Inventory 2018

LEADERSHIP
DEVELOPMENT
Outcomes & Evidence
Progress Inventory*
MINOR IN LEADERSHIP STUDIES
Center for Student Leadership Development
Memorial Union
University of Rhode Island
Name: Natalie Russell

Date Enrolled: 2017
Date of Graduation: 2021
*The Outcomes & Evidence Progress Inventory is the intellectual property of the Center for Student Leadership Development (CSLD)
at the University of Rhode Island and cannot be reproduced in part, or in its entirety, without the written permission of the acting
Assistant Director of the CSLD.
Leadership Inventory Revised 08/22/2017 1

CONTENTS
ABOUT THE MINOR & CENTER FOR STUDENT LEADERSHIP DEVELOPMENT (information included)
 Center for Student Leadership Development Information
 Minor Information
 Developmental Model
ADVISING INFORMATION (students will include own documentation)

 Tracking Sheet / Advising Updates
 Syllabi of Minor Classes (Core and Electives)
 Internship
o Guidelines
o Syllabus
o Mid-term
o Final
OUTCOMES
 Outcomes (Self-Leadership, Interpersonal and Organizational, Leadership Theories, Inclusive Leadership,
Critical Thinking)
 Targeted Classes
 Experiences
 Evidence
CENTER FOR STUDENT LEADERSHIP DEVELOPMENT

Office: Memorial Union Room 210 Phone: (401) 874-2726 Fax: (401) 874-5317
CSLD Mission Statement
To enhance the mission of the University of Rhode Island, The Center for Student Leadership Development aims to:
• Provide developmental opportunities for all students to become informed, inclusive, effective, and ethical leaders in the global marketplace through the implementation of
learner-centered academic, experiential, and co-curricular programming.
• Engage in research, assessment, and advancement in order to positively impact the expanding field of leadership studies.
CSLD Vision Statement

The URI Center for Student Leadership Development will promote dynamic strengths-based leadership development through multiple delivery methods to prepare students to be
competitive in the work place and global marketplace. The CSLD seeks to progress as innovators for experiential engagement and enriching assessment.
CSLD Values Statement

Grounded in the Social Change Model of Leadership Development (Higher Education Research Institute), Relational Leadership Model (Komives, Lucas, & McMahon), and Servant
Leadership (Greenleaf), the URI Center for Student Leadership Development values:
• Engaged and experiential learning through a constructivist approach
• Inclusion, Social Justice, and Civic Engagement
• Ethical and Value-based Leadership & Relationship Building
• Innovative Assessment and Presentation Models
MINOR IN LEADERSHIP STUDIES

At URI, we are among only a handful of colleges and universities across the country that offers a Minor in Leadership Studies and one that is customized for each student. We
utilize a cross-disciplinary approach to leadership education designed to complement your academic studies. All courses utilize a variety of teaching methods but ultimately include
some form of experiential learning, practical application, and reflective learning. Employers, now more than ever, are seeking candidates with exceptional skills in the areas of
interpersonal and group management, problem solving, critical thinking and effective communication. We can help with all of the above.
GENERAL INFORMATION
 Regardless of your major, you can minor in Leadership Studies.
 Requirements may be satisfied by completing 18 or more credits related to leadership and offered by more than one department.
 Twelve (12) of the 18 credits must be at the 200 level of instruction or above. A course grade of “C” or better must be earned in each graded course. At least 12 of the credits
must be earned at URI.
 No course may be used to apply to both the major and minor fields of study. Courses in General Education or for other minors may be used for the minor* (*this does not
apply to students in the College of Business). With the exception of internship credit, all courses for the minor must be taken for a grade. The Introductory class must be taken
before the internship and the capstone course.
 Application for the minor must be filed in your academic dean’s office no later than the beginning of the final semester or term.
 Approval of the minor does not guarantee that the suggested courses will be available to you on a schedule correlated with your graduation plans nor guarantee space in any
required course.
CORE REQUIREMENTS- 9 Credits
Required Element Class options Notes

Introductory Course HDF 190: FLITE Only offered in spring for first-year students
3 credits or
HDF 290: Modern Leadership Issues Offered Fall and Spring for sophomores & juniors
Internship HDF 417: Leadership Internship Requires 40 hours/credit with a min. of 80 hours & a max. of 120 hours of documented
3 credits or internship experience for graded credit
Experience through Office of Experiential Learning & Community Engagement
or
Internship Class in Academic Major The only time the major and minor can overlap
Capstone HDF 412: Historical, Multi-ethnic & Alternative Leadership Offered only in the fall with preference given to seniors
3 credits or
COM 402: Leadership & Motivation Offered in the spring and summer with Dr. Leatham
or
BUS 441: Leadership Skills Development Offered in the fall and spring with Dr. Cooper
or
HPR 411/412: Honors Senior Seminar Must be in Honors or have GPA of 3.3
Portfolio HDF 492: Leadership Minor Portfolio Taken last spring semester of enrollment (some exceptions)
1 credit
MINOR ELECTIVES-9 credits

*Additional classes may be appropriate and therefore added to the list; see CSLD for the most updated list or bring a class that you think should be an elective
AAF 300: Civil Rights Movement in the US COM 402: Leadership and Motivation (capstone option) HDF 416: Leadership in Organizations
BUS 341: Organizational Behavior COM 407: Political Communication HDF 417: Leadership Minor Internship
BUS 342: Human Resource Management COM 415: The Ethics of Persuasion HDF 437: Law & Families in the U.S.
BUS 441: Leadership & Motivation (capstone option) COM 421: Advanced Interpersonal Communication HDF 450: Introduction to Counseling
BUS 443: Organizational Design & Change COM 422: Communication and Conflict HPR 118: Honors Course in Speech Communications
BUS 448: International Dimensions of Business COM 441: Race, Politics and the Media HPR 203: The Prepared Mind
BUS 449: Entrepreneurship COM 450: Organizational Communication HPR 412: Honors Seminar (capstone option)
COM 100: Communication Fundamentals COM 461/462: Managing Cultural Differences in Organizations MSL 101: Introduction to Military Leadership
COM 202: Public Speaking CSV 302: URI Community Service MSL 201: Leadership & Military History
COM 208: Argumentation and Debate GWS 150: Introduction to Women’s Studies MSL 201: Military Skills and History of Warfare
COM 210: Persuasion: The Rhetoric of Influence GWS 310: Race, Class, Sexuality in Women’s Lives MSL 202: Leadership & Team Building
COM 221: Interpersonal Communication GWS 350: International Women’s Issues MSL 301: Leadership & Management
COM 250: Small Group Communication HDF 190: First‐Year Leaders Inspired to Excellence (FLITE) PEX 375: Women in Sport ‐ Contemporary Perspectives
COM 302: Advanced Public Speaking (introductory course option) PHL 212: Ethics
COM 308: Advanced Argumentation HDF 290: Modern Leadership Issues (introductory course PSC 304: Introduction to Public Administration
COM 322: Gender & Communication option) PSC 369: Legislative Process and Public Policy
COM 351: Oral Comm. in Business & the Professions HDF 291: Rose Butler Browne Program Peer Mentoring Program PSC 504: Ethics in Public Administration
COM 361: Intercultural Communication HDF 412: Historical, Multi‐Ethnic, & Alternative Leadership SOC300/WMS350: Women and Work
COM 383: Rhetorical Theory (capstone option) THE 221: Stage Management
COM 385: Communication and Social Influence HDF 413: Student Organization Leadership Consulting THE 341: Theater Management
HDF 414: Leadership for Activism and Social Change
HDF 415: FLITE Peer Leadership

BECOMING A POSITIVE LEADER THROUGH DEVELOPMENT & INVOLVEMENT
Wilson, 1998 (URI Memorial Union / Center for Student Leadership Development)
Revised after the publication of Exploring Leadership: for College Students Who Want to Make a Difference by Komives, McMahon and Lucas, 1998.
You need to have your own act together before you can lead others:
2. Lead Yourself
 Time management
 Organization
1. Know Yourself  Self care
 Self discipline
Lead Others  Strengths  Perseverance
 Weaknesses  Develop and maintain family,
 Values PROGRESS interpersonal, and intimate relationships
 Needs  Academic, social, personal goals and
P  Styles objectives
R o Learning
O o Teaching
G o Personality P
R o Membership R
E o Leadership O
S G
RE-EVALUATE R
S
former stages E
as you progress S
4. Develop and Refine
Skills S
 Leadership theory and

practice 3. Broaden Your Perspectives…
 Communication Understand others
 Group Development
 Inclusion  Hierarchy of needs
 Citizen Activist Skills PROGRESS  Racial, cultural, gender, sexual orientation,
 Critical Thinking religious, class, ability, etc. diversity and
 Teaching and Programming commonalities
 Power, privilege, oppression, liberation;
individual and institutional discrimination

OUTCOMES
In this section, you will track your progress toward the outcomes. Each class in the minor targets different outcomes; all of the classes list these
outcomes on the syllabi (the words “goals” or “curriculum areas” may be used instead). In many of our classes, the assignments can serve as your
evidence. Periodically, and not less than at the end of each semester, you should update your outcomes progress. In the “ additional experiences”
column, name additional classes or experiences that contributed to you becoming proficient in that outcome. As the semesters pass, you will think of
things from recent semesters and semesters further in the past, or people or jobs, etc. in your past that also influenced your progress on that outcome.
Do not let that ambiguity upset you. Reflecting on development is not a linear process, but it does help to reflect often. In the “descriptive notes”
column, share insights about your growth, lack of progress, successes, stumbling blocks, etc. At the end of each section, you need to include evidence
that supports your development toward the outcomes. Copies of papers, grading sheets, evaluation letters—anything that shows that someone has
determined that you have demonstrated proficiency (or not, or are making progress). Make sure to keep electronic copies of all of your evidence to
include in your Portfolio.
Outcome Category: Self-Leadership

