HDF 190:

FIRST YEAR LEADERS INSPIRED TO EXCELLENCE

LEADERSHIP PORTFOLIO

Christopher Jenkins
SPRING 2017

cljenkins15@my.uri.edu
 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/Organizational Leadership SLIDE 9
 Signature Strengths
Analytical
Learner
Restorative
Connectedness
Individualization

Values in Action Strengths

Judgement
Perspective
Prudence
Fairness
Creativity
 OPENING STATEMENT

Through HDF 190, I learned about how I lead myself and

others using tools such as the Relational Leadership
Model and the Servant Leadership Model. I also learned
about my core strengths and values such as Analytical and
Judgement, as well as how I put them into action
throughout the semester.
 SECTION 1
SELF LEADERSHIP

In HDF 190, I was a Leadership Ambassador for my learning contract. On

April 8th and 22nd I went to the Ryan center and talked to prospective
students about the Leadership Institute and how it had a positive impact
on me and my University of Rhode Island experience in various ways, such
as friends, networking, and self-reflection. I showed self-discipline by
keeping myself focused on talking only to incoming freshman and not my
peers, despite their actions to the contrary. I also demonstrated discipline
by being early, keeping myself professional, and keeping myself available
and useful for as long as possible. I grew from this experience by
demonstrating to myself that I do not need a reward or punishment to keep
myself to my own standards.
 SECTION 1
SELF LEADERSHIP

In HDF 190, I was a Leadership Ambassador for my learning contract. On

April 8th and 22nd I went to the Ryan center and talked to prospective
students about the Leadership Institute and how it had a positive impact
on me and my University of Rhode Island experience in various ways, such
as friends, networking, and self-reflection. I showed autonomy by seeking
out students on my own, and while I was working in conjunction with other
students I actively avoided shielding myself from potential students by
working directly alongside them. I learned that self-sufficiency is what I felt
most comfortable with, and that while I valued groups for their fresh
perspectives and different dynamics I personally felt at my performing
peak when alone.
 SECTION 2
Leadership Theory and Models

In HDF 190, we learned about the Servant Leadership Model. The Servant Leadership
Model is the compilation of ten characteristics, which in a whole create a leader that
leads through service to others. Listening is the act of ingesting the will of others,
and reflecting upon it. Empathy is the act of understanding and accepting others.
Healing is the act of transforming others to be greater than before, repairing broken
spirits and emotional ailments. Awareness encompasses both awareness of others
and awareness of oneself, and commands an integrated view of situations.
Persuasion is bringing others into alignment with ones own beliefs and ideas
through words. Conceptualization is holding in the Servant Leaders mind the goal
which encompasses all actions. Foresight is how well one can predict outcomes.
Stewardship is trusting others with what has been created. Commitment to the
Growth of People is the recognition and encouragement of everyones worth and
capacity to grow. Building Community is the act of creating small scale communities
for people to take part in. These characteristics together form the Servant Leaders
basis for action.
 SECTION 5
Interpersonal and Organizational Concepts and Skills

In HPR 316, my group and I conducted an interview with Dr. Ebrahimpour to gather
information on genocide for our video, which was used to demonstrate how
genocide is viewed by the public. To begin, we brainstormed as many questions
relating to genocide as possible, such as How do you define genocide? and Have
these violations of human rights improved in Rwanda?. Next, one of our group
members scheduled an interview with him on April 13th at 1:00 pm. The interview
lasted roughly an hour. We made sure that we did not interrupt him when he was
answering our questions, prompted him when he gave us pause, and interacted with
him as much as he deemed appropriate while also giving him the cameras full
attention.
 SECTION 5
Interpersonal and Organizational Concepts and Skills

In HDF 190, my FLITE group exhibited Tuckmans stages when we created an action
plan for The Bully Project with the Feinstein Institute. We went through Forming
when we merged with another class of students to create an action plan for a
Martian bullying victim who was being ostracized. We went through Storming when
none of us were confident in what we were trying to do. The ideas we had we didnt
feel had any credibility or substance to them. We went through Norming when we
started coming up with ideas and found a voice for them. We came up with the idea
to talk to both the parents and fellow students. We went through Performing when
we applied the ideas we had with the Martian situation. We would create school
groups that would focus on Earth and Martian cultures, and we would meet with
parents to try to get them to include some Martian culture at home so we could
normalize it for our victims peers. We went through Adjourning when we came
together with the larger group and talked with the other group about our different
bully victims situations, active bullying vs. ostracism.