1. FIRST YEAR LEADERS INSPIRED TO EXCELLENCE Peer Mentor
HDF 415:
FIRST YEAR LEADERS INSPIRED TO EXCELLENCE Peer Mentor
LEADERSHIP PORTFOLIO
Ellis Havelock
SPRING 2016
Ellishavelock.weebly.com

2. Opening Statement SLIDE # 4 Section 1: Self Leadership SLIDE # 5-6
TABLE OF CONTENTS
Strengths SLIDE # 3
Opening Statement SLIDE # 4
Section 1: Self Leadership SLIDE # 5-6
Section 2: Leadership Theories SLIDE # 7-8
Section 3: Inclusive Leadership SLIDE # 9-10
Section 4: Critical Thinking SLIDE # 11-12
Section 5: Interpersonal/Organizational Leadership SLIDE # 13-14
Intro. presentation topics:
Getting involved, gaining skills, meeting new people/a community of leaders, finding your niche

3. Values in Action Strengths
Signature Strengths
Self-Assurance
Analytical
Consistency
Harmony
Achiever
Values in Action Strengths
Fairness
Honesty
Kindness
Curiosity
Love
Selling point: Why they should be involved in the Minor/our programs?
Our graduating seniors had a 3.63 GPA. You can be involved and have a fantastic GPA. Half were also in Honor’s and/or Greek Life.
It’s about being in a community of people who want to make a difference – it’s about support and knowing the people to help you get want you want accomplished – starting TODAY! 3

4. OPENING STATEMENT
I dove into this semester as a FLITE Peer Leader with a primary goal of assisting the growth of my students. With this goal in mind I was able to give the proper amount of challenge to students with the slightest amount of support along the way so no one student felt overwhelmed and would give up. This experience of being a peer mentor has given me the experience to mentor growth instead of leading the group. I can understand when it is right to step or to assist or let the group as a whole take over in what they do best. Being a Peer Mentor has further shaped who I am as a leader and a mentor and I can use these skills outside of just the classroom. I have come to realize that these are life long skills that I will have the ability to use in my field of study and more. My love and interest for the water has lead me into ports and harbors. By using my top strengths of Self-Assurance, Analytical, Consistency, Harmony and Achiever I can really put these skills to use. It further excites me for the future and all that is to come along the way.
Great things to be able to answer by the time you get ready for interviews…these are the things that people come to college for!
Gain REAL experience in order to lead in your field of study! 4

5. SECTION 1 SELF LEADERSHIP
#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.)
Target Class: HDF-415
Additional Experience: FLITE Peer Mentor
*Description Next Slide
The are both academic and co-curricular opportunities. 5

6. As I have been continuing to get the chance to use my strengths and really understand how I use them, I have learned that I really need all of my top strengths to be the leader that I have become today. I used to view my strength of Self- Assurance as standing alone, separate from the rest of my strengths. But after working with people who have the self-assurance strength, I have realized that it is my strengths of achiever, analytical, consistency and harmony that really reinforce the sometime overpowering strength of self-assurance. I have learned that my strengths when working together create a perfect orchestra for creating success for myself and the other people I am working with especially with my FLITE group. On the first few days of class, I noticed that some students were just in the class to soak it up like a sponge and did not have a lot of interest in it. Some of those students I took into my group and I also took in some students that seemed like they needed some confidence building and teamwork building. Within the next couple of weeks I have connected with them and I feel that even some of my skills of applying my specific strength have rubbed off on some students. We ended up turning into a very powerful group that is nearly unstoppable. I feel that the group and I would not have been this powerful if it wasn’t for the orchestra of strengths that I have and the way I use them. This also correlates to the strengths that my student have and how they used them. All of our strengths sing in harmony with each other and turned us very strong and even have achieved the performing stage of the group development model.

7. Leadership Theory and Models
SECTION 2
Leadership Theory and Models
#27 Student will describe personal application of the Servant Leadership Theory (Greenleaf)
Target Class: HDF-415
Additional Experience: FLITE Peer Mentor
*Description Next Slide
The are both academic and co-curricular opportunities. 7

8. At first I always thought that Servant Leadership was more along the lines of making a small difference in peoples lives. I have come to realize that servant leadership is all about the people. It means a lot to have the ability to serve yourself before going and serving others and that is what I revolve most of my focus around when it comes to servant leadership. I have further enhanced this understanding of servant leadership through being a FLITE Peer Mentor. I have come to realize that it is imperative to make sure that the students come first. Their growth and development to become the best people they can be is the top priority when being a Mentor. Another key point about servant leadership through being a mentor is the growth. I feel this might be the most important job of specifically a mentor instead of a leader. I realized that Leaders have a more direct way when going about leading students where mentors have a more indirect way of directing growth in people. This goal would not be accomplished without and firm grasp and understanding on servant leadership. When helping my students grow through the servant leadership model, their understanding of new knowledge and the support that some may need is always the priority in mentoring. When I use the Servant Leadership model when mentoring there are some characteristics that I can really apply that make the largest impact on me and the student are listening, awareness, foresight, commitment to the growth of people and building a community. I feel these are the most important because when I use these it provides just enough support to get the group going as a single unit but still gives them enough challenge to grow themselves as leaders.

