2023 Leadership Retreat and - Service

AMDG
St George’s College Far & Wide

L6 Retreat & Leadership Camp Zimbabwe
2023
NAME:
Safety and Responsibility
You will be given activity-specific safety briefings before each activity. However, being
a leadership programme, you are expected to behave responsibly at all times, and to
look after yourself and your teammates. Get with a buddy and know at all times where
your buddy is.
A lot of safety has to do with common sense but some specific rules:
*When in a group, always keep together.

*In an emergency stay where you are and sound the emergency whistle.
*Protect yourself from the sun by wearing hats, sunscreen.
*Drink water often.
*Never go near the edge of cliffs or waterfalls to get a better view.
*Stand still and back away slowly from all wildlife.
*Do not camp near rivers in case of flash floods.
*Do not camp on exposed ridges, trees or in the open if there is the chance of
lightning. If walking in an exposed area and a storm approaches quickly move to lower
ground and wait for the storm to pass before continuing.
*In misty conditions wait for the mist to clear unless you are certain you are on the right
trail.
*Stay on the trail at all times.
*Swimming: *Do not swim at night.
*Always swim with friends.
*Do not dive or jump into rivers even if it looks deep.
*If you cannot swim stay well away from the river’s edge.
*Cross rivers carefully at designated crossing places and never when in flood.
*Use stoves with extreme care. Refill fuel only when burner is cold (adding fuel to a
hot burner can cause an explosion and fire and is very dangerous). Always completely
empty burner when finished cooking and pack it away in plastic bag.
1
Turaco Trail Expedition
CAMPING FOOD AND CARE OF EQUIPMENT. READ CAREFULLY
Packs are for eight people and contain two lunches, two suppers, and two breakfasts.
Divide up food into the meals and share out so that each person carries a couple of
meals – know who has what.
Be careful that bread does not get squashed & lids of containers (milk powder,
margarine, sugar, tea, peanut butter, salt and especially meths bottle/stove burner) do
not ‘leak’.
Rubbish – ‘keeping the wilderness wild’
Put ALL clean rubbish in the black bin bag and carry out with you. Clean rubbish
means all tins and paper packets are rinsed so there is no food residue – tins can be
squashed with a rock before putting in bag. Clean rubbish will not attract flies, ants
and wild mice at your next campsite and will not smell whilst you are hiking.
Lunch x2 days
Breakfast x2 days
Supper day 1
Supper day 2
AT THE END OF YOUR EXPEDITION the following is to be checked and handed to your
instructor:
Rucsacs emptied and dusted. DO NOT SIT ON YOUR RUCSACS
Stoves to be spotless and as you found them (make sure each stove has their pot grip
and burners).
1 tin opener, 1 large ladle, 2 sauce containers, three plastic bottles, I margarine tub
and ‘gold mining spade’ to be handed in.
Tents to be checked and handed in with all pegs and tent poles.
Two hiking poles per group are not to be used to hike with but as the supports for the
Twing tents.
ALL EQUIPMENT SIGNED IN AND OUT BY EACH GROUP AND CHECKED FOR DAMAGES –
ANY DAMAGED OR LOST ITEMS WILL BE CHARGED FOR AT REPLACEMENT VALUE.
Look after for your equipment – tents, stoves, rucsacs – Far and Wide supply the best
hiking equipment on the market and this is sourced from Canada, Sweden and South
Africa. DO NOT ABUSE ANY PIECE OF EQUIPMENT.
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page
Contents
What is a Retreat? What are Talking Circles 4
F&W Groups 5
F&W Programme 6
Servant Leadership 8
Jesus as a Leader 14
Reflection/Evaluation 19
Leader or Boss? 20
Leadership Styles 21
Restorative Practices 24
Leadership and Child Protection 26
The Four Pillars of Heroic Leadership 30
Legacy 31
Solo Night 36
SERVICE PROJECTS – The names of the groups 38
Service Groups 39
Service Programme 40
Service Personal Daily Reflection 41
Final Evaluation 42
The Bamboo Story 44
Introduction to Careers 46
Looking Ahead 50
Financial Literacy 52
3
What is a Retreat?
Military imagery: Advance - Retreat:
❖ Stop, Take stock, Re-group, Advance with renewed energy and direction
Spiritual application:
❖ Get away from your usual concerns and distractions.
❖ Be attentive to the voice of God both within and around.
❖ Review what God has done with you so far/is doing in and around you.
❖ Set or re-set life goals from now going forward
Every Retreat has FRUITS and OUTCOMES - Depends on what you put in
❖ Sense of deeper union with God
❖ More at peace and ease with oneself
❖ A clearer vision of where life is going and what I want to do/be
❖ Increased love for God and neighbour
What are Talking Circles?

These are effective communication platforms
They allow honest and open communication in a safe environment
Circles improve our skills of communication: listening and talking
The Facilitator is present only to keep the Group on track

The Group arranges their chairs in a circle, and make themselves comfortable
Someone may hold the “Talking Piece”
You can begin by going around the group introducing yourselves
Agree to keep what is said confidential
A Question or discussion point is read to the group

