Amanda Kiley Leadership Inventory

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

Date Enrolled: Spring 2020
Date of Graduation: Spring 2023
*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.
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 Class options Notes
Element
Introductory HDF 190: FLITE Only offered in spring for first-year students
Course or
3 credits 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
3 credits or of documented internship experience for graded credit
Experience through Office of Experiential Learning &
Community Engagement
or The only time the major and minor can overlap
Internship Class in Academic Major
Capstone HDF 412: Historical, Multi-ethnic & Alternative Offered only in the fall with preference given to seniors
3 credits Leadership
or Offered in the spring and summer with Dr. Leatham
COM 402: Leadership & Motivation
or Offered in the fall and spring with Dr. Cooper
BUS 441: Leadership Skills Development
or
Must be in Honors or have GPA of 3.3
HPR 411/412: Honors Senior Seminar
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 HDF 416: Leadership in Organizations
BUS 341: Organizational Behavior option) HDF 417: Leadership Minor Internship
BUS 342: Human Resource Management COM 407: Political Communication HDF 437: Law & Families in the U.S.
BUS 441: Leadership & Motivation (capstone COM 415: The Ethics of Persuasion HDF 450: Introduction to Counseling
option) COM 421: Advanced Interpersonal HPR 118: Honors Course in Speech
BUS 443: Organizational Design & Change Communication Communications
BUS 448: International Dimensions of Business COM 422: Communication and Conflict HPR 203: The Prepared Mind
BUS 449: Entrepreneurship COM 441: Race, Politics and the Media HPR 412: Honors Seminar (capstone option)
COM 100: Communication Fundamentals COM 450: Organizational Communication MSL 101: Introduction to Military Leadership
COM 202: Public Speaking COM 461/462: Managing Cultural Differences in MSL 201: Leadership & Military History
COM 208: Argumentation and Debate Organizations MSL 201: Military Skills and History of
COM 210: Persuasion: The Rhetoric of Influence CSV 302: URI Community Service Warfare
COM 221: Interpersonal Communication GWS 150: Introduction to Women’s Studies MSL 202: Leadership & Team Building
COM 250: Small Group Communication GWS 310: Race, Class, Sexuality in Women’s MSL 301: Leadership & Management
COM 302: Advanced Public Speaking Lives PEX 375: Women in Sport ‐ Contemporary
COM 308: Advanced Argumentation GWS 350: International Women’s Issues Perspectives
COM 322: Gender & Communication HDF 190: First‐Year Leaders Inspired to PHL 212: Ethics
COM 351: Oral Comm. in Business & the Excellence (FLITE) (introductory course PSC 304: Introduction to Public
Professions option) Administration
COM 361: Intercultural Communication HDF 290: Modern Leadership Issues PSC 369: Legislative Process and Public Policy
COM 383: Rhetorical Theory (introductory course option) PSC 504: Ethics in Public Administration
COM 385: Communication and Social Influence HDF 291: Rose Butler Browne Program Peer SOC300/WMS350: Women and Work
Mentoring Program THE 221: Stage Management
HDF 412: Historical, Multi‐Ethnic, & Alternative THE 341: Theater Management
Leadership (capstone option)
HDF 413: Student Organization Leadership
Consulting
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:
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 Additional Descriptive notes regarding learning and practice
class Experiences
1. Student will demonstrate HDF 492 Over my time in the minor, I started my time at URI super focused on
autonomy and a minimized grades and completing the assignment. Over time I have had projects that
need for approval were more open ended like the portfolio presentation. As I work on more
open ended assignments I have needed approval less and less. I have
become more confident in my work and care about the end result and how I
feel about it. How I feel about the work I provide has become more valuable
than my grades and creating projects that I am proud of matters most to me
now.
Evidence: portfolio project
2. Student will demonstrate URI 101 In URI 101, I learned how different college is from high school. The way
personal, organizational, academics is set up for class and for work made it so I really had to stay on
and academic examples of top of my work. They recommended a planner and to use reminders so I
self-discipline can stay on top of my work and what is expected. I had designated
notebooks for each class and started using a planner which I have not done
since elementary school. To balance time with friends, I would plan my
week out on my phone to set times to go to get food with friends or go out.
It was hard at first seeing a lot of groups going out every night but once I
found a good balance with my friends and school, it made my college
transition easy.
Evidence : My planner
3. Student will demonstrate Leadership HDF190
At the leadership institute I was very nervous about sharing emotions
the ability to manage Institute
because I felt like they were strangers. I learned to get to know them
emotions
through activities and during deeper conversations I learned to speak. They
taught me how to share experiences and emotions with new people in a
safe place. When we had our discussions at night, we progressively got
more emotional but it was easier to learn how to handle these emotions
through the group. It helped in HDF190 because we got to discuss our
emotions together as a small group and I knew what questions to expect. I
could articulate my emotions better with the group and listen to them better.
Evidence 1: Leadership Institute folder
4. Student will demonstrate AVS 101 In high school I had stressful classes but in college I was hit with a new
knowledge of stress stress for school and life. I took AVS because it looked interesting and I
management methods heard it wasn’t too hard. I did learn a lot and it was interesting but I was not
prepared for the workload. In the first week I did not do the optional reading
or the worksheet because I thought if I just paid attention in class I was fine.
I was shocked how wrong I was because on the first quiz I got a 40%. The
readings were longer than most that I had in high school and the worksheet
was tedious. I had to read a chapter every day and had an in depth quiz
every class. The quizzes were the hardest quizzes I have ever had and I
had to do so much work for a class that had nothing to do with my major. I
was stressed but after planning times to get the work done and studying
before every class I eventually got the swing of it and did well in the end.
Evidence : TopHat card and quizzes
5. Student will demonstrate After the stress of AVS 101, I created a new approach for the second
the ability to manage stress semester. I kept in closer contact with my professors and peer mentors in
my class. I started emailing teachers when I got overwhelmed or confused
more like in HDF 190 and ITL. It made classes less stressful and easier to
get the work done on time and productively.
Evidence : Emails with professors
6. Student will express a HDF413 SOLC In both ASB and SOLC I had to not only lead a group but find my own
personal code of leadership ASB Trip Peer Leader definition of leadership. I hold myself to my own code of ethics and
/ membership ethics expectations in ASB and as a leader in general. I have to not only hold
myself accountable but find how I lead and adjust to the groups that I have
been in. I identify with Kolbs and other models that have formed my
experiences and leadership style. My goal in a group is to learn from those
around me and to open my understanding of those around me. Similar to
the steps in the Kolbs model, I lead through experience and continue with
an open mind.
Evidence: ASB picture

7. Student will demonstrate HDF 190 BUS 140G We learned about ethics to follow in the workplace in Business 140 and in
practice of the personal HDF 190. We read the book Giving Voice to Value : How to Speak Your
code of ethics Mind When You Know What's Right by Mary Gentile and ethical actions
for your work. In HDF 190 we ranked our values and what we deemed as
most and least ethical out of a group. It showed me what I thought was
most ethical compared to others and how values differ person to person. I
have exercised these ethical values outside of the classroom too. Some of
the things we ranked I have seen happen outside of HDF 190 and
challenged my ethics. I have had friends who were compulsive stealers and
I stopped shopping with them because of it. I do not think it is right to steal
but they would say the big company has enough money it is only something
small but I still think it is wrong. I am guilty of small things on the list such as
miss placing a book in a library to read it later. I got to see how my view was
challenged when other members of the group thought that was unethical. I
learned about my personal code of ethics and how to use them in the real
world.
See Evidence 2: Ethics Workshop Form
8. Student will express a HDF 190

