HDF 190:

FIRST YEAR LEADERS INSPIRED TO EXCELLENCE

LEADERSHIP PORTFOLIO

Emily Haz
SPRING 2018

Emily_haz@my.uri.edu
 TABLE OF CONTENTS

Strengths SLIDE 3
Opening Statement SLIDE 4
Section 1: Self Leadership SLIDE 5, 6
Section 2: Leadership Theories SLIDE 7
Section 3: Inclusive Leadership SLIDE 8
Section 5: Interpersonal/Organizational Leadership SLIDE 9
 Signature Strengths
Restorative
Relator
Discipline
Learner
Achiever
Values in Action Strengths
Curiosity
Gratitude
Kindness
Appreciation of Beauty and Excellence
Hope
 OPENING STATEMENT
HDF190 helped me to realize my full potential as a leader. I
always thought life was just point blank people are either a
leader or a follower. This class has shown me that that isn’t the
case. Through learning about my strengths and values and
exploring what they mean, I reflected on how I have utilized
them in my past. So many of the decisions I have made make
more sense now that I know how my strengths and values play
a vital role in my life.
 SECTION 1
SELF LEADERSHIP
#1 Student will demonstrate autonomy and a minimized need for approval

Often times I volunteer at my aunt’s preschool back home. After going so many times I feel very
comfortable in that environment and know my role when I go. I feel that I have enough
experience and ability that I no longer need to ask my aunt for clues or figure out what I should
be doing. For example, when it is snack time I know that 35 children need apple juice and 5 need
water. So I usually take it upon myself to grab the cups from the closet and begin serving the
students while my aunt and the other teacher’s serve snack and do other tasks. During gym,
there was a child with a broken leg who just wanted to run with all his other friends but clearly
couldn’t. To distract him I grabbed a ball from the supply room and we passed it back and forth
so he could still have a good time without running and further exaggerating his leg. When I work
there I feel very comfortable in my own abilities. Through my experience I have gained
knowledge of what needs to be done when and figure out ways in which I can help without
needing guidance or approval. One of my strengths is learner and I feel that I have used that a lot
during my time here. When I first came I was very observant and asked a lot of questions to build
my knowledge on how the classroom runs. Over time I have watched student-teacher
interactions and gotten to know each student’s likes, dislikes, dietary preferences, allergies, and
anything I else I would need to know to help myself become as well rounded as possible. I don’t
seek praise or approval anymore when I go and look at it as more like a job. I go and figure out
what I could be doing in that moment to help the students as well as the other teachers.
 SECTION 1
SELF LEADERSHIP
#12 Student will show evidence of goals and objectives that were planned and achieved

When I first visited URI I saw how much fun the tour guide’s had and I knew I wanted to be a part of
that community once I get here. After I arrived I made it my mission to become one. I made sure to be
friendly with those on the tour guide team and learn more about the program itself. Once I really
decided to go out for the position I thought out all the steps I needed to take in order to get the job.
The first thing I did was follow the tour guiding instagram to ensure that I would be up to date with any
information they had. Next I made sure that I knew when applications were open so I could be one of
the first to apply and secure my interview spot. I made sure to prepare myself for my interview date. I
remember an old employer had told me one time that a job offer could come down between what type
of shoes you were wearing. I picked out an outfit ahead of time that I felt was very professional and
appropriate for an interview. I didn’t have any heels so I even took the steps to borrow from my friend
who lives across the hallway. When the day came I tried to be on top of my game and answer their
questions to the best of my ability. When the time came for my second round interview they sent out
an information sheet with a few facts about the university that we had to memorize. I knew in order to
do well I had to take it seriously and made sure I knew the material inside and out. I put forth my very
best into the interview and made sure to do all the professional gestures such as making eye contact,
shaking hands, and having good posture. One of my top strengths was achiever which is the strength
I feel I utilized the most for this event. To be an achiever means that I have a high drive and need for
achievement. It is my push to set a goal and do all that I can to achieve it. I also used my discipline by
staying on track to do what I needed to do to ensure I would get the job.
 SECTION 2
LEADERSHIP THEORIES
#41 Student will show knowledge of the “Relational Leadership” model by Komives, McMahon & Lucas