Only the person holding the Talking Piece may speak and address the
question
Speak honestly and from the heart
Without rushing, say enough; others will also want to speak
The rest of the group listen respectfully and without judgement; keep an open
mind and do not comment
When the first person has said what they wanted to, they pass the Talking Piece
clockwise
The next person may now speak or choose to pass the Talking Piece on to the next person
Before the next discussion point or question is read anyone may ask for the Talking Piece
and say something further
What is said in this circle is confidential and you may not discuss it with anyone else.
This makes the circle a safe space to share feelings.
FAR & WIDE GROUPS 2023
A
1 2 3
4
CHIRUME, Ndavonga
BUNGA, Rebecca MANDUKU, Kimberly
ADAM, Shellin MAKUYANA, Andrea BANDA, Emmanuel
MAANDA, Vimbisodzashe NYIKA, Tinevimbo CHAPONDA, Ethan
NYANGU, Cathrine CHAGONDA, Tawanda CHINYAMAKOBVU, Cephas
CHADO, Kudakwashe CHIMBETETE, Mukudzeishe DAWANYI, Musiwashe
CHIRIGO, Warren CHOTO, Mutsawashe HOFISI, Tadiwa
GWATIDZO, Panashe GWATINETSA, Emmanuel KUNYETU-LAMBERT,
MADZIMURE, Andre KASUMBA, Panashe Mukudzei
MALO, Hero MADZIYIRE, Nigel MAFUWE, Ngonidzashe
MAPIRO, Tadiwa MANDISHAYA, Earl MANDIWONA, Gabriel
MHUKA, Nokutenda MASHINGAIDZE, Nqabizile MATARE, Erick
MUCHADA, Nevio MKONTO, Akatendeka MLAMBO, Chido
MUNASHE, Zerubbabel MUCHATUKWA, Simba MUDHARA, Sean-Perez
MUTANDADZI, Nokutenda MUNDAWARO, Taona MUPANGA, Mutsa
NGOMACHEZA, Adrian MUZADZI, Munashe MUZANAGO, Malcom
NKOMO, Thabiso NGWENDUNA, Hurbert NGWENYA, Thabiso
NYAMANJIWA, Denzel NWAKANMA, Michael NKOMO, Thabiso
SIGAUKE, Dereck NYAZEMA, Mudiwa NYEREYEGONA, Tapiwa
ZVIREVO, Carlton ZHAKATA, Tinaye
B
1 2 3
HALIMANI, Funeka (Fune) HAVADI, Tanatswa KURE, Natalie
MASANGA, Yvette MUGODZA, Rachel MUKUSHI, Joyce
NZIRAMASANGA, Rumbidzai WOOD, Aaliyah NJONGA, Unathi
CHAWANDA, Chikomborero CHENDA, Kudzai CHIKASHA, Rufaro
CHIPARE, Tamuka CHIPUNZA, Tinotenda CHIGWEDERE, Donavan
DIZAWATIZA, Donell FOYA, Munotida CHIPWERE, Chiedza
HUNDA, Tadiwanashe KAMASHO, Jamie KAMUNHU, Tawana
KUVEYA, Tinotenda KUWANA, Kuzivakwashe KANDEMIIRI, Tadiwa
MAGAYA, Takudzwa MAKAMURE, Everson MABIKA, Sean
MANGENA, Takudzwa MANGERA, Safwaan MAKONI, Tawonga
MAWERE, Mufaro MAWONI, Alexander MANGORI, Tanaka
M'LAMBO, Takundiswa MOUAFO-FOTSO, Yves-Landry MAZENGURA, Munashe
MUGAVHA, Shawn MUKANDIONA, Ryan MOYO, Don
MUPEDZISI, Tapiwanashe MUQUPERI, Blessing MUMVUMA, Bradley
MWIPIKENI, Paul NDOROH, Munotida MURISI, Anesu
NHIKA, Taurai NJUNGA, Dion NGIRAZI, Panashe
NWAKANMA, Michael NYAHASHA, Tanaka NYAKACHIRANJE, Kunashe
NYIKAVARANDA, Samuel RAYNARS, Brayden SHENJE, Rufaro
TEKIÉ, Ryaan ZIJENAH, Brian ZULU, Kudzaiishe
TEAM A
TIME GROUP 1 GROUP 2 GROUP 3
Sunday 19 November
5
0.600 – 14.00 Travel
14.00-14.45 Retreat Session 4 Retreat Session 5
14.45 -17.30 F&W Activity F&W Activity
17.30-18.30 SOLO Shower/tidy rooms
18.30-19.30 DINNER
19.30 – 2100 Forum Drum
21.00 – 21.30 Retreat Session 6
Monday 20 November
7.00 – 8.00 BREAKFAST
9.30 – 13.00 F&W Team Building
1300 – 14.00 LUNCH
17.30-18.30 Shower/tidy rooms SOLO
18.30-19.30 DINNER
19.30 – 2100 Forum Drum
Tuesday 21November
1300 – 14.00 LUNCH
17.30-18.30 Shower/tidy rooms SOLO Shower/tidy rooms
18.30-19.30 DINNER DINNER
19.30 – 2100 Drum Forum
Wednessday 22 November
13.00 – 14.00 LUNCH
14.00 - Start Trail at Skydeck
Thur 23 To Bernie’s or Eddie’s
Fri 24 All To Swamp
Sat 25 Far & Wide
13.00 - Pack and travel back
17.00 Arrive at SGC
TEAM B
TIME GROUP 1 GROUP 2 GROUP 3
Sunday 19 November
6
0.600 – 14.00 Travel
14.00 - Start Trail at Skydeck
Mon 20 To Bernie’s or Eddie’s
Tues 21 All To Swamp
Wed 22 Far & Wide
1300 – 14.00 LUNCH
17.30-18.30 SOLO Shower/tidy rooms
18.30-19.30 DINNER
19.30 – 2100 Forum Drum
Thursday 23 November
1300 – 14.00 LUNCH
17.30-18.30 Shower/tidy rooms SOLO
18.30-19.30 DINNER
19.30 – 2100 Forum Drum
Friday 24 November
1300 – 14.00 LUNCH
17.30-18.30 Shower/tidy rooms SOLO Shower/tidy rooms
18.30-19.30 DINNER DINNER
19.30 – 2100 Drum Forum
Saturday 25 November
12.00 – 13.00 Pack and tidy
13.00 – travel
17.00 Arrive at SGC
7
Servant Leaders
A Servant Leader of Our Time
When Patrick Njoroge took over as governor of the Central Bank of Kenya last
year, the country's social media went into high gear, and not because of his
illustrious career with the International Monetary Fund. What puzzled many was
why this 54-year-old successful economist remains a confirmed bachelor and
owns not a single asset.
"There is no point in just amassing property or amassing instruments that I
cannot use," Njoroge said during an interview with the BBC in January.
Since being appointed in June 2015, Njoroge has eschewed expensive job perks
that include a luxury house in an upmarket neighbourhood and a fleet of cars
with a chauffeur.
"I could have stayed in the mansion if I wanted to," he said. "I didn't need to.
They are not me."
His embrace of a simple lifestyle has propelled him to instant celebrity status
among ordinary people in Kenya, where appointment to high office is
frequently taken as carte blanche to amass sordid amounts of wealth through
dubious means, with almost guaranteed impunity.
The Yale University alumnus has gained further popularity for straightening out
the country's economy and banking sector with a vigour and veracity not seen
for many years.
The reason for Njoroge's style of public leadership can be traced to his private
life. He is a member of Opus Dei, an organization within the Roman Catholic
Church.
Josemaría Escrivá, the Spanish priest who founded Opus Dei in 1928, said, "It is
in the midst of the most material things of the earth that we must sanctify
ourselves, serving God and all mankind." For the tall, slender and bespectacled
Njoroge, the spiritual and professional life is one and the same.
A year ago, the Kenya exchange rate was in free fall, inflation was growing and
interest rates were rising, caused by what the governor termed as "market
indiscipline" by various actors in the financial sector not following the rules.
"This was a cocktail of problems that had to be dealt with," Njoroge said at a
public business forum in Nairobi in May. At the end of the business forum, he
was mobbed by university students asking questions and taking selfies.
Njoroge's team also unearthed irregularities in some commercial banks that had
incorrectly classified their loans. The governor has since put three banks under
receivership, moves that have shaken banks and depositors alike.
These are not decisions that he takes lightly.
"When we put these institutions under receivership, I worried a lot about the
people because it's not about the numbers, it's not about the [price-earnings]
ratios. It's about the people, the connection that this bank implies. Its
connection to depositors, to the employees, and so forth. This is what was most
concerning to us," he said.
Naturally, Njoroge's appointment has thrown the spotlight onto Opus Dei (Latin
for "work of God"), an organization not well-known in Kenya and perceived as a
8
secretive religious sect. Others recall the Opus Dei monks in Dan Brown's
bestselling book The Da Vinci Code, depicted as corrupt individuals given to
murder and self-flagellation.
A statement in 2006 from the Prelature of Opus Dei in the United States
repudiated that its members "sleep on straw mats, spend all their time in
prayer and corporal mortification, or in any other way live like The Da Vinci
Code's depiction of its monk character."
Opus Dei has centres worldwide operating with the permission of local
dioceses. There are ordained clergy and various levels of lay members who
remain under the spiritual supervision of its leadership. Numerary members
take a pledge of celibacy, live in communities, may pursue nonreligious careers
and usually give their salary to the organization.
Njoroge is a numerary of Opus Dei and sold off his assets prior to leaving the
U.S.
"I am single by choice -- it's not because there's a problem or shortage," he
reportedly told the panel vetting him for his job.
Njoroge was born and raised in a Catholic family. For his final two years of high
school, he attended Strathmore College in Nairobi, an interracial school
founded by Opus Dei.
He worked for the Kenyan government as a planning officer and economist for
nine years before joining the IMF in Washington, D.C., in 1985. For the next 20
years, he rose up the ranks from economist to deputy division chief in the
finance department, and finally as an adviser to the IMF's deputy managing
director.
His work style is one of unhurried diligence.
"I want to study the matter," he said. "I don't like knee-jerk reactions to things.
In some sense, I drive some of my colleagues crazy."
But the job does take a toll on him. "I'm actually not that resilient and I feel
kind of grumpy sometimes and crappy," he said.
To counter job stress, Njoroge jogs in Nairobi's forest parks, an activity that
also brings out his eloquent side. "Post 1hr run. Jacarandas in bloom,
resplendent bougainvillaea & fresh hibiscus, a hint of jasmine in the breeze,"
Njoroge tweeted last September.
His firm style of management is paying off. By the end of 2015, the economy
was stabilizing, food and fuel prices were declining, and expectations of
inflation were lower.
"We are quite comfortable that the war against inflation has been won," he
said.
Njoroge's accomplishments have also been noted outside of Kenya. In May, he
was named the Central Bank Governor of the Year at the African Banker Awards
in Lusaka, Zambia. "Truly delighted and a bit overwhelmed," he tweeted. He
dedicated the award "to Africa's youth."
Yet another surprise, since Central Bank governors are not known for their
charitable side.
"I love being an economist. We can discuss economics for hours," he said. "So
that professional perspective is very clear to me. The other thing is the
humanity side of things. I care about people."
9
[Kari Mutu is a freelance writer based in Nairobi, Kenya. She writes on topics
of social justice, arts, culture, environmental awareness, as well as
inspirational stories of people making a difference in these fields.]
Group discussion: Discuss the concept of “servant leadership”. Give

