Inventory 2013

Leadership Inventory 1
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
1.
Student will demonstrate autonomy and a
minimized need for approval
Independent Study This semester, Spring 2014, I took and independent study course under the supervision of Regina Bell.
For my independent study, I chose to further look into American Sign Language, how it is taught in
colleges, why it is studied and its benefits of learning the language. My ending goal with this
independent study idea is to present it to the language department at URI, requesting American Sign
Language become a course of study. This independent study required me to set my own deadlines,
making sure the work got done over the course of the semester, rather than procrastinating leaving a
semesters worth of work till the last night. The challenging part of the independent study was not
having a professor there telling me to have work done at a certain deadline, or tests at a certain time.
The deadlines were set by me and I made every single one. In the end I realized that not having a
professor checking in all the time was actually helpful. The independence and freedom that comes
with the independent study is unlike any other course. The freedom of picking your own topic to study,
coupled with your freedom the work and studying makes it a course like no other.
See Evidence #11
2.
Student will demonstrate personal,
organizational, and academic examples of
self-discipline
Life Experiences Self-discipline is important as it is the ability to get yourself to take action regardless of your emotional
state. In my life, I try to succeed at having personal, organizational and academic self-discipline. My
personal self-discipline is shown with my health habits. I try to eat as healthy as possible while also
maintaining a regular schedule at the gym. This takes much personal self-discipline from me because
some days I am too tired or too lazy to go to the gym, however, if I let myself skip a day, I will fall out of
my routine. The same goes for my healthy eating. If I budge and eat something that I am trying not to,
I will break from my routine. My organizational self-discipline is seen in my planner. I carry my planner
with me everywhere that I go. It has things that are due in classes, things I have to go to on the
weekends and on the weekdays, birthdays, etc. If I do not have everything that I need written down,
then the things do not get done. My academic self-discipline is also seen in my planner. I write down
when each and every thing that I have to do in there. Every due date is penciled in as soon as I get it.
I like to have everything available to me, that way I can curb procrastination and also make sure that
everything gets done. Once I have completed what is in the planner, I draw a line through it, so there
is no mix up.
See Evidence #16
3.
Student will demonstrate the ability to
manage emotions
COM 202
Past Relationships
For all of freshman year and into the start of my sophomore year, I was in a relationship with Alec.
Things were great, except I was just feeling restricted and felt like I was constantly being held back.
The first week of school sophomore year I decided to end things. Alec, however, did not take the
break-up easily. He would constantly text me, to the point where I had to block his phone number.
Then he started to email me, but the emails would come about 20 a day. Sometimes he would sit
outside of my door, waiting for me or anyone to come out so that he could talk to me. Things were so
bad I was not able to focus on my school work. At this time I was enrolled in Public Speaking with
Professor Cabral. I am a very nervous pubic speaker, so this course was already a struggle for me.
On the day of one of my speeches, Alec decided to break into my room and look in my phone at my
messages and pictures. He took screen shots and sent himself things from my phone, only to use
them against me when he emailed me about everything. I was so distraught when I found all of this
out, I was unable to complete my speech. Managing my emotions was not an option, but Professor
Cabral helped me out tremendously. She worked with me and talked to me many times, helping me
focus on school. Eventually I was able to stop thinking about what Alec was doing and focus on
myself, finally able to manage my own emotions.
See Evidence #12
4.
Student will demonstrate knowledge of
stress management methods

