HDF 190:

FIRST YEAR LEADERS INSPIRED TO EXCELLENCE

LEADERSHIP PORTFOLIO

Stephanie Robertson
SPRING 2018

stephjbrob@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
Individualization
Learner
Responsibility
Discipline
Analytical

Values in Action Strengths

Love
Honesty
Perspective
Teamwork
Humor

M
 OPENING STATEMENT
My name is Stephanie Robertson and I am a first year student at the University of Rhode
Island, pursuing a Doctor of Pharmacy major with a minor in Leadership studies. HDF
190 has taught me so much about myself, discovering my own strengths and values,
and learning how to put them into action. I have become more confident in myself as a
leader and have experienced a more profound desire to serve. My goal as I progress
through the Leadership minor is to learn more about myself and others, being an open-
minded and inquisitive individual. I also want to opportunity to take what I learn and put
it into action throughout my community and through leadership roles I assume within
organizations at URI. Throughout HDF 190, I learned a lot about different approaches to
leadership through the examination of many theories and models. I identify most with
the Servant Leadership Theory, which identifies a natural feeling to serve and is
committed to the growth of others.
Outcome #17:Student will describe StrengthsQuest Signature Themes,
shadow side of Strengths and/or weaknesses, and examples of application
(Source = Gallup)
Target Class: HDF 190
Additional Experiences: Cross Country, RA Interviews, Group Projects
 SECTION 1
SELF LEADERSHIP
In HDF 190, we completed the Strengths Finder Inventory created by Don Clifton. Upon completion, my top strengths were revealed. They are
analytical, discipline, individualization, learner, and responsibility. It was interesting to see just how accurate these results represented me.

My strengths allow me to be a versatile member of society. I can assume many roles, whether I am independently accomplishing a task or working
with a team. My strengths have shone through as a member of the cross-country team. This sport is unique because it is particularly more
individualized, meaning every member is putting in their own personal level of effort. However, at the end of the day, every runner is running the same
race. I was not the fastest runner by any means. Yet, I was a huge attribute to the team because of my discipline. This sport is just as much mentally
daunting as it is physical. It takes a lot of courage and strength to persevere through hard workouts. My teammates and I would’ve been lying if we
said there was never a moment where we wanted to give up. It was important for me to have a plan for myself and make sure I did whatever I can to
execute it, no matter how hard it was during the process. I reciprocated the same discipline I had on myself to my teammates, pushing them along
during races, or cheering them on along the sidelines.

I used my strengths to get through my RA interview. As a responsible and analytical individual, I prepared for all possible questions I thought they may
ask. In an interview, you are basically selling yourself, so I wanted to put my best foot forward. I am responsible for what I say and do and I
understand authenticity is key in situations like this.

The strength of learning definitely speaks to me the most. I am passionate about learning and growing intellectually and as a human in society.
There’s so much to know about the world around us and more particularly in my future profession as a clinical pharmacist. I can’t wait to see the where
this quest takes me as I progress as a student at URI and beyond.

I experience weaknesses especially as an analytical person. I am a stickler for detail, and often times, that can hinder my progress on a project or a
goal I set for myself or for a group. I think about all possible features of a situation and attempt to achieve perfection in what I do. As they always say,
though, we need to turn our weaknesses into positives. I am great at time management and making sure I get everything done and to the best of my
ability.

Gallup, Inc. (n.d.). Clifton Strengths for Students. Retrieved from http://www.strengthsquest.com/home/default.aspx
Outcome #27: Student will show knowledge of the “Servant Leadership”
theory of leadership by Greenleaf
Target Class: HDF 190
 SECTION 2
Leadership Theory and Models

Servant Leadership was coined by Robert K. Greenleaf in 1970. The servant leadership model revolves around the natural feeling or
desire to serve. It enhances the idea that others should grow as a result of one’s service. There are ten components that are central
to the development of servant leadership. Listening, empathy, healing, awareness, persuasion, conceptualization, foresight,
stewardship, commitment to the growth of people, and building community. Listening requires a leader to practice active listening
techniques. Empathy means being accepting and understanding towards others and having the ability to empathize. A servant
leader should possess the power to heal others and relationships, meaning servicing them and uplifting their spirits. Being aware of
one self and aware of one’s surroundings is key for a servant leader’s success. This means being able to use your strengths and
values to positively impact another person or a community. Persuasion involves a servant leader to convince others rather than force
others to comply with his/her leadership. Conceptualization means a servant leader should approach tasks or ideas more broadly
and think of long term goals and accomplishments, not merely day-to-day goals. Foresight means a servant leader can gather
information and lessons from the past as well as realities of present-day and apply this knowledge to make better informed decisions
for the future. Stewardship is being open and committed to servicing others. Servant-leaders are committed to the growth of people.
This means taking a personal interest in benefitting those around oneself and striving to have others flourish personally and
professionally. The last component of the servant leadership theory is building community. Means of going about this would be to
create a sense of community among individuals within businesses and other institutions.
Greenleaf, R. K. (2008). The servant as leader. Westfield: The Greenleaf Center for Servant Leadership
.
 SECTION 3
Inclusive Leadership / Diversity and Its Application to Leadership

