Lsr leadership programmes 2014 yearbook

LEADERSHIP AND SOCIAL RESPONSIBILTY LEADERSHIP PROGRAMMES 2014

YEAR BOOK

COMPETENT | CONFIDENT | CONNECTED A NEW GENERATION OF LEADERS

LEADERSHIP AND SOCIAL RESPONSIBILITY

Director’s Message

Dr Birgit Schreiber, Director: Centre for Student Support Services

approach means that we need to recognise the areas that work really well and in which you excel. There are aspects of yourself which are outstanding and which you need to celebrate and recognise as areas of strengths.

These areas are, of course, not absolute, but depend on the context within which you find yourself. Different contexts require different kinds of responses and your fluid leadership and engagement style is particularly useful so that you can read the various contextual signals and adjust to the various situations.

During your leadership development in the Leadership Academy you will have learnt about these different styles and you will have learnt about the fluidity of engagement styles. No doubt – you are now well prepared to apply your skills in the wider contexts.

This has been another successful year - not only for the Leadership Academy, but also for you in your own personal development. I congratulate each one of you on your completed journey. Each one of you has made strides in developing those areas which you have identified as areas you wish to develop so that you are a more rounded person and a more effective leader.

I hope that you have achieved these personal and leadership goals you have set for yourself.

However, it is important to not only focus on the areas which require development, but also to recognise and celebrate your strengths. Working within a strength based

© Copyright 2014 | University of the Western Cape | Centre for Student Support Services | Leadership and Social Responsibilty No part of this book may be reproduced without written consent from Leadership and Social Responsibilty

UWC’s emphasis on your personal development during your academic career is about assisting you to become a responsible and responsive person – within your own life, and within the life of your community, might this be your geographical, conceptual or virtual community.

UWC’s belief in you as the leaders of tomorrow is our contribution to our country’s future. You are the key in making South Africa a place in which we can all live in peace and with joy, in which our human rights are lived and our common humanity is celebrated.

The Leadership Academy is a key contributor to our students’ development as responsive and responsible graduates and this is why UWC values and supports you and your leadership development.

Well done on a wonderful year – 2014 was eventful and exciting. I wish you much success for your on-going journey and hope that you have much joy along the way.

Birgit Schreiber (PhD)

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Message from Leadership and Social Responsibility (LSR) Competent – Confident – Connected: A new generation of leaders The University of the Western Cape plays an important role in shaping young leaders and preparing them to play a meaningful role in society. As South Africa celebrates 20 years of democracy it is befitting for us to examine how the development of our country has shaped our society as a whole. While there have been many strides made in improving the lives of South Africans, there are still many challenges that need to be addressed.

Literature highlights that a University is in a unique position to shape global citizens who can respond creatively to the enormous issues facing humankind.

These issues demand entrepreneurial problem solving, academic excellence and a heart for service. It is essential to ensure that our graduates leave university with knowledge and skills that can contribute to achieving the vision outlined in the National Development Plan and beyond. They need to tackle the concerns in ways which are creative, innovative, and ethical. To address this imperative, LSR develops leadership strategy, curriculum and methodology that is grounded in theory, but relevant and responsive to our context and aligned with the needs of our students.

The world is rapidly changing and we are experiencing a shifting of power. Globalisation has created a generic view of the world and it is getting harder and harder to hear individual voices. We need leaders that can speak confidently, boldly and take a stand for what they believe in. Leaders need to be able to fight for the interest of their people in ways that will demand attention and give voice to their concerns. Gaining access to global platforms like the United Nations and BRICS gives our country a great opportunity to influence global decision-making.

Living in an era of global interdependence, individual decisions can have a global impact. We need leaders that show consciousness and understanding of this fact. We need leaders who have the ability to judge impact on both a micro and macro scale. We need leaders that are able to translate their country’s challenges in ways that they can bring about answers to the tough questions; leaders that can connect with people on a basic human level in order to function in a world with major complexities; skilled

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leaders that will harness their confidence, competence and connectivity to see and take full advantage of a myriad of opportunities; who are willing and able to trade popularity in exchange for the greater good of those they serve.

The LSR team provides a space for the preparation of the type of leader that rises to the challenge. This is evidenced by the reflections provided by our 2014 cohort. We are inspired by their spirit and contributions. Their experiences are chronicled in this yearbook, so that you may share in our journey.

LSR Team

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Table of Contents About Leadership Programmes Leading Legends Classroom Activities Captured Reflections: Personal Development and Growth Reflections: Practicing Leadership Reflections: Social Responsibility Organisations and Projects Alumni Reconnection Words from the future Captured CSSS Leadership and Social Responsibility Yearbook 2014

6-7 8-13 14-16 17 18-21 22-23 24-25 26 26-27 28-29 30 5

About our Leadership Programmes ABOUT THE EMERGING LEADERS PROGRAMME (ELP) The Emerging Leaders Programme is a co-curricular programme designed for students who want to develop their leadership skills further - who want to grow, who want to be challenged, who take this country’s need for responsive, responsible citizens seriously. Participants attend twelve two-hour sessions on selected Wednesdays or Fridays throughout the year. The sessions cover four

AIM HIGH

MISSION AND VISION

pillars of leadership development: General leadership, Self-development, Building sustainable support networks and Practical project skills. Forty-five carefully selected participants join this fun, interactive, practical and reflective journey with us. The participants are required to explore the application of leadership theory and principles in their everyday life, behaviour in organisations and delivery on projects.

TEAM WORK

TIME MANAGEMENT EVERYDAY CREATIVITY

MISSION Leadership and Social Responsibility is dedicated to offering the best possible leadership development for UWC students.

UWC’s Institutional Operating Plan (IOP) is used as a guide to align our co-curricular programmes and services.

Leadership and Social Responsibility challenges students to create change not only within UWC, but also in South Africa and within a global context. Our focus on active citizenship and community engagement encourages students to apply their leadership skills in various real world situations including personal, professional, and organisational settings. We strive to ensure our graduates are armed with the skills and knowledge that extends beyond the classroom and prepares them for an ever-changing world.

PATHWAY FOR LIFE LSR proudly hosted Ray and Gay Brook, international leadership facilitators, who offered an exciting leadership opportunity for UWC students. Pathway for Life aims to help University students discover their identity, with their unique set of gifts, talents and experiences; along with their dreams and ambitions. It is a fun, interactive, experiential personal leadership learning opportunity. This programme targeted students that wanted to gain confidence, improve their communication skills and develop tools to overcome obstacles.

SESSION THEMES MOTIVATION

CONFLICT MANAGEMENT

PROJECT MANAGEMENT

RUNNING A SUCCESSFUL ORGANISATION

EQUIPPING FOR GREATNESS

ABOUT THE ADVANCED LEADERS PROGRAMME (ALP) The Advanced Leaders Programme is an extension of the Emerging Leaders Programme, where students are not only exposed to leadership, but are asked to deepen their knowledge by analysing issues within the framework of the university, communities and global environment within which they find themselves. We facilitate this process through the provision of content and a supportive environment designed to stimulate participants.

MODULE ONE LEADERSHIP - Reconnecting to leadership - Leadership styles - The VISA analysis - Exercises in leadership

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REFLECTING ON OUR JOURNEY

STEVE BIKO COMMEMORATION

The programme has been designed to follow the immersion principle where programme delivery is provided in modular format. Sessions take place at the start of semester breaks and this allows participants to focus fully without distraction or time pressures. This programme also involves a deeper exploration of the four pillars of leadership and challenges the student to be an active facilitator of leadership development.

