Coaching Good Leadership Skills in the Preparatory School

THE NEW WHPS LEARNER LEADERSHIP MODEL

1. The excitement (and discomfort!) of changing the leadership model

WHPS is proud to announce the implementation of a new progressive values-driven learner leadership model that will better prepare WHPS boys to take up their roles and responsibilities as good citizens in a fast changing national and global context.

New realities require new and different educational and - as part of that - leadership outcomes. But we cannot expect to get different outcomes if we keep on doing the same things. So, we strive for change- but not just for the sake of change itself and we try and do it with sensitivity to the drawbacks and discomforts that go with such change!

C S Lewis reminded us that "It may be hard for an egg to turn into a bird: it would be a jolly sight harder for it to learn to fly while remaining an egg. We are like eggs at present. And you cannot go on indefinitely being just an ordinary, decent egg. We must be hatched or go bad."

WHPS is all for "hatching" those eggs!

1. The principal strategic shifts: moving from the old to the new

2.1 The previous model

2.1.1 Since 1953, WHPS has implemented a learner leadership model entrenching prefects and a headboy. In its most traditional form, this leadership model whilst delivering some benefits such as embedding a service ethic in the boys and teaching them skills on how to conduct meetings also features a number of significant shortfalls namely:

(a) It strongly focusses on leadership identification and as such promotes a "winner takes all" outcome. As a result, opportunities for boys who are not direct beneficiaries are reduced and their leadership potential is not fully exploited.

(b) It follows a ladder system whereby every child can progress to a higher level of leadership through self growth and in his own time. The onus is mainly on the child to progress up the ladder. However, experience has shown that most of the boys are too young to fully understand, appreciate and fully benefit from the process.

(c) The beneficiaries tend to play roles that are often more ceremonial in nature with less focus on developing their leadership skills.

(d) It tends to encourage unneccessary and even unfair competition amongst the learners and and amongst parents encouraging parents to compare their children with other boys thus taking away the focus from the boys and diluting the potential educational benefits for the boys.

(e) Because of the "winner takes all" outcome, boys and parents who perceive themselves as not benefiting tend not to buy into the process thus compromising the legitimacy and validity of the system as a whole and, at times, even compromising values and discipline.

(f) Because of the strong focus on leadership identification, boys judge their entire year and possibly even their WHPS School life on whether they move up on the leadership ladder. Even with a huge amount of explanations and guidance the boys do not fully understand what being a leader involves. Ideally the Ladder Structure should allow each boy to move at his own pace, level and aptitude. However, they do not see it this way and are only interested in the end result.

2.2 The new learner leadership model

2.2.1 The new learner leadership model embodies a number of strategic shifts, the most notable of which are the following:

(a) It anchors leadership in the WHPS values. Leadership involves outlining a personal vision for each boy and committing to a set of values in an explicit way. Values should form the basis for everything the boys do at school and home and therefore play a vital role in shaping their behaviour. In turn, discipline is about putting values into practice so that boys learn the following vital leadership skills:

i. To serve the school community.

ii. To act in roles of responsibility with integrity and honesty.

iii. To foster a sense of vision, purpose and goals: Begin with the end in mind – Define your own goals!

iv. To be energetic, positive, think "win- win" and have an 'everyone can win' attitude. Energy has elements of enthusiasm, resilience, optimism and commitment and is a critical component of effective leadership. Energetic, proactive learners focus their efforts on the things they can do something about and INFLUENCE others whilst reactive listless learners focus on concerns over which they have no control and therefore cannot influence.

v. To prioritise - put first things first. Do the most important things first.

vi. To synergise and work with others to determine and achieve collective goals.

vii. To take on responsibilities and use decision making skills in order to carry commitments through to a successful conclusion.

viii. To be active, reflective listeners who respond effectively.

ix. To respect themselves and earn the respect of others through their actions.

x. To take stock of oneself regularly and improve oneself through pragmatic renewal - Sharpen the saw!

(b) It provides equitable access to leadership opportunities for all learners rather than a select few: Every Grade 7 boy is made a monitor and remains a monitor for his entire year. But each boy shall have equitable access to leadership development opportunities. As such, the model provides for, and encourages, equal participation by all boys. Leadership opportunities will be offered in ways which do not unlawfully discriminate against any individual learner or group of learners in the school.