Outcome #97: Student will create a personal code of inclusive leadership

Target Class: HDF 190
Additional Experiences: URI 101 Mentor Training
 SECTION 3
Inclusive Leadership / Diversity and Its Application to Leadership

Inclusive leadership to me means respecting the ideas, values, and beliefs of every individual. Prior to
college, I was a bit less outgoing than I am today. For me, I feel I have a personal duty to include
everyone when I am working within a group. The Relational Leadership Model has enhanced my
understanding of inclusive leadership. Building relationships with others is successful when I am on equal
footing with everyone else. We all have our own strengths and weaknesses within a group and it is
important for me, as an individualizer, to highlight each individual’s qualities. When people feel respected
and heard, the group dynamic is much more effective and enjoyable. A big part of inclusive leadership to
me is feeling comfortable when working with others who are different than I. I am a strong advocate of
diversity because it adds substance, creativity, and new perspectives. Group communication is key, so it
is important that my language, as well as everyone else’s, is inclusive to all. In URI 101 Mentor Training,
we did an activity on inclusive language, where we came up with words and phrases that should be said
rather than what may be offensive, disrespectful, or not inclusive to all people. For example, rather than
saying “You guys,” say, “You all.” This way all genders feel included. I believe the big takeaway from this
is to understand the intent versus the impact your words have on others.
 SECTION 4
Critical Thinking

Outcome #99: Student will demonstrate proficiency of critical thinking

Target Class: HDF 190
Additional Experiences: KIN 375G, Mental Health Awareness Day
 SECTION 4
Critical Thinking
Critical thinking involves analyzing and assessing information given to you. Analyzer and learner are two of my
top strengths, so I am always partaking in critical thinking. I strive to grow intellectually by being inquisitive. “The
gears are always turning,” as I like to say. Problem solving is a huge component to critical thinking. I am always
seeking solutions or ways to be of service in complex issues.
In my KIN 375G class, Exercise is Medicine, we covered a unit on Mental Health, more specifically on depression
and anxiety. I identify mental health as a growing disease that needs to be controlled. Having a family member
suffer from mental health, this issue hits close to home. My professor encouraged us to research this topic more
in depth. As a critical thinker, I think to myself, “What are some ways we can reduce the risk of mental health?
How do we go about curing this matter and preventing it from affecting more people?” Through raising these
important questions in my research, I learned a lot about natural preventatives and reducers for depression and
anxiety. Through my research, I observed aerobic exercise, for example, significantly reduces clinical depression
symptoms. I checked for accuracy and significance in my findings, as any critical thinker should do, with studies
to support claims. I also came to the conclusion that raising awareness could encourage more young, inquisitive
minds to take interest in mental health. The Mental Health Awareness event on the quad in April encouraged
students to learn more about the condition and become aware of the severity of it, to hopefully lead more critical
thinkers in promoting and making change.
 SECTION 5
Interpersonal and Organizational Concepts and Skills

Outcome #109: Student will demonstrate knowledge of active listening

techniques
Target Class: HDF 190
Additional Experiences: HDF 190 Retreat
 SECTION 5
Interpersonal and Organizational Concepts and Skills

Active Listening, introduced by Dr. Thomas Gordon, requires the listener to be fully engulfed
in conversation, participating in the discussion rather than simply being a passive listener.
There are five components to active listening. The first is encouraging, which means
maintaining conversation and emitting positivity when necessary. The listener should express
interest in what the speaker is conveying. Secondly, restating basic ideas, which requires the
listener to express understanding in the topic by repeating key points made in conversation.
Reflecting feelings is next. This requires the listener to reflect the speaker’s feelings to
demonstrate he/she is aware of how the speaker feels on the topic being discussed. The
fourth component, clarifying, means the listener should ask questions and gain additional
information on the situation that he/she may not have completely understood. Lastly,
summarizing is a component to active listening. This simply means tying all the information
together to gain a clear perspective on the speaker’s thoughts and feelings. Summarizing
creates a basis for more discussion.
Gordon, Thomas. (1971). Parent Effectiveness Training. New York, NY: Peter H. Wyden, Inc.