HDF 190:

FIRST YEAR LEADERS INSPIRED TO EXCELLENCE

LEADERSHIP PORTFOLIO

Steven Leone
SPRING 2015
Steven_Leone@my.uri.edu

TABLE OF CONTENTS
Strengths
Opening Statement
Section 1: Self Leadership
Section 2: Leadership Theories
Section 3: Inclusive Leadership
Section 4: Critical Thinking
Section 5: Interpersonal/Organizational Leadership

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*If you do not have one outcome from each area of the Inventory completed,
you may opt to choose 2 from one of the sections.

Signature Strengths
WOO
Positivity
Ideation
Input
Communication

Values in Action Strengths

Appreciation of Beauty and Excellence
Love
Love of Learning
Creativity
Fairness

OPENING STATEMENT
I feel empowered around other people and I feed o people's
energy. I feel that the Leadership minor is applicable to any major
or any area of study and that is very alluring to me; leadership is
very applicable across a wide range of areas. Moreover, I wanted
to pursue the Leadership minor because I want to learn more
about myself and the way I interact with other individuals. I also
want to grow as a person.

SECTION 1
(SELF outcome) LEADERSHIP [Outcome #4]
(Student will demonstrate knowledge of stress management methods.)

In FLITE, we took the StrengthQuest test and I learned that my second top strength is Positivity.
Having Positivity as a top strength means a lot to me because I like to live my life in accordance to it.
For instance, I always see the brighter side to things. My metaphorical cup is always half full rather
than half empty. I think that this optimism helps me in stressful situations. For example, I always
think about how great it would be to complete my homework rather than complaining about how
much homework I actually have. When it comes to outcomes, I made sure I had a set number
complete through intervals leading up to the due date. I nd that work is much easier to complete
when theres checkpoints. I feel that some people primarily see the negative aspects of situations
and it only disheartens them. I dont see life that way; there are so many things to be happy about
and I make that known in my own head. Specically on the StrengthQuest, it states that lacking
your energy and optimism, some nd their world drab with repetition or, worse, heavy with
pressure. Thus, my positivity is my stress management method.

SECTION 2
Leadership Theory and Models [Outcome #40]
(Student will show knowledge of the Relational Leadership model by Komives, McMahon & Lucas.)
In FLITE, I learned about the Relational Leadership model. The model covers separate leadership components that all
work together for a relational leader: inclusiveness, process oriented, ethical, empowering, and purposeful. To me,
being inclusive entails working with people from dierent backgrounds to achieve a common goal. Its
understanding the dierences in people and working toward making them positives and its knowing that everyone
can make a dierence. Empowering provides positivity and positive reinforcement, encouraging others to work as a
team. Purposeful commits to the position, the team, the tasks, and other important goals. Ethics is driven by
standards of leadership, which are good in nature. Process-oriented entails a common goal and working toward it,
while realizing that its all about the process. I think that inclusiveness is the most important characteristic. Without
inclusiveness, people wouldnt feel empowered to share their opinions. There would be no purpose because some
people would not feel included and there would be a lack of communication. Ethics are present in almost anything
anyone does, but people will be less likely to follow good ethics if they feel comfortable. Finally, I dont think that
people would share a common goal if they dont feel comfortable in the group that theyre in. Inclusion is a huge
aspect of my life, and I think its the stepping-stone of the Relational Leadership Model. While studying for my
Relational Leadership Assessment, I made all the terms applicable to me, and that helped me remember/understand
them better. My assessment is evidence of my understanding of Relational Leadership.

SECTION 3
Inclusive Leadership / Diversity and its application to leadership [Outcome #82]
(Student will describe personal examples of being a change agent.)
First semester freshman year, I took an Honors Journalism course. For our nal project, we had to nd an
issue that is underrepresented in the media and research it, contextualize it, present it, and encourage
people to learn about it and possibly change their views on it. I chose feminism and I decided to try to
erase the negative stigmas attached to the word and the movement. I made a video, a Change.org
petition, and a Facebook group. The results were incredibly fast and incredibly rewarding. I received an
immense amount of support and it felt amazing to ght for something. I realized that I was also
displaying servant leadership because I was putting others rst. The feminism debacle didnt exactly
aect me negatively, but I still fought for it. I think I really educated people on feminism and moved
peoples opinions in the right direction, making me a change agent. Moreover, my learning contract
entails changing the heteronormative society we live in, one perspective at a time. Were also trying to
contextualize the issue and present it to people via video, and our learning contract. Were doing this
through the means of interviews and talking to people. We feel that educating people and making them
realize that sexual orientation is just another ordinary characteristic will move people in the right
direction. Both of these projects have labeled me as a change agent.

SECTION 4
Critical Thinking [Outcome #94]
(Student will show knowledge of at least five problem solving/conflict management methods, as well as
understanding the roots of conflicts.)
In FLITE, we learned how to achieve group-dened success and positive personal experiences in organizations. There are
whimsical yet relatable titles for the ve stages. I enjoyed these witty labels because they made this model much more
relatable and enjoyable to read. Corresponding respectively to the ve titles are (forming, storming, norming, performing, and
adjourning.) Forming comes in the beginning of group activities and addresses the mission/values/roles of the group as well as
getting to know group members. Without getting to know group members, a rooted problem would be miscommunication
and a lack of comfortableness. Storming deals with appropriate reactions to group issues and hostility. This could arise from
negative ulterior motives, hidden agendas, or a lack of shared power/work. Norming works with the cooperation process of a
group. Groupthink sometimes arises after a long time of working with a group and this is negative because groups are only
successful when people give their own unique input rather than a carbon copied idea of another individual. In our FLITE skit,
we tried to portray the negative alienation of Trent because of his dierent ideas. He wasnt conforming to the groupthink and
this made him a more valuable individual. Performing refers to emergence of solutions. This is the most successful stage and
people should try to stay here while in a group. Progress is assessed and the entire process is running smoothly. Finally,
adjourning refers to closure activities and process evaluation. It deals with the ending point of any group and disengagement.
This comes at the very end and should run smoothly as long as every partner feels condent and comfortable with his/her
contributions.

SECTION 5
(Interpersonal and Organizational Concepts and Skills)
(Student will describe examples of giving and accepting feedback)

The entire process of rushing Zeta Beta Tau embodied the benets of giving and receiving feedback.
When you rush a fraternity, every aspect of your character is judged. All the judging is justied
because the brothers have to ensure that youre a good addition to the organization. There were
various interview nights, fun events, and times to get to know the brothers. Every brother was silently
casting positive and negative judgments based on our actions and reactions to things. Pertaining to
feedback, there were actual times when the brothers asked my rush class and me what wed improve
about the fraternity or what we could oer. This gave me a chance to oer them some of my
thoughts and ideas. When everything nished and I didnt make it into ZBT, it was a decision that was
more or less life changing. I ask myself how my second semester of freshman year would be dierent
if I had gotten in. However, Ive realized that Im genuinely happier now. Ive become more involved
on campus with my added time and energy. While the brothers gave me feedback that I wasnt happy
to hear, I made the most of the decision. I learned to learn from, and accept this feedback.