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HDF 190: FIRST YEAR LEADERS INSPIRED TO EXCELLENCE LEADERSHIP PORTFOLIO Rebecca Giguere

HDF 190: FIRST YEAR LEADERS INSPIRED TO EXCELLENCE LEADERSHIP PORTFOLIO Rebecca Giguere SPRING 2012 r_giguere@my.uri.edu. TABLE OF CONTENTS Strengths SLIDE #3

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HDF 190: FIRST YEAR LEADERS INSPIRED TO EXCELLENCE LEADERSHIP PORTFOLIO Rebecca Giguere

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  1. HDF 190: FIRST YEAR LEADERS INSPIRED TO EXCELLENCE LEADERSHIP PORTFOLIO Rebecca Giguere SPRING 2012 r_giguere@my.uri.edu

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

  3. Signature Strengths Context Responsibility Deliberative Empathy Achiever Values in Action Strengths Appreciation of Beauty and Excellence Fairness, Equity, and Justice Capacity to Love and be Loved Caution, Prudence, and Discretion Gratitude M

  4. OPENING STATEMENT Within HDF 190, I have learned that I am a servant-leader. I am naturally drawn to lead after I do my part as a servant. However, I am always servant first and leader second. When I am a leader, I model the way; I work hard to do my best everyday which inspires others around me to do the same.

  5. SECTION 1 SELF LEADERSHIP Outcome #8: Student will express a personal values statement. My strengths are not just what I do well; they are also my values. Context fits me in that I am always looking to the past for guidance. I find the future to be intimidating and ambiguous, so I look to how things have already been done. I discover a pattern within history and I pick out successful methods to which I can apply to the future. Context also ties in with another strength of mine: Deliberative. When making decisions in my life I am always very thoughtful and cautious (one of my top VIA character strengths); I make sure to do my research and see every point of view. I always think before I speak and I make sure that when I do, I contribute to the conversation in some way. I find a lot of conflict to be aggravating because people have trouble putting themselves in someone else’s shoes (which also connects with my VIA strength: fairness, equity, and justice). I also set high expectations for myself and I push myself to do my best every day. Deliberative is intertwined with Responsibility as well as Achiever. If I fall short of my high standards no one else is to blame but myself. Because I strive to do my best, to stay consistent, to make wise choices, and to encourage others to do the same, people trust and depend upon me. This is where Empathy comes into play; I am an emotional person and knowing others’ emotions and feelings is my sixth sense. I see the beauty in everything and everyone around me (which is my top VIA strength) and I am grateful that I can. Also, I will trust and respect anyone who will trust and respect me.

  6. SECTION 1 (Cont.) SELF LEADERSHIP Outcome #9: Student will demonstrate practice of the personal values statement. I demonstrate the practice of my personal values in many ways, but a few examples have really stood out in my mind. The first is how responsible I was (and still am) and how hard I worked last Semester academically. I was the best student I could be and I got a GPA of 4.0. I was invited to be a member of the Phi Eta Sigma National Honor Society and was recommended Honors classes by the honors program because of my achievement. I also notice things around campus that are beautiful, but that other people would walk right by. I noticed that on some of the sidewalks around campus there are spots in which leaves had fallen in wet pavement and made imprints which I think is kind of cool. And the view of the sun setting from the top of the hill is absolutely stunning; I have never seen so many beautiful sunsets day after day. I am amazed at how much beauty surrounds me and I am thankful for it. I am also thankful for the amazing people I have met, quite a few of them being cafeteria workers at Butterfield. They are such a wonderful bunch of men and woman who make me feel at home. Especially Betty, one of the women who work at the Panini sandwich station. I often have to eat alone, but I don’t feel alone because of how friendly the people who make my lunch are and I am so grateful for it. I also was able to see my values in practice after I made my Leadership Collage for HDF 190, because I was able to see my values through my pictures and the symbols I picked out.

