The document summarizes a student's portfolio containing samples of their work experience, skills, achievements and education. It includes a table of contents listing the sections, an introduction outlining the purpose and focus on business administration and management. It also includes sections on the student's goals, strengths, resume, recommendation letters and samples of work including Excel, lab reports, essays and details of volunteer work.
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SitterCycle Newborn Care Specialist Class and CertificationHelen Adeosun
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Leaders Self-Insight 3.1. T–P Leadership Questionnaire An .docxsmile790243
Leader's Self-Insight 3.1. T–P Leadership Questionnaire: An
Assessment of Style
Instructions: The following items describe aspects of leadership
behavior. Assume you are the appointed leader of a student group and
feel the pressure for performance improvements to succeed. Respond to
each item according to the way you would most likely act in this pressure
situation. Indicate whether each item below is Mostly False or Mostly
True for you as a work-group leader.
Mos
tly
Fals
e
Mos
tly
Tru
e
1 I would hold members personally
accountable for their performance.
2 I would assign members to specific roles
and tasks.
3 I would ask the members to work harder.
4 I would check on people to know how they
are doing.
5 I would focus more on execution than on
being pleasant with members.
6 I would try to make members' work more
pleasant.
Scoring and Interpretation
The T–P Leadership Questionnaire is scored as follows: Your T score
represents task orientation and is the number of Mostly True answers for
questions 1–5. Your P score represents your people or relationship
orientation and is the number of Mostly True answers for questions 6–
10. A score of 4 or 5 would be considered high for either T or P. A score
of 0 or 1 would be considered low. T = _ _ _. P = _ _ _.
Some leaders focus on people needs, leaving task concerns to followers.
Other leaders focus on task details with the expectation that followers
will carry out instructions. Depending on the situation, both approaches
may be effective. The important issue is the ability to identify relevant
dimensions of the situation and behave accordingly. Through this
questionnaire, you can identify your relative emphasis on the two
dimensions of task orientation (T) and people orientation (P). These are
not opposite approaches, and an individual can rate high or low on either
or both.
What is your leadership orientation? Compare your results from this
assignment to your result from the quiz in Leader's Self-Insight 2.2 in
Chapter 2. What would you consider an ideal leader situation for your
style?
7 I would focus on maintaining a pleasant
atmosphere on the team.
8 I would let members do their work the way
they think best.
9 I would be concerned with people's
personal feelings and welfare.
10 I would go out of my way to be helpful to
members.
Source: Based on the T–P Leadership Questionnaire as published in “Toward a
Particularistic Approach to Leadership Style: Some Findings,” by T. J.
Sergiovanni, R. Metzcus, and L. Burden, American Educational Research Journal
6, no. 1 (1969), pp. 62–79.
Leader's Self-Insight 3.2. Are You Ready?
Instructions: A leader's style can be contingent upon the readiness level
of followers. Think of yourself working in your current or former job.
Answer the following questions based on how you are on that job.
Please answer whether each item is Mostly False or Mostly True for you
in that job.
Mos
tly
Fals
e
Mos
tly
Tru
e
...
Leaders Self-Insight 3.1. T–P Leadership Questionnaire An .docxsmile790243
Leader's Self-Insight 3.1. T–P Leadership Questionnaire: An
Assessment of Style
Instructions: The following items describe aspects of leadership
behavior. Assume you are the appointed leader of a student group and
feel the pressure for performance improvements to succeed. Respond to
each item according to the way you would most likely act in this pressure
situation. Indicate whether each item below is Mostly False or Mostly
True for you as a work-group leader.
Mos
tly
Fals
e
Mos
tly
Tru
e
1 I would hold members personally
accountable for their performance.
2 I would assign members to specific roles
and tasks.
3 I would ask the members to work harder.
4 I would check on people to know how they
are doing.
5 I would focus more on execution than on
being pleasant with members.
6 I would try to make members' work more
pleasant.
Scoring and Interpretation
The T–P Leadership Questionnaire is scored as follows: Your T score
represents task orientation and is the number of Mostly True answers for
questions 1–5. Your P score represents your people or relationship
orientation and is the number of Mostly True answers for questions 6–
10. A score of 4 or 5 would be considered high for either T or P. A score
of 0 or 1 would be considered low. T = _ _ _. P = _ _ _.
Some leaders focus on people needs, leaving task concerns to followers.
Other leaders focus on task details with the expectation that followers
will carry out instructions. Depending on the situation, both approaches
may be effective. The important issue is the ability to identify relevant
dimensions of the situation and behave accordingly. Through this
questionnaire, you can identify your relative emphasis on the two
dimensions of task orientation (T) and people orientation (P). These are
not opposite approaches, and an individual can rate high or low on either
or both.