MODULE TWO POWER - Different types of power - Values and power - T he sources, misuses and uses of power - Intercultural bravery - Identity -V isits to the Holocaust, District Six Museums and Mayibuye Robben Island Museum

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Sessions were offered over three Saturdays in March. This programme is also presented internationally in India, China, Japan, Taiwan, Thailand, Indonesia and South Africa. To learn more about Summit Seekers, visit their website www. summitseekers.org

ACTIVATE LEADERSHIP Participants on the Pathway for Life programme showed growth and dedication to their leadership development. They also demonstrated engagement and involvement in social responsibility as well as additional leadership development activities offered. LSR developed a programme for them offered over two days in September, named Activate Leadership. Themes cover the four pillars of leadership. We welcome these new members to our leadership fold.

MODULE THREE FUTURE VISIONING - Active citizenship - Scenario planning - Reflecting on the past and envisioning the future - Exploring the macro and micro contexts of your leadership - National Planning Commission

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LEADING LEGENDS

Advanced Leaders Programme

Advanced Leaders Programme (cont.)

Cynthia Makunganya Bcom (General) Babalwa Kilani LLB

Chad Simpson B.ED

Chezlin Miller LLB

“In pursuit of excellence, aspire to serve.”

“Success is not measured by material things but by how you treat people, with respect and good manners.”

“Never stop learning!

Never stop loving!”

“It is my sole passion to see people live out the purpose set for their lives and to see positive visible changes in them.”

Siphosethu Pitoyi BA

Tinashe Kondo LLB

Victor Lekhuleni Bcom (Accounting)

Vuyiswa Nomlala Bcom Hons (IS)

“From a solid foundation, I patiently and steadily lay the first block. I have a vision of my future and I patiently and slowly build towards it.“

“Embrace change in leadership, just like life, and all its diversity.“

“I was born with a mission, which is to bring hope through the power of education.

Education is perpetual and it is the greatest gift you can ever give.“

“Try not to become a person of success, but rather try to become a person of value.”

Emerging Leaders Programme Kurt Hermans BSc Mbss

Hakundwi Mandende MSc Applied Geology “When we take the decision to follow and develop our leadership, we should know that we are doing it for the future.”

Mauricia Abdol BA (Hons) “I want to be remembered for being authentic and telling my story as raw and imperfect as it is.”

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Imraan Kube BA (Hons) “I want to inspire a generation to strive relentlessly for the improvement of themselves and others.”

Mthobeli Lithiko BA “Mission is what I do best every day. My vision becomes how my future looks, because I do that mission so well.”

Kekeletso Sekhoacha LLB “See life not through knowledge but through hope that it gets better and that you are a part of that.”

“There is nothing in the world that hard work cannot accomplish. It does not matter how hard you fall, as long as you pick yourself up from the floor.”

Alex Mukiga MPA “Being a change agent requires a selfless attitude.”

Nehna Singh BA

Nompumelelo Ntuli Bcom (Law)

“The world is an ocean of opportunities. It is your duty to make good use of the opportunities that you have.“

“Success is a journey that is filled with ups and downs. You will fail, you will be rejected, but you will see triumphs that makes it worthwhile.“

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Bongolwethu Yapi BCom (General) “Time management is costly, you cannot afford not to do it!”

André Cunningham BCom “Great change is a catalyst for great success.”

Andrea Wessels BSc EWS “To be the best, you need to beat the best!”

Angela Karanja BA (Psych) “Do not play small or let your light be dimmed.“

Charnelle Nel LLB

Clasper Monyela BA (Hons)

Courtney Cupido LLB

“I can knock on destiny’s door instead of waiting for destiny to come to me. “

“It is not what you are that makes you important, but who you are and where you are heading.”

“Dream big - bigger than you have ever imagined.”

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Emerging Leaders Programme (cont.)

Cynthia Mdluli BCom “Have the spirit of forgiveness and the happiness of a child.”

Ezihe Ahanonu PhD “To be outstanding, you need to have a passion for excellence and the diligence to achieve it.”

Daniel Coetzee BSc

Eden Filander BA

“Think differently otherwise you’ll keep living the same life.”

“Take a stand!”

Fatima Kariel PGCE “Change for the better and never give up on yourself.”

Keegan Lasker LLB Geraldine Hartman BA “Live your life the way you want to be remembered by your decendants.”

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“You have to show me how hard you work, before you can join my team. This is more important to me than talent.”

Felicia Hlangana LLB “Chill, focus, believe!”

Edwin Anowi B. Admin “Whatever the mind can conceive and believe, it can achieve.”

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Khanyisa Xinwa BA “A good leader is one that does not enforce an ‘I’ in a team.”

Franklene Jonkers B Social Work

Lorene Mayoma BA (Psych)

“On this journey towards success and happiness, we will meet a lot of criticism. Rise above it and move on to your destiny.”

“You are created to spark a change!”

Kgositsile Tsinsing BCom (General) “The road to success requires one to have goals or dreams.”

Emerging Leaders Programme (cont.)

Khaliphile Memani BA “Everyday is an opportunity.”

Kuhle Tutuka BCom “Put God first and strive to satisfy Him. Living for Him drives selfless ambitions.”

Kulani Mhlanga LLB “Great leaders are not great because of the ideas they have, but because of the skills they have acquired.”

“Life must be lived with vigour, love must be felt with intensity, ambitions pursued with aggression.”

Masakhane Matushe BA

Lukhanyiso Nunu BCom “Always be willing to learn and improve your leadership role.”

Li’Tsoanelo Zwane B.ED

Lwandile Simoni LLB

“Deep within me lies the key to the future of others.”

“Let your life be an adventure, listen to the silences, touch your imagination!”

Melezwa Dlangamandla LLB

Naushina Rahim LLB

“The important things can be accomplished with humility and unity.”

“Be a positive change agent in your personal and professional life.”

Nthabiseng Tlale BCom (General)

Ndimphiwe Sigabi BA “Leading everyday people, in everyday in situations!”

“Good things come to those who believe, better things come to those who are patient, and the best things come to those who don’t give up. “

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Emerging Leaders Programme (cont.)

Ryan Bowes BCom (General)

Qhawe Maxongo LLB

Rosemary Ani LLB

“Don’t just live for today because you have the ability to change your tomorrow.”

“Hard work and persistence makes for greatness.”

“I have taken larger bounds and strides towards becoming the leader I know I can be.”

Tsepho Twala LLB Snalo Mbombo BA “Sometimes the best place to position yourself as a leader is right at the back and to lead from there.”

Thozama Mabusela BA “Delight in the view while on your journey, but don’t lose sight of your destination.”

“Mental strength, discipline, motivation, ambitions, goals and your mindset will be key in your journey.”

Sarita Waller M Nursing “In pursuit of excellence, aspire to serve.”

Activate Leaders Programme (cont.)

Jean-Pierre Shuma ADM “I am reaching the top of the mountain.”

Tshireletso Mohlafuno BCom “In every situation, the best advice one can get is from within you.”

Kene Ikebuaku BA (Hons) “Watch this space!”

Nonkululeko Mnyani BA Masixole Basie LLB

“Work in silence, let your success be the noise.”

“Navigate through the obtacles in life with all your capacity.”

Lee Schilder Bcom (General) “Work hard, work selflessly!”

“If we manage our time and do not waste it, we will have precious years ahead of us.”

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“Success with no loved ones is no success at all.”

Piwokuhle Dyani LLB Olabode Ajayi Bsc (Hons) “Never let your problems become your permanent obstacle.”

“Failure is not fatal.

Everyday we are alive is an opportunity to do better than we did yesterday.”

Activate Leaders Programme Sibongile Jimlongo LLB

Yandisa Fanqa BA (Hons)

Lerato Tshoni LLB

Zukisa Tshotyana SMDP

Robin George BA (Hons)

“Never let any situation or challenge change the person that you are.”

“My life is my story so don’t judge it.”

Andiphe Ndlebe BCom (General)

Jadé Morris LLB

“People who are successful in life are people who know what they want.”

