Faculty of Business & Economic Sciences

Managing tomorrow

Study Guide 2023

Department of Management Practice

2nd Avenue and George Campuses

Management 2

EBM2000

Diploma: Management
Internal Programme code: 4407

Revision : January 2024

Compiled by : Dr P. Tai-Hing

Presented by :
Mrs A. Makochieng
Dr S. Webber
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VALUES ESPOUSED IN THE DEPARTMENT: MANAGEMENT PRACTICE

Staff and students affiliated to the Department Management Practice at the Mandela
University 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 Mandela University.

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.

Environmental stewardship - means being more environmentally conscious in and

around our beautiful campus for the sake of our own health and enjoyment. We
commit
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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 Mandela University 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

1 INTRODUCTION

Welcome to Management 2. This course forms an integral part of the study of

Management and includes many of the activities routinely carried out by and issues
impacting on the effectiveness of line managers.

The major objective of this course is to provide you with an overview of the functions
that are important in the general management of people at work. This will enable you
to make knowledgeable decisions based on the business implications for any
manager within the current South African context.

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.

3 MODULE LEARNING OUTCOMES

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 fact
that it is analytical and deals with management concepts such as planning;
competitiveness; problem solving; decision-making; organisational design;
motivation; leadership and control.

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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
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).

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

Capability Action Meaning
Understand Define Demonstrate understanding of facts and
Describ ideas by organising, comparing, translating,
e interpreting, giving descriptions and stating
Explain main ideas or important facts.
List
Name
Differentiate Differentiate This is the simplest form of intellectual skill
Distinguis requirement that demands insight and
h Identify practice.
Identify Indicate This is a somewhat more advanced
Motivat intellectual skill that requires recognition
e Select and identification of facts 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
Categoris skill that intends to examine and break
e Examine information into parts by identifying motives
Motivate or causes. This includes making inferences
(conclusions) and finding evidence to
support generalisation.
Evaluate Appraise This deals with presenting and defending
Compar opinions by making judgments about
e information, validity of ideas, or quality of
Criticise work based on a set of criteria. This
Interpret requires insights and practice.
Determin
e
Generate Design The most advanced form of intellectual skill.
Formulat It is a form of higher-order-rule-application.
e It involves compiling information together in
Compose a different way by combining elements in a
Compile new pattern or proposing alternative
Build solution. Certain principles or procedures
Construct are known but new data is such that
Develop problem
solution is necessary.

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

5 LECTURER CONTACT DETAILS

Second Avenue Campus Lecturers

Dr P. Tai Hing – Module Co-ordinator

Tel: (041) 504 3747

Email: [email protected]
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Dr Francis Asah
Tel:
Email: [email protected]

Mrs A. Makochieng – Lecturer

Tel: (041) 504 3832

Email: [email protected]

George Campus Lecturer

Dr S. Webber

Tel: (044) 801 5128

Email: [email protected]

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 student emails will be responded to within
a 24-hour period. Emails sent over the weekend (including Friday Afternoons) or on
public holidays will be answered during the next working day.

Students are also reminded to consult the EBM2000 Moodle site on a regular basis
as module information is continuously uploaded.

6 MODULE METHODOLOGY AND PRESCRIBED MATERIALS

The Management 2 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. This module is
presented online via the Moodle platform.

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CREDITS AND NQF LEVEL

The credits and NQF level for this module are as

follows: Credits:30
NQF level: 6

Module code: BBM2020 / EBM2000

Title: Management 2

Study unit Title of study unit

1 An overview of management
2 Managerial competencies
3 Ethics and corporate social responsibility
4 Strategic analysis
5 Strategic planning and strategy formulation
6 Fundamentals of decision-making
7 Control
8 Leadership
9 Motivation
10 Groups and teams in organisation
11 Culture and diversity
12 Organisational structure and design
13 Change management

The particulars of the prescribed textbooks are:

Hellriegel, D. Slocum, J. Jackson, S.E. Louw, L. Staude, G. Amos, T. Klopper H.B.

Louw, M. Oosthuizen, T. Perks, S. & Zindiye, S. (2017). Management. (5th ed.).
Cape Town: Oxford University Press.