Outcome Category: Self-Leadership

5.
manage stress

6.
Student will express a personal code of
leadership / membership ethics

7.
Student will demonstrate practice of the
personal code of ethics

8.
Student will express a personal values
statement
HDF 290 Personal values are the things in life that you believe are important in the way you live and work. They
determine your priorities, and they're probably the measures you use to tell if your life is turning out the
way you want it to. My personal values statement is Live life to the fullest. This is my personal
values statement because I think it says enough but also leaves much open to interpretation so anyone
who uses it as their personal values statement.
9.
Student will demonstrate practice of the
personal values statement
HDF 290 Life Experiences My personal values statement, Live life to the fullest, actually has an extremely strong meaning to me.
When I was 3 months old, my dad passed away from a rare disease. I know from my mom and sisters
telling me much about him and all that he did in his life that he was not done with all that he wanted to
accomplish, however, he did live every day like it could be his last. He would always try to be the most
positive person around and do as much as he could handle doing that day. He would spend as much
time with my mom and sisters as possible, but he also worked long days and on the weekends he
spent time with his race horses. This is my personal values statement because I feel life is the most
important value to me. There is nothing I find more precious than life itself. When people are me are
negative or upset, I try to be the light in the situation and be the positive one. Every day I strive to live
like my dad did, like every day could be the last.
See Evidence #19
10.
lead a project from start to finish (follow-
through)

11.
Student will describe goals and objective
statements regarding personal issues,
career issues, and community issues

12.
Student will show evidence of goals and
objectives that were planned and
achieved

13.
Student will show knowledge of the
Hierarchy of Needs theory by Maslow
COM 202 Maslows Hierarchy of Needs states that people are motivated to achieve certain needs. When one of
these needs is fulfilled a person seeks to fulfill the next one, and so on. The model is most commonly
used for understanding human motivation, management training, and personal development. Maslows
Hierarchy of Needs includes five motivational needs. These five needs include Self-Actualization,
Esteem, Belongingness, Safety, and Physiological. Self-Actualization is realizing your personal
potential, having self-fulfillment, and seeking personal growth and peak experiences. Self-Esteem
needs are your achievements, mastery, independence, status, dominance, self-respect and respect
from others. Belongingness is your affection and love and need for belonging from friends, family,
romantic relationships, and work relationships. Safety needs are your protection, security, order, law,
limits, stability and freedom from fear. Physiological needs include air, food, drink, shelter, warmth, sex
and sleep.
http://www.simplypsychology.org/maslow.html
14.
Student will show application of Maslows
theory to own life
COM 202 COM 210 I was first introduced to Maslows Hierarchy of Needs in my COM 202, Public Speaking class fall
semester 2013. My professor explained how we each go through each of these needs every day of
our lives, without even realizing it. When this topic was introduced, I saw how spot on each need is.
Each of them is something that is required either knowingly or without yourself even knowing how
much you need it. The Belongingness need is the one that I find to be the most important. To me
relationships are everything. I feel that you need a good support system, friends, and family in your life
for you to really succeed. Without good, strong relationships in your life, it is easy to get lonely, and
when that happens, the rest around you tends to go downhill.
See Evidence #10
15.
Student will describe personal leadership
style and/or personality style including
strengths and weaknesses and examples
of application (Sources = Leadership style
inventories, the L.P.I., StrengthsQuest,
Type Focus (MBTI), LAMP, and other
career inventories, etc.)
HDF 290
URI 101
Everyday life StrengthsQuest is an assessment that helps identify natural talents. Knowing one's talents allows
individuals to build on them, turning them into strengths that can help achieve academic, career, and
personal success. After learning from StrengthsQuest what my top 5 strengths are (Positivity, Includer,
Empathy, Relator, Ideation) I see in my everyday personal experiences where each certain strength fits
in. I have been through a lot in my life, and I have had a lot of negativity. Instead of following along
with that negativity, I strive to be positive and I always try to make other feel better and more positive.
To be honest, I have not had either growth or a lack of progress with my strengths. I would say that
finding out my top 5 strengths has helped me to better see them in my everyday life. I always knew I
had certain strengths, but StrengthsQuest helped me to realize them and embrace them more.
http://www.strengthsquest.com/content/141728/index.aspx
See Evidence #1
16.
Student will show knowledge of the theory
of Superleadership by Manz & Sims

17.
Student will show application of Manz &
Sims theory to own life

Outcome Category: Leadership Theories
18.
Authority and Bureaucracy theory of
leadership Weber