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
1. Student will demonstrate autonomy and a HDF 481
minimized need for approval Internship 2021 Throughout my time at URI I have experienced more freedom than I ever have before. Even though I
had a great amount of freedom in college, my professors always provided me with directions and goals
for assignments, projects, essays etc. I noticed this occur up until this year, when I took my internship
class for my major. This professor took a giant step back, and allowed for myself and my classmates to
take our internship and the assignments with it in our own direction. We still were given a syllabus to let
us know when certain assignments were due, but she made sure to allow us to find and participate in
our internship the way we felt was right. We met as a class once every 2 weeks to due check-ins and
make sure we were getting the most out of our internships. Due to the structure of this class, I was able
to gain confidence in my abilities which has minimized my need for approval from my professor.
2. Student will demonstrate personal, HDF 480 Applying for Graduate School This year I have experienced the highest amount of stress due to my courses. Throughout my time in
organizational, and academic examples of HDF 481 Sigma Delta Tau college I have had short periods where I would have a lot of work on my plate, but nothing compares to
self-discipline HDF 434 this year. Not only did I have a lot of course work, but I was also applying to graduate schools during
MGT 441 first semester. I believe that I have demonstrated academic discipline throughout this year because I
have taken advantage of my resources, as well as using better time management. Last semester I
would set aside at least 2 hours a week to work on my graduate applications. I made sure to have any
assignments due the following day were done early, so I did not have to scramble to do it last minute. I
have begun to work on my procrastination problem this year as well. I think that this shows my sense of
self-discipline on an academic level, because I am trying to quit procrastinating on my assignments, in
order to prevent feelings of stress. On an organization level, I make sure to have all of my assignments
done on Tuesdays in order to go to chapter. As a senior, I want to make sure I am participating as much
as I can and giving my all one last semester to my sorority. Finally, for my person life, I make sure to set
aside time to hang out with my friends. I am lucky to live with many of my best friends this year, which
means I spend a lot more time with them than I have in the past. Also, due to COVID, over the summer I
became even closer with my family. I spend at least one hour a week on facetime with my family. I think
it is beneficial for my mental health to be around the people that make me feel my happiest. It is
because of my friends, my family, and my new found time management, that I have become much
better at self-discipline.
3. Student will demonstrate the ability to Spring & Summer 2020 during When COVID first hit in spring of 2020, I initially was excited for the time off we received, as well as
manage emotions COVID doing classes online. I believed that with all this new found free time, I would be able to have fun with
friends and that by Fall everything would be back to normal. Little did I know that 2020 would actually
become one of the most emotional years of my life.
I have always been someone who likes to be in control of everything that happens within my life. I do
not like surprises or anything that makes me feel out of control. When COVID first came to America, I
did not feel out of control. Instead I felt free and at peace. Classes were not as overwhelming as I
thought and I had more free time to spend with my friends. It was not until I went home for the summer
when my emotions began to run high.
Being stuck in a house for over a month, with only my parents and younger brother made me feel
suffocated and anxious. I feared that I would not be able to see my friends or other family members all
summer, something I look forward to always. I felt trapped and unmotivated for the entire month of April
and May. I had no routine to follow, somedays I would stay in my pajamas for the entire day. I felt as
though I was becoming depressed.
It was at this point I knew I needed to do something. Thankfully my sister hired me to be her nanny for
the summer, which allowed me to create a new routine. With this new routine I was able to get out of the
time, and spend more time with my older sister who helped pull me out of my funk. I was able to talk to
her about how I was feeling and realize that she was feeling very similar things. Being able to talk
through my feelings really helped me feel closer to her, as well as feel more in control of my life. I also
started to take better care of my body, by working out, eating healthier, and spending more time outside.
All of these things combined helped me overcome my emotional state and relax.
4. Student will demonstrate knowledge of Personal Throughout our lives, a person will undergo some sort of stress, whether that be due to academic, job,
stress management methods Management social, or personal life. Stress can be very overwhelming and hard to handle, so it is important to know
ways to overcome these moments of stress.
Stress management methods are meant to help a person create a balance within their lives, as well as
relieve stress that already be present. Many of the methods that are talked about have to do with
maintaining your physical and mental health. Some ways to do this is by working out and eating healthy.
Physical activity has been known to reduce stress because it metabolizes the excess stress hormones
and restores your body to a calm and relaxed state. Another way to manage stress is to keep a diary.
By keeping a record of the date, time, and place where you are stressed out can help you be more
aware of the situations that cause you the most stress. Another major stress reliever is getting the right
amount of sleep. A lot of times we feel more stressed out, due to a lack of sleep. By getting the correct
amount of sleep, a person will feel more relaxed and at peace when starting their day.
https://facty.com/lifestyle/wellness/10-helpful-tips-for-stress-management/6/
5. Student will demonstrate the ability to EDC 102 During all aspects of life, a person is bound to feel stress. This stress can happen because of academic
manage stress ENG 160 work or from their personal lives as well. For me personally, I normally feel the most stress when it
MTH 208 comes to school work, but there are times when I do feel stress due to friends and family issues.
MTH 209 After coming into college, I realized I needed to find new ways on how to deal with the stress I knew I
EDC 312 was going to feel. In high school, when I felt stressed out I would usually go to my mom or my sisters to
HDF 413 help me feel better. Since I no longer live in the same state as them, I had to learn how to deal with
stress on my own. In the beginning of school, I made a vow that I would get my work done more
efficiently. In high school, I was a known procrastinator, but I decided I no longer wanted to be like that.
Procrastination is one of the key factors that causes people so much stress in school. By changing my
ways and getting my school work done either on time, or in advanced, I was able to become more
organized and had more time to socialize than I did back in high school. Although I was still able to call
my mom when stress became too much, I believe my first step into managing stress helped a lot.
After experiencing college for three semesters, I can confidently say that I am still learning how to deal
with stress. For the past two semesters, I have had to deal with a handicap that has left me with a lot
more stress than I am used to. Having to turn in assignments late or missing class has always made me
feel more anxious than my peers. So, having to be put in a situation where both of these occur has
made it difficult for me to avoid stress. Thankfully, after experiencing it so often, I feel as though I am
slowly learning what works and what does not. For example, I have learned to not put too much on my
plate after these occurrences happen. Instead I focus on one thing at a time, I do this by making myself
a list of everything that has to be done, and then slowly chipping away at it until there is nothing left.
Being able to visually see what I have to get done helps me stay organized and creates a less stressful
way of looking at the things that have to get done.
SEE EVIDENCE #1 & 19
6. Student will express a personal code of In order to be an effective leader, a person must be ethical. To be ethical you must withhold judgment
leadership / membership ethics and accept diversity. Everyone is different and has something unique to bring to the group and as a
leader it is important to recognize this. My personal code of ethics is to recognize and appreciate
diversity. I want to be a leader that listens to their followers ideas and provides positive and helpful
feedback. I also know that life is field with mistakes and it is important to learn from these mistakes. I
want to be able to acknowledge when I make mistakes and grow from it.
7. Student will demonstrate practice of the HDF 190 HDF 190 Retreat In HDF 190 we are learning more about ourselves and what we believe to be ethical. During our retreat,
personal code of ethics HDF 413 HDF 413 this year we filled out a worksheet with a graph on it, on one side of the graph there was the lens which
is our ethics and then the other side had the timeline with years. We marked the age we first learned
about the lens and then the age we first actually thought about the lens. For example, one of the lens
was gender, I put that I was first introduced to this idea at the age of four, but didn’t actually think about
it until I was around thirteen. After marking the paper, we shared out loud our experiences with the small
group, and discussed why these topics were important to our personal code of ethics.
During one of our HDF 413 classes, we did a similar activity to one we had done previously in HDF 190.
The activity had to do with ourselves, and how and when we learned about what we see to be ethical.
During the activity, we were each given a certain number of colored dots, each dot had a different
meaning and we would put it in the box category that we see fit. For example, a few of the boxes were
gender, size/appearance, age, class/SES, etc. After looking over the boxes, we were given the colors
that associate with the categories in the way that we choose. One color, such as orange, represented
the part of your identify that you are least aware of on a daily basis. Even now after looking at the
different choices, I feel as though I want to split the dot into pieces, because choosing one is harder
than expect. For instance, I am not extremely aware of my age on a daily basis or my class/SES. I grew
up in an average middle-class family where money was never an issue, but it also was never really
spoken of. The next color was yellow, this was the part of your identity that you are most aware of. We
were allowed to split this one up into two pieces thankfully, but yet again I feel as though my awareness
of things is always changing. When I first did the activity, I put it on size and appearance, which is still
true. As a woman in today’s societal climate it is hard to not worry about what you look like on a daily
basis. We are raised to want to be “beautiful,” which is why we wear make-up and dress ourselves in
what we see to be appropriate in different settings.
After going through all of the different colors and categories we were put into small groups and
discussed what each color and category meant to us. Being able to express how I felt about each color
and category and in turn hearing my peer’s stories, made it easy for me to continue the development of
my personal code of ethics.
SEE EVIDENCE #2 & #20
8. Student will express a personal values HDF 190 HDF 190 In HDF 190 we took the VIA test, also known as Values in Action. After taking the test we got a list of
statement (Sources = VIA, values our twenty-five best value strengths. The top five values were the ones that we focused on the most.
clarification exercises, etc.) Those five for me were humor, leadership, bravery, kindness, and appreciation of beauty and
excellence. After finding out that these were my top five values I could not agree more. Each one of
them fits me perfectly and have helped me shaped my personal values. My personal values statement
is to strive to be the best version of yourself while helping others do the same. The reason this is my
value statement is because I am someone who cares for the well-being of others before looking
inwards, and sometimes it gets hard to recognize that you have to help yourself out first sometime
before looking to solve the needs of others. My value strengths are a central part of my statement. In
order to strive to do anything in life you must have a competitive nature. With that competitive nature, I
can also use my bravery, so I never back down from any situation that I do not agree with. In order to
help others, I need to have my value of kindness, so I am able to get others to trust me. Once the trust
is built I am able to use my value of leadership to help guide individuals and show them that they are
capable of anything they put their minds too. At the end of it all I am able to use my value strength of
appreciation of beauty and excellence, to step back and recognize the work I have done, and what
others have done. I believe that no matter what age you are, or how much you have accomplished you
can never stop working on bettering yourself. Perfection is something so many people strive for, yet the
idea of perfection is flawed. No one can ever be perfect, as people we were created to have flaws, flaws
that we learn to accept and love about ourselves. This idea comes from my value of appreciation of
beauty and excellence. I have learned through experience, the only way to truly except that there is no
such thing as perfection, is to accept who you are, and be grateful. I try my best to teach and lead
others to believe in this idea. I am able to do this successfully with my two values of leadership and
kindness. Although these two values work well on their own, when combined, they mix together to help
me get the point I want to make, with the people I am working with, in a kind and thorough manner.
Although, even if my delivery on the topic is spoken with passion and softness, it takes a lot courage for
a person to change their way of thinking. This is where my value of bravery comes in. I like to believe,
that my bravery is inside me but it is not meant for me. It is there for me to use to help inspire those
around me to find it within themselves to do something bold and daring. I like to use this side of me
mixed with my value of humor. Since it is easier for people to do something they fear, while they are
laughing.
SEE EVIDENCE #3
9. Student will demonstrate practice of the
personal values statement
10 Student will demonstrate the ability to MGT 441 Positive Psychology Presentation I have always been the person that takes the lead when it comes to group assignments. I like to be the
lead a project from start to finish (follow- person to delegate assignments in order to keep track of deadlines, and to ensure that everyone is
. through) doing their part. I believe this strong need for control comes from my strength of competition. Even
though I am aware that not everything in life is a competition, I still like to give 100% of my efforts to
anything I am working on, as if it is a competition.
One example of my application of this strategy is when I lead my group in MGT 441 during our group
presentation on Positive Attitude Leadership. When picking partners for this project, I made sure to
choose someone that I knew I could rely on to do their part in the project. After choosing my partner, I
made sure to communicate with them about choosing an early date to do our presentation. I have
started, this year, to be much better about procrastination. Because of this, I wanted to have our
presentation done early, so I could feel more relaxed for the remainder of the semester. I made sure to
divide the project evenly between my partner and I, creating our own deadlines to make sure we were
on track to finish out project with a few days to spare. I am also someone who likes to practice
presenting at least a few times to ensure both my partner and I know what we are talking about when
presentation day arrives. For this particular presentation we had to fill up an entire hour and fifteen
minute class time. We had to choose fun and interactive discussions and videos for our classmates. I
felt that my partner and I worked extremely well together. We communicated well and had a strong and
fun dynamic while presenting our topic.
11 Student will describe goals and objective The past two years I have been really thinking about what I want to do after college. I know that I want
statements regarding personal issues, to be someone that makes a difference in the world and in lives of others. When I first started at URI, I
. career issues, and community issues had many of the same goals that I have now, the only difference was the way in which I was trying to
achieve these goals.
My biggest personal goal was always to be better about time management. When I first came to college
I was a major procrastinator. I would constantly put off assignments or issues until the last minute,
where I would become stressed out. My way of coping with this was trying to get everything done early
rather than later, but I was still trying to get it all done at one time. Rather than trying to strategic plan
when to do certain assignments and make time for other priorities in life. Now as a senior I have begun
learning how to actually time manage. One career goal that I have was to go to graduate school. I
wanted to follow in the footsteps of many of my older siblings. The only issue was that I did not know
what I wanted to go to graduate school for. It was not until I decided to change my major my junior year
that my aspirations for after undergrad became clear. I hope to use my master’s degree in order to be a
resources for children suffering from mental illness. I think a lot of times children are overlooked when it
comes to mental health. People believe that young children are not cognitively development enough to
experience mental illness. I want to be able to help my community realize that mental health is important
no matter your age or state of development.
12 Student will show evidence of goals and HDF 190 Being Accepted into Graduate My favorite part of HDF 492 was that during the beginning of every class we were encouraged to share
objectives that were planned and HDF 492 School any good news that happened in our lives. Since the beginning, the Leadership minor has shown us the
. achieved importance of setting goals for ourselves. We have also been taught to celebrate those achievements,
even if they are small, because it is important to use our achievements to find our purpose in life. Setting
goals is an important part of life, it helps people stay motivated.
One of my major goals that I have had since junior year was to apply to graduate school. This past
summer I spent a lot of time looking at different schools and the social work programs that they offered.
I was encouraged by my siblings to apply to school that I believe would be out of my academic reach
and comfort zone. I decided to follow their advice and applied to Boston College, University of Southern
California, New York University, and Columbia. Each of these applications were extensive and required
a personal statement of at least five pages. Applying to these schools took a lot of my time and effort
during first semester. I learned a great deal about myself through each of these application. I realized
that when I am dedicated to goal, I commit 100% of my effort to it, in order to achieve it. I am extremely
proud to say that I was accepted into three out of the four school. Every school that I applied to has an
extremely low acceptance rate, and I feel extremely overwhelmed and happy that I was not only
accepted into three of these school but also given scholarships.
13 Student will show knowledge of the HDF 190 HDF 190 Maslow’s hierarchy of needs is a motivational psychology theory that is composed of a five-tier model of
“Hierarchy of Needs” theory by Maslow HDF 200 HDF 200 human needs. The five-tiers come together to make up a pyramid, with basic needs towards the bottom
. of the pyramid, psychological needs in the middle, and self-fulfillment needs at the top. At the base of
the pyramid, seen as an essential human need, is physiological needs; such as water, food, sleep etc.
The next tier is safety needs, relating to security, as in housing. Further up the tier is belongingness and
love needs. Every human needs intimate interactions with family and friends. The second to last tier is
esteem needs, which relates to a humans feeling of accomplishment. The top tier is self-actualizations;
which is when a human realizes there full potential, including creative activities.
14 Student will show application of Maslow’s HDF 200 Graduate School As a Human Development and Family Sciences major, I have constantly worked with and analyzed
theory to own life HDF 357 Maslow’s hierarchy of needs. Every course has dived deeper into the different tiers within the model,
. discussing the reasons as why each tier is so important to a human being. For two course I have taken
in previous years, we had to explain where we felt we fell on the hierarchy. Last time I did this pertaining
to my life, I felt that I was in the belongingness and love needs tier. Since I was only a sophomore in
college and still figuring out who I wanted to be when I grew up, my motivation at that point was on the
friends I was making. Now as a senior I believe I would fall into the esteem needs tier. I am extremely
motivated entering into the last semester of college, and looking forward to continuing my education in
graduate school.
15 Student will show knowledge of the theory
of Superleadership by Manz & Sims
.
16 Student will show application of Manz &
Sim’s theory to own life
.
17 Student will describe StrengthsQuest HDF 190 HDF 190 In HDF 190, we completed Gallup’s strengths finder inventory (strengthsquest.com). According to the
Signature Themes, shadow side of Facilitating results, my top five strengths are competition, ideation, positivity, significance, and woo. After learning
. Strengths and/or weaknesses, and about what each individual strength meant, we were given a chance to see how they work in the real
examples of application (Source = Gallup) world starting with that class. One activity we did was What Would Your Strengths Do? This is where we
were given different colored circle stickers that we would put next to the strength we would use during
certain situations read out loud to us. An example of a situation we were given, was we are competing
to win a basketball game against fellow coworkers. I said that I would use my strength of competition to
help keep an eye and the prize and maintain the energy we are needed to win. I also said that I would
use my strength of positivity, this is because, if for some reason our team was not doing as well as
expected, I could use this strength to help everyone stay upbeat and encourage them to continue trying
their best.
Being a consultant can be a difficult job. You have to have the skills to interact with people of all kinds.
Having the strength of Woo makes me be able to do that with ease. Woo stands for Winning Others
Over, meaning I enjoy talking and meeting new people. There are also many different things that a
group may do that you have to be prepared for. The idea of being on your toes so you are ready for
anything, has never felt more real. There are also many different styles of consulting, that you may have
to be paired up with. For example, some people feel as though they need to have a set plan for
everything, which is similar to myself. When things go not as planned, they may feel uncomfortable.
That is where my strength of Positivity becomes apparent. During times of trouble, I like to stop and
remind myself and will remind my future groups to look on the positive side of things. During a retreat,
we normally start off with an energizer game so we go into the more serious work with high energy. If
the group begins to lack that energy they may not be able to reach the goal they were looking for. Since
they are coming to our organization for that certain goal, we want to make sure they are able to reach it.
This is where my Competitive strength comes into play. I am a person that strives to do more than just
the goal at hand. With that kind of mentality, I will be able to keep my group on track, with our eyes
focused on the “prize.” When it comes time to debrief about all the activity we have just completed, and
review our hopeful win of the goal, my strength of Ideation steps in. I am someone who enjoys thinking
and hearing other people’s ideas. This makes it easy for me to stop using my own voice, and begin
listen to the people around me. Being able to listen and see another person’s views on the activity, can
change how I look at it myself. My final strength of Significance, is also useful during my experience as
a consultant. During the end of a retreat, we do a closing activity. Normally, it is an activity where the
team is able to reflect on what they have learned, and look to the peers that they felt made a difference
for them. Being someone who likes to feel significant myself, I like to also make sure that the people are
me are getting the attention they deserve. So, if I see that someone is being excluded from their group, I
like to make sure to be there to help them feel as important as others.
SEE EVIDENCE # 4
18 Student will describe personal leadership HDF 190 URI 101 In HDF 190, we took the Gallup strengths test to determine our top strengths. Mine came out to be
style and/or personality style including Leadership Institute competition, ideation, positivity, significance, and woo. I believe that my strengths fit me and my
. strengths and weaknesses and examples personality perfectly. Although, I would have to say I connect the most with competition and positivity. I
of application (Sources = Leadership style have never been known as someone who can be a “Debbie downer.” I am someone who has constant
inventories, the L.P.I., Type Focus energy and smiles, and I give them both out with ease. I am also someone who is known for being
(MBTI), LAMP, DISC, and other career competitive, no matter the activity. My top five values are humor, leadership, bravery, kindness, and
inventories, etc.) appreciation of beauty and excellence. These five also completely fit me perfectly, especially the humor
value, I have always been told I am funny, and are able to lighten moods with my humor. In URI 101 I
did the typefocus test and learned that I am a social person, which makes sense since the test also told
me I am an extravert. I enjoy building new relationship with different people, which goes along with my
results of the typefocus test. At Leadership Institute, I learned about my LPI which is enable others to
act which I strongly agree with. During institute, I was the person to step up first which in turned
strengthened my team to want to take action next. I was also always there to lend a helping hand and
help others shine. HDF 413 is the second leadership course I have taken during my three semesters at
URI. During the first course, I got a chance to learn about myself through my strengths and my values;
but I never really got a chance to truly use them outside of the classroom. So, throughout the summer I
tried my best to notice when, where and why my strengths and values came out. I spent the majority of
my summer working as a nanny for my sisters three children. When spending the day with them I
noticed that my strength of woo and positivity would come out the most. This was because in order to
keep three children under the age of nine entertained you have to keep a positive attitude and make
sure to be on your feet with new and improved ideas on what to do all together. With my values, I
noticed that my humor and my leadership skills came out when watching over them. The reasoning
behind this is because I would spend every day with them starting normally at 8 and ending at 5. So, I
had to take on the responsibility of being their role model. I had to make sure that when things took a
turn for the worse, I had to step in a be calm and teach them how to properly solve their issues with
words instead of fighting which is what normal children revert to at their ages. Being able to see my
strengths and values in action, it helped me see what my leadership style is. I believe that I use all of my
strengths and values during many different times and events; but I see that when being a leader for
those around me I always try to keep a positive outlook and use my humor to make whatever I am doing
enjoyable for all.
SEE EVIDENCE #3 & 5
Outcome Category: Leadership Theories

Outcome Target class Additional Descriptive notes regarding learning and practice
Experiences
19 Student will show knowledge of the Personal Research In 1958 as sociologist named Max Weber proposed a theory of authority that included three different types.
“Authority and Bureaucracy” theory of The three types are traditional, charismatic, and legal-rational authority. Traditional authority is based on the
. leadership Weber sanctity of tradition. The ability and right to rule is passed down, usually through heredity. This type of
authority does not change overtime, or facilitate social change. Charismatic authority is found in a leader
whose mission and visions is to inspire others. It is based on the perceived extraordinary characteristics of
an individual. Legal-rational authority is empowered by a formalistic belief in the content of the legal law and
natural law. In this type of authority obedience is not given to a specific individual leader, but rather set from
uniform principles. Weber used the example of bureaucracy to explain legal-rational. Out of all three types of
authority Weber seemed to favor charismatic authority.
Webber, M. (n.d.). Max Weber: Traditional, LEGAL-RATIONAL, and charismatic

authority. Retrieved April 21, 2021, from
https://danawilliams2.tripod.com/authority.html
20 Student will describe personal MGT 441 This year in one of my final leadership courses, we have talked a great deal about what makes a good
application of the above theory Internship leader. After learning about the Authority and Bureaucracy theory by Weber I started to think about leaders
. (Weber) that I have had in my past four years, and which authority type they used. I came to the realization that the
leaders that I felt most comfortable with and respected their authority, were those that practiced charismatic
authority. This related a lot to what I have been learning in MGT 441 this semester. We have repeatedly
discussed that the most essential leader will be charismatic and use these traits to inspire others. I am also
lucky that this year my supervisor for my internship using charismatic authority. At the moment she is working
very hard to implement a new reading curriculum. This “mission” that she had for the elementary school has
inspired many other schools within there district to switch there reading curriculum as well. She was able to
inspire these schools by using her kind, determined, and positive characteristics.
21 Student will show knowledge of the
“Scientific Management” theory of
. leadership by Taylor
22 Student will describe personal
application of the above theory (Taylor)
.
“Management by Objectives” theory of
. leadership by Drucker
application of the above theory
. (Drucker)
25 Student will show knowledge of
“Theory X and Theory Y” theory of
. leadership by MacGregor
. (MacGregor)
27 Student will show knowledge of the HDF 190 HDF 190 The Servant Leadership Theory was created by Robert K. Greenleaf. He stated that this idea of being a
“Servant Leadership” theory of Servant Leader begins with a natural feeling. That the one that wants to serve, will serve first. He explained
. leadership by Greenleaf how a Servant Leader is a different kind of leader, since their nature is not to lead first. With this theory, there
are ten characteristics that make up three different categories which are servant, leader, and both together.
The first characteristics that make up the Servant category are Listening, which mean active not just passive,
Empathy, which is separating yourself from your work, and lastly healing, which means you help staff
become a whole. For the Leader category, the characteristics are Awareness, which means of yourself and
the organization, Persuasion, which is the opposite of positional authority, Conceptualization, which means to
be B.H.A.G but S.M.A.R.T., and finally Foresight, which is consequences of present decisions on future

outcomes. The final category is both leader and servant together, these characteristics are Stewardship,
which is entrusted with resources of others, Commitment to the Growth of People, which means you help out
more than just your favorites, and lastly, Building Community, with effectiveness.
What is servant leadership? (n.d.). Retrieved April 21, 2021, from
https://www.greenleaf.org/what-is-servant-leadership
HDF Textbook
28 Student will describe personal EDC 250 In school, I am studying to become a teacher for elementary level grades. As a teacher, my goal would be to
application of the above theory EDC 312 teach in lower level schools for students that are less fortunate. I got a chance to have a glimpse of what it
. (Greenleaf) would be like to teach at a lesser school, for kids who have a lot of behavioral issues. In order to be confident
where working with these kinds of children you have to be a servant leader. Meaning you have to have all of
the traits a servant leader would have. The major one being empathy, which means you have separate
yourself from your work. I had to do this a lot of the time with one of the students I was given to work with. If
he was to not get his way he would always throw a fit, being the teacher responsible at the time you have to
be able to put aside the normal attitude to yell or get made and instead try to calm and persuade the child to
want to do the work.
This year during another one of my education courses, I was able to learn more about this idea of empathy,
and healing with the connection of working with children that need extra help. Throughout the class our focus
was on building our end of the year project, our lesson plans. Our lesson plans could be on anything we
chose and for the age group we believed we would be working with in the future. For my lesson plan, I chose
to do an activity called Tea Party, where the students are put into small groups and discuss a story that we
would have been reading throughout the semester. Within the lesson plan we had to describe how diverse
our classroom would be, where my students would be cognitively, and ways to keep them motivated. During
the semester, our teacher spent a good amount of our classes going over each of these and letting us
become familiar in how we would want to integrate them into our classroom in the future. I discussed within
my lesson plan that my students would come from very diverse background, since I was basing my school on
one I volunteered in last year. Most of the student came from either a Hispanic or African American
background and lived in not the best part of Providence. I discussed how because of their differences in
culture, race, ethnic groups, and socioeconomic statuses, I as the teacher had to be aware of these
differences and have the listening skills, to allow students to come to me with difficulties they may be dealing
with, the skill of empathy, so I can allow myself to separate my own problems from the classroom and put my
entire focus on my children; and finally have the power of healing so I can put those who may be broken
back together.