reasons to support whether or not this concept is a contradiction?
Our Groups qualities of a servant Other groups’ ideas

leader
1
2
3
4
5
Group Discussion:
Which of these present a challenge in present-day society and why?
What change of attitude is required for these challenges to become

opportunities?
10
Recognising Servant-Leaders – Not Drum Majors
It was only after the rice ran out that the British soldier noticed her again.
Her tiny face crumpled as it dawned on her that she would get no food that day. Even in the
emaciated crowd, she was smaller and thinner than the rest, easily pushed aside as stronger ones
shoved their way to the front.
The soldier had first spotted her under a scrawny tree as his aid convoy approached the refugee
camp. But he’d forgotten her, focusing on the chaotic scene at hand. He and his comrades in
arms were to protect the convoy from warlords and rioters. Sometimes aid-seekers became
unruly.
Desperation gave the starving strength.
After the crowd disbursed, she remained. Her haunting eyes met his. He remembered the
banana he’d tossed in his pack at breakfast. He pulled it out and walked over to offer it to her.
She took it silently. He watched her make her way back to the tree, and only then perceived two
little boys lying in its shade, too weak to get up. She peeled the banana, broke it in two, and
gave a piece to each of them.
Then she ate the peel.
“It was the most moving illustration of servant leadership I have ever seen,” he told me years
later. “She changed the course of my life. I resigned from my career to follow her example,
serving with communities in need in Africa.”
1. What was the power of this little girl to change a battle-hardened fighter’s heart?
2. Describe the soldier’s attitude of his being in Africa before and after this incident?
3. Discuss the girl’s attitude and priority?
4. Describe the manner in which the girl unknowingly was a leader?
Complete the sentence: A servant leader benefits his immediate circle by ..............
11
M L King
“Everybody can be great because everybody can serve. You don’t have to have a college
degree to serve. You don’t have to make your subject and your verb agree to serve. You
don’t have to know about Plato and Aristotle to serve…You only need a heart full of
grace, a soul generated by love. And you can be that servant.”
Reflect on the following:

If you were a leader what qualities
do you think you would need?
What sort of relationship would you

have with those you lead?
What is a servant leader?
Identify someone (in your personal

experience or someone in the wider
world) who you believe is a good
leader. What makes him or her a
leader?
How do people feel around that

person? Fear? Respect? Awe?
Inadequacy? Security?
What is attitude?
What sorts of attitude does the

leader convey to others?
What sort of relationship do you

have with yourself? Do you trust
yourself? Are you disciplined? Are
you honest with yourself?
What kinds of relationships should a

servant leader have with others and
with him or herself?
What has confidence to do with

leadership?
12
Underline four phrases that have an impact on you.
“Being others-focused instead of self-focused changes your worldview.

Living in a selfless manner and seeking to help others enriches our very
existence on a daily basis. Get your hands dirty once in a while by
serving in a capacity that is lower than your position or station in life.
This keeps you tethered to the real world and grounded to reality, which
should make it harder to be prideful and forget where you came from.”
Miles Anthony Smith, Why Leadership Sucks: Fundamentals of Level 5 Leadership and
Servant Leadership
“We are all bound to work in the vineyard where God is the husbandman.
We have all been given our little vineyard, but the way in which we
cultivate it is of great importance for the prosperity of our neighbour's
vineyard... In fact all our vineyards are a part of the Lord's great vineyard,
the Holy Church, and we are all bound to work here too.” Sigrid Undset,
Catherine of Siena
Personal Reflection
1. What life lessons do you think the games at F&W are meant to teach?
2. What aspects of the session on servant leader were brought into focus?
3. What (positives) did you notice about your fellow team mates?
4. What did you learn about yourself or what were you reminded of about yourself? Do you
feel there is need for you to change and what can you do to bring this about?
Jesus as a leader
Servant leadership in History
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Gandhi
Martin Luther King
Mother Theresa
Buddha
Prophet Muhammad
Jesus
“What type of Leader was Jesus?”
In Groups:
List the leadership qualities that Jesus possessed. Name them.
List the teachings of Jesus on Leadership, find and share the chapter and
verse.
List the examples Jesus gave as a leader in his own life; outline the story
Spend time in Personal Prayer

