HDF 190:

FIRST YEAR LEADERS INSPIRED TO EXCELLENCE

LEADERSHIP PORTFOLIO

Rachel Meilan
SPRING 2017

rachel_meilan@my.uri.edu
 TABLE OF CONTENTS

Strengths
Opening Statement SLIDE #4
Section 1: Self Leadership SLIDE #5
Section 2: Leadership Theories SLIDE #7
Section 3: Inclusive Leadership SLIDE #10
Section 4: Critical Thinking SLIDE #12
Section 5: Interpersonal/Organizational Leadership SLIDE #15
 Signature Strengths
Achiever
Futuristic
Competition
Harmony
Responsibility

Values in Action Strengths

Kindness
Perseverance
Fairness
Humor
Honesty
 OPENING STATEMENT
During HDF 190 I was not only able to learn more about myself as a leader, but the
class also helped me grow as an individual. Throughout the semester I came to know and
understand my strengths and values and how they truly applied to me personally. The class
allowed me to find a better understanding on how I can be an effective leader. Ive learned to
step back and not always take charge of a situation and also became more open minded about
new ideas and ways of doing things. Additionally, the course has shown me multiple Leadership
models and through this I found that I connect most to Servant Leadership. As a leader and as
a person, helping and serving those around me has always been something I enjoyed doing.
Being able to see a smile on someones face or how grateful they are of your help is one of the
most rewarding things to me. All in all, the Leadership Minor has been one of the best decisions
Ive made so far at URI. Through this program Ive been able to develop as a student, leader,
and most importantly person.
 SECTION 1
SELF LEADERSHIP

Outcome #8 - Student will express a personal values statement

Target Class HDF 190
Additional Experience - VIA Strengths
 SECTION 1
SELF LEADERSHIP
During HDF 190 our class completed an online assessment that determined our Top Five VIA Strengths & Values.
My Top 5 values were Kindness, Perseverance, Fairness, Humor, and Honesty. Kindness is defined as doing favors
and good deeds for others; helping them; taking care of them (VIA, 2016). Kindness does not have to mean being
nice to everyone, but rather showing that you respect and appreciate them and help them when theyre in need or to
lighten their load. Perseverance is defined as finishing what one starts; persevering in a course of action in spite of
obstacles; getting it out the door; taking pleasure in completing tasks (VIA, 2016). Those who value perseverance
dont quit even when times get tough. They let nothing stop them or distract them in order to make sure they get the
task done. My third value, Fairness, is defined as treating all people the same according to notions of fairness and
justice; not letting feelings bias decisions about others; giving everyone a fair chance (VIA, 2016). People who
value fairness see people as equals, they believe in hearing everyones voice and giving them an opportunity to
express themselves. My fourth value, Humor, is defined as liking to laugh and tease; bringing smiles to other
people; seeing the light side; making (not necessarily telling) jokes (VIA, 2016). Those who value Humor
understand the necessity of being able to not take everything so seriously. They know when tense times need to be
lightened up and understand the importance of laughter. My final value, Honesty, is defined as speaking the truth
but more broadly presenting oneself in a genuine way and acting in a sincere way; being without pretense; taking
responsibility for one's feelings and actions (VIA, 2016). People who value honesty also value integrity and
understand that their word has meaning and purpose.

VIA Classification of Character Strengths. (2016). Retrieved from

https://www.viacharacter.org/www/Character-Strengths/VIA-Classification
 SECTION 2
Leadership Theory and Models

Outcome #27 - Student will describe personal application of the above theory
(Robert K. Greenleafs theory on Servant Leadership)
Target Class HDF 190

Additional Experience - Habitat for Humanity & Sigma Kappa

 SECTION 2
Leadership Theory and Models
The Servant Leadership theory is made up of 10 characteristics of a servant leader. Personally, the
characteristics that pertain most to me due to the organizations Im a part of are, Commitment to the
Growth of People and Building Communities. Both Habitat for Humanity as well as Sigma Kappa play a
prevalent role in the Servant Leadership model characteristic of Building Communities. For example,
Sigma Kappa comes together with the rest of the sororities and fraternities each year to participate in
Greek Week. This week emphasizes coming together as a Greek Life community to help raise money
for our local South County Habitat for Humanity. During the 2017 Greek Week, Greek Life was able to
raise over $100,000 to help South County which in turn gives them the funds to build a new Habitat
home. Ironically, being a part of Habitat for Humanity as well I could see the bigger picture of Building
Communities because both the Greek Life community as well as the Habitat community came together
for a bigger purpose and that was to help those around them. Additionally, being a member of Habitat I
can see first-hand how our small URI Habitat organization has a very large impact on citizens of South
County. One build I was on I was able to actually work with the person whose house we were building. I
had the opportunity to see how grateful and thankful he was for people to give their time and service to
helping complete strangers. (continued on next slide)
 SECTION 2
Leadership Theory and Models
Continued
Lastly, the characteristic of Commitment to the Growth of People is a very large part of Sigma Kappa, in
fact one of our values is Personal Growth. As a sisterhood we work to help one another grow as women
in our community as well as for the future. Through philanthropic events we participate in such as, the
Alzheimers Walk, Dove Bowl, volunteering at our local Senior Center, and much more, Sigma Kappa
gives the opportunity to its members to branch out of our sorority as well as the URI community. Through
these opportunities, we as members have the ability to participate in things that we most likely would not
have if it wasnt for Sigma Kappa and because of this, we as individuals can grow and better ourselves.
 SECTION 3
Inclusive Leadership / Diversity and its application to leadership