“Live beyond yourself.

This is the essence of Ubuntu.”

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“I was created for great things, I am a world changer.”

Vusumzi Nogonyothi LLB Tumiso Gxiva LLB “I want to be seen as a visionary, I want to fulfil my PURPOSE.”

“Life revolves around three things: yes, no and maybe.”

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Classroom Activities MIDYEAR EVENT On the 26 July, we hosted a midyear event challenging the students’ ability to work in a team, whilst building and strengthening the networks between the Wednesday and Friday ELP and ALP classes. This field trip was also meant to deepen and enhance learning from class room sessions through practical application.

It was a gentle precursor into capstone territory. Critical thinking, historical and environmental empathy was also targeted.

Students were divided into groups, with care taken to include representation from the Wednesday and Friday ELP classes and the ALP class. Some of the students met for the first time during this activity. Others got to know their classmates even better as they navigated their way through the Natural History Museum on a scavenger hunt. Clues led them on a diverse journey exploring ethnography, the natural environment and its inhabitants – from dinosaurs to porcupines.

Environmental awareness and conservation was a recurring theme woven into the challenges.

Students needed to complete engagements with interactive displays and use digital media to capture and log their progress with “headquarters.” Special displays included the Nelson Mandela Tribute section and the Umama book exhibition. The students especially enjoyed learning about the book that was featured and compiled by Marion Keim, an associate professor at UWC. A quote that many felt resonated was that of Dorothy C Fisher, “a mother is not a person to lean on, but a person to make leaning unnecessary.”

Over lunch, students discussed their learnings, consolidating and sharing perspectives. Participants learned much about themselves, their peers and the environment. A mid-year reflection was conducted.

Leaders took stock of the growth and achievement accomplished in the first half of their journey with LSR. This reflection also offered us an opportunity to gauge students’ progress and alignment of the aim of our activities with the outcome experienced by the participants.

CAPSTONE ACTIVITY On the 27th September 2014 LSR conducted its first capstone activity with sixty ELP and Activate participants.

The capstone aims to integrate formal learning gained across the sessions, as well as informal learning, in order to create a space for meaningful closure. Students combine their experience, diversity and connectedness to analyse and address a real world issue. This component presents a forum for both enhancing and demonstrating the student’s leadership competencies including collaboration, communication, issue analysis, decision making and problem solving.

blueprint for addressing issues that might arise in their personal, organisational or academic endeavours.

We developed mini case studies where we offered the groups challenges that are relevant and implementable within the broader LSR context. Seven briefs were developed which included, how to increase volunteerism within the Remember and Give (RAG) programme, creating an income generating project for ENACTUS as well as the conceptualisation of an additional ELP session theme. We wanted groups to provide fresh insights and creative solutions which could be incorporated into our planning. At the same time this experience rehearses best practise for the students and provides them with a

According to Angela, “I really enjoyed the capstone activity as it promoted teamwork. My group interacted and engaged well with each other.” Alex reflected that he had an opportunity to witness the strengths of each individual member of the team.

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Students worked in groups over the course of the day addressing various deliverables related to their brief. The outputs included the completion of a project plan and promotional video clip motivating the strength of their solutions. To fulfil their brief, the students needed to apply aspects of project development, research, group work, planning and marketing. Finally, the students created a video blog capturing the learning across the capstone activity.

This activity challenged the students’ experience and understanding of leadership. It was affirming whilst synthesising their competence, confidence and connectivity!

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BOARDROOM BRIEF The Boardroom Brief sessions aim to encourage a culture of thoughtful dialogue around topical themes. LSR wants to engage with the wider student community and to provide an opportunity for students outside of our formal programmes. Alumni and current participants are responsible for these sessions and are guided in project conceptualisation, design and implementation. In 2014, the following topics were presented: Leading without a title, Engagement and employability, Student activism and leadership in the 21st century: What have we learned from the Biko generation?

Leading without a title This popular session was first presented in 2013 and was repeated during the start of the 2014 academic year.

Tinashe, an ALP participant, encouraged students who are engaged in different activities to identify themselves as leaders and to empower their inherent leadership skills through self-awareness. Participants explored their definition of who they regarded as leaders and unpacked the reasons behind their choices. In addition there was a discussion around the concept of leading without a title and the impact this can have on communities and society.

Engagement and employability This session, facilitated by alumnus Conray Achilles, focused on the importance of engagement in the co-curricular sphere and how this aids employability. The session observed students’ understanding of the importance of their involvement in the co-curricular and whether they need to do more to make themselves marketable.

Participants discussed the benefits of engagement for the University, the individual, the community and society.

Student activism and leadership in the 21st century: What have we learned from the Biko generation?

As part of the Steve Biko Commemoration week, ELP participants Thozama and Snalo, developed and implemented a boardroom brief. The dialogue generated a great deal of interest from those present. The session dissected student activism, then and now. Parallels were drawn regarding challenges that the youth of the Biko generation faced in comparison to today’s youth. Topics that emanated from the discussion included new and multiple challenges that face today’s youth, including poverty, crime, unemployment and HIV/AIDS amongst others.

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Classroom Activities (cont.)

STEVE BIKO COMMEMORATION EVENTS For the last 5 years we have been commemorating Steve Biko through open class sessions. This icon is an example to conscientise students around the power of student activism by raising awareness around an example of how a student movement can effect change. We connect students with a time in South Africa’s past and the realities of the struggle. LSR recognised an opportunity for broader intervention where more of the University community could engage on current issues through the lens of Steve Biko’s vision of a just and equal society.

I am Biko Creative Arts session LSR started the celebration of the life and legacy of Steve Biko on a high note by hosting the I am Biko Creative Arts session on the 09 September at the Library Auditorium.

I am Biko Creative Arts session aimed to use arts as a medium to encourage students to develop confidence, communication skills, creativity and critical thinking.

Students performed 17 acts of poetry, music and dance to a vibrant audience of 104 students and staff members.

These acts were acclaimed as intellectually stimulating, thought provoking and creative.

Naushina, a student from the ELP performed a poem entitled African Ghost. She expressed how she felt about her experience, “this was my first time performing my poem to such a large audience. It was a learning experience, and I have built confidence to do it more.”

2nd Annual Steve Biko FrankTalk Dialogue LSR, in partnership with the Steve Biko Foundation, hosted the 2nd Annual Steve Biko FrankTalk Dialogue on the 12 September, to an audience of 60 students and staff members. The Dialogue is an initiative that advances public education about the Bill of Rights, by constructively engaging young leaders and professionals in national discourse. This year’s topic “Two decades of democracy: The role of race, culture and identity in shaping South Africa Today”, also served as a barometer of the gains and losses poignantly raised on the theme.

Dr Birgit Schreiber, Director: Centre for Student Support Services welcomed all and encouraged young people to use platforms like the Steve Biko FrankTalk Dialogue to voice their opinions and to use critical engagement as a tool to shape society for the better.

A distinguished panel comprised the CEO of the Biko Foundation, Mr Nkosinathi Biko, Head of the Institute of Social Health Sciences from UNISA, Professor Kopano Ratele and Education Manager from the District Six Museum, Ms Mandy Sanger. Mr Biko shared his thoughts and definition of race according to the Black Conscious

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Movement led by Steve Biko as a “new way of life that brought about a new definition of race that transcends pigmentation.” Ms Sanger spoke about the difficult times they had to encounter accessing Biko’s materials and according to her “Steve Biko’s writings were a revolutionary act because it was dangerous and banned.

It was entering a zone of discomfort.”

Professor Ratele, a scholar who has done a lot of work and research on the subjects of sexuality and identity spoke critically about how we can deal with the issues of inferiority and internal segregation. He reminded the audience in order to deal with the latter is to have “the desire to seek genuine integration for the realization of a new self.”

