Outcome Category: Self-Leadership
Outcome Target class
1. Student will demonstrate autonomy and a
minimized need for approval
2. Student will demonstrate personal,
organizational, and academic examples
of self-discipline
3. Student will demonstrate the ability to
manage emotions
4. Student will demonstrate knowledge of
stress management methods
5. Student will demonstrate the ability to
manage stress
6. Student will express a personal code of
leadership / membership ethics
7. Student will demonstrate practice of the
personal code of ethics
8. Student will express a personal values
statement (Sources = VIA, values
clarification exercises, etc.)
Additional Experiences Descriptive notes regarding learning and practice
School Work Up until late April I had a very tightly filled schedule with two jobs, full time school and attempting to
have a social life. I cut down understanding that having this much stress is not healthy for an individual
especially I was going to counseling and dealing with personal issues. I strictly adhere to a schedule of
doing work, school and breaks where I try to maximize the amount of work I can do in a healthy
manner.
Life, work School Starting around the start of COVID in 2020 there was a huge need to start managing my emotions in a
more intense manner. I worked at a nursing home and the pandemic spelled the worst for many of the
residents there. Many died and after getting to know many of them this impacted me quite a bit. As
time progressed it got worst. Balancing my senior year of highschool, AP exams and work this took a
toll on my mental health. In August one of my childhood and closest friends took his life. In march I
took up counseling and researched how to take better care of my mental health as I felt it declining
rapidly. There were many instances of my restorative trait coming out as I saw my declining health as a
problem and sought to “fix” it. Health is a process that cant be fixed and I am striving to work with it..
Life, work, school CHM Prioritize the work that is more important, deep breathes and breaks are important. I will take time to
workout occasionally and of course eat. At least 8 hours of sleep and time manage work and school.
Having a dedicated work space is also important and hydrating.
Life, work, Chemistry There were many stressful factors that played into my life just recently. I sought the best way to
manage all of them at the same time and finally realized I have to prioritize and cut off some of the
load. I quit my second job that didn’t pay me well, had bad hours and no benefits, cut back on work
hours, and started to workout more. This significantly decreased my stress.
HDF URI 101 peer leadership My experiences with leadership include being the leader of my boyscout troop and vice president for
my honor society in highschool. There’s also the addition of workplace leadership where I
subconsciously lead a lot of the new hires. I personally lean towards servant leadership the most as it
feels more natural and I dislike the role of pure delegation. Working as a team and leading by example
are my preferences.
Life Workplace and school I grew up Buddhist and at some point decided to keep most of its teachings and ethics that came along
with it. Buddhism is a little different then most religions where you dont have a faith so to speak, nor an
idol to look up to and trust. There are a set of ethical rules that guide you through life along with the
concept of karma and goodwill towards others. At the very core of buddhism it is be a genuine good
person and treat those you would treat any other.
HDF work Perseverance is the personal value that I express most currently due to the amount of work I have.
This value is one of importance due to the fact if I don't get my work finished in a timely manner my life
will be thrown into disarray. Humility, Fairness, Honesty and Kindness are my other traits in the VIA
assessment. I do not believe I am humble in all honesty, there is not much grandeur about my life, I am
grateful for the position to have access to the resources that I do and many others were able to
achieve much greater heights at my age with the same resources or less. For the aspect of fairness, I
grew up in a mostly white area being asian. I didn’t even understand that I was different until I grew up
more as a child. Now that I understand the ramifications, I do not want others to be treated the same
for something inconsequential such as skin tone, or race. People are different, but that is good, not
something to be treated harshly for. Honesty and kindness go hand in hand in my opinion. Being

9. Student will demonstrate practice of the
personal values statement
10 Student will demonstrate the ability to
lead a project from start to finish (follow-
. through)
11 Student will describe goals and objective
statements regarding personal issues,
. career issues, and community issues
12 Student will show evidence of goals and
objectives that were planned and
. achieved
13 Student will show knowledge of the
“Hierarchy of Needs” theory by Maslow
. how the base is the majority feel the need to achieve for and as you go up fewer individuals strive for.
14 Student will show application of Maslow’s
theory to own life
. have to worry about money in the future, but I am a broke college student.
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
Signature Themes, shadow side of
. Strengths and/or weaknesses, and
examples of application (Source = Gallup)
18 Student will describe personal leadership
style and/or personality style including
. strengths and weaknesses and examples
of application (Sources = Leadership style
inventories, the L.P.I., Type Focus
(MBTI), LAMP, DISC, and other career
inventories, etc.)
honest is a kindness in a sense, for those who are hurt by honesty, they grow as a person and that is
the kindest thing you can do for a person, help them grow as a person.
