Escolar Documentos
Profissional Documentos
Cultura Documentos
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
SLIDE # 3
SLIDE # 4
SLIDE # 5
SLIDE # 6
SLIDE # 7
SLIDE # 8
SLIDE # 9
*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
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.