7 FURTHER READING

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

book is recommended for reading:

 Strategic Management – Developing sustainability in Southern Africa by Louw,

L & Venter P 3rd Ed. Oxford
 Further readings such as academic research papers will be uploaded onto the
Moodle site, it is recommended that you go through these research papers to
broaden your knowledge on the field of management

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8 INFORMATION ON ASSESSMENTS AND GRADING

The following important information is highlighted:

Five tests will be written for this module. All five tests are compulsory for all students.

It is mandatory for students to acquaint themselves with the Department of Management

Practice General Information booklet. This booklet contains important information relevant to
the course. In addition, it is also mandatory to consult the university’s General Rules, which
can be found in the General Prospectus of the NMU.

The EBM2000 module will follow an examination approach. All assessments for the EBM2000
Module are compulsory.

The weighting for evaluations is as follows:

Semester Test One weight = 20 %

Semester Test Two weight = 20 %
Semester Test Three weight = 20 %
Semester Test Four Weight = 20%
Assignment weight = 20%
FINAL MARK weight = 100 %

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

 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 test.

 A second sick test WILL NOT be arranged.

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9 STUDENT EXPECTED BEHAVIOUR

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

Rules that can be found in the General Prospectus of the Mandela University.

Students are expected to abide by the following Mandela University values:

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

10 READMISSION CRITERIA

Minimum requirements for readmission for full-time students

Outcome: 3-year programme (360+ credits)

Period of Continue Conditional re-
Registration No re-admission
studies admission
After 1 year 72+ credits Less than 72 credits N/A
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, unless
After 5 years
special circumstances exist
After 6 years N/A

Minimum Requirements for Readmission for Part-time Students

Outcome: 3-year programme (360+ credits)
Period of
Registration Continue Conditional re-
No re-admission
studies admission
After 1 year 50+credits Less than 50 credits N/A
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, unless
After 7 years
special circumstances exist
Outcome: 4-year programme (480+ credits)
Period of
Registration Continue Conditional re- No re-admission
studies admission

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SECTION 2

UNITS OF LEARNING

STUDY UNIT 1: AN OVERVIEW OF MANAGEMENT

STUDY UNIT 2: MANAGERIAL COMPETENCIES
STUDY UNIT 3: ETHICS AND CORPORATE SOCIAL RESPONSIBILITY
STUDY UNIT 4: STRATEGIC ANALYSIS
STUDY UNIT 5: STRATEGIC PLANNING AND STRATEGY FORMULATION
STUDY UNIT 6: FUNDAMENTALS OF DECISION-MAKING
STUDY UNIT 7: CONTROL
STUDY UNIT 8: LEADERSHIP
STUDY UNIT 9: MOTIVATION
STUDY UNIT 10: GROUPS AND TEAMS IN ORGANISATIONS
STUDY UNIT 11: CULTURE AND DIVERSITY
STUDY UNIT 12: ORGANISATIONAL STRUCTURE AND DESIGN
STUDY UNIT 13: CHANGE MANAGEMENT

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UNIT 1: AN OVERVIEW OF MANAGEMENT

INTRODUCTION

Human beings have many needs and wants. These needs and wants are satisfied by
products and services provided by other people. Hellriegel et al. (2008:6) state that,
over time, enterprising and innovative people, who initially worked on their own,
started to cooperate with each other and bring together “factors of production” in
various ways to make products and provide services to satisfy the diverse needs of
people. This evolution from working alone to working in groups and for other people
has led to the development of the “organisation”. This is where the role of the
manager becomes important as it is the manager, through his or her conduct and
actions, who ensures that the people working within this structure achieve the goals
of the organisation.

In this unit the student will be introduced to the concept of management and the
management function within an organisational context.

LEARNING OUTCOMES:

After studying this chapter, the learner should be able to:

 Identify who are the managers in the organisation

 Explain what managers do
 Understand the management process and the tasks of management
 Understand the roles of managers according to Mintzberg.
 Debate the question as to whether the manager’s job is universal or not.
 Understand that managers make decisions and manage change.
 Explain how managerial practices may change as organisations change and
grow.
 Identify the four skills required of managers at different levels in the
organisation.

Activity

Prepare for a class discussion on the following questions:

1. If a manager performs well in one of the managerial functions of planning,

organising, leading and controlling is he/she likely to perform well in the
others?
2. What is the difference between efficiency and effectiveness? Can a manager
be both and which is more important for organisational performance?

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UNIT 2: MANAGERIAL COMPETENCIES

INTRODUCTION

Effective managers are essential to any organisation’s success. Managers need to

possess many competencies in order to perform their jobs effectively. Managerial
competencies are the sets of knowledge, skills, behaviour and attitudes required to
be effective in a wide range of managerial jobs (Hellriegel et al., 2012:30).

