HDF 190:

FIRST YEAR LEADERS INSPIRED TO EXCELLENCE

LEADERSHIP PORTFOLIO
Analissa Mandile
SPRING 2015
amandile@my.uri.edu

TABLE OF CONTENTS

Strengths
Opening Statement
Section 1: Self Leadership
Section 2: Leadership Theories
Section 3: Inclusive Leadership
Section 4: Self Leadership (2)
Section 5: Interpersonal/Organizational Leadership

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*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
Adaptability
Harmony
Positivity
Developer
Arranger

Values in Action Strengths

Honesty
Humility
Appreciation of beauty and excellence
Humor
Teamwork

OPENING STATEMENT:
FLITE has really been an eye opening experience for me.
Getting to learn about my strengths and values has helped
me solidify my leadership style. Learning about the
leadership theories and how to apply them to my life has
helped me improve on my leadership skills and has given
me the confidence to try new leadership endeavors.

SECTION 1: SELF LEADERSHIP

15. Student will describe personal leadership style and/or personality style including

strengths and weaknesses and examples of application

In my HDF 190 class I took the StrengthsQuest assessment to find out my Gallup strengths. My top strengths that resonated with me were adaptability,
harmony, positivity, arranger, and developer. I use these strengths to the best of my ability to develop my own leadership style. Adaptability means to me the
ability to succeed in any situation. I live in the moment and take things one day at time. I focus on the here and now and dont stress about the future. I am
able to go with the flow and steer away from my plan to help and support others. I can work with many different types of people in many different types of
settings. I am a harmonizer because I am a very drama free person. I like to keep the peace among team members and keep everyone working together to get
our task done. Positivity means to me keeping an encouraging and confident attitude no matter what the situation is and being supportive to everyone. I am a
developer because I see the potential in others. I love to help others grow and improve on their own skills and watch them succeed. Being an arranger means
to me that you can handle many different tasks at once. You can delegate team members to do certain tasks to keep everyone working together efficiently. I
used all these strengths when I was section leader of the pit percussion in my high school marching band. I had this position junior and senior year and I had
to lead students that were younger than me and less experienced. There were students of all different backgrounds and musical knowledge so I had to use my
strength of developer to help those students who were behind in musical ability compared to the rest of the group. I would work with them one on one until
they improved their skills. I used positivity all the time because when the group was down or felt defeated I was the one who kept the group moral up by
cheering everyone on. No matter how I personally felt about the situation I never let my team members see if I was upset or not, I always put a smile on my
face and encouraged others to not get down on themselves. I used harmony because this group of kids was not the greatest of friends and tempers
sometimes ran high. I had to take charge and be the mediator when there were conflicts among team members. I would never let tiny drama get in the way of
achieving our goals. I was an arranger because on the day of competitions there were many tasks to be down. I had to explain to volunteers how to load,
unload, and set up the equipment. I had to give everyone in the group a certain section of the equipment to set up and make sure it was done in a timely
manner because we only had 7 minutes total to prepare on the field. It was my responsibility to make sure everything was set up and working properly so I had
to rely on my team members to each do their individual job that I gave to them, while doing my own. During competition days, my strength of adaptability really
came in handy. No matter how prepared we were something always went wrong. Either someone in the group was missing and we had holes in the group or
equipment wasnt set up right, or equipment broke or failed to work. I was able to roll with the punches and the show went on as planned. I never let minor
detours or problems get in the way of our goals and success as a team. I was able to stay calm and collected and keep my group focused no matter what the
situation was.

SECTION 2: Leadership Theory and Models

41. Student will describe personal application of the above theory (Relational
Leadership)
For my learning contract required for HDF 190, I decided to coach a girls soccer team in my hometown. I found
myself using the relational leadership model that I had learned in class, in my coaching style. I was an inclusive
coach because I played everyone with equal playing time and made sure not one girl felt left out on the bench. I was
an empowering coach because I motivated my girls to play there hardest by shouting words of encouragement when
they were playing well. I was a purposeful coach because before the game started I shared with the girls my vision
on how the game would go and what they could do during the game to have the best outcome. I thought creatively
on m game plan and involved the girls in the vision-building process by asking them how they wanted the game to
turn out. I was an ethical coach because I was driven by my values. One of my top values is teamwork and I made
sure that this was clear to my team. They had to work together as a team in order to get the win. I also held my girls
to a high standard of behavior because talking back to the refs and complaining about bad calls is unacceptable. I
led by example by showing the girls that I wasnt complaining to the ref so neither should they. I was a processoriented coach because I collaborated with my team. I would give them feedback on their play and at the end they
gave me feedback on my coaching.

SECTION 3
Inclusive Leadership / Diversity and its application to leadership

83. Student will create a personal code of inclusive leadership

Being inclusive means you include everyone in what you are doing. You understand that
everyone in the group has something to offer. You need to make sure that everyones voice is
heard and that everyone gets a fair chance to speak their mind. An inclusive leader should be a
good listener. For me personally, inclusive leaders are good at helping others speak up. They
can pick out the quiet person in the group and encourage them to participate in the
conversation. They care about the development of the group members.

SECTION 4: Self Leadership

5. Student will demonstrate the ability to manage stress
Before coming to college I didnt really get stressed out about school or much in my life. It wasnt until I took my
first college-level science class that I truly started to understand what getting stressed out felt like. Finding out how
much exams counted for my final grade, how much homework there was, the fact that the homework was online,
and how quickly we went through the material stressed me out. I had to also manage time for all my other classes.
Adjusting to the difference in workload from high school to college was a stressful process for me especially with a
class like chemistry, which was a difficult topic area for me. I learned to manage and ease my stress with me CHM
103 class. Because there were multiple online homework assignments due each week I learned to manage my
time and do a few questions each night to keep on top of it and so I wasnt stressed out the night before they were
all due. I also prepared for exams well in advance so I wasnt cramming the night before. To keep myself from
stressing out I would give myself breaks after finishing assignments and also leaving an hour a day to work out or
go to the gym because running always clears my head and then Im ready to focus on work after. I found that
stress made me perform poorly on my work and kept me from focusing. By not stressing out about work I was able
to be very successful in my classes, I ended the semester with a 4.0 GPA.

SECTION 5: Interpersonal and Organizational Concepts and Skills

133. Student will describe personal examples related to maintaining

accountability as a leader

When I was a leadership studies ambassador at the welcome days, I maintained

accountability as a leader. I showed up on time, dressed in the appropriate attire, and
represented our leadership program accordingly. As I talked about to prospective students
along with their parents I maintained my accountability by being consistent with what I was
saying and doing my best to promote leadership here at URI. In my group project for HDF
190, I was an accountable leader because I showed up to every team meeting, did my
portion of the group project and orchestrated most of our group communication through text
messaging and emails.