Outcome #83 - Student will create a personal code of inclusive leadership

Target Class HDF 190
Additional Experience Leadership Ambassador
 SECTION 3
Inclusive Leadership / Diversity and its application to leadership

In HDF 190, our class analyzed the Relational Leadership model which consisted of five Leadership
Components, one of those being Inclusive leadership. Inclusive leadership is about knowing and understanding
yourself and others, believing that differences in people are valuable and everyone can make a difference, and
having skills in listening and building coalitions. Personally, I view Inclusive leadership as not only including
everyone, but also accepting everyone and their ideas. Though one may not agree with everyone and what they
bring, inclusive leadership just means respecting what they do and say, it does not mean you are forced to
follow them. A large aspect of inclusive leadership is making people feel welcome and valued. I was able to
demonstrate my personal code of inclusive leadership through my time as a Leadership Ambassador at URIs
Welcome Days. As a Leadership Ambassador it was my responsibility to present the Center for Student
Leadership Development in a positive and welcoming light. During the Welcome Days I had the opportunity to
speak to a plethora of perspective students about Leadership Institute as well as the Leadership minor. Through
my short conversations with the students it became very important to connect with their interests in order to
capture their attention and make them feel more comfortable. For example, I would ask where they were from,
what their major may be, and activities theyre currently involved. Using this information, I was able form a
connection with the student that made their experience with us more individualized and special.

Komives, S, Lucas, N., & McMahon, T. (1998). Exploring Leadership for College Students What Want to
Make A Difference. San Francisco: Jossey-Bass. (68-72).
 SECTION 4
Critical Thinking
Outcome #92 - Student will show knowledge of at least five decision making
methods.
Target Class COM 100H
Additional Experience - Planning Study Abroad
 SECTION 4
Critical Thinking

In COM 100H our class discussed the decision making process groups make to solve problems, however the
phases we discussed can also be applied to the individual. There are four phases in decision making those
being, orientation, conflict, emergence, and reinforcement. Orientation is phase one and relates to the
uncertainty one or a group has about the task at hand. During this stage you begin to familiarize yourself with
the problem and try to come up with solutions. Through this the individual or group will enter into the conflict
phase. During this phase reflection and judgements are made on the ideas presented. In a group scenario
during this phase tension rises as people begin to critique others. Next comes the emergence phase where the
group or individual begins to make steps toward making a decision. Pros and cons are weighed however this is
a much more positive phase where large strides in the process are made. Finally, the group or individual will
enter into the reinforcement phase. During this phase a decision is made and solidified. As I did more research I
found five types of decision making, decision by authority, minority control, majority control, consensus, and the
Delphi method. In the article by Bryson and Carroll they described this method as "one person decides (Bryson
& Carroll). In this method the person deciding may be assigned to role due to knowledge on topic or may hold a
leadership position within the group. The second method, minority control, refers to a small group of people
making the decision. The article states, This method uses the skills and resources of a small number of group
members (Bryson & Carroll). With minority control more ideas and opinions are present allowing for more time
to go into the decision making. (Continued on next slide)
 SECTION 4
Critical Thinking
Continued
The third method, majority control, means voting. In this method a decision is made from what the
largest portion of the group decides. Usually, in this situation the rest of the group will go along with
the decision the majority makes. The fourth method, consensus, refers to the entire group being
involved with the decision making. With the consensus method it is understood that all members will
be prepared to support the decision the group made. Finally, the last method, the Delphi method
relates to a group effort in making the decision, similar to consensus. However, with this method,
members submit ideas and the rest of the group gives anonymous feedback and based on the
feedback the ideas will be reconstructed and combined to have an idea the entire group supports.

Alberts, J. K., Martin, J. N., & Nakayama, T. K. (2011). Communication fundamentals. Boston, MA:
Pearson.
Bryson, J.M. & Carroll, A.R. (2007) What's the best decision-making method?. Retrieved from
http://www.extension.umn.edu/community/civic-engagement/tip-sheets/decision-making-method/
 SECTION 5
(Interpersonal and Organizational Concepts and Skills)

Outcome #99 - Student will demonstrate knowledge of active listening

techniques
Target Class HDF 190
Additional Experience - Day of Discovery & COM 100
 SECTION 5
(Interpersonal and Organizational Concepts and Skills)

In HDF 190 and COM 100 I learned and developed the skills of active listening. The key to listening
follows four steps, sensing, understanding, evaluating, and responding. Sensing is known as the
hearing stage this initiates the process of listening. It then moves on to understanding where one
absorbs the information presented, one might nod or tilt their head, lean in closer, smile to show
engagement. Next involves evaluating this is the processing component of listening when one tries to
connect to what the other is saying in order for them to move on to the response portion where they
speak back to the speaker. However, to become an active listener one must maintain direct eye contact,
show interest in the subject, and respect what the other is saying. Active listening contains five main
categories, encouraging, restating the basic ideas, reflecting feelings, clarifying, and summarizing. Each
category pertains to the situation at hand and what kind of listener you want to be. For example, those
who encourage show interest and have a positive tone of voice some may active listen through clarifying
and ask specific questions or help the person explore all sides of the problem. I practiced active listening
during the Day of Discovery when each of us in the group presented our I am speeches.

Alberts, J. K., Martin, J. N., & Nakayama, T. K. (2011). Communication fundamentals. Boston, MA:
Pearson.