9. Additional Experience: URI Civility Mentors *Description Next Slide
SECTION 4
Critical Thinking
#96 Student will describe what it means to analyze, criticize, synthesize and utilize information as a leader
Target Class: HDF-415
Additional Experience: URI Civility Mentors
*Description Next Slide
The are both academic and co-curricular opportunities. 9

10. As a leader, it is very important to be able to conceptualize information in all ways that are best for a given situation. It is nearly impossible to plan for these things at any given time. To analyze the information means to take a step back and understand it as a whole and what it means. This maybe one of the most important parts to comprehending information because this helps me as a leader what the next step is. To criticize information means to be making critiques to always making something better. A leader is always looking for ways to making the final outcome the best it can be and ways it can be better. To synthesize the information means to combine all the different concepts and ideas to further better the final outcome or task. Finally to utilize the information means to take all the preparations that were done and turn it into a process. Then the point is it where you have to trust all of your preparations and rely on them to fulfill the outcome. I have really gotten the chance to do this by reigniting URI Civility Mentors. I was given a large amount of information and tasks that needed to be done and take it one step at a time. I analyzed the information by first scheduling a meeting to get everyone’s ideas together. I criticized some ideas for thought and turned some ideas into even better ones. I synthesized the information by combining all these ideas together and then I utilized them by turning it all into a plan to continue moving the program further. I feel it is very important to always have the information and discuss it before taking action. It is always important to have a plan when moving forward.

11. (Interpersonal and Organizational Concepts and Skills)
SECTION 5
(Interpersonal and Organizational Concepts and Skills)
#121 Student will describe personal examples of using the theory of Challenge and Support (Sanford)
Target Class: HDF 415
Additional Experience: FLITE Peer Mentor
*Description Next Slide
The are both academic and co-curricular opportunities. 11

12. Much of my focus as a peer mentor revolves around the challenge and support method. I personally tend to use it with providing as much challenge as the student can take before getting discouraged. Since the challenge side of the model is really what allows the student to grow, I intentionally give a smaller amount of support. This creates a small reliance on me as a peer mentor and always the maximum room for growth. If I did not step back and provide more support to the students then there would not be very much growth or true experiential knowledge of what it means to be a leader. One example of me applying this style is during one of the first days in class when the topic of the group project was being introduced. Immediately they were asking me for additional guidance and I only provided a little support to help get the momentum going in the group with the project. With that small amount of support that I provided for the group, I then took a step back to let the ideas continue to flow. They were then able to excel with the opportunity and were able to come up with their own ideas, plan them, and execute them with precision. By me taking the step back allowed them t grow as student leaders. Toward the end of the semester, they show so little reliance on me that sometimes I don’t even need to say anything. This proves to me that I did my job in letting the students grow by providing challenge with a little support.

13. (Interpersonal and Organizational Concepts and Skills)
SECTION 5
(Interpersonal and Organizational Concepts and Skills)
#114 Student will show knowledge of the stages of group development (Tuckman, Bennis or others)
Target Class: HDF-415
Additional Experience: FLITE Peer Mentorship
*Description Next Slide
The are both academic and co-curricular opportunities. 13

14. As Tuckman states there are five stages to group development; Forming, Storming, Norming, Performing and Adjourning each of these are specific steps that every group takes no mater what the task is, the group members, or anything that may be different between any group. The first stage is Forming. During this stage people are just trying to get settled in. People are trying to identify their place in the group. Conflicts tend to be avoided during the stage because people want to stay confortable. The next stage is storming. This is when groups tend to have the most conflict. People in the group will tend to “battle” for superior positions in the group or have conflicting opinions about what the group’s goal is. Certain members of the group start to emerge as leaders. Then more questions need to be answered to have a better understanding of the groups purpose to move further to the next stage. The next stage is norming. During this stage the group really starts to become comfortable with one another and can recognize each peoples strengths and talents that they are able to bring to the table. Having an understanding of each other’s strengths can further more accelerate the group into production because people will immediately know the tasks that each person will take. The next stage of the model is the performing stage. This is when the group is at their best working capacity and the teamwork is at an all time high. The team members are committed to one another and the overall task at hand. The team is looking out for one another as a unit and starts to think at the same level of performing to create the best possible outcome. The final stage in Tuchman’s model is the adjourning stage. This is when the team has either completed their task or reached their final outcome. Eventually all teams have to stop at some point and that is when they have reached their final destination of their task. I have had experience both witnessing the group development and being apart of it as being a FLITE Peer Leader and being apart of FLITE, which will be further explained in the next outcome.