19.
Student will describe personal application
of the above theory (Weber)

20.
Scientific Management theory of
leadership by Taylor
HDF 290 Scientific Management is a theory of management that analyzed and synthesized workflows. Its main
objective was improving economic efficiency, especially labor productivity. This theory has four main
principles to it. These four principles are: 1. Replace working by "rule of thumb," or simple habit and
common sense, and instead use the scientific method to study work and determine the most efficient
way to perform specific tasks. 2. Rather than simply assign workers to just any job, match workers to
their jobs based on capability and motivation, and train them to work at maximum efficiency. 3. Monitor
worker performance, and provide instructions and supervision to ensure that they're using the most
efficient ways of working. 4. Allocate the work between managers and workers so that the managers
spend their time planning and training, allowing the workers to perform their tasks efficiently.
http://www.mindtools.com/pages/article/newTMM_Taylor.htm
21.
of the above theory (Taylor)
HDF 290 Dance Teacher Each of the four main principles of Scientific Management is important when starting a new job,
especially one that requires training on the job. When I was a senior in high school, I decided I wanted
to become a dance teacher at my studio for the younger kids. It seems like it is something that anyone
is able to do, except is actually requires much training. This job goes through each of the four
principles. For number one, I needed to figure out the best way to be able to teach the children, a way
they would find fun but also learn something. This shows the most efficient way to perform specific
tasks. For number two, the managers at the dance studio decides who would be the best fit for the
position. For number three, the managers monitor each of the dance instructors performances by
looking in on classrooms and also getting feedback from the students and the parents. For the last
number four, the managers at the dance studio make sure their staff are all properly trained so they are
able to complete their managerial duties without worrying if the teachers are able to do their job
efficiently. I was trained and worked for 2 years after my training. I feel that this theory works well
because my students always had a good time while learning much dance and the managers never had
to worry about my classes or my teaching. In my evidence you will see a letter that one of my students
wrote to me at the end of the year last year.
See Evidence #20
22.
Management by Objectives theory of
leadership by Drucker

23.
of the above theory (Drucker)

24.
Student will show knowledge of Theory
X and Theory Y theory of leadership by
MacGregor
HDF 290 Theory X and Theory Y is a management style created by Douglas McGregor. With the Theory Y
management style, the workers and employees produce good results, good effort put into work, have
freedom, more creativity, etc. With the Theory X management style, the workers and employees
dislike work, they are unsuccessful, they avoid their responsibilities, they have to be controlled and
supervised, they need to be enticed to get work accomplished, etc. Learning about these two different
styles of management has really refined my thoughts on previous bosses and employers. I can now
see and understand why some bosses management styles worked and others didnt. When I worked
with employees that were lazy and didnt want to get things done, my boss would become much
stricter, creating deadlines and incentives. However, when I worked with employees who wanted to
work and be there, my boss did not have to be as strict, and we were actually on a friendly basis with
him.
http://www.mindtools.com/pages/article/newLDR_74.htm
25.
of the above theory (MacGregor)
HDF 290 Past and Current Job Experiences Learning about these two different styles of management has really refined my thoughts on previous
bosses and employers. I can now see and understand why some bosses management styles worked
and others didnt. When I worked with employees that were lazy and didnt want to get things done, my
boss would become much stricter, creating deadlines and incentives. However, when I worked with
employees who wanted to work and be there, my boss did not have to be as strict, and we were
actually on a friendly basis with him.
See Evidence #2
26.
Servant Leadership theory of leadership
by Greenleaf
HDF 290 Servant Leadership is both a leadership philosophy and a set of leadership principles where the leader
puts the needs of their followers before their own. Its philosophy and set of principles enrich the lives
of individuals, builds better organizations, and ultimately creates a more just and caring world. The 10
principles of Servant Leadership include: listening, empathy, healing, awareness, persuasion,
conceptualization, foresight, stewardship, commitment to the growth of people, and building
community. Each of these principles has its own importance to Servant Leadership. Listening is when
servant-leader must reinforce these important skills by making a deep commitment to listening intently
to others. Empathy is when servant-leader strives to understand and empathize with others. Healing
is the strength that the servant-leader had to heal ones-self and others. Awareness is the general
awareness, and especially self-awareness, strengthens the servant-leader. Persuasion is when the
servant-leaders rely on persuasion, rather than positional authority in making decisions.
Conceptualization is when the servant-leader has the ability to look at a problem from a
conceptualizing perspective, thinking day-to-day. Foresight is a characteristic that enables servant-
leaders to understand lessons from the past, the realities of the present, and the likely consequence of
a decision in the future. Stewardship is when all CEO's, staff, directors, and trustees all play
significance roles in holding their institutions in trust for the great good of society. Commitment to the
growth of People is when servant-leaders believe that people have an intrinsic value beyond their
tangible contributions as workers. Building Community is making sure servant-leaders are aware that
the shift from local communities to large institutions as the primary shaper of human lives has changed
our perceptions and has caused a feeling of loss.
See Evidence #3
https://greenleaf.org/what-is-servant-leadership/
http://www.butler.edu/volunteer/resources/principles-of-servant-leadership/
27.
of the above theory (Greenleaf)
HDF 290 URI Dance Team