In this unit the student will be introduced to the competencies essential for
managerial effectiveness. In addition, the student will assess his/her own managerial
competencies and use this information as a developmental tool. The concept of
emotional intelligence will also be explored by means of a self-assessment.

LEARNING OUTCOMES:

After studying this chapter, the learner should be able to:

 Identify and define the key competencies that successful managers should have.
 Explain the value of each managerial competency.
 Analyse your own managerial competencies.
 Analyse your own emotional-intelligence competencies.

Activities

1. Complete the Exercise for Competency Development (p48).

2. Complete the Contemporary Management in Practice assessment tool

(p48).

(Activities taken from Hellriegel et al., 2017)

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UNIT 3: ETHICS AND CORPORATE SOCIAL RESPONSIBILITY

LEARNING OUTCOMES:

After studying this module, the student should be able to:

 Explain the four principles of corporate citizenship

 State the importance of ethics for organisations and their employees
 Describe four forces that influence the ethical behavior of individuals and
corporate social responsibility
 Describe three approaches that people use when making ethical judgments
 Explain how the concerns of stakeholders influence managers’ ethical decisions
 Describe how individuals can contribute to improving ethical conduct in the
work setting
 Describe how organisations can contribute to improving ethical conduct in the
work setting.

Activity :
Each year in South Africa, university students engage in excessive drinking on
campus. Besides the negative behaviour associated with the misuse of alcohol,
drinking too much occasionally results in deaths in car accidents. In the interests of
their students and in response to parental concerns, some universities have rules
that prohibit the sale and consumption of alcohol on campus, in sport facilities, and
in university-affiliated clubs and societies. What are the pros and cons of such
university policies? How do the policies of the universities affect the types of ethical
decisions that their students are likely to face? If members of a club or society
disagree with each other about whether to allow alcohol at their parties, how should
they resolve this ethical dilemma?

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UNIT 4: STRATEGIC ANALYSIS

LEARNING OUTCOMES:

After studying this module, the student should be able to:

 Identify the main elements of the external environment;

 Understand the role and impact of the macro-environment on organisational decision-
making;
 Understand the role and impact of the industry environment on organisational decision-
making;
 Identify the Five Forces that drive competition in any industry;
 Use the Issues Priority Matrix to classify both identified opportunities and threats as
either high priority, medium priority or low priority;
 As part of the internal environment, distinguish between resources and capabilities;
 Distinguish between threshold, core and distinctive capabilities;
 Explain why core capabilities need to be valuable, unique, difficult to copy and non-
substitutable in order to provide an organisation with a sustainable competitive
advantage;
 Apply the Relative Strength/Strategic Importance Matrix to identify the key strengths
and key weaknesses of an organisation.

Activity :

1. Identify some recent political-legal, economic, socio-cultural and

technological trends that, in your opinion, have significantly affected
universities. What implications do they have for the higher-education sector?

2. Using the internet as a source of information, critically comment on how

Woolworths, Sappi and Nedbank are responding to the challenges and
imperatives presented by the current state of the natural environment.

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UNIT 5: STRATEGIC PLANNING AND STRATEGY FORMULATION

INTRODUCTION

As a result of planning, an organisation has a better chance of achieving its overall

goals. These goals include adapting and innovating in order to create desirable
change, improving productivity and maintaining organisational stability. Achieving
these goals should enable the organisation to achieve long-term growth, profitability
and survival. A key theme of this unit is to help the learner develop the competencies
needed to plan effectively.

The strategic plan for an organisation is in fact its “master plan”. As the overall long
term plan for the organisation (normally five years or longer), it also includes and
integrates the shorter term functional plans (normally one to five years) and the
operational plans (normally less than one year).

The basic strategic planning process will now be used in this unit as a framework for
discussing the task of planning.

LEARNING OUTCOMES:

After studying this unit, the learner should be able to:

 Explain the importance of planning

 Write a statement of strategic intent for an organisation
 Undertake a SWOT analysis for an organisation
 Set strategic objectives that are SMART
 Understand the essential characteristics of corporate level strategies, business
level strategies and functional strategies as means of filling the profit gap.
 Apply relevant criteria to determine which are the best strategies to fill a given
profit gap.
 Distinguish between strategic and tactical planning

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UNIT 6: FUNDAMENTALS OF DECISION-MAKING

INTRODUCTION

Managers and employees make decisions every day. In doing so they follow a
process hoping to come to the course of action that will best benefit the business
operation. The level of decision-making can range from the most simple, to those,
which if taken incorrectly, can have serious consequences for the organisation. An
effective manager relies on all six managerial competencies to make decisions.

