HDF 190:

FIRST YEAR LEADERS INSPIRED TO EXCELLENCE

LEADERSHIP PORTFOLIO
Hannah Ritchie
Spring 2015
hannah0616@my.uri.edu

Table of Contents
Strengths

Slide #3

Opening Statement

Slide #4

Section 1: Self Leadership

Slide #5

Section 2: Leadership Theories

Slide #6

Section 3: Inclusive Leadership

Slide #7

Section 4: Critical Thinking

Slide #8

Section 5: Interpersonal/Organizational
Leadership

Slide #9

Strengths

VIA Strengths

Achiever

Perseverance

Learner

Gratitude

Relator

Spirituality

Belief

Honesty

Discipline

Appreciation of Beauty and

Excellence

Opening Statement
As a student in FLITE (First Year Leaders Inspired To Excellence), I
expanded my self-knowledge immensely. I have learned about my
strengths and how I can apply these strengths to every day tasks, as
well as how I can apply these strengths to my future career as a
Pharmacist (PharmD.). I have gained extensive experience in working
with groups of people, and have ultimately determined the type of
individual and leader I hope to be not only at the University of Rhode
Island, but in my community and the world.

Section 1: Self Leadership

2. Student will demonstrate personal, organizational, and academic examples of self-discipline
Target Class: HDF 190
Additional Experience: Hart High School Dance Team
Descriptive Notes: Self-discipline is an individuals way of doing something that they believe will ultimately better them as an individual. A time when I
demonstrated personal self-discipline was when I went on the blood type diet. I felt the need to better my health and eating habits so that I could simply feel
and look better as a person. The blood type diet is a very strict diet in which you eat foods that are specifically beneficial to your blood type. My diet became
very restricted, and I had to demonstrate extreme self-discipline in resisting delicious food and strictly following the diet in order to better my health and
ultimately better myself. Organizational self-discipline comes into play when I contribute to a group of peoples ability to stay on task and function well. An
organization in which I achieved organizational self-discipline is my high school dance team. As a team, we often relied on our coach and advisor to
organize our events and to keep us in check and on track with everything we needed to accomplish. However, I learned very quickly as a senior on the
team that we needed to be self-disciplined, and we needed to be able to focus on our own and be productive and efficient without being too reliant on our
coach and advisor. I began to step up and contribute to the team becoming more independent of our coach and advisor by first bonding the team so that we
shared a common purpose, and then by setting an example for the team in situations when we needed to be responsible and self-functioning. I learned in
HDF 190 that having a common purpose is essential when working relationally with others, and I can now recognize the importance of creating a shared
vision when trying to promote organizational self-discipline. The ability of the team to function on our own became really important when our coach got
pregnant and could not be as present, both physically and mentally, as she normally was. I felt as though I really stepped up to lead the team, and to help
the team lead itself, which is why I believe this situation demonstrates a time when I used organizational self-discipline. Lastly, I always try to be disciplined
when it comes to my academic life. I am extremely self-driven (as can be seen in my top strength Achiever), and aspire to earn good grades, no matter
how much work it takes. I demonstrate academic self-discipline almost every week here at URI. Many students like to go out on the weekends and be
social. However, if I know that I have a major exam approaching, or a paper due, I always stay back to study or focus on my assignment. One specific
example of a time when I demonstrated academic self-discipline was during Columbus Day weekend of 2014. I knew I was going to be traveling home to
California the weekend following Columbus Day weekend, so I spent my entire three day weekend doing homework, reading, completing assignments, and
studying for upcoming exams. Though I wanted to enjoy the three day weekend and hang out with my friends, I demonstrated academic self-discipline by
completing all of my work that needed to be done before I traveled home for a few days. I knew I was not going to want to dedicate large amounts of time to
homework while I was at home with my friends and family around, so I completed everything that I needed to ahead of time. I believe this demonstrates
academic self-discipline because I could have decided to enjoy my three day weekend and not do some of my work, or push my work off until after it should
have been done. However, I placed my academics first and focused solely on school for the entire Columbus Day weekend, which demonstrates a time
when I showed academic self-discipline.