The Servant Leadership philosophy is seen in the ways of the captain of my dance team. My captain
makes decisions for the rest of the team, before the decisions for herself. By doing this, she is listening
and creating a community between the team. The captain relies on decisions made as a group, rather
than positional authority decision making. My captain takes what mistakes weve made in the past,
figures out what went wrong, and changes it for the future. My captain completely embodies Servant
Leadership.
See Evidence #15
28.
Principle Centered Leadership theory by
Covey

29.
of the above theory (Covey)

30.
Student will show knowledge of the 14
Points / TQM theory of leadership by
Deming
HDF 290 William Demings 14 points of Quality Management are a set of management practices to help
companies increase their quality and productivity. These 14 points include; 1. Create a consistent
purpose toward improvement. 2. Adopt the new philosophy. 3. Cease dependence on inspection to
achieve quality. 4. End the practice of awarding business on price alone: instead minimize total cost by
working with a single supplier. 5. Improve constantly and forever every process of planning, production
and service. 6. Institute training on the job. 7. Adopt and institute leadership. 8. Eliminate fear. 9.
Break down barriers between staff areas. 10. Eliminate slogans, exhortations and targets for the
workplace. 11. Eliminate numerical quotas for the workforce and numerical goals for management.
12. Remove barriers that rob people of pride of workmanship, and eliminate the annual rating or merit
system. 13. Institute a vigorous program of education and self-improvement for everyone. 14. Put
everybody in the company to work accomplishing the transformation. Each of these 14 points helps to
create a more productive and higher quality workplace
See Evidence #4
http://asq.org/learn-about-quality/total-quality-management/overview/deming-points.html
31.
of the above theory (Deming)
HDF 29 Work at the Driving Range Over the summer, I work at a driving range. Each of these 14 points is seen in my workplace. My
boss breaks down the barriers between the managers and the employees by having a barbeque in the
beginning of the summer, to make sure everyone is friendly and comfortable with each other. My boss
institutes training on the job by making the employees first two days at work training days. My boss
buys all of the products in his pro shop from a single supplier (Golfsmith), in turn minimizing the total
cost. My boss also always has the people coming in to the range, so tell the employees something that
they like and something that could be improved, that way he is constantly able to work toward total
improvement.
See Evidence #17
32.
Visionary Leadership (now often cited
as Transformational Leadership) theory
by Sashkin

33.
of the above theory (Sashkin)

34.
Individuals in Organizations leadership
theory by Argyris

35.
of the above theory (Argyris)