In this unit the student will explore the concept of decision-making, the conditions
under which decisions are made as well as the characteristics of different types of
decisions. In order to understand the process of decision-making in more detail, the
student will be introduced to various models as well as possible errors that can be
made in the decision-making process.

LEARNING OUTCOMES:

After studying this chapter, the learner should be able to:

 Define decision – making and explain the role of decision – making for
managers and employees.
 Explain the conditions of certainty, risk, and uncertainty under which decisions
are made.
 Describe the characteristics of routine, adaptive and innovative decisions.
 Explain how goals affect decision-making.
 Compare and contrast the rational, bounded rationality and political models of
decision – making.

Activities

1. Complete the Exercise for Competency Development (p228).

2. Complete the Contemporary Management in Practice assessment tool

(p228).

(Activities taken from Hellriegel et al., 2017)

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UNIT 7: CONTROLLING IN ORGANISATIONS

INTRODUCTION

Control involves the use of mechanisms to ensure that the behaviour and
performance of individuals, groups and teams conform to an organisation’s rules and
procedures (Hellriegal et al, 2008, p403). Although there is a tendency to focus on
the negative and punitive aspects of control, it remains both useful and necessary to
ensure that South African organisations stay on track in terms of increased
profitability through reducing wastage, eliminating theft and utilising organisational
resources appropriately.

In this section the student will learn about the relationship between the planning and
the control function. The different types and sources of control will be explored and
the criteria for an effective control system examined. Thereafter, the steps in the
control process will be outlined.

LEARNING OUTCOMES:

After studying this chapter, the learner will be able to:

 Explain the foundations of control and analyse its relation to planning,

decision- making and organisation strategy.
 Identify and explain the three different types of control and provide relevant
examples
 Discuss and investigate the criteria for creating effective controls
 Identify and apply the six steps of the control process
 Identify and provide examples of the different control standards
 Describe and present real-life examples of the different approaches to
organisational control, considering the classification of controls.
 Debate the value of quality control, considering the various approaches.

Activity

In preparation for this Unit you will be required to develop some preventative,
concurrent and post-controls for your local Spar in Summerstrand. This is not to be
handed in

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UNIT 8: LEADERSHIP

LEARNING OBJECTIVES:

After completing this chapter, the learner should be able to:

 Advise on the effective leadership of people in organisations

 Explain how a manager could use various types of power to influence others
 Advise on the behavior of effective leaders
 Identify and explain the situational factors and follower’s characteristics
considered by leaders
 Explain the unique behaviours of transformational leaders and their impact on
followers
 Advise on the development of effective leaders

Activity:

1. Complete the Exercise for Competency Development (p363).

2. Complete the Contemporary Management in Practice assessment tool

(p364).

(Activities taken from Hellriegel et al., 2017)

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UNIT 9: MOTIVATION

INTRODUCTION

“For any company to attract the investments it needs for the future, it has to be
profitable. To be profitable, the right products at the right price are needed, as well as
great customer service. People design the products, make the products and serve
the customer. If people are highly skilled and highly motivated, the whole flow of
activities within the company is so much more effective. This is why VWSA places a
high priority on people issues.” (Hellriegel et al., 2012, p405)

It is clear that VWSA understands that motivation is key to managing people as

motivated staff are more committed to performing their best. Leadership, and more
especially the motivational component thereof, remains a key challenge to
organisational success in South Africa. We have the unique challenge of an
extremely diverse workforce coupled with the legacy of apartheid that still impacts in
terms of legislative compliance issues (EE, BEE, skills development) as well as
social, political, technological and economic considerations which all have bearing on
the state and the mind-set of our workforce.

In this unit the student will be introduced to the concept of motivation and theories of
motivation. Attempts will be made to link theory to practice in the South African
workplace. The importance of the link between job, organisational and managerial
contexts on motivation will be explored. Guidelines for creating an approach to
performance management to enhance employee motivation will be outlined.

