LEADERSHIP
DEVELOPMENT
Outcomes & Evidence
Progress Inventory*
MINOR IN LEADERSHIP STUDIES
Center for Student Leadership Development
Memorial Union
University of Rhode Island
Name: Kathleen Harding
Date Enrolled: September 4, 2013
Date of Graduation: May 2015
*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.
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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
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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 (Komivies, 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
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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.
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CORE REQUIREMENTS- 9 Credits
Required Element
Introductory Course
3 credits
Internship
3 credits
Class options
HDF 190: FLITE
Notes
Only offered in spring for first-year students
or
HDF 290: Modern Leadership Issues
Offered Fall and Spring for sophomores & juniors
HDF 417: Leadership Internship
Requires 40 hours/credit with a min. of 80 hours & a max. of 120 hours of documented
internship experience for graded credit
or
Experience through Office of Experiential Learning & Community Engagement
or
Capstone
3 credits
Internship Class in Academic Major
The only time the major and minor can overlap
HDF 412: Historical, Multi-ethnic & Alternative Leadership
Offered only in the fall with preference given to seniors
or
COM 402: Leadership & Motivation
Offered in the spring and summer with Dr. Leatham
or
BUS 441: Leadership Skills Development
or
Portfolio
1 credit
Offered in the fall and spring with Dr. Cooper
HPR 411/412: Honors Senior Seminar
Must be in Honors or have GPA of 3.3
HDF 492: Leadership Minor Portfolio
Taken last spring semester of enrollment (some exceptions)
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
BUS 341: Organizational Behavior
BUS 342: Human Resource Management
BUS 441: Leadership & Motivation (capstone option)
BUS 443: Organizational Design & Change
BUS 448: International Dimensions of Business
BUS 449: Entrepreneurship
COM 100: Communication Fundamentals
COM 202: Public Speaking
COM 208: Argumentation and Debate
COM 210: Persuasion: The Rhetoric of Influence
COM 221: Interpersonal Communication
COM 250: Small Group Communication
COM 302: Advanced Public Speaking
COM 308: Advanced Argumentation
COM 322: Gender & Communication
COM 351: Oral Comm. in Business & the Professions
COM 361: Intercultural Communication
COM 383: Rhetorical Theory
COM 385: Communication and Social Influence
COM 402: Leadership and Motivation (capstone option)
COM 407: Political Communication
COM 415: The Ethics of Persuasion
COM 421: Advanced Interpersonal Communication
COM 422: Communication and Conflict
COM 441: Race, Politics and the Media
COM 450: Organizational Communication
COM 461/462: Managing Cultural Differences in Organizations
CSV 302: URI Community Service
GWS 150: Introduction to Women’s Studies
GWS 310: Race, Class, Sexuality in Women’s Lives
GWS 350: International Women’s Issues
HDF 190: First‐Year Leaders Inspired to Excellence (FLITE)
(introductory course option)
HDF 290: Modern Leadership Issues (introductory course option)
HDF 291: Rose Butler Browne Program Peer Mentoring Program
HDF 412: Historical, Multi‐Ethnic, & Alternative Leadership
(capstone option)
HDF 413: Student Organization Leadership Consulting
HDF 414: Leadership for Activism and Social Change
HDF 415: FLITE Peer Leadership
HDF 416: Leadership in Organizations
HDF 417: Leadership Minor Internship
HDF 437: Law & Families in the U.S.
HDF 450: Introduction to Counseling
HPR 118: Honors Course in Speech Communications
HPR 203: The Prepared Mind
HPR 412: Honors Seminar (capstone option)
MSL 101: Introduction to Military Leadership
MSL 201: Leadership & Military History
MSL 201: Military Skills and History of Warfare
MSL 202: Leadership & Team Building
MSL 301: Leadership & Management
PEX 375: Women in Sport ‐ Contemporary Perspectives
PHL 212: Ethics
PSC 304: Introduction to Public Administration
PSC 369: Legislative Process and Public Policy
PSC 504: Ethics in Public Administration
SOC300/WMS350: Women and Work
THE 221: Stage Management
THE 341: Theater Management
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BECOMING A POSITIVE LEADER THROUGH DEVELOPMENT & INVOLVEMENT
Wilson, 1998 (URI Memorial Union / Center for Student Leadership Development)
Revised after the publication of Exploring Leadership: for College Students Who Want to Make a Difference by Komives, McMahon and Lucas, 1998.
