Vous êtes sur la page 1sur 21

HDF 190:

FIRST YEAR LEADERS INSPIRED


TO EXCELLENCE
LEADERSHIP PORTFOLIO

Autumn Walter
SPRING 2017

autumn_walter@my.uri.edu
TABLE OF CONTENTS

Strengths SLIDE # 3
Values. SLIDE # 4
Opening Statement SLIDE # 5
Section 1: Self Leadership SLIDE # 6
Section 2: Leadership Theories SLIDE # 11
Section 3: Inclusive Leadership SLIDE # 15
Section 4: Critical Thinking SLIDE # 17
Section 5: Interpersonal/Organizational Leadership SLIDE # 19
Signature Strengths

1. Positivity
2. Achiever
3. Communication
4. Woo
5. Futuristic
Values in Action Strengths
1. Kindness
2. Curiosity
3. Honestly
4. Humor
5. Zest
OPENING STATEMENT
I learned a lot about my own leadership in my HDF
190 class. After taking this class I learned about
different leadership models and how to apply these
models in groups and everyday life. As a whole, this
class has thought me how my leadership style
involves relating and working with others. When I
connect with others I am able to work with them
better and become a more productive leader.
SECTION 1- SELF LEADERSHIP
Outcome 15- Student will describe personal leadership style and/or personality style including strengths and
weaknesses and examples of application (Sources = Leadership style inventories, the L.P.I., StrengthsQuest,
Type Focus (MBTI), LAMP, and other career inventories, etc.)

My personal leadership style comes from my strengths and values. In my HDF 190 class, we had to take
two online quizzes to find our personal strengths and values. I worked to strengthen those and I use
them to hone my leadership style.
Strengths
1. Positivity- I have a continuous stream of positive energy. I strive to pass on my energy and positive
outlook to others exciting them about all kinds of interest and activities. My enthusiasm helps me to
create engaging and meaningful work. When working at the multicultural overnight program, I use
my positivity to keep the students I was working with engaged and excited as we did the scavenger
hunt in the rain.

2. Achiever- I am very organized and plan out everything that needs to be done in advance. Every
day I work to accomplish my goals and always plan time to get my work done. I enjoy being busy
and get great satisfaction from properly completing my work to its fullest. Each week I go through
everything that I have to do and write it down in my agenda. As the week goes on I check things off
and I'm able to add to it and see the work that I've done to keep myself on track.
SECTION 1- SELF LEADERSHIP
3. Communication- I am able to communicate effectively to a large group as well as one and one. I
am able to express myself through my words and easily communicate ideas and present well. I have
worked in many small groups, I have taken over the leadership role as I facilitate group meetings and
set up meeting times.

4. Woo- I have a fun and friendly personality and I enjoy getting to know people and I like working
with new people. I work well with others and in group settings. I emit a welcoming atmosphere. At
the multicultural overnight program, I got to know many prospective students. As I got to know them
I created strong connections with a lot of the students and helped open their eyes to URI.

5. Futuristic- I am driven to do my work and prepare to achieve my goals in the future. I am well-
organized, writing down plans and making goals for years in advance. My goals and vision for my
future drives me to work harder today. I have planned out every class I will be taking while at URI.
I've planned it according to general education classes, credits, and what is necessary to graduate on
time with my major and minors.
SECTION 1- SELF LEADERSHIP
Values
1. Kindness- I have always believed that you should offer everyone a gesture of kindness each day. Whether it be a compliment,
a smile, or just holding a door open for someone. A kind act will help brighten anothers day. Offering small acts of kindness has
always helped me to feel stronger and more confident. When someone tells me that my simple act has helped to make their
day, it encourages me to pay this kindness forward even more so. Compassion for my friends and strangers has always come
easily and helps me to care for those in need. I'm always smiling at strangers and holding the door open in hopes to help
brighten a persons day.

2. Curiosity- I have always been a very curious person, asking lots of questions and valuing honest answers. If for any reason I
am unsure of an assignment or directions, I am willing to ask questions until the directions are made clear to me. I enjoy
learning new things and asking questions about the subject. I like to find out all the facts about a topic and get to know peoples
opinion on it. I am always willing to go exploring, whether in a physical location or in research, and I am always open to
whatever I may find. In classes, I've always been the student who asks many questions even when no one else will.

3. Honestly- I highly value my own honesty and honesty from others. I work to remain honest and truthful at all times. I feel that
deception is not acceptable because it does not allow others to improve and grow. I believe in telling people the truth, however,
not in a hurtful way. When negative feedback is required I offer it in a kind way so that they may take it as constructive criticism
and can grow and improve. I always answer questions honestly, such as when given an evaluation form, I spend a lot of time
looking it over and carefully thinking of what would be an appropriate answer for each question.
SECTION 1- SELF LEADERSHIP
4. Humor- If I am able to bring a smile to someone's face each day I feel accomplish. I am very light
hearted and a day without laughter is a waste. I enjoy getting my friends to laugh and providing
them with some enjoyment each day. I love to make people happy and I will do my best to achieve
this each day. When doing a storytelling project I always pick a humorous story with hopes of
bringing smiles to my classmate's faces.