LEARNING OUTCOMES:

After studying this chapter, the learner should be able to:

 Differentiate between the need and the process theories of motivation, and
explain the implications of each for management practice.
 Identify and explain the factors that affect the motivation of staff
 Compare and contrast four needs theories of motivation
 Advise on the design of an enriched job
 Explain how managers can use rewards and goals to motivate employees
 Advise on how to enhance the motivation of staff within an organisation

Activity :

1. Complete the Exercise for Competency Development (p405).

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UNIT 10: GROUPS AND TEAMS IN ORGANISATIONS

INTRODUCTION

A group refers to two or more individuals who interact and influence each other, and
share a common identity. A team is a group with complimentary skills who are
committed to a common purpose defined by a set of performance goals. Each
member of the team is mutually accountable for achieving the common purpose. It
must be noted that all teams can be regarded as groups, but not all groups are
teams.

LEARNING OUTCOMES:

After studying this chapter, the learner should be able to:

 Differentiate between a group and a team

 Explain the importance of groups and teams in an organisation
 Discuss the different types of groups and teams
 Discuss the major components of a model of work team functioning
 Describe the role of a work team leader
 Advise on what a team leader and team member can do to ensure effective
team functioning
 Analyse and understand how a particular team functions by applying a model
of work team functioning.

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BBM2020 / EBM2000

UNIT 11: CULTURE AND DIVERSITY

LEARNING OUTCOMES:

After studying this unit, the learner should be able to:

 Define the concept of culture, and differentiate between the non-observable

and observable elements of culture
 Identify and discuss the levels of culture and subculture that are important to
managing organisations.
 Analyse the factors influencing organisational culture and develop a
framework for understanding organisational cultures.
 Compare and contrast the types of organisational culture with supporting
examples
 Explain the meaning and importance of workforce diversity
 Appraise how the organisational goals for managing diversity can contribute
towards improved organisational performance.

Activities

1. Complete the Exercise for Competency Development (p48).

2. Complete the Contemporary Management in Practice assessment tool

(p48).

(Activities taken from Hellriegel et al., 2017)

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BBM2020 / EBM2000

UNIT 12: ORGANISATIONAL STRUCTURE AND DESIGN

INTRODUCTION

Effective organisational structure and design are crucial for the effective and efficient
management of any business. Organisational structure is a formal system of working
relationships that both separates and integrates tasks. As stated in Hellriegel et al.
(2008:207), separation of tasks makes clear who should do what and integration of
tasks indicates how efforts should be combined.

In this unit the student will learn about the main elements of organisational structure
and how they are applied in organisational design. This will include exploring the
principles of coordination and the authority structure of the organisation, gaining an
understanding of the factors that affect the centralisation or decentralisation of
decision making and learning how to determine the best form of departmentalisation
for an organisation.

LEARNING OUTCOMES:

After studying this chapter, the learner should be able to:

 Describe the main elements of organisational structure and how they are
applied in organisational design
 State the basic principles of co-ordination
 Describe the authority structure of an organisation
 Explain the factors that affect the centralisation or decentralisation of decision
– making
 Discuss the most common types of departmentalisation and choose the most
suitable form for an organisation.
 Describe the two methods of integration

Activities

1. Complete the Exercise for Competency Development (p269).

2. Complete the Contemporary Management in Practice assessment tool

(p270).

(Activities taken from Hellriegel et al., 2017)

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BBM2020 / EBM2000

UNIT 13: CHANGE MANAGEMENT

INTRODUCTION

Any significant modification or change to one or more parts of the organisation can
be classified as organisational change. Typical changes facing managers, influencing
their organisations, are new government regulations, new products or services,
increased growth and intensification of competition, technological developments, and
even a change in the composition of their workforce, amongst others. Therefore,
organisational change refers to any form of transformation in either the design or
functioning of an organisation.

LEARNING OUTCOMES:

After studying this unit, the learner should be able to:

 Define change and change management

 Describe the different types of organisational change
 Explain the planning process for organisational change
 Describe a comprehensive model to manage the change process
 Identify and differentiate between the different approaches used to implement
organisational change.
 Describe the role of innovation in organisational change
 Describe the meaning of learning organisations and its relevance to a
changing organisation.

Activities

1. Complete the Exercise for Competency Development (p326).

2. Complete the Contemporary Management in Practice assessment tool

(p326).

(Activities taken from Hellriegel et al., 2017)

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BBM2020 / EBM2000

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 Mandela
University 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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