Section 2: Leadership Theory and

Models
50. Students will demonstrate knowledge of the Strengths-Development Model by Hulme et al
Target Class: HDF 190
Descriptive Notes: The Strengths Development Model focuses on the individuals ability to discover and be aware of his/her strengths,
to apply his/her strengths, to build relationships in which his/her strengths are encouraged, and to develop and integrate his/her
strengths into behavior. In the first part of the Strengths Development Model, leaders must discover their strengths. In HDF 190, we do
so using the Gallup StrengthsFinder quiz. Upon learning their top strengths, leaders must ponder these strengths in order to better
understand them, and they also must be able to define these strengths in words that share what the strength means to them
personally. Once a leader is completely aware of what his/her strengths are and how he/she personally views these strengths, the
leader must apply these strengths. The application aspect of the Strengths Development Model requires that leaders focus on how
they can use their strengths in their behavior. They must use their knowledge about their strengths to determine how they will use
these strengths to conquer every day tasks. Additionally, they must analyze situations and behaviors using their strengths and
construct their behavior and choices using their strengths. While applying their strengths, leaders must form relationships with others
that encourage the development of their themes. In these relationships, leaders are expected to study the strengths of others and think
about how they can create relationships with others in which the strengths of both constituents compliment each other. Leaders should
be focusing on strengths when collaborating with others and should be aiming to create complementary partnerships with others so
that they may be strong, though not well-rounded, individuals who are part of a well-rounded group. The Strengths Development
Model focuses on the idea that not every quality can be a strength for us, and thus, we are not strong, well-rounded individuals.
However, through the creation of relationships, we can create well-rounded teams that are prevalent in all areas. The final aspect of
the Strengths Development Model is the development and integration of strengths into past and present behavior. Leaders should
reflect on their past experiences and determine where/how they used their strengths, and also where they failed to use their strengths,
but could have been more effective had they focused on the themes they excel in. In this portion of the Strengths Development Model,
leaders are expected to incorporate their strengths into every day activities. Additionally, they should determine how their strengths
affect others, and how they can overcome challenges that are brought about as a result of the use of their strengths.

Section 3: Inclusive Leadership

82. Student will describe personal examples of being a change agent
Target Class: HDF 190
Additional Experience: Christian Pharmacists Fellowship International (CPFI)
Descriptive Notes: One of the service projects that we completed this semester in Christian Pharmacists Fellowship International (CPFI) was raising money and
donating clothing and necessities to foster children at the Department of Children, Youth and Families. The whole experience demonstrates a time when I acted as a
change agent because I portrayed everything a change agent should understand, should have, and should demonstrate as according to our class packet page 30.
Additionally, I had the understanding, motivation, and skills to create positive change (class packet page 30). The three things a change agent should understand are:
change is a process, resistance will occur at all levels, and there are strategies for overcoming resistance. I was aware that change is a process, and that donating
clothing and necessities for about 30 children was not going to change the lives of all foster care children in Rhode Island. However, I was hoping that by completing this
service project with CPFI, I would be able to bring awareness to foster children in Rhode Island and would be able to inspire others to take action and join in on creating
change. I was aware that the change would not be instantaneous, but rather is going to be a long, likely difficult, process. I also was very cognizant to the fact that people
would resist our movement. As a Christian group, we are often faced with adversity. Despite the fact that we were working for a good cause, people did not believe in
supporting our Christian group. By being aware of this resistance in advance, the other CPFI members and I came up with ways to deter and overcome the resistance.
We held bake sales inside the College of Pharmacy where we could receive donations from all people, no matter what religion they support or do not support. By holding
an event that was neutral and did not promote Christianity or DCYF, we were able to overcome this resistance and still reach our goal of earning money to buy clothing to
donate to DCYF. In addition to understanding the things a change agent should understand, I also demonstrated the qualities and emotions that a change agent should
have. The things a change agent should have include: positive perceptions on change, comfort with ambiguity and transition, self-confidence and patience, and a
willingness to step outside of a comfort zone. Naturally, I demonstrated positive perceptions on change throughout this entire experience. I would not have been
promoting the cause or helping to reach CPFIs goal if I had a negative outlook on change and had no desire to change the lives of the foster children. Also, I was selfconfident and patient, and was comfortable with the uncertainty of the project. I showed that I was self-confident when I worked at the bake sales, and I also showed that I
was patient because I spent multiple weeks working with CPFI to reach our goal. We did not get discouraged after one week of promoting the cause, but rather worked
towards earning money for a total of about 4 weeks. Though we had no set goal of what we needed to raise or what we wanted to donate, I was confident that whatever
we ended up making and donating, no matter how small or large the amount, would still be promoting change in the lives of foster children. The last of the categories
required for acting as a change agent describes what a change agent should demonstrate. A change agent should demonstrate an ability to influence systems, an ability
to create a sense of urgency, an ability to articulate a vision, and the willingness to take a risk to make a difference. One of the biggest strengths that the other members
of CPFI and I had was being able to articulate a vision. When discussing what we wanted to do for our spring service project, we had many options to decide from. After
all, there are a lot of organizations and people that need assistance. However, we were all able to agree on working to benefit DCYF, and we all shared a common vision
of how we wanted to help. Once this shared vision was in place, we were able to accomplish all other aspects required to be considered change agents. We had the
ability to influence systems because we were able to influence the College of Pharmacy and receive their assistance with the project, as well as able to influence DCYF
by providing donations so that they may better their program for foster children. Lastly, I assisted in creating a sense of urgency among CPFI members, as well as
demonstrated willingness to take a risk to make a difference. Though we did not face many risks in creating this difference, I still acted as a change agent because I
demonstrated all other qualities that a change agent should understand, have, and demonstrate.

