HDF 190:

FIRST YEAR LEADERS INSPIRED TO EXCELLENCE

LEADERSHIP PORTFOLIO

GEORGINA MIRANDA
SPRING 2017

gmiranda2016@my.uri.edu
ginasmiranda.weebly.com
 TABLE OF CONTENTS

Strengths SLIDE #3
Opening Statement SLIDE #4
Section 1: Self Leadership SLIDE #6
Section 2: Leadership Theories SLIDE #8
Section 3: Inclusive Leadership SLIDE #10
Section 4: Critical Thinking SLIDE #12
Section 5: Interpersonal/Organizational Leadership SLIDE #14
 Signature Strengths
Learner
Futuristic
Includer
Communication
Achiever

Values in Action Strengths

Fairness
Forgiveness
Humor
Judgment
Teamwork

M
 OPENING STATEMENT
In HDF 190, I learned that I am a leader. I know that seems unusual since it would
make more sense if I already knew this. Yet, I didnt fully believe I had the capability
to become an effective leader. This class taught me my potential, helped me realize
my strengths and areas of improvement. It also helped me realize my values and
aspirations through different models and theories presented throughout the course of
the class. One of which I identify with the most being Relational Leadership. My goal
as a leader is to help inspire at least one person to lead with their ambitions,
motives, and dreams in front and for them to also realize they have the power to do
anything and everything.
 SECTION 1
SELF LEADERSHIP
#7 Student will demonstrate practice of personal code of ethics

Additional Experiences:
D.I.V.E R.I. 2017 Conference
Personal Demonstration

*Description on next slide

The D.I.V.E. R.I. 2017 Conference is a conference that was held at the University of Rhode Island and it stands
for Diversifying Individuals Via Education. They are a group of student leaders seeking to educate fellow college
students about pertinent issues around race and ethnicity inclusion in higher education. They hold workshops and
discussions on college campuses to give diverse perspectives, promote cooperation and collaboration, and inspire
students to do the same. While attending this conference, I engaged in interesting, sensitive topics of discussion
such as religion, racial profiling, and discrimination. I demonstrated my personal code of ethics when we were
talking about these topics. I used inclusion when others were expressing their views and opinions on things and I
listened attentively, and didnt listen to respond. I used respect when someone was voicing their ideas that
were opposite of my own, and they in turn respected mine. I used equality for all the people who partook in the
conference because they are no lesser of a person than anyone else for being difference or any greater. Lastly, in
the adjourning stage of the conference, I learned to use my acceptance principle for others, acceptance for
myself, and acceptance of the fact that I am capable of making a real difference with these issue in mind in the
near and distant future. In my home life, I am dealt with the hand of a younger sibling with ADHD and a family who
is less accepting of him. I love my brother like no other and I understand that he is different from me and that is it
ok. When we were younger, I didnt include him in many things because I wanted to be with my friends solely,
the opposite of my valued principle now. I also care for him a great deal. I would do anything for him because I
knew he went through and goes through a lot every day and I am there to defend him. I also respect his different
opinions on things and treat him like any other person that is normal. My brother has shaped a vast majority of
my beliefs and values today because he has taught me how to be more accepting and including of others and to
see people as equal no matter their characteristics.
 SECTION 2
Leadership Theory and Models
#41 Student will show personal application of the Relational Leadership theory
(Komives et al)

Additional Experiences:
Captain of High School Girls Varsity Basketball Team 2016

*Description on next slide

During my Senior year of High School in 2016, I was made a co-captain of my Girls Varsity Basketball
team. Thinking now of the Relational Leadership Model, Relational Leadership came fairly straightforward. Being
purposeful was very important because as a team, our purpose for playing the sport was because we loved it and
we wanted to win at the championship. I was committed to the position and I had a hopeful, positive attitude and I
encouraged everyone to have the same. I also made meaning to the sport for the lower level players so they could
see our goal as well. I was also Process-Oriented when it came to practices for games. Some of the players didnt
understand that practice is just as essential as the game and that challenging yourself and learning made the
outcome desirable. As a captain, players look up to you for guidance and help. I did my part by empowering them
and while doing that, I empowered myself. I believed that their growth was going to reach far and wide and
beyond what they had essentially. I also gave them pointers, advice, and a reliable source for whatever they
needed. In a team, you are required to be inclusive because everyone is a vital part of the team. The differences
is what makes the team. I also never let anyone down, if one of us fell then we ran back. We picked each other up
no matter what. Lastly, I was very ethical when it came to frustrating times. I helped determine our values and
tried to make sure they were intact with what we were trying to achieve, a division championship. When people
were frustrated and said things that were inappropriate or hurtful, I would pull that person aside and simply
reassure them that that behavior is unacceptable. I also made sure people behaved congruently in and outside of
practice. One thing our coach taught us all that we shall never forget whether it was on the court or not was to
never say I cant because saying you cant solidifies you never will.
 SECTION 3
Inclusive Leadership / Diversity and its application to leadership
#81 Student will show knowledge of effective leadership as it relates to change agency

