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Leadership Philosophy Statement I believe that people can be born to lead but can be made a leader. Leadership is a lifestyle in which the opportunities that are presented to us throughout our life are the molds that shape our abilities. I believe that the vital components of a leader are guidance, influence, and direction. A leader must always know their place and should feel comfortable stepping up and standing out as the need arises. A leader brings out the best in others and ensures that they are doing their best at the work they are responsible for. I believe that experienced leaders are constantly examined by the public audience. The actions of portrayed leaders are quickly judged more often negatively than positively. It takes effort and dedication to ensure an optimistic observation from society. I believe that true leaders will conduct themselves in a manner that attracts the support and friendship of others.


Jennifer J. Arkfeld 434 Dogwood Loop Portsmouth, IA 51565● Phone (712)579-6026● e-mail jennifer.arkfeld@jacks.sdstate.edu

Career Objective To obtain a position that will better prepare me to make a positive difference in the agricultural industry. Education South Dakota State University, Brookings, SD Anticipated Graduation – May 2015 Major: Agricultural Education and Agricultural Leadership Minor: Animal Science GPA: 3.723 Work Experience South Dakota State University February 2012 to Present Engineering Extension, OSHA Consultation, Brookings, SD - Responsibilities include setting up and preparing all materials needed for seminars, setting up the needed folders for OSHA consultations, and running errands on campus. Do It Best Hardware, Harlan, IA Summer 2012 - Responsibilities include running the cash register, mixing paint, helping customers locate items in the store, and putting away items. Pizza Hut, Harlan, IA 2009 to 2011 Waitress, cook - Responsibilities include caring for customer needs and cleaning the kitchen area and wait station. Activities and Honors Leadstate Ag-Bio Ambassador Collegiate FFA Brownfield Network Award Citizenship Award DeKalb Outstanding Senior Award FFA Iowa Degree Mistress of Ceremonies at Iowa Agriculture Youth Institute FFA chapter degree Kiwanis Youth award FFA greenhand degree Star chapter greenhand in FFA

Fall 2012 2012- Present 2011-present 2011 2011 2011 2010 2010 2009 2008- 2011 2008 2008


Communication, Marketing, or Public Relations Highlights knowledge, attitudes, and activities that organizations use to understand, inform, and influence various constituencies. Description of Activity: LeadState is a leadership development program for second year South Dakota State University Students. Each LeadState team is assigned to a service project within the Brookings Community. Our team worked with the Brookings Kiwanis and the Backpack Project. Our main focus was to gather books to place in the backpacks for the students. To increase awareness on campus and to get SDSU students to donate gently used books I created a flyer announcing our project. I created the flyer and hung it in the residence halls, the student union, and rotunda. Leadership Skills:  Organization  Effective communication  Creativity  Delegation  Persuading  Motivating others Outcomes of activity: Through this event I have grown as a leader. I have also expanded my leadership network. I have learned the importance of communicating your efforts to motivate other to participate.


Communication, Marketing, or Public Relations Highlights knowledge, attitudes, and activities that organizations use to understand, inform, and influence various constituencies. Description of Activity: LeadState is a leadership development program for second year South Dakota State University Students. Each LeadState team is assigned to a service project within the Brookings Community. Our team worked with the Brookings Kiwanis and the Backpack Project. Our main focus was to gather books to place in the backpacks for the students. To increase awareness of the SDSU faculty I created an announcement to be placed on the Inside State Website. The announcement was listed on the main page of Inside State for two weeks. Leadership Skills:  Organization  Effective communication  Motivating others  Charisma  Persuading Outcomes of activity Through this event I have learned ways to communicate our efforts using various resources. I have also learned how to properly word announcements.


SDSU Faculty and Staff: Leadstate needs your help! Serving as partners with the Brookings Kiwanis, the Leadstate team is searching for new to gently used books to give to students as a part of the Brookings Backpack Project. The team is looking for books ranging from kindergarten to high school level. If you have books that you are willing to donate, please contact Steph Bebensee at Stephanie.bebensee@sdstate.edu to arrange a way for the books to be picked up or delivered. Please feel free to contact Steph with any further questions. Please help less fortunate students enjoy the books that you and/or your kids once enjoyed. Thank You Leadstate Team 5


Cultural Diversity

Highlights the development of cultural competency for professional practice in culturally diverse setting.