In HDF 190 we took a test to determine our VIA strengths. The top 5
personal values statement
strengths I received were relator, consistency, includer, arranger and
(Sources = VIA, values
empathy. A relator is someone who enjoys close relationships with others.
clarification exercises, etc.)
They typically find deep satisfaction in working hard with friends to achieve a
goal. I enjoy making deep meaningful connections with friends in my life and
having or giving support to them. Consistency is craving a stable routine and
clear rules or procedures that everyone can follow. They are aware of the
need to treat others equally and fairly. Includers accept others and show
awareness of those who feel left out and include them. I use this strength in
my clubs or activities by making conversation with others around me to
include everyone as a group. Arranger is the strength of being able to be
organized but also are able to be flexible by using resources around them to
maximize productivity. Empathy is the talent to sense other people’s feelings
by imagining themselves in others’ lives or situations.
Evidence : VIA strengths
9. Student will demonstrate HDF 190 To practice my personal values in HDF 190 we did a project where we
practice of the personal made an ideal candidate. I got to see how what I value is demonstrated by
values statement how my candidate because they hold the same values or what I wish to
value. I realized I have similar values to the servant leadership model and
how that can relate to a real world example. My values were not the same
as everyone but in the discussion I learned we do not have to have exactly
the same values to be friends. I still stuck to my personal values through the
project but opened my eyes to new perspectives.
Evidence : Candidate project
10 Student will demonstrate HDF 413 ASB I have had to lead multiple projects throughout my time at URI but what I
the ability to lead a project am most proud of are my ASB trips. I have been able to work with a group
. from start to finish to complete our goal from start to finish. To start this trip, we had to plan out
(follow-through) where we wanted to go, what the theme is, and why we chose that theme.
My first trip I lead we decided to stay in Rhode Island and our theme was
inequalities in youth and education. We felt passionately about this because
we are students and two of the leaders worked for youth and education. We
had to plan a place to stay, places to volunteer, money for travel, food, and
more. What made it so successful was the support and deadlines we stuck
to. We made sure we had a place to stay first so we could find local places
in that area. We followed through with finding participants and they helped
raise money for the trip and organizations we went to. With a lot of planning
the trip was a success. We were able to do almost everything we planned
and worked through the challenges that occurred along the way.
Evidence: ASB trip to RI
11. Student will describe goals BUS 140G ASB After graduating from the University of Rhode Island, I hope to get a job in a
and objective statements marketing department. I have wanted to be in marketing since high school
regarding personal issues, where I was the Co-CEO of the marketing department in our robotics team.
career issues, and I continued in marketing through work by getting a job in the office
community issues administration department of Chez Josef banquet hall. In my business 140
class I got to see how the companies operate more and the ethical and
community issues in the office. I was conflicted until I went on my
alternative spring break trip. I got to see more of how nonprofits market and
I am now thinking of pursuing a job in a nonprofit for marketing. It caan tie in
my personal beliefs of giving back to the world and continue with the career
I love while supporting the community and dressing the concerns of the
community.
Evidence: BUS140 notes
12 Student will show evidence As stated above, I wanted to work in my field and work for an organization
of goals and objectives that that was connected to the community. I was able to continue working on
. were planned and achieved ASB trips and then moved into looking to expand my career. I started
working for the Ryan center to understand how they are connected to not
only students but the community. I found I was able to share the story of
players and watch them connect with the community in fundraisers and
community events. This was my way to achieve writing and being a part of
something that brings the community together. I was able to plan what I
wanted for my future company and work with a company that is on its way
to making a stronger connective community.
Evidence: Rhody Ram Women’s basketball team working with youth post
13 Student will show HDF 190 Maslow’s “Hierarchy of Needs” theory is about how we are motivated on our
knowledge of the needs and the five levels to them. If you can not meet those needs at that
. “Hierarchy of Needs” theory level, you can not move up to the next and can help us see why we feel
by Maslow stuck or unmotivated. The levels are physiological (air, food, water, shelter,
sleep and clothing), safety (personal security, job security, health, and
more), love and belonging needs (friendship, family, a sense of connection),
esteem (respect, status, freedom, recognition), and self-actualization
(desire to become the most someone can be). As you are able to meet
each level you are motivated to move on to the next in life. To reach your
highest potential you must reach each step and then you can make the
most out of yourself.
Evidence: Maslow’s triangle
14 Student will show HDF 190 As I have gone through COVID while at school, the needs met according to
application of Maslow’s Maslow changed each year and in turn heavily affected my motivation and
. theory to own life actions each year. During the summer, before my Sophomore year, I was
moved to a waitlist for housing and I could not think or do anything other
than panic and focus on meeting that. I was unable to really get ready for
my year or work over the summer because I was constantly looking for a
place to live or people to live with. I was only motivated to find that and
when I did I was able to move on and really focus on finding my job for
when I move back to RI. Then when I found a job I was able to further build
my connections with friends and family and work harder at school for my
recognition from work. If I was in a place that I did not have secure housing
I would not have been able to focus on a job and friends and school. I was
overwhelmed and occupied with finding a place to stay that was safe. It
really showed me how motivated each stage was by what I was currently
meeting.
Evidence: URI housing crisis
15 Student will show CSV 302 Superleadership by Manz & Sims shows the idea that supervisors can be
knowledge of the theory of more successful by coaching or teaching instead of directing. Being a
. superleader is someone who leads themselves and works to lead others to
Superleadership by Manz & lead themselves. It focuses on individual self-leadership to provide
Sims motivation and action for individuals that affect the group as a whole.
Providing the group with behavioral and cognitive skills provide effective
self-leadership. Employee empowerment is to have leaders make action
because they want to do more for the group and for themselves to improve.
It provides more leaders and less followers to develop individuals that are
more productive independently. You act the way you do to do the best for
your ability and provide better consistency, motivation, and production.
16 Student will show CSV 302

application of Manz & Sim’s
. theory to own life
17 Student will describe In HDF 190 we took a survey to find our strengths as a leader. My top 5
StrengthsQuest Signature strengths were Humor, Appreciation of Beauty & Excellence, Zest, Love of
. Themes, shadow side of Learning, and Leadership. I feel as though these strengths describe my
Strengths and/or leadership very well. I have connected with these strengths through my
weaknesses, and examples leadership in Color Guard in high school. I loved being outside and
of application (Source = appreciating the world around us but also finding what I think is beautiful in
Gallup) all the members. I would teach with a light hearted atmosphere so jokes
were common but still focusing on learning. I always wanted to learn more
or try new things to keep it interesting. My focus was to learn and then
teach others what I knew and have fun.
Evidence: Gallup Strengths
18 Student will describe HDF 190 I learned through HDF 190 I relate to relationship building. I look to make
personal leadership style meaningful connections with people in the group and include everyone in
. and/or personality style everything. I make connections through group projects and working with
including strengths and others by including them making sure everyone is heard. When everyone
weaknesses and examples has a role in the group project or event then it has the group moving
of application (Sources = smoothly. I am an includer so I value hearing everyone’s opinion in the
Leadership style group to make a plan and make everyone comfortable. It can be a
inventories, the L.P.I., Type weakness because friends can get distracted easily but having someone to
Focus (MBTI), LAMP, reach out to in the group is very important to me. In my ASB group I made a
DISC, and other career lot of friends and connections that made the experience productive and
inventories, etc.) gained valuable relationships.
Evidence: ASB group picture
Outcome Category: Leadership Theories