UWC student leaders had an opportunity to pose critical questions to the panellists and also to share their perspective on the theme. A PhD candidate student, Sibonile Mpendukana noted, “it is clear that there is much to do and Biko’s ideas remain important and could serve as an impetus in trying to untangle some of the knots we are dealing with.” Snalo from the ELP reflected, “the Steve Biko FrankTalk dialogue served as a reminder that Biko’s life, his legacy, and death was not in vain. I truly enjoyed being part of such informative debate.”

ELP alumnus and Honours student Mandihlume Dotwana led a team of students, who worked tirelessly with the Mayibuye Robben Island Archives, in creating an exhibit showcasing newspaper articles referencing the life and legacy of Steve Biko. Yandisa, a student from the ELP commented, “I learnt how through self - reflection people can overcome historical injustice and through that process recreate or reconstruct their own African identity as envisioned by Steve Biko.”

The 15th Annual Steve Biko Memorial Lecture 40 student delegates from UWC attended the 15th Annual Steve Biko Memorial Lecture at the University of Cape Town (UCT) on the 11 September. The guest speaker, Judge Navanethem, “Navi” Pillay, former United Nations (UN) High Commissioner for Human Rights spoke on the theme “Advancing Human Rights in South Africa and the world”. Judge Pillay applauded South Africa for its liberal constitution and urged the nation to not lend support to those posing as a threat to human rights.

Sarita, an ELP student, who also assisted in coordinating UWC students to attend the lecture, commented on her experience, “I thoroughly enjoyed the lecture at UCT and I found it very informative and insightful. Judge Pillay spoke passionately about global human rights issues and the challenges confronted by the United Nations.”

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Reflections: Personal Development and Growth Self-development is one of our four pillars. In response to our question on how students feel they have changed within the year, the following themes emerged from their reflections: confidence, ignition and activation, mindshift, transformation and growth, a shared journey and triumph over adversity.

BUILDING BLOCKS OF CONFIDENCE When students talk about the personal development they experienced during the year, many refer to a growth in confidence. Lorene says, “I have definitely gained more confidence in my abilities. Through the constant support and encouragement of those around me, I have come to really appreciate who I am and what I have achieved and continue to achieve. I now use my achievements to further motivate myself to do better, to reach higher heights and to encourage others that the same is possible.”

Nthabiseng expressed, “I am now able to stand up for what I believe in and most importantly I am fearless. I am able to glow with confidence in all that I do in my residence and in my community.”

In order to exhibit confidence in practise, you need to practice your confidence. Jade explains, “I take more opportunities now due to my increase in confidence. I engage with people all the time and find myself falling in love with making a change in the world. I have started to develop my own community projects in the town I live in, with the help of some of the like-minded people I have come to meet through my new attitude.”

IGNITION AND ACTIVATION Participants describe a desire to involve themselves more as a result of personal development. Keegan stated, “when I was invited to join the ELP programme, this was the spark I required. I have found myself taking up bigger leadership responsibilities.” Khaliphile agrees, “being part of the ELP group has reignited many flames that I thought had died out. I am growing into my own skin and stepping out of my comfort zone on so many levels.”

To continue the metaphor, a slow burning focus sustains the fire. Ignition and Activation is a process rather than event. Qhawe highlights tools that assisted him with this

MINDSHIFT/THINKING FOR CHANGE! Mindset adjustment is a key outcome of our programmes. To be effective change agents, leaders cannot be obsessed with and wallow in problems.

Project development highlights the importance of thorough analysis of the challenge. However, students are cautioned to not get stuck in the “why nots”, but to get stuck into the “how”. They need to free themselves from limiting beliefs and nudge themselves out of selfindulgent endless debate around “the issues”. After all, we do want them to be “big dreaming doers.”

Refreshing your mindset means to confirm what was already there or to embrace changing your mind.

Masakhane demonstrates the refreshment of his mindset: “Through ELP I was able to confirm my purpose – both within my career choice and service. I am now able to apply this knowledge in my everyday life.”

Lukhanyiso stated that, “this programme has changed the way I think and view the world, I am now able to turn problems into opportunities, by being innovative and critical thinking.” Felicia prioritises solution seeking.

“My mindset has changed from just looking at the negative and seeing problems to immediately thinking about solutions that could improve the situation.”

Edwin describes how a mindshift change has consequences. “Since I joined ELP 2014, there has been immensely great change in my life. The ELP training has helped me to improve in my area of challenge and has provided me alternative ways of looking at issues.” It is important for students that when they explore their “areas of challenge”, that this is conducted without judgement. They need to do so without losing sight of their strengths. Rather they should leverage these strengths in addressing these areas. Sessions such as Equipping for Greatness and Everyday Creativity reinforce reframing failure and the importance of honest mistakes as an investment in learning.

Students are cautioned not to rush to judgement – both of themselves and others. Lee demonstrates, “the most

Confidence comes from recognition of and appreciation for your worth. Cynthia Mdluli identifies results of her growth in confidence, “compared to the beginning of the year, I am not as easily intimidated by people as I used to be. I have learnt to realise that we all bring something to the table. I am just as important and worthy as anybody else and I don’t need to shrink myself to make other people feel less intimidated either.

I have developed a mentality of wanting excellence.

Not just academically but in my relationships and in my encounters with people.”

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process. “Writing my mission statement made me think about the things that really matter to me. It reminds me not to take things for granted and to not let life derail me from the things that are important to me.” Naushina described how she will weave this focus into her life. “I have identified new strengths in myself that will help me achieve the goals that I want to achieve. I am letting my leader out of its shell since I am infused with ideas on starting my own projects and issues that I want to highlight in my post-grad studies.”

CSSS Leadership & Social Responsibilty Yearbook 2014

important lesson that I have learned, is how important it is to view every situation through the eyes of another before passing judgement.” Tinashe agrees, “I am now more responsive to the needs of others and I try to see things from their perspective, bearing in mind their circumstances.” Courtney describes the benefits of

relinquishing judgement and embracing trust. “ELP has taught me that being a leader does not mean that all the responsibility lies on my shoulders; however, I have learnt that being a leader means that you can assign jobs to people according to their strength and TRUST that they will do their job to the best of their abilities.”

Yandisa noted that the programme “…provided a space for me to have confidence in my abilities without fear of failure.” Masakhane: “As a positive support structure, ELP was motivating and inspiring. ELP is a place where your best interest is taken into account, where you receive support and encouragement, your thinking is stretched and you are challenged.” Yandisa describes how the process of growth is a lifelong journey. “ELP increased my self-awareness about my abilities, strengths and also areas that still need development.” Naushina commented, “I love the openness of the spaces that were created by ELP, spaces where we could converse freely, share our encounters and experiences without fear of judgment and freedom to question that which we did not understand. I am stronger. I am wiser.”

It is recognised that our participants enter the programme with a wealth of experience that will impact the leadership development of themselves, their class members and us as facilitators. Our process is one of creating new knowledge as well as reconnecting with insights already learned.

Masixole and Ndimphiwe reflect on how a fresh mindset affects their influence. Masixole says, “I am reminded of the importance of being self-reflective and being aware

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of how my behaviour directly or indirectly influences the people around me.” Ndimphiwe concurs, “there has been a positive change in my mind-set, and also the level of consciousness of my actions and how it might influence others.”

They each echo the other’s words when describing how this influence permeates different aspects of their lives. Masixole: “The programme brought about a paradigm shift in my thinking. I can confidently assert that there has been a tremendous change in my academic, social and personal relations.” Ndimphiwe: “I feel equipped with not only education to compete in the work place, but the wisdom to tackle and manage everyday situations and continue developing myself as an individual.”