Description of Activity: BaFa’ BaFa’ is a simulation in which participants experience cultural diversity. The simulation is used in businesses to prepare employees to work with people from other departments, disciplines, genders, races, and ages. BaFa’ BaFa’ groups participants into two cultures, the Alphas and the Betas. The culture of the Alphas is relationship and male oriented dictatorship. The Betan culture is based on competitive trading. After participant become familiar with their own cultures, the cultures exchange visitors. After the simulation, a debriefing is held to ease any confusion between cultures. I attended and participated in this simulation. I was a member of the Beta culture. After participating in the event I wrote the following reflection to highlight my observations and thoughts.

Leadership Skills:  Effective Communication  Empathy  Interpersonal  Promoting and adapting to change  Diversity Acceptance  Flexibility  Emotional maturity

Outcomes of activity: Through this event I have a whole new perspective on cultural differences. I have gained patience for those who are not natives to our country. I judge less based on the cultural differences of others.


How were the five types of power demonstrated in the Bafa Bafa simulation? The five types of power were demonstrated throughout the Bafa Bafa simulation. Referent power is a certain person having power because of the position of importance they are in. Referent power is demonstrated clearly in the Alpha culture. The Alpha culture was male dominated and the patriarch was in charge. The patriarch was important in the Alpha culture and everyone looked to him for influence. Coercive power is power that is kept through punishment. During the simulation two of the members of the Beta culture came to the Alpha culture and were asked to leave. During the debriefing the Beat culture was told that the two members had acted in an unacceptable manner in the Alpha culture and were punished by being asked to leave. Reward power is can be gained by being able to give reinforcement and rewards. The Beta culture was all about trading cards. By obtaining the sequence of seven cards of the same color, Betas got points. In the Beta culture the more points one had the better. Expert power is the power one has as an expertise in a specific field. Expert power could be seen as the two cultures mixed. The Betas were experts of their culture and knew how the card game worked and the Alphas were experts on their culture. During visits to other cultures, the Betas saw the Alphas as experts and vice versa. Legitimate power is gained by being elected or appointed to a position of power. The only time in the Beta culture when this happened was when the culture was asked to choose one member to observe the Alpha culture. The person who was elected or appointed to observe the other culture was given legitimate power because the power came with the position.


Did you experience a sense of powerlessness at any point? What observations can you make from watching others about the way they experienced power or powerlessness? I experienced powerlessness upon visiting the Alpha culture. I was a Beta and I had a lot of power in my culture. Once I crossed to the Alpha culture I was confused and had no idea of what was going on. I needed to depend upon the Alphas for what I needed which made me powerless due to the fact that I could not do things on my own in this different culture. I observed many things in the debriefing session as people described how they felt during their visits to opposite cultures. People handle powerlessness in different ways. Some people tried to overcome powerlessness by being assertive and trying hard to fit in while others were patient and waited for the opposite culture to take charge. For those who were assertive often had different experiences from those who were patient. It seemed that those who were assertive had a negative experience while visiting the other culture. Some visitors tried to carry their power from their culture to the other culture. When Alphas visited us they tried to speak in English to the Betas and that caused them to be powerless because Betas do not speak English in their culture nor do they talk about anything other than trading cards. The Alphas were powerless because they were clueless as to what needed to be done with the cards. How does the Bafa Bafa simulation illustrate the power of culture to give us a secure sense of identity? The Bafa Bafa simulation was a good indicator as to why we need culture. As the prompt states when people were asked if they wanted to switch cultures typically the answer was no. Change can be hard for people. Culture helps to define who we