class Experiences
19. Student will show
knowledge of the
“Authority and
Bureaucracy” theory of
leadership Weber
20. Student will describe
personal application of the
above theory (Weber)
knowledge of the
“Scientific Management”
theory of leadership by
Taylor
above theory (Taylor)
knowledge of the
“Management by
Objectives” theory of
leadership by Drucker
above theory (Drucker)
knowledge of “Theory X
and Theory Y” theory of
leadership by MacGregor
above theory (MacGregor)
27. Student will show HDF 190 Servant leadership is composed of ten characteristics: listening, empathy,
knowledge of the “Servant healing, awareness, persuasion, conceptualization, foresight, stewardship,
Leadership” theory of commitment to growth of people and building a community. Being a servant
leadership by Greenleaf leader you can tone in on these key characteristics to enhance your
leadership. Listening is listening to the group's needs and toning in on your
inner voice. Empathy is to understand and recognise someone's needs and
assume good intentions of them. Healing is integrating and transforming the
service you are a part of. Awareness is using your knowledge to distribute
and awaken others. Persuasion is how a servant leader can convince
others. Conceptualization is their ability to construct the goal or dream of
the future to cause service and change. Foresight is the servant leader’s
ability to use the past and present events to make a decision for the future.
Stewardship is using trust and the servant leader’s knowledge or position to
hold greater good in the society. Commitment to growth of people is how
leaders support their relationships with the group to have them grow
individually and together. Building a community is having the group come
together and establish the same goals and morals to serve. They tie the
group together and make a plan while supporting everyone.
Evidence: Servant Leadership slides and books
Spears, L. C., Lawrence, M. (et al). (2004). Practicing Servant Leadership:
Succeeding Through Trust, Bravery, and Forgiveness. Jossey-Bass, San
Fransisco, CA.
28. Student will describe HDF 190 ASB During HDF 190 we learned about what servant leadership is and I applied
personal application of the it in ASB. On one of our days of service we went to a soup kitchen. I got to
above theory (Greenleaf) listen to the people who work there and their experiences and hear from the
people there. I had empathy for those who rely on the food they provide and
was grateful to be a part of it. We learned where the people come from to
get food from here and gained awareness on the processes they go
through and how it is run helped us understand the community more. We
saw how they run the office side and business to make the decisions on
what is made and where it is put. We were put in the minds of others
through the place and it was interesting to see the reasoning behind why
they do what they do.
Evidence: ASB Group at the kitchen
knowledge of the “Principle
Centered Leadership”
theory by Covey
above theory (Covey)
knowledge of the “14
Points / TQM” theory of
leadership by Deming
above theory (Deming)
knowledge of the
“Visionary Leadership”
(now often cited as
“Transformational
Leadership”) theory by
Sashkin
above theory (Sashkin)
knowledge of the
“Individuals in
Organizations” leadership
theory by Argyris
above theory (Argyris)
37. Students will demonstrate HDF 190 Ethical leadership is knowing your values and beliefs and living them in all
knowledge of the “4 V’s” parts of your life. The four V’s of ethical leadership is values, vision, voice,
theory of leadership by and virtue. Values are how you identify your core self and use them in our
Grace (Center for Ethical own unique ways to make decisions. Vision is being able to create a
Leadership) realistic picture for the future on what you want it to be. Voice is using the
vision to convince others to take action. Virtue is doing what you believe
and do what is right. To connect vision and values you use service. When
your values are tested by others, your vision becomes known and served.
Polis connects voice and vision because as we give our voice to the world
or vision is shown to the public. Renewal is making sure your voice fits with
your values to show the right vision.
Evidence: Ethical leadership model
38. Student will describe HDF 190 At work I am tested to lead with ethical leadership. I try to have my values
personal application of the lead what I do and projects I bring forward. I value including others and
above theory (Grace) empathy. My vision is to do what I can to give back to the community. My
voice is spread through me representing Chez Josef. Chez Josef emulates
my values by providing help and support to the community through hosting
events and giveaways. I help plan events like the Jimmy Fund where they
give the space to raise money for the cancer foundation and all profits go to
them. We also hold the Ronald McDonald Gala for them and give meals to
first responders and hospitals during the coronavirus. I use my voice at
Chez to support my values and vision to emulate them in my career and life.
Evidence: Picture of us working at the Jimmy Fund
39. Student will show COM 402 Situational leadership is about how much directive and supportive behavior
knowledge of the is needed based on development: Competence (task maturity) and
“Situational Leadership” commitment (psychological maturity). Based on the curve, it can help show
theory by Hersey & the amount of supportive behavior or directive. If there is high competence
Blanchard and commitment then you can use delegation. Delegation is when the
leader delegates most of the responsibility of the group while being less
involved in decision making. With moderately high competence and variable
commitment needs more supportive behavior and leadership. Leaders work
on focusing on relationships and less direction. They share the
responsibility of the group in decision making. Lower or some competence
and low commitment needs coaching. Leaders have even less direction for
the group and work to share ideas. Low competence and high commitment
requires a leader to use directing behavior. Directive behavior is when
leaders tell the followers what to do, how and where. Overall it depends on
the situation for the leadership style.
Evidence: Hershey & Blanchard chart
40. Student will describe COM 402 I have used situational leadership in different places at URI. One that
personal application of the stands out the most is during Alternative Spring Break trips. Depending on
above theory (Hersey & where we were on the trip depended on what the group needed from the
Blanchard) leaders. Based on how far along we were on the trip, itt followed the
Hershey and Blanchard theory. As they increased competence and
commitment we had to adjust the leadership style according to where they
were. At the beginning they needed more support and they felt less
commitment and competence so we delegated a lot. As they moved into
more competence and commitment we had to switch into supporting and
delegating at the end. So depending on the task and psychological maturity,
we had to lead and support in different ways like the Situational Leadership
theory says according to Hersey and Blanchard.
41. Student will show HDF 190 Relational leadership is a model in which leaders can use the five
knowledge of the components to guide a group and analyze how the group is working
“Relational Leadership” together. The five components are inclusive, empowering, purposeful,
model by Komives, ethical, and process-oriented. Being inclusive means that the group
McMahon & Lucas provides a space for everyone to feel safe and comfortable to be
themselves. This leads into empowering where the group creates a space
where everyone feels heard or valued. Creating an environment where
everyone feels safe and valued helps the group come together to complete
a mission. The purpose component of the relational leadership model is the
members know why they are here and the purpose of the group. Ethics is
being intentional with your purpose by doing morally good things where the
values of the group line up to form and produce an effective process.
Process- oriented ties it all together by having the common goal and a plan
and purpose to get it done. The group should feel as though they are safe,
heard, know why they are there, and use good morals to complete a goal
together as a team.
See Evidence 3: Relational Leadership Model
42. Student will describe HDF 190 I have used the relational leadership through color guard by creating
personal application of the relationships to make the color guard a safe place. I would include all
above theory (Komives et learning styles and abilities through the team. I would support all of them
al) after school and during practices. Our common goal or purpose was to have
fun, learn, and compete and I would try to keep the atmosphere light and
fun to provide a good environment for everyone. We would stay on task but
if we got off task and people were making connections I would let them talk
for a bit to take a break and have fun. I had good intentions and we used
compliment sandwiches to ensure we were supporting each other with good
intentions. We supported each other, had a common goal, all heard, and
used good morals to get to our goal.
Evidence: Color Guard picture
43. Student will show HDF 413 Constructivism is the idea that leaders do not passively take information.
knowledge of the concept They experience and reflect to build their own perspectives. It is to build
of constructivism knowledge and experience to pre-existing as a way to build. It is based on
personal knowledge and experience to apply to the current state and build
off of past experience and current to build your own learning and
experience. It is important to take risks and not dictate what is happening
when using constructivism as a leader. Letting the experiences happen and
focus on reflection can challenge the group to think of new ways to reach a
goal or how to work together, brainstorm and reflect.
44. Students will describe HDF 413 When in HDF 413, we were often given tasks with little
personal examples of COM 402 instruction just an end goal and had to work together as a
implementing team to come up with solutions. We would brainstorm
constructivism different ideas based on past experiences to reach the goal.
After we work together to reach the goal we would reflect on
how or why we did what we did. Then we can see what other
groups did to get there and then reflect on our methods. It
taught me the importance of communication and
brainstorming. As a leader I can use these skills to help team
bonding and group think to get to a common goal.
45. Student will demonstrate HDF 413 Kolb’s model of Experiential Learning is an endless cycle of learning. First
knowledge of the you have an experience where you feel something that has happened in the
Experiential Learning group. Next you divert that feeling into watching it happen called reflective
Model (Kolb) observation. An example would be experiencing an activity then watching
what happens when the activity is executed. After you watch what has
happened, you transfer that into the thoughts of what happened called
abstract conceptualization. That is thinking about everything that happened,
what went well, what needs improvement, what failed, how did the group
handle the failure, how did the group succeed, and more. After you go
through your thoughts on the activity, you then go to the actions and create
it again using what you gathered from the past experience. This is called
active experimentation. After you have done the experience again, you can
relate to feelings, called concentrate experience, and the cycle repeats. It is
a way to learn through your experiences and reflect on what you have done
to do better next time. You do the experience, feel what happened, think of
how or why it happened, reflect on what to do next time, and then try to do it
better and repeat.
See Evidence 4: Kolb's Model of Experiential Learning
46. Student will describe HDF 413 An example of this would be how I have grown while being a leader in color
personal application of the guard in high school. As I would teach the new students I struggled at first. I
Experiential Learning started to teach them how I like to be taught and just move forward
Model (Kolb) expecting them to know how to do it. That was the first experience in Kolb’s
model of experiential learning. After the experience I started to reflect on
how the students were reacting as I taught. I realized I missed some faces
that were obviously confused and just trying to mock what the people
around them were doing. They did not want to speak up when they were
falling behind. This leads to Kolb’s second stage of the model of experiential
learning, reflective observation. I was reflecting on what happened in the
situation, how it worked and what I missed. I realized that I need to pay
attention to how they are reacting to my teaching. They needed more
explanation when learning new moves and to be able to practice by
themselves so they did not feel too pressured when practicing in a group. I
was using Kolb’s model to have abstract conceptualization. I was thinking of
how everything happened and how to move forward. Next practice I had a
plan to adjust to the team. This is Active Experimentation where I was
planning and put into action what I had learned. I planned to teach them
something new then have them try it individually and get the motion before
we did it together with the counts. As they practiced individually I walked
around and asked individuals if they needed anything to relieve the
pressure of asking questions to the group. It helped them feel more
comfortable and they learned the work better than last time. I took the
questions they had and said them to the whole group after to make sure
they all were on the same page. I continued the process from the beginning
with other aspects of color guard making it a cycle. Starting back at the
concrete experience to learn again through reflection and planning for future
similar situations.
Evidence: Mcleod, S. (n.d.). Kolb's Learning Styles and Experiential
Learning Cycle. Retrieved September 21, 2020, from
https://www.simplypsychology.org/learning-kolb.html
47. Student will show HDF 190 Social change is about addressing to the root of the problem. The social
knowledge of the “Social change model is made up of the 7 C’s for change. They all work
Change Model of interchangeably with each other. The 7 C’s are Consciousness of Self,
Leadership Development” Congruence, Commitment, Collaboration, Common Purpose, Controversy
by Astin et al with Civility, Citizenship. They are grouped into 3 values: society/community
values, group values, individual values. Society/community values are
connecting the group to a larger purpose using citizenship. Citizenship is
the way they connect with the group, becoming their responsibility. Group
values are the smaller groups in the community. Group values use
Collaboration, Common Purpose, Controversy with Civility. They avoid
groupthink, they have respect for all group members with group trust.
Individual values are self-reflection using Consciousness of Self,
Congruence, and Commitment. Consciousness of Self is how you define
yourself. Congruence is having your actions go along with your values and
beliefs. Commitment is to follow through with your actions and
responsibilities. The social change model is a way to create a plan to
address social change.
Evidence: Social change slides HDF190
48. Student will describe HDF 190 In high school I volunteered at the library. We held activities for kids and the
personal application of the community. We noticed our town and local towns do not all have the ability
above theory (Astin et al) to get christmas gifts for their families so my friend's mom started a toy
drive. We connected with the community and each other to donate and
receive gifts. There were no requirements, we accepted everything and
gave them to anyone who wanted or came. The people who volunteered to
help organize it came together because we shared the same goal and
values to create change. We tried to hit the root by making it available to
anyone for multiple days and you did not need a library card or anything.
We were a large group that wanted to see change and the small group took
on the responsibility to give back. We all came together to support the
community with similar values and beliefs.
Evidence: Volunteer time card
49. Students will demonstrate
knowledge of the
“Leadership Identity
Development Model” by
Komives et al
50. Students will describe
above theory. (Komives et
al)
knowledge of the
Strengths-Development
Model by Hulme et al
above theory (Hulme et al)
53. Student will demonstrate COM 402 According to the behavior theories of leadership from Michigan and Ohio
knowledge of behavior State, the 2 dimensions or behaviors of an effective leader are
theories of leadership from consideration and initiating structure. The first dimension, consideration, is
Michigan and Ohio State taking into account the well-being of the group and is people-oriented.
Initiating structure is about the tasks, roles and logistics of how the group
will accomplish the goal (task Leadership). These are based on the
conditions (or inputs) in the task or goal. The inputs can be the variables at
risk. Overall it discussed the behaviors of an effective leader according to
the study of behavior theories of leadership from Michigan and Ohio State.
54. Student will describe When working on our final group project in COM 402, I had to plan a service
personal application of the or activity and convince a group to participate and complete my goal. One
above theories (Michigan of the important behaviors and traits needed were the combination of
& Ohio State) consideration and initiating task structure. I had to build a group and focus
on an activity that can keep them safe but also enact social change. When
planning my trip, I found a location that would be safest and most
comfortable for my team. My group was ages 18-25 so we stayed at a
different college campus and felt comfortable and safe. I had to plan the
event and actions we would take and initiated the structure of the group.
Overall I had to use the combination of consideration and initiating structure
based on the environment to create and complete a goal as a group.
55. Student will demonstrate COM 402 In COM 402, we talked about how a charismatic leader is an object of
knowledge of Charismatic identification. They look to make radical change and have an emotional
leadership bond and high loyalty. Some characteristics are Drive, Empathy, Credible,
and Articulation of vision and goal. Following the IPO structure, the inputs to
charismatic leadership are Self confidence, Dominance, Conviction of
righteousness, and High need for influence. Charismatic leaders like a
sense of belonging. The process is Image building, Goal articulation, and
High expectations and show confidence. The outputs of a charismatic
leader are Favorable perception of the leader: trust, loyalty, obedience,
acceptance, Raise follower self esteem, Followers set high goals and
believe they are achievable, Arouse motives like need for affiliation, need
for achievement, and Energetic follower performance. Overall a charismatic
leader creates a sense of belonging with the group and gives them the
confidence to complete the goals at hand.
56. Student will describe I used charismatic leadership in the Service Corps when forming a team. I
personal application of the connected with the missions and goals of the organization and used my
above theory drive, empathy, and bond to the program to build a team and show
expectations to reach our goals as a team. I saw similar outputs like loyalty,
obedience, and energetic follower performance. I believe the connection to
the goals and expectations had a charismatic leader emerge.
57. Student will demonstrate COM 402 The contingency approach to leadership by Feidler states that the leader
knowledge of contingency must fit the situation and you can determine if you are the right leader.
approach to leadership by According to the theory, you identify your own leadership style, assess the
Fiedler situation that requires leadership, and determine whether you're the right
leader. The three styles of leadership are:
Autocratic: do this this way
Democratic: collaboratively decide how group
Laissez-faire: gives power over to group
The two dimensions of leader behavior laid out by ohio state are:
Consideration- being supportive (people leadership)
Initiating structure- tasks (task Leadership)
This is the connection between the needed leader and fighting the situation
or style to become an effective leader in that environment.
58. Student will describe ASB In ASB, the current leaders have to pick who they think is best for the next
personal application of the year's leaders. We had to decide what leaders to pick and we decided
above theory (Fiedler) based on the type of leaders we had and the environment, needs, and
structure for the service corps. Most peer leaders we needed were
democratic and they had to learn the dimensions and what is needed based
on the group they are in. Overall we had to take in consideration the type of
leader they are and the situation or needs of the organization to apply rhe
contingency theory to the service corps and alternative breaks programs.
59. Student will demonstrate COM 402 The Path Goal Theory is about the classes of what leaders do: clarify the
knowledge of Path-Goal path and provide needed support to get to the path. If you reach the goal,
theory by House you get rewarded for it. As a leader you can clarify the path to reach that
goal and then provide the support needed to get to that goal. Based on the
subordinate characteristics and environmental factors, a leader will pick a
leadership style. The four leadership styles in Path Goal Theory are
achievement, directive, supportive, and participative. A leader will then
focus on a motivation factor. The motivation factors are to ensure goals are
clear and goals desirable, make the path to the goal clear, remove
roadblocks, and provide support and coaching. The progression from the
factors informs you to the leadership style will lead you to a focus on
motivation. The success of the team relies on the leader's ability to
promote the contentment, goals, and skills of their group.
60. Student will describe MGT 445 I have used the Path-Goal Theory in my classes and group projects. The
personal application of the more recent use I had was in my MGT 445 class. This class calls for groups
above theory (House) to make a final proposal and work as a team throughout the semester. To
complete this project, I believe we used Path-Goal to support each other as
a team to complete our proposal. Due to our environment and
characteristics, I had a supportive leadership style. We are approachable
and collaborative to support each other toward the goal. The motivation is
clear and desirable for the group and we work on removing roadblocks for
each other to reach that goal. We set the motives and expectations to reach
the goal and use supportive leadership to get to that goal based on our
environment and characteristics.
Evidence: MGT 445 check point graphs
61. Student will demonstrate COM 402 Leader Member exchange is the relationship between leader and members
knowledge of Leader and a structure in the organization. Leaders change relationships between
Member Exchange (LMX) different people or groups. As a relationship, things that change can be
theory by Dansereau, affect, loyalty, contribution, professional respect. Organizational citizenship
Graen & Haga; Graen & behavior is when the people in the group do things for good for an
Cashman; Graen organization that is not in the job description for better of org with no
expectations in return They set an example of contribution and relationship
between company or organization and members.
62. Student will describe ASB During my Alternative Spring Break, I had to develop different relations with
personal application of the different members. Based on the relation, they had different interactions in
above theory (Dansereau, and outside of the trips. I had to develop a better and stronger relationship
Graen & Haga; Graen & with one of the members when they were losing loyalty, contribution and
Cashman; Graen) professional respect. We had to work on creating a better and stronger
relationship to improve the lacking qualities. As the LMX improved so did
the overall relations in the group and the morale was a lot better.
63. Student will demonstrate