36.
Students will demonstrate knowledge of
the 4 Vs theory of leadership by Grace
(Center for Ethical Leadership)
HDF 290 The 4 V Model of Ethical Leadership is composed of Values, Virtue, Voice, and Vision. Values is
understanding and committing to our core values. Virtue is understanding that we become what we
practice, striving to do what is right and good. Voice is articulating our vision in an authentic and
convincing way that motivates others to act. Vision is the ability to frame our actions within a picture of
what ought to be. Dr. Grace identified three additional components that are essential to the
development of ethical leadership. The first is Service; Service connects Vision to Values. When out
values are tested though service to others, our vision is often revealed. The second is Polis; Polis
comes from the Greek root of politics. It is giving voice to our vision in the context of a public act.
The third and last is Renewal; Renewal is regularly reflecting and considering if our actions are
congruent with our values and vision.
http://ethicalleadership.org/about-us/philosophies-definitions/ethical-leadership
37.
of the above theory (Grace)
HDF 290 Family Life This theory is one that I have become very comfortable with throughout the semester. I used an
example of the 4 Vs in each of my case study papers, as I feel it can apply to many different situations.
I find with myself, I can see the use of the 4 Vs in my family life. My family consists of myself, my mom
and two sisters. Since our family is so small, we all work together when making decisions and working
together. We use Voice the most because we all need to listen to each other and hear each other out,
or else there is usually some sort of fight or misunderstanding. Vision is also used and seen a lot in
our family life because we know what we all want in life and for each other as a family, so we frame
what we do around that final picture of what we want.
Evidence #5
38.
Situational Leadership theory by Hersey
& Blanchard
HDF 290 The theory of Situational Leadership states that instead of using just one style, successful leaders
should change their leadership styles based on the maturity of the people they are leading and the
details of the task. By using their theory, leaders are able to place more or less emphasis on the task,
and more or less emphasis on the relationships with the people they are leading, depending on whats
needed to get the job done. There are four main leadership styles: telling (leaders tell their people
what to do and how to do it), selling (leaders provide information and direction, but there's more
communication with followers. Leaders "sell" their message to get people on board), participating
(leaders focus more on the relationship and less on direction) and delegating (leaders pass most of the
responsibility onto the follower or group).
http://www.mindtools.com/pages/article/newLDR_44.htm
39.
of the above theory (Hersey & Blanchard)
College Courses Although this theory is mostly for business, I see this theory in classrooms. A teacher starts by being
completely involved with their students, explaining things fully and being there for the students 100%.
By as the semester goes on, the teacher puts the responsibility onto the students, distancing
themselves so they students have to complete the tasks alone. I find this to be very helpful because it
starts with the teacher there and available and helpful, however as the teacher becomes more
unavailable to help to complete the work, the students becomes more capable of completely the work
alone.
See Evidence #6
40.
Relational Leadership model by
Komives, McMahon & Lucas
HDF 290 The Relational Leadership Model uses values and talents of each individual in the group decisions are
made for the greater good. It involves relations and connections between people. The Relational
Leadership Model has five different stages to it; Inclusive, Empowering, Purposeful, Ethical, and
Process-Oriented. Each of these different stages is broken down into three categories: Knowing,
Being and Doing. Knowing deals with having knowledge and understanding in different areas,
Being deals with having certain beliefs, and Doing deals with having skills in certain areas. The
following is an explanation of each stage. Inclusive is being sure that everyone is heard and has the
equal ability to talk. The Knowing is how one must understand the people in their group, their
background, cultures, and organization. The Being makes sure you believe in the extreme value of
differences, fairness and equality, and the idea that all group members should be included and valued.
The Doing makes sure all involved are listening, developing, building coalitions, and participating in
civil discourse. Empowering is inspiring those in the group. The Knowing is what the impact of the
power will be, having self-esteem. The being is making sure everyone has something to offer,
concern for other is important, info should be shared with everyone willingly. The Doing is sharing
info, learning, encouraging, and building capacity of others. Purposeful is when the leader is
committed, facilitates collaboration and establishes a group mission. The Knowing is understanding
the concept of change and value of having clear goals. Within the Being, there is the belief that
optimism and confidence within a cause can make an impact. The Doing is envisioning, creating
goals, and finding a purpose. Ethical has certain values and standards that are considered good in
nature/society. In the Knowing phase people develop values and ethical decision making. The
Being is when values and processes are significant, high quality for effort, and trust the process. The
Doing is reliable, responsible, and trustworthy. The last Process-Oriented is when the leader focuses
on group structure, success, and purpose. The Knowing is a sense of community, understanding
group process and is relational. The Being is when values and processes are significant, high quality
of effort, and trusting the process. The Doing involves collaboration, constructive criticism, and
reflection.
http://brimurphy2.wordpress.com/2012/12/03/relational-leadership-model/
41.
of the above theory (Komives et al)
URI Dance Team This model clearly reflects the views and ways of me and the rest of my dance team. Inclusive is seen
when our captain has everyone feeling comfortable and able to talk and be heard amongst each other.
Together we establish a group mission of always doing and being our best on and off the court.
Empowering is seen by our captain when she inspires us all do the amazing things we do and
accomplish. Purposeful is seen when our captain shows us how committed she is and establishes a
group mission for us, whether it is getting the most views we ever have on our YouTube page or
winning at Nationals, she is committed and helps us to establish this mission together as a group.
Ethical is seen when our captain hold us all to a certain standard. Lastly, Process-Oriented is seen
when our captain focuses on us as a team, making sure we are working together, being a family
together, and using our team structure to better our dancing.
See Evidence #9
42.
concept of constructivism
HDF 290 Constructivism is a basic theory about how people learn. It has many aspects to it. In this method,
people are thought to construct their own understanding and knowledge of the world, through both
experiencing things and reflecting on their experiences. With constructivism learning it is also said that
when we have the opportunity to learn something new, we have to process that new information in the
context of what we already know, who we are, and our own unique experiences. Individuals are the
creators of their own knowledge in this view of learning. Therefore, in order to learn, you must ask
questions, explore, research, and continually re-assess what we know.
http://www.thirteen.org/edonline/concept2class/constructivism/index.html
43.
Students will describe personal examples
of implementing constructivism
HDF 290 URI 101 I have had much progress with constructivism. In high school, I did not have many classes that offered
this type of learning, but since I got to college and took courses that I enjoy and that suggest a different
type of learning I think that I know much more and do much better. Prior to taking classes that I was
able to choose, as in Gen Ed classes, I found that I did not enjoy working in groups. However, once I
was enrolled in classes which were my choice, I loved the material and working in groups and talking to
other students who felt the same way I did was reassuring. URI 101 uses constructivism learning. In
URI 101, students build on what they already know, about college and their personal experiences. In
URI 101, the teachers role is very interactive. My teacher had us talk with him, instead of him talking
at us. This allows us to feel welcome and open in the class, which is helpful with the teacher/student
atmosphere.
See Evidence #7
44.
experiential learning in leadership
development (Kolb)