You need to have your own act together before you can lead others:
2. Lead Yourself
1. Know Yourself
Lead Others
P
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Strengths
Weaknesses
Values
Needs
Styles
o Learning
o Teaching
o Personality
o Membership
o Leadership
4. Develop and Refine
Skills
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Leadership theory and
practice
Communication
Group Development
Inclusion
Citizen Activist Skills
Critical Thinking
Teaching and Programming
PROGRESS
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Time management
Organization
Self care
Self discipline
Perseverance
Develop and maintain family,
interpersonal, and intimate relationships
Academic, social, personal goals and
objectives
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P
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G
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S
S
RE-EVALUATE
former stages
as you progress
3. Broaden Your Perspectives…
Understand others
PROGRESS
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Hierarchy of needs
Racial, cultural, gender, sexual orientation,
religious, class, ability, etc. diversity and
commonalities
Power, privilege, oppression, liberation;
individual and institutional discrimination
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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.
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Outcome Category: Self-Leadership
Outcome
1.
Student will demonstrate autonomy and a
minimized need for approval
Target class
Additional Experiences
Descriptive notes regarding learning and practice
Applying for Habitat/ URI S.A.V.E.S
alternative spring break trip 2013
My freshman year at the University of Rhode Island, I did not get too involved here on campus. I was
used to being an athlete all throughout high school, yet when I came to college I did not try out for
teams due to fears of the unknown. I tried to put myself into new clubs, but it was hard for me as I am
an out of state student and did not know a single person here in Rhode Island. All of this changed for
me during the very beginning of my sophomore year, I knew I wanted to become a part of our campus
life; I made the decision to apply for anything and everything that interested me. I did not care what
people thought of the positions I was applying for, I knew that I wanted to become more involved and I
knew I wanted to expand my interests. It was due to this sudden and new found autonomy that I had
developed that I applied for experiences that would soon change my entire college years. I became a
more active member of Habitat for Humanity as well as Student Nurses Association. It is because of
my working with Habitat that I heard about the Alternative Spring Break trip that they support, I knew
that I enjoy volunteering, so I turned in the application on the very first day that I was able to. I did not
know anyone else who applied; I simply dropped off my application and signed up for an interview slot.
I later found out after my two interviews that I had been chosen! That alternative spring break trip was
one of the best experiences I have had in college, it taught me the importance of service, putting others
above self and the value friendship. Amongst the many lessons I learned from this one week trip, I also
learned to be autonomous. From then on, when I am passionate about something, I now have the
courage and mind set to do it, no matter what others may think.
See evidence #1
2.
3.
Student will demonstrate personal,
organizational, and academic examples of
self-discipline
Student will demonstrate the ability to
manage emotions
Losing a family member
During the first semester of my sophomore year in college, my grandmother passed away. I had a very
close relationship with my grandmother, growing up she was my second mom! It was during this time
period that I had to demonstrate the ability to manage my emotions. She passed away on a Monday
night of a week that was filled with two exams pertaining to my major as well as a group project.
Thankfully, I was by her side that night, and in order to manage my emotions I first cried with my family.
Grieving, releasing the emotion of losing someone so close to me, is personally how I manage that sort
of emotion. The next step was to identify my feelings, I was sad, heart-broken and stressed all at the
same time. I believe that identifying what emotions one is having is a great way to manage them, for
then on you are able to attempt to control them. I first managed my stressed feeling; I focused in on the
cause of it and realized that it was from school. I then owned up to my responsibilities as a student and
e-mailed all of my professors that night. I knew that I would be absent from classes that week in order
to help my family through the death of a loved one as well as attend her services. By e-mailing my
professors, it took away some of the stress that I had on my mind. It was a relief to know that the
school area of my life was taken care of. I then acknowledged my emotions of sadness, I knew this
stemmed from losing someone who was so important and special in my life. In order to manage this
emotion, I talked to my family. We brought up old times; we all ended up cracking up laughing within
minutes remembering sayings that my grandmother used to say. Also, when I’m sad it helps to know
that I am doing something for someone else; I believe it is a productive way to manage my emotion. In
order to accomplish this, I helped my mom through what may have been one of her most difficult times.
I helped her to do the small things, such as help her find outfits to wear that week to the services and
keep the house clean for her. Both of these methods of managing my emotions worked very well for
me, although it was a tough time in my life I feel as though I can look back with pride.
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See evidence #6
4.
5.
Student will demonstrate knowledge of
stress management methods
Student will demonstrate the ability to
manage stress
NUR 323
NUR 324, first semester junior year
6.
Student will express a personal code of
leadership / membership ethics
Sports teams as a younger player,
sports teams as a senior in high
school
7.