knowledge of Leadership
Substitutes Theory
above theory
65. Student will demonstrate According to Smirich and Morgan, leaders emerge when offering vision and
knowledge of Models of outcomes that groups find useful. They provide a way to give individual
leader emergence credit and have the people listen but also want the whole group to be
involved in the process. The inputs of a leader emerging are competence
and member character. The process are leadership bids, such as saying
things a leader would say, elimination by aspect and demonstration.
Demonstration is demonstrating the member characteristics and
competence needed to emerge as a leader. The outcome is the leader's
emergence.
66. Student will describe the Some of the traits of on leader emergence are drive, motivation, integrity,
impact of traits on self confidence, ability, and knowledge of the business. A leader will emerge
leadership emergence and if they are ambitious and motivated to lead. Understanding why they want to
performance lead and the motivations behind it can affect a leader’s performance.
Motivation can be personalized (seeks as an end in self, impulsive or for
self) or socialized (feel like the goal is important and want to help the
cause). The skills you can see from an emerging leader are decision ,
problem solving, and performance appraisal. The vision is articulated
realistically, credible and seen as an attractive future. The performance can
rely on implementing the vision and articulating that vision successfully.
Communicating the vision should be inspirational, appeals to the shared
values of the organization and act as a role model to improve the leader or
group's performance.