In HDF190 we learned about the relational leadership model. The relational approach in leadership is an approach
that puts it’s focus on group members being seen as co-contributors where everyone can benefit from each
other. In the relation leadership there are five main components of relational leadership. The first is being
inclusive. Inclusivity refers to being able to understand, value, as well as engage all aspects of diversity in a
group. You develop the strengths and talents of the group while involving people from all backgrounds. The next
component is empowering. To empower you must encourage members to indulge, actively participate, and be
engaged in a group. A leader expects maximum success from their group and achieves this through self-
empowerment. Another component is being ethical. Leadership is driving by values and moral of an individual,
thus decisions made and events that transpire often follow that person’s code of ethics. Standards of the group
can be set up which creates good moral boundaries. A big part of this approach is leading by example and
showing others how you would like them to act. Relational leadership is also purposeful. This means that a group
needs to have a commitment to a goal or activity they want to achieve. A leader is used to resolve differences
among members and guide a group to finding a common vision. This improves the dynamic of the group and
may enhance others in some way. The last component of relational leadership is being process-oriented. This
part refers to how individuals may go about coming together to form a group and achieve its main purpose. This
includes the involvement of each group member and how they use their own strengths to inspire a decision. The
last portion of relationship leadership is the three basic principles that go along with it. The first principle is
knowing. This means that you know and understand your own strengths and values. You also are aware how to
create change, and how people’s opinions may differ from yours. The next is being. This principle is used to keep
one ethical, open to new ideas, and understanding how others strengths may differ from yours, but use it to
balance each other. The last principle is doing. This is where you act in responsible ways in a consistent pattern.
 SECTION 3
INCLUSIVE LEADERSHIP
#97 Student will create a personal code of inclusive leadership

As a leader I feel that it is important to use inclusive language when talking to others, especially
strangers. It is necessary to make everyone feel as comfortable as possible during a conversation and
remember that you don’t know everyone’s story. In order to lead as effectively as possible I try to always
be mindful of the words I am using and how they can affect the crowd I am talking to or with. At the
multicultural overnight program I had to speak to many prospective students that identified as diverse
and came from all different backgrounds. In order to be an inclusive leader I tried to eliminate certain non-
inclusive words from my vocabulary. For example, instead of addressing the crowd as “you guys”, I
would instead use “you all” or “everybody”. I also would refer to people with the noun first. Instead of
saying “colored person” to be more inclusive you would say “person of color” or instead of “disabled
person” you use “person with a disability”. Something as simple as exchanging these words can make all
the difference. It allows everyone to feel secure with you and invites a more inclusive conversation.
Everyday I try my hardest to be mindful of the language I am using in order to be the most efficient leader
possible.
 SECTION 5
INTERPERSONAL AND ORGANIZATIONAL CONCEPTS & SKILLS
#109 Student will demonstrate knowledge of active listening techniques
At the day of discovery leadership retreat we learned about different active listening techniques.
There are 5 main techniques of active listening. The first is encouraging. The goal of this skill is to
project interest and encouraging the person to continue talking. To do this well you have to be non-
committal, you don’t necessarily agree or disagree, and you use a positive tone of voice. The next
technique is restating the basic ideas. This method shows you understand while checking your
meaning and interpretation with other’s. To do this you restate the speaker’s basic ideas and place
emphasis on facts. The next technique is reflecting feelings. This method demonstrates that you are
listening as well as understanding how the person feels. You may also help the person temper and
evaluate their feelings. To do this effectively you have to reflect the person’s feelings by using short
replies that are not flip or opposite. Clarifying is the next technique. This helps you obtain
additional facts and helps a person explore all sides of a problem. You may do this by asking
specific questions that are not guided but used for your own understanding. Summarizing is the
last technique of active listening. In this method you draw ideas together and create a basis for
continued discussion. This way the major ideas are restated, reflected, and summarized which
opens up the door for further conversation.