Work Life My part time job is being a server at a restaurant and these values help me be a better server and
person to the ones I am with at the time. Be kind, be honest and be a decent person and you can make
a persons day better by just showing them a decent time and food. Practice this in social situations and
good will come out of it. Make connections and friends in life by being true to yourself and do your best.
I don’t try to be honest, kind, humble and all that, I try being myself and my first responses just
correlate with those values.
Life Work In the past I was in charge of the local boyscout troop in my area as the senior patrol leader. Along with
having the plan all meetings, campouts and events, I also had to plan service projects for the area.
One such project was to construct a outdoor classroom for the local middle school. Through my
projects a garden, learning area and gravel walkway was created by the end of my leadership term.
BIO, BIO lab and Life I wish to help people, I want my impact on the world to be positive and just a little better than if I chose
Biotech to do something else. I interned at a biopharmaceutical company, applied to the Biotechnology
program, and work hard at achieving that career goal. Do I know if this is exactly what I want to do?
No, but at this point im fine with my decision and I know I can work with what I have at anytime.
Personal issues are hard, I do not have the greatest mental health and Im working on it through
counseling.
Life School During december of 2020 I planned to decrease my work load and take better care of myself. There
were smaller goals such as quitting my 2nd job, getting counseling and starting more healthy habits
such as working out and eating in a more balanced way.
HDF 190 Life Maslow's hierarchy of needs states that an individual has specific needs in their life and as they
achieve these needs there are other needs that an individual strives for. The pyramid shape indicate
Life work In my life I have my basic needs met and I am currently striving for psychological needs such as
feelings of accomplishment and prestige I suppose. I do wish for financial safety though as I wish to not
HDF all other classes The signature themes of the StrengthsQuest revolve around teamwork and problem solving with more
of an emphasis on being part of the team rather than leading. There is an underlying weakness in
taking to much on and being too stressed out as being Restorative translates into taking on too much
tasks. Then responsibility trait feels the need to take all of them on and feel negative if they cannot.
Target class Additional Experiences Descriptive notes regarding learning and practice
19 Student will show knowledge of the a”
theory of leadership Weber
.
20 Student will describe personal application
of the above theory (Weber)
.
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)
.
23 Student will show knowledge of the
“Management by Objectives” theory of
. leadership by Drucker
24 Student will describe personal application
of the above theory (Drucker)
.
25 Student will show knowledge of “Theory
X and Theory Y” theory of leadership by
. MacGregor
26 Student will describe personal application
of the above theory (MacGregor)
.
27 Student will show knowledge of the HDF 190 Workplace Greenleaf stated that it is the servant that makes the leader and when a servant is made a leader that
“Servant Leadership” theory of leadership can be taken away, but the qualities of a servant will never be taken away. There are many
. by Greenleaf characteristics of being a servant leader, empathy, healing, stewardship and more. To be a servant
Leader is to assist others and unify others.
28 Student will describe personal application HDF 190 Work Through my experiences though classes and my workplace I utilize servant leadership with my fellow
of the above theory (Greenleaf) students and coworkers by working together to achieve our goals. By having knowledge of the servant
. leadership concept by itself has helped me integrate it into my life.
29 Student will show knowledge of the
“Principle Centered Leadership” theory
. by Covey
30 Student will describe personal application
of the above theory (Covey)
.
31 Student will show knowledge of the “14
Points / TQM” theory of leadership by
. Deming
32 Student will describe personal application
of the above theory (Deming)
.
33 Student will show knowledge of the
“Visionary Leadership” (now often cited
. as “Transformational Leadership”) theory
by Sashkin
34 Student will describe personal application
of the above theory (Sashkin)
.
35 Student will show knowledge of the
“Individuals in Organizations” leadership
. theory by Argyris
36 Student will describe personal application
of the above theory (Argyris)
.
37 Students will demonstrate knowledge of
the “4 V’s” theory of leadership by Grace
. (Center for Ethical Leadership)

38 Student will describe personal application

of the above theory (Grace)
.
39 Student will show knowledge of the
“Situational Leadership” theory by Hersey
. & Blanchard
40 Student will describe personal application
of the above theory (Hersey & Blanchard)
.