are as a person, it gives us identity. One is comfortable with their culture because that is what they know and trying to learn a new way of life can be difficult. During the simulation I was Beta and I did not want to take the time to learn a new culture. I was comfortable being a Beta and I knew how the culture worked. I was a Beta and to me that’s just how it was. Changing cultures may make people feel insecure and uncomfortable because it is changing everything you know. Explain how those textbook ideas are illustrated in “Communicating between Cultures” DVD (shown in class). For example, how did the vignettes illustrate one of the stages of ethnocentrism in communicating with people from other cultures? In the “Communicating between Cultures” DVD many miscommunications were observed. When the young man was studying with his group, he offered high fives to the three females he was sitting with. The one female denied the gesture and stood up to leave. Later the young man confronted the girl about why she had not accepted his gesture. She explained to him that is unacceptable to have physical contact with males other than her family in her culture. The young man displayed minimization by accepting the fact that her culture varied from his own because his culture did allow male physical contact. It did not bother the young man that their cultures varied and he accepted the difference and the two remained friends. Give an example of the way your cultural lenses influenced your interactions with the Beta or Alpha culture. Then, explain in which DMIS stage you would place this thinking at that point. In the Beta culture we trade cards based on the numbers and making a sequence. In our culture we match cards together to obtain a set and get points. The Alphas also had a card game but to them it meant very little. When I visited the Alpha culture I thought they were trying to match the cards just like we did in the Beta culture, when in fact they were not. I was confused by what they wanted to do


with the cards and what their purpose was. To me, minimization is where I would place my reaction their card game. I knew the Alpha card game was different from the Beta card game but it did not bother me too much, I still see the Alphas as regular people. Their culture was clearly different from mine but I really did not care


Cultural Diversity

Highlights the development of cultural competency for professional practice in culturally diverse setting.

Description of Activity: A poverty simulation is an experience intended to give participants a glimpse to the realities of living as a low income family. Participants are placed into roles of different families living in poverty. The families may be unemployed, broken families, and others disabled. The families live weeks in 15 minute increments in which they have to keep their family afloat. I attended and participated in the event. My role was a father of two children, a 20 year old daughter with a child of her own and a 9 year old son. I had a job but it was very difficult to get to work with the limited resources I had. I had to make sure the family had groceries, daycare for my daughter’s child, and any other needs for my son. We also had a list of bills in which we had to pay. I wrote the following reflection after participating in the simulation.

Leadership Skills:  Empathy  Managing conflict  Emotional maturity  Interpersonal  Giving praise and credit to others Outcomes of activity: Through this event I have gained respect for those who are not as fortunate as me. I have also come to appreciate the things that I have.


What is the most significant understanding that you learned about poverty from attending the Poverty Simulation or by serving at the Harvest Table that you did not know before? The poverty simulation really affected the way I think and feel about those who are less fortunate. Your parents have a big impact on your thoughts and by listening to them my thoughts were always that they should just get a job. I realized from this simulation that it really is not that simple. In the simulation I was a single parent living with a 9 year old son and a 20 year old daughter who had a1 year old son. Honestly I was so frustrated with the things that kept happening I just wanted to throw my hands up and cry. That feeling really made me stop and think. Is that really what the less fortunate go through each and every day? One thing that frustrated was how little compassion was shown from those working the different stations such as the employer. I was late for work once for reasons beyond my control and I still lost my job. They had no compassion that I had to go to the bank and buy transportation passes in order to actually get to work. It was highly frustrating because where was I supposed to go from there? One person made the comment that it was almost impossible to have a job and still be able to go to the grocery store and the bank and pay bills but the problem was without the job how did we pay for those things? After the simulation, being in poverty seems like a full time job. They have to spend all day trying to get things in order for their family to survive. How will this knowledge impact your work with students? I will try to be very empathetic with my students. I do not want a student to feel shut down because they cannot afford to go on field trips or make things in my class. In the Ag classroom we do many projects that require the purchase of expensive materials and occasionally


students have to pay a fee for the materials. I will need to make sure that every student can afford to pay the fee before we actually do the project otherwise the student will be let down and I do not want that for my students. All of my students will be important and it is important that I take all of them into consideration.


Advocacy (support, encouragement)

Highlights the advocacy responsibilities of staff and volunteers in the development of policies, procedures, and processes by which organizations operate and are held accountable.