What is your leadership orientation? Compare your results from this
assignment to your result from the quiz in Leader's Self-Insight 2.2 in
Chapter 2. What would you consider an ideal leader situation for your
style?
7 I would focus on maintaining a pleasant
atmosphere on the team.
8 I would let members do their work the way
they think best.
9 I would be concerned with people's
personal feelings and welfare.
10 I would go out of my way to be helpful to
members.
Source: Based on the T–P Leadership Questionnaire as published in “Toward a
Particularistic Approach to Leadership Style: Some Findings,” by T. J.
Sergiovanni, R. Metzcus, and L. Burden, American Educational Research Journal
6, no. 1 (1969), pp. 62–79.
Leader's Self-Insight 3.2. Are You Ready?
Instructions: A leader's style can be contingent upon the readiness level
of followers. Think of yourself working in your current or former job.
Answer the following questions based on how you are on that job.
Please answer whether each item is Mostly False or Mostly True for you
in that job.
Mos
tly
Fals
e
Mos
tly
Tru
e
...
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Want to move your career forward? Looking to build your leadership skills while helping others learn, grow, and improve their skills? Seeking someone who can guide you in achieving these goals?
You can accomplish this through a mentoring partnership. Learn more about the PMISSC Mentoring Program, where you’ll discover the incredible benefits of becoming a mentor or mentee. This program is designed to foster professional growth, enhance skills, and build a strong network within the project management community. Whether you're looking to share your expertise or seeking guidance to advance your career, the PMI Mentoring Program offers valuable opportunities for personal and professional development.
Watch this to learn:
* Overview of the PMISSC Mentoring Program: Mission, vision, and objectives.
* Benefits for Volunteer Mentors: Professional development, networking, personal satisfaction, and recognition.
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About Hector Del Castillo
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About PMI Silver Spring Chapter
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Resumes, Cover Letters, and Applying OnlineBruce Bennett
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3. Introduction
• This portfolio represents all of my skills and achievements throughout my
college career.
• I am currently working in Business Administration with a main emphasis on
Management.
3
4. Goals
• Continue to grow and expand my skills to help me succeed in the
business world
• Find a job that will allow me to emphasize my strengths and
abilities to the fullest.
• Increase my knowledge of the business industries in other
countries.
• Continue to engage myself in community service to help the needs
of others.
4
6. Resume
L A U R E N
R O B A K
Email: robakl@northwood.edu Phone: (248) 882-0337
8493 Englewood Dr. Clarkston, MI 48346
Education:
Northwood University- Midland, MI
Bachelor of Business Administration
Major: Management
Oakland University
Major: Health Sciences
May 2015
Cumulative GPA: 3.6
May 2012
Experience:
Boulder Pointe Golf Club & Banquet Center- Oxford, MI
Summer 2013
Outdoor Maintenance
Maintained orderliness and appearance of greens, fairways, tee boxes and flowerbeds at
private club
Operated mowers, string trimmers and hedge trimmers
Worked with a consistent level of professionalism and pride
Dairy Dream- Clarkston, MI
Summer 2012 & 2013
Server
Provided terrific customer service for all aspects of restaurant
Prepared a variety of food items and maintained a clean preparation environment
Entrusted to handle cash and credit card transactions
Our Lady of the Lakes High School- Waterford, MI
Maintenance Assistant
June 2008- April 2011
Assigned a variety of manual labor tasks including washing windows, mopping floors and
painting
Responsible for maintenance and appearance of landscaping
Completed all assignments efficiently and completely
Administrative Assistant to Chief Operating Officer
June 2008- August 2010
Used organizational skills to file papers, coordinated office procedures and
Entrusted to make weekly bank deposits
Keyed confidential student, parishioner and donor information into a computerized database
Extracurricular Activities:
Oakland University Women’s Basketball
Northwood University Women’s Basketball
Northwood University International Auto Show (Team Military)
2011-2012
2012- present
6
7. To Whom It May Concern:
I am happy to recommend Lauren Robak for a position in your organization.
She has the personal and academic qualities to succeed in any setting.
Recommendation
Letters
Lauren attended the school where I am administrator from kindergarten
through twelfth grade.I have literally seen her grow up before my eyes. I have
observed her in many situations and can assert that she applies good
judgment and a common sense approach in many cases.