“Principle Centered Leadership” theory
. by Covey
. (Covey)
31 Student will show knowledge of the “14
Points / TQM” theory of leadership by
. Deming
. (Deming)
33 Student will show knowledge of the MGT 441 Transformational leadership is part of the new leadership paradigm which gives more
“Visionary Leadership” (now often cited attention to the charismatic and affective elements of leadership. Transformational
. as “Transformational Leadership”) leadership is a kind of process that changes and transforms people, as the name implies.
theory by Sashkin The theory focuses on emotions, values, ethics, standards, and long-term goals. Within
the theory, a leader; assess the followers motives, makes sure their needs are satisfied,
and are being treated as human beings. This theory is known to push followers to
accomplish more than what they are expected due to the leaders charismatic ways.
Transformational leadership was founded by a political sociologist James MacGregor

Burns. He saw through his work there were two types of leadership; transactional and
transformational. Transactional leadership is described as the bulk of leadership models,
which focus on the exchanges that occur between leaders and their followers. In this type
of leadership, a leaders interaction with their followers are that of contractual obligations,
research suggestions, etc. On the opposite side is transformational leadership, which is
when a person engages with others and creates a connection to raise the level of
motivation between both the leader and followers. Theories that fall under this realm of
leadership would be positive attitude, charismatic leadership, authentic leadership etc.
These theories focus on building a trusting and strong relationship between the leader
and followers.
There are four factors of transformational leadership, starting with idealized influence
charisma. It is known as the emotional component of leadership. This factor describes a
leader who acts as a strong role model for their followers. The second factor is
inspirational motivation. This factor describes a leader who communicates high
expectations to followers, inspiring them through motivation to becomes committed to
and a part of the shared vision in the organization. The third factor is intellectual
stimulation. This factor describes a leader the stimulates their followers through their
creative nature. This leader will challenge their own beliefs and values, and go beyond for
their followers. The fourth and final factor is individualized consideration. This facts
represents a leader who creates a supportive climate, where they listen carefully to the
individual followers needs.
Northouse, P. G. (2018). Leadership. Theory and practice. London: SAGE Publications.

34 Student will describe personal Internship 2021 I saw this theory come into play during my internship this semester at Hope Valley Elementary School. I was
application of the above theory working with the schools reading specialist, where we would evaluate and work with over 5 different
. (Sashkin) classrooms. The goal was to help students develop connected phonation through guided feedback while
reading books. We also worked with each student on sight words which were meant to help work on their
working memory, since most students had processing issues. In order to truly help these children, I had to
assess their motivation and make sure that all their needs were satisfied, not just their reading needs. This is
why I would make sure to have a short quick conversation with each student I worked with to see how they
felt that day. I wanted to make their experience with learning new words and reading an enjoyable time. In
order to do this I had to make a connection with each of the children, so that they trusted me to lead them
and go beyond just reading for them. I did this by allowing them to choose the story they wanted to read,
allowing them to share stories of their life outside of school, having them ask me questions when they were
confused and working with them to solve their problems.
35 Student will show knowledge of the Personal Research The Individual in Organizations theory was created by Chris Argyris. This theory states that people have
“Individuals in Organizations” inner mental maps which guide their actuals and teach them through a series of errors and corrections. The
. leadership theory by Argyris theory is comprised of Single Loop Learning and Double Loop Learning. Single loop learning says that when
something goes wrong, a person already has a strategy, goal, value, or plan to solve it and because of this
will not be questioned. Double loop learning says that when a problem arises, rather than not questions the
original plan, a group will questions the problem and try to think of opposing solutions. Organizational
learning has six different phases. The first phase is mapping out the problem, which includes factors and the

relationships that define the problem. The second phase is internalization of the map by clients, which
happens through helping the client confront and work out the issues in order for the client to accept
responsibility. The third phase is test the model. Which involves looking at what testable predictions can be
derived from the map. The fourth phase is to invent solutions to the problem and simulate them to explore
their possible impact. The last two phases are produce the intervention and study the impact. Doing this
allows for the corrects of errors as well as generating knowledge for future designs.
Byinfed.org, P. (2019, October 18). Chris Argyris: Theories of action, Double-loop

learning and organizational learning. Retrieved April 21, 2021, from
https://infed.org/mobi/chris-argyris-theories-of-action-double-loop-learning-and-
organizational-learning/
36 Student will describe personal Graduate School When applying to graduate school this year, I went through a series of error and corrections like the
application of the above theory Individual in Organizations leadership theory states. For example, l began my applications with already
. (Argyris) planned goals, plans, values and rules, like the Single Loop Learning. Unfortunately, nothing I thought went
according to plan. I assumed that all the plans that I had made since deciding to go to graduate school would
magically come true. I originally wanted to go to a school in California and live with my older sister. I wanted
to get my masters in Social Work, while also taking acting classes on the side with my sister. As I began to
look into schools I wanted to apply to, I decided to also apply to some schools in New York. While applying to
these schools, I did not really think about what it would be like to go somewhere other than California. It
wasn’t until I started hearing stories about people living in New York City and having the best experience that
I began to question my goals. This is where Double Loop Learning came into play, I began questioning the
problem and trying to think of solutions rather than continuing with the original plan. Rather than sticking with
California to please my older sister, I began asking for everyone in my families advice on what they thought I
should do. I also decided it would be a good idea to visit the New York schools I applied to, to see if I could
envision myself there. After lots of thinking and seeing the campuses, I changed my mind. In the end, I
changed my original plan of going to California for graduate school and now will be attending a school in New
York City.
37 Students will demonstrate knowledge HDF 190 HDF 190 In HDF 190, we just learned about Grace’s 4-V model of Ethical Leadership. The 4-V’s include, Values,
of the “4 V’s” theory of leadership by Visions, Voice, and Virtue. This model is a structure that goes along with a person’s internal beliefs and
. Grace (Center for Ethical Leadership) values with the external behaviors and actions for the purpose for helping out the common good. The model
was created by Dr. Bill Grace, he based it on his formal leadership research and personal passions of faith
and ethics. With her model, you begin your leadership journey within and discover your own personal values,
then create a vision for how you could make the world better, then find your voice to express that vision.
Lastly, with your virtue, you must begin to understand that what you practice is what you become.
Concepts and Philosophies. (n.d.). Retrieved April 25, 2018, from http://www.ethicalleadership.org/concepts-
and-philosophies.html
38 Student will describe personal HDF 190 HDF 190 After learning for Dr. Grace’s 4-V Model of Ethical Leadership, we were asked to state the 4-V’s that related
application of the above theory (Grace) to ourselves and what we wanted to change. After learning my values from my VIA’s I decided I wanted to
. use my Humor, Leadership and Bravery to help start the change I would like to make. My vision or change I
would like to make is to stop the bystander effect, my goal is to start with myself and then move on to
encouraging others. With my value of Bravery, I will find my voice to speak up for what is right. Lastly, my
virtues, which come from my values are Transcendence, Courage, and Justice.
SEE EVIDENCE #7
39 Student will show knowledge of the MGT 441 MGT 441 Situational Leadership is an approach to leadership that is more widely known, and was
“Situational Leadership” theory by developed by Hersey and Blanchard in 1969. This approach focuses on leadership in
. Hersey & Blanchard different situations. The theory is meant to acknowledge and show that different
situations call for a different style of leadership. Based on this theory, an effective leader
must be able to adapt their style to the situation they are in. A leader, must be able to
evaluate their followers and assess how competent and committed they are to perform a
given goal. A truly good leader should be able to recognize what their followers need and
then adapt their own style to meet those needs. To be able to do this correctly, the
situational approach was split into two major dimensions, leadership style and
development level of followers. The first dimension, leadership style, is the behavior
pattern of a person who attempts to influence others. There are two specific behaviors
that are involved in the leadership style, directive behaviors and supportive behaviors.
Directive behaviors are meant to help group members accomplish goals by giving
directions, establishing goals and methods of evaluation, setting timelines , defining roles,
and showing how the goals are to be achieved. Supportive behaviors involve two-way
communication and responses that show social and emotional support to others. Those
four categories for leadership styles; high directive-low supportive (also known as
directing), high directive-high supportive (or coaching), high supportive-low directive (or
supporting), and low supportive-low directive (or delegating). Within each of these four
categories, a leader will either use both of the behaviors together, neither of the
behaviors, or one behavior more over the other. If a leader uses the directive behavior
more than the supportive, that means they are more interested in the goal itself. They
communicate only on goal achievement, rather than using supportive behavior for those
who follow. The second dimension, development level of the followers, has to do with the
followers maturity level. Maturity levels are measured from M1-M4. M1 maturity level
means the audience “lack the knowledge, skills and willingness to complete the task” so
this is when Telling/Directing would be used. M2 means the audience is “willing and
enthusiastic, but lack the ability”, so the leader would use Selling/Coaching in this
situation. M3 means the audience “have skills and capability to complete the task, but are
unwilling to take responsibility”, which means the leader should use the
Supporting/Participating leadership style with this group. M4 represents a high level of
maturity from the audience meaning the audience is “highly skilled and willing to
complete the task” at hand, so the leader should use the Delegating leadership style in
this situation.

40 Student will describe personal College Professors I think that it is very important for a leader to be able to adapt to the situation they are put
application of the above theory in. In order for any leader to gain followers, they have to learn to adapt their behavior
. (Hersey & Blanchard)
MGT 441
based on who they are conversing and working with. For example, as a college student,
professors view my maturity level as an M4. They know that my fellow classmates and
myself have been in school for over 12 years and know how to complete a task. This
means that they use the Delegating leadership style with us. So they are low in support
and low in directive. As seniors, college professor know that we are capable of
completing a task with little need for direction or support. Of course if support is needed
they will give it to us, but they will not go out of there ways to give it to us. This year in
one of my last leadership courses, our professor had us pick a topic that we wanted to
teach the class. We were not given much direction other than the presentation had to fill
up our entire class period, and we had to cover the entire topic. My professor trusted our
class to complete the task to our best ability, since we have the skills to do so.
41 Student will show knowledge of the HDF 190 HDF 190 In HDF 190 we are learning about the Relational Leadership Model. Leadership has been most normally
“Relational Leadership” model by seen and focused on the individual leader and does not look into the process of what leadership actually is.
. Komives, McMahon & Lucas
SOLC
There is little to no emphasis on group members as a whole unit, instead of just followers of one leader. This
is where Relational Leadership comes in and changes the past ideas of leadership completely. Our text
book, HDF 190: FLITE wrote that, “The Relational Leadership Model emphasizes the importance of
relationships among participants in the process of purposeful change. Developing and maintaining healthy
and honest relationships start with a knowledge of self and an openness to appreciate and respect others”

(pg. 23). Within the model there are three basic principles, knowing, being, and doing. The first principle,
knowing, states that “you must know yourself, how change occurs, and how others view things differently
than you do.” The second, known as being, says that “you must be––ethical, principled, open, caring, and
inclusive.” The last one, doing, states that “you must act–– in socially responsible ways, consistently and
congruently, as a participant in a community and on your commitments and passions” (pg. 24). Also within
the model there are five components that connect together to help contribute to this overall idea of success
within a group. Leaders within the model, are encouraged to be inclusive, empowering, purposeful, ethical,
and process-oriented. The Relational Leadership model puts an emphasis on the purpose component which
involves, “clearly defining a socialized vision, working toward a common goal, and bringing about positive
change (Komives 80-81). The first part, to be inclusive, means understanding, valuing and actively engaging
all forms of diversity. In order to do this, you must be able to involve people from all kinds of different
backgrounds. The second component, empowering, says that you must be encouraging members to actively
engage and get involved. In order to do this, you must have self-empowerment and environmental
empowerment. The third part, purposeful, is about committing to a common goal or activity within your group.
This means you must be able to get past differences among group members and find a vision with those
around you. The fourth component, ethical, is being able to be guided by a system of moral principles. For
this component leaders should follow the motto of lead by example. The last part, process, is about being
aware of the way a group interact and the impact it has on the group’s work. This part has to do with the fact
that every group should have a process and it should be intentional, and should show how the people within
the group work together to accomplish this change. All of these different parts make up the Relational
Leadership Model, that has the overall goals to put people first, in order to make a change.
Relational Leadership Model. (n.d.). Retrieved April 22, 2018, from

https://modeltheway.weebly.com/relational-leadership-model.html
42 Student will describe personal ROTARACT One student organization I am involved in our campus is Rotaract Club. We are a student run service
application of the above theory organization that serves not only the URI community but all of Rhode Island. An example of some things we
. (Komives et al)
Sigma Delta Tau
do is the Buy One More Drive, where we go to a local grocery store and ask customers to buy certain items
that we give to the Johnny Cakes Foundation. I believe that with this organization we effectively employ this
model. Most of the reasons come from the experiences I have had these past two semesters in the
organization. When looking at the model the first few components that sticks out to me as our strengths are
inclusive, empowering, and purposeful because of the strengths and values I use during meetings and taking
part in community service. First, I believe Rotaract as an organization is extremely inclusive. In order to be an
inclusive leader, you have to realize that the differences in people are a valuable asset, and that fairness and
equality are extremely important. In this organization, I use my value of Kindness and my Gallup strength of
Significance, to be inclusive. Both the value and strength tie hand in hand with being inclusive because their
focus is on making others feel valued and equal. The next strength within the model that Rotaract process is
empowering. To be an empowering leader, you have to realize that everyone has something to offer, and be
concerned for the growth and development of others within the group. To do this I use my value of leadership
because the main focus of that value is encouraging the group to get things done and grow together. I also
use my Gallup strength of positivity, because in order for a group to grow you have to keep a positive
attitude. Throughout what we do in Rotaract we make sure that as a group we grow together and continue to
make new strides to develop our organization. Lastly, I believe Rotartact uses the component of Purposeful.
In order to be a purposeful leader you have to have a good attitude that helps the group. During this part I
use my value of humor and strength of positivity. This is because, both of these tie into the idea of having an
optimistic attitude that helps the group stay committed to their goal. Rotaract does this by keeping meetings
light and cheerful, and making sure to remind everyone in the organization of upcoming events. Although
Rotaract does effectively use the Relational Leadership model, it does have some weak areas, those areas
being ethical and process. I believe this are semi weak areas because the values and strengths I would see
myself using to be these two types of leaders do not come through during Rotaract activities. In order to be
an ethical leader, you must have high standards of behavior for each person. To do this I would use my value
of leadership and strength of positivity. Although I do use both of these during Rotaract, I feel as though
some people with in the class do not use their strengths well to help out the organization.
Anyone is capable of being a leader, contrary to what people believe, it does not always have to
be an extroverted person that enjoys the power. There are many leaders who use their introverted traits to
change the world. Similar to there being many different kinds of leaders, there are also many different
models that go along with a certain person’s style. One of the models that comes to mind is the Relational
Model. This model is defined as “relational process of people together attempting to accomplish change or
make a difference to benefit the common good.” The model is made up of five different components which
are: Purpose, Inclusive, Empowering, Ethical, and Process. Along with these five components there are three
main principles that must happen within each of them, they are knowing, being, and doing. In order to be a
successful leader, the principles say that you must know yourself and how change can occur, be an ethical
person, and lastly must be able to act in a socially responsible way. These three principles and the five
components work together to help contribute to the overall idea of success within a group. Before learning
about this model, I did not realize how often I use it. For example, I joined a sorority last year to get closer
with girls in my grade and above. I had a great experience rushing into the sorority, but I have come to find
this year that the rushing process into a sorority, is a lot different when you are the one rushing the girls. The
model comes to mind as I begin the rushing process this week.
We have had a ton of practice where we have rehearsed and discussed what we must do to help
the incoming potential new members or PNM as we call it. Rush week is a lot more competitive than it was
last year, as one sorority of many, you want to be able to receive the best incoming pledge class, this can
only happen by using the Relational Leadership model. As a rusher, you have to make sure that you are
inclusive. This means that you have to make sure to appreciate and except the PNM’s diversity and
differences. No one wants to join an organization where everyone looks and acts the same. To be able to
recognize a person’s uniqueness, you have to be able to have good listening skills and judge of character.
Another part of rushing that is super important is to make sure that the PNM feels welcome and important. If
we were to talk to them in a monotone voice with a blank face, they will feel uncomfortable and their self-
esteem may be put down. We want the PNM’s to feel as though they will fit in with everyone, since they will
be representing our sorority for the next four years and on. It is also important for them to feel welcome if
they were to become a part of our sorority, because you want people who are going to make a difference, not
only in the sorority, but all over campus. Next in the model, is the component of purposeful. In the model,
purposeful is where you strive to meet a certain goal. For the PNM’s their goal is to find where they most feel
like home, for the rushers, it is to bring in what we feel is the best pledge class we can get. In order to do that
we have to make sure we keep our attitudes as positive and optimistic as possible. Even though days can be
long and tiring, our only way to get through and reach the goal we want is by keeping a good attitude and
envisioning what our new pledge class will accomplish these next few years. Finally, we get to the last two
components of the model, Ethical and Process. When rushing a girl, you want to make sure that this girl is
driven by values and has good moral standards. This means that we do not want a PNM who is only rushing
for the social aspect of Greek life. We want someone is responsible and knows how to behave during certain
situations. For example, when we are doing fundraisers and other activities to help out our philanthropy, we
want someone who is willing to be involved and take action to come up with new and useful ways to raise
money. Lastly, we need to make sure that we bring a group of girls that will work well together and respect
one another. That is the biggest and most important goal for not only the Relational Leadership Model, but it
is also extremely important as a member of the sorority.
SEE EVIDENCE #8 & 25

