HDF 190: FIRST YEAR LEADERS INSPIRED TO EXCELLENCE

LEADERSHIP PORTFOLIO

Cairo Kidd
Spring 2017
 TABLE OF CONTENTS

Strengths
Opening Statement SLIDE # 4
Section 1: Self Leadership SLIDE # 5
Section 2: Leadership Theories SLIDE # 6
Section 3: Inclusive Leadership SLIDE # 7
Section 4: Interpersonal/Organizational Leadership SLIDE # 8
Section 5: Interpersonal/Organizational Leadership (contd) SLIDE # 9
 Top Gallup Strengths
Empathy
Adaptability
Connectedness
Intellection
Strategic

Values in Action Strengths

Appreciation of Beauty & Excellence
Social Intelligence
Love
Humor
Perspective
 OPENING STATEMENT
Through HDF 190 as well as Leadership Institute, I have
learned that the very traits I criticized myself for having as
the ones that make my leadership style all my own.
Learning about myself as a leader has given me the
confidence and inspiration to utilize these skills, especially
those connected to relationship building.
 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.)

In FLITE, I completed Gallups StregthFinder Inventory to find that my top five strengths are empathy,
adaptability, intellection, connectedness, and strategic. I find that empathy and adaptability connect most
to me because I love connecting with others emotionally and am a very go-with-the-flow type of person.
In Leadership Institute, I found that my LPI is enable others to act which I think goes well with empathy
because through my ability to reach people on a deeper level, I am able to inspire and motivate them to
be themselves. In URI 101, I found that my Type Focus is ENFP, extraversion, intuition, feeling, and
perception. Being extraverted has benefitted me in many ways because my outgoing nature allows
others to find it easy to talk to me and connect.
 Leadership Theory and Models
Student will show knowledge of the Social Change Model of Leadership Development by Astin
et al
In FLITE, we learned about how the individual, group, and community are all affected by the Social
Change Model of Leadership Development. As an individual, people must have consciousness of self,
congruence, and commitment. Consciousness of self means being aware of your own values and vision.
Congruence means that the actions you take should be reflective of your beliefs and values.
Commitment means staying true to your word and continuing to act toward the goal. As a group, there
should be collaboration, a common purpose, and controversy with civility. Being collaborative means to
work together and have everyone contributing something toward the common purpose, which is the goal
that everyone in the group has agreed to accomplish. If there is a point where there are disagreements,
there should be controversy with civility meaning that everyone is able to come to terms with the
disagreement and resolve it in the most ethical and practical way. The final aspect of the Social Change
model is the community and citizenship. Through completing the project, members of the group
encourage others to show good citizenship by acting on their values in small ways that contribute to the
bigger picture. In class, we used the Social Change model to discuss how our service project, the
campus clean up, ties into it.
 Inclusive Leadership / Diversity and its application to leadership
Outcome #83: Student will create a personal code of inclusive leadership

As a member and future secretary of DRIVE, I have created a personal code of inclusive leadership to
ensure that everyones voices are being heard and no ones experiences are being overlooked. DRIVE
emphasizes the importance of diversity on campus and as a woman of color, being able to recognize
others differences is beyond important. My personal code of inclusive leadership states that I will always
provide a safe space for anyone who needs it and I will not let my ignorance or preconceptions impact
how I treat those who do not look like myself.
 Interpersonal and Organizational Concepts and Skills
Outcome #114: Student will show knowledge of the stages of group development (Tuckman,
Bennis or others)

During FLITE, we learned about the stages of group development and discussed times in college where
we have noticed them occurring. The five stages, forming, storming, norming, performing, and
adjourning, emphasis certain things that happen within a group. Forming is the beginning stage where
everyone gets to know each other and begin to find a common purpose. In the storming phase, group
members begin to pick roles for each other and figure out strengths and weaknesses. In the norming
stage, group members begin to trust each other more and creative collaboration begins. In the
performing stage, people get things done more efficiently and everyone is more group oriented. During
adjourning, the final stage, group members assess what theyve accomplished and reflect on what
impact theyve made and how they might change things for next time. In class, using the handout as a
guide we compared each stage to months while in college and how it comes into play when in group
projects or getting to know others in general.
 Interpersonal and Organizational Concepts and Skills
Outcome #100: Student will describe examples of using active listening skills

During the FLITE retreat in our groups, we discussed various important events in our lives in a serious
matter and how they have affected us today. In this exercise, I got the opportunity to implement the
active listening skills, especially reflective feelings and encouraging, by showing my classmates that I
was not just interested in what they had to say, but connected with them on a deeper level by
understanding and validating their feelings despite having different experiences.
Another occasion that I noticed myself using active listening skills was during the 24th Annual Women of
Color Conference. During the conference, I got the opportunity to listen to various keynote speakers as
well as URI students discuss their experience on this campus dealing with microaggressions in the
classroom. Having been in similar situations, I was able to empathize and validate their feelings while
also clarifying how they felt by asking questions.