CONCEPTUALIZACIÓN CATEGORÍA INDICADOR ÍTEMS

In the process of trying to understand the situation depicted in a case and to resolve the problems it contains, learners are given the opportunity to practise and develop a broad range of skills. These can be grouped into six main areas:

Analytical skills, such as reasoning, generalising, classifying, ordering and evaluating information, are developed through practice in identifying and analysing problems, and in decision-making.

Application skills are developed when learners apply rules, concepts, techniques, theories and so on, in analysing the case and solving the problems it contains.

Creative skills are developed in generating alternative solutions to these problems and predicting their possible outcomes.

Communication skills are developed when learners are required to make oral and written presentations of the results of their study of the case, either individually or in groups. This provides practice in formulating clear and effective communication, making oral presentations, structuring written presentations, communicating and clarifying points of view, and listening to others.

Social skills can also be developed through the case study method if learners practise communicating with, and responding to, others in the group. They also gain a better understanding of how groups function and of the role played by the individual in contributing to the team effort.

Self-analysis skills can be stimulated in a case discussion. When analysing the actions of characters in a case and proposing solutions to any problems it contains, learners often have to make value judgements, in- ferences and so on. In describing these, and perhaps defending them against criticism, individuals are encouraged to examine the basis of their values. For example, if the only way to win a major contract was by bribery, would you pay?

In addition to these major groups of skills, the study of a range of cases during a course imparts a considerable degree of knowledge – for instance, about the way different organisation and the people within them operate, and about principles and practices.

Learners develop these skills and acquire this knowledge through the process of analysing the situation depicted in a case study and proposing appropriate action. In group discussion of cases, how effectively individuals learn will depend largely on the skill of the case leader as a facilitator. By encouraging

reflection on the content of the case, the leader helps group members to focus on the process, and gain both insight and practice in applying it to the content of the case study. Now we'll analyse two assassinations.

CASE STUDY 1: CHRIS HANI'S ASSASSINATION

At 10.25 am on 10 April 1993, in the driveway of his home at Dawn Park in Boksburg, Chris Hani was shot dead by Januz Wallus, a Polish-born immigrant.

Mr Hani was part of the ANC delegation that had returned from exile, and was meeting the South African government for talks, a process that led to the first democratic elections in South Africa. Extreme right-wing groups were opposed to this process.

The day before his assassination, Mr Hani had given his bodyguards leave for the weekend. On the morning of his assassination, Mr Hani went for a run in his tracksuit. Then he drove to a nearby supermarket to buy a newspaper, and drove home again.

In his driveway, he stopped his car and got out to open his garage door. Close behind him, Januz Wallus, following in his car, also stopped and got out. He stepped towards Mr Hani, who turned to speak to him. Wallus drew a gun and fired four rounds, resulting in three head shots and one shot behind the ear. Wallus then drove away. Apparently he did not notice that a woman had watched the assassination. She phoned the police and gave them the registration number of Wallus' car.

A few minutes later Wallus, still in Boksburg, was arrested for speeding. Police found that his car's registration number matched the number recently given by the witness.

Wallus, a transport worker, had links with extreme right-wing organisations that opposed the ANC and the SACP, in which Mr Hani was a National Executive Committee Member and General Sec- retary respectively.

Personal and political background:

born 28 June 1942 in Cofimvaba, Transkei; brought up in a working-class family;

returned to South Africa in 1990 after 28 years in exile; survived several assassination attempts while in exile; targeted by right-wing organisations for his political influence. Place: Gauteng, Boksburg, Dawn Park, at home.

Date: 10 April 1993 Time: 10.25 am Run up:

The day before the assassination, Mr Hani gave his bodyguard leave.

Januz Wallus followed Mr Hani's car without Mr Hani noticing that anything was amiss. Mr Hani had to open his garage door manually, and got out of his car to do so.

NOTES

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Attack:

Mr Hani stepped out of his car to open the garage door and, realising that a car had stopped behind him, turned to speak with the driver.

Januz Wallus stepped out, drew his gun and shot Mr Hani four times, three shots in the head and one behind the ear. Mr Hani died instantly. Wallus drove off.

Conclusion:

A woman driving past witnessed the incident and called the police to report the killing. Wallus was arrested for speeding in Boksburg.

It was established that Wallus had links with a right-wing organisation. Analysis:

Mr Hani's protection could have been better planned if his importance had been given due respect. It would have prevented any shortcomings in his protection in any given scenario.

Januz Wallus had almost certainly been told exactly when and where to strike. Mr Hani's bodyguard was off duty and Wallus soon exploited the opportunity.

According to findings made by the police, the assassination had apparently been planned for at least three months.

