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HDF 190: FIRST YEAR LEADERS INSPIRED TO EXCELLENCE LEADERSHIP PORTFOLIO Elizabeth Rogers

HDF 190: FIRST YEAR LEADERS INSPIRED TO EXCELLENCE LEADERSHIP PORTFOLIO Elizabeth Rogers SPRING 2014 elirogers@my.uri.edu. TABLE OF CONTENTS Strengths SLIDE 3

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HDF 190: FIRST YEAR LEADERS INSPIRED TO EXCELLENCE LEADERSHIP PORTFOLIO Elizabeth Rogers

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  1. HDF 190: FIRST YEAR LEADERS INSPIRED TO EXCELLENCE LEADERSHIP PORTFOLIO Elizabeth Rogers SPRING 2014 elirogers@my.uri.edu

  2. 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

  3. Signature Strengths Achiever Discipline Individualization Learner Intellection Values in Action Strengths Appreciation of Beauty & Excellence Love Honesty Judgment Fairness

  4. OPENING STATEMENT During FLITE, I have learned that the definition of a leader is not definitive and concrete. It is dynamic and can be based on one of the leadership theories or a combination of all of them. The following outcomes are examples of how I have applied what I have learned this year about leadership theory and about my abilities with relations to these theories.

  5. SECTION 1 • SELF LEADERSHIP • Outcome 10: Student will demonstrate the ability to lead a project from start to finish (follow through). • Target Class: HDF 190: FLITE • Additional Experience: Group Project • Worked on a group project with 4 other students • Goal was to create a unique group on campus that would be worthy of a $10,000 grant from the CSLD • We began with brainstorming ideas about need on campus • Next, we researched to see what already existed on campus and the CSLD’s values • We created grant proposal, presentation, and essay of group process • My role: Organizer, set up meetings • Used my strength of discipline • Each member used individual strengths to lead group to highest level of success

  6. SECTION 2 • Leadership Theory and Models • Outcome 26: Student will show knowledge of the “Servant Leadership” theory of leadership by Greenleaf • Target Class: HDF 190: FLITE • Additional Experience: Servant Leadership Presentation Assessments • Servant Leadership Model describes a method of leading where • the people come first • 3 categories: individual, community, and the overlap of the two • Individual: listening, empathy, healing • Community: awareness, persuasion, conceptualization, foresight • Overlap: Commitment to growth of people, stewardship, building community

  7. SECTION 3 • Inclusive Leadership / Diversity and its application to leadership • Outcome 81: Student will show knowledge of effective leadership as it relates to change agency • Target Class: HDF 190:FLITE • Additional Experience: In-Class Power Point Presentation • Change agent is someone, whether in a defined leadership role or not, who focuses on cultivating change. • Everyone can be a change agent • Must recognize leadership & influence • Root of power and authority as change agent can be given, earned, or taken • Change agent must be willing to take risks & recognize change is a slow process.

  8. SECTION 4 • Critical Thinking • Outcome 92: Student will show knowledge of at least five decision making methods • Target Class: HDF 190: FLITE • Additional Experience: Power Point presentation • The first step in decision making is recognizing that there is an ethical dilemma at hand that needs attention. • A leader needs to then obtain the facts in order to make a more informed decision about the topic. • Evaluating alternative actions is also important after becoming informed about the issue • Once all views and alternatives are considered, one must make a decision based on the gained insight and test the effects of the action. • Lastly, acting and reflecting on the outcome are important in order to evaluate the effectiveness of the decision and understand where • improvements can be made in the future.

  9. SECTION 5 • (Interpersonal and Organizational Concepts and Skills ) • Outcome115: Student will describe personal examples of group development in use (Tuckman, Bennis or others). • Target Class: HDF 190: FLITE • Additional Experience: Pasta and Marshmallow Challenge • Goal was to create a free standing tower using spaghetti and marshmallows • Main point was to work through stages of group work • We formulated ideas for the structure and worked to understand each other’s ideas. • We did not have a long storming stage • Norming stage was next where everyone was on the same page. • We relapsed to the storming stage a bit as we were pressured to move quickly. • We finished with the only free standing structure out of all three groups. • During the adjourning stage, we discussed what went well and what parts of the experience could have been improved.

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