In a number of cases, students agree on how the shift has spilled over into their academics. Andre describes, “thinking back to last year I found that my goals are clearer to me. I believe I have become more focussed on my academic achievements yet in the same breath, I maintain a healthy social life to compliment the studies.

I believe I assessed what was important to me and worked towards spending all my energies in the pursuit of what I deemed important to my development.”

Yandisa talks of how ELP allowed him to “...shift from focusing only on theoretical knowledge to practical knowledge, “the know how.”

A SHARED JOURNEY Personal growth is occurring for like-minded and supportive individuals in a safe space for support and vulnerability. Naushina describes an outcome of their shared journey. “I have met people that I can call friends, people I feel comfortable approaching with an idea knowing that they will provide support, resources, advice, time to lend a helping hand. The relationships which I have developed with everyone, is precious and I hold it dear to my heart.”

Babalwa describes her experience of her peers: “Through ELP I was exposed to great leaders no different from myself. People who are students just like me, doing extra-ordinary things. I started believing in myself.” How people relate to each other in the class is transferred to different contexts, as described by Franklene. “Reflecting on the journey, I could truly say I am more of a role model to others and have come a long way, I have moved from being independent to interdependent.” Victor summarises: “I love the kind of leader I am becoming, a leader who wants to see others succeed and contribute in the lives of others.”

UNDERSTANDING MYSELF, UNDERSTANDING OTHERS, ACROSS DIFFERENCE The graduate attributes include the ability to engage across difference. Lwandile demonstrates this attribute, “the ability to interact TRANSFORMATION AND GROWTH with people of different backgrounds, “I love the kind of leader Self-development has led our students different cultures and different I am becoming, a leader to experience transformation and ethnic groups is key to establishing who wants to see others growth.

Daniel described this relationships. Relationships in turn are succeed and contribute in process. “My thinking has changed important in building networks and the lives of others.” from perceiving things in set ways in turn this aspect has an impact on to opening up and embracing the personal growth. It also has an impact ~Victor change from different ideas and on working towards building a better experiences. My behaviour has society where diversity is appreciated transformed from being completely introverted to and a society where the principle of unity and that of engaging productively with others. I definitely feel I’m ubuntu is valued.” becoming not only a productive member of society but also a successful leader.”

Melezwa feels that she has become more accepting of difference. “I have learnt how to tolerate others and Transformation and growth does not happen magically, to listen more than talk as others experiences are of but the process demands work as described by Lwandile, as much value as mine. Thanks to ELP the process of “after developing a mission statement and setting becoming the leader I aspire to be has a firm base.” personal goals I devised strategies to get in touch with myself and conducted introspection as to what Snalo reflected: “I also discovered how different everyone my personal desires, goals and ambitions are. None of was, yet our energies connected in such a powerful way this can be achieved without reflection. I am proud to that surpassed all differences amongst us.” say that to a certain extent, compared to where I was, I have grown in this regard.” He also demonstrates a Values, accountability and consistency are necessary framework of application – how he utilised specific yard sticks for our actions. Li’Tsaonelo reflected: lessons, class activities and methodologies in his growth “I feel more in-tune with my values; I am not afraid journey. to air my views, especially in cases where I feel it is absolutely necessary. Within me, there is a strong Ryan shares his framework of application, “my journey sense of accountability and constantly being critical of with ELP has allowed me to formulate my own definition my actions, decisions and thoughts.” Cynthia Mdluli of leadership based on my past experiences and relate stresses consistency: “I learnt from the programme that it to my life. I now think long term and have developed being consistent with your actions, doing what you said the habit of first making likely scenarios before taking you will do and following through with your ideas are any course of action.” very important aspects every leader should possess.”

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CSSS Leadership and Social Responsibility Yearbook 2014

TRIUMPH OVER ADVERSITY Courtney lives her leadership development by demonstrating triumph over adversity. The journey finds expression in her story. “This year my eye sight had become very bad, I struggled at campus, with the work load, with myself, having to accept the fact that if I don’t go for an operation at the end of this year, that I’ll not be able to see. It was tough most days to just allow myself to be happy with life. But every session with my ELP family helped me, without them knowing, they saved my life. This changed my way of thinking about my disability. Yes, it is still tough to deal with, but now I see it as an opportunity to help more people. I have just been helping students at schools. Now I can confidently go to disability units and speak to anyone about how to love yourself after learning about your disability and loving yourself through your disability.”

CSSS Leadership and Social Responsibility Yearbook 2014

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Reflections: Practising Leadership Context is crucial for leadership development. One of the criteria for our selection process is active participation in an organisation. One cannot say that you are passionate about leadership and not be involved in practising leadership. The students’ site of practise provides a space for application, a source of reflection and best practise that informs peer learning. Further, a ripple effect is created and the benefits of the programme extend beyond the number of class participants. Reach is extended as experiences are brought into the class and class learning is taken out into contexts. Action learning is integral to our leadership development model.

Results are manifested and are encouraging. Eden shares, “ELP has shown me how to become an effective leader. I also came to realise that I’m making better choices for my organisation and this is evident in the growth and strength that my organisation has reached.”

Participants also realise that their actions, no matter how small they may seem, can have far-reaching effect and consequences. Courtney states, “I use what I have learnt to better society as a whole.”

Impact and contribution is multifaceted as learning reaches not only the formal organisational settings, but also informal contexts, as described by Daniel. “I practice my leadership skills I have learned from the ELP in every aspect of my life, from home to friends and social occasions.” Eden agrees, “my leadership skills are tested on different levels within different settings.”

IT STARTS WITH ME AND THEN EXTENDS TO OTHERS As personal development takes place, so does the realisation of the participant’s space in the world and their role as a change agent is roused. Mthobeli explains, “ALP and ELP has enlightened me to be able to look BUILDING ORGANISATIONS, BUILDING PEOPLE at other aspects and fields where I can As personal development takes practice leadership.” Franklene agrees, place, so does the urge to develop “I use what I have learnt “I use the lessons from ELP as a guide others. In the process of leadership to better society as a for personal growth and synergy with and organisational change and whole.” different diverse groups.” development, the individuals that are led take centre stage. Ryan describes ~Courtney Confidence plays an important role in this. “I feel that what I have taken to reaching out to these groups. Keegan heart from most from the ELP sessions describes, “ELP provided me with the courage to tackle is how to build another’s confidence by motivating leadership, and awakened my conscious to get involved.” them and being an example they could look up to.”

Charnelle elaborates that the programme was not only a Participants such as Lorene take delight in this process. process for her to internalise various aspects of her own “My special highlight in my leadership journey this year leadership skills, but also to externalise and apply these would definitely be those instances in which my mentees skills within the different organisations in which she is shared what a great impact I have had in their lives and involved. how I really made it easier for them to get through their first year of varsity.”

IMPARTING INSPIRATION Building people means imparting not only skills, knowledge and guidance, but also by living inspiration.

Felicia says, “I exert my influence by motivating the rest of the group to stay motivated and to be creative.”

Courtney speaks of how she shared the knowledge gained with others, specifically, “on how to lead and not dictate, and on how to use your resources effectively.”

SKILLS DEVELOPED AND APPLIED Students mentioned various specific skills utilised in building sustainable support networks and that benefit their work within various settings. Eden highlights one of the most important and sometimes the most elusive.

“I have learned that communication is key, especially when working within a team.” Andre elaborates on effective communication. “I feel I’ve developed as an individual. I’ve learned the value of listening and effective communication, a degree of confidence in public speaking and an improvement in organisational skills to name a few. I believe these new found skills acquired, help me in my leadership abilities in terms of reaching out to members on a personal and professional level.”

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Lwandile says, “reflecting back to where I was last year, I am proud to say that I have undergone some tremendous changes in terms of personal growth, interaction skills, and functioning in a team. I have also developed conflict management skills and most importantly I have learnt to appreciate diversity.” Practical project skills are necessary to translate vision into action. Edwin was able to use skills learnt around planning within his area of service, “without effective planning, mentoring first year students would be difficult.”