Target Class: HDF 190

*Description on the next slide

A change agent is someone who has the understanding, motivation, and skills to create real,
positive change. Being a change agent in effective leadership is crucial when leading others to
create change because they are going to look for a source that is motivated, genuine, and working
towards a great change. There are characteristics that a change agent should understand, have,
and demonstrate. To be an effective leader, a change agent should understand that change is a
process. They should also understand that resistant will occur at all levels and to understand the
strategies for overcoming resistance. Next, a change agent should have a positive, optimistic
outlook on change. They should have comfort with the uncertain and comfortable with transition.
Additionally, they should have a willingness to step out of their comfort zone because leadership is
about being comfortable with the uncomfortable. Lastly, a change agent should demonstrate an
ability to influence people. They should find people with similar mindsets or to able to give insight to
other mindsets. They should also try to demonstrate a sense of urgency so people will understand
the seriousness of the situation and want to work on it more. They will also need to articulate their
vision to others so they see where they're coming from. Lastly, the change agent should
demonstrate the eagerness and readiness to make a difference to inspire others.
 SECTION 4
Critical Thinking
#92 Student will show knowledge of at least five decision making methods

Additional Experiences:
College Decision Making Process

*Description on the next slide

Back in Fall of 2015, I thought I was going to lose my mind. The reason is because I was
going to be the first to go to college in my family and I had no idea what I was going to do. No
one knew what to do. I didn't know where to start and I didn't know who to talk to. When I
started doing more research on how to pick a college, I somewhat had a grasp on choosing
where to go. I looked up videos and checklists and I stumbled upon a website called Inc.com
which is an article website and one of the articles titled, "7 Strategies for Making Objective
Decisions". The first strategy was Acknowledge and Compensate for Your Biases. Here,
you think critically about your own mentality and what factors could contribute to a subjective
decision, so not thinking about what your parents or friends think. Then there's Using a Pros
and Cons list. People make a benefits (pros) and downsides (cons) list. Next on the list was
Imagine Counseling a Friend. This Helps people get out of their own head and try to see
things differently. Then there was Striping Down my Deciding Factors. Here, people try to
limit to what they were making their decision based on. Instead of having 100 deciding
factors, they're supposed to limit it to more important factors like Tuition or Location. These
strategies were going to help me make the best decision, all I had to do was strategize.
 SECTION 5
Interpersonal and Organizational Concepts and Skills
#99 Student will show knowledge of active listening techniques

Target Class: HDF 190

*Description on the next slide

In my HDF 190 class, the Active Listening Handbook created in 1990 from Penn State University's Center
for Conflict Management was introduced. There are five components of the techniques and three sections
for each component. The five are Encouraging, Restating Basic Ideas, Reflecting Feelings, Clarifying, and
Summarizing. The three sections are goal, Process, and What to Say. The first section for each is the
Goal of each component. For Encouraging, the Goal is to project interest, maintain conversation, and
encourage the person to continue talking. The Process includes not to agree or disagree and just
understand. What to say includes, "I see", "I understand." In Restating Basic Ideas, the Goal is to show
understanding and check your meaning and interpretation of others. The Process includes placing
emphasis on facts and restating ideas. What to Say would be "if I understand, your idea is...", "In other
words, you think..." In Reflecting Feelings, the Goal is to demonstrate that you are listening
and understanding how the person feels. The Process includes short replies that are not flip and reflects
the person's feelings. What to Say would include, "You feel that..." Next, the Clarifying Goal is to get
additional facts and help the person explore all sides of a problem. The process would be asking specific
questions. What to Say would entail, "Can you clarify that?", "So what you're saying is..." Lastly, the
Summarizing Goal would be to draw together ideas and facts, create a basis for discussion, and review
and update progress. The process includes summarizing major ideas, and What to Say includes, "This is
what I gathered...". All in all, these techniques are used for people to listen intently, and not listen to
respond.