bookkeeping brought no success, leading her instead to a brief stint at a call centre. But her unwillingness to compromise her values or “fight for survival” in a toxic environment led her to leave.

    Life Complications

    In 2020, while studying at DaVinci, her challenges took a dramatic turn. Living under this constant threat took a heavy toll. She failed several subjects, spilled tea on her laptop during a breakdown, and reached a crisis point where she saw no way forward. She was also unable to attend her graduation ceremony because of the situation she faced during her studies.

    Finding Hope at DaVinci

    Despite the chaos faced in her personal life, she describes DaVinci as a place of spiritual comfort and support. She felt genuinely cared for, even if not always in physical presence. Counselling from DaVinci’s Student Support, Dr Linda Chipunza, who gave her advice she could write down and practice, became a lifeline. 

    “Being sensitive, I could feel the love and encouragement from some people here, which helped me to be more open and talkative,” she recalls.

    Her studies in the Management of Technology and Innovation eventually gave her both confidence and opportunity. The qualification’s versatility means she now sees potential careers in engineering, accounting, business advising, or government service. Unlike traditional institutions, DaVinci prepared Ntombezodwa for multiple paths rather than locking her into one.

    Lessons in the Process

    What should have been a one-year Higher Certificate stretched into three years because of the tough life experiences. Instead of defeat, the experience left her with gratitude. 

    “It is important to stay positive, holding onto God’s promises, and never giving up. Challenges often come when you are close to a breakthrough, so perseverance is key,” says Mnisi.

    Looking at South Africa’s youth, she believes unemployment and the demand for prior experience are crushing young people’s hopes. While DaVinci equips students with practical tools, she argues that more employers must create internships and volunteering opportunities rather than setting impossible requirements.

    Mnisi’s future wishes

    Today, her dream of serving in government still burns strong. She sees herself possibly joining the police service or the South African Reserve Bank. Past hope of becoming a flight attendant has faded with age restrictions, but her ambitions remain rooted in service and contribution.

    Ntombezodwa Mnisi also hopes to continue studying at DaVinci if she can secure funding. With her notes and videos still at hand, she believes the knowledge she has gained will carry her forward when opportunities come.

    Her journey is a testimony of resilience in the face of overwhelming adversity. What began with anger and personal struggle has become a story of perseverance, faith, and growth. For her, the institute was more than an academic institution; it was a place of hope, support, and a stepping stone toward a brighter future.