41 Student will show knowledge of the HDF 190 Work, URI At the base of Relational Leadership model is relationships through the use of ethics, purpose,
“Relational Leadership” model by empowerment and inclusiveness. This creates a fluid process where the goal of the group is able to be
. Komives, McMahon & Lucas fulfilled successfully. Relational Leadership is to lead by example, make connections to the group and
be inclusive. This empowers the group and contributes to the process. By doing this one creates a
solid social construct emong the individuals as a group as relationships are woven between
personalities .https://www.sciencedirect.com/science/article/pii/S1048984306001135
42 Student will describe personal application HDF 190 Work Personally I believe relational leadership is one of the most important concepts for
of the above theory (Komives et al)
. leadership. Making connections with your group is important if you want to
become more efficient and members are more inclined to try there best and help
each other out. This was seen in both my workplaces, but in different ways. At the
nursing home I worked at no one really got along to well and this created friction
where no one actually wanted to help one another. In the restaurant I work however
is different as the other workers actively help one another out of the goodness of
their heart.
43 Student will show knowledge of the
concept of constructivism
.
44 Students will describe personal examples
of implementing constructivism
.
45 Student will demonstrate knowledge of
the Experiential Learning Model (Kolb)
.
46 Student will describe personal application
of the Experiential Learning Model (Kolb)
.
47 Student will show knowledge of the HDF 190 URI, Work SCM is a Leadership model based around collaboration and the idea that those who
“Social Change Model of Leadership
. Development” by Astin et al
do not hold a leadership position does not necessarily mean that they not act as a
leader. This is especially useful in HDF 190 currently as groups are working
together to achieve a greater goal in the form of Rhody Outpost. The group as a
whole are working towards changing the community for the better.
48 Student will describe personal application HDF 190 Work, school SCM was applied during the group work of HDF 190 where we worked towards
of the above theory (Astin et al)
. gathering resources for Rhody Outpost and this is also applicable in the restaurant
 workplace in the way I teach new hires how to do there job even though I am not a
trainer and their trainer dropped them on me.
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
52 Student will describe personal application
of the above theory (Hulme et al)
.
53 Student will demonstrate knowledge of
behavior theories of leadership from
. Michigan and Ohio State
54 Student will describe personal application
of the above theories (Michigan & Ohio
. State)
55 Student will demonstrate knowledge of
Charismatic leadership
.
56 Student will describe personal application
of the above theory
.
57 Student will demonstrate knowledge of
contingency approach to leadership by
. Fiedler
58 Student will describe personal application
of the above theory (Fiedler)
.
59 Student will demonstrate knowledge of
Path-Goal theory by House
.
60 Student will describe personal application
of the above theory (House)
.
61 Student will demonstrate knowledge of
Leader Member Exchange (LMX) theory
. by Dansereau, Graen & Haga; Graen &
Cashman; Graen
62 Student will describe personal application
of the above theory (Dansereau, Graen &
. Haga; Graen & Cashman; Graen)
63 Student will demonstrate knowledge of
Leadership Substitutes Theory
.
64 Student will describe personal application
of the above theory
.
65 Student will demonstrate knowledge of
Models of leader emergence
.
66 Student will describe the impact of traits
on leadership emergence and
. performance
67 Student will demonstrate knowledge of
Chaos approach to leadership by
. Wheatley
68 Student will describe personal application
of the above theory (Wheatley)
.
Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
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
the “Cycles of Socialization” (Harro)
. theory and its uses in leadership
72 Students will demonstrate personal
application of the “Cycles of
. Socialization” (Harro)
73 Student will demonstrate knowledge of
the “Cycles of Liberation” (Harro) theory
. and its uses in leadership
74 Student will demonstrate personal
application of the “Cycles of Liberation”
. (Harro)
75 Student will demonstrate knowledge of
the “Configuration of Power” (Franklin)
. and its relationship to leadership
76 Student will demonstrate personal
application of the “Configuration of
. Power” (Franklin)
77 Student will demonstrate knowledge of
racial identity development (Cross &
. Fhagen-Smith; Rowe, Bennett &
Atkinson; Ferdman & Gallegos; Kim;
Horse; Renn etc.)
78 Student will demonstrate personal
application of model(s) of racial identity
. development above
79 Student will demonstrate knowledge of
models related to gender / identity /
. gender identity development (Lev;
Bussey; Bussey & Bandura; Bilodeau;
Gilligan; Belenky et al; etc.)
80 Student will demonstrate personal
application of model(s) of gender identity
. above
81 Student will demonstrate knowledge of
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.)
82 Student will demonstrate personal
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
84 Student will demonstrate personal
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)
86 Student will demonstrate knowledge of
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
leadership as it relates to change agency
.
88 Student will describe personal examples
of being a change agent
.