concept of constructivism
.
44 Students will describe personal
examples of implementing
. constructivism
45 Student will demonstrate knowledge of HDF 413 HDF 413 In HDF 413 we have learned many different theory’s and models to help us improve and better understand
the Experiential Learning Model (Kolb) our leadership style. One model we have learned about this year is David Kolbs Learning Styles Model,
. which he developed in 1984. Kolbs created this model because he believed that learning involves “the
acquisition of abstract concepts that can be applied flexibly in range of situations.” In his learning styles
theory, there are two levels. The first part is a four-stage cycle of learning and, with it, there are four
separate learning styles. Normally, you are able to recognize Kolbs’s experiential learning style theory by the
four-stage learning cycle. The first stage of the cycle is the concrete experience, which is a new experience
or a reinterpretation of an existing experience. This state of the cycle is when a person is doing something
for the first time. The next stage is the Reflective Observation, in this stage you are reflecting on the new
experience. “Of particular importance are any inconsistencies between experience and understanding”. This
means that during this stage a person will be reviewing important moments that have happened during the
new experience. After this stage comes the Abstract Conceptualization stage, within this stage a person is
looking into the reflections they made and learning from them. They help a person make new ideas and/or
modify an existing abstract concept and make a final conclusion on what the new experience has taught
them. The final stage is the Active Experimentation stage, this stage is where the person takes what they
have learned and applies it to the world around them and see what result they get. The cycle continues after
each new learned experience is applied and the outcome gives them that new experience. Through the cycle
Kolb’s was able to set out four distinct learning styles. Kolb’s believed that different people naturally preferred
a certain learning style, and that various factors had an influence, on a person’s styles; for example, social
environment, education, ect. A person’s learning style preference comes from two variables or choices that
we make. These variables create the lines of axis, since typically the presentation of these styles are put into
two continuums. East-west axis is called the Processing Continuum, which is how we approach a task; and
the north-south axis is called the Perception Continuum, which is our emotional response or how we feel and
think about things. Kolb believed that we are unable to perform both variables on a single axis at the same
time, which is why our learning styles are products of these two choices.
The first learning style, which is the product of feeling and watching, is Diverging. People with this learning
style are able to look at things from different perspectives. These types of people are sensitive and they
prefer to watch a situation occur rather than be in it. The next learning style is Assimilating, which is a
product of watching and thinking. To a person with this learning style, ideas and concepts are more
important than people. These individuals are great at understanding a wide range of information and are
able to organize it in a clear format. After this learning style comes the style of Converging, which is made
up of doing and thinking. People with this style can solve problems and use what they learned to find
solutions to certain issues. They prefer technical task rather than interpersonal issues. The final learning
styles is Accommodating, which is a product of doing and feeling. This learning style is more hands-on and
has less to do with logic, and more to do with a person’s intuition. These people are interested in new
challenges and experiences, where they are able to carry out plans.
By using both Kolb’s cycle and his learning stages a teacher, facilitator, and any other leader can help make
sure that those below them are able to be given the chance to be engaged in a manner that suits them best.
SEE EVIDENCE #14
46 Student will describe personal HDF 413 HDF 413 Coming into college only just last year was a big step that I, and most people are not ready for. Thankfully I
application of the Experiential Learning got the chance to adjust and begin my college experience at the Leadership Institute. At the institute, we
. Model (Kolb)
Leadership Institute
were put in a group of other first year college students who were all going through the same feelings of
anxiety and excitement. The institute was a new experience for all of us there. That idea of being put into a
situation for the first time goes along with the Kolb’s Model of Experiential Learning. The model is made up of
four different stages that create a cycle. The first, is a Concrete Experience, this is a type of experience that
you have never been in before, or something that has happen before but is now being reinterpreted. For
example, during leadership institute we were pushed right into team building exercises that helped us learn
more about ourselves and each other. After joining the club SOLC as a freshman, I got to learn about
facilitating, which is what a person does to a group to help them learn through experience, similar to what we
did at institute. A facilitator is the person making up name games, energizers, and any other activity that
made us constantly ready for anything thrown our way. The first time I facilitated was during a small retreat
with a club on campus. Since it was my first time ever doing it, it was a Concrete Experience. Being able to
look at a group on the outside instead of from the inside, was a very interesting and different experience than
what I had at institute. During the retreat, you have to be on your toes and ready for just about anything your
group might throw at you. During institute, we were the ones that were creating situations that our peer
leader may not have planned for. This type of thinking relates to the second part of the cycle in the Kolb’s
model known as Reflective Observation. Meaning that after experiencing it you look to try and find
connections with past experiences so it is easier to understand. The next part of the model is the Abstract
Conceptualization, within this part a person will continue to reflect on the new action and try and start to
conclude their thoughts on what they got out of it. Meaning they are trying to understand what they learned.
After a retreat, all of the facilitators will get together and debrief about what they observed that day. During
my first retreat, we talked about how we thought the group worked together. We discussed the things we
noticed went wrong during the retreat, and tried to think of new ways to make sure that during another retreat
we would not run into those problems again. For example, if an activity was too difficult for a certain group,
perhaps try to use a different activity, or frame it differently to the next group. The last part of the cycle is the
Active Experimentation. This part connects very well with the Abstract part, because after coming to a
conclusion of what you learned, you get a chance to try it out. That is what the Active Experimentation part is
for. In the retreat, I was a part of, after realizing a certain activity did not run well with that specific group,
during the next retreat we had with that group, we would not use that game, but instead do something
completely different. When being a facilitator you have to be able to make these types of decisions and focus
in on what will improve not only themselves as a leader, but the group of new leaders they are training.
SEE EVIDENCE #10
47 Student will show knowledge of the HDF 190 HDF 190 The Social Change Model of Leadership Development by Astin et al addresses the root cause of problems.
“Social Change Model of Leadership Social change is a collaborative act, meaning you take action together, but it is not as simple as it sounds.
. Development” by Astin et al There are many pitfalls in Social Change, on example would be ignoring cultural differences, which means
you could alienate someone and make them feel discriminated against. In order to be successful in Social
Change, you have to use the Seven C’s for Change. The first C for change is Consciousness of Self, which
means to be aware of your personal values and beliefs. Next is Congruence, which is someone’s investment
of time and emotional passion in a cause. Commitment is the next C, which means to follow through with
what you planned. These all make up the first group of the C’s which are usually applied to an individual’s
values. The next group of C’s make up a groups values. The first C in this group is Collaboration, which is
working together to achieve a common goal. The next C, is Common Purpose, which means the group has a
collective aim, value, and vision. The last C for this group is Controversy with Civility, which is defined as
disputes are inevitable but you have to allow others to have different opinions. The last group in the Seven
C’s is Society Values. This only has one C which is Citizenship, which calls for individuals to see themselves
as part of a larger whole. When successfully using all of the Seven C’s you are able to make Social Change.
The Social Change Model of Leadership Development. (n.d.). Retrieved April 25, 2018, from
https://www.cmich.edu/ess/ResLife/Leadership_Opportunities/Leadership_Camp/Pages/Social_Change.aspx
48 Student will describe personal HDF 190 In our HDF 190 class we were put into small groups and were told to find an organization we were
application of the above theory (Astin passionate about and work with them towards their goal. Our group chose to do the “Walk a Mile in Her
. et al) Shoes.” This walk was in remembrance of women who have been sexually assaulted and left to walk home
alone afterwards. As walkers, you were encouraged to wear heels if you would like too, so you can feel the
pain some of these women had to go through. After the walk, there was a short seminar held by the women
of SOAR (Sisters Overcoming Abusive Relationships). These women told their stories of what is was like
living in an abusive relationship. They allowed us to ask questions, or they had pamphlets with information
about their organization and their fight to end sexual violence in relationships.
SEE EVIDENCE #9
49 Students will demonstrate knowledge
of the “Leadership Identity
. Development Model” by Komives et al
50 Students will describe personal
application of the above theory.
. (Komives et al)
51 Students will demonstrate knowledge
of the Strengths-Development Model
. by Hulme et al
application of the above theory (Hulme
. et al)
53 Student will demonstrate knowledge of MGT 441 MGT 441 The behavior approach focuses exclusively on what leaders do and how they act. Those
behavior theories of leadership from researching this approach will say that there are two general kinds of behaviors that a
. Michigan and Ohio State leader exhibits; task behavior, which help leaders accomplish their goals, and relationship
behaviors, which help followers feel comfortable with themselves and each other. There
have been a lot of different studies on the behavior approach; this chapter discusses
three of the top studies. The first being one conducted at Ohio State.

Researchers at Ohio State decided to experiment and analyze how individuals act when
they are leading a group, rather than individual traits or someone’s personality. This
experiment was conducted by having followers complete a questionnaire of 150
questions about their leaders. Within this questionnaire the followers had to identify the
number of times their leaders engaged in certain types of behaviors. The results showed
that there are two general types of leader behaviors; initiating structure and
consideration. Initiating structure is the same idea as task behaviors. A leader with this
behavior will be good at organizing, giving structure to their work, and defining
responsibilities. Consideration behaviors are essentially relationship behaviors. A leader
with this behavior will gain respect and trust from their followers. These two types of
behaviors are the core of the behavior approach. The research team from Ohio State
viewed these two behaviors as distinct and independent.
The next research study discussed is one from the University of Michigan. The base of
their study was to see the impact of leaders behaviors on the performance of small
groups. From their study they found two types of leadership behaviors. The first,
employee orientation, is leaders who approached followers with strong human relations.
The second is production orientation, which is a leadership behavior that stresses the
technical and production aspect of a job. This study also found that leaders did not use
both behaviors simultaneously. For example, a leader who exhibited the production
orientation behavior, was less oriented towards their employees, and vice versa. They
saw that these behaviors were put into a single continuum, at opposite ends, but when
viewed as independent orientations, a leader is able to orient both toward the same thing.
Both the University of Michigan and Ohio State studies showed that a leader will be most
effective when combining their task and relationship behaviors.

54 Student will describe personal Internship 2021 I witnessed myself apply this theory within my internship this semester at Hope Valley
application of the above theories Elementary School. This was not my first time working within a school system, but it was
.
(Michigan & Ohio State) my first time doing hands on work with a reading specialist. Since my job required me to
work one on one with over 50 different students, I had to make sure that my behavior
matched that of the child I was working with. I would say that I used more relationship
behaviors, over task behaviors. Since I was working with children, it was important for me
to create a bond with each child in order for them to trust me. Children can be very
difficult to work with, if they do not view you as there ally. I made sure to connect with
each child on something they enjoyed outside of school, in order to initiate a bond. This
helped the children feel safe around me, and not fear when they made mistakes or
needed support. Although I made sure to create these relationships with my students, I
also made sure to apply some task behavior to each situation as well. Since each day we
worked on something new, it was important to set the goal of the day for the students and
make sure they were on task to finish. I made a point to constantly check in with my
students to make sure they were doing what they were supposed to, and offer support if
needed.
55 Student will demonstrate knowledge of MGT 441 MGT 441 Charismatic leadership is a style of leadership that relies on the charm and
Charismatic leadership persuasiveness of the leader. A Charismatic leader is someone who is extremely skilled
. in communication and speaks to their followers, eloquently and emotionally. You often
find that charismatic leaders come in a time of crisis and are devoted to solving the
problems at hand by using their charisma and expertise. Charismatic leadership differs
from other theories because it focuses a fair amount on a leader's characteristics and
personality.
What is charismatic leadership? Leading through personal conviction. (2014, November

25). Retrieved April 21, 2021, from https://online.stu.edu/articles/education/what-
is-charismatic-leadership.aspx
56 Student will describe personal MGT 441 In MGT 441, we had to research charismatic leaders and find an example of a
application of the above theory charismatic leader that stood out to us. One that stuck out to me is Harry Styles. He may
. not be seen as an ordinary charismatic leader, but I think when you dive deeper into who
he is, you can see why I chose him. Harry Styles is an actor and singer, most known for
being a part of the world famous band One Direction. Since his early days in one
direction Harry has always spoke out about being kind to everyone. He modeled this
behavior constantly by giving back to his community, respecting those around him (even
if they were not respecting him), and just being and all around good person. When one
direction split up and he began his solo career, he created the motto of “Treat People
With Kindness.” During every one of his shows he would make a point to speak out on
why treating others with kindness is so important. He always speaks eloquently and
emotionally about his goal to live in a kinder world. He accepts and preaches diversity.
During almost every show he would wave a pride flag and say that no matter who is in
the audience and how they identify; that he loves them with his whole heart. He always
speaks to his fans as if he knows them personally, and strives to meet as many people
as he can. Harry is a shy and humble guy, who does not like to view himself as famous.
Yet, without meaning to, has made himself into an incredible role model. I have been a
fan of him since I was 13 years old. Now almost 10 years later, I still consider myself a
follower. It is due the person he is, the vision of living in a kinder world that he created
and the way he gives back to those around him that I believe he is a great leader.
57 Student will demonstrate knowledge of
contingency approach to leadership by
. Fiedler
.
(Fiedler)
59 Student will demonstrate knowledge of MGT 441 MGT 441 The Path-Goal theory discusses how leaders motivate followers to accomplish
Path-Goal theory by House designated goals. The goal of this theory is to enhance followers’ performances and
. satisfaction by focusing on the followers’ motivation and the type of work. Path-goal
theory emphasizes the relationship between the leader’s style and characteristics of the
followers and the organizational setting. To be an effective leader, based on this model,
you must match your style of leadership to the motivational level of the followers. By
knowing their followers’ level of motivation, a leader can try to adapt by providing
followers with elements they think they need to reach their goals. According to some of
the founders of the theory, House And Mitchell (1974), leadership generates motivation
when it increases the number and kinds of payoffs that followers receive from their work.
When diving deeper into the path-goal theory, motivation can be conceptualized from the
perspective of the expectancy theory of motivation. The expectancy theory assumes that
followers will be motivated if they think they are capable of performing their work, if they
believe their efforts will result in a certain outcome, and if they believe that the payoffs for
doing their work are worthwhile. The path-goal theory is conceptually very complex, so in
order to be explained easier it can be broken down into four components. Those
components being; leader behaviors, follower characteristics, task characteristics, and
motivation.
The first component, leader behaviors, is broken into four different leadership
behaviors: directive, supportive, participative, and achievement-oriented. These four
behaviors are used to understand how the path-goal theory works, but can also be used
by researchers in contemporary studies. The first behavior described, directive, describes
a leader who gives their followers instructions about the task at hand and includes what is
expected of them. The second behavior, supportive, describes a leader who is friendly
and approachable and attends to the well-being of their followers. The third behavior,
participative, describes a leader who consults with their followers and obtains their ideas
and opinions. The last behavior, achievement oriented, is a leader who challenges their
followers to perform their work at the highest level possible. A leader with this behavior
will establish high standards among themselves and their followers.
The second component, follower characteristics, determine how a leader’s
behavior is interpreted by their followers in a work setting. When researching this
component, researchers focused on a follower’s need for affiliation, preferences for
structure, desires for control, and self-perceived level of task ability. Path-goal theory
shows that followers who have a strong need for affiliation prefer a supportive leadership
behavior, because friendly and concerned leadership is a source of satisfaction.
Followers who want more structure, the path-goal theory suggests that a directive
leadership behavior style will be more adequate. Followers who desire control have
received special attention in path-goal research through studies of personality, that can
be divided into internal and external dimensions. Followers with internal control, believe
they are in charge of their fate, while those with external control believe that things
happen by chance. Lastly, a follower’s perception of their own abilities affects whether or
not directive leadership is needed. If a follower views their abilities as strong and on the
rise, the need for directive leadership goes down.
The third and final component, task characteristics, include the design of the
follower’s task, the formal authority system of the organization and the primary work
group of followers. When put together, all of these characteristics in and of themselves
can provide motivation within the followers. In certain situations, when a task is unclear or
overly repetitive, a leader may need to give support in order to maintain the followers’
motivation. This component and all of the path-goal theory, is meant to help followers
overcome obstacles. An obstacle can be viewed as anything that gets in the way of a
follower’s motivation for the end goal. When leaders help their followers around these
obstacles, the follower's expectations that they can complete a task will increase.