Pray for qualities Jesus has that you would like for yourself
Mathew 20: 25-28

25
Jesus called them together and said, “You know that the rulers of the Gentiles lord it
over them, and their high officials exercise authority over them. 26 Not so with you.
14
Instead, whoever wants to become great among you must be your servant, 27 and whoever
wants to be first must be your slave— 28 just as the Son of Man did not come to be served,
but to serve, and to give his life as a ransom for many.”
What does this teaching imply for your life?
At Home
At school
In the world
in general
If you were to apply this to yourself, what would you change about the way you are
living now?
Pray for the grace to do God’s will as regards the many opportunities you have to
lead.
The Ultimate test of Servant leadership

Read Jn. 10:11,
11
“I am the good shepherd. The good shepherd lays down his life for the sheep.
Mk 10:42-45, especially v 45.

42
Jesus called them together and said, “You know that those who are regarded as rulers
of the Gentiles lord it over them, and their high officials exercise authority over
them. 43 Not so with you. Instead, whoever wants to become great among you must be
your servant,44 and whoever wants to be first must be slave of all. 45 For even the Son of
Man did not come to be served, but to serve, and to give his life as a ransom for many.”
What cause/ issue, or group are you prepared to pay the ultimate price? For
which group are you prepared to lay down your life. Is there one for you at all?
“Greater love than this no man has than to lay down his life
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for his friends!”
Discussion/sharing – is love like this possible in our world today?
Conclude with the prayer of St. Ignatius, “Lord, teach us to be

generous.”
Personal Reflection
Why is servant
leadership attractive?
Why would you follow a

“servant leader”?
Why would you not be

attracted to follow the
other types?
As you understand it,

what aspects of servant
leadership do you find
difficult to embrace and
why?
Jesus Calls Me to Follow, to Lead

What was Jesus’ Mission
To announce the Good News
God is Father and each one of us is beloved son/daughter
God is merciful
God calls us to live by a new code of behaviour – defined by the Beatitudes
Whom did Jesus Call? Whom did Jesus empower?

The twelve apostles The twelve apostles
(A motley bunch, unrefined and (A motley bunch, unrefined and
uneducated) uneducated) 16
Ordinary folk like you and me Ordinary folk like you and me
72 Disciples 72 Disciples
Matthew 10
Jesus called his twelve disciples to him and gave them authority to drive out impure spirits and to heal
every disease and sickness.
Luke10
After this the Lord appointed seventy-two[a] others and sent them two by two ahead of him to every town
and place where he was about to go. 2 He told them, “The harvest is plentiful, but the workers are few. Ask
the Lord of the harvest, therefore, to send out workers into his harvest field. 3 Go! I am sending you out like
lambs among wolves. 4 Do not take a purse or bag or sandals; and do not greet anyone on the road.
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The seventy-two returned with joy and said, “Lord, even the demons submit to us in your name.”
Revelations 3
20
Here I am! I stand at the door and knock. If anyone hears my voice and opens the door, I will come in and
eat with that person, and they with me.
Lord, make me an instrument of Your peace. Where there is hatred, let me sow love; where there
is injury, pardon; where there is doubt, faith; where there is despair, hope; where there is
darkness, light; where there is sadness, joy.
O, Divine Master, grant that I may not so much seek to be consoled as to console; to be
understood as to understand; to be loved as to love; For it is in giving that we receive; it is in
pardoning that we are pardoned; it is in dying that we are born again to eternal life.
What is our usual

response?
What does God

say?
Preach the Gospel. Use Words if Necessary

Reflection:
St Francis of Assisi
I will come to you in the silence I am strength for all the despairing
I will lift you from all your fear Healing for the ones who dwell in shame
You will hear My voice All the blind will see, the lame will all run
I claim you as My choice free
Be still, and know I am here And all will know My name
I am hope for all who are hopeless

I am eyes for all who long to see I am the Word that leads all to freedom
In the shadows of the night, I am the peace the world cannot give
I will be your light I will call your name, embracing all your
Come and rest in Me pain
Stand up, now, walk, and live
17
Chorus:
Do not be afraid, I am with you David Haas
I have called you each by name
Come and follow Me
I will bring you home
I love you and you are mine
Do I feel Called?
What do I feel
called to do?
Recall a situation where you felt called to be a disciple…How did you respond? If called
again would you respond differently?
At home
At school
At Church
Elsewhere?
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Reflection/Evaluation
Read the poem below reflectively
If— By Rudyard Kipling
If you can keep your head when all about you If you can make one heap of all your winnings
Are losing theirs and blaming it on you, And risk it on one turn of pitch-and-toss,
If you can trust yourself when all men doubt And lose, and start again at your beginnings
you, And never breathe a word about your loss;
But make allowance for their doubting too; If you can force your heart and nerve and
If you can wait and not be tired by waiting, sinew
Or being lied about, don’t deal in lies, To serve your turn long after they are gone,
Or being hated, don’t give way to hating, And so hold on when there is nothing in you
And yet don’t look too good, nor talk too Except the Will which says to them: ‘Hold
wise: on!’
If you can dream—and not make dreams your If you can talk with crowds and keep your
master; virtue,
If you can think—and not make thoughts Or walk with Kings—nor lose the common
your aim; touch,
If you can meet with Triumph and Disaster If neither foes nor loving friends can hurt you,
And treat those two impostors just the If all men count with you, but none too
same; much;
If you can bear to hear the truth you’ve If you can fill the unforgiving minute
spoken With sixty seconds’ worth of distance
Twisted by knaves to make a trap for fools, run,
Or watch the things you gave your life to, Yours is the Earth and everything that’s in
broken, it,
And stoop and build ’em up with worn-out And—which is more—you’ll be a Man,
tools: my son!
Source: A Choice of Kipling's Verse (1943)

For yourself, answer the following questions
1. How have I used the retreat sessions that I have had so far?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. How is my use of time in general, at home; at school; elsewhere?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. What do I need to change about my use of the available time?
___________________________________________________________________________
___________________________________________________________________________
19
Leader or Boss?
BOSS LEADER
Vision
Focus
Listening Skills
Blame given to...
Credit is given to...
Communication skills
Inspires...
How can you be a better leader?
20
Leadership styles
A leader can be anyone on the team who has a particular talent.
A leader leads based on strengths, not titles.
There are three main leadership styles
The autocratic style is one in which a single person takes control and makes decisions,
directing others in his or her chosen course of action.
In a democratic leadership style, one person takes control but is open to group input,
often allowing the group to make decisions and collectively assign tasks. This leader
guides rather than directs.
With the laissez-faire approach, the person in charge steps back and does very little.
The group organises itself.
Discuss situations in which each of these styles would be the most appropriate type of
leadership?
Discuss what you like about each style of leadership.
There are now 6 leadership styles recognised.
1. The pacesetting leader - "Do as I do, now."
Expects and models excellence and self-direction.
Works best when the team is already motivated and skilled, and the leader needs
quick results.
Used extensively, however, this style can overwhelm team members and squelch
innovation.
2. The authoritative leader - "Come with me."