Description of Activity: The Ag and Bio Ambassadors are the driving force in promoting the college of Ag and Bio to high school students. The ambassadors help with many events such as senior day, Ag/Bio Ice Cream Social, and Jackrabbit Receptions. I have helped provide information to students at the Senior Day event. I stood in the Ag/Bio booth while high school seniors walked around Frost Arena to gather information about the majors they are interested in. I visited with many students about requirements and opportunities provided through the Agricultural Education major program. I also talked about the various opportunities on campus for student success. The following is a picture of me and a couple other ambassadors that helped at the Senior Day Event. Leadership Skills:      

Charisma Motivating others Effective Communication Public speaking Delegation Persuading

Outcomes of activity: I have learned the importance in believing in your promotions. I have also discovered that people do not buy what you do, they buy why you do it. Inspire the vision and others will follow your lead.


Advocacy (support, encouragement)

Highlights the advocacy responsibilities of staff and volunteers in the development of policies, procedures, and processes by which organizations operate and are held accountable.

Description of Activity: The Ag and Bio Ambassadors are the driving force in promoting the college of Ag and Bio to high school students. The ambassadors help with many events such as senior day, Ag/Bio Ice Cream Social, and Jackrabbit Receptions. With the ambassadors I have traveled to many area high schools to promote South Dakota State University and ultimately the college of Agriculture and Biological Sciences. Our goal is to reach as many students as possible to increase our enrollment rates here at South Dakota State. The College of Ag and Bio is the only college that has increased in enrollment this past year.

Leadership Skills:  Effective Communication  Public Speaking  Charisma  Organization Outcomes of activity: I have learned effective ways to communicate my passions. I have experienced many forms of presenting a mission.


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`Personal and Professional Development

Highlights the nature of employment in your particular industry, from researching career opportunities, applying and interviewing for a job, to continuing professional development.

Description of Activity: The Governor’s Safety and Health Conference is held every year to help safety and health consultants develop professionally. The conference hosts many valuable speakers on various topics to strengthen skills in safety, leadership, HR issues, and basic workplace safety. The conference is a chance for those in the field to network and gain resources. I attended the conference with my coworkers. I attended three workshops throughout the day. Two of them were presented by Robin Getman; they were entitled Laugh for the Health of it! and RELAX, Stress isn’t a 4-Letter Word. I also attended a workshop on diversity communication. The following is a flyer about Robin Getman.

Leadership Skills:  Modeling the way  Managing conflict  Interpersonal  Emotional maturity  Approachability Outcomes of activity: I have discovered an interest for professional development. I highly enjoy attending conferences such as this and the good thing is they are always beneficial. I also learned how to avoid stress and being more approachable.


Personal and Professional Development

Highlights the nature of employment in your particular industry, from researching career opportunities, applying and interviewing for a job, to continuing professional development.

Description of Activity: The Iowa Agricultural Youth Institute Conference in which delegates explore opportunities within the agricultural industry. The conference also entails a mock interview, etiquette session, and a banquet to develop and practice professional skills. I attended and participated in the 4 day conference. I spent the days living on the campus of Iowa State University. I attended workshops, etiquette sessions, a banquet and a dance, and a professional debate in the capitol of the state of Iowa. I had the privilege of being the mistress of ceremonies for the banquet. The following are pictures of the whole delegate group as well as my individual delegate group.

Leadership Skills:  Delegation  Charisma  Public Speaking  Teamwork  Collaboration Outcomes of activity: I have grown in my abilities to advocate for my passion and my future. I can implement plans to better promote my industry. I gained professional skills that will make me more marketable in the future.


Management/Supervision

Highlights the knowledge, skills, and techniques for managing paid staff.

Description of Activity: The Engineering Extension, OSHA consultation office offers small business holders assistance in developing proper safety and health management programs. The consultants on staff conduct walk through surveys to help businesses achieve incompliance status. The office also conducts seminars to certify employers and employees on safety and health issues. I recently accepted a position as the Safety and Health Leadership Intern. My job consists of completing paperwork for the consultants and helping to prepare for seminars. One of my most recent projects involves training our newest staff member in the ability to operate the software of our office in order to continue her position and make herself more marketable. The following document is the assessment I created to find a basis for her training.