45.
of experiential learning in leadership
development (Kolb)

46.
Social Change Model of Leadership
Development by Astin et al

47.
of the above theory (Astin et al)

48.
the Leadership Identity Development
Model by Komives et al

49.
Students will describe personal
application of the above theory. (Komives
et al)

50.
the Strengths-Development Model by
Hulme et al

51.
of the above theory (Hulme et al)

52.
behavior theories of leadership from
Michigan and Ohio State

53.
of the above theories (Michigan & Ohio
State)

54.
Charismatic leadership
55.
of the above theory

56.
contingency approach to leadership by
Fiedler

57.
of the above theory (Fiedler)

58.
Path-Goal theory by House

59.
of the above theory (House)

60.
Leader Member Exchange (LMX) theory

61.
of the above theory

62.
Leadership Substitutes Theory

63.
of the above theory

64.
Models of leader emergence

65.
Student will describe the impact of traits
on leadership emergence and
performance

66.
Chaos approach to leadership by
Wheatley

67.
of the above theory (Wheatley)

Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership

68.
Student will demonstrate how cultural
anthropology / paradigms relate to
leadership

69.
Student will describe personal example
of using cultural anthropology /
paradigms as a leader

70.
the Cycles of Socialization (Harro)
theory and its uses in leadership

71.
Students will demonstrate personal
application of the Cycles of
Socialization (Harro)

72.
the Cycles of Liberation (Harro) theory
and its uses in leadership

73.
Student will demonstrate personal
application of the Cycles of Liberation
(Harro)

74.
the Configuration of Power (Franklin)
and its relationship to leadership

75.
application of the Configuration of
Power (Franklin)

76.
racial identity development via the Cross,
Helms or other models (Ferdman &
Gallegos; Kim; Horse; Wijeyesinghe etc.)