The development and application of skills is the platform for spring-boarding. Kulani has used skills such as conflict resolution and creativity in tackling the challenges he faced as a corridor rep and turned this into learning opportunities from which he grows his capacity: “From being a corridor rep, I am now in the House Committee of Cassinga, where I am the Chairperson.”

SPECIFIC CLASSES MENTIONED In many instances students related the development of skills to specific classes. This helps us in assessing value especially when participants’ reflections echo the desired outcomes from our formal sessions. Cynthia Mdluli states how applying everyday creativity to solving problems and addressing issues at first seemed impossible to do.

However, “with practice and taking it one step at a time, it is starting to become easier.”

Fatima referenced two classes. “ELP especially helps with managing people and delegating and assigning tasks to members in a group, based on their strengths. It also helped in conflict resolution and the ability to see a problem from someone else’s perspective.”

Charnelle and others referenced an entrepreneurial approach to problem solving and a positive mindset.

“The ELP Programme has really taught me to be creative when addressing challenges and to look at them from different levels and different perspectives.” Our sessions on everyday creativity and equipping for greatness target these competencies. Qhawe echoes the power of an entrepreneurial attitude combined with practical project skills. “The biggest change I have noticed in myself is, I don’t take things for granted. I am more self-motivated.

My planning and organisation skills have improved and I always try to find a positive in all negative situations.”

Sites can be demanding, roles can be conflicting and participants need to balance, prioritise and manage.

Kuhle: “From the lessons we have had in the ELP classes I have learnt to manage and leverage my time effectively amongst my responsibilities and I am also able to prioritise the tasks at hand.”

Personal change is often linked to a change in team dynamic, leading to more effective work. Lee describes this occurrence. “The leadership classes have helped a lot in managing myself first of all, as well as others in the groups that I am and have been involved in over the course of this year.“ Melezwa echoes, “my position has become so much easier compared to last year because I am aware of the beauty of team work. We are not in competition with our own team but rather we must

build each other up.”

Some have expectations of difficulty in group work, based on past experience and disappointment. Students are encouraged to see teamwork not as a problem, but as a source of enrichment. Victor: “I really think ALP has taught me to trust others with my projects, as I always thought I am the only one who can execute the idea successfully.” Eden: “I’ve learned that delegation is vital.

Get to know the people that you work with.”

BEYOND POSITIONAL LEADERSHIP Leading structures, organisations and groups must come from different directions, not only from the top down.

We caution participants from over-identifying with the leader “from the front” stance. Leadership must be encouraged to permeate all levels of the organisation.

Cynthia Mdluli agrees, “although I have a few titles, I have come to realise that I do not want to lead from the front. I find myself leading within a group, motivating people, especially in a project, to work harder, including myself, so that we can all reach a common goal.”

Jean-Pierre also highlights leading from where you are.

“I have learned that it is not always necessary to lead from the front, but sometimes it is important to be a support system for others in their quest to become better leaders.” This leads to regeneration of leadership and building not a clique of elite leaders, but a generation of empowered and active citizens.

Charnelle concludes, “special highlights in my leadership skills for this year was building support networks with my fellow students within ELP, but also through ELP. The programme gave me a space where I could develop various skills for me to be confident enough to go out and approach people to enable me to be productive in the different organisations.”

Building sustainable support networks, a pillar of LSR leadership, takes a life of its own. It is built and modelled in class, but spreads to organisations and wider. It is more than a skill, a tool and a resource. In leadership development, it is an invisible facilitator.

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Reflections: Social Responsibility LSR recognises that social responsibility is both a vehicle for and source of leadership development.

Leadership students need to be linked to appropriate social responsibility projects and those embarking on social responsibility projects experience leadership development. A framework is needed to help students engaged in social responsibility, to help them realise and distil the leadership lessons embedded in the process.

Participants need to have a site of practise where their leadership learning takes application and they bring their experience into the sessions for reflection and sharing their insights with their peers.

For those that need to step up to the next level of leadership responsibility as project leaders, we provide a safe space for some of our leadership students to undertake project conceptualisation, planning and implementation. Within this development, we nurture relationships with students whilst they are practising leadership. We get to know them better and this forum provides an effective space for role-modelling. Those who aspire to executive leadership of organisational structures, are provided with an accessible entry point for “cutting their teeth”. They are closely guided and mentored through the process.

UWC Graduate Attributes are developed through the process of social responsibility. Participants recognise this relationship and have highlighted the expression of these attributes in their reflections below.

GRADUATE ATTRIBUTE 1 Scholarship: a critical attitude towards knowledge Participants recognise that social responsibility contextualises knowledge within our rapidly changing communities. Yandisa noted, “for me social development and responsibility is very important and should not be overlooked by the higher institutions of learning and the students themselves. Social responsibility links theoretical knowledge with the community context.

If that theoretical knowledge is not applied in my community to change it, then it is irrelevant and useless.

Social responsibility should in fact be compulsory for every student at university. We talk so much about social change in theory but change will come when we apply our knowledge to ourselves and to our communities.”

emphasise the importance of agency and they feel compelled to contribute. “I cannot be an effective leader if I am not making a difference in my community and in people’s lives,” says Fatima. Eden echoes this sentiment, “as a leader with possibilities and opportunities, I feel that I have the responsibility to give back to not just my own but all possible communities.”

Students acknowledge how privileged they are as participants in the tertiary education space whilst many in South Africa and the world struggle with literacy. With this comes the realisation of the efforts of others within their community that contributed to their development and it becomes part of their path to uplifting communities that supported them. Cynthia Mdluli expresses this realisation, “it comes back to the saying, “Umuntu Ngumuntu Ngabantu” the spirit of Ubuntu; I am me because you are who you are. I wouldn’t be in the position that I am today if it wasn’t for the help that I received from other people, not because they had to, but because they want to.” Khanyisa believes that “there is no leader without the support of the community.”

The process of engaging in social good is a mutually beneficial process. Yandisa observes, “as I apply myself or impart my knowledge and skills to the community, the community impacts my growth and enables me to be a better leader.”

Investment into social justice and care has impact beyond the tangible act or project. Fatima states that, “a leader must always strive to lend a helping hand and to fight for those who need help. A small act of kindness can have as large an impact as the largest most extravagant gesture.” Li’Tsaonelo agrees, “each and every contribution, irrespective of how small, can mean the entire world to someone.”

GRADUATE ATTRIBUTE 3 Social Responsibility impacts the personal Lifelong Learning journey of participants. The follow quotations from Lwandile and Masakhane highlight their understanding that their place in the world is not limited to themselves. Masakhane says, “social responsibility plays a vital role in my leadership development and life journey, because it keeps me humbled as a person and I feel connected to people.” Lwandile describes Translating learning into the knowledge and action that further, “the activities that I engage in include reaching transforms, is not an easy process out to the less privileged. I also fall and practise strengthens this ability.

“For me social development within that category. I am, however, Tshireletso reflects, “the role that I influential in the sense that youth look feel social responsibility plays in my and responsibility is very up to me for having overcome similar leadership development is the skill of important.” circumstances that they face.” understanding that things are not easy ~Yandisa when we have to apply them, actually OVERARCHING SKILLS they require more effort.”

Social Responsibility is built on a foundation of social awareness and activity. Masixole GRADUATE ATTRIBUTE 2 reminds us that these activities are important and UWC graduates should be engaged, committed and should have impact. “Social responsibility helps people accountable agents of social good. In sessions, we who grapple with a plethora of social and economic

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challenges. These activities are vital because, to a certain degree, they can be the antidote to social ills that societies are engulfed with.”