(c) It instils broad based leadership skills: All learners have the potential to develop leadership skills over time. All learners have the right to develop and demonstrate leadership skills. Whilst not every boy will necessarily become a great leader, the leadership potential of each boy needs to be unlocked so that each boy can become the best leader he can be.

(d) It balances individuality with group dynamics: At the same time, the model also instils the need to build synergy. In enacting leadership – and in creating a leadership team – the importance of synergy cannot be overstated. Synergy is about maximizing the benefits of working in deep collaboration with others.

(e) It ensures that opportunities for leadership are rotated amongst learners: Learners will have the opportunity to serve on all the committees and apply their leadership skills in the different focal areas identified in paragraph 2.2 (i) below.

(f) It is partnership driven: The sustainability of the leadership model is premised on the understanding that since it potentially benefits all learners, and, through their efforts, the local community as well, there will be greater buy in and engagement by all learners, parents, teachers, the school and the local community thus creating new partnerships in support of continued leadership initiatives.

(g) It catalyses learners' awareness and enhances the value of leadership at WHPS: Learners will realise that their views are important to teachers and the in the school and that they can have an influence on what happens to learners in the school. These opportunities can be of particular significance to groups of learners who do not enjoy school.

(h) It is integrated in the WHPS curriculum and focuses on good citizenship: WHPS will be offering a much broader range of experiences for a larger group of students under the umbrella of student leadership. Teachers will build the understandings and skills of leadership through the total curriculum and the many varied activities of school life.

The Leadership Programme is implemented through face to face teaching and based on lesson plans focusing on the core skills stated above in paragraph 2.2 (a) for effective leadership contained in the Leadership Book.

The Programme begins with the three phases of self knowledge and move onto the 3 phases of team work and then the last phase which feeds off the others namely self renewal.

In this way, learners develop their individual capacity to lead and influence others in a responsible manner. Leadership activities will link strongly with learning about citizenship and the processes involved in a democracy. They can assist all learners to learn about and exercise the rights and responsibilities of participating in a community that values social justice. The community service portfolio is a very important part of the Leadership Programme:

i. WHPS regularly supports Leamogetswe Place of Safety in Attridgeville. The boys collect and distribute items twice a year. Other charities we support are Children of Fire, Wet Nose, Louis Botha Children's Home and Abba House for Aids orphans.

ii. The boys are not only encouraged to bring items for donation but to visit the homes and assist where they can – playing with children, walking the dogs, cleaning etc.

(i) It develops participation and leadership skills in all learners through specific programmes such as:

i. The school committee structure which includes:

Community service
Class monitors
Lunch monitors
Break monitors
Sport monitors
Eco committee

ii. Captaincy (house, sport teams)

iii. Peer support

iv. Buddy systems such as the first team cricket programme

v. Debating, public speaking

vi. Sport

vii. Visual, creative and performing arts

viii. Curriculum involvement/activities in the classroom

ix. Information technology

(j) It allows for "multiple need and speed development" and not "one size or one speed fits all"! Whilst all boys will have equal access to leadership development opportunities, actual development and the timing of development may differ from individual to individual. The model allows for the potential of the individual to be fully exploited by identifying and promoting a range of styles of learner leadership, matching individual learners to particular styles that best suit them and allowing them to grow in the time that best suits each individual.

(k) It recognises and incentivises progress in leadership development: Achievements will be celebrated in written and oral forms such as:

i. Newsletters

ii. School assemblies and functions

iii. Merit certificates: Every half term certificates will be awarded for 'Recognition for Leadership Duties'.

iv. Special personalised functions.

3. Developing the new WHPS Leadership Development Framework

3.1 The new leadership development model as described above will be implemented through the WHPS Leadership Development Framework which is currently under preparation. It identifies the core areas of implementation, identifies existing strategies in respect of each area of implementation and prompts the identification of new strategies where necessary.

4. Conclusion

In conclusion - our aspiration for every WHPS boy is that he does not follow where the path may lead but will go instead where there is no path and leave a trail.

Brigitte Theunissen