60 Student will describe personal Internship 2021 This year I got an internship at Hope Valley Elementary School with the reading
application of the above theory specialist. At this school I work with a ton of different children ranging from ages 5 to 8. A
. (House) lot of times children that are this young have short attention spans, meaning they struggle
to stay on topic. I have been using my time at this schools to learn ways to grab and
maintain a child’s attention and motivate them to want to do their work. One thing I have
learned about the young kindergarteners is that they feel motivated when they have
incentive. There lead teacher builds incentive through a monthly secret toy box reveal.
Once a month, the students that have done all of their in-class and homework
assignments to their best ability will get a chance to pick a toy from the secret toy box.
This motivates the children throughout the month to put their maximum effort into all of
their assignments. Another thing I learned from these children, is that they will put more
effort in when they know you are actively listening to them. Many times teachers get side-
tracked when trying to work with a student one-on-one. I have experienced this a few
times during my time at Hope Valley. But I realized quickly that the student I was working
with did best when I gave them my undivided attention. It made them feel seen and heard
and want to do their work. This connects to the Path-Goal Theory because in order to be
an effective leader, based on this model, you must match your style of leadership to the
motivational level of the followers.
61 Student will demonstrate knowledge of MGT 441 MGT 441 The Leader-Member Exchange (LMX) theory is centered around the interactions between
Leader Member Exchange (LMX) leaders and their followers. The LMX theory challenged early research assumptions
. theory by Dansereau, Graen & Haga; about leadership. In early studies of the exchange theory, which was once called vertical
Graen & Cashman; Graen dyad linkage theory, researchers focused on the nature of the vertical linkages leaders
formed with each of their followers. Researchers found that leaders make two types of
linkages or relationships with their followers. First, those that were based on expanding
and negotiating role responsibility, which were called the in-group. The second was
based on the formal employment contract, which were called the out-group. Within
different organizations, followers will always fall into either the in-group or the out-group,
based on how well they work with their leader and how well the leader works with them.
Besides personality and other personal characteristics being related to this process;
followers will also be placed in their group based on how much they involve themselves
in expanding their role responsibilities with the leader. Followers who are interested in
negotiating with their leader on what they are willing to do for the group will be placed in
the in-group. Followers who are not interested in taking on new and different job
responsibilities will become a part of the out-group. People in the in-group have more
information, influence, confidence and concern for their leaders than those in the out-
group. Those within the in-group are much more dependable and more highly involved
and more communicative than out-group followers. Members of the out-group are seen
as the people who come to work, just to do their job, and go home.
As the theory progressed, more research was done and there was a shift in the
focus of the LMX theory. The initial studies addressed the nature of the difference
between the in-groups and the out-groups. In newer studies, researchers focused on how
the quality of leader-member exchanges was related to positive outcomes for leaders,
followers, groups, and the organization in general. What was found was high-quality
leader-member exchanges produced less employee turnover, better performance
evaluations, larger amounts of promotions, greater organizational commitment, more
desirable work assignments, better attitudes, more attention and support from the

leaders, greater participation, and faster career progress over 25 years. In one of the
larger studies done, researchers found that leader-member exchange was consistently
related to member job performance, satisfaction, commitment, role conflict, and clarity,
and turnover intentions. All of these connected to what LMX theory is about, the
importance of having a perspective of both the leader and the follower.
In recent studies, researchers have begun investigating the nature of the LMX
theory and how work relationships are co-constructed through communication. These
studies have shown the importance of the leader-follower relationship. When a follower
has a high quality relationship with their leader, they are more likely to engage in more
discretionary, positive payback, behaviors that benefit the leader and the organization
(pg. 143). Researchers have also found a link between the LMX theory and
empowerment. These studies showed that when a leader has a good working
relationship with their followers then the followers will feel better and more accomplished,
which will help the organization prosper.
Research has also been done to view how exchanges between leaders and
followers can be used for leadership making. Leadership making is an approach to
leadership that emphasizes that leaders should develop high-quality exchanges with all
of their followers rather than a select few. This is due to the fact that when a leader has a
high quality relationship with their followers, they feel that they are a part of the in-group.
Doing this will help avoid the inequities and negative implications of being a part of the
out-group. One group of researchers suggested that leadership making can be
developed progressively over three phases. The first is the stranger phase, where a
follower and a leader will rely on the contractual relationship. The second is the
acquaintance phase, where a leader and follower will begin to share more resources and
personal information. The final stage is the mature partnership phase, this is when a
leader and their follower have reached the high-quality leader-member exchanges. When
leaders and followers reach this stage, they share mutual trust, respect, and obligation
toward each other. From this study, researchers found that leaders look for followers who
exhibit enthusiasm, participation, gregariousness, and extraversion. In contrast, followers
look for leaders who are pleasant, trusting, cooperative, and agreeable.

62 Student will describe personal Internship 2021 Based on what I have learned in throughout my time at URI and the different jobs I have
application of the above theory had, for me to be happiest and do my best work, I need to feel as though I have
. (Dansereau, Graen & Haga; Graen & responsibility in what I am doing. As explained in the LMX Theory, when I am working, I
Cashman; Graen) want to be a part of the in-group. I am someone who likes to have control over all aspects
of my life. When it comes to work, I am no different. This is why I have enjoyed my
internship so much this semester. My supervisor makes me feel as though I have a say in
important meetings and problems that have arose. For example, one incident that
occurred that made me feel as though
I had a lot of responsibility and was during a class writing assignment, one little boy had
trouble understanding the assignment. He was part of my supervisors group of children
that needed extra help with their reading and writing. Because of this, him and I are very
familiar with one another. I have worked with him on his sight words and reading many
times. During this specific assignment, I decided to sit with him and help him answer the
first three questions, out of six. The assignment was to read the six sentences and pick
words from a word bank that fit in the blank within the sentence. We read the first three
sentences together. I made sure to only help him with words I knew he could not sound
out on his own. Once the sentence was read out loud, it was very easy for him to know
what word fit in the blank spot. After the first three questions were answered, I told him to

try the last three on his own. As I began working with a different student I noticed that he
had gone to another teacher, to ask for one on one help. When I noticed this, I politely
told the teacher that I had told him to do it on his own. Upon hearing this, she told him to
return to his desk and try on his own, and when he was done to check in with me rather
than her. I was grateful that she told him to check back in with me, it helped me feel as
though I had some authority within the decision making of my supervisors group of
children. He came back over to me, only asking me to read a word he didn’t know, and
after that he finished the work sheet with no issues. I told him that I was proud of him for
doing it on his own and I could tell he felt pleased with himself and his work as well.
Leadership Substitutes Theory
.
.
Models of leader emergence
.
66 Student will describe the impact of
traits on leadership emergence and
. performance
Chaos approach to leadership by
. Wheatley
. (Wheatley)

Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership
69 Student will demonstrate how cultural
anthropology / paradigms relate to
. leadership
70 Student will describe personal example
of using cultural anthropology /
. paradigms as a leader
71 Student will demonstrate knowledge of Personal Research Harro’s Cycle of Socialization is split into a few different parts, the first being titled, “The beginning.” It
the “Cycles of Socialization” (Harro) begins before we are even born. The identities that we are born with are ascribed to us with no choice
. theory and its uses in leadership of our own. In addition to not having a say in our identities, we also do not have any initial
consciousness about who we are. This causes people coming into the world to be seen as innocent,
entering a pre-established system. The next part is “First Socialization.” This stage in the cycle includes
how you were taught about social identities on a personal level, whether it was from a parent, relative
or teacher. Who taught you, are the ones shaping your self-concepts and self-perceptions on different
identities. Adults are act as role models, they show us how to be who we are and how to behave
towards other people. This socialization happens in two different ways, the first is intrapersonal, which
is how we think about ourselves and interpersonally which is how we relate to others. For example, as
children we are told you only girls can play with the barbie dolls. Because we are told this this is the
norm, we immediately accept it is something we must obey because we do not yet understand the
situation, nor do we think to ask or challenge the situation. The next area on the cycle is Institutional
and Cultural Socialization. This point in the cycle is when something or someone could start to
influence your actions, whether it has to do with religion, sexuality, or education. Once one starts to
experience this type of influence from others, they may begin to question who they are. This is mostly
seen with individuals who are not as privileged to others or do not fall under the ‘social norm’. It’s
common also that if you are someone who falls under all the ‘privileged’ identity category you do not
always notice the inequality. With the different types of enforcement, a transformation could occur in an
individual, on both a conscious and unconscious level. The outcome of these enforcements could be
dissonance, self-hate, violence or other negative outcomes. People who try to go against ‘the norm’
suffer for expressing their thoughts. People who conform to ‘the norms’ are either left alone or praised
for abiding by ‘the norm’. Action is the final step in this cycle. Based on the experiences you have had
and the feelings you have felt, you will be lead to some sort of action. This action will either be positive
(change, educate, question) or negative (do nothing, promote the status quo). If the individual decides
to positively respond, this will result in a change of direction. On the other hand, an individual who
decides to stay quiet and allow for things to happen will result in the reset of the cycle. At the center of
this model are fear, ignorance, confusion and insecurity. These four words describe the feeling that
most individuals will feel at some point throughout this cycle.
Harro, B. (1997). The cycle of socialization. In M. Adams, W. J. Blumenfeld, R. Casteneda, H. W.

Hackman, M. Peters, & X. Zúñiga (Eds.), Readings for diversity and social justice: An anthology on
racism, antisemitism, sexism, heterosexism, ableism, and classism (pp. 15-21). New York: Routledge.
72 Students will demonstrate personal Coming into college When I first entered this world, I was unaware of the what it meant to be discriminated against or
application of the “Cycles of Greek Life prejudice. I was oblivious to the fact that either of these things existed. I grew up in a family that
. Socialization” (Harro) preached inclusivity. I was taught that although there may be people who are different than myself,
everyone should be treated with the same respect. In school, teachers and professors would preach
the need for the inclusion of everyone, and how the exclusion of individuals based on race, gender,
religion etc, was not acceptable in todays society. This is known as the beginning in Harro;s theory. As
I grew up and entered into college, I became much more exposed to the reality that is our work. This
stage that entered is first socialization. This is where I began to experience intra and interpersonal
socialization. In this stage of life, there was opposition in the world that were present which tried to
challenge the beliefs and ideals I grew up with. This caused me to start to think and question who I was
as a person. I would constantly see on social media and the news how individuals would make racial
jokes, not understand who it would end up affecting. Coming into college I witnessed more of this, and
saw how the students divided themselves into different cliques. The largest clique population being
Greek Life. As a member of Sigma Delta Tau, I have seen first-hand how people will unconsciously
gravitate towards people who look like them, because it makes them feel comforted and safe. But even
as a member of Greek life, I felt frustrated that I was being seen as following “the norm.” Since I was
raised to be inclusive to everyone, I felt uncomfortable when as a sorority we would turn away girls that
did not fit our “look.” Since I fell under the norms discussion in Harros theory, at some points I did find
myself being oblivion to the fact that others were being treated differently because of their identities.
When I finally made this realization, I became disappointed in not only myself but the people around
me. I did not enjoy being viewed as a member of the “popular identities.” This is when I entered the
transformation stage. On a conscious level, when I saw or heard people making judgmental comments
after a rush event, I would stand up and make it known I did not tolerate there negativity. On an
unconscious level, I was able to better monitor myself and watch the words that I used, and the actions
I made when around other people. When looking at the four core feelings of this theory, I now realize
that despite my initial confusion, I have been able to overcome and change my behavior for the better.
73 Student will demonstrate knowledge of Personal Research The word liberation can be defined as a ‘critical transformation’. The Cycle of Liberation can be split
the “Cycles of Liberation” (Harro) theory into different steps. The first step is known as the ‘waking up’ stage. This stage requires a critical
. and its uses in leadership incident to occur resulting in cognitive dissonance. The next stage is titled ‘Getting Ready’. Within this
stage, an individual will feel empowered and will educate themselves, finding inspiration, dismantling
collusion and developing an analysis. ‘Reaching out’ is the next step within the cycle. This stage
involves stepping away from yourself and towards others. During this stage a transition occurs within a
person going from intrapersonal to interpersonal liberation. This change creates a shift in how we view
others and see the world. Once someone has reached the point of educating themselves, they begin
branching out and talking with others about how they feel and how they would go about an issue. This
is idea is known as, ‘Building community’ within the cycle. ‘Coalescing’ is the next step. This involves
coming up with a plan of attack, educating yourself, and being able to take the anger you feel and turn
it into an action plan. ‘Creating change’ is the next step in the cycle. This is putting your plan of attack
into action. This is transforming institutions and creating a new culture. During this stage, systemic
changes take place, that are enhanced by diverse resources, perspectives, and creativity. These are
brought up in order to bear a clearly defined issue. This step takes a lot of patience and consistency,
because it takes a large amount of time. Once these transformations are made you enter the final
stage known as the ‘maintaining’ stage. It is important to continue towards your goal during this stage,
and if it is achieved then make sure the word is still spreading. You should be able to take a step back
in this stage, while also making sure the hard work you put towards your ‘waking up’ does not fade
away. At the center of this cycle includes self-love, balance, support, etc. These are things that are
important to remember as you go through the cycle of Liberation. In order to care for others, you need
to care for yourself first, and this is an extremely important concept to remember.
Harro, B. (2000.) The cycle of liberation. In M. Adams, W. J. Blumenfeld, R. Casteneda, H. W.

Hackman, M. Peters, & X. Zuniga (Eds.), Readings for diversity and social justice: An anthology on
racism, antisemitism, sexism, heterosexism, ableism, and classism (pp. 463-469). New York:
Routledge.
74 Student will demonstrate personal The New York Times released the 20 phrases that defined 2020. The phrase that
application of the “Cycles of Liberation” Summer of 2020 stood out the most among them was the phrase Black Lives Matter. As a white
. (Harro) Apply for Graduate American woman coming from a largely white affluent state, my privilege allowed for
School the experience of not having to think about racism. This is known as the “Waking
Up” stage. With the opportunity to be introduced to more diversity in college, I
realized my ignorance to systemic racism and how it impacts us all. Entering college
and being exposed to diversity brought me into the “Reaching Out” stage of Harro’s
theory. So, when the news first broke about the death of George Floyd, as the
majority of the world felt, I was angry. I was frustrated that the world we live in is one
where racism and discrimination exists. I felt sad for people of color, having to once
again rise up to fight for what is lawfully right. And I realized it shouldn’t just be
people of color rising up, but all of us, as the system of racism affects everyone.
When the first Black Lives Matter movement occurred in 2012, I was 13,
and was not educated enough to take a stand as so many others did. Now, in 2020,
as a 22 year old woman, I have begun to try to fight for the lives of those who we
have lost at the hands of racism, as well as those currently experiencing overt and
covert racism. I signed petitions, spoke out on social media, I checked in on those
closest to me who were directly impacted, and have worked to continually educate
myself. Part of the reason for applying to school for social work is to learn how to
make changes on a macro level. I realize I’m only one person but I’m a person who
doesn’t want to stand by and willfully be blind to the injustices in our society. My
actions now connect with the “Building Community” stage within Harro’s theory,
because I am trying to find people with a similar mindset as my own.
As I enter this field of service, I hope to meet more people with my same
views in order to step into the next stage, “Coalescing stage.” I want to provide a
community with care and research on mental health as well as use my platform to
educate those who I serve. I’ve discovered that my early lack of awareness has
helped to sustain a system of oppression and I want to bring awareness to the
people I encounter. I want to bridge the gap between our generations and help
reduce ignorance that is negatively impacting us all. With this plan of action, I can
then enter the final stage which is “Creating Change.” Once change is completed it
is important for me to continue making this change stick. I can do this by continuing
to spread my passion through my work to others and inspire those to get involved.

the “Configuration of Power” (Franklin)
. and its relationship to leadership
76 Student will demonstrate personal
application of the “Configuration of
. Power” (Franklin)
racial identity development (Cross &
. Fhagen-Smith; Rowe, Bennett &
Atkinson; Ferdman & Gallegos; Kim;
Horse; Renn etc.)
application of model(s) of racial identity
. development above
models related to gender / identity /
. gender identity development (Lev;
Bussey; Bussey & Bandura; Bilodeau;
Gilligan; Belenky et al; etc.)
application of model(s) of gender identity
.
above
additional social identity development
. model(s): Sexual ID, Faith & Spirituality,
Disability, Social Class (Dillon et al;
Fowler; Parks; Astin et al; Peek; Smith;
Johnstone; Gibson; Forber-Pratt &
Aragon; etc.)
application of additional social identity
development model(s) above
83 Students will demonstrate knowledge of
McIntosh’s theory of privilege and its
. relationship to leadership
application of McIntosh’s theory
.
85 Student will describe the differences and
similarities of individual and institutional
. oppression and relationships to
leadership (Source = Three Dimensional
Matrix of Oppression)
relevant laws and policies related to
issues of equity and its relationship to
leadership (i.e., Title IX, Affirmative
Action, Protected Classes, etc.)
87 Student will show knowledge of effective Personal Research A change agent is someone who has to decide what is truly important, knows what battles are worth
leadership as it relates to change agency fighting, and whether they want to be right or effective. In order to be an effective leader, you must
. become a change agent. It is an extremely important aspect of being a leader because it allows you to
make tough decisions, that can ultimately create the greatest positive change. For someone to make a
true impact and initiate change they have to be a strong leader who is not afraid to voice their opinion,
while also considering what others have to say and need. Overall, to be a truly effective leader you
must also be a change agent.
Pratt, M., & Flahiff, J. (2018, March 29). What is change agent (agent of change)? -
definition from whatis.com. Retrieved April 21, 2021, from
https://searchcio.techtarget.com/definition/change-agent
88 Student will describe personal examples Sigma Delta Tau After doing my research on what a change agent is, I see a lot of examples within my own life. For
of being a change agent instance, being a sister of Sigma Delta Tau for the past four years has opened my eyes to see the
. organizational effectiveness, improvement and development. During events throughout the years I
have made a point to step up and vocalize my opinion’s and how to make positive change, especially
during recruitment season. I was on a committee for our Vice President of Recruitment and worked
closely with her to focus on our sororities values, rather than the “looks” aspect. We wanted new
potential members to want to join SDT for who we are as a sorority, rather than the decorations we put
up, or the fake smiles we give.
89 Student will demonstrate knowledge of HDF 413 HDF 413 One model that was recently taught was the Developmental Model of Intercultural Sensitivity (DMIS).
the “Model of Intercultural Sensitivity” by This model was created by Dr. Milton Bennett, as a tool to help explain how people experience and
Bennett and its uses in leadership engage in cultural differences. Intercultural Development Research Institute wrote, “The underlying
assumption of the model is that as one’s perceptual organization of cultural difference becomes more

