HDF 190:

FIRST YEAR LEADERS INSPIRED TO EXCELLENCE

LEADERSHIP PORTFOLIO
Abigail Lucy Terry
SPRING 2016
Abigail_Terry@my.uri.edu

TABLE OF CONTENTS

Strengths
Opening Statement
Section 1: Self Leadership
Section 2: Leadership Theories
Section 3: Inclusive Leadership
Section 4: Critical Thinking
Section 5: Interpersonal/Organizational Leadership

SLIDE # 4
SLIDE # 5
SLIDE # 6
SLIDE # 7
SLIDE # 8
SLIDE # 9

Signature Strengths
Competition
Activator
Command
Individualization
Communication

Values in Action Strengths

Humor
Gratitude
Honesty
Creativity
Perspective

OPENING STATEMENT
Why leadership studies? In my opinion, a better question is: why not
leadership studies? Before my interests, passions, and aspirations lies an
intrinsic belief of mine that I am overwhelmingly lucky and blessed to live
the life I do. There are so many- in my mind too many- people who simply
cannot obtain any level of higher learning, nevertheless a quality high
school education. Working towards leaving the earth a better place than I
left it, I am taking advantage of my education to the highest degree in the
hopes that it will help more people be able to do so after me. The Center
for Leadership Studies at the University of Rhode Island promotes
thought and action that aligns with this important belief of mine.

SECTION 1
SELF LEADERSHIP

3. Student will demonstrate the ability to manage emotions

In HDF190 the first few weeks of the course were dedicated to our strengths
and weaknesses. For me, this process of familiarizing myself with my strengths
meant coming to terms with the fact that my strongest strength doubles as my
largest pitfall. My top Gallup strength is competition which greatly lends itself to
my major and career aspirations, but also doubles as the biggest barrier
standing in my way of being able to manage my emotions. My natural
inclination towards competition means I have a tendency to get defensive about
my values and accomplishments and find myself criticizing others for theirs. I
used to have a lot more trouble not taking the bait when someone purposely
or unintentionally challenges me, no matter how appropriate or inappropriate
the context. But because of further analyzation in FLITE, I have a better
understanding of how to pick my battles.

SECTION 2
Leadership Theory and Models
40. Student will show knowledge of the Relational Leadership model by Komives,
McMahon & Lucas
In HDF190, I learned about the relational leadership model. The model provides students with the
knowledge of what to understand, believe, and do within five components to be a relational leader. To be
an ethical relational leader one must have a knowledge of what I means to have a developed set of
values, believe that actions which benefit others are preferred over actions which are pursued for selfgain, and act courageously. To be an inclusive relational leader one must have an understanding of
themselves and others, believe that everyone can make a difference, and have skills in engaging in civil
discourse. To be an empowering relational leader one must have an understanding of power and its
impact on policy and procedures, believe that everyone has something to offer, and have skills in sharing
information. To be a purposeful relational leader one must know the meaning of the mission or vision
behind an endeavor, believe that an attitude that is helpful, hopeful, positive, and optimistic helps
everyone and know how to identify their goals. Finally, to be a process oriented relational leader one
must have an understanding of community, believe that processes are just as important (if not more) than
outcomes, and have skills in making meaning.

SECTION 3
Inclusive Leadership / Diversity and its application to leadership
72. Student will demonstrate knowledge of the Cycles of Liberation (Harro) theory and its uses in
leadership

Harros Cycle of Liberation follows steps that involve systemic, inter, and intra
personal thinking. The model describes the recurring process that occurs in
successful change attempts which leads to liberation from oppression for the
participants. Anyone can enter this cycle at any point, and does not begin nor
end at any given step. The model organizes the process in which people find
their path to liberation. The steps, as seen in the cycle (but again do not follow
every persons path), begin with an individual reaching out, seeking an experience
outside of themselves and what they know. The second step is to build
community; working to support others with a common purpose, and question
structures one you may disagrees with. An individual must then action regarding
those structures you wish to change transforming in situations and creating new
culture through influence. The cycle must continue, in order to do that one must
uphold that change, ensuring that they are taking care of themselves and others.
Lastly empowering yourself through education and introspection.

SECTION 4
Critical Thinking
89. Student will demonstrate proficiency of critical thinking

Upon further examination of the theory or idea that is Critical Thinking, the more I
thought about the nature of critical thinking relating to the leadership minors
general cause. One the major foundations of the center for student leadership
development (as I have interpreted it) is the belief each and every person should
work towards a self-actualized, more well-rounded, and generally continuously
improving self and this is exactly the purpose of critical thinking. Critical thinking
notes how everyone thinks because it is in our nature to do so, but in general our
thinking is distorted, biased, or uninformed even though the quality and content
of ones life depends on their thinking. Critical thinking, as does leadership,
challenges the everyday person to go beyond what they think they know and
improve the quality of their thinking by setting intellectual standards for the way
one approaches experiences and problems.

SECTION 5
(Interpersonal and Organizational Concepts and Skills)

104. Student will describe examples of giving and accepting feedback.

In my COM100 class our final assignment was a group project. We completed our
assignment start to finish with little conflict. Part of our grade for the group
project was a professor facilitated feedback session with all the members of the
group. All members took turns giving feedback about each members performance
in positive and negative ways. Our professor aided in regulating the feedback
session by giving us outlines as to how we should address our peers. Examples
of some positive feedback given and received were things like you contributed
critical ideas to the project. Examples of negative or cool feedback given and
received were things like you could have been a little more vocal when the group
was working through problems.