Lauren is a hard worker who is goal oriented. She showed tremendous
leadership in her successful pursuit of a state championship basketball title for
our school. She was able to lead our repeat championship her senior year
when she provided even more leadership. Although she was our best player,
she used that status to motivate herself and inspire her teammates rather than
play a self-aggrandizing role. I observed her fight through injury to reach her
goal. The attributes of hard work and team play will serve her well in the
business world.
I think that what Lauren has learned as a team player and in her role as a
competitor bode well for future success. She works well with others and
understands a team dynamic better than most. She knows how to work hard
to reach goals. I think further that when she is challenged with something that
interests her she succeeds.
In closing, I am sure that given the qualities I have listed you will find Lauren
to be an asset to your team. She is without guile and knows how to work with
others. I hope that you will give her the opportunity to succeed.
Sincerely,
Carl Uberti
President
Our Lady of the Lakes Parish School
7
8. To whom it may concern:
This letter is being written on behalf of Lauren Robak, presently a student at Northwood University,
whom I have known for the past 8 years as an employee, a student, and as an athlete at Our Lady of the
Lakes in Waterford, Michigan.
As Parish Business Manager, Lauren worked for me and completed tasks and organized all in-house filing
and record keeping pertaining to contributions and staff benefits. She was also a member of our
maintenance crew that restored, cleaned, and prepared our school facilities for use. Lauren also worked
to maintain parish and school landscape for beautification and safety for the parishioners, the public
and our faculty and students.
As a student, here at Our Lady of the Lakes, Lauren maintained a GPA of 3.6 in our college prep program.
She was involved in various school activities, along with being an outstanding young lady in athletics. As
Athletic Director and Football coach, I had the pleasure of having Lauren being the placekicker on our
Varsity Football team. She was also a member of our Girls Basketball and Softball teams and played
Soccer for a couple of years. She showed her leadership qualities by being selected Captain by her peers
in Basketball and Softball. She was very instrumental in leading the various teams to a number of
championships, as this leader. During her time at OLL, she was also involved with volunteer work with
her athletic teams, as she worked with handicapped children and adults on a yearly basis.
After graduation from Our Lady of the Lakes, Lauren was a student at Oakland University for one year
and maintained a GPA of 3.7 in a Business curriculum. She is now a student at Northwood University and
maintaining a 3.6 average in Business along with being a leader of the Girls Basketball team. She is also
continuing her volunteer efforts by being involved with a reading program for young children.
Through all of her time in work, school, and athletics, Lauren has been very diligent in obtaining
excellence in academics, she has shown her character traits in being selected to leadership positions by
her peers, and her numerous athletic awards have shown her work and dedication to perform to the
best of her ability.
She has shown to be a young lady of great integrity, by performing in an excellent manner, in areas of
responsibility and confidentiality, and by maintaining high standards of appreciation from her fellow
employees and fellow students.
I would highly recommend, Lauren Robak, for any position that she many apply. She will be an
outstanding asset to any organization, and they will reap the benefits of a young lady of high character
and integrity.
If you desire any further information about Lauren, please feel free to contact me at
empytboyd@aol.com or by phone at 248-821-7294.
Sincerely,
Michael Boyd
Business Manager/Athletic Director
Coach Retired
8
10. Lab
Work
Lab 2: Cardiovascular Disease
Lauren Robak
HS 201
TR (8:00-9:47am)
Dr. Dallo
3. INDIVIDUAL RESULTS (5 points)
Cardiovascular Disease Risk Scores by Activity Level
Name: Lauren Robak
Gender: Female
1. PURPOSE AND HYPOTHESIS (5 points)
Sedentary Individuals:
1. 10
2. 23
3. 17
4. 14
5. 9
Active Individuals:
1. 11
2. 6
3. 18
4. 13
5. 5
This laboratory exercise is designed to examine the significance of any difference in the
cardiovascular disease risk of usually sedentary and usually physically active people.
Have yourself and 9 other people complete the "Are You at Risk for CVD?"
I was one of the active individuals and my score was 5.
questionnaire. Make sure that, among the ten people who complete the questionnaire, 5
people are usually sedentary and 5 are usually physically active. For each person, total
4. CLASS SUMMARY RESULTS (5 points)
the risk factor points. My hypothesis is that people who are more active will have a
lower risk of getting cardiovascular disease.
Cardiovascular Disease Risk Score by Activity Level
2. METHODS (5 points)
Category Avg Score
Active
11.35
Sedentary 21.55
Analysis of Results
1. Enter your name and sex (M or F) into the computer program.
2. Complete the "Are You at Risk for CVD?" questionnaire (on page 470 of Current
t = -28.88
Concepts in Health. Total your risk factor points.