Mobilises the team toward a common vision and focuses on end goals, leaving the
means up to each individual.
Works best when the team needs a new vision because circumstances have changed,
or when explicit guidance is not required. Authoritative leaders inspire an
entrepreneurial spirit and vibrant enthusiasm for the mission.
It is not the best fit when the leader is working with a team of experts who know
more than him or her.
3. The affiliative leader - "People come first."

Works to create emotional bonds that bring a feeling of bonding and belonging to
the organisation.
Works best in times of stress, when teammates need to heal from a trauma, or when
the team needs to rebuild trust.
This style should not be used exclusively, because a sole reliance on praise and
nurturing can foster mediocre performance and a lack of direction.
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4. The coaching leader - "Try this."
Develops people for the future.
Works best when the leader wants to help teammates build lasting personal
strengths that make them more successful overall.
It is least effective when teammates are defiant and unwilling to change or learn, or
if the leader lacks proficiency.
5. The coercive leader - "Do what I tell you."

Demands immediate compliance.
Most effective in times of crisis.
Should be avoided in almost every other case because it can alienate people and
stifle flexibility and inventiveness.
6. The democratic leader - "What do you think?"

Builds consensus through participation.
Most effective when the leader needs the team to buy into or have ownership of a
decision, plan, or goal, or if he or she is uncertain and needs fresh ideas from
qualified teammates.
It is not the best choice in an emergency situation, when time is of the essence for
another reason or when teammates are not informed enough to offer sufficient
guidance to the leader.
Describe an actual situation in which each of these leadership styles

would work well
Can you give an example of someone who demonstrates each style?
[it could be a historical figure, a fictional character, a family member,
someone from school].
No one is a born leader—everyone can

develop leadership
Do you agree with this statement?
The first step to being a leader is to analyse yourself honestly.

Go through these questions...give honest answers and try to give an
example
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Reflection…
1. What kind of leader am I?
One who helps solve problems?

A leader who helps people get along?
How do others see me as a leader?
2. Do I try to be aware of how others think and feel?
3. Do I try to help others perform to the best of their abilities?
4. Am I willing to accept responsibility?
5. Am I willing to try new ideas and new ways of doing things?
6. Am I able to communicate with others effectively?
7. Am I a good problem solver?
8. Do I accept and appreciate other perspectives and opinions?
9. Am I aware of current issues and concerns in my community?
After analysing your strengths and weaknesses, Get to know people

act to upgrade your skills. Take note of each person’s unique qualities
and characteristics.
Communicate effectively. Treat others as individuals
Treat people as equal. Accept responsibility
Listen, be genuinely interested Get things done, take the initiative
Thank people Offer help, seek help and advice.
Point to areas of agreement first Problem solve step-by-step
Encourage enthusiasm & belonging. State the problem as simply
Be friendly and understanding Gather all relevant information
Be Fair Brainstorm many ideas or solutions Evaluate
Show integrity each idea or solution and choose the best one.
Keep everyone working toward agreed Design a plan for using your idea or solution.
upon goals Include a timetable, assigned roles, and
Encourage, motivate, harmonise differences resources to be used.
and disagreements, and involve everyone Follow up on your plan by asking if your
idea worked and why/why not.
RESTORATIVE PRACTICES
23
SCHOOL RULES
Rules are not sufficient by themselves.
The pupils must learn to follow the rules without any leader.
They must learn to follow them without any fear of a whip on their backs.
They must want to follow the rules because they are free not to.
When they have learnt this, they will be truly free.
Only then will they have any hope of not being enslaved.
Adapted from an unknown source.
1. What approach to Rules is being suggested here?
2. What is the advantage of this approach?
3. What challenges do you envisage in implementing this approach?
24
4. What is the usual approach for dealing with infringements?
Restorative Practices Restorative Practices
When things go wrong. When someone has been hurt
What happened? What did you think when you realized what had
happened?
What were you thinking of at the time?
What impact has this incident had on you and
What have you thought about since? others?
Who has been affected – in what way? What has been the hardest thing for you?
What do you think you need to do to make What do you think needs to happen to make
amends? things right?
25
Leadership and Child Protection for Seniors
Definition of a child protection policy:
“A statement of intent that demonstrates a commitment to safeguarding children from harm and
makes clear to all what is required in relation to the protection of children. It helps to create a safe
and positive environment for children and to show that the organisation is taking its duty and
responsibility of care seriously.”
Is this If “yes” then what is an alternative

abuse? way of handling this situation?
A teacher slaps a provocative L6 student
A senior slaps a provocative junior
A teacher humiliates a senior student in

front of juniors for not doing his homework
A senior humiliates a junior for forgetting

to tip his hat in greeting a prefect
A teacher gives out physical punishments

for any infringements on school rules, says
he does not report silly things, he deals
with them himself
An anonymous note alleges that a certain

named teacher/prefect uses abusive
language to pupils and the note is carefully
ignored with no investigation
There was an emergency and you ended up

taking a pupil to hospital in your car. The
child’s parents have since made a
complaint against you alleging that you
touched their child inappropriately
A photograph featuring college boys

swimming in their underpants gets
circulated on social media
An external sports coach creates a group

WhatsApp chat for team communication
and posts a sexually provocative picture of
a woman in a bikini
A student is injured while doing a

punishment involving physical activity
A student shouts racial comments at his

peers
26
Vulnerability and the need for protection
Who is vulnerable
Why are children classified as

vulnerable?
Who else is equally vulnerable?
At SGC who has the capacity/potential to abuse who?
Can senior students abuse

senior students
Can seniors abuse junior
students?
What about juniors to juniors?
Can staff abuse students?
Can staff abuse each other?
Who are the vulnerable of our

college community
Ways of protecting the vulnerable in our society.
Referring to the options above,

