HDF 190: FIRST YEAR LEADERS INSPIRED TO EXCELLENCE LEADERSHIP PORTFOLIO Shannon Oryniak SPRING 2015

TABLE OF CONTENTS Strengths Opening Statement SLIDE #4 Section 1: Self Leadership SLIDE #5 Section 2: Leadership Theories SLIDE #6 Section 3: Inclusive Leadership SLIDE #7 Section 4: Interpersonal/Organizational Leadership SLIDE #8 Section 5: Interpersonal/Organizational Leadership SLIDE #9 TABLE OF CONTENTS Strengths Opening Statement SLIDE #4 Section 1: Self Leadership SLIDE #5 Section 2: Leadership Theories SLIDE #6 Section 3: Inclusive Leadership SLIDE #7 Section 4: Interpersonal/Organizational Leadership SLIDE #8 Section 5: Interpersonal/Organizational Leadership SLIDE #9

Signature Strengths Strategic Significance Individualization Command Activator Values in Action Strengths Honesty Bravery Humor Zest Creativity M

OPENING STATEMENT Through FLITE I have learned countless things about my strengths and values as a leader. What I have learned has helped me to expand myself as a leader though different leadership models and styles and overall has helped me grown and expand on my leadership qualities.

SECTION 1 SELF LEADERSHIP (1 Highlighted outcome) 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.) HDF 190 In class we took the Gallup Report Strengthsfinder in order to determine our top strengths. My top strengths are strategic, significance, activator, and command. Strategic means I find and create different ways to proceed and that faced with any given scenario I can quickly spot relevant issues. Significance is the strength that I personally identify with the most. It means that it is important to me to be recognized in the eyes of others. I am independent and want to stand out. Individualization relates to people who are intrigued with unique qualities of each person and have a gift for knowing how people who are different work together productively. Activator describes people can easily turn thoughts into action. Command describes people with presence and can take control of a situation and make new decisions. These qualities help to describe the type of leader I am because they show how I prefer to be quick and efficient. One of my weaknesses is that I’m impatient, as shown through ‘activator’.

SECTION 2 Leadership Theory and Models (1 Highlighted outcome) Student will describe personal application of the above theory (Astin et al) HDF190 One of the Activities we did in HDF190 was the Stepping Stones activity. We began by dividing up into three groups (each representing a part of the Social change model-individuals, groups, and society)and forming a triangle using the three groups at each corner. We then were given stones that represented the eight steps of Social change in order to make it around the triangle without touching the ground. If one of our team members touched the ground or let go of the stones, one of the stones would be taken away and we would have to continue without it making it more difficult. We also faced challenges such as when some of the people were given instructions not to talk or be blindfolded. The Stepping stones activity was a metaphor for social change in the sense that without some of the stones (or steps of social change) it becomes incredibly hard to get across the triangle (or for social change to occur). When people were blindfolded or instructed not to talk it represented those in society who are unable to voice their opinions and also those who cannot see that social change needs to occur. Challenges like that are some of the things groups might face when attempting social change and falls under controversy with civility.

SECTION 3 Inclusive Leadership / Diversity and its application to leadership (1 Highlighted outcome) Student will show knowledge of effective leadership as it relates to change agency HDF190 A change agent is someone who creates social change at an individual, group, or societal level. In order to become a change agent one should value change, collaboration, a common purpose, controversy with civility, consciousness of self, congruence, commitment, and citizenship. They should understand that change is a process, that there will be resistance, and how to overcome resistance. They should have positive perceptions of change, comfort with ambiguity and transition, self confidence, patience, and a willingness to step out of one’s comfort zone. Lastly, they should demonstrate an ability to influence systems, the creation of a sense of urgency, an ability to articulate a change vision, and the willingness to make a difference.

SECTION 5 (Interpersonal and Organizational Concepts and Skills ) (1 Highlighted outcome) Student will describe personal examples of preparing for and being interviewed HDF190 Interviews, and being prepared for interviews plays an incredible role for college students. Whether it be applying for jobs, or leader positions on campus, properly preparing yourself and going through the interview process is an incredibly important part of our world. There are many times where I have gained experience or knowledge from the preparation of and process of interviews. For example, when applying for a tour guide position here at URI I prepared by practicing my knowledge of my strengths, the campus, and public speaking. I also prepared by going over questions as to what I felt are important in any interview process such as “why do you want this position” or “what can you bring to our program”. I made sure to dress professionally so I seemed put together and established my credibility. During the first round of interview i felt prepared and when asked questions about our campus and why I wanted to be a tour guide i had answers ready and felt confident in the way I approached the questions. My hard work payed off after they narrowed down more than half the contestant pool and I was chose for a second round interview after. For my second round interview I didn’t prepare enough and unfortunately didn't get the position. However, the interview process and experience has made me learn so much and contributed to my interview skills. I learned from my mistakes, and later when applying to be a URI 101 mentor and properly preparing for the interview i got the position.

SECTION 4 Critical Thinking (1 Highlighted outcome) Student will demonstrate proficiency in informative and persuasive public speaking COM100 HDF190 In com 100 we worked alot with developing our public speaking skills through speeches and presentations. Some of the bigger speeches we had done were an informative speech about a current event and a persuasive speech about a charity. For the persuasive speech we had 5-7 minutes to convince people to join a non profit organization on campus. My group chose Habitat for Humanity because it was an organization we were all familiar with and had enough information and knowledge about the topic to present and persuade an audience to join. Some of the strategies we used to encourage people was using ethos, logos, and pathos to appeal to them ethically, logically, and emotionally. We persuaded them through saying that it was right and moral thing to do to help their people and explained why giving examples of how many of the houses built go to disabled veterans and those in need. We then provided statistics of the number of sectioned and sites we have within the providence area and how much money we have raised to appeal to them logically. Lastly, we appealed to their emotions by showing how our organization has helped our country through rough times and natural disasters such as Katrina and Sandy. We knew this would relate to our audience because many people in our audience lived in the northeast and were affected by hurricane sandy. Knowing our audience contributed greatly to our persuasive speech.