HDF 190:

FIRST YEAR LEADERS INSPIRED TO EXCELLENCE

LEADERSHIP PORTFOLIO

Marion OSullivan
SPRING 2017

[email protected]
 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
SLIDE #8
Section 5: Interpersonal/Organizational Leadership SLIDE #9
 Signature Strengths
Input
Individualization
Achiever
Learner
Significance

Values in Action Strengths

Bravery
Love
Perseverance
Kindness
Teamwork

M
 OPENING STATEMENT
My name is Marion O'Sullivan, and I'm from Oxford, Mississippi. I am a first year
student at the University of Rhode Island majoring in Film Media and German, with a
minor in Leadership Studies. My goal is to become a director and give a platform to
issues that I am passionate about. My top strengths are Input, Individualization,
Achiever, Learner, and Significance. These strengths have helped me find my place
on campus, determine how best I work on projects, as well as develop connections.
On campus, I work at the Harrington Hub's Media Equipment Center in which I
oversee the check out and return process for film equipment, and show students
how to properly use it. I am also in training to become a facilitator at North Woods
Challenge Course. As a facilitator I would show groups how to use the elements
and guide them through team-building exercises. For the summer preceding the
2017-2018 academic year, I will serve as a Leadership Institute Peer Leader. This
program is offered to first year students who demonstrated leadership potential in
high school who are also interested in becoming active members of the URI
community.
 SECTION 1
Self Leadership

#15: Student will describe personal leadership style and/or personality style including strengths and
weaknesses and examples of application.

In HDF190, I completed the Gallups Strength Finder Inventory test and learned about which leadership
qualities resonate the most with me, as well as the qualities that I would like to work on. According to the
results, my top five strengths are input, learner, individualization, achiever, and significance. A good
example of my learner strength is the fact that I am a double major and am thinking about taking on a
minor. I have so many interests that I would love to learn more about and apply to my life. A good
example of how i demonstrate my achiever strength is how I dont start projects I dont intend to finish.
Also, if I am learning a new skill, I wont feel satisfied until I determine that I have fully mastered and
understood the material. During URI101, I completed the TypeFocus exercise and learned that I am an
extrovert. I function best when I am around other people, and I feel the most comfortable and efficient
when I am working in a group. The Day of Discovery retreat really helped me understand this about
myself. We spent time in groups determining how best to complete certain tasks, as well as discussing
leadership tactics. Bouncing ideas off of other people and having a dedicated and passionate group of
people to talk to confirmed this quality about myself.
 SECTION 2
Leadership Theories

#36 Students will demonstrate knowledge of the 4 Vs theory of leadership by Grace (Center
for Ethical Leadership)

In HDF190, we discussed what it means to exemplify ethical leadership. Graces 4 Vs Model

focuses on four main points: values, vision, voice and virtue. Using this methodology, we
talked about how to identify and integrate our core values (VIA) in order to carry out our vision
in service to others, as well as voice that vision in a persuasive manner, all the while
practicing virtuous behavior. During our discussion, we each wrote down a flaw in the world
we wish we could fix. For this exercise, I chose lack of acceptance and open-mindedness in
our society. We then wrote down one core value we thought could help us demonstrate the
problem we wanted to fix. I chose bravery because to me, it means speaking up and staying
true to your beliefs, even if youre in the minority. Then, using our voice, we wrote down a
slogan we thought captured the essence of the message we were trying to convey, as well as
a virtue we thought could help us convey this message. I wrote down Dont preach to love
thy neighbor if your love is selective and said that temperance could help me spread my
message.
 SECTION 3
Inclusive Leadership / Diversity and its application to leadership

#83 Student will create a personal code of inclusive leadership

At the Day of Discovery, our small group gathered to discuss active listening techniques,
as well as identities such as sexual orientation, gender, race, and class. During this
discussion, we covered how to properly demonstrate active listening through body
language, asking questions, and repeating back key points. I hold active listening in very
high esteem as a leader because I believe it is the most effective way to form connections
between a leader and their group members, as well as build trust. I think there's no better
way to show a team member that they are valued and included than by staying engaged
while theyre opening up or sharing ideas. The activity concerning identity was one of our
first discussions as a group. We are a very diverse team, and during this retreat we were
still relatively new to each other. Talking about identity allowed us to practice listening as
well as patience. If someone had a different opinion or came from a different background,
we knew not to shut that person down because we were different, but rather celebrate what
set us apart. Ultimately, praising these differences brought us closer together as a team,
which granted us the assurance that we felt included as a team of leaders. Since the
retreat, weve been able to carry these skill sets with us during activities in HDF190
throughout the semester among our small groups, as well as other teams.
 SECTION 5
Interpersonal and Organizational Concepts & Skills

#99 Interpersonal and Organizational Concepts & Skills

During the Day of Discovery retreat, each of our group members received a packet
with tips on how to properly demonstrate active listening. We discussed how we want
the other person to feel as were listening to them, whether that be encouraged,
sympathized with, understood, etc., as well as how to approach them. Should we use
a positive tone of voice? What can we say to make them feel like what theyre saying
is being acknowledged?
By restating basic ideas and asking questions, we can demonstrate that were
engaged in the topic being discussed. Body language can also reveal a lot about how
engaged the listener is. When leading a group of diverse team members, it is the role
of the leader to ensure that everyones voice is being heard so each member can
contribute completely to the mission. It is a simple but effective way to make
connections to the rest of ones teams and advocate for an open space.
 SECTION 5
Interpersonal and Organizational Concepts & Skills

#105 Student will demonstrate knowledge of facilitation and de- briefing techniques

I participated in challenge course facilitator training as part of my learning contract. The first day,
we observed how the activities were facilitated and engaged in them ourselves. On the second
day, each of us were assigned a partner, and with that partner we were in charge of co- facilitating
one element of the challenge course to demonstrate that we knew how it was done. I led a name
game in order to familiarize the group with one another, and the element I facilitated was called
Nitro. Facilitating this activity entailed explaining safety, the purpose of the element, as well as a
small backstory to make the activity more enjoyable. I clarified the correct way to swing across on
the rope to the platform, making sure to emphasize the importance of where to place ones hand
on the knots and ones foot in the loop. As each group member swung across on the rope, my
partner and I spotted close to the platform, ensuring that our hands were placed firmly in front of
us. After the activity was completed, we debriefed by asking questions about which techniques
worked and which did not. We asked what they would do differently, how they felt their individual
strengths applied to this task, and how they thought they grow from that experience.