CASE STUDY 2: YITZHAK RABIN'S ASSASSINATION

At 21.40 on Saturday 4 November 1995, in Kings of Israel Square, IBN Gviro Street, 73-year old Labour Party leader and premier of Israel Yitzhak Rabin was shot twice by Yigal Amir, a law stu- dent, using a 9 mm pistol. Rabin died a few minutes after his arrival at hospital.

In 1967 Israel, after defeating its Arab neighbours in the Six-day War, annexed the so-called West Bank (part of Jordan), the Golan Heights (part of Syria) and the Gaza Strip (part of Egypt). Israel established settler communities in the occupied territories. The settlers were mostly fundamental- ist, orthodox Jews who believed that they had an indisputable birthright to the occupied territories, in particular the West Bank and Jerusalem.

In the 1980s various bomb explosions and other acts of terror attributed to Palestinians were com- mitted in Israel. In retaliation, various radical, right-wing Zionist groups launched attacks on Pales- tinians in the occupied territories.

In 1993 the Knesset (the Israeli parliament) accepted the Labour Party proposal for Palestinian self-rule in the occupied territories, with a majority vote of 61 to 59. Accordingly, on

13 September 1993, Rabin and Yasser Arafat of the Palestinian Liberation Organisation (PLO) signed the Oslo Protocol in Washington. There was opposition to the peace process from both Israelis and Palestinians. Islamic fundamentalists staged obviously futile attacks against Israel. Splinter groups of the PLO, such as Hamas, refused to observe the truce signed by Arafat and Rabin.

The Israeli Likud Party, then the official opposition to Rabin's Labour Party in the Knesset, were opposed to the peace process. They did not want the Jewish state to relinquish the territories it had occupied. The Likud Party leader issued a statement to the effect that the peace process was equivalent to treachery against Israel. Some radical orthodox rabbis were also opposed to making peace with Palestine. Rabbi Abraham Hecht of Shaare Zuin Synagogue in Hebron said 'Jews are permitted to kill leaders… .' Opponents of the peace process saw Rabin as the leader and symbol of the peace process.

In October 1995 a radical right-winger stated during a TV interview, 'Rabin is endangering the lives of Jews, creating a terrorist state and taking severe measures, so he (Rabin) should not be sur- prised if harsh measures are taken against him.'

Discuss these case studies with friends. Then test your understanding with the self-assessment questions that follow.

Self-assessment questions 10

1. What is the main lesson that CPOs can learn from the assassination of Chris Hani?

2. What other lessons can CPOs learn from Chris Hani's assassination?

3. What is the main lesson that CPOs can learn from the assassination of Yitzhak

Rabin?

On the day of the assassination, at 21.30, after addressing the rally, Rabin proceeded down the stairs accompanied by three bodyguards and five police officers. Rabin's driver got out of the VIP car parked near the bottom of the stairs. He left the engine running while opening the car door for Rabin.

Two bodyguards walked around to the other side of the car, while one bodyguard and the driver watched Rabin get into the vehicle.

As Rabin put his right foot into the car, Yigal Amir approached the car, raised his gun and shot Rabin twice at a range of 1 m to 1,5 m. The bodyguard watching Rabin was hit in the shoulder by a third shot as he hit Amir's arm. As he fired, Amir shouted that he was firing blanks, not real bul- lets.

As Rabin collapsed, the wounded bodyguard and his driver pushed him into the waiting car. The wounded bodyguard got in with Rabin. The driver drove them to the Ishilov Hospital.

The hospital was only 800 m away, but the driver had to take a detour due to the crowds. They were further delayed at a police roadblock. The hospital was not expecting the emergency, Rabin's driver and the wounded bodyguard carried him inside. Rabin died a little later.

Amir was over-powered by security personnel and arrested.

After the assassination, it was discovered that in September 1995 Amir had been filmed while heckling Rabin during a peace meeting. In June 1995 a classmate of Amir's informed the Shin Bet that he had overhead a discussion regarding a plot to kill Rabin. He did not reveal Amir's identity. Authorities admitted to having received information from the classmate, Shlomo Halevi, but claimed that the information had not been sufficient to warrant further investigation. So they had not questioned Halevi intensively.

Several weeks before the assassination, Shin Bet increased the level of security provided to Rabin. This was because they perceived a bigger threat emanating from the right-wing. In August the Shin Bet allegedly ordered an informant to report on Yigal Amir's activities. The informant re- ported that Amir planned to attack Arabs. He did not suspect that Amir planned to kill Rabin.

Self-assessment answers 10

1. In spite of his high profile and previous attempts on his life, Mr Hani risked

spending time without bodyguards.

2. Among the answers you could give to Question 2 are the following:

Mr Hani had to get out of his car to open his garage door.

Mr Hani reacted in a helpful manner when the assassin drove up and

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