There are three core developmental areas upon which our talent growth & development framework will be designed. They include:

• Building leadership capabilities, 

• Enhancing technical and functional competencies 

• Citizenship - what model behaviours would we associate with a Saints staff member. What are the values we stand for and how do personal values align to College values?

Focusing on these key areas will assist us in achieving the College’s Strategic imperatives.

As part of Strategy 2025 we agreed that leadership development is a critical focus for us. Our intent was to design, develop and implement a year-long leadership development programme.  We are excited to announce that the second group for this programme began their leadership journey in February 2020. During the programme the delegates will explore what kind of leaders Saints needs to “Inspire Excellence and Make a World of Difference”.  

 Over  10 months, the delegates will go through a detailed programme facilitated by JVR Academy co-designed with the Saints HR team which will include:

• A range of psychometric assessments as part of personal awareness and reflection including one on one feedback sessions

• Group learning blocks which will include a range of 2-3-day breakaway sessions spread throughout the year covering different topics

• One on one coaching sessions will be conducted with each team member after each group learning block to help them assimilate their learning and how it applies to them as a leader

• Group syndicate projects to run parallel to the above and each group will do a final presentation of their project. The projects will be aligned to the College’s key strategic themes

• A graduation ceremony at the end of year as a form of recognition of completion of the programme

All organisations face an urgent need to develop leaders at all levels—from bringing younger leaders online faster to developing and keeping senior leaders relevant and engaged longer. 21st-century leadership is different. Companies or Institutions face new leadership challenges, including developing millennials and multiple generations of leaders, meeting the demand for leaders with global fluency and flexibility, building the ability to innovate and inspire others to perform, and acquiring new levels of understanding of rapidly changing technologies and new disciplines and fields.

The above is true for our environment as well. To meet the imperative for leadership growth we need to define competencies & Behaviours we expect of our staff at all levels of the organisation. 

 A draft competency framework is currently being designed  to articulate which leadership competencies and behaviours we expect and how we define them. Below are examples of those that apply to our senior leadership positions.

• Building trust- Interact with others in a way that gives them confidence in one’s motives and representations and those of the organisation. Is seen as direct and truthful. Keeps confidences, promises, and commitments.

• Business acumen - Knowledgeable in current and possible future policies, practices, trends, technology, and information affecting his/her business and organisation.  Knows the competition. Is aware of strategies and tactics that work in the marketplace.

• Coaching - Encouraging and guiding employees in order to make their performance more effective and to enhance their self-perception and problem- solving skills.

• Conflict management - Brings substantial conflicts and disagreements into the open and attempts to manage them collaboratively, building consensus, keeping the best interests of the organisation in mind, not only one’s own interest.

• Collaborative leadership - Promotes and generates cooperation among one’s peers in leadership to achieve a collective outcome. Fosters the development of a common vision and fully participates in creating a unified leadership team that get results.

• Strategic focus - Understands how an organisation must change in light of internal and external trends and influences. Keeps the big, long range picture in mind. Builds a shared long-range organisational vision with others. Committed to course of action to achieve long-range goals and influences others to translate vision into action.

• Decision making/Problem solving - Breaks down problems into components and recognizes interrelationships. Makes sound, well-informed, and objective decisions. Compares data, information, and input from a variety of sources to draw conclusions. Takes action that is consistent with available facts, constraints, and probable consequences.

• Team leadership - Communicates a vision and inspires motivation. Engages with others (direct-reports and peers) in team process to solve problems. Works to find a win-win resolution of differences. Is aware of how management style impacts staff productivity and development. Modifies leadership style to meet situational requirements. Helps team stay focused on major goals while managing within a context of multiple directives

• Managing and measuring work - Sets clear objectives and measures. Monitors process, progress, and results. Clearly assigns responsibility for tasks and decisions.

• Interpersonal savvy - Builds constructive and effective relationships. Uses diplomacy and tact. Can diffuse even high-tension situations comfortably.

• Vision -The ability to step back from one’s daily routine, explore ideas for the future, regard the facts from a distance and see them in a broader context or in the longer term.