3. Look up your estimated CVD Risk on page 470 of Current Concepts in Health.
p < 0.05
4. Have 9 other people complete the "Are You at Risk for CVD?" questionnaire. Make sure
that, among the ten people who complete the questionnaire, 5 people are usually
There is a significant difference between the cardiovascular disease risk scores of active and
sedentary and 5 are usually physically active. For each person, total the risk factor points. sedentary people in this sample.
5. Enter all 10 results into the computer program. Insure that you enter sedentary or active,
and total risk factor points for each person.
6. Analysis of Results. After everyone in the class has had the opportunity to enter their
5. CONCLUSIONS (10 points)
results (date/time specified in the course syllabus) go back into the computer program
and calculate the average CVD risk scores of usually sedentary and usually physically
Based on the results from the class summary, people who were sedentary had a higher
active people.
risk score for cardiovascular disease. There was a significant difference between people who
7. Prepare your Laboratory Report. Use the computer program to complete your Laboratory were physically active and sedentary. The average score that was taken from the “Are you at risk
Report and bring it to class (submit it on-line for the on-line section) for evaluation on the for Cardiovascular Disease?” questionnaire, was active people scored 11.35 and people who are
date indicated in the course syllabus.
sedentary scored 21.55. So, people who are sedentary have a higher risk for CVD.
10
11. Section of an English Essay
Listening to different kinds of music will put you in a particular mood. If you are sad and you
listen to slow music, it will either reinforce the mood or build yourself out of it . Music is very
powerful. Yoga teachers play music as a form of relaxation to help the participants calm their
bodies and take away the stress (Barker, 2008). Also, in these kinds of settings, music will help
to keep things organized. Many people count on the beats to help everyone stay in a rhythm
(Barker, 2008). On the other hand, listening to a fast pace beat you will feel more energized and
excited. Haile Gebreselassie, who is a long-distance runner, listened to the song Scatman while
running(Lister, 2005). It is a fast techno track by Scatman John. He listened to this song while
competing in 2,000 meters run. The beats of the music fit perfect with his world record pace
(Lister, 2005). People listen to music for many different reasons, but why do majority of people
listen to music before sporting events?
11
12. Teenagers need to be in constant communication with their friends. Most teenagers use
their cell phones 6-10 hours per day. In a survey questioning 45 teens, shocking results were
seen. Although they use their phone a lot, 70% of their communication is through
texting(Robak). Rarely, do teenagers make lots of phone calls unless it is to their parents. It has
become natural during the teenage years to always use your phone and the internet. Teenagers
Cause and Effect
paper including
previous
sampling results
want to try and figure out who they are and having all this technology makes everything a little
bit easier for them. Of teenagers surveyed 89% of teenagers had a social media website
(Robak). Nearly half of them said they used more than one social media website. 40% of the
teenagers surveyed said they go on their social media website at least every couple of hours
(Robak). When asked what they do spending a lot of their time on the internet, majority of the
responses was to see what everyone is up to and just to talk with their friends. The top five
things on a social media website were to look at events, photos, tell people what you are doing,
talk to friends, and to see quotes or songs. This can all be fun and help build self-esteem, but
this isn’t always the case. 61% of the teens said they have seen a social media website used
inappropriately (Robak). The majority of teenagers have also seen social media websites used
for complaining, criticizing, and bullying. With all the advancing technology, the ability for
people to bully other kids and criticize them has become much easier. They can type or write
anything they want and send it to somebody. There is no face to face communication which is
easier for teenagers. This is one big way in which technology is negatively impacting teenagers.
To many adults, this is scary and unhealthy for their children. The technology from the previous
generation of teenagers to today’s teenagers has changed quite immensely.
12
14. Volunteer Work
• I have worked numerous hours giving back to the community.
Some things I have done on my own and others have been
with groups.
• Volunteer work I have been involved in:
• Helpful Harvest- collecting fresh produce and vegetables for
needy families in the area.
• Fishing Derby- helping handicapped people on and off boats and
with life jackets so they can enjoy a day out on the water.
• Reading books to young children once a week at my high school.
• Color Run- helped set up and organize materials for the race.
• Serving food to homeless in Detroit.
14
15. Achievements
• Dean’s List- Northwood University, 2012-13 Academic School
Year.
• Northwood University Varsity Women’s Basketball Team
• Excel Credit:
• Community Involvement- Midland Community Center
• Student Organization- Transfer Club
• Auto Show- Team Military
15