Leadership Skills:  Patience  Motivating others  Coaching/ mentoring  Delegating responsibilities  Modeling the way  Organization  Time management Outcomes of activity: I have discovered the patience it takes to work with various personality types. I know how important it is to be organized in order to utilize time efficiently.


OIS Training Pre- Assessment Date: __________ 1. What is the earliest that files should be set up for consultants? a. 2 weeks b. 1 week c. The day before d. 2 days 2. When setting up a request, how many copies are printed of the request for each consultant? a. 3 b. 4 c. 2 d. 1 3. What day(s) of the month are abatements and extensions due? a. 15 b. 30 c. 1 d. Both a & b 4. True or False: Extensions must be signed and approved by Jon prior to being put into OIS. a. True b. False 5. Which of the following are required in a file to be closed? a. Activity Log b. Signed consultation agreements c. Final report d. All of the above 6. True or False: Extensions should only be entered for a maximum of 45 days. a. True b. False 7. True or False: When entering abatements the Verified date and Corrected date are NOT the same date. a. True b. False 8. The Safety and Health Assessment should be completed prior to closing a file, who completes this form? a. The consultant b. Jon c. Mary d. Jennifer


9. How do you know what day the visit close date is? a. It is the day the consultant gives you the file b. It is the day the last abatement was verified c. It is either the date of the written report or the date of the last abatement whichever is later. d. It is the same date as the last date onsite 10. How comfortable do you feel working with files in OIS?

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Management/Supervision

Highlights the knowledge, skills, and techniques for managing paid staff.

Description of Activity: The Engineering Extension, OSHA consultation office offers small business holders assistance in developing proper safety and health management programs. The consultants on staff conduct walk through surveys to help businesses achieve incompliance status. The office also conducts seminars to certify employers and employees on safety and health issues. Recently I have started working on a new consultant training manual. The manual is a tool that will be utilized to provide guidance to new consultants in the office as to the use of certain document, location of certain of information, and other resources that may be helpful. The current manual is very large and overwhelming. My goal is to break the manual into part or categories and make it more instructional.

Leadership Skills:  Promoting and adapting to change  Effective communication  Attention to details  Inspiring a shared vision  Creativity  Flexibility

Outcomes of activity: I have seen how difficult a job seems when being overwhelmed. I am learning ways to make the transition into a new position easier. In my future classroom I will be able to organize materials in ways that are not overwhelming and are instructive. The following is my plan to break down the manual into smaller binders.


Proposal for Separate Training Binders Binder 1: Part 1 General Information  Binder and Content List  OSHA OTI Training Option  OSHA New Consultant training requirement o 8 courses in first 3 years – Mandatory  Grant History  Grant Flowchart  Our mission o What do we do?  Phone Instructions  Supplies Location  Library Information  Printers and copiers (?)  Website Binder 1: Part 2 Office Procedures (Talk to Mary)  Travel  Reserving a Motor Pool Vehicle  Sending Mail  Submitting for Leave Binder 1: Part 3 Policies  Memos  Binder 2: OIS  Binder and Content List  OIS Manual o Request form o File set-up process o Abatements/Extensions  Forms  signatures  Process o List of Hazard/ Hazard Summary o Written Report o Form 33 o Injury/Illness Report o Closing process  Office Assistant procedures  High Hazard list  NAICS to SIC crosswalk  Industry incident Rates  Time sheet  Interventions/ Compliance Assistance  Trouble tickets  Uncorrected Hazard Report


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I-Auditor Entering Hazards

Binder 3: Equipment Services (Talk to Consultants)  Binder and Content List  OSHA website  Additional information Binder 4: Visit Files  Binder and Content List  Field notes  Paperwork order  Consultation Agreements o signed  Written Report o Signed  Safety and Health Checklist  Filing System  Activity Log


“Leadership is not so much about technique and methods as it is about opening the heart. Leadership is about inspiration—of oneself and of others. Great leadership is about human experiences, not processes. Leadership is not a formula or a program, it is a human activity that comes from the heart and considers the hearts of others. It is an attitude, not a routine” -Lance Secretan 1998

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