5. Zest- I enjoy using all of my positive energy and putting it to good use. I value action and energy,
using these to create change and to achieve my goals. Finding energy and excitement in others
helps to in invigorate me even further down my path. I like to take action to get a jump start on all of
my work. When working on the newspaper, I like to get my assignments done as early as possible in
the week all while spending time with the other photographers and learning from them.

I have put all of these strengths and values into my personal leadership style.
SECTION 1- SELF LEADERSHIP

Cite
(2017). Gallup StrengthsQuest. Retrieved from:
http://www.strengthsquest.com/home.aspx?g_source=logo
(2017). VIA Institute on Character. Retrieved from:
https://www.viacharacter.org/www
SECTION 2- Leadership Theory and Models
Outcome 40- Student will show knowledge of the Relational Leadership model
by Komives, McMahon & Lucas

In HDF 190 we learned about the Relational Leadership model developed by Komives,
McMahon & Lucas. This model shows how to create meaningful, and effective relationships
among group members to allow a group to function in a positive way to affect change. The
model is a large circle and within there are four smaller circles. One is in the center and the
other three connecting from the center (See evidence 44 for visual). Each circle has one of
five words in it, these words are Process (also process-oriented), Purpose, Inclusive, Ethical,
and Empowering. These are the 5 objects of the model, the five steps you must complete
and be conscious of to complete the model. Along with the 5 objectives, each objective has
3 subdivisions. These are Knowing, Being, and Doing. Knowing is you must know and
understand yourself, know how change occurs, and how others view this differently from
yourself. Being is being ethical, open and caring, and inclusive to be about enacting
change. Final, Doing is acting socially responsible as a parapet in your community. When
you look at each objective and the corresponding subdivision there are separate meanings
and definitions for each, Let's take a look at them.
SECTION 2- Leadership Theory and Models
Process (process-oriented)- how a group will go about building the team or making the team. How they will accomplish the common
group goal.
Knowing- Community building is important, building team building, and maintaining the team.
Being- the process is an important key to the outcome, and effort put into high quality work is encouraged.
Doing- Skills in collaborating, section on work, giving and receiving feedback.

Purposeful- The individual has a commitment to job/task/team members.


Knowing- being about to change the process is good to help accomplish the mission.
Being- A hopeful/positive attitude is important to keep optimism up. Knowing that an individual, group, and community can all affect
change.
Doing- Identify your goals, envision it happening, creative thinking, and involving others in vision building.

Inclusive- All members have their own diverse view.


Knowing- Being conscious of the self and others, being knowledgeable and open to different worldviews, being an active and positive
citizen active in the citizenship.
Being- Understanding that the differences in people are valuable, value fairness and equality, knowing everybody is able to make a
difference.
Doing- Developing others' talents, listening with an open mind, framing and reframing your ideas and beliefs, and engaging in civil
discourse.
SECTION 2- Leadership Theory and Models

Ethical-Standard of leadership which is driven by values and are in good nature.


Knowing- Developing your own personal values, influencing systems of justice, valuing self and others chatting.
Being- Being socially responsible and encouraging positive behavior in all people, developing character through
groups and organizations, setting up higher standards of behavior valuing actions that benefit others over
actions have benefit self.
Doing- trusting in others and making yourself trustworthy to others, being relatable and responsible, finding
issues that are in need of an ethical decision, confronting those who are engaging in inappropriate behavior.

Empowering- Empowering yourself and other group members to be involved.


Knowing- helping to build others in your own self-esteem, empowerment, the impact of your own and others
power on the policy and procedures of the group.
Being- knowing that everyone has something to offer and that what others contribute is solicited and valid, and
that decision-making, power, and all information is shared with the entire group
Doing- Sharing information with the group, encouraging others to contribute, building a capacity for others to
work, promoting self-leadership within the group.
SECTION 2- Leadership Theory and Models

Cite
Komives, S.R., Lucas, N. & McMahon, T. R. (2007). Exploring Leadership.
Retrieved from: https://books.google.com/books?hl=en&lr=&id=
pGvODmfuhigC&oi=fnd&pg=
PR7&dq=relational+leadership+model+by+komives+mcmahon +
%26+lucas&ots=JlgTTUZrdy&sig=nyKFmh-
KJFBYDFzSaj5wXeqJfwg#v=onepage&q=relational %20leadership%20model
%20by%20komives%20mcmahon %20%26%20lucas&f=false
SECTION 3- Inclusive Leadership / Diversity and
its application to leadership
tcome 83- Student will create a personal code of inclusive leaders

In HDF 190 we worked to create a personal code of inclusive leadership. My


personal inclusive leadership statement is, "I will work to create diverse
groups where each person's individual talents can be recognized." I will
work to create group atmosphere where the values of each person in the
group will be recognized and will work to develop everyone talents. In the
groups I will be open to different worldviews and new ideas, sharing them
and supporting others in the group. In the groups, I will recognize the
differences in each person and values their individuality. I will work to
create fair, and equal opportunities. In the group, I will use active listening
it helps everyone feel respected and valued.
SECTION 3- Inclusive Leadership / Diversity
and its application to leadership