77.
application of model(s) of racial identity
development above

78.
McIntoshs theory of privilege and its
relationship to leadership

79.
application of McIntoshs theory

80.
Student will describe the differences and
similarities of individual and institutional
oppression and relationships to
leadership

81.
Student will show knowledge of effective
leadership as it relates to change agency

82.
Student will describe personal examples
of being a change agent

83.
Student will create a personal code of
inclusive leadership
84.
the Model of Intercultural Sensitivity by
Bennett and its uses in leadership

85.
Students will demonstrate personal
application of the Model of Intercultural
Sensitivity by Bennett

86.
the ally Action Continuum by Griffin &
Harro

87.
application of the Action Continuum by
Griffin & Harro

Outcome Category: Critical Thinking
88.
Student will show knowledge of principles of
critical thinking (logic is used in this minor)

89.
Student will demonstrate proficiency of
critical thinking

90.
Student will show knowledge of
metaphorical analysis to critically analyze
self and leadership situations

91.
metaphorical analysis to critically analyze
self and leadership situations

92.
Student will show knowledge of at least five
decision making methods

93.
Student will describe personal examples of
having used five decision making methods

94.
Student will show knowledge of at least five
problem solving / conflict management
methods, as well as understanding the
roots of conflicts

95.
having used five problem solving / conflict
management methods (if student has been
trained in mediation, that information goes
here)

96.
Student will describe what it means to
analyze, criticize, synthesize and utilize
information as a leader

97.
leadership that is used in crisis

98.
Student will describe examples of
leadership in crisis situations

Outcome Category: Interpersonal and Organizational Concepts & Skills
Outcome Target
class
Additional Experiences Descriptive notes regarding learning and practice
99.
active listening techniques
Com 100

Active listening is when you make a conscious effort to hear and understand what people are saying.
Active listening is taught and expected in most college courses. Students are expected to listen to the
professors lecture, hear, understand and also take notes. One of the most helpful and productive
ways to enhance your active listening, is by taking notes. This allows you to hear what the person is
saying, write it down (further getting it into your head), and then having it for later to further understand.
http://www.mindtools.com/CommSkll/ActiveListening.htm
100.
Student will describe examples of using
active listening skills
COM 100 COM 310 In COM 100, this topic was first introduced to me. My professor explain the importance of note taking
and listening and understand the material you are given. I used what I learned in COM 100 and used it
in my COM 310 class this semester. My COM 310 class is about Health Communication, therefore I
need to focus and take lots of notes to understand all of the different health companies and health
models. Not only have I used this technique in COM, I have used it in all of my other classes that are
lecture style. I dont only use the technique of active listening in classes, I also use it in my everyday
life. When people are talking to me, adults, friends, parents, I make sure that I am fully attentive to
what they are talking about and that I am hearing and understanding what they are saying. I have
seen much success with my active listening skills since first being introduced to it.
See Evidence #13
101.
functions of group communication by
Hirokawa

102.
of functions of group communication
(Hirokawa)

103.
Student will show knowledge of techniques
regarding giving and accepting of feedback
WRT 104 Giving and accepting feedback is not always easy for everyone. Whether it is positive feedback or
negative feedback, people have a hard time hearing remarks on their work. WRT 104 was the first
time that I actually received much feedback on my work. I took this course first semester my freshman
year and I had a lot to learn. The professor would have peer review days where the students would
bring in their work for the other students to critique. The feedback was not always negative, the
students also touched on the positives to the work. For every person that I gave feedback too, I
accepted feedback from.
104.
Student will describe examples of giving
and accepting feedback.
WRT 234
WRT 331
At first I found the process of giving and accepting feedback from classmates to be very vulnerable, but
after completing it a couple a times, I found it to be helpful. Taking more writing classes after WRT
104, I see now that peer reviews are extremely helpful to the final work. This semester I am taking
WRT 235, Writing in Electronic Environments. This was very new to me and most of the projects we
did in class I have never come close to attempting before. For our last project, redesigning an existing
website, we had a peer review as always. I am so glad for the feedback I got from this one, because
one student informed me that my formatting on it was entirely wrong. If we had not had the peer
review and I had not gotten the feedback from this student, then I would have handed in work as my
final draft that was incorrect.
See Evidence #14
105.
facilitation and de-briefing techniques

