This page contains a Flash digital edition of a book.
Profile: Sasol’s ChemCity


They are involved extensively in Energy and Waste Management. “Energy started off as a renewable entity, but our perception of it has morphed over time. We believe all forms of energy consumed must be renewable. We currently support an enterprise that is the first bio-diesel plant that is producing on specification. And he has returned to us with new technology being researched on the conversion of bio-mass and waste product to electricity” Backman shared.


In 2011 Sasol ChemCity rolled out


projects within their Social Enterprise Development focus group that had higher focus on sustainability. They found that the entrepreneur was the person who had the idea or the drive to start an organisation but that they often ‘went it alone’. Using existing community structures, Sasol ChemCity developed a network of skilled people needed to operate a SMME, including a line of succession entrepreneurs.


Their second strategic business pillar is Supply Chain (SC) development. An SMME may need assistance with development as a supplier to either Sasol or another organisation. There are two streams within the SC; supplier development and supplier funding. As part of the development stream, Sasol ChemCity formed a partnership with the Supplier Diversity Council of South Africa to increase the number of vetted and accredited BBBEE suppliers. Part of this process includes SHEQ and financial audits as well as business plan development and ultimately, registration on the Sasol Vender Database. Once this registration is in place, the entrepreneur is in a position to supply to Sasol as well as to source business opportunities with other corporates as well.


2010 saw Sasol ChemCity’s first participation at a national science festival, at Scifest in Grahamstown. Backman continued “Initiate, incubate, innovate. Our play-off line has become our pay-off line. We went there with an agenda to teach and to make learners aware of science as a career and a platform to start their own business. We feel that initiatives such as this can form a much needed bridge between schooling and business. It will support Sasol’s staffing pipeline and also the broader economic landscape in South Africa.”


Naicker shared “My opinion is that young adolescent children already have a sense of the career path that they want to follow. It is more difficult to influence them at this stage than children at a younger age. We are working on programmes that target school going learners at primary school level, fostering a passion for science on the one hand, and that connects the dots between science and entrepreneurship on the other.


Backman continued “My dilemma is that I have found that sometimes children are interested in certain subjects because of the teacher’s attitude. Children will emulate entrepreneurial behaviour when they have an entrepreneurial teacher. If the teacher is disinterested the children lose focus as well. Some children exhibit inherent entrepreneurial spirit. How do we foster that?”


Naicker suggested and concluded


“We urgently need a school system that embraces a practical approach that taps into identifying high potential and gifted children. We have schools for art, music and sport. But I am not aware of schools in South Africa that develop entrepreneurs specifically. We, as South Africans, need to embrace entrepreneurship from schooling level up to profiling entrepreneurs as role models across different media. Private schooling for SMMEs is a business idea that Sasol ChemCity can most definitely incubate and deliver on.”


90 Management Today | June 2012


“Children will emulate entrepreneurial behaviour when they have an entrepreneurial teacher. If the teacher is disinterested the children lose focus as well.”


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40  |  Page 41  |  Page 42  |  Page 43  |  Page 44  |  Page 45  |  Page 46  |  Page 47  |  Page 48  |  Page 49  |  Page 50  |  Page 51  |  Page 52  |  Page 53  |  Page 54  |  Page 55  |  Page 56  |  Page 57  |  Page 58  |  Page 59  |  Page 60  |  Page 61  |  Page 62  |  Page 63  |  Page 64  |  Page 65  |  Page 66  |  Page 67  |  Page 68  |  Page 69  |  Page 70  |  Page 71  |  Page 72  |  Page 73  |  Page 74  |  Page 75  |  Page 76  |  Page 77  |  Page 78  |  Page 79  |  Page 80  |  Page 81  |  Page 82  |  Page 83  |  Page 84  |  Page 85  |  Page 86  |  Page 87  |  Page 88  |  Page 89  |  Page 90  |  Page 91  |  Page 92  |  Page 93  |  Page 94  |  Page 95  |  Page 96  |  Page 97  |  Page 98  |  Page 99  |  Page 100  |  Page 101  |  Page 102  |  Page 103  |  Page 104  |  Page 105  |  Page 106