Section 4: Critical Thinking

88. Student will show knowledge of principles of critical thinking (logic is used in this minor)
Target Class: HDF 190
Additional Experience: Psychology Textbook: Introduction to Pyschology: Gateways to Mind and Behavior
Descriptive Notes: As stated in the outcome, logic and critical thinking are used in the Leadership Studies minor. As leaders, we must always be
thinking critically in order to understand the leadership theories and how these theories relate to real life. We must use critical thinking to understand
our strengths and how we can use our strengths and the leadership theories in all situations, as well as in order to understand the history of
leadership, and why leadership has evolved in the way it has. Many aspects of our class require critical thinking, and according to Introduction to
Psychology: Gateways to Mind and Behavior, there are four basic principles of critical thinking. The four basic principles are as follows: (1) Few truths
transcend the need for logical analysis and empirical testing; (2) Authority or claimed expertise does not automatically make an idea true or false; (3)
Judging the quality of evidence is crucial; and (4) Critical thinking requires an open mind. These four basic principles of critical thinking seem slightly
abstract when determining how they relate to the Leadership Studies minor, but they all apply very accurately to everything we have completed thus
far in HDF 190. The first principle applies to the minor because leaders must question all situations and all theories presented to them. They must not
accept everything that is told to them, and must investigate and test everything that is presented to them. With this being said, we transition into the
second basic principle of critical thinking. The second principle requires that students think for themselves regarding information shared by professors
and peer leaders. Simply because professors and peer leaders hold authority does not necessarily mean that everything they say is true, nor does it
mean that what they say is false. The professors and peer leaders are constantly learning from the ideas presented by the students, and students
must learn from all of the information being shared by everyone in the classroom. Students will then determine what they believe after hearing what
others have to say. By using critical thinking, students determine their own style of leadership and determine their opinions on different aspects of
leadership. However, in order to reach this point where students have their own personal leadership style, students must question the information
being shared by their professors and peer leaders, and must determine for themselves whether or not they agree with everything that is being shared.
The third basic principle of critical thinking is important because students must scrutinize everything. Upon completing assessments or activities in
class, students must learn for themselves why these activities (evidence!) were relevant to the information we were learning. When judging the quality
of evidence, students are also required to look at all class readings, and complete their own research in order to determine whether or not what is
being presented to them is accurate. The last basic principle of critical thinking is having an open mind, and this is absolutely necessary in the minor.
Without an open mind, students are closed off to all new thoughts and ideas. They cannot grow nor learn if they have closed minds and are only
willing to memorize the information and facts presented to them. Students must open their minds and take in all information and ideas being shared in
class, and then must critically ponder over this information to determine what their view on the information is. In conclusion, there are four basic
principles of critical thinking, each of which must be applied by students in the Leadership Studies minor if the students hope to grow and expand their
leadership abilities and knowledge.

Section 5: Interpersonal and Organizational

Concepts & Skills
99. Student will demonstrate knowledge of active listening techniques
Target Class: HDF 190
Additional Experience: FLITE retreat 2/7/2015 and COM100H
Descriptive Notes: When I took COM100H first semester of my freshman year, I learned the fundamentals of active listening. This
includes making eye contact with the person who is speaking to you, nodding your head to acknowledge what the other person is
saying, focusing solely on what the person is saying to you, and showing interest by giving affirmations on occasion. In addition to
these basic aspects of active listening, I learned more about active listening at the FLITE Day of Discovery on February 7, 2015. I
learned that active listeners are expected to encourage, restate basic ideas, reflect feelings, clarify, and summarize what the speaker
is saying. Listeners who encourage show the speaker that they are interested in what they are saying, and they demonstrate their
support of the speaker by nodding their head and occasionally offering comments such as I see or I understand. In addition to
encouraging, active listeners restate basic ideas to show that they are really listening and grasping what the speaker has to say.
Active listeners can demonstrate that they are following what the speaker is saying by saying So, what youre saying is or
something along those lines. Active listeners also reflect feelings by showing that they can empathize with the speaker. In this stage of
active listening, the listeners help the speaker to truly understand their feelings and to ensure that the speaker is being impeccable
with his/her words and how he/she is conveying his/her feelings. Listeners can show the speaker that they are reflecting feelings by
noting how they perceived the speaker to feel about certain topics or situations. Active listeners are also expected to clarify what the
speaker is saying by asking specific questions to get additional facts, and ultimately help the speaker clarify what he/she is saying and
what he/she is thinking in his/her head. The last aspect of active listening that I learned about at the FLITE retreat is summarizing.
Active listeners should draw together all of the information they heard from the speaker and restate the main ideas the speaker shared
in order to further facilitate discussion or move the discussion to the next topic.