complex and one’s experience of culture becomes more sophisticated.” Through this idea of difference
and how one develops the DMIS is made into a continuum that goes from ethnocentrism, which is the
experience of a person’s own culture, to ethno relativism, which is the experiences of someone’s own
culture and others. The different pieces along the continuum help show the general ways of how
perception of cultural differences is being put into experience. The different parts are Denial, Defense,
Minimization, Acceptance, Adaptation, and Integration.
Starting with the first stage of Denial, this is part is based on the belief that a person’s culture is the
only real culture in the world. People within this stage are unable to see cultural differences and tend to
shut themselves off from other groups around them. The next stage is Defense, where people feel as
though their culture is the only good culture. The people that are in this stage usually begin to negative
stereotype people within separate cultures. The reason behind this is that people in this stage feel
threatened by any other cultures and their differences. Stage three of the DMIS is Minimization, during
this stage people will begin to find areas within their own culture that they have in common with other
cultures. It was said that “Superficial cultures are mostly judge during this phase of the model. Some
examples of superficial cultures would be eating, money, and many others.” Although, overall people
within this stage have begun to realize that people, no matter their differences, are just people; they are
not defined by the stereotypes given in stage two. Acceptance is the fourth stage of DMIS, which is
where people are now able to recognize cultural differences, such as a groups values and behaviors,
and appreciate them. This is stage is one of the most important because it promotes the belief that
someone’s own culture is just one of many cultures that exists in the world. The next stage, Adaptation,
is the fifth stage of DMIS. In this stage people are learning how to properly communicate with those
who are in a separate culture. With this new-found communication, a person is able to learn from their
new peers and incorporate the world view of others into their own. In other words, a person begins to
see the world through another’s “eyes.” Because of this perspective, a person can change their own
behavior in order to communicate more successfully. The final stage of DMIS is Integration, this is a
stage that very little people are able to achieve. The reasoning behind that is because during the
integration stage a person is able to have other cultural experience move in and out of their own culture
and worldview. People who are able to reach this stage are often looked to for help when people find
themselves in cultural conflicts. They like to promote the unity between the many different cultures.
Most people are unable to reach this stage due to the fact that they are still attached to the culture they
originated in.
SEE EVIDENCE #15
90 Students will demonstrate personal HDF 413 HDF 413 After learning about this model in HDF 413, if I had to choose what part of the continuum I am in, I
application of the “Model of Intercultural would say it is between Acceptance and Adaptation. This is because in the Acceptance stage indicates
. Sensitivity” by Bennett that one’s own culture is just one of many different and equal worldviews. Although this stage does not
mean that you necessarily agree with these differences in culture, but you respect it none the less. The
next word I said I felt described where I am in the model is Adaptation. In this stage, a person will begin
to participate in different cultures, to some extent. For me, I have a family member that had travel all
over the word, and each time he comes home he will bring a piece of that culture experience back with
him and share it with the rest of us. For instance, one time last year he brought back this sticky rice
recipe from Asia, and had us eat it only with our hands like they would do in their culture. It was
fascinating to witness a different stereotypical meal from another culture. These types of experiences
have made me want to travel more myself. Growing up in a small town in Maine has made me
secluded from what the rest of the world has to offer. This is one of the reasons I want to go abroad
during a semester in college. I believe by doing this I will be able to not only grow as a person, but I will
also grow in regard to my cultural competence.
SEE EVIDENCE #16

the ally Action Continuum by Griffin &
. Harro
application of the Action Continuum by
Griffin & Harro
Multicultural Organizational Development
. Model (Jackson)
94 Student will show personal application of
the Multicultural Organizational
. Development Model (Jackson)
Multicultural Change Intervention Matrix
. (Pope)
96 Student will show personal application of
the Multicultural Change Intervention
. Matrix
97 Student will create a personal code of HDF 190 After learning about the Relational Leadership model in our HDF 190 class, I have developed my own
inclusive leadership personal code of inclusive leadership to follow as I lead others. One component of the Relational
. Leadership Model is inclusive, this means that a leader must understand, value, and engage all
aspects of diversity. You must include people from all backgrounds so they are able to develop and
strengthen their own talents. This is why my personal code of inclusive leadership is “always include
people from all backgrounds so everyone has the opportunity to be heard and develop as a leader
themselves.” This relates to my strength of significant and my value of kindness. With my strength of
significance, I not only want myself to feel needed and welcome, I also want other people to be able to
feel wanted. With my kindness, I am able to open-up and welcome people of diverse backgrounds to
join and participate in any activity
SEE EVIDENCE #3
Outcome Category: Critical Thinking

98. Student will show knowledge of principles HDF 190 Leadership is something that requires a lot of critical thinking to ensure those you are working with
of critical thinking and fallacies (logic is agree with your goals and are on the same page about how to work towards it. Some of the principles
used in this minor) of logical thinking are logical reasoning, facts, analysis, and active listening. It is important that as a
leader you actively listen to every point of view. Doing this helps build strong relationships with your
followers, while also making sure you do not lose out on valuable facts on a topic of discussion. It is
also imperative that you analyze every aspects and the effect it will have on the overall goal. In this
minor alone, it is important to recognize all of these principles, in order to apply them all to situations
we may come across.
99. Student will demonstrate proficiency of College Selection Process A time in my life where I had to think critically, was when I was deciding where to attend college. As
critical thinking Study Abroad Selection Spring 2019 an Education Major, I did have a lot of different choices. I had to choose whether I wanted to go to a
school that had a five-year plan that would allow me to graduate with my BA and MA in Education, or
if I would rather go to a four-year school where I would end with only my BA and would be able to
decide where and when I went to graduate school. The first option gave me choices of school such as
Quinnipiac University or University of Maine Farmington. For the second option, I had URI and
University of Maine Orono. After a while of critical thinking I decided on URI. It was a difficult decision
to make but after making a pros and cons list with my parents, I saw that the pros of attending a four-
year college outweighed the cons. Also by choosing to URI I was offered opportunities that no other
schools could. For example, the Leadership Institute and the leadership minor. Those two things were
one of the main reason I was so drawn to URI. To help with my critical thinking I made sure to go to all
of these school’s acceptance student days and did my research on them after the visit. I made sure to
ask family members who already went through the college selection process and they were able to
make me feel secure in my decision. This is an example of critical thinking because I had to make a
major decision and I made sure to gather all the information I could get, which I believe ties in with my
strength of ideation because I enjoy the thought process of decisions like this and being able to come
to a conclusion.
During this past semester, I had to do a lot of critical thinking. Before coming to college, I knew I
wanted to study abroad. I made sure before choosing what college to attend that each college I
applied to had a study abroad program with a large selection of countries. During my first semester at
URI, I made a point to go to the study abroad office and talk to someone about what steps I had to
take to begin the process of studying abroad. They were extremely helpful in explaining that the first
step was finding a program I wanted to go through, and a country. During my visit, they showed me
how to search countries using their search engine on the URI Study Abroad website. It was then my
job to think carefully on what country I wanted to go to, and which program to go through. Since there
are so many choices to choose from, I decided to get some insight from a family friend that travels a
lot. He has been all over the world, and I knew his opinion on where to go would be a good one. His
first recommendation was to go somewhere where I would be extremely out of my comfort zone, like
Madagascar. I took this into consideration, but my parents and I worried about the language barrier.
As we continued to talk, he suggested somewhere in Europe where the language barrier would be
less of an issue. During my years in high school I was fortunate enough to go to Germany, London,
Spain, and Portugal. At first, although I fell in love with each of these countries while I was there, I did
not want to go to a place I had already been. So, I began to first consider Italy, France, or Greece. All
three of these countries had programs affiliated with URI, and were places I had always dreamt of
going to. Although, as I continued my research and talk with my family, I realized that although the
language barrier would be less, I still worried about how classes would transpire if I was not fluent in
their native language. So, I began to consider London, England.
When I first began middle school, I fell in love with London. Partly because of the music that was
being produced over there, but also because of the different attractions that are in London; such as
the London Eye, Big Ben, and of course the Royal Family. Since then I had always talked about
moving there once I had graduated college. So, I instantly began researching programs in England
that were close to London, if not in the city. The first one I came across was AIFS, which stands for
American Institute for Foreign Study. Through this program I was able to find Richmond University, a
school in London that is meant for American International study. The school had two campuses, one
in central London, and one that was an hour outside of the city. You were able to choose which
campus by picking the majority of your classes to be on one or the other. After being excepted into the
program and into Richmond University, I chose classes that would have me living in central London. I
had a difficult time at first choosing this because the classes I would be taking would be a higher level
than I am used to. But if I am going to study abroad in a place like England, I thought that the best
choice would be to do it in the city it is known for.
metaphorical analysis to critically analyze
. self and leadership situations
101 Student will demonstrate proficiency of
metaphorical analysis to critically analyze
. self and leadership situations
102 Student will show knowledge of at least five Personal I decided to do personal research about different decision making methods that can be used when
decision making methods Research faced with tough decisions. What I found was that there are five decision making methods, which are;
. acknowledging and compensating for bias, using a pro and con list, imagining counseling a friend,
stripping down the deciding factors and making a decision and living with the results. I have used
many of these methods in the past but I never realized that these were considered decision-making
methods. After doing this research I know that these are methods I can now always use that can help
guide me to a decision. By acknowledging and compensating for my own bias, I can help make
decisions that are not subjectively made with my emotions or have my bias interfering with how I
evaluate the situation. By thinking critically and eliminating, I will be able to make a subjective
decision, I can ensure that the decision being made is completely objective. By using a pro and con
list, I can determine whether there are more positive or more negatives to a situation which may push
me to one side of a decision more than the other. By imaging myself as a counselor for a friend, I can
logically think what someone may ask or say that is not directly involved in the decision making. This
could help me not get lost in my own head and also allowing me to take an outsider’s perspective of
the situation. Stripping down my deciding factors is another helpful method for making decisions. By
doing this, I can eliminate any factor that isn’t a primary consideration and then look at which are left.
Being able to determine what is most important may be difficult, but by making a decisions based on
three main factors compared to twenty little ones is subjectively easier. Using the method of making a
decision and living with it is effective because it is quick, and it doesn’t allow for overthinking a
situation too much. By doing this, the decision gets made quick and from there, whatever happens,
happens.
DeMers, J. (2015, April 28). 7 strategies for making objective decisions. Retrieved
April 21, 2021, from https://www.inc.com/jayson-demers/7-strategies-for-
making-objective-decisions.html
103 Student will describe personal examples of Changing Majors After completed my research on decision making methods, I came to realize how often I use them to
having used five decision making methods make effective decisions. One example of me having to use a decision making method was when I
. decided to switch my major from Elementary Education to Human Development and Family Science
my junior year of college. I first had to make sure that I was not making this decision because of my
emotions. Switching majors is a very big decision, since it decides what I do after college. I worried
that I was only wanting to switch majors due to my fear of being a Teachers Assistance. Once I
realized this was not the case, and that I genuinely was not interested in being a teacher anymore I
began stripping down my deciding factors. The semester before I decided to switch my major, I
studied abroad and took a lot of psychology classes. I came to realize how much I enjoyed this, and
connected it back to the psychology course I took for Elementary Education. This realization pushed
me to look into Psychology as a major. Although psychology did interest me, I saw that most of my
interests, children and adolescents development cognitively, connected more to the Human
Development and Family Science major. Upon this realization, I decided to make a pros and cons list
between Psychology and Human Development. Eventually I came to the conclusion that my interests
fit best with Human Development and Family Sciences, and I switched my major.
104 Student will show knowledge of at least five Personal There are five techniques for problem solving that I learned through personal research. They are
problem solving / conflict management Research identifying the issue, understanding everyone’s interests, listing possible solutions, evaluating the
. methods, as well as understanding the options, and selecting an option. Identifying the problem enables a person to be clear with what the
roots of conflicts problem is, and it reminds them that some people may have different views then their own on the
issue. Understanding everyone’s interests is one of the most crucial steps to solving a problem.
Interests are seen as a person’s needs that want to be satisfied with any solution. This step requires
active listening from every person within the problem. The next method is listing possible solutions to
a problem. This is where the idea of brainstorming is required to develop as many solutions as
possible. The next step is evaluating the options that have been thought of to solve said problem. This
is determined by determining the pros and cons of each solution. Once this has occurred, an option
can be chosen. The option that is chosen should satisfy everyone’s interests. When determining
which option to go with, multiple options can end up being put together and used as one. These are

five methods that can be taken to resolve problems. It is important to determine where problems are
coming from, in order to eliminate more arising in the future.
The 5 steps of problem solving. (2020, November 18). Retrieved April 21, 2021,
from https://www.humorthatworks.com/learning/5-steps-of-problem-solving/
105 Student will describe personal examples of HDF 434 Project This semester I took a course on children and poverty. Within this class we were put into two large
having used five problem solving / conflict groups and had to come up with a service project that would support low-income families. My group
. management decided to do a zoom presentation on the benefits of going to college, specifically URI. We presented
to a boys and girls club based in Providence. When we first began creating our presentation, we
realized that our group was very large, and some of us had overlapping topics that we wanted to
discuss. Because of this we made the decision to split our group into two smaller groups, and present
the information to two different boys and girls clubs. On the night before the presentation, we got an
email telling us that one of the boys and girls clubs had just ended. This caused everyone in my group
to panic. This is where the problem solving methods came into play. Collectively as a group we were
aware of the problem, we no longer had two presentation days. As a group we met on zoom and each
gave our ideas for how to solve this problem. Everyone got to vocalize there opinion and after we
evaluated them all, we came to decision to put our two presentations together. We all had to work
together to fix the slide show, and reassign who would be speaking during what slide. The next day,
we practiced it all together before the actual zoom meeting, and it went smoothly.
106 Student will demonstrate the ability
to synthesize multiple knowledge
. perspectives (course work), competencies
(communication, writing, information
literacy or mathematical/statistical skills)
and responsibilities (global, diversity &
inclusion or civic knowledge)
leadership that is used in crisis (i.e., James
. & Wooten; Garvin; Covey; Frohman;
Lalonde; Schoenberg; Joni; Braden et al;
etc.)
108 Student will describe examples of
leadership in crisis situations (i.e.,
. application of James & Wooten; Garvin;
Covey; Frohman; Lalonde; Schoenberg;
Joni; Braden et al; etc.)
Outcome Category: Interpersonal and Organizational Concepts & Skills

Outcome Target Additional Experiences Descriptive notes regarding learning and practice
class
109 Student will demonstrate knowledge of HDF 190 HDF 190 Retreat During our HDF 190 Retreat we learned about Active Listening. Active listening in process that people
active listening techniques should use when listening to someone, to show them that you are engaged and care about what they
. are talking about. The different stages of Active Listening are Encouraging, Restating Basic Ideas,
Reflecting Feelings, Clarifying, and Summarizing. The first stage, encouraging, the goal is to show and
maintain interest in the person talking. A person can do this by nodding, saying things like “I see,
Interesting.” The second stage, Restating Basic Ideas, is when you show the person speaking that you
are understanding what they are talking about. You can do this by restating the persons ideas and
emphasizing facts. The next stage, Reflecting Feelings is when you demonstrate to the person that you
are understanding how they are feeling. You can do this by short replies that are not rude and help the
person feel better. The next stage Clarifying is when you get additional facts from the person. Make
sure to ask specific questions. The last stage, Summarizing, is when you draw together all the ideas
and facts they gave you and help make progress if they can. You have to make sure to focus on the
major ideas when summarizing. Through these different stages you are able to show the person that
you are interested in the conversation, you want to understand and get additional fact, and would like
to continue the conversation.
The Big 6: An Active Listening Skill Set. (n.d.). Retrieved April 25, 2018, from
https://www.ccl.org/multimedia/podcast/the-big-6-an-active-listening-skill-set/
110 Student will describe examples of using HDF 190 HDF 190 During the HDF 190 Retreat we learned about Active Listening. After learning about it I saw how often I
active listening skills have used active listening in my life. An example is when I talk with my friends about issues that are
. happening in their lives. I always nod my head to encourage them to continue talking. I make sure to
ask questions and have them restate parts that I do not understand. I also make sure to reflect on the
persons feelings, meaning that I show them I know how they are feelings either with words or with
actions. For example, I would either tell them verbally I understand that you are feeling sad or mad, or I
would take it upon myself to hug them if they were sad to show I understand.
Not only do you use active listening during obvious activities such as during class, or while listening to
a peer, parent, or an adult speak to you. You use active listening in almost every aspect of your life,
sometimes without even realizing it. Since active listening is an activity that normally is not given much
thought, it occurs naturally, you may not realize how often it comes into play. For example, I do it the
most often when listening to my siblings talk of their lives. There could be no issues involved in the
conversation, but I still listen intently and catch myself going through the stages of active listening as I
am doing so.
Active listening is an important tool to know and understand as my college experience continues. I
know that I will use it in the upcoming years during interviews for potential jobs. Many people have to
practice and perfect their interviewing skills, but by practicing the art of active listening now, I feel I will
be more confident going into situations such as those and will not need as much practice as others.
With the use of active listening in an interview setting, you are able to provide the interviewer with your
full-on engagement. While they speak of the qualifications for the job you should remain interested and
show this with the use of the first part of active listening, encouragement. Then after they are finished
you should restate the ideas that they went over thoroughly to show that you are understanding
everything. The next step in active listening is reflecting feelings, but since there will not be a ton of
feelings coming from the interview, you can discuss your own feelings on why you believe you fit the
job so well and how much the job means to you. Towards the end, you should ask clarifying questions
about the job so you can get additional information from the interviewer. Finally, you summarize
everything, going over all the major ideas spoken that day and end on a mutual note.
SEE EVIDENCE #11