knowledge of Chaos
approach to leadership by
Wheatley
above theory (Wheatley)
Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership

class Experiences
69. Student will demonstrate COM 402 As a leader, it is important to relate the situation to different
how cultural anthropology perspectives and an outsider's point of view. As an
/ paradigms relate to anthropologist you look at the history and the evolution of
leadership frameworks that provide leadership. It shows the level of
influence, within collective activities, in the monitoring of
behavior, and in determining rewards and punishment. They
shape society in history and in today. Relating it to
leadership, it showcases the cultural effects on leadership and
how leaders emerge under circumstances.
70. Student will describe COM 402 In Alternative Spring break trips we learn about the history of
personal example of the area we are going to. It helps us further understand why
using cultural and what deep roots are causing these needs for social change
anthropology / paradigms and support. When working on the trip to DC it really helped
as a leader open my eyes to the effects in the government that stemmed
from the organization and societal norms from history. It has
an effect on the leaders, goals, activities, and monitoring
behavior. Something that stuck out was the cliff effect. It roots
the idea and we work on finding policy and support to
change the systems and leadership to change the view and
better our culture and society.
71. Student will demonstrate HDF 190 The “Cycles of Socialization” (Harro) is to show how the world influences
knowledge of the “Cycles our thoughts and opinions. At the beginning there is a fresh start. There is
of Socialization” (Harro) no blame, guilt, choice, bias, or anything at the beginning when you are
theory and its uses in born. The first socialization is taught at a personal level through parents,
leadership teachers, or people we love or trust. We share similar values and ideas
which introduces us to new perspectives and shapes how we make
choices. Those are then reinforced with messages from institutions and
culture in Institutional and Cultural Socialization. Institutions can be schools,
churches, television, and more. Examples of culture are language, media,
patterns of thoughts, and more. These are on conscious and unconscious
levels and lead to the Enforcement. Some examples are privilege, rewards
and punishment, persecution, discrimination and empowerment. The next
stage of results can be dissonance, silence, anger, ignorance, lack of
reality, violence, crime, or internalization of patterns of power. That can lead
to direction for change or actions. Direction for change can be education,
questions, taking a stand, and raising consciousness. Actions can be to do
nothing, promote status quo or more.
72. Students will demonstrate COM 402 Before coming to college I did not have many experiences and knowledge. I
personal application of was close to the beginning of my journey. I had views and ideas like my
the “Cycles of parents and from what I learned in high school. I got institutional and
Socialization” (Harro) cultural socialization in school at the leadership institute and through the
practices at URI. In HDF 190 and in clubs we got to learn about our
privilege and the effects. I then resulted in understanding and guilt that I
was unaware. I decided then to take a direction in change and educate,
take a stand and ask more questions. At its core I was ignorant and
confused but through the cycle of socialization I became aware of society at
a better level and took a direction for change.
73. Student will demonstrate COM 402 As we become aware of oppression, the “Cycles of Liberation” (Harro)
knowledge of the “Cycles explained how they act in society. The first step is “Waking up” which is
of Liberation” (Harro) where a person has an experience where they believe in a new sense of
theory and its uses in self-awareness. This leads to the second part, getting ready. This can be
leadership described as a time of reflection. They start to challenge their beliefs and
look to find more about other viewpoints and ideas. The next part of the
cycle is reaching out. In this state, you gather information and experiences
from others and look to understand where new perspectives come from.The
next step is building a community. This enforces more research and look to
make their groups more diverse to further understand viewpoints, ideas,
and assumptions from the perspective of a diverse group. They can work
together and talk about what are the strengths they see and the
opportunities for improvement in society. The next phase is Coalescing.
This is where they make a plan of action and find a common motivation.
This can take action and make a difference as a group. Next is creating a
change where they work on continuing to make a difference in what they
believe in. The final part is liberation, to sustain change. Overall this applies
to being a leader because it can show how to make a change as a group
and not have to be the head leader. It is important to learn to work with a
group, brainstorm, and complete a difference while sharing a common idea
and result in group development.
74. Student will demonstrate MKT 475 In this class, we used social media marketing to enact social change. The
personal application of theme was domestic terrorism and to enact a campaign to enact change. It
the “Cycles of Liberation” started with waking up when we realized the topics and how they relate to
(Harro) us. I joined the anti-abortion violence group because when I reflected I felt
most attached to the topic. As we moved into the project we had to do a lot
of research. I did interviews, deep dive searches, and more to find out what
is being done and other perspectives of the issue at hand. As I gathered
information and points of views from a variety of backgrounds I built a
community in my group to enact change. To sustain change we formed a
website and content to post about different information. We were able to
brainstorm and work as a team to reach our goals.

