LEADERSHIP

In January 2000, Hilton College introduced an innovative and carefully considered leadership initiative. In essence, it involved discontinuing the prefect system and introducing a system which involves all senior students.

Our Vision
To embrace an inclusive, effective and inspiring leadership initiative which:

The Traditional Leadership System
For more than a century Hilton employed a traditional prefect system, with authority and responsibility being vested in selected senior boys. Increasingly, the shortcomings and educational limitations of this scheme became apparent, and we came to realise that, no matter how we attempted to modify it, that system of management was misaligned both with the ethos and style of Hilton College, and also with current trends in the wider society into which our students will move.

Briefly, we see these as being among the limitations of the prefect system:

The Alternative
We are now committed to an initiative which is inclusive, and which enables all Matrics to develop their leadership potential. This stems from an acute understanding of our responsibility to equip all Hilton students for life in the modern world.

The reality and challenges of the future are unpredictable, but the certainty is that it will continue to be dynamic, that people will need to take control of their own lives, and that success will involve the capacity to think, to be imaginative, to work with others, to act decisively, to be accountable and to accept responsibility, all within a framework of clearly acknowledged principles.

Wherever Old Hiltonians may find themselves, and in varied facets of their lives, these skills will be in increasing demand. The exciting and challenging initiative on which we have embarked is aimed at providing training and experience which will create opportunities for individual growth in respect of these imperatives.

The New Model
 The basic, underlying principle is that all students in Matric share the responsibility for helping to manage and lead the School, and for setting the tone. In recognition of this, all senior students wear the leadership badge on their blazers.

Head of School
There is a Head of School, appointed by the Headmaster, after extensive consultation.

Heads of Houses
Each House has a Head of House. The Heads of Houses are responsible for co-ordinating leadership and organisation in their Houses, and, together with the Head of School, meet regularly with the Headmaster.

Areas of Responsibility
A number of areas of responsibility exist within the Houses and the School. As a fundamental principle, these portfolios are rotated amongst the seniors. (A student might take charge of a dormitory for a term, be responsible for the fabric of the House for another, and be the House Treasurer for a period, for example.)

Each student’s programme of involvement is negotiated by the Housemaster. No-one is forced to undertake a portfolio unwillingly and emphasis is placed on accommodating people’s strengths, but students are encouraged to make good use of the opportunities for learning and experience, and to challenge themselves through their involvement.

Duties
There are a number of routine duties in the Houses, and all students take turns at being on duty. They also have duties in the School.

Training
Fundamental to the success of this initiative is the need for adequate and appropriate training. Students are exposed to regular and thorough training, some by our own staff and some by outside consultants. Given that effective leadership begins and continues to operate from a foundation of selfmastery, we see that the leadership development process commences in the junior forms and is an integral thread of the Life Orientation programme. This includes, inter alia, Emotional Intelligence, Interpersonal Relationships, Choices and Self Reflection.

Evaluation
All students participate in evaluation exercises in which their performance is assessed in relation to various criteria. There are three levels of Leadership Certificate which students can attain, based on their performance as leaders.

Accountability
At the beginning of the year participants receive a document outlining their responsibilities, acceptable standards of behaviour and clear rules regarding acceptable practice. A student may be suspended from participation for a period, or, in an extreme case, removed from the leadership programme.

Discipline
Disciplinary systems remain under the control of the Housemasters and the Headmaster. Leadership
Our concept of leadership is distinctive in its character. We believe effective leadership should be an inside-out process which is founded on effective personal leadership, the capacity to lead our own lives and consistently to make wise choices based on sound values. On this foundation, we believe that effective interpersonal relationships can be developed where the potential of others and the power of interdependence are recognised. Through these relationships, leadership capacity is enhanced in the ability to create conditions in which others can flourish, and organisational leadership skills become attainable whereby effective leaders are able to align systems in order to achieve desirable outcomes

We believe leadership at Hilton College should be intimately related to the concept of service. This service is construed in two senses: service to the community and culture which Hilton College represents and values, and service to those who follow our lead.

We believe effective leadership can be learned through developing both the character and the competence of our students, and by providing them with training and opportunities to exercise leadership responsibilities.

This concept of leadership does not deliberately aspire to producing leaders in the traditional sense of those who assume positions at the top of hierarchical organisations. It does, however, aim to develop the unique capacities of all, based on the conviction that all have the inherent potential to contribute wherever they might find themselves.