functions of group communication by
. Hirokawa
112 Student will describe personal application
. of functions of group communication
(Hirokawa)
113 Student will show knowledge of techniques Personal Being able to effectively give and receive feedback is an extremely important trait for a leader to have.
regarding giving and accepting of feedback Research When giving a person feedback, it is important to be honest, transparent, and constructive. You must
. make sure that you are being clear about the reasons why you are giving the person feedback. There
are a few different methods that can be used to ensure you are providing helpful feedback. The first is
to be aware of your own biases. You should recognize the difference between giving honest feedback,
and telling someone what you think they want to hear. You should always ask a person if they would
like feedback, and have them first rate their own performance. Another method that can be used is the
sandwich method. The sandwich method is when you say something positive, then noting something
that needs improvement, followed by another positive comment. When you are giving feedback, you
should not put the person receiving down in anyway. The idea of constructive criticism is important
because if the feedback being given comes off as offensive, then the person on the receiving end may
lose confidence in their abilities. This could result in the person losing focus on what the end goal is.
When on the receiving end of feedback, it is important to not react to the initial ache of a negative
comment. Sometimes being silent is the best response after receiving negative feedback. It is also
important to consider the feedback that you are receiving as something you have discovered yourself.
This can help prevent yourself from disregarding the advice given. You should always be open to
receiving feedback, but not too open. You do not want to allow yourself to overthink or react to the
point where you are affected mentally.
Lickerman, A. (2010, February 07). How to give and receive feedback. Retrieved
April 21, 2021, from https://www.psychologytoday.com/us/blog/happiness-in-
world/201002/how-give-and-receive-feedback
114 Student will describe examples of giving Internship 2021 During my internship this semester I was constantly giving and receiving feedback from my supervisor
and accepting feedback. and the students I worked with. At the end of every day during my internship, I would ask my
. supervisor how she felt I could have improved that day. I was lucky to have a supervisor that I felt
comfortable with, so when she would give constructive feedback, I was able to truly hear what she said
rather than react negatively. She also had to fill out a form for my professor, providing feedback on how
the first half of my internship was going. I was grateful to hear nothing my positive reviews with only a
few things to work on, like my confidence when teaching a new reading lesson.
I also had to give feedback to the students that I worked with every day. When doing this I made sure
to keep in mind that they are young children and are in the early stages of learning how to read.
Because of this I would constantly use the sandwich method, where I would complement them on
reading a hard word, followed by explaining that they needed to work on their connected phonation or
sliding through a word rather than choppily reading it. Then I would tell them that they are doing a really
great job and let them know that next time we read together they will be so fluent they will be in need of
a new book. Receiving a new book was a very big deal to these children, because it meant they were
moving up on the reading ladder. It is a great incentive, because it motivates these children to really
hear your feedback and want to improve.
115 Student will show knowledge of the 7D
coaching model (Knott)
.
application of the 7D Model (Knott)
.
117 Student will show knowledge of elements
of a Crucial Conversation and steps to
. maintain dialogue and move to action
(Patterson, McMillian & Switzler)
118 Student will describe examples of
engaging in a Crucial Conversation
.
facilitation techniques
.
120 Student will demonstrate proficiency of HDF 413 HDF 413 The idea of facilitation is a scary one. Starting out as an observer of those who have done it for years,
facilitation techniques makes it look and seem easy. Unfortunately, that is not the case for everyone. For some facilitating can
. come extremely easy, for others it can be difficult. For example, I enjoy working in large groups, but
when asked to lead them, I become a nervous mess. Even though my personality is loud and outgoing,
the thought of having an organization leaning on me for support frightened me. So, when it came time
for my first retreat, I was extremely nervous. Thankfully I had an experienced lead, and other facilitators
that were able to help boost my confidence. When you first begin your journey in facilitating, you are
told that in order to be a good facilitator you have to find your own facilitation style. For example, the
first time I facilitated on the North Woods Challenge Course, one of the management team told asked
me why I was so quiet and timid, when my personality is the polar opposite. He explained that the only
way facilitating will become fun for myself and those around me is if I learn to put my personality into
my facilitating. So, when my first retreat came around, I made sure to stay true to my personality and
was loud, talkative, and humorous.
This is just one of the many techniques that a facilitator can use during a retreat. The main idea of the
facilitator is to be there for support while the organization works together towards a common goal. The
facilitator can be there to reiterate rules, add on challenges, take away challenges, and are always
there to give physical support if an initiative calls for it. A facilitator has to make sure that they appear
confident in anything they are doing. If something goes wrong, the only people that should know are
the staff for that retreat, never the organization. If the staff appears frazzled, then the retreat will not be
as effective. Since the retreat is meant for the good of the organization, instead of those facilitating it, it
is important that the focus is always on the group’s needs. By using these different techniques and
remaining true to who you are, facilitating can actually be as easy as it looks.
SEE EVIDENCE #22
121 Student will demonstrate knowledge of de-
briefing techniques
.
122 Student will demonstrate proficiency of de- HDF 413 HDF 413 For any first-year student in leadership, the idea of facilitating is very frightening. The scariest part for
briefing techniques Musically Inclined Retreat me being the debrief. Debriefing is way to end an initiative so the group is able to discussed what
. happened, why it happened, and how they may use what they learned as they move forward. The
reason why it can be so nerve-racking for new facilitators, is because it requires you to be quick on
your feet and ask in-depth question that will improve the groups dynamic.
The first time I had to debrief an activity was this semester during the Musically Inclined retreat. Myself
and my shadow for that day facilitated the initiative known as Tee-Pee Shuffle. This is where the group
put into a tight line in no specific order, but they are boxed in by tape on the floor. Their job is to stay
within the lines, but put themselves into a specific order I or my shadow gave them without talking, for
that day we did birth month order. After they had successfully done this, we put ourselves in a circle to
begin the debrief. To start I asked everyone to give me a thumb-mometer, where you give a thumbs-up
if you are satisfied with the way the initiative went, a thumbs-down if you were unhappy with the way it
turned out and or put your thumb somewhere in the middle if you were feeling iffy. This technique
allows the facilitator to get a quick and easy assessment on how the group is feeling, so they are able
to adjust how the rest of the debrief goes. In this case, the majority of the group gave me a thumb up,
which led me to my first question, which was for someone who had their thumb up to tell me why they

believed they did well. After a few answered, I ask the same question for those who had their thumb
somewhere in the middle or down. From the help of the thumb-mometer, I was able to ask two
question that allowed the group to discuss amongst themselves why they did or did not believe they
performed well. During the initiative, as a penalty for stepping out of bounds and talking, I asked one
person to volunteer to be blindfolded. Doing this provided the group with an extra challenge to
overcome together. In the debrief I brought this punishment up and ask the volunteer to discuss her
feelings of how being blind folded felt. Through-out the majority of the debrief the group led
themselves, answering questions without being prompted. I took this as an opportunity to step back
and observe the way they communicate with one another, and if they needed my guidance that is when
I stepped back in. This style of debriefing would be known as an observer style, since I let the group
lead it themselves and chose what they felt was prevalent to talk about.
SEE EVIDENCE #23

123 Student will demonstrate knowledge of HDF 492 SOLC When you approach an activity that has to be framed, you must consider the population that you are
framing based on psychology and its use in working with in order to effectively convey the activity and be able to properly facilitate. When you take
. group facilitation psychology into consideration, while framing an activity, it is important that you describe the activity in a
way that will get through to people. The end goal is to have participants understand the point of the
activity and how to properly do the activity. When it comes time to examine the group, you have to take
the dynamic into consideration. Their overall learning levels, personalities, level of focus, etc. By
effectively putting yourself into the participants shoes while conveying, framing, and facilitating the
activity, it will be easier for the group to understand and become excited about the activity.
124 Student will demonstrate proficiency of
framing based on psychology and its use
. in group facilitation

125 Student will demonstrate knowledge the HDF 413 HDF 413 During the semester, in HDF 413, our class learned about Bolman and Deal’s four frames of
four frames of organizations, and the organization, and the meaning of reframing. When making this model, Bolman and Deal argued that “a
. meaning of reframing by Bolman and Deal leader should look at and approach organizational issues from four perspectives, which they called
‘frames”’. In their opinion, if a leader was to only work with one of the frame references, they were
taking a risk of being ineffective. That is the reason the four frames were proposed, those four being
Structural, Human Resource, Political, and Symbolic. Bolman and Deals hope this that leaders keep
their approach to leadership open, by not restricting themselves to just one of the four frames. As a
leader, it is your job to pick and choose the correct frame or frames to use during that moment. The
usage of the same frame will not work with every situation a person is put into, that is why it is so
important to understand each frame and when it is the best time to utilize it.
The first frame, Structural, focuses on the ‘how’ of change. This means that when someone is
evaluating an organization, they look at how the group works as a hole first, before pin pointing what
their goals should be. By understanding the parties background, the leader’s job will become less
complicated when the time comes to create task and strategies for that group to work on. For many,
this frame is the easiest for people to understand and evaluate, based on the fact that there is no gray
area, it is straight and to the point. Although, while it may be seen as the easiest frame to analyze, it is
also the most important, which makes it the most time consuming. If an organization has a bad
structure for any number of reasons, it may not matter what a leader does with the rest of the three
frames. A leader has to make sure that the structure is correct since everything else within an
organization plays off of an effective structure. Once a leader knows that organizations structure is
secure, they can move onto the next frame, which is Human Resource. This frame has more emphasis
on the people within a group needs. This means that an organization must take time and effort to
ensure that the people within it are satisfied with the work that they put in and get out of the group. As a
leader, any number of methods could be used to keep the human side of an organization positive;
some of these could be team bonding exercises and name-games that are used bring the group
together. Being able to engage every member of the group, is proven to be the best way to raise
morale and productivity. After this, the following frame is known as the Political frame. This frame
addresses the problem of individuals having conflict with one another. In other words, in order for a
group to work well together, there has to be a clear picture of how the politics within your group are run.
So, for example, this is where the idea of having an executive board in a group comes to mind. Being
able to have a clear person in power, with other people doing smaller jobs below, gives the
organization a healthy and productive way to use politics. The final frame of Belman and Deals four
frame organization is called the Symbolic frame. This frame is the most difficult of the four to
understand and implement. This frame addresses people within the group’s needs, in the sense that is
what they are doing is meaningful. The leaders focus with this frame is to inspire the group by making
the organizations direction feel as if it is significant for them. By doing this the people are able to feel
motivated and feel as though their performance in the group matters. The point of the Four Frames
model is that a leader should have a multi-frame perspective to be able to choose from before they act,
and if one frame does not work, to be able to adapt and reframe the situation.
Leadership. (2018). Retrieved November 28, 2018, from

https://www.accipio.com/eleadership/mod/wiki/view.php?id=1666
SEE EVIDENCE #17
126 Student will describe personal application HDF 413 EDC 312 In school, I am studying to become an elementary school teacher, and as a teacher Bolman and Deal’s
of organizational analysis using the four four frames can be extremely useful to incorporate into the classroom. For example, when the school
. frames of organizations, and breaking the year first begins, a teacher will make the classroom a fun and inviting place for the students to get
frame / reframing (Bolman and Deal) acclimated to. Normally a teacher will take the first week or so to help the students not only get to know
one another, but also him/herself. Within the four frames, this would be seen as the Structural aspect.
Since the teacher’s main focus is to see how the students work together as a hole, rather than on their
own. A teacher wants the classroom has a good dynamic before adding in lectures, classwork, etc. The
next frame is Human Resource, which for an elementary school teacher can be essential for keeping
their students engaged. This stage is focused on the needs of the people within a group. In a school
setting, knowing the students’ needs will help make them feel appreciated, and will in turn make it
easier for the teacher to teach. One example I can think of for this frame, is with my old third grade
teacher. She always listened if and when we had questions or needed more attention than others. But
she also made a point, during every lesson, do add an activity where we could express ourselves and
have fun, while simultaneously learning. One of those times was when we did “Track Math.” During this
class day, we went outside on our high school’s football field and did a bunch of different Track and
field activities. While doing these activities we wrote down the numbers that corresponded and used
them in a later class. Being able to go outside and get rid of the energy we had at that age, helped us
stay on track for the rest of the day. This example can also tie into the Symbolic stage. In this stage, a
teacher is finding ways to keep her students motivated and working hard. With the use of fun activities,
such as “Track Math,” the students will feel inspired to want to do more work with math similar to that
one lesson. The next frame, which is called the Political frame, would help a teacher sort out drama
that came with a classroom of 20-25 students. The frames focus to help address issues the group may
be having, and to set clear rules and regulations to help maintain order. For my old elementary school,
each student was given a job around the classroom (which were switched every week). Having these
helped keep our classroom on the right track, with little issues. Although if an issue were to arise, we
had the stop light chart to sort it out. The stop light chart is a chart with the colors green, yellow, and
red, in that order. Everyday all the students would start out on green, if they remained green all day
they gained a point which went towards something fun for the end of the year. If you went to yellow you
were given a verbal warning and one point taken away. If you moved all the way to red, five points
were taken away and the students’ parents would be contacted. This strategy helped keep students on
track and set boundaries for those who had difficulties with this.
SEE EVIDENCE #24

127 Student will show knowledge of organizing HDF 413 HDF 413 During class this year in HDF 413, we did an activity where we got to put together an agenda for a
meetings / setting agendas / and leading made-up organization with realistic situations. We were split into small groups and as a group we had
. meetings to decide what the group needed most from us and what initiatives we could do to fulfill those needs.
The group we were giving had been a group for a while, but had just got there funding cut. Because of
this, the group was having difficulties with each other and how to move forward from the budget issue.
After reading this my group and I decided that the group was in the storming stage of the Tuckmans
model, which means that they have already bonded, and are starting to form their own ideas on how
they want to move forward, but need help adjusting and implementing the ideas. Knowing this helped
us with choosing what initiative to do. For example, we knew that the group was already familiar with
one another so name-games were not needed. Instead, we knew that they needed initiatives where
they worked together to get to a common goal. One activity we chose for this was Magic Carpet. This is
because it is the entire groups job to move the carpet from one side to another.
After doing this activity I felt more prepared to schedule an actual retreat agenda. Our activity was a
perfect representation on how building an agenda goes. Normally your lead will pick a time where
everyone can meet, meaning the lead, facilitators, and shadows. Then as a group we go over what we
know about the group, if we have done a retreat with them before, we sometimes look over the old
retreat information. After this we begin the planning process of what initiatives would be best, and the
timing to go with it. After figuring out the time frames, the lead lets the facilitators discuss who would do
the best facilitating which initiative, name-game, opener etc. For example, in the Musically Inclined
retreat I facilitated the full value contract with a shadow, and the Tee Pee shuffle initiative with another
shadow, and finally closed the retreat with the other facilitator on that retreat. Seeing as I had already
facilitated Tee Pee shuffle before, as a group we thought I would be the best fit to do it for this retreat. I
had also witnessed the values smackdown and been a part of it a few times to know how to do it well.
Having these past experiences can make it easier for facilitators to know which initiative would be best
lead by which person.
SEE EVIDENCE #22
128 Student will describe personal examples of
organizing meetings / setting agendas /
. leading meetings
Parliamentary Procedure
.
130 Student will show knowledge of techniques Personal Over the course of my college career I have had to work with many difficult individuals. Because of this
for working with difficult people Research I decided to do some personal research on better ways to deal with difficult people. Based on my
. research I have found that there are many ways to deal with difficult people. Some of the tactics I found
were not judging, always showing respect toward the individual, debriefing when there is a need to,
and giving yourself credit for putting up with uncomfortable situations. When dealing with difficult
people, you should try and keep a neutral point of view. The reason for this, is that you never know
what someone might be going through. There could be a deeper meaning behind their actions, so it is
important to try and put yourself in their shoes and try to understand their point of view. Another tactic
is to show respect towards difficult individuals. If you over react to a situation, it will only make things
worse. So when confronted with difficult people, you should continue to show them respect, even if
they do not show you the same. Debriefing is another important tactic to use. It is never a good idea to
hold in your feelings, because they will continue to build up until you ultimately burst. By sitting down
with someone and discussing your feelings, you will be better equipped to respect and not judge the
person. Debriefing is a healthy way to get out all of the stress that can build up overtime. Finally, the
last tactic to give yourself credit for effectively dealing with these uncomfortable situations. It takes a lot
of internal power from a person to not lash out in these types of situations. Having these types of skills
are incredibly valuable for a leader, who will come across many difficult individuals in their path.
Source: https://www.psychologytoday.com/us/blog/living-the-questions/201503/20-expert-tactics-
dealing-difficult-people.
131 Student will describe personal examples of Daycare Center 2019 Two summers ago I worked at a daycare where I had to work closely with a lot of difficult
using techniques to work effectively with people. I worked in two different rooms while at the daycare, the baby room and the toddler 1 room. I
. difficult people truly enjoyed working in the toddler 1 room because the other teachers within that room were kind and
easy to work with. When working in the baby room I was constantly struggling because I had to work
closely with an extremely difficult teacher. This teacher would constantly criticize how I worked with my
small group of children. She made it her life’s mission to pick a part every little thing I did wrong and
call me out on it. She tried to get me in trouble with our manager over 10 times. I went home many
times that summer and considered quitting, but I was raised to stick with something I committed to.
Because of this I had to learn quickly the techniques above on working with difficult people. One
technique I used constantly was debriefing. Rather than let my feelings consume me, I would go home
every night and talk to my parent’s about my day and the struggles I had to face. Talking through my
issues with my parents really helped me feel better and made it easier for me to go into work every
day. I also tried my best to show this teacher respect, even when she did not show me the same. I
knew that there could be another reasoning behind her negative behavior, and so I chose not to
retaliate with more negative energy when she would criticize me.
132 Student will show knowledge of the stages HDF 190 In HDF 190 we learned the stages of group development according to Bruce Tuckmans model, created
of group development (Tuckman/Tuckman in 1965. The four stages of development are forming, storming, norming, and performing. When
. & Jensen, Bennis or others) following this model, a business group is able to develop and meeting their goals in an efficient
manner. The first stage, forming, is when the team highly depends on their leader to provide for them.
They are in need of a lot of guidance and direction since the team has not bonded together a lot at this
point. The second stage, storming, is when the team is beginning to bond and form their own ideas and
structure for how they want to complete the task. The next stage, norming, is when it is best to
introduce team building activities to the group. By this stage the group has been able make a mutual
plan on how to achieve their goal together. So, by introducing the team building exercises, it will allow
the group to prove that they will be able to work together towards their goal in a mature way. If the
team is able to get through this stage successfully then they will reach the performing stage. This when
they have full responsibility and have gained all the motivation needed along the way to stay committed
to their goal. One other stage that can be added to the model is adjourning, this is when the team has
successfully finished their goal, and they recognize this success and discuss with the group areas
where improvement could have happened and then they go their separate ways.
Tuckman's Team Development Model. (2015, June 08). Retrieved from

