1. HDF 190: FIRST YEAR LEADERS INSPIRED TO EXCELLENCE LEADERSHIP PORTFOLIO Adam Reinstein SPRING 2015 adam_reinstein@my.uri.edu

2. TABLE OF CONTENTS Strengths Opening Statement SLIDE # Section 1: Self Leadership SLIDE # Section 2: Leadership Theories SLIDE # Section 3: Inclusive Leadership SLIDE # Section 4: Critical Thinking SLIDE # Section 5: Interpersonal/Organizational Leadership SLIDE # *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. TABLE OF CONTENTS Strengths Opening Statement SLIDE # Section 1: Self Leadership SLIDE # Section 2: Leadership Theories SLIDE # Section 3: Inclusive Leadership SLIDE # Section 4: Critical Thinking SLIDE # Section 5: Interpersonal/Organizational Leadership SLIDE # *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.

3. Signature Strengths Significance Achiever Command Woo Competition Values in Action Strengths Honesty Teamwork Leadership Perseverance Hope M

4. OPENING STATEMENT Ever since I was young I have always wanted to make myself somebody that people could look up to and strive to be. To me being an everyday leader just in general is a good feeling to have; with a sense of accomplishment of how far one has come through a journey of lifelong leadership is a very useful value to have in life. Now more than ever employers are not looking solely for a high Grade Point Average, they are looking for what can this generation of students do with their GPA and how they can make an impact on the workforce.

5. SECTION 1 SELF LEADERSHIP Outcome 5 During the first semester when I was getting accustomed to the larger work load that I would be receiving on a daily basis I started to realize that it would no longer be as beneficial to work in my dorm room. I quickly learned that a better place to get a majority of my larger assignments would be the library. In reality when I received a large amount of work from all of my classes combined I always took it as I need to get this done immediately and that if it wasn’t It would cause me to worry about completing the task until it was done.

6. SECTION 2 Leadership Theory and Models Outcome 40 The Relational Leadership model is made up of the 5 components empowerment, inclusive, process-oriented, purposeful, and Ethical. For each of these components there are sections of knowing, being, and doing. The main message behind relational leadership is “Putting People first.” Before I even attended stepped foot on the Campus of URI I was greeted to a 2 day retreat where I learned so much about the relational leadership model and its components without even knowing that it was the model. The talented group of individuals at the retreat stressed the fact that you should always walk with a purpose never walk aimlessly. Within the 2 day retreat I learned so much about the people within my small group, I was able to build tight relationships with one another.

7. SECTION 3 Inclusive Leadership / Diversity and its application to leadership Outcome 83 When working in a group whether it be in a classroom setting or if one were working in the real world in their field of work, being able to cooperate with everyone successfully and effectively is very important. Inclusiveness is one of the 5 components of the Relational Leadership Model. Whenever I am faced with close interaction with people whether we are in a classroom or outside setting I always try to understand peoples’ past and how they have been molded into the people that stand in front of me. I believe that this helps tie all of the components together in a way where it is second nature to communicate with others.

8. SECTION 4 Critical Thinking Outcome 88 When working in a classroom setting there are bound to be times when one is assigned a list of critical thinking questions for homework. In a fast pace setting however we do not typically think of what is on the other side but rather that “this is homework and it needs to be done.” Critical thinking plays a large role in the benefit of one’s knowledge. While I was sitting in class one day in my communications class I realized that I was one of the few students that was only thinking the questions being asked through instead of yelling out a textbook definition. Granted I took longer to answer, the professor asked me what my views were on the topic of Small Group Communication. I simply thought to myself of not what the teacher wanted me to say but my own personalized view.

9. SECTION 5 Interpersonal and Organizational Concepts and Skills Outcome 110 Whenever I am placed into a group project to work with 3-4 other students I am always the person in the group to attempt to stand out and take the reins. Whether it Is something as simple as leading the group discussions of how we wanted to present the project with a PowerPoint/Prezi or put on a short Skit for the students that it may be beneficial to. I have also been the point man of the group who is the bridge between relaying new information from the teacher to myself and then to the remaining participants in my group. For example, when I had to do a group project for com 100 I was always the designated person to email the professor for clarification, or even to transmit information when it came time to give a progress report of where our group was standing in the project