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MINI PORTFOLIO Katie Hebert Apr 2014

Mini Leadership Portfolio

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Page 1: Mini Leadership Portfolio

MINI PORTFOLIOKatie Hebert

Apr 2014

Page 2: Mini Leadership Portfolio

TABLE OF CONTENTS

Strengths Slide #3

Opening statement Slide #4

Section 1: Self Leadership Slide #5

Section 2: Leadership Theories Slide #6

Section 3: Inclusive Leadership Slide #7

Section 4: Critical Thinking Slide #8

Section 5: Interpersonal/Organization Leadership Slide #9

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Adaptability

Command

Restorative

WOO

Harmony

Bravery

Humor

Leadership

Creativity

Honesty

STRENGTHS

GALLUP VIA

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OPENING STATEMENT

Through taking FLITE, I learned about how to utilize and incorporate my strengths and

values into several aspects of my life, different leadership models, and how to

effectively work in a group.

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SELF LEADERSHIP: OUTCOME #1

High school is universally known as a time in one’s life where the approval from others especially matters. Because of my involvement in being a leader of my school’s GSA and by being a Pillar Peer Educator, I was able to develop into my full self by being proud of my interests and projecting them onto my peers. Through knowing what values I believe in, I was able to influence others to be who they are and not feel the need to conform to any social norms. My involvement within my school’s GSA allowed me to project my beliefs while being an ally and supporter for those who need it. Along with this, my involvement in my school’s Peer Educator program allowed me to demonstrate my interest in mentoring/teaching others without fearing judgment from my peers. Through using my value strength of bravery, I was able to not put aside my personal interests for the approval of my peers.

Through taking HDF 190, I have learned about different aspects about myself. I have learned about my strengths, the weaknesses from these strengths, different leadership styles, time management, and how to work effectively in a group. Knowing this information allows me to proceed with my future endeavors without the fear of needed approval from others.

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L E A D E R S H I P T H E O R I E S : O U T C O M E # 2 7Through my servant leadership speech, I was able to demonstrate how I apply servant leadership to my everyday life. In this speech, as detailed in my evidence, I talked about how my value strength of bravery connects with the healing characteristic of the Servant Leadership Model. I talked about how I use my strength in bravery to instill and promote confidence is others, whether it is through teaching a class, or by supporting my peers in their endeavors. This leadership model can easily be seen through my desire to be an educator, as well as through my involvement in Jumpstart and as a Civic Engagement Leader. In Jumpstart I am working with preschoolers to help them be motivated and ready for kindergarten. I read Core Story Books to them each week, help them with phonemic and alphabet knowledge, as well as facilitate multiple center time activities. At the beginning of my work with Jumpstart, my partner children did not know who to recognize, read, or write their names. Because I kept encouraging them to keep trying when they could not figure out how to read/write their names, they were able to learn the ability to read and write their names by the end of my involvement with Jumpstart. Reading and/or writing may have been a struggle for my partner children, but through my ability to instill the healing characteristic of the Servant Leadership Model, I was able to lead them to success in reading and writing.Working as a CEL involves a huge understanding of the Servant Leadership Model. For my first activity as being a CEL, I participated in the “Children’s Friend” walk at the Roger Williams Park in Providence, RI. My application of the servant leadership model was exemplified here by putting others first in being involved in this walk. By taking the time to support the Children’s Friend cause, I am putting others first and thinking about my community.

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LEADERS HIP THEOR IES : OU TCO ME #65

As a part of my CSV 302, we were required to provide weekly reflections on our experience in the classroom. These reflections vary from reviewing a TED talks to talking about issues and challenges faced in the classroom. One of the topics that we had to reflect about was our role of leadership on our teams. Using my knowledge from the HDF 190 class, I was able to successfully answer this question fluently. Ultimately, through knowing my strengths and values I am able to lead others well. My strength in WOO impacts my leadership performance by allowing me to be able to make connections with people and not be afraid to strike a conversation with a stranger. This allows me to fully live up to my leadership potential.

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CRITICAL THINKING: OUTCOME #98

In HDF 190 there was a group project that needed to be completed. Prior to presenting, my entire group could not find the time to get together. This led us to work individually, yet collaboratively. This is an example of a “crisis” situation since our grade was reliant on this project.

Having the job as a lifeguard is a lot of responsibility. Over the summer I balance jobs between two different workplaces. I work as a lifeguard for 2 different waterfront lakes in central Massachusetts. One of these lifeguarding positions is more high stress, as there are more people who swim at this particular location. At this particular lake there are always four lifeguards on duty, one being the head lifeguard. In July 2013 at one of the lakes that I work at we had a report of a missing child. When this Amber Alert was occurring, the head lifeguard at this lake was busy. Because my head lifeguard was not able to assist in this problem, I stepped up to help find this missing child. I, with the help of my coworkers, went through all the procedures for trying to find a missing child which include: clearing the water, radioing the police and my boss, conducting a shallow water line search and deep water search, asking the mother of the child questions, searching the area of the grounds. I lead my coworkers by giving each of them a task to do during the search, which made this experience more organized and less chaotic. (After searching for 10 minutes we found the child safe).

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INTERPERSONAL/ORGANIZATION LEADERSHIP: OUTCOME #143

Throughout HDF 190 and through my experiences being a Pillar Peer Educator, I have experienced being a mentor, as well as a mentee. My first collegiate experience with peer leadership was at the Leadership Institute in the summer before my freshman year of college. By having peer leaders guide me on my path of being a leader I learned the value of feedback and collaboration. Instead of a top down approach, the peer leader system allows for more of a comfortable relationship with your mentor, while still remaining being a formal aspect. For me, this was an extremely important relationship to have while going into my first semester of college, especially since I came to URI not knowing anyone. My peer leader from Institute, Nick, did a fantastic job of informing me about what to expect first semester, as well as educating me about new aspects of leadership and helping me through personal roadblocks. The peer leaders from Institute served as the role of an older sibling by guiding us and looking out for us as we learn from our own shortcomings and triumphs. I learned that I am someone who leads through inspiring a shared vision. In regards to this aspect, I tried my best to connect with everyone whom I have come in contact with to work towards a common goal. I am now someone who is passionate about what I do and stand for. Ultimately, I feel that these personal examples of being led by peers and becoming a peer leader myself in different aspects have made me an overall better leader and person.