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HDF 190:


Madison Corcoran




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


Signature Strengths

Signature Values

As a FLITE (First Year Leaders Inspired To Excellence)
student, I have learned a lot about myself as an individual
and a leader. Ive discovered my strengths and values and
how to use them to the best of my ability. I have also
learned many skills on working with others and making
positive changes that will help me become a stronger
leader in my life here at the University of Rhode Island and
my future career.

Section 1:

Outcome #6: Student will express a personal code of

leadership/ membership ethics
Target Class: HDF 190

In HDF 190 I took the VIA values test and took some of our top
results to create my tree of purpose. I chose three values that define
me, the first one is something that grounds you, the second keeps you
going and growing, and the third is what will help you succeed in the
future. Personally, I feel that honesty is the value that grounds me, we
need to be honest with each other in order to establish trust. If we
cant be honest with each other we are just wasting time. The value
that keeps me going is love. The love of family and friends is very
important for support and encouragement. They make sure you
continue to grow and be the best you can be. Its also important to
show love back and be able to support the growth of others. The value
that I believe will help me be successful is my perspective. Being able
to see things from someone elses view to be a bigger person. If you
arent open minded and only choose to see things your way, youll
constantly run into problems when interacting with other. This would
be especially important in a work place.

Leadership Theory and Models

Outcome #40: Student will show knowledge of the

Relational Leadership model by Komives, McMahon and
Target Class: HDF 190

In HDF 190 we reviewed the relational leadership model by Komives, McMahon and Lucas
which highlights five main components. The components are inclusive, empowering,
purposeful, ethical, process-oriented. There are knowing, being, doing aspects to each of these
components that further explains what they exemplify. Someone who is inclusive respects
others points of view. They know themselves and others and believe that the differences in
people are valuable. Inclusive leaders listen and help build an environment where they group
feels safe to collaborate. To be empowering, someone has a good self-esteem and can boost
others. They believe everyone has something to offer and encourage them to be themselves
and share their opinions. Someone calls themselves purposeful if they can commit to a goal
and knows their role in the process toward that goal. They believe having a positive attitude
boosts moral and helps the whole group and can think creatively to accomplish the task. An
ethical person knows how to value others and their opinions and can maintain moral
standards. They believe actions are better when they benefit others rather than themselves.
Ethical leaders are trustworthy and can confront others when they see them acting
inappropriate. The last component is process-oriented which requires working as a group and
trusting the process. These people can collaborate well with others and can give and take
feedback for the good of the group. The components of this model may not all be used at the
same time but as a leader it is important to always be considering these when youre a group
member or a leader.

Inclusive Leadership / Diversity and its application to leadership

Outcome #82: Student will describe personal examples of

being a change agent
Target Class: HDF 190

Based on what I learned about change agency in HDF 190, I

would consider myself a change agent. A recent example of how
Im a change agent would be the beach clean-up my FLITE
group did. We were trying to make a positive change in the
environment by cleaning up the beaches to make it a healthier
place not only for us but for animals. I understand that one
beach clean-up is not going to make this issue go away and that
its going to be a long process. Other steps my group and I took
to improve this issue was spreading awareness and stressing that
this is a problem we caused and its our responsibility to fix it.
While we were on the beach we were informing people about
what we were doing and why and continued informing friends
and classmates on how they can help.

(Interpersonal and Organizational Concepts and Skills ) (1
Highlighted outcome)

Outcome #105: Student will demonstrate knowledge of

facilitation and de-briefing techniques
Additional Experience: URI Leadership Institute, URI North Woods
Challenge Course, and individual research

Through my experience at the URI leadership institute, URI North Woods Challenge
Course, and individual research, I have learned a lot about facilitation and debriefing techniques. During my training at the challenge course I was able to see and
learn first hand because trained facilitators led us through a few of the challenges
and demonstrated successful ways to facilitate and debrief. Facilitation takes a lot of
reading the group. Its important to notice who is quiet, loud, rude, jokes a lot, etc.
Based on this a facilitator adapts the program to best fit the group so that they get
the most out of the experience. For example, they should try to get the quiet people
to be heard or make collaboration a key role if a group isnt getting along. Making
sure everyone is being safe and respected is also a very important role. As for debriefing, this is the part where you have a group reflect on their experience. In order
to get them thinking and opening up, its helpful to ask open ended questions or
focus on a specific feeling someone said and go deeper into why that feeling came
up. In de-briefing it is also important to read the groups verbal and non-verbal
signs. Its okay to sit in silence until someone has a thought or new idea, dont try to
answer for them. In the end they should have reflected on what happened, why and
what they can learn from it.

(Interpersonal and Organizational Concepts and Skills ) (1
Highlighted outcome)

Outcome #115: Student will describe personal examples of

group development in use (Tuckman, Bennis or others).
Target Class: HDF 190

My small group in HDF 190 really saw the stages of group development (forming,
storming, norming, performing, and adjourning) during our social change project. Since
our group wasnt a new group and had already been through ice breakers and bonding,
the forming stage for us was when we were picking a project. We began to brainstorm
ideas that would help the environment and found out one of our own group members,
Martin, was one of the founders of the non-profit organization called Ocean Notion
which organized beach clean-ups. Our storming phase was seemingly short because right
a away we figured out how to best work together through a group contract where we
talked about respecting each other, listening to all ideas, etc. Next in the norming phase
we worked together to form a plan. We had to figure out a day and time where a majority
of our group could attend and assign roles for those who couldnt. We also had to switch
beaches a few times because we learned there were already going to be beach clean-ups
at some beaches so we wanted to go to a different beach to have the most impact. Our
performing stage was us actually going to the beach clean-up and working overtime to
clean up as much as we could, even going to clean up the parking lot and road so that the
trash didnt blow onto the beach. The final stage of adjourning happened as we put
together our Power-point and gave our presentation. As we were working on the
presentation, we reflected on the experience, the impact we had, and whether we felt
successful. In the end we only had a few bumps in the road and were able to clean up 21
bags of trash.