how can any potential abuse
be prevented?
What would a child protection

policy have to contain in order
for it to be comprehensive and
cover everything?
27
Have you seen our Child Protection Policy at:
https://www.stgeorges.co.zw/aboutus/our-child-protection-policy/ ?
Outline of our Child Protection Policy
1. Statement of Commitment to Child Safeguarding
A clear statement of our commitment to safeguarding children in all
ways possible.
2. Definitions of terms in this document
Due to the legal nature of this document, it must be clear what we mean
by certain terms.
3. Background principles, foundations for our stance
e.g., UN human/child rights, Zimbabwe Constitution, Catholic Social
teaching, Jesuit Documents
4. Procedures for routine guarantees
What is done to ensure everyone concerned knows about our Child
Protection Policy.
5. Staff Recruitment and background checks
a. Undertakings at contract signing
b. Induction, Training and ongoing formation
6. Awareness for students, parents and others
Presentation of the policy and where relevant having it signed, e.g.,
prefects
7. Counselling and support to those that need it
Counselling and support internally and referrals where necessary
including contact info.
8. Code of conduct and behaviour protocols
A description of acceptable versus inappropriate behaviour in various
areas; indicative, not exhaustive.
9. Regular risk elimination and appropriateness
Monitoring and evaluation and continued updating of an existing policy
to remain relevant.
10.Incident management – reporting procedures
a. Vulnerable children
b. Vulnerable staff
c. Vulnerable authorities
d. Respective consequences/guidelines and escalation
What should be done when something goes wrong or a risky area is
identified.
28
11.Structures in the school – stakeholders
a. Students
b. Parents
c. Staff – academic, admin, etc.
People who hold offices to do with child protection, e.g., a child
protection officer, a committee
12.Appendices
a. Statement of commitment for display in public spaces and
documents
b. Self-declaration form – “I am not a past child abuser.”
c. Personal statement of commitment – “I will not abuse children.”
d. Useful contacts – “who to contact for various services, e.g., police,
counsellor, clinic”
Questions
In addition to a written policy document, what would make you
feel safer at College?
What more needs to be done to make all members of the college

feel safe at College?
What can you do to make all members of the college feel welcome
and included?
Any thoughts, comments, questions, or concerns surrounding safety,

please email dje@stgeorges.co.zw, call, text or WhatsApp +263 772
698 790 or catch Mr Garande or any member of the Ignatian
Committee and share.
29
The Four Pillars of Heroic Leadership
by Chris Lowney
How did individual Jesuits become leaders and
why were their corporate efforts successful?
Four principles stand out.
Jesuits became leaders by …
1. Self-awareness: "To order

one's life"
understanding their strengths, weaknesses, values, and worldview
They did this through: How Self-aware am I? What more could I do?
The Spiritual exercises
Continuous learning
Reflection daily
Immersion in daily life
2. Ingenuity: "The whole world will become

our house"
confidently innovating and adapting to embrace a changing world
What Leaders do How well does this describe me?
They are comfortable with change
Values are their anchor but they can adapt to

circumstance
They are ready to respond

Jesuits prized personal and corporate agility.
They are quick, flexible, open to new ideas
3. Love: "With greater love than fear"

engaging others with a positive, loving attitude
Leaders have a healthy sense of themselves and their own strengths and see this in others, keen to
unlock their potential and see them succeed
30
Each person is uniquely endowed with talent and dignity
Everyone knows that organizations, armies, sports teams, and companies perform best when team
members respect, value, and trust one another and sacrifice narrow self-interest to support team
goals and their colleagues' success.
Individuals perform best when they are respected, valued, and trusted by someone who genuinely
cares for their well-being.
Loyola was unafraid to call this bundle of winning attitudes "love" and to tap its energizing,
unifying power for his Jesuit team.
Effective leaders tap its power today as well.
Do we at St George’s demonstrate love, What can I actively do to improve this area at

respect, value and trust school/home?
4. Heroism: "Eliciting great desires"

energizing themselves and others through heroic ambitions
Leaders imagine an inspiring future and strive to shape it rather than passively watching the future
happen around them
Heroes extract gold from the opportunities at hand rather than waiting for golden opportunities to
be handed to them.
Jesuits were also driven by a restless energy, encapsulated in a simple company motto,
Magis, always something more, something greater
Regardless of what they were doing, they were rooted in the belief that above-and-beyond
performance occurred when teams and individuals aimed high.
Am I Heroic? Do I make the most of opportunities and set my goals high?
For its real power lies not in the mere sum of its parts but in what results when these
four principles reinforce one another in an integrated life.
What is Ignatian Leadership?