knowledge of the
“Configuration of Power”
(Franklin) and its
relationship to leadership
personal application of
the “Configuration of
Power” (Franklin)
knowledge of racial
identity development
(Cross & Fhagen-Smith;
Rowe, Bennett &
Atkinson; Ferdman &
Gallegos; Kim; Horse;
Renn etc.)
model(s) of racial identity
development above
knowledge of models
related to gender / identity
/ gender identity
development (Lev;
Bussey; Bussey &
Bandura; Bilodeau;
Gilligan; Belenky et al;
etc.)
model(s) of gender
identity above
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
additional social identity
development model(s)
above
knowledge of McIntosh’s
theory of privilege and its
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)
knowledge of relevant
laws and policies related
to issues of equity and its
(i.e., Title IX, Affirmative
Action, Protected
Classes, etc.)
knowledge of effective
leadership as it relates to
change agency
personal examples of
being a change agent
89 Student will demonstrate HDF 413
knowledge of the “Model
of Intercultural Sensitivity”
by Bennett and its uses in
leadership
90. Students will demonstrate HDF413 The Developmental Model of Intercultural Sensitivity is a model to indicate
personal application of how you react to cultural differences and I believe I am between acceptance
the “Model of Intercultural to cultural differences and adaptation to cultural differences. I am interested
Sensitivity” by Bennett in learning more about other cultures and would like to be able to adapt to
their normals but I do not know enough about other cultures. I related to
how the ARLT foundation described it as “People at Acceptance are curious
about and respectful toward cultural difference.” I am curious and try to be
respectful. I grew up in a small town that was not diverse so I was not
introduced to many cultures until college. Meeting other people from
different cultures and asking respectful questions can help me adapt in a
positive way. I hope to learn from experiences and the people around me to
make people feel included and listen to other cultures. I have been to the
MultiCultural Center on campus and have been able to educate myself
through the school. I believe it is important to work on cultural awareness in
facilitation to insure a safe and comfortable facilitation for the group. Being
aware of the cultural norms can help understand the roots of their issues
and to help the group become more aware of different cultures to help them
work together.
See Evidence 5: The Developmental Model of Intercultural Sensitivity
(DMIS). (2017, May 11). Retrieved September 21, 2020, from
https://www.arlt-foundation.org/blog-post/the-developmental-model-of-interc
ultural-sensitivity-dmis
knowledge of the ally
Action Continuum by
Griffin & Harro
the Action Continuum by
Griffin & Harro
knowledge of the
Multicultural
Organizational
Development Model
(Jackson)
the Multicultural
Organizational
Development Model
(Jackson)
knowledge of the
Multicultural Change
Intervention Matrix (Pope)
96. Student will show The Multicultural Change Intervention Matrix is a framework to explain the
personal application of reactions of people to cultural differences. There are two main categories,
the Multicultural Change ethnocentric and ethnorelative. Ethnocentric means that one’s own culture
Intervention Matrix is considered central to reality in some way. THat can be in Denial of
cultural difference, Defense against cultural difference or minimization of
cultural difference. Denial of cultural difference is the idea that one’s own
culture is the only real one. They avoid and maintain a difference through
isolation (psychological and/or physical). Defense against cultural difference
is the state where one’s won culture is experienced as the only good one.
This is the “us” and “them” mentality where there are superior and inferior
cultures. Minimization of cultural difference states one’s own cultural
worldview is universal. They insist on correcting others' behavior to match
their expectations, wanting a universal view and idea. Next is ethnorelative,
meaning that one’s own culture is experienced in the context of other
cultures. The stages of ethnorelative are acceptance of cultural difference,
adaptation to cultural difference, and integration of cultural difference.
Acceptance of cultural difference is curious and respectful of other cultures
and understanding it is a part of a larger world view. Adaptation to cultural
difference my change behavior to communicate more effectively with other
cultures and holds own perceptions aside and behave appropriately
according to another culture. Integration of cultural differences is
understanding and accepting other cultural groups and views.
97. Student will create a HDF 413 From everything I have learned through SOLC, the workshops, and
personal code of inclusive personal experiences I have developed an inclusive leadership style. My
leadership goal is to lead with the intent to include and to work with those around me
connecting with what I learned. Through this class I have learned about
Kolb’s Learning Model and Wilson’s Model. As Kolb’s states, it starts with
the process of experiencing something, learning and reflecting which is how
I have gotten to be an effective leader. In color guard I was a co-captain and
as a leader I became aware of my language quickly. I would address the
group as ladies, assuming they all identified as women. I was later
addressed by one of the members telling me they were in the process of
changing their identity and that saying ladies would bother them. I
immediately realized that I needed to work on my inclusive language and
educate myself on different ways to address the group. That led me to
Wilson’s Model by the step of “Broadening Your Perspectives” (Wilson
Model). Now I educated myself on different vocabulary and use it in my
leadership now. I address the group with gender neutral pronouns and do
not assume the group. I also go over what they would like to be called in the
beginning of working with them. In the future I will try to educate myself on
how to make a safe zone based on the workshops I have been a part of. I
now lead as a group with a purpose and inclusive environment like the
Relational Leadership Model. I will lead as a part of a group being purpose
oriented and inclusive creating a safe environment for our facilitation to go
smoothly, safely, and comfortably.
See Evidence 6: Wilson, C. (1998). Becoming a Positive Leader Through
Development & Involvement [Digital image]. Retrieved October 26, 2020,
from
https://brightspace.uri.edu/content/enforced/100166-2209_222805_0001_0
000_1/Wilson%20Model.pdf?_&d2lSessionVal=C0I0Vu07qJcP8Xb1UAqKi
Q2h8&ou=100166
Outcome Category: Critical Thinking
Outcome Target Additional Descriptive notes regarding learning and

class Experiences practice
98. Student will show COM 402 MGT 435 Understanding critical thinking in my classes and at URI developed
knowledge of principles of HDF 413 through each of my classes. Overall I followed five steps to use in critical
critical thinking and HDF 190 thinking processes. It starts with observation which is seeing opportunities,
fallacies (logic is used in problems and solutions. Next is to analyze and gather the information I
this minor) have and research more. Using the data found I make an inference based
on that data. Then communicating what I found with others and looking to
further my understanding. Something that is needed in critical thinking is
questioning. To avoid fallacies it is important to know where your data is
coming from, research and gather more, and communicate with others to
find credible sources and other opinions.
99. Student will demonstrate MG 435 In this class, our assignments were defining terms and gathering
proficiency of critical information on different concepts every week. I had to research a lot of
thinking different theories and question what I was learning to analyze the data and
find my own conclusions. This class caused me to further understand how
to research theories and to use my critical thinking skills inside and outside
of the classroom. One of my biggest takeaways was questioning what I am
doing and learning and communicating the findings and questions with
others. It helped me further understand what I was doing and what to do
with what I found.