Student will demonstrate practice of the
personal code of ethics
URI 101 Mentor 2013
NUR 323 is a class for junior medical surgical nursing, I am currently enrolled in it as I am in my first
semester of my junior year. It is a 6 credit class and a 3 credit clinical; this class provides a student with
an immense amount of work. The six hours we meet a week for lecture is matched with approximately
anywhere between 1 to 4 hours of podcasts to prep for those classes or cover what we did not in class.
The syllabus for the lecture (NUR 323) is 24 pages and the syllabus for the clinical (NUR 324) is 36
pages, but which lead to stress by looking at them. This class not only taught me, but forced me to
manage stress. I demonstrated it by writing out all of my assignments in my agenda and staying up to
date on all of what was and currently is expected out of me. I highlighted them and also would weekly
rank my top priorities to know exactly what I must get done first. I have never been so attentive to due
dates and exam dates; it is truly managing stress better than I ever have before. My first semester
junior year, I am currently enrolled in 19 credits and I am a mentor for a 1 credit course. I demonstrated
the ability to manage stress by juggling these courses, and still making it to the AEC for extra help.
NUR 324 is the clinical setting for junior med surg, it is where a student nurse first administers
medications to the patients as well as various other procedures that require attention and specific
knowledge. An example of how I demonstrated the ability to manage stress was when I successfully
was able to go through the medications, explain them to the patient and why they were being
administered, administer them, and successfully draw up and give my first injection. The way in which I
managed this stress was taking this process one step at a time, keeping the information organized in
my mind while staying attentive to the tasks at hand. This was stressful to me because had I drawn up
too much or too little medication I could have severely impacted the life of the patient; however, I
prevailed and successfully demonstrated the ability to manage stress by calculating and drawing up the
correct amount of medication. The patient also lived, and felt better afterwards!
See evidence #3
I believe in being a leader as well as an ally for members. I define “ally” as one who truly believes in
another, supports another whether it is positive reinforcement or empathy for another’s situation. I
believe that it is ethical to both be a leader, or a guiding resource, for members. At the same time as
being someone to look up to, to ask questions and take responsibilities from. I believe that it is equally
as ethical to be an ally to members, as they are the reason that you have the ability to be in a
leadership position. It is important for followers to feel as if they are able to approach their leader, the
more ideas the more opportunity there is to progress. This personal code of ethics came from
experience with different leaders while I was a member; as well as me being a leader. For example, I
have played sports ever since I can remember. The coaches would demonstrate being a leader as well
as an ally for the team members by providing constructive criticism to better the players; while also
being an ally and cheering us on. This role was reversed when I was a senior in high school and was
considered a leader on my teams; I would act as a leader providing instruction to the younger players;
yet I was also an ally and was readily available to help them cope with whatever struggles they may be
facing.
See evidence #4
I was a 2013 URI 101 mentor for a nursing section. It was in this setting that I demonstrated practice of
my personal code of ethics. I did this by being both a leader as well as an ally; during class I was a coteacher. I created a lesson plan for the class, as well as carried it out and answered questions relating
to the topic at hand (as seen in the evidence, which is an in depth description of my lesson plan). I led
the class discussions and presented myself as a role model for the class to look up to. Also, in order to
follow out my ethical belief of being an ally to the members, I would stay after class about fifteen
minutes. I did this in order for them to feel as though they could approach me about any outside issues,
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and I would help them out as best as I could. For example, one of my students was having issues with
her roommate and came to me for advice after class. I felt as though I was fulfilling my ethical duty of
working with her to find a solution.
8.
Student will express a personal values
statement
9.
Student will demonstrate practice of the
personal values statement
10.
Student will demonstrate the ability to
lead a project from start to finish (followthrough)
Student will describe goals and objective
statements regarding personal issues,
career issues, and community issues
Student will show evidence of goals and
objectives that were planned and
achieved
Grandmother’s illness, nursing major
NUR 324
NUR 324 clinical
See evidence #5
I value compassion. I value compassion because I feel as though everyone is dealt a different hand in
life, sometimes one has tougher days than another. Compassion is feeling for another person, being
able to reach out to them and care for them. I believe that this stems from my grandmother, when she
was near end of life. I learned then that a good, caring and compassionate nurse makes a world’s
difference when a patient does not feel well. I strive to be that nurse for someone who is that sick one
day, compassion is a value that I hold with great responsibility. This also intertwines with my choice of
major, I am a nursing major mainly because of the patient interaction and the want to care for
someone. Compassion can even be nonverbal, noticing that a patient appears to be uncomfortable
even if they are asleep, and continuing to fluff