Part of Strategy 2025 is to develop a comprehensive matrix of technical competencies in line with the Higher Education Qualification Framework, or as defined by the College. These may include capabilities such as:

• •  Excellent understanding and knowledge of relevant curriculum issues

  • Ability to use technology

  • Excellent communication skills (oral, written and presentation)

  • Excellent planning, organizing and report writing skills

  • Time management skills

In addition to the above, we undertake to facilitate an encourage all our teaching staff to honour their SACE continious professional development commitments. Further details are included in one of the drop down tabs on this page or by following the link 

We refer to Saints as a family.  Many staff have a long career with us, some may only stay a few years and move onto a promotion post or a position elsewhere.  Many times you hear people talking about "organisation fit"  

We all know that part of our recruitment adverts we include a standard phase : " A willingness to work within the values, Methodist ethos and mission of the College as well as to participate in the broader life of the school". 

 So what does that really mean? 

•  What are the model behaviours we associate with being a staff member (citizen) of Saints?

• What desirable behaviours are no-negotiable in prospective employees?

• What are the values we stand for and how do personal values align to College values?

• How do we to assess the extent to which individuals ascribe and live the College’s values.

Examples of behaviours may include:

•  Someone who puts the interests of others above their own 

•  Someone who listens without judgment, seeks to understand instead of being understood

• Someone who takes accountability of his/her actions

• Someone who has the courage to do and stand for what is right at all times and holds others accountable for doing right

Ideally we would want no more than 7 behaviours articulated and agreed upon, these would then  be incorporated in all our HR practices I.e. Interview guides, performance management, 360 feedback process etc. The behaviours need to complement our values framework otherwise values become hollow words with no measurable substance.

Our 2 key points of reference should be our Saints Charter & Honour Code and our Saints Character 

This Charter sets out the purpose and the core principles which are fundamental to St Stithians College as a Methodist school.

PURPOSE AND CORE PRINCIPLES

Honour God

St Stithians is a Church school and learners are encouraged to appreciate and develop their own faith and pursue a meaningful relationship with the living Lord. In short, we “Honour God”.

The key is to:

•Respect our school’s Christian character

•Recognise religious diversity

•Live with love & gratitude

It is suggested that all staff familiarise themselves with the College statement on Spirituality which can be found on the College website.

Honour Self

The College offers a complete education. We develop the spiritual, social, emotional, intellectual, cultural and physical potential of the student by developing life skills and fostering the growth of the individual and the community through the academic, extramural and reflective life of the school curriculum. The unique richness of every member of the school community is valued and respected, irrespective of class, gender, race or religion. We allow differences to be recognised within a spirit of humility and acceptance, without compromising the integrity of the College. In short, we “Honour Self”.

The key is to:

• •Affirm individual dignity, talents & gifts

• Develop self-worth & confidence

• Seek life balance & well being

Honour Others

In educating our learners, we expect our graduates to play a significant role in their communities and in South Africa. The privilege of an education at St Stithians College comes with the responsibility of giving back to the community in service to the country.

The key is to :

• Show respect for others

• Embrace difference

• Serve others

• Commit to our community

COMMITMENT

To give effect to this purpose and core principles all staff, learners and parents are committed to realising the ideals of this Charter. They are committed to abide by and support the policies as adopted or amended by the Council and Management of the College. The Charter does not replace but is the foundation of the Codes of Conduct and policies in place in the schools on the campus. 

As detailed in the Saints Charter, Management and all staff of the College are committed to:

• developing in each individual learner a sound spiritual and moral attitude, based on the Gospel values of love, justice, compassion, respect, care, mercy and understanding;

• developing a curriculum of excellence;

• setting the highest expectations of work and behaviour for ourselves and all learners;

• protecting the dignity of all who are a part of our community;

• creating a loving, caring and stimulating environment for all;

• fostering open communication with parents as the basis for close co-operation;

• fostering strong communication between the schools on campus;

• conducting ourselves in accordance with our Code of Professional Conduct.

Please click here to view a copy of the full document.

In 2015 Saints Character was added as a focus to our talent growth & development framework to clarify the values & behaviours we expect from our staff. This has also been incorporated within the Schools with regard to our students. Our Saints Character is expressed through the opportunities created for our staff to Know Yourself, Be Yourself, and Make Your Contribution. 

KNOW YOURSELF

"To know thyself is the beginning of wisdom." This famous quote is often attributed to Socrates. But what exactly do you know when you “know yourself?”  

In an article in Psychology today posted on Mar 09, 2016 they  highlight six elements of self-knowledge that can help you understand your own identity. As you live your daily life, you can look for clues to these important building blocks of the self.    One may ask why is it important to know yourself - here are some key reasons:

• Happiness. You will be happier when you can express who you are. Expressing your desires will make it more likely that you get what you want.