106.
facilitation and de-briefing techniques

107.
framing and breaking the frame

108.
framing and breaking the frame

109.
Student will show knowledge of organizing
meetings / setting agendas / and leading
meetings

110.
organizing meetings / setting agendas /
leading meetings

111.
Parliamentary Procedure

112.
Student will show knowledge of techniques
for working with difficult people

113.
using techniques to work effectively with
difficult people

114.
Student will show knowledge of the stages
of group development (Tuckman, Bennis or
others)
HDF 290 Bruce Tuckmans theory of Group Development has five different stages to it. The first stage, Forming,
is when the group members are unfamiliar with each other. They high depend on a leader. The group
members have a high desire of acceptance from the group. The second stage, Storming, is
characterized by competition and conflict in the personal-relations dimension an organization in the
task-functions dimensions. Some never make it past this stage. The third stage, Norming,
relationships are characterized by cohesion. The members agree on necessary roles, and the
relationships and trusts are building. The fourth stage, Performing, is not reach by every group. If a
group does reach this stage, they are now able to work interdependently. There is now only little help
from the leader of the group. The fifth and last stage, Adjouring, involves the break-up of task
behaviors and group relationships.
See Evidence #8
http://med.fsu.edu/uploads/files/FacultyDevelopment_GroupDevelopment.pdf
115.
group development in use (Tuckman,
Bennis or others).
HDF 290 Group projects I find myself using the Group Development Theory quite often. I, along with many others, use this
theory when creating and doing group projects. These group projects are mostly in class; however I
also see the use of this theory when working as a group with my sisters and my dance team. In class,
when a project is assigned to a group, the members of the group follow each step in their theory. The
group members meet and they introduce themselves to each other, becoming comfortable and
deciding parts to everyone. Then they brainstorm and start working together. Gradually one person
becomes the leader, taking control. Then the group completes the work, presents it to the teacher or
the class and then they break-up, going to be in a new group at another time.
In my evidence for this, I show the group members who were paired together for the Theory
Presentations in HDF 290. Each of these group members used the Group Development Theory.
See Evidence #18
116.
Student will show knowledge of group
dynamics and group roles

117.
group dynamics and group roles

118.
memberships skills in groups

119.
membership skills in use

120.
Challenge and Support theory by Sanford,
and its relationship to organizations

121.
using the theory of Challenge and Support
(Sanford)

122.
construction / elements of informative and
persuasive speeches

123.
Student will demonstrate proficiency in
informative and persuasive public speaking

124.
Student will show knowledge of planning
and conducting interviews (as the
interviewer)

125.
planning and conducting interviews (as the
interviewer)

126.
Student will show knowledge of preparing
for and effective answers in interviews (as
the interviewee)

127.
preparing for and being interviewed

128.
collaboration / coalition building

129.
working in collaboratives/coalitions

130.
Intercultural communication considerations

131.
Student will demonstrate proficiency in
intercultural communication

132.
Student will describe ways to maintain
accountability in leadership / member
relationships

133.
related to maintaining accountability as a
leader

134.
Student will describe ways to build
relationships between leaders and
members

135.
building relationships with members as a
leader

136.
Student will describe how credibility applies
to leadership, as well as the characteristics


and skills of a credible leader
137.
building, maintaining, and repairing his/her
own credibility as a leader

138.
Student will describe ethical standards in
influence

139.
Student will describe influence applies to
leadership

140.
Student will describe principles of effective
mentoring, as well as problems particular
to the mentoring relationship

141.
mentoring and being mentored

142.
Student will describe principles of effective
peer leadership, as well as problems
particular to peer leadership

143.
related to being a peer leader and being
led by peers

144.
Student will describe the four frames of
organizations by Bolman and Deal

145.
of organizational analysis using the four
frames of organizations (Bolman and Deal)

Inventory 2013

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Leadership Inventory 1

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