MINI PORTFOLIO

Katie Hebert Apr 2014

TABLE OF CONTENTS
Strengths Opening statement Section 1: Self Leadership Section 2: Leadership Theories Section 3: Inclusive Leadership Section 4: Critical Thinking Slide #3 Slide #4 Slide #5 Slide #6 Slide #7 Slide #8

Section 5: Interpersonal/Organization Leadership

Slide #9

STRENGTHS
GALLUP
VIA

Adaptability Command Restorative WOO Harmony

Bravery Humor Leadership Creativity Honesty

OPENING STATEMENT
Through taking FLITE, I learned about how to utilize and incorporate my strengths and values into several aspects of

my life, different leadership models, and how to effectively

work in a group.

SELF LEADERSHIP: OUTCOME #1

High school is universally known as a time in ones life where the approval from others especially matters. Because of my involvement in being a leader of my schools GSA and by being a Pillar Peer Educator, I was able to develop into my full self by being proud of my interests and projecting them onto my peers. Through knowing what values I believe in, I was able to influence others to be who they are and not feel the need to conform to any social norms. My involvement within my schools GSA allowed me to project my beliefs while being an ally and supporter for those who need it. Along with this, my involvement in my schools Peer Educator program allowed me to demonstrate my interest in mentoring/teaching others without fearing judgment from my peers. Through using my value strength of bravery, I was able to not put aside my personal interests for the approval of my peers.

Through taking HDF 190, I have learned about different aspects about myself. I have learned about my
strengths, the weaknesses from these strengths, different leadership styles, time management, and how to work effectively in a group. Knowing this information allows me to proceed with my future endeavors without the fear of needed approval from others.

SELF LEADERSHIP: OUTCOME #2

By taking challenging academic courses throughout my academic career I have been able to develop a sense of self-discipline. An academic example of this is through taking an honor accelerated anatomy and physiology class during my senior year of high school. Going into the class I understood that the workload was extensive, but knew that I was up for the challenge. By constantly reading, studying, and memorizing terms I was able to succeed in that class, despite doubts that I had about my abilities. I could have taken an easy course load during my senior year, but I wanted to prove to myself that I could handle that amount of work. Another example of my self-discipline is through my involvement in the Pan-Mass Challenge. The Pan-Mass Challenge, or PMC, is an annual bike race across Massachusetts that raises money for cancer research. Two years ago, when I first initiated a team to ride, I decided to volunteer at one of the water stops along the 126-mile course. Feeling like a part of my PMC adventure was missing, I decided to ride in the 50-mile bike race in August 2013. I

trained for this event religiously over the summer and felt very satisfied when I finished the race. I also ended up
raising double the amount of money that I planned to raise. Although along the race I had many doubts that I could finish in one piece, I kept on peddling towards my goal and achieved it.

LEADERSHIP THEORIES: OUTCOME #65

As a part of my CSV 302, we were required to provide weekly reflections on our

experience in the classroom. These reflections vary from reviewing a TED talks to
talking about issues and challenges faced in the classroom. One of the topics that we had to reflect about was our role of leadership on our teams. Using my knowledge from the HDF 190 class, I was able to successfully answer this question fluently. Ultimately, through knowing my strengths and values I am able to lead others well. My strength in WOO impacts my leadership performance by allowing me to be able to make connections with people and not be afraid to strike a conversation with a stranger. This allows me to fully live up to my leadership potential.

CRITICAL THINKING: OUTCOME #98

In HDF 190 there was a group project that needed to be completed. Prior to presenting, my entire group could not find the time to get together. This led us to work individually, yet collaboratively. This is an example of a crisis situation since our grade was reliant on this project. Having the job as a lifeguard is a lot of responsibility. Over the summer I balance jobs between two different workplaces. I work as a lifeguard for 2 different waterfront lakes in central Massachusetts. One of these lifeguarding positions is more high stress, as there are more people who swim at this particular location. At this particular lake there are always four lifeguards on duty, one being the head lifeguard. In July 2013 at one of the lakes that I work at we had a report of a missing child. When this Amber Alert was occurring, the head lifeguard at this lake was busy. Because my head lifeguard was not able to assist in this problem, I stepped up to help find this missing child. I, with the help of my coworkers, went through all the procedures for trying to find a missing child which include: clearing the water, radioing the police and my boss, conducting a shallow water line search and deep water search, asking the mother of the child questions, searching the area of the grounds. I lead my coworkers by giving each of them a task to do during the search, which made this experience more organized and less chaotic. (After searching for 10 minutes we found the child safe).

INTERPERSONAL/ORGANIZATI ON LEADERSHIP: OUTCOME #143

Throughout HDF 190 and through my experiences being a Pillar Peer Educator, I have experienced being a mentor, as well as a mentee. My first collegiate experience with peer leadership was at the Leadership Institute in the summer before my freshman year of college. By having peer leaders guide me on my path of being a leader I learned the value of feedback and collaboration. Instead of a top down approach, the peer leader system allows for more of a comfortable relationship with your mentor, while

still remaining being a formal aspect. For me, this was an extremely important relationship to have while going into my first
semester of college, especially since I came to URI not knowing anyone. My peer leader from Institute, Nick, did a fantastic job of informing me about what to expect first semester, as well as educating me about new aspects of leadership and helping me through personal roadblocks. The peer leaders from Institute served as the role of an older sibling by guiding us and looking out for us as we learn from our own shortcomings and triumphs. I learned that I am someone who leads through inspiring a shared vision. In regards to this aspect, I tried my best to connect with everyone whom I have come in contact with to work towards a common goal. I am now someone who is passionate about what I do and stand for. Ultimately, I feel that these personal examples of being led by peers and becoming a peer leader myself in different aspects have made me an overall better leader and person.