Cite
Komives, S.R., Lucas, N. & McMahon, T. R. (2007). Exploring Leadership.
Retrieved from: https://books.google.com/books?hl=en&lr=&id=
pGvODmfuhigC&oi=fnd&pg=
PR7&dq=relational+leadership+model+by+komives+mcmahon +
%26+lucas&ots=JlgTTUZrdy&sig=nyKFmh-
KJFBYDFzSaj5wXeqJfwg#v=onepage&q=relational %20leadership%20model
%20by%20komives%20mcmahon %20%26%20lucas&f=false
SECTION 4- Critical Thinking
Outcome 88- Student will show knowledge of principles of critical thinking (logic is used in
this minor)

In HDF 190 we very briefly touched upon critical thinking. Critical thinking
is a form thinking that requires in-depth analyses on a subject, content or
problem. It is an intellectual discipline that with skill improves applications,
analysis, and evaluation. there are two components to critical thinking, the
first is being able to generate and process information. The second is
creating a habit and commitment to improving the skills required. If you
use critical thinking for selfish reasons it can become a manipulation over
others in your group. But if using it correctly it can help create a fair-minded
and intellectual person with integrity. Critical thinking is a self-motivated
and takes time to master. It will test standards of excellence and command
over your mind. It includes good communication and problem-solving skills
to master.
SECTION 4- Critical Thinking

Cite
(2015). The Critical Thinking Community. Retrieved from:
http://www.criticalthinking.org/pages/our-concept-and-definition-of-critical-
thinking/411
SECTION 5- Interpersonal and
Organizational Concepts and Skills
Outcome 122- Student will show knowledge of the construction /
elements of informative and persuasive speeches
In public speaking, Com 202, I learned about information and persuasive speeches. An informative speech is a
speech with the goal of teaching the audience something completely new or increasing the knowledge on a topic.
The categories of informative speeches is a speech to describe. This is describing a person, place, object or event.
The next is a speech to instruct, which is teaching a process. Then, there is a speech to explain, which clarifies a
topic or concept. The final type of informative speech is a report. This is a briefing on a topic and is common in the
workplace. When writing an informative speech, there are many ways the speech can be organized. There is
Chronologically, which is based on time and goes from the past to present. Then there is Topical, which goes in an
order that makes sense based off the topic and sub points. Next is comparative, which is when you compare a
difficult or confusing topic to something simpler to help it make sense. Problem-solution is the next one, which is
when you describe a known problem and then describe a solution and what is being done. Finally, there is casual,
which is explaining how things occur and why. Each informative speech also has an introduction and conclusion.
Your introduction must have an attention getter that can be a question, quote, or a statistic. But if asking a
question that is not rhetorical, make sure to have a friend in the audience who can answer it to keep the flow of
the speech. The attention getter can also be humorous, but it must relate to the speech and it has to be funny. It
can't be a flat joke that does not relate. The best attention getter can relate to the conclusion of the speech so it
comes full circle. In the introduction you must also have a thesis, this is what your speech will be about. Then you
need a credibility statement. This will let your audience know why they can trust your information. You then need
a preview that tells the audience what the main points of the speech are going to be. Finally, the conclusion needs
to be written in an opposite way of the introduction to the speech. Rewriting the main points, reading the thesis
and having a closing statement that will leave in impact on the audience.
SECTION 5- Interpersonal and
Organizational Concepts and Skills

A persuasive speech is a more formal speech and has to have more facts. A persuasive speech
attempts to change the mind of the audience, reinforces a belief, motivates the audience to action.
When doing a persuasive speech, you must know your audience attitudes, beliefs, values, and
behaviors toward your topic. When addressing the audience attitudes you are addressing their reaction
to something. This is psychological and their attitude can stem from their past. When addressing
beliefs, you are getting the audience to accept certain things are plausible and this is based off what
they think. Changing the audience's values is the hardest of the four. This is changing people's principal
beliefs; what they think is right and wrong. People's values are dear to them because it makes us who
we are. The final thing you can address is behaviors. You can make an appeal to people and they often
respond to that stimulus. Behavior is often tied to others and if you show others participating in the
behavior you are more likely to change people's behavior. During a persuasive speech, you must make
an appeal. You must narrow the options for people. It makes it easier for the speaker to achieve their
goal by doing so. You must show the best, safest, and most logical reason. Along with convincing the
audience of your own side, you must show the other side because if you do not explain the other side
you will not address everything and then you run the risk of seeming less credible. You must also have
accurate information in your speech. The set-up is similar to an informative speech, just showing the
other side as well as your own.
SECTION 5- Interpersonal and
Organizational Concepts and Skills

Cite
Ford-Brown, L. A. (2013). DK Guide to Public Speaking. Pearson

Vous aimerez peut-être aussi