HDF 190:

FIRST YEAR LEADERS INSPIRED TO EXCELLENCE

LEADERSHIP PORTFOLIO

McKenna Horner
SPRING 2017

mckenna_horner@my.uri.edu
 TABLE OF CONTENTS

Strengths
Opening Statement SLIDE 4
Section 1: Self Leadership SLIDE 5
Section 2: Leadership Theories SLIDE 7
Section 3: Inclusive Leadership SLIDE 9
Section 4: Critical Thinking SLIDE 11
Section 5: Interpersonal/Organizational Leadership SLIDE 13
 Signature Strengths
Positivity
Futuristic
Restorative
Woo
Input

Values in Action Strengths

Fairness
Forgiveness
Humor
Appreciation of Beauty and Excellence
Spirituality

M
 OPENING STATEMENT
Throughout HDF 190, I have gained confidence and understanding as to who I am
as a leader. I am able to focus my energy on my strengths and values to achieve
greater things. I am aware of what I have to offer in group setting based off of my
strengths. I know the importance of being an ethical, fair leader. I strive to make
everyone feel included and valued in a group. The Servant Leadership Model
resonates with me most as I feel it is extremely important to actively work for a
change. Many organizations could not exist without service. For instance, I
volunteer for the Special Olympics each year. They rely on hundreds of volunteers
to donate their time to socialize with the athletes and make sure that the events run
smoothly. This organization could not achieve this without the help of their
volunteers.
 SECTION 1
SELF LEADERSHIP

Outcome 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 190

 SECTION 1
SELF LEADERSHIP
Descriptive Notes: Upon taking StrengthsQuest, I learned my top strengths are
Positivity, Futuristic, Restorative, Woo, and Input. I use my Positivity daily in always
finding the good things in a situation and encouraging others to as well. For example,
when someone is telling me about the unfortunate things going on in their life, I make an
effort to point out the aspects of their life that are worth remaining happy about. I do this
for myself as well. I firmly believe that in focusing on the positives, peoples lives will
be more, genuinely happy. For Futuristic, I am constantly thinking of the future; I am
always thinking about what I can do to help my future self as well as others. This ties
into my major as well; I am a Wildlife and Conservation Biology Major and hope to help
with things such as saving endangered species. For Restorative, I personally dont think
that I have a love for problems solving, but I have a drive to find the best possible
outcome. I utilize this in school problems as well as social problems. For Woo, I use this
when meeting new people. It is helpful when doing group projects. It allows for me to
comfortably express my opinion as well as ask others theirs. Input gives me a drive to
know more and more information. I believe that in gathering more information, the more
material you have to help with future problems.
 SECTION 2
Leadership Theory and Models

Outcome 27: Student will describe personal application of the above theory
(Greenleaf)

Target Class: HDF 190

Additional Experiences: Special Olympics

 SECTION 2
Leadership Theory and Models
Descriptive Notes: I have found that my work with Special Olympics Rhode Island coincides
with the Servant Leadership Model. At the Special Olympics, I aid in various things such as timing
track races, being a greeter at the end of a race, and socializing with the athletes. Listening is an
extremely important aspect. After the race, athletes often enjoy talking to the volunteers and are very
excited about their accomplishment. It is important that you remain engaged in the conversation so
that they know you do genuinely care and are happy that they accomplished their race. Empathy also
aids in this event. It is important to understand that the athletes do have physical disabilities but that
does not mean they are enable of accomplishing great things. For example, when an athlete is falling
behind in a race, the whole gymnasium is cheering them on as encouragement. Commitment to the
Growth of People is also expressed through the Special Olympics. In encouraging the athletes, they
do feel better about themselves. They are proud of themselves for reaching their goal and it does
boost their self-confidence. Arguably, the most important component in regards to the Special
Olympics is Building Community. It is extremely important that the athletes feel comfortable
competing. This event is meant to celebrate individuals with disabilities and supply them with a safe
community that is absent of discrimination that they may face in their daily lives. The sense of
community is a goal that everyone involved strives to achieve. This ties into my top Value of
Fairness. I hope to serve the athletes in a way that they do not feel mistreated or denied any
opportunities
 SECTION 3
Inclusive Leadership / Diversity and its application to leadership