knowledge of metaphorical
analysis to critically analyze
self and leadership
situations
proficiency of metaphorical
analysis to critically analyze
self and leadership
situations
knowledge of at least five
decision making methods
having used five decision
making methods
104. Student will show HDF 413 The five ways to resolve conflict can include communication, deciding what
knowledge of at least five is most important to you, empathy/consideration, brainstorming solutions,
problem solving / conflict or meditation. It is important to communicate properly when there is
management methods, as conflict. If you can actively listen to what others have to say and
well as understanding the communicate your concerns or perspective to the group, you can help
roots of conflicts come up with a common understanding of each other and resolve the
conflict. Deciding what is most important to you can help resolve conflict. If
you know what you prioritize and will not give up, then you can
communicate with the team on what you value to create a solution that can
satisfy your values. Having the common end goal and values can help you
understand why there is a disagreement and what you can do to satisfy the
needs and values of the group. Having empathy or the ability to consider
the other options can help reach the common goal. Understanding why
someone feels the way they do can help understand why the conflict
raises. After understanding the reasons for conflict you can work together
to fix the issues with the group. Lastly meditation is a good way to relax
during conflict to gather your thoughts and values. Taking a moment to
breathe and focus on why you feel this way can help you go in with a
clearer mind and resolve the conflict. Some causes of conflict can be
valuing different things or having different priorities, relationship issues,
personal issues, and data conflicts. Each can cause different issues in a
group resulting in conflict and using these five different types of conflict
resolution can help manage these issues.
See Evidence 7: Slides from Powerpoint on Conflict Resolution
105. Student will describe I have used the five types of problem solving or conflict management
personal examples of throughout my life. When working in group projects I have faced issues
having used five problem with communication and roles. When the conflict arises like when I was in
solving / conflict COM100 and we had to work with the people around us, no one was
management talking and the only people talking were arguing. They would talk over
each other and not listen to each other. By taking a step back and asking
everyone to be an active listener when others are talking and to make your
opinion short and exact, it helps the group communicate better. We
listened to each other better and were able to create the final project well.
When making a project in our Business Communication class we had to
create a flyer for something that was important to us. At first no one
wanted to share what they thought and argued on how it should be set up.
We decided to anonymously type our values to find a common value or
club to present on. After seeing everyone’s values we were able to come to
a common goal and create a flyer. When I would argue with my roommate
about how the room should be set up and how we should clean it caused
some conflict. We were able to come to a mutual goal through empathy
and consideration. After understanding why she wanted it set up with her
desk not under my bed helped me understand her values and come to a
common understanding. She understood why I wanted her to clean her
side so she started to clean up more. As we both can understand each
other better it was easier to resolve the issues. When I was deciding
where to go for our ASB trip we had to brainstorm places that were driving
distance from URI. After we brainstormed, we had an anonymous vote to
see what places worked best for everyone. The brainstorming atmosphere
helps resolve any pressures of who is right or wrong and allows us to
compare all of the options as a group and resolve the conflict of where to
go to. When I was upset at home when everything seemed to be going
wrong I would create conflict with those around me. It was hard to
understand why I was feeling so upset with everyone but after meditation
and self reflection I was able to calm down and resolve the issues with my
family. Going in to resolve conflict upset was causing me to be defensive
and not see what others felt. Through each of the five problem solving
methods, I have used them to manage the conflict in my life.
See Evidence 8: Group Project Flyer For Business Communication Project
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)
knowledge of leadership
that is used in crisis (i.e.,
James & Wooten; Garvin;
Covey; Frohman; Lalonde;
Schoenberg; Joni; Braden
et al; etc.)
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

class Experiences
109. Student will demonstrate COM100 HDF190 Through the class we learned about different types of communication.
knowledge of active When talking to someone it is important to be actively listening. Active
listening techniques listening is making a meaning out of what someone is saying to you. There
are four different types of listening: people-oriented, action oriented, content
and time. People-oriented is emphasizing on concern for other people’s
emotions and interests. Action-oriented emphasizes organization and
precision. Content emphasizes intellectual challenges. Time emphasizes
efficiency making what you interpret short, sweet and right to the point.
Critical Listening means listening to evaluate or analyze something.
Information listening means listening to learn. Empathic Listening means
trying to understand what the speaker is thinking or feeling. It is important to
work on understanding the meaning or message behind the words to be an
active listener.
Evidence: Ch6 COM 100 Notes
110. Student will describe COM100 Examples of active listening would be to communicate that you are listening
examples of using active and understand what the speaker is saying. One effective way would be
listening skills back-channeling which is giving feedback like “uh” to show you understand.
You can also paraphrase what they said back to them so it shows you
understand and were actively listening. Another example of communicating
active listening is to express empathy or support or analyze what the
speaker said to better understand and relate the topic to yourself.
Evaluating what the speaker said more than the noises they make is active
listening and communicating that back.
Evidence: Ch6 Book screenshot
knowledge of functions of
group communication by
Hirokawa
functions of group
communication (Hirokawa)
113. Student will show COM 202 Something we talked about a lot in class was feedback and how to give
knowledge of techniques effective feedback. The first thing I would think about when giving or
regarding giving and receiving feedback is the purpose behind what is being said. There needs
accepting of feedback to be a reason and understanding the meaning and reasoning can help take
and give feedback. Being specific and timely can also help improvement.
Really getting specific on what you see or want to see can help reach the
goal better. It is also important to focus on the behavior and not the person.
The feedback is for performance and bettering you to get to the goal not to
hurt or attack the person. Taking the feedback and learning and not taking it
to heart is important. Feedback is important to give motivation and learn to
increase performance and confidence. Overall it is important to focus on the
purpose, be specific, and focus on the behavior and not the person too
much when giving and receiving feedback.
114. Student will describe COM 202 In public speaking, we had to do peer reviews for all the speeches. I was so
examples of giving and scared and hurt at first because I was nervous and taking feedback as
accepting feedback. negative. As I learned in the class, it is not negative and gave me the
opportunity to get better and more confident in my work. I started to focus
on what was being said as the purpose of feedback and to motivate me to
improve. I took it less to heart because they are not attacking me as a
person they are to help and support each other. The feedback that was
most effective was the feedback given in a timely manner and specific. I
have been able to improve my public speaking and ability to take and give
criticism in the class.

