Learning Leadership in a Multicultural Country: South Africa

The situation in South Africa regarding leadership learning has received ample attention since independence in 1994. Developers have to perform their duties within new multicultural requirements in the form of contextual challenges, social justice measures and ethical responsiveness. Close attention also had to be paid to the constitutional imperatives of equity, access and redress that were pronounced as measures correcting past injustices. Apart from having to perform effectively, organisations were further obliged to implement affirmative action in the form of requirements on non-discrimination, inclusiveness, non-racialism and non-sexism.

From a leadership perspective, the main concern addressed in this chapter is how such multiple cultural realities are accommodated as part of leadership development. A transformational approach has been selected to serve this purpose. In this approach, learning is seen as workplace oriented and built on the engagement and reflection of adult learners on issues in the real-life setting. It is understood that these learners are self-directed and independent; they strive for immediate application and continually reflect on problems and issues in their organisations.