Outcome 83: Student will create a personal code of inclusive leadership

Target Class: HDF 190

 SECTION 3
Inclusive Leadership / Diversity and its application to leadership

Descriptive Notes: To me, Inclusive Leadership means making sure that every person in a
group has equal opportunity to succeed and be heard. An individual will not be judged on who they
are or where they are from. Their gender, sexuality, ethnicity, upbringing etc. will not be a
determining factor as to how much they will offer the group. Everyones differences will be honored
and seen as an opportunity for a new outlook on the situation. I firmly believe that differences
provide positive diversity to a group. It also allows for learning opportunities regarding lives that are
much different than our own. It will make group members well rounded individuals and more
accepting. Every person is unique through the Nature vs Nurture principals and will therefore have
completely unique outlooks. This can aid in brainstorming and problem solving. My concept of
Inclusive Leadership is congruent with one of my top VIA values Fairness. Every individual should
be treated fairly and should not be denied any opportunity that is given to another individual.
 SECTION 4
Critical Thinking

Outcome 89: Student will demonstrate proficiency of critical thinking

Target Class: HDF 190

Additional Experience: College Applications

 SECTION 4
Critical Thinking
Descriptive Notes: Due to the fact that Restorative is one of my top strengths, I am frequently using
my critical thinking skills. I do this so that I will be able to evaluate what my options are and pick the
method with the best possible outcome. Critical thinking aided me in making one of the biggest decisions
of my life: what college I will be attending. I used critical thinking throughout the entirety of the process. I
first used it when I was deciding what schools I wanted to apply to. I narrowed my search down to schools
that had the major that I wished to pursue (which was at the time Secondary Education). I made a lengthy
list of about 20 schools with the following information: tuition, location, commuter school, state, private,
size, graduation rate, average SAT scores, and average high school GPA. With this list, I weighed the pros
and cons to narrow down to six schools. I ended up with two reach schools, three reasonable schools, and
one safety school. After hearing back from my schools, I had gotten into one of my reach schools, two of
my reasonable schools, and my safety school. Upon doing this, I began to more heavily analyze my
options. I referred back to my list of schools and looked at the four I had gotten into. I weighed some
categories more than others. Tuition was weighed the most, then location, then size, etc. While I wanted to
focus on location and size more, I knew that tuition needed to be the most determining factor. After
focusing on the logistics of going to school, I knew that I couldnt let emotion cloud my judgement due to
money. While I wanted to go out of state, I thought about the consequences that would come from a high
college tuition. After analyzing all of the options, I decided upon URI. While at first it was just to save
money, I absolutely love attending this college. I would not have ended up here had it not been for my
critical thinking skills.
 SECTION 5
Interpersonal and Organizational Concepts and Skills

Outcome 100: Student will describe examples of using active listening skills

Target Class: HDF 190

Additional Experiences: LGBTQ Safe Zone Training

 SECTION 5
Interpersonal and Organizational Concepts and Skills

Descriptive Notes: Last semester, my RA brought the opportunity to become Safe Zone
certified to our building. Here, we learned about numerous aspects of the LGBTQ community such
as inclusive vocabulary, sexuality, genders, etc. One aspect that they stressed was how to handle a
situation where someone confides in you either about coming out, insecurities about their sexuality,
etc. While they did not directly refer to methods of Active Listening, many of the tips that they gave
us accurately depict techniques of active listening. The biggest technique that they stressed was
similar to reflecting feelings. They said it was extremely important to not diminish what they are
feeling and saying. You have to sympathize with them if they are feeling upset because you do not
want them to get discouraged any further. They also mention the amount of bravery some
individuals need to come out and talk to someone so it is extremely important that you let them
know that you do care, that you want to help them, and that you will be there for them. Another
technique was asking clarifying questions which falls under clarifying. In asking these questions,
you will let them know that you are fully engaged in the conversation and that you do genuinely
want to understand what they are saying.