knowledge of the 7D
coaching model (Knott)
7D Model (Knott)
knowledge of elements of a
Crucial Conversation and
steps to maintain dialogue
and move to action
(Patterson, McMillian &
Switzler)
examples of engaging in a
Crucial Conversation
knowledge of facilitation
techniques
120. Student will demonstrate HDF 413 During HDF413 we had to create multiple facilitation activities through
proficiency of facilitation SOLC. During the group facilitation, Izzy and I facilitated a fun energizer to
techniques start the class off. We chose Where the Wind Blows. Before we facilitated
the activity, we first had to brainstorm different activities that can include
everyone and get the class moving. We decided on a game to get to know
the group a bit more because most of us had known names by that class so
we wanted to help gain connections and similarities through the activity. We
segmented it to have both of us talk at the beginning on opposite sides of
the room to insure the group could hear us. Izzy gave the general rules and
I followed with the expectations and an example. We planned the first
example to be something that would get the whole class moving to let
everyone have a turn. The class had good participation and we helped
distinguish any concerns on whose turn it was next. It went very well and to
finish it off Izzy planned to be the last one to her spot after we announced
the final round and so it ended smoothly. We ended with a debrief with
questions including “what round was your favorite?” “Were you surprised at
how many people had things in common with you?” and “Do you feel like
there is more in common in the group than you thought at the beginning of
SOLC?” The class enjoyed the activities and it was a fun learning
experience. Later we got to write out a facilitation for groups and make a
new problem solver for a club. Due to covid we could not fully do the
facilitation other than the paired. I learned a lot on the structure of a
facilitation and how to execute an activity in facilitation.
See Evidence 9: Facilitation Plan
knowledge of de-briefing
techniques
proficiency of de-briefing
techniques
knowledge of framing
based on psychology and
its use in group facilitation
proficiency of framing
based on psychology and
its use in group facilitation
knowledge the four frames
of organizations, and the
meaning of reframing by
Bolman and Deal
organizational analysis
using the four frames of
organizations, and breaking
the frame / reframing
(Bolman and Deal)
knowledge of organizing
meetings / setting agendas
/ and leading meetings
128. Student will describe HDF413 Through both HDF413 and working at Chez Josef I have made agendas for
personal examples of meetings, organized meetings and lead meetings. In HDF413 I have made
organizing meetings / an agenda for a future facilitation. I worked with my peers to create an
setting agendas / leading agenda for facilitation to help a club with group roles and organizing a
meetings system to put in place to have meetings. We used the format of SOLC
facilitations to create a plan on what activities we should do and an order
that makes the most sense to create better unity and establish group roles
and organization. Through work I had to take that a step further and lead
meetings. I would prepare an agenda for the meetings with my supervisors
on upcoming events and what we will work on for the week. After preparing
the agenda I would email and print copies for everyone that will attend and
create a date and time that works for the group. In the meetings I would
keep track of what was happening and keep the group on task. Following
my agenda, I would write the notes from the meetings and lead the group to
reach all the tasks. After the meeting was over I would compile the notes
and handouts to form meeting notes or meeting minutes to show how long
we stayed on each objective and what was discussed. It showed who was
responsible for what and how it would be explained in the next meeting. I
would repeat the process every week and work with everyone’s schedule to
keep the office on track.
Evidence: Work Agenda
knowledge of Parliamentary
Procedure
knowledge of techniques for
working with difficult people
personal examples of using
techniques to work
effectively with difficult
people
knowledge of the stages of
group development
(Tuckman/Tuckman &
Jensen, Bennis or others)
personal examples of group
development in use
(Tuckman/Tuckman &
Jensen, Bennis or others).
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.)
knowledge of effective
memberships skills in
groups
membership skills in use
knowledge of the Challenge
and Support theory by
Sanford, and its relationship
to organizations
139. Student will describe HDF413 Challenge and Support Theory is to be able to keep enough challenge so
personal examples of using the group feels interested and enough support to overcome the challenges.
the theory of Challenge and As a color guard captain I constantly tried to keep a good balance to insure
Support (Sanford) the team felt challenged but enough support to overcome this challenge. I
created a new move to roll the flag over the wrist in a combo for color guard
and wanted to challenge the team to complete the combo. I created the
challenge by introducing them to the combo then broke it down into sections
to create a sense of support throughout the learning process. I provided
after school help and deadlines to complete the sections of the combo.
Through the new moves and challenge of learning in a certain amount of
time, my support helped us reach our goal. I have also had the challenges
in activities in HDF413. We had played a game called word circle where the
words had to match the word in front and behind making the pattern of a
word circle. We were challenged a lot through the activity and got confused
a couple of times but we were given help cards to support us through the
challenge. Using the help cards helped ease the stress and we won the
challenge as a team. Through the right combination of challenge and
support we can overcome obstacles in facilitation and throughout life.
Evidence: Challenge and Support Diagram
knowledge of the
construction / elements of
informative and persuasive
speeches
proficiency in informative
and persuasive public
speaking
knowledge of planning and
conducting interviews (as
the interviewer)
planning and conducting
interviews (as the
interviewer)
knowledge of preparing for
and effective answers in
interviews (as the
interviewee)
preparing for and being
interviewed
146. Student will show The relational leadership model consists of 5 components that help
knowledge of effective individuals to analyze how they are when leading and to make sure to guide
collaboration / coalition other leaders as well. The five components to this model are inclusive,
building (Sources: empowering, purposeful, ethical, and process orientated (Komives, 1998).
Cilente/Komives et al; Being inclusive is making sure that you are listening to others, but to also
NCBI; etc.) make them feel as if they are part of a group and that their values and voice
are welcomed. Empowering connects with your self-esteem. If you
understand your value and worth within the group, it will allow you to grow
and to have others surrounding you be impacted by you or you will be
impacted by them. Being purposeful means doing any activity or lesson with
a purpose. Having a similar purpose within the group is very crucial for
more potential success later. Ethical follows similar guidelines as being
purposeful except that you are more passionate about the cause. Making
sure the group has the same needs to be driven by the same or similar
values allows for that goal to be more easily attainable. The last component
is, process-oriented, which is how the group goes about being a group. With
this comes three other factors that will affect overall how the group works.
The factors are knowing, being and doing. Knowing is understanding the
topic that is currently present, being is having awareness of your own
values and beliefs about the topic and doing is that action that is taken
place for change to occur.
working in
collaboratives/coalitions
knowledge of techniques to
communicate and engage
in difficult dialogues related
to diversity and inclusion.
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
personal examples related
to maintaining
accountability as a leader
152. Student will describe ways
to build relationships
between leaders and
members
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
building, maintaining, and
repairing his/her own
credibility as a leader
156. Student will describe ethical
standards in influence
influence applies to
leadership
principles of effective
mentoring, as well as
problems particular to the
mentoring relationship
mentoring and being
mentored
principles of effective peer
leadership, as well as
problems particular to peer
leadership
161. Student will describe HDF413 Through SOLC, I have both led and been led by my peers. I led an activity
personal examples related for my peers called Where the Wind Blows. I had to plan it with my partner
to being a peer leader and Izzy and lead the group for an energizer to start the SOLC meeting. We
being led by peers prepared who would lead what parts and how we would position ourselves
for the group. It was an interesting task. We planned to spread out in the
circle and have one of us on each side so the group could hear us and feel
ready to participate. I started with an example that would get everyone
moving so they can see how to move or where to go. It went well and
everyone participated in the activity. Other peers had to lead us in an
activity as well. They led Bippity Boppity Boo for the group. It was to help us
get to know our names better and get us moving. It was a lot of fun. The
instructions were a bit hard to follow at first but then they answered all of
our questions and showed a couple of examples which helped a lot. We
were nervous at first but the facilitators were very supportive and energetic
which raised the energy of the room. By the end we were all laughing and
participating. They did a good job of making sure everyone was involved
and comfortable by reminding the rules, making fun comments, and
reminding to pick new people. I remembered more names after the activity
and felt more comfortable to start class.
See Evidence 10: SOLC Picture
Evidence
Section 1: Self-Leadership
Evidence 1: leadership institute
Evidence 2: Ethical workshop

Section 2: Leadership Theories
Evidence 3: Relational leadership
Evidence 4:
Section 3: Inclusive Leadership / Diversity and its Application to Leadership
Evidence 5:
Evidence 6:
Section 4: Critical Thinking
Evidence 7:
Evidence 8:
Section 5: Interpersonal and Organizational Concepts & Skills
Evidence 9:
Evidence 10:

Amanda Kiley Leadership Inventory

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Amanda Kiley Leadership Inventory

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LEADERSHIP

Name: Amanda Kiley

ADVISING INFORMATION (students will include own documentation)

CENTER FOR STUDENT LEADERSHIP DEVELOPMENT

CSLD Mission Statement

CSLD Vision Statement

CSLD Values Statement

MINOR IN LEADERSHIP STUDIES

MINOR ELECTIVES-9 credits

Outcome Category: Self-Leadership

Evidence: ASB picture

8. Student will express a HDF 190

Evidence: ASB trip to RI

Evidence: Maslow’s triangle

Evidence: URI housing crisis

16 Student will show CSV 302

Outcome Target Additional Descriptive notes regarding learning and practice

Evidence: Hershey & Blanchard chart

Evidence: MGT 445 check point graphs

63. Student will demonstrate

67. Student will demonstrate

Outcome Target Additional Descriptive notes regarding learning and practice

75. Student will demonstrate

Outcome Category: Critical Thinking

Outcome Target Additional Descriptive notes regarding learning and

100. Student will show

Outcome Category: Interpersonal and Organizational Concepts & Skills

Outcome Target Additional Descriptive notes regarding learning and practice

115. Student will show

Evidence 1: leadership institute

Evidence 2: Ethical workshop

Evidence 3: Relational leadership

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