89 Student will demonstrate knowledge of
the “Model of Intercultural Sensitivity” by
Bennett and its uses in leadership
90 Students will demonstrate personal
application of the “Model of Intercultural
. Sensitivity” by Bennett
91 Student will demonstrate knowledge of
the ally Action Continuum by Griffin &
. Harro
92 Student will demonstrate personal
application of the Action Continuum by
Griffin & Harro
93 Student will show knowledge of the
Multicultural Organizational Development
. Model (Jackson)
94 Student will show personal application of
the Multicultural Organizational
. Development Model (Jackson)
95 Student will show knowledge of the
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
inclusive leadership
.

Outcome Category: Critical Thinking

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
98. Student will show knowledge of principles
of critical thinking and fallacies (logic is
used in this minor)
99. Student will demonstrate proficiency of
critical thinking
100 Student will show knowledge of
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
decision making methods
.
103 Student will describe personal examples of
having used five decision making methods
.
104 Student will show knowledge of at least five
problem solving / conflict management
. methods, as well as understanding the
roots of conflicts
105 Student will describe personal examples of
having used five problem solving / conflict
. management
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)
107 Student will demonstrate knowledge of
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
active listening techniques
.
110 Student will describe examples of using
active listening skills
.
111 Student will demonstrate knowledge of
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
regarding giving and accepting of feedback
.
114 Student will describe examples of giving
and accepting feedback.
.
115 Student will show knowledge of the 7D
coaching model (Knott)
.
116 Student will demonstrate personal
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
.
119 Student will demonstrate knowledge of
facilitation techniques
.
120 Student will demonstrate proficiency of
facilitation techniques
.
121 Student will demonstrate knowledge of de-
briefing techniques
.
122 Student will demonstrate proficiency of de-
briefing techniques
.
123 Student will demonstrate knowledge of
framing based on psychology and its use
. in group facilitation
124 Student will demonstrate proficiency of
framing based on psychology and its use
. in group facilitation
125 Student will demonstrate knowledge the
four frames of organizations, and the
. meaning of reframing by Bolman and Deal
126 Student will describe personal application
of organizational analysis using the four
. frames of organizations, and breaking the
frame / reframing (Bolman and Deal)
127 Student will show knowledge of organizing
meetings / setting agendas / and leading
. meetings
128 Student will describe personal examples of
organizing meetings / setting agendas /
. leading meetings
129 Student will show knowledge of
Parliamentary Procedure
.
130 Student will show knowledge of techniques
for working with difficult people
.
131 Student will describe personal examples of
using techniques to work effectively with
. difficult people
132 Student will show knowledge of the stages
of group development (Tuckman/Tuckman
. & Jensen, Bennis or others)
133 Student will describe personal examples of
group development in use
. (Tuckman/Tuckman & Jensen, Bennis or
others).
134 Student will show knowledge of group
roles and how they contribute to group
. dynamics (Johnson & Johnson; Benne &
Sheats; Knowles & Knowles; etc.)
135 Student will describe personal examples of
group roles and how they contribute to
. group dynamics (Johnson & Johnson;
Benne & Sheats; Knowles & Knowles; etc.)
136 Student will show knowledge of effective
memberships skills in groups
.
137 Student will describe personal examples of
membership skills in use
.
138 Student will show knowledge of the
Challenge and Support theory by Sanford,
. and its relationship to organizations
139 Student will describe personal examples of
using the theory of Challenge and Support
. (Sanford)
140 Student will show knowledge of the
construction / elements of informative and
. persuasive speeches
141 Student will demonstrate proficiency in
informative and persuasive public speaking
.
142 Student will show knowledge of planning
and conducting interviews (as the
. interviewer)
143 Student will describe personal examples of
planning and conducting interviews (as the
. interviewer)
144 Student will show knowledge of preparing
for and effective answers in interviews (as
. the interviewee)
145 Student will describe personal examples of
preparing for and being interviewed
.
146 Student will show knowledge of effective
collaboration / coalition building (Sources:
. Cilente/Komives et al; NCBI; etc.)
147 Student will describe personal examples of
working in collaboratives/coalitions
.
148 Student will demonstrate knowledge of
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
relationships between leaders and
. members
153 Student will describe personal examples of
building relationships with members as a
. leader
154 Student will describe how credibility
applies to leadership, as well as the
. characteristics and skills of a credible
leader
155 Student will describe personal examples of
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
mentoring, as well as problems particular
. to the mentoring relationship
159 Student will describe personal examples of
mentoring and being mentored
.
160 Student will describe principles of effective
peer leadership, as well as problems
. particular to peer leadership
161 Student will describe personal examples
related to being a peer leader and being
. led by peers