Adapted from the article by Sarah Broscombe
Everyone shaped by an Ignatian education is formed to lead, whether they are in charge or not. If you are
Ignatian, you are called to be aware of how you are leading in your life and the impact of that on others. It
is a lived experience.
These five qualities are typical of Ignatian leaders –they are offered to provoke thought, definitely not in an
attempt at comprehensiveness.
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Humility
Ignatian humility is seeing your real self, truly and in proportion, in a world that is different because of Jesus’s work.
Humility dares to look because it knows it is loved. It also dares to be humbled without believing the core of the self to
be diminished by humiliation. False humility attacks a person’s sense of dignity and worth. True humility frees us from
the pressure of trying to earn worth.
A leader operating with this humility, this sense of themselves as an utterly loved sinner, will have different
relationships. They will see themselves in proportion with their team, their organisation and the purpose that it serves.
Ignatian leaders will view power differently; they will handle it carefully but not avoid it.
Humility supports authenticity because it removes the pressure to be larger than life. It can help us carry the
responsibility of leadership more lightly than leaders of the heroic, charismatic and maverick stamp. Ignatian leaders are
not threatened by others’ brilliance, because they do not draw their legitimacy from being best at everything. They can
surround themselves with teams of people who exceed their own skills. When this happens, humility is mutually
reinforcing among those they lead.
What does humility mean to you? How do you feel or rate yourself against the above description of humility?
Freedom
The second distinctive characteristic emerges from Ignatius's subtle teaching about freedom from inordinate
attachments, a teaching which involves both a letting go and a letting come. There is an ‘indifference’ balanced by an
‘interior freedom’ – a disposition that is open, unencumbered and therefore able to welcome whatever comes. A
freedom to choose/accept freely for AMDG!
Ignatius and the early Jesuits are widely cited as masters of adaptation as a result of this freedom.
How adaptable to change are you? What attachments hold you back?
Consolation
Secular leadership models ask leaders to inspire and motivate their teams. It would be inappropriate to request joy of
them. One prevailing narrative is that we live in a ‘VUCA’ world – volatile, uncertain, complex and ambiguous – and
the leader needs authenticity, agility and resilience. All true. But the Christian narrative is one of resurrection.
Ignatian leaders imagine, even expect, that joy might somehow be present, to the point of becoming a decisive
influence. They seek the kingdom of heaven in this VUCA world because the resurrection means that sin doesn’t win.
Ignatian leaders must hold hope, strategise with hope, and attend to ‘the task of consolation’. Consolation means that
deep assurance and happiness arising from knowing that one has the company and approval and support of their
Creator.
Describe the VUCA world right now
How do you find consolation?
32
Sense of direction
Organisations look at what they do. But a leader formed in the Ignatian tradition comes straight out of the ‘why’, stated
in the ‘Principle and Foundation’ of the Exercises: ‘The human person is created to praise, reverence and serve God our
Lord, and by so doing, save his or her soul’.
This, and the ubiquitous letters AMDG (Ad Maiorem Dei Gloriam – ‘for the greater glory of God’), are attention-
shifters, not straplines.
Why are you leading? Because God is magnificent, and so focusing everything we do towards God’s greater glory is
sensible. Because the human person exists to praise, reverence and serve God, and so can live joyfully, trustingly,
because they know they are being saved. Ignatian leaders have their priorities right and return to them frequently. Their
gaze is on God.
What is your “why”?
Discernment
Discernment – noticing ‘the movements felt in the heart and weighed by the mind’ – is at the heart of the Ignatian way
of proceeding. I would see this as the crowning Ignatian quality; the one that integrates them all.
An Ignatian approach to good decision-making in leadership involves more than calculating the benefits and losses
entailed by different ways forward (itself one of the things that Ignatian jargon sometimes calls discernment). It
involves a commitment to listen carefully to the different motivations at work in the organisation, to the point that some
decisions are ultimately based not on projected outcomes, but rather on a sense that a certain way forward coheres with
our sense of who we are under God, while the alternative does not.
Ignatian leaders pray, reflect and discern in their personal lives in a way that naturally influences the culture of their
workplace.
How can you use discernment when making small or large decisions?
LEGACY
By James Kerr
James Kerr is a bestselling writer, speaker, coach and consultant who helps create high-performance cultures for elite
teams and organisations.
Legacy is a book about the Leadership skills that resulted in the success of the All Blacks.
In it, he outlines the First XV: Lessons in Leadership.
I Character
“Never be too big to do the small things that need to be done”
Absolute pride in performance; total humility before the magnitude of the task.
Values determine character
Always ask “how can I do better?”
What can you do better, right now, in this situation?
33
II Adapt
“When you are on top of your game, change your game”
In a Volatile, Uncertain, Complex and Ambiguous [VUCA] world we need to be constantly aware of the
need to change, consider what to do, decide on the best course of action, then act.
Learning gives growth.
List 10 things you would like to change and give each an action
III Purpose
“Ask “Why?’”
Better People make Better Organisations; develop individuals, develop leaders. Connect personal meaning
to the higher purpose.
In Africa we call this “Ubuntu”, the essence of being human is interconnectedness.
We are driven by something more than ourselves.
What VALUES give you purpose?
34
IV Responsibility
“Leaders create Leaders”
Responsibility must be passed to others and with it accountability, ownership and trust.
What responsibilities have been handed to you? How will you pass these
on to others?
V Learn
“Leaders are Teachers”
Look for ways to improve, then pass these on.
Grow systems and individuals, strive for excellence.
Grow your skills, knowledge and character, teach these to others.
How can you help others to grow?
VI Whanau
“Follow the Spearhead”
Whanau means “be born”, for Maori people it means extended family and tribe. They use the symbol of a
spearhead because of the formation in which the kawau birds fly.
If individuals work hard but for a common purpose, in unity, then the organisation will be effective.
“For the strength of the Pack is in the Wolf, and the strength of the Wolf is in the Pack” Rudyard
Kipling
What does this quote mean for you?
VII Expectations
“Aim for the Highest Cloud”
Words influence our behaviour, use encouragement and stories of what is possible.
Embrace high expectations.
How are you setting high standards for yourself and others? What stories
are you telling?
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VIII Preparation
“Train to Win”
Focus on technique without pressure, then practise under intensity to mimic real situations.
Practise under pressure
How can you apply this principle in your life, and lead others to do the
same?
IX Pressure
“Control your attention”
Under pressure, our attention is diverted and we act instinctively, making poor decisions. Wise leaders
learn to stay calm, clear and connected.
When have you seen a good leader remain calm under pressure? What can
you do to be more aware of how you respond or react to pressure?
X Authenticity
“Keep it real”
Good leaders remain true to their values, they are honest about these and show integrity.
Values, thoughts, words and actions are aligned.
Can you give an example of when your actions fully reflected your values?
XI Sacrifice
“Find something you would die for and give your life to it”
Doing extra makes people extraordinary.
What are you doing extra? What could you be doing?
XII Language
“Sing Your World into Existence”
Change starts with language, so good leaders are storytellers; they connect people. They use the right
vocabulary to talk about values and to be positive.
36
How does “Men and Women for and with Others” speak to how we grow?
What is your personal motto?
XIII Ritual
“Create a Culture”
Rituals create a personal sense of meaning and purpose.
Rituals tell your story, involve your people, create a legacy
Describe the rituals which give St George’s meaning? How can you
develop these?
XIV Be a Good Ancestor

“Plant trees you will never see”
Leaders are stewards of the future; they leave the world a better place.
“Care for the land, care for the people, go forward” [Maori saying]
What can your year group do to leave St George’s a better place?
XV Write Your Legacy

“This is Your Time”
You have a blank book; start

writing your legacy today
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SOLO NIGHT
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In-house Service
Groups
CARDONER A key milestone in the stay of San Ignacio in Manresa is his
experience in front of the Cardoner River. There he had a vision
which has been called the "Illumination of the Cardoner."
Saint Ignatius describes it in his autobiography: "And while sitting
there, the eyes of understanding began to open for him. It was not
that he saw a vision, but that he understood and knew many things
with such great enlightenment that all things seemed new to him ". In
other words, seeing God in all things.
MANRESA On March 25, 1522, Ignatius of Loyola descended from the Abbey of
Montserrat to Manresa. He settled and lived here for eleven months.
The stay of Saint Ignatius in Manresa - much longer than anticipated -
has great relevance in the life and work of the Saint. Ignatius always
considered his stay in Manresa as very important. He said that those
months of his life in the city had been for him a kind of novitiate in
the things of the spirit. For this reason, the expression "going to
Manresa" means for the Jesuits a pilgrimage to the sources of their
history, religious vocation and spirituality. They consider Manresa the
cradle city of the Jesuit order.
PAMPLONA On 20 May 1521, after a six-hour bombardment, a cannonball

severely wounded Loyola as he patrolled the ramparts. It passed
through his legs, wounding one and shattering the other. It blew him
straight off the battlefield, straight out of his knightly pursuits, his
soldierly duties, his vain pursuits of power and pleasure. Shortly
afterwards, the defenders surrendered and Pamplona was lost.
Loyola was allowed to return home. During his convalescence, he
underwent a religious conversion and gave up his military career for a
religious life, eventually founding the Jesuit order.
NOTE:
For each activity, you must wear your full tracksuit over any College sports kit.
You should arrive and leave campus and travel in your tracksuit.
Wear good walking shoes.
You will need a hat and sunscreen and gardening gloves + gumboots are advised.
Bring raincoats/umbrellas - outdoor activities will continue in most weather conditions.
Bring plenty of water and food for the entire day.
Registers will be taken at the Pavilion Monday – Wednesday [6.45 AM]
and at the Beit Hall in Thursday [7.15 am]
40
You finish at 4.15 PM Monday – Wednesday, and 12.00 noon on Thursday
AMDG Service GROUPS 2022