• Less inner conflict. When your outside actions agree with your inside feelings and values, you will experience less inner conflict.

• Better decision-making. When you know yourself, you are able to make better choices about everything, from small decisions like which jersey you’ll buy to big decisions like which partner you’ll spend your life with. You'll have guidelines you can apply to solve life’s varied problems.

• Self-control. When you know yourself, you understand what motivates you to resist bad habits and develop good ones. You'll have the insight to know which values and goals activate your willpower.

• Resistance to social pressure. When you are grounded in your values and preferences, you are less likely to say “yes” when you want to say “no.”

• Tolerance and understanding of others. Your awareness of your own shortcomings and struggles can help you empathize with others.

• Vitality and pleasure. Being who you truly are helps you feel more alive and makes your experience of life richer, larger, and more exciting.

BE YOURSELF

The article continues by highlighting 6 building blocks of self- VITALS . Being yourself sounds easier than it actually is. If you are able to act on self-knowledge this will give you energy and save you energy. You’ll feel freer and stronger because you no longer conform to how you “should” feel, think, or act.  

“Values"—such as “helping others,” “being creative,” “health,” “financial security,” and so on—are guides to decision-making and motivators for goals. Research shows that just thinking or writing about your values can make it more likely that you take healthy actions. The motivation provided by worthwhile values can also keep you going even when you are tired, as shown in many psychology experiments. If you want to self-motivate, know your values! 

“Interests” include your passions, hobbies, and anything that draws your attention over a sustained period of time. To figure out your interests, ask yourself these questions: What do you pay attention to? What are you curious about? What concerns you? The focused mental state of being interested in something makes life vivid and may give you clues to your deepest passions. 

Many people have built a career around a deep interest in something.  

“Temperament” describes your inborn preferences. Do you restore your energy from being alone (introvert) or from being with people (extrovert)? Are you a planner or go-with-the-flow type of person? Do you make decisions more on the basis of feelings or thoughts and facts? Do you prefer details or big Ideas? Knowing the answers to temperament questions like these could help you gravitate toward situations in which you could flourish and avoid situations in which you could wilt.  

The “around-the-clock” category refers to when you like to do things—your biorhythms. Are you a morning person or a night person, for example? At what time of day does your energy peak? If you schedule activities when you are at your best, you are respecting your innate biology. 

Life Mission and Meaningful Goals 

“What have been the most meaningful events of your life?” You may discover clues to your hidden identity, to your career, and to life satisfaction.

"Strengths" can include not only abilities, skills, and talents, but also character strengths such as loyalty, respect for others, love of learning, emotional intelligence, fairness, and more. Knowing your strengths is one of the foundations of self-confidence; not being able to acknowledge your own superpowers could put you on the path to low self-esteem. Become a person who “takes in the good,” listening for compliments and noticing skills that could be clues to your strengths. 

MAKE YOUR CONTRIBUTION

Now that you have spent time getting to grips with how to know and be your authentic self, how are you going to make your unique contribution to team Saints?  One thing has been clear during the COVID-19 lock down is that we are all StrongerOne&All.  We know that much of what we need to deliver on cannot be done alone.  It takes a number of people working together to ensure we can deliver what we need to as a team. Here are some ideas to help us all be stronger together.

•  Share information readily - over communicate.  You never want people to feel you are hiding or withholding information 

• Take responsibility - when dealing with problems, avoid finger-pointing

• Respectful of Others - listen to their ideas.  Listen to learn not to respond. Think about why you should be influenced by their idea rather then why it wont work.

•  Open to ideas of team mates -No  one person has all the good ideas. Each idea can be built on. The greater the contribution by all members of the team, the higher the chances of a successful implementation as well as buy in to the idea.

•  Not me,but we - this is important to develop a team mentality 

• Growth and commitment to progress - it is important for us all to keep reflecting on our practices and be life long learners

• Excellence - strive for excellence in all we do and be clear that we understand what excellence means  in our context

• Role Model - behave in the way you expect others to behave. 

• Offer assistance/ be helpful - when you see others being overwhelmed with work or unable to solve a problem, offer to assist. this will  help build up goodwill that you can call on when you are needing assistance

• Accept Others as they are - You cannot change people, you can only change your behaviour towards them

• Loyalty to the College first - your loyalty should be the College first and second to your team.  Too much pride in a team can lead to counter-productive behaviour that undermines other teams.

• Let people know if you are unhappy -  don't sweep issues under the carpet. Deal with issues professionally so as not to make issues bigger that what actually exists