https://traininaday.com/tuckmans-team-development-model/
133 Student will describe personal examples of HDF 190 HDF 190 Group In the beginning of the semester in our HDF 190 class we were put into small groups with a peer leader
group development in use to be our guide. The first time we were put into these small groups, our group was in the beginning
. (Tuckman/Tuckman & Jensen, Bennis or stage of Tuckmans model, forming. This is because we were put into groups with people we barely
others). knew, perhaps we recognize them from past experiences with leadership, but we did not know each
other personally. Since this was the case, we relied on our peer leader to be there to break any
awkward tension that could arise during the first few days. We then had a mandatory retreat on the
weekend where our small group had a lot of time together. This made us move into the storming stage
of the model. This is because during the retreat our small group was able to bond with each other and
began to make connections with one another. After this first retreat, we began to have classes where
we would do team building activities with our small group or our entire class. With these building
activities, we transitioned into the norming stage. One activity in particular that our entire small group
agreed was where we felt the transition happen was when the build towers with marshmallows,
wooden sticks, and tape. During our debriefing session, we talked about how well we worked together
and were able to pull off the tallest structure. After this day, we began working together on our group
project. With this group project, we were able to work well together because we respect one another’s
opinions, since we were in the norming stage. After getting through the presentation our group reached
the performing stage. This stage is when we are fully responsible for ourselves and staying committed
to our goal, our goal being that we wanted to complete the presentation and end the class with a good
grade. The last stage, adjourning, will be completed at the end of the semester, when we go our
separate ways. We will have successfully completed our goal and we recognized this and will discuss
what went well and how we could have improved, and then be able to separate happily.
The four stages of Tuckman’s model can be used for any situation in a person’s life. In HDF 413, we
discussed this during an activity where we were making agendas for made up clubs with scenarios that
could potentially happen during a retreat. While making the agendas, we had to first understand where
the group was in the four stages of Tuckman’s model. My small group was given a club that was going
through some difficulties with decided where to go after being unfunded. Because of this we placed
them in the beginning stages of storming. Since they were able to form ideas, they were just struggling
with how to complete the tasks they were coming up with. After figuring this out our small group was
able to form our agenda for and potential retreat around their needs. We knew that they had already
bonded as a group, so we decided to do initiatives that were focused on them working together to get
out of a situation. With our assistance, our hope was to get them from the storming stage, into the
norming stage.
SEE EVIDENCE #12
134 Student will show knowledge of group roles
and how they contribute to group dynamics
. (Johnson & Johnson; Benne & Sheats;
Knowles & Knowles; etc.)
group roles and how they contribute to
. group dynamics (Johnson & Johnson;
Benne & Sheats; Knowles & Knowles; etc.)
136 Student will show knowledge of effective Personal There are many skills that should be practice that are able to contribute to someone being an effective
memberships skills in groups Research member of a group. Some of these skills include, showing commitment, being flexible, being active,
. being reliable and responsible, actively listening to others, communicating frequently, being ready to
help others, supporting and respecting other members, solving problems, and recognizing wrong
doings. To show commitment, you must be present, on time, and excited to contribute to the group
discussion. A person should put in work to reach leadership roles within their group. Be flexible, you
should be able to adjust to changes that occur; such as a deadline, meeting change etc. You should be
active, meaning you are involved as often as possible. You choose to be a leader and a role model.
You do not want to become a ghost once your task is done. Be a reliable and responsible member.
When a team gives you a task, you should get it done effectively and efficiently. Do not complete a task
with minimal effort. You want your team to be able to trust you. By doing your job with maximum effort,
those around you will learn that you are reliable. Active listening is another important aspect of being a
part of a group. You should hear what other members of the team have to say. Try to understand first,
rather than be understood. Communicating open and honestly with your team is another important skill
to have. If something occurs where you are unable to meet a deadline it is important to communicate
with your team. You should realize that as a team you are surrounded by people who want to support
you. With that in mind, you should be ready to help other members of your team, when they are in
need of support. Know when to step in and act, and know when to take a step back and allow a
member to deal with their own issues. A team member should be a problem solver. Issues will arise
often and you should be ready to adjust and come up with solutions that will not just benefit yourself.
The final skills to have is to recognize when you are wrong. No one is perfect and it is important to
admit when you have made a mistake, in order to fix it efficiently.
Recruiter, C. (n.d.). Teamwork in the WORKPLACE: 10 qualities of an excellent

team player. Retrieved April 21, 2021, from
https://www.collegerecruiter.com/blog/2015/07/14/10-qualities-of-an-
excellent-team-player-at-any-workplace/
membership skills in use
.
138 Student will show knowledge of the HDF 413 HDF 413 In HDF 413 this year we learned more about a topic known as Challenge and Support. This concept
Challenge and Support theory by Sanford, has to do with how a person learns a new concept or has a new experience. It is a known fact “college
. and its relationship to organizations students go through significant personal growth and development, much of which is influenced by the
college environment itself.” The creator of the concept, Sanford, “believed that for growth and personal
development to occur, a student needs to have a challenge/support balance.” The idea of this theory is
that in order for growth to occur, a person has to balance out the amount of challenge and support, that
is needed for that given task. If a person is given to much support than they will never truly be able to
learn what they need to, to be able to grow and develop. The same is true for too much challenge, a
student will become frustrated fast and be unable to finish. Then in 1966, Sanford added a third factor
known as readiness. The basis of this element, is that a person cannot begin to grow until they are
physically and or psychologically ready to grow. For example, you would not stick a third grader in a
high school level math class and expect them to understand, because they are simply not ready for it.
How does this all relate to the organizations on campus? Since college is time period in a young
person’s life where they grow and change the most, being a part of something helps keep that person
feeling steady. The support an organization can provide an individual during times of struggle will make
them feel balance, and provide them with a space where they can learn from the difficult experience.
Sanford's Challenge & Support Theory. (2011, April 28). Retrieved November 29, 2018, from
https://imjoeboe.wordpress.com/2011/04/28/challenge-support/
SEE EVIDENCE #18
139 Student will describe personal examples of HDF 413 HDF 413 As a future teacher, one of the first things you learn is that in order for a student to learn they have to
using the theory of Challenge and Support feel comfortable in the environment, but also with the people that surround them as well. This is where
. (Sanford) the idea of challenge and support comes in. If a student wants to grow as a learner, a teacher has to
be able to give them the right amount of challenge, with an equal amount of support. An example of
this would be, when I volunteered in a third-grade class, my job was to help those who were struggling
with reading. I would sit with them as they read out loud, and only gave them guidance when I truly felt
they needed it. For the majority of the time I would have them sound out words that they had difficulty
with. Another example, which I learned about this year in my EDC 312 class, was a term known as
scaffolding. Scaffolding is a process where a teacher adds support for a student in order to enhance
their learning. A scaffold can be anything from a visual representation to a teacher interacting with the
student who is in need of help. I believe scaffolding ties in well with the idea of challenge and support.
SEE EVIDENCE #25

construction / elements of informative and
. persuasive speeches
141 Student will demonstrate proficiency in COM 100 COM 100 I have never been someone who enjoys public speaking because like any normal person it gives them
informative and persuasive public speaking anxiety to stand up in front of a group of people and speak. For most of my classes in high school and
. the beginning of college I was able to avoid public speaking for the most part. Sadly, since I am
studying to be a teacher I came to realize that this is not something I can avoid forever. So, I decided to
take COM 100 to begin preparing for the inevitable. The two long speeches we had to do for COM was
an informative speech, which is when the person does research on something and then just informs
the audience about it. The second speech was a persuasive speech, this is when you are trying to
persuade you audience to want to do something right then and their using techniques such as
Monroe’s Motivated Sequences. For my informative speech, I decided to do it on diabetes which I have
been around for years, since my younger brother was diagnosed when he was four. Speaking about a
topic I already knew a lot about without having to do much research made me feel a lot more
comfortable when I stood up to present. The persuasive speech was a group speech, where we had to
persuade our audience to want to help out our nonprofit organization. We chose to do one on women
and equal pay. Being able to do this with a group instead of on your own helps make you feel less
nervous, and I believe makes your argument more affective.
SEE EVIDENCE #13
142 Student will show knowledge of planning
and conducting interviews (as the
. interviewer)
planning and conducting interviews (as the
. interviewer)
144 Student will show knowledge of preparing Personal When preparing for an interview, you should learn about the position and organization you are
for and effective answers in interviews (as Research interviewing for. Coming into an interview with knowledge on the organization will make it easier to
. the interviewee) connect with the interviewer and show that the organization means something to you. Additionally, by
learning about the position you are able to base your answers off what the position requires. It can also
be helpful to conduct a mock interview, asking yourself questions that may be asked so you come
prepared with answers. When in an interview, you should be concise with your answers. Answer each
question efficiently, because interviews are normally on a timed schedule. You should stay relaxed and

be yourself when in an interview. You want to organization to want you for who you are, not just your
qualifications. When wrapping up in an interview you should ask questions that may have arisen, as
well as thank to interviewer. You should also be dressed accordingly for the interview.
How to prepare for an interview. (n.d.). Retrieved April 21, 2021, from
https://www.indeed.com/career-advice/interviewing/how-to-prepare-for-an-
interview
preparing for and being interviewed
.
146 Student will show knowledge of effective
collaboration / coalition building (Sources:
. Cilente/Komives et al; NCBI; etc.)
working in collaboratives/coalitions
.
techniques to communicate and engage in
. difficult dialogues related to diversity and
inclusion.
149 Student will demonstrate proficiency in
communicating and engaging in difficult
. dialogues related to diversity and inclusion.
150 Student will describe ways to maintain
accountability in leadership / member
. relationships
151 Student will describe personal examples
related to maintaining accountability as a
. leader
152 Student will describe ways to build MGT 441 Personal experiences There are many ways to build a relationship between a leader and members. As a
relationships between leaders and leader it is extremely important to not let the power you hold het to your head. You
. members should always listen to what your members have to say and make them feel like they
are a valuable part of the organization. Leaders are meant to enable others to want
to lead. Members should be encouraged to get involved in the organization and the
leader should be continually encouraging this. As a leader, it is important to have
annual check ins with members to see how they are feelings. The relationship
between a leader and its members should not just be contractual but a covenantal
relationship. A covenantal relationship is that of when a group forms together based
on shared ideas, values, and goals. This means that the leader and the members
should be setting goals collectively, rather than just the leader. Although these
covenantal relationships are important, a leader does not want to lose there
credibility. Finally, a leader has to respect its members. You have to want what is
best for the group, setting aside what people may thinking will build that respect
which can further expand the relationship.
Source: Leadership is an Art, Dupree

153 Student will describe personal examples of Internship 2021 This semester I worked closely with a reading specialist at Hope Valley Elementary
building relationships with members as a School. Her job was to work with children on their connected phonation and working
. leader memory. As her intern, I worked closely with a lot of different children, from many
different backgrounds. In order to have these children trust and respect me, I had to
initiate creating a bond with each of them. I did this by getting to know my students
for who they are, rather than just the work they did. I worked with each student to
create and set a goal they wanted to achieve for the week. This helped motivate
them to reach that goal. I tried my best to check in periodically with each student to
make sure they were on track to meet their goal. I made sure to create a covenantal
relationship with my students rather than just a contractual.
154 Student will describe how credibility applies
to leadership, as well as the characteristics
. and skills of a credible leader
building, maintaining, and repairing his/her
. own credibility as a leader
156 Student will describe ethical standards in
influence
.
157 Student will describe influence applies to
leadership
.
158 Student will describe principles of effective Personal There are many different principles that assist a person in mentoring. Some of these
mentoring, as well as problems particular Research principles are; , the idea of understand the role a mentor plays specific skills that
. to the mentoring relationship should be tackled and developed in order to be a great mentor, and creating a bond
and comfortable environment. When looking deeper into these principles, the
concept of knowing what a mentor is there to for, and what they are not there to do
is important. Mentors are meant to be there as support systems and provide
guidance when needed. They are not meant to be your personal therapist or coach
that walks you through step by step what you have to do. A mentor is meant to be
behind the scenes, encouraging there mentee’s to try things on their own. A mentor
should have special skills that they can share with their mentees. Some of these
skills include good listening, good communication skills, being open minded and
honest, providing feedback, and giving advice when needed. These skills are meant
to strengthen the relationship between the mentor and the mentee. The goal is to
have the mentee trust their mentor and feel comfortable enough to confide in them.
Creating a comfortable environment can also be beneficial for solidifying the work
bond between the mentor and mentee.
As with most things in life, problems can arise within a mentoring relationship. One
of the most common problems that a mentor can have with their mentee, is the
feelings that they are serving their mentee as a therapist or coach rather than a
mentor. This can happen when a mentor shares to much of their own life, or allows
the mentee to overshare about their life. With any relationship there has to be certain
boundaries that cannot be crossed. With a mentoring relationship, oversharing about
one’s personal life oversteps this boundary. Another problem that can arise, is that
the environment does not feel like a safe space. This can cause the mentee to feel
uncomfortable speaking to their mentor about their problems and struggles.
Reh, F. (n.d.). This is how a great mentor could boost your career and life. Retrieved
April 21, 2021, from https://www.thebalancecareers.com/a-guide-to-
understanding-the-role-of-a-mentor-2275318
159 Student will describe personal examples of Internship 2021 This year I was an intern at Hope Valley Elementary School. My supervisor was the
mentoring and being mentored schools reading specialist. She worked with 5 different classrooms, with students
. who have processing issues. This means that their working memories are not as
strong as others. My job was to be a sort of mentor to these children. I was an
overall support system for every child I worked with, only providing guidance when
needed. I made sure to actively listen to all of my children, to make sure I could
share any of my special skills with them, when they asked for help.
I was also being mentored while at my internship by my supervisor. I was really

lucky to have created a strong mentoring relationship with my supervisor. I felt
comfortable enough to ask her questions when I was confused. She was great at
letting me figure thing out on my own, only stepping in to guide me if I asked for
help. She made sure to give me feedback after every day, to ensure that I was
getting the most out of my internship.
160 Student will describe principles of effective Personal There are many different principles that show effective peer leadership. Some of
peer leadership, as well as problems Research these principles are; setting examples, being respectful, displaying initiative, setting
. particular to peer leadership goals, and being firm, fair, and friendly.
When talking about setting examples, it means to present an idea and guide others
to follow. A peer leader should never have to ask their members or participants for
more than they are already giving. The next principle is being respectful. This is
obvious but still important. A peer leader should use active listening, proper tone of
voice when speaking to their members, play a large role in creating a safe and
comfortable environment, recognize and value diversity, and not judge or criticize
those they work with. The next principle is displaying initiative, which essentially
means to be accountable. A peer leader should recognize when a job that needs to
be done, and not hesitate to do it. They should be able to begin doing a task before
having to be told to do it. Setting goals are a major part of being a peer leader. Every
organization is working towards a common goal. Having a common purpose helps
create positive change related to that purpose. The final principle is being firm, fair,
and friendly. A peer leader should be a friendly person, that is fair to their members,
and creates a firm environment where members do not fear speaking up. The
members of a group should feel that they are supported by their peer leaders, and
comfortable enough to vocalize when they are in need of help.
Peer Leadership. (n.d.). Retrieved April 19, 2021, from

http://fscs.rampinteractive.com/ 3069rcacc/files/association/Cadet%20Manuals/red-
leadership.pdf
161 Student will describe personal examples
related to being a peer leader and being
. led by peers

Inventory 2018

Uploaded by

Copyright:

Available Formats

You might also like

Inventory 2018

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Inventory 2018

Uploaded by

Copyright:

Available Formats

LEADERSHIP

Name: Natalie Russell

Leadership Inventory Revised 08/22/2017 1

ADVISING INFORMATION (students will include own documentation)

CENTER FOR STUDENT LEADERSHIP DEVELOPMENT

CSLD Vision Statement

CSLD Values Statement

MINOR IN LEADERSHIP STUDIES

Leadership Inventory Revised 08/22/2017 3

MINOR ELECTIVES-9 credits

Leadership Inventory Revised 08/22/2017 4

 Leadership theory and

Leadership Inventory Revised 08/22/2017 6

Outcome Category: Self-Leadership

SEE EVIDENCE #3 & 5

Outcome Category: Leadership Theories

Webber, M. (n.d.). Max Weber: Traditional, LEGAL-RATIONAL, and charismatic

Leadership Inventory Revised 08/22/2017 14

SEE EVIDENCE #6 & #24

Transformational leadership was founded by a political sociologist James MacGregor

Northouse, P. G. (2018). Leadership. Theory and practice. London: SAGE Publications.

Leadership Inventory Revised 08/22/2017 16

Byinfed.org, P. (2019, October 18). Chris Argyris: Theories of action, Double-loop

Northouse, P. G. (2018). Leadership. Theory and practice. London: SAGE Publications.

Leadership Inventory Revised 08/22/2017 18

Relational Leadership Model. (n.d.). Retrieved April 22, 2018, from

SEE EVIDENCE #8 & 25

Northouse, P. G. (2018). Leadership. Theory and practice. London: SAGE Publications.

What is charismatic leadership? Leading through personal conviction. (2014, November

Northouse, P. G. (2018). Leadership. Theory and practice. London: SAGE Publications.

Leadership Inventory Revised 08/22/2017 26

Northouse, P. G. (2018). Leadership. Theory and practice. London: SAGE Publications.

Leadership Inventory Revised 08/22/2017 27

Leadership Inventory Revised 08/22/2017 28

Harro, B. (1997). The cycle of socialization. In M. Adams, W. J. Blumenfeld, R. Casteneda, H. W.

Harro, B. (2000.) The cycle of liberation. In M. Adams, W. J. Blumenfeld, R. Casteneda, H. W.

75 Student will demonstrate knowledge of

Leadership Inventory Revised 08/22/2017 32

91 Student will demonstrate knowledge of

Outcome Category: Critical Thinking

Leadership Inventory Revised 08/22/2017 36

Outcome Category: Interpersonal and Organizational Concepts & Skills

SEE EVIDENCE #11

Leadership Inventory Revised 08/22/2017 40

SEE EVIDENCE #23

Leadership Inventory Revised 08/22/2017 41

Leadership. (2018). Retrieved November 28, 2018, from

SEE EVIDENCE #24

Tuckman's Team Development Model. (2015, June 08). Retrieved from

Recruiter, C. (n.d.). Teamwork in the WORKPLACE: 10 qualities of an excellent

SEE EVIDENCE #25

Leadership Inventory Revised 08/22/2017 47

Source: Leadership is an Art, Dupree

I was also being mentored while at my internship by my supervisor. I was really

Peer Leadership. (n.d.). Retrieved April 19, 2021, from

Leadership Inventory Revised 08/22/2017 50

You might also like