  7. SECTION 2 Leadership Theory and Models Outcome #25: Student will describe personal application of the above theory. When first reading about the servant-leadership model I knew that this was my style of leadership since I felt a strong connection with it as a whole. After doing the Bow-Tying Activity that I talked about in Outcome #24, I had an “Ah-ha!” Moment where the deeper meaning of the theory dawned upon me. The part of the model that makes the most sense to me when I lead others is the basic idea that one must serve before they can lead. The few positions of leadership that I have had were taken on after I had been a part of the group – a servant – for quite a while. I feel that I can take a position of leadership only when I have put in the time and dedication to that organization to show that despite being a leader, I am still there to serve. Just recently on my first Habitat for Humanity build (where I helped to measure and cut foam insulation panels for the foundation of the second home), one of my fellow volunteers, Drew, asked me if I was going to run for a position on the executive board in the upcoming election. His question completely threw me through a loop because I had not even thought about running since I am a new member. Thinking about it for a few moments, I told him that perhaps I would run next year after I had been a member for a little bit longer. Later, I thought about why I was so surprised and I realized it was because I felt like I needed to serve Habitat before I could lead it. Since learning the servant-leadership model, I now completely understand why I can’t automatically be a leader; I am a servant at heart.

  8. SECTION 3 Interpersonal and Organizational Concepts and Skills Outcome #94: Student will show knowledge of effective membership skills in groups. From being in HDF 190 I have refined my knowledge of effective membership skills in groups from what I have already learned previously. I had already had prior knowledge of effective membership skills in groups from my eight years of being a Girl Scout. As a Girl Scout I made a promise to follow the Girl Scout Law which I believe is what helped me to gain valuable membership skills: “I will do my best to be honest and fair, friendly and helpful, considerate and caring, courageous and strong, and responsible for what I say and do, and to respect myself and others, respect authority, use resources wisely, make the world a better place, and be a sister to every Girl Scout.” As the years passed by I learned that to be an effective member in Girl Scouts, or in any group, one must be honest, open, considerate, responsible for their actions and words, and all around respectful. All of these skills are necessary in order to work well with your fellow scouts, or members. If one person was disrespectful or deceitful, it brought the whole troop down. But when we were all respectful and honest with each other, putting aside our differences to work towards a common goal, our troop shined. We grew to become extremely close and stuck by one another through good times and bad. I learned that when I am a part of a group I must act selflessly or in the best interest of the group and its members. I must be willing to listen actively, to take charge, and to help out as often as I can so that I can be the most effective member I can be. In our Group Project for HDF 190 I was able to refine my knowledge of effective membership skills from Girl Scouts, so that I can apply it to my college career and beyond. I learned to not just take charge right off the bat, but instead to get the ball rolling on what needs to be done and then standing back to let others do what they do best and to help them along the way. I learned that I must maintain a balance; I must not be a controlling member but I must also not be indifferent or uninvolved. I learned that as a member I must do a bit of gate-keeping with some of the members so that our group stays on track to our goals.

  9. SECTION 3 (Cont.) Interpersonal and Organizational Concepts and Skills Outcome #113: Student will describe personal examples of building, maintaining, and repairing his/her own credibility as a leader I build, maintain, and repair my own credibility as a leader every day. I build my credibility by being consistent and helpful. For example, I build my credibility as a leader in the Habitat for Humanity builds by signing up for every available build, showing up to the build on time, and being open to doing any type of work, even if it is hard. I believe I have built my credibility as a leader there because not only did the Build Manager, Paul, know my name after only two builds, but he also trusted me with being in charge of important tasks and helping to inform others of those tasks. I have also been able to build credibility as a leader within my classes by staying on top of my work and getting to know my professors; I make a point of doing so because I want my professors to know that they can trust me to be a good student and set an example for my peers. I maintain my credibility by staying true to what I believe in and by keeping my word. Because I put my name down on the volunteer sheet, I make sure that I show up the HFH build; I made a promise to be there and I keep it. However when I do falter in my credibility, I make sure to address it and correct the situation. For example, in GEO 100 for a project, I accidentally took credit for someone else’s work. Not giving that person the chance to hand in the required material, I jumped the gun and handed in what they were supposed to. I eventually came to find out that they had in fact handed in the required material for their turn, but I had taken it having not given them a chance. To repair my credibility as a leader of the group, I e-mailed the individual as soon as I realized what I had done and I made sure that the credit was transferred to them. This is how I build, maintain, and repair my credibility as a leader.

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