Cardoner Manresa Pamplona
A1 & B1 A2 & B2 A3 & B3
Service Programme
ACTIVITY NOTES ACTIVITY NOTES
MORNING AFTERNOON
Monday 27 November
C RIDE ABOUT MBARE Bus leaves from Pool REFLECTION Bring your Retreat booklet
M SGC WORKFORCE gardening tools SGC WORKFORCE gardening tools
P SGC HOUSEKEEPING SGC HOUSEKEEPING
Tuesday 28 November
C SGC HOUSEKEEPING SGC HOUSEKEEPING
M RIDE ABOUT MBARE Bus leaves from Pool REFLECTION Bring your Retreat booklet
P SGC WORKFORCE gardening tools SGC WORKFORCE gardening tools
ALL Lunch with the Workforce Bring your own plates and cups
Pavilion Lunch will be provided
ALL Parents’ Ignatian Evening You may attend in Full Tracksuit [clean-up as best you can]
5.30 pm, Beit Hall A drink and snack will be provided
Attend with your parents
Wednesday 29 November
C SGC WORKFORCE gardening tools SGC WORKFORCE gardening tools
M SGC HOUSEKEEPING SGC HOUSEKEEPING
P RIDE ABOUT MBARE Bus leaves from Pool REFLECTION Bring your Retreat booklet
Thursday 30 November
07.15 REGISTRATION Beit Hall
07.30 Reflection Beit Hall

ALL
08.30 Headmaster Beit Hall
09.30 Looking Forward Beit Hall
10.00 Break Please bring your own
41
10.30 Closing Mass Chapel
Service Personal Daily Reflections

Monday 27 November
Tuesday 28 November
Wednesday 29 November
42
This Year In the past two weeks
Grateful
What do I find myself more
grateful for? How have I
shown this?
Generous
How have I given my time,
effort or money to others?
Compassionate
What suffering or struggles
of others have moved me to
do something about it?
Loving
How have I demonstrated
that “love is shown more in
deeds than words?”
Faith-filled
How confident has my faith
been in God, myself and
others?
Hopeful
How have I been inspired
and shown a positive
attitude? How have I
encouraged others to be
filled with hope?
Intentional
Where have I grown because
I have been deliberate and
proactive?
Prophetic
How has my positive
example to others
influenced the consequences
of something?
Curious
Where have I demonstrated
an eagerness to know, learn,
discover or understand
something?
Active
When have I benefited by
participating or engaging in
something?
Reflection
43
44
Learned
When have I acquired
knowledge through my own
study efforts?
Wise
When have I shown and
used experience, knowledge
and good judgement?
Eloquent
When have I expressed
myself well and been fluent
or persuasive in speaking or
writing?
Truthful
How have I expressed the
truth and shown honesty?
Attentive
When have I focused on fine
details and noticed little
things?
Discerning
How well have I made
decisions and good choices?
45
How did you feel as you participated in the activities this week?
What do you think was the intended benefit of this week given your
appreciation of our values system at the college?
What question(s) arose within you as a result of each of these experiences?
46
What actions do you feel inspired to take in your individual capacity? What
about collectively? In the immediate and in future? List and briefly describe
below
Individual reflection:
What have you learnt about yourself in the past days?
What have you learnt about
● your peers?
● about those who work for

the College community and
what value do you place on
the work they do?
Describe a significant encounter during Service.
Have there been any major difficulties and did you manage to overcome
them?
Looking Ahead
47
Finite and Infinite Games
A finite game has a beginning, middle and end. A winner and a loser. An
infinite game has competitors but whether or not those competitors drop
out or keep playing, the infinite game will keep running.
“As for us those who choose to embrace the infinite mindset, our journey is
one that will lead us to feel inspired every morning, safe when we are in
school and fulfilled at the end of each day. When it’s time to leave the
game, we will look back at our lives and our careers and say, “I lived a life
worth living and when imaging what the future holds, we will see how many
people we’ve inspired to carry on the journey without us.” – adapted
Is your education a finite or infinite game and Why?
Where does your thirst for education come from? (Bearing in mind
education can take place anywhere.)
Is your leadership finite or infinite and why?
48
What is your vision for 2024?
49

2023 Leadership Retreat and - Service

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AMDG

St George’s College Far & Wide

*When in a group, always keep together.

CAMPING FOOD AND CARE OF EQUIPMENT. READ CAREFULLY

Rubbish – ‘keeping the wilderness wild’

Leadership and Child Protection 26

The Four Pillars of Heroic Leadership 30

SERVICE PROJECTS – The names of the groups 38

Service Personal Daily Reflection 41

The Bamboo Story 44

What are Talking Circles?

The Facilitator is present only to keep the Group on track

A Question or discussion point is read to the group

Group discussion: Discuss the concept of “servant leadership”. Give

Our Groups qualities of a servant Other groups’ ideas

What change of attitude is required for these challenges to become

Desperation gave the starving strength.

Then she ate the peel.

3. Discuss the girl’s attitude and priority?

4. Describe the manner in which the girl unknowingly was a leader?

Reflect on the following:

What sort of relationship would you

What is a servant leader?

Identify someone (in your personal

How do people feel around that

What sorts of attitude does the

What sort of relationship do you

What kinds of relationships should a

What has confidence to do with

“Being others-focused instead of self-focused changes your worldview.

Martin Luther King

Spend time in Personal Prayer

Mathew 20: 25-28

What does this teaching imply for your life?

The Ultimate test of Servant leadership

Mk 10:42-45, especially v 45.

Conclude with the prayer of St. Ignatius, “Lord, teach us to be

Why would you follow a

Why would you not be

As you understand it,

Jesus Calls Me to Follow, to Lead

Whom did Jesus Call? Whom did Jesus empower?

What is our usual

What does God

Preach the Gospel. Use Words if Necessary

I am hope for all who are hopeless

If— By Rudyard Kipling

Source: A Choice of Kipling's Verse (1943)

Blame given to...

Credit is given to...

How can you be a better leader?

2. The authoritative leader - "Come with me."

3. The affiliative leader - "People come first."

5. The coercive leader - "Do what I tell you."

6. The democratic leader - "What do you think?"

Describe an actual situation in which each of these leadership styles

No one is a born leader—everyone can

The first step to being a leader is to analyse yourself honestly.

One who helps solve problems?

2. Do I try to be aware of how others think and feel?

3. Do I try to help others perform to the best of their abilities?

4. Am I willing to accept responsibility?