“It is important that students are not only aware of the importance of being socially active, but also maintaining high standards and quality of involvement. Kuhle expresses, “I am motivated as a leader to strive to deliver the best of service to those I’m leading and this has improved the way I work with people.”

Participants mentioned the growth and development of the overarching skills of critical and relevant literacy and interpersonal skills, flexibility and confidence to engage across difference.

Social Responsibility involvement requires effective application of knowledge in a range of contexts. Lorene believes that exposure to the needs of the community enables her to see where and how she can contribute.

Creativity and planning is needed to build and implement sustainable solutions to the problems we encounter.

Tshireletso says, “I think creativity is good because it helps to develop a clear structure of what needs to be done in the mind first. Thereafter is easy to plan the practical work appropriately.”

Relating to the people you are working with requires emotional insight and self-awareness. Khanyisa notes that this process revealed her weak and strong points and allowed her to assess her level of leadership. Other personal skills that were highlighted were patience, empathy and communicating effectively with people from diverse backgrounds.

Achieving balance amidst the onslaught of demands requires prioritising commitments and planning time accordingly. Lwandile said, ”I have grown to be an allrounder and the fundamental values of discipline and maintaining a clear vision keep me focused and inspired. I have maintained a good balance between my leadership, social responsibility, entrepreneurial endeavours and my academics.” The growth and enjoyment students experience makes the process even sweeter. Cynthia Mdluli felt that social responsibility developed her selfconfidence and self-worth. “The more good I do for my community, the more I feel like I am somebody. I am worthy and I am making a difference.” Naushina sums it up, “I love being a part of social change.”

NDIMPHIWE Social responsibility gives leaders a chance to give back to the people around them and to share the values they embody. It is a way of connecting leaders to the broader community and a stance to acknowledge and remember where they come from. Through social responsibility another leader might surface and be inspired by the acts of those who come before them. Creating positive social change means touching one community at a time and helping good things reach a lot of people.

Organisations The list below shows the diverse range of organisations the current Leadership cohort participate in. These include academic organisations, religious organisations, sports and cultural organisations. The number in brackets indicates the number of students belonging to that organisation.

ABSIP Associates for Black Securities and Investments Professionals (2), Achievers Elevation Foundation (2), Burden Free Generation, CAC Youth Awareness Programme, CIMA Global Business Challenge, Educo Africa, Enactus (3), Fasken Matineau Winter Vacation Programme, Gender Equity Unit, Golden Key International Honour Society (2), Hope for Africa Initiative, House Committee (3), Iliso Care society, Imbewu, Institute for Justice and Reconciliation, International Mathematics Olympiad, Langa Advice Office, Law Top Achievers project, MUTE, National Electoral Commission Youth Summit, Pascap Trust, PMP (5), PriceWaterHouseCoopers Tax vacation programme, RAG (8), Reading and Writing Solutions, Religious Organisations, SAWIP, Sihambela Phambili, Sports organisations, Street Law (3), Students for Law and Social Justice (SLSJ) (2), The House of Love and Music, Ubuntu Baby House, UNASA –UWC, Volunteers Direct, Vutivi (Knowledge), Young African Leaders Initiative, Young People at Work.

Programmes and Projects Our students have indicated that they have been involved in initiatives, programmes and projects that exercise their social responsibility, as below.

The Ark Programme (7), Ashley Kriel Youth Leadership Development Programme (5), blanket and book distribution. Burden Free Generation -Mfuleni High School: peer mentoring, career guidance, fundraising, community garden project (2), Children’s Holiday programme (5), (5), class rep, conducted life skills training sessions (7), creative arts projects (2), Eco Energy project (2), EEE Transformer, Election observer, internships – law, leagal aid advisory services (4) Mandela Week Activities(3),medical and health screening community project Merweville Outreach, Miracle Kids: Volunteer, NBT Invigilator, neighbourhood watch, Peer Facilitator (2), reading project, Religious outreaches (1), school revitalisation project, Street Law-Pollsmoor Prison: Juvenile Education (3), tutoring (7), TV presenter: Cape Town TV, Umephi Childrens Home, recycling project – Graskop community

Second Annual Alumni Reconnection Event WHY IS IT IMPORTANT? We are privileged that many of our students remain connected to the department beyond the completion of their formal programme. Our students keep in touch by visiting, writing to us, posting on our facebook page and best of all, offering their services. LSR hosted its second annual Alumni Reconnection event for ELP and ALP graduates on the 20 September 2014. The aim of the event is to provide a forum for programme alumni to reconnect with each other, the department and their leadership journey.

The theme of the day was ‘Celebrating your Leadership Journey’ with the aim of encouraging alumni to reflect on their personal journey and celebrate their successes. The programme was conceptualised and planned by alumni,

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Juanitill Pettus and Semone Ownhouse. Four graduates were given the opportunity to speak about a specific theme that has helped them in their current context.

Delphino Machikicho shared how the theme Vision and Mission informs his decisions and how he chooses to live on a daily basis. Delphino is passionate about Africa and desires to contribute towards making the continent a main player in the world economy. He has a keen interest in agriculture.

Nasheeta Adams spoke about Motivation and how this theme has helped her to overcome challenges she experienced during her graduate programme. She has since completed her Masters in Industrial Psychology, passed her board exams and she is in the last stages

CSSS Leadership and Social Responsibility Yearbook 2014

of registering as a Industrial Psychologist. Nasheeta has discovered the art of being bullet proof instead of “..constantly trying to dodge the bullets that life aims at you.”

Semone Ownhouse presented Aiming High – how this theme helps us set goals and urges us to constantly push beyond boundaries. She gave practical tools to set goals in a clear and deliberate manner and how to go about achieving them. She introduced the idea that we should focus on our behaviour because this is what will ultimately determine our success.

Juanitill Pettus wrapped up the session with Everyday Creativity. This concept brought home the idea of seeing every act as a creative one and not limiting creativity to

an artistic talent. She described how she has applied this theme to her everyday life and how it has helped her navigate through the often very unpredictable realities of life. Using everyday creativity allowed her to appreciate the fact that life does not move in a straight line. It inspires attitude to not only deal with the curves and sharp turns, but also to appreciate them.

An important part of the event was allowing alumni the opportunity to engage with the different themes and to see how it is applicable to their current situations.

It created a space for like-minded individuals to share their experiences and appreciate the leadership journey together.

Aim High! Be inspired! Take action!

IF YOU ARE POSITIVE, YOU WILL NEVER HAVE A BAD DAY. Don’t focus on the goal, focus on your behaviour.

MAKE AN IMPACT WITH YOUR WORDS AND YOUR ACTIONS. Business should be about adding value to people’s lives.

Share your story of success in order to inspire other young people and help them to have hope for their future.

WORK TOWARDS YOUR DREAMS! DISCIPLINE IS KEY. Decide to be positive.

Mission + Vision = direction for success.

DON’T JUST THINK BIG. DO BIG. Positivity comes from loving yourself.

So much fun to see everyone again #happyplace.

SUCCESS HAS NOTHING TO DO WITH SPEED, BUT MUCH TO DO WITH DIRECTION. Aspire to your goals to inspire others.

DON’T SELL YOURSELF SHORT EVEN IF YOU ARE SHORT.

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Words from the Future The following messages are offered by alumni of the Emerging and Advanced Leaders Programme: LAMEEZ ISAACS About me: I am a final year BEd student, looking forward to pursuing my passion of being an educator next year.

I am a student assistant at LSR and I am also involved in RAG and Enactus (which is located in this office) and also participated in the Summit Seekers Programme. I was a Peer Facilitator during the UWC Orientation period and I am currently the Education and Literacy Director for Golden Key - UWC. In my downtime, I enjoy scrapbooking, photography, volunteering and spending time with my family and friends.

My Message: Although people always say you determine where you are going, I firmly believe that the people you have on your journey can really be the deciding factor.

You don’t need people who are constantly bringing you down to make themselves feel better. Cut them loose!

Appreciate the people who are always there for you, the people always on the side lines cheering you on, even when you are currently in last place. Surround yourself with like-minded people, but do not conform. Find friends who enjoy healthy competition, the kind who are pulling you along with them to the finish line. It takes too much energy to force relationships, be with people who love you for you. Never forget how you got where you are and never forget your God in everything you do!

Today I always feel immense joy to know that both of these programmes still give keys to young leaders, and afford them the opportunity to prosper, to make a difference, both in their lives and in their communities.

I have attained a B.A. and M.A (history and anthropology) at UWC. For this year I am a PhD candidate (Interdisciplinary Social Studies), at the Makerere Institute of Social Research (MISR), Uganda, Kampala. Presently I am in Senegal, Dakar, reading archives at the Council for the Development of Social Sciences Research in Africa (Codesria) for my PhD dissertation.

My message: Life in South Africa has shown me that there is a need for me as a social leader to contribute towards the development of our people, and I have chosen to do that through research, teaching and innovation. In 2010 I volunteered for a cultural exchange programme in Mozambique, where I spent six months learning the culture and life of other Africans. This journey inspired a lot of what I am doing today and of the future I want to build. Social responsibility is important in any democracy!

Life always calls us into new demands, new commitments, new responsibilities, the necessary response is that we move along, open a dialogue with these, with the hope that the future is full of new possibilities.

We shall all endure!!!

LUNGANI MONDLEKI About me: I am a 2012 UWC LLB Graduate. I completed School for Legal Practice at UCT in December 2012. I am currently doing my articles at Legal Aid South Africa Athlone Justice Centre. I do mostly criminal litigation. I serve people who can’t afford legal service. I enjoy my work even though there are challenges sometimes. I like wearing the gown and going to court. I enjoy litigation. I feel good when I won a case. I feel sad when I lost a case.

Some cases you win and some you lose. I feel better when I get a good sentence for my client.

NASHEETA ADAMS About me: I am one of the first breeds of ELP. Once I had a taste of it, I was hooked which led me to be part of the ALP. I am grateful for this dynamic like-minded beings that I have found a home and solace in. I completed my Masters in Industrial Psychology at UWC fulltime whilst working, subsequently wrote my board exam with the HPCSA and I am awaiting registration. I started at Old Mutual on the Graduate Recruitment Programme, where I completed my internship. I am now permanently employed as an HR Consultant, building up my experience.

My message: First and most importantly I would like to take this opportunity to wish all the ELP and ALP students best wishes for the upcoming exams. Study hard, focus, go through past papers and stop partying at this time.

I would like to thank the ELP and ALP programme for helping me remain strong in order to realise that my dream can come true. Thanks to the programme, I use my skills in time management and team work in my working environment.

My message: To the current ELP and ALP students, you have now joined a family, with confidants and a support structure for life, where you will always have a safe place.

My message to you is to always persevere, continue striving and when things get tough, remember the end goal. What often happens is that we tend to quit before the blessing. Ultimately, the harder one strives for an achievement, the sweeter the success you experience.

Do not try to fit in, as you were born to stand out. Do not miss your invitation to your life’s purpose. You as leaders were born to lead. You are not here by sheer chance or a stroke of luck. You had a vision and you are studying toward actualising it. Stay focused, stay determined and lead as it is your God-given right to SHINE and SPARKLE.

Ayanda Nombila About me: I joined a group of students for the very first ELP; then went on to the ALP. We were the pioneers!

Do not let your past predict or determine where your road may lead. Look at me, I am a first generation Masters graduate within my family. This happened through the

I urge you to keep the knowledge that you acquire in the programmes close and use it as a tool to make change in your community.

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grace of God and because I have a goal and a vision. It is about lighting the pathway for those to follow and for them to see that anything is possible, if you are determined and you set your mind to it.

Life is about adapting and rising to the occasion. Not all occasions will be glamorous. Learn to jump over each obstacle. We are all travelers on this journey striving to create a life of purpose and of success.

With Love and Light Stay Sparkling!

Nozibuse Matwa About me: In April I graduated for my second degree in B.Soc.Sc (Human and Societal Dynamics) which I am very grateful to have obtained. I recently relocated to Cape Town and started a new job at the Centre for Student Support Services (CSSS), as a facilitator in the ‘Office for Students with Disabilities’ (OSWD).

I am involved in a community organization (TLC) which focuses on providing life skills to children. Before I came back to Cape Town, I was involved in the Community Sports Council where I served in the Basketball Executive Committee teaching teenagers how to play basketball

and how they can use sports to overcome some of their challenges. I am challenging you! If you have not done anything, do something to help someone in need.

My Message: It is an honour and a privilege to be part of the programme, so consider yourself blessed and fortunate to form part of such a great platform to develop yourself, leadership skills and enhance your critical thinking abilities. This programme will definitely have an impact on how you approach and look at the world as a whole. My advice to you is take it all in, think and act on it and become the change agent in your field.

ELP/ALP class will open doors for you to network and meet new people. It also presents opportunities to engage in dialogues and projects that can potentially change our country and the global community for the better. One of my highlights was to attend the New Hope Summit in which I got to engage with the Deputy Minister of Higher Education, the Western Cape Premier and other students from UCT and Stellenbosch. That made me look at my surroundings differently and challenged me to do more, not just for myself, but for our country as a whole, particularly in terms of our education system and other social issues which I am very passionate about.

CSSS Leadership and Social Responsibility Yearbook 2014

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ZUKISA, “I CAN NOW CONTRIBUTE TO LOOKING AFTER ENVIRONMENT AND CREATING AWARENESS.”

Geraldine,“compared to last year I have grown exceptionally in leadership abilities.”

PIWOKUHLE,“I’VE LEARNED TO SPEAK LESS AND BE MORE ACTION ORIENTATED.”

Lerato, “it’s not about what I can get from people but rather what I can give.”

Olabode, “achieving greatness requires a great mind.”

NONKULULEKO, “I NOW HAVE AN IDEA OF HOW TO BE A GLOBAL CITIZEN.”

Tumiso, “I am now more interactive and helpful towards others.”

Kene, “the programme was a battery recharging experience for me.”

Rosemary, “one thing I have learned is to benefit the community.”

BONGOLWETHU, “MAKING MY COMMUNITY A BETTER PLACE.”

EZIHE, “LEADERSHIP INVOLVES SERVICE TO OTHER PEOPLE.”

Andrea, “ELP has changed my thinking and behaviour towards situations.”

Thozama, “I have become committed to leading and creating spaces.”

Clasper,”I am Optimistic about my future, and my optimism of the future is more vital than the interlude of my past.”

TSEPHO, “MY WORLDVIEW HAS CHANGED - I NOW SEE THE WORLD DIFFERENTLY.”

Robyn, “I have a deeper sense of maturity in how I think and respond to situations.”

Vusumzi, “Most of all, I have got to know my inner self.”

Simbongile, “Face obstacles head on. In struggle there is always a lesson to be learnt.”

ANDIPHE, “YOU REACH THE TOP OF THE MOUNTAIN

BY CLIMBING WITH DETERMINATION, DEDICATION, WILLINGNESS, HARD WORK AND GREAT EFFORT.”

LEADERSHIP AND SOCIAL RESPONSIBILITY

YEAR BOOK 2014

CONTACT US Visit: Leadership & Social Responsibility Office, Student Centre, 3rd Floor, University of the Western Cape Online: www.uwc.ac.za/Students/SD/CSSS Facebook: www.facebook.com/LSRatUWC Email: csss@uwc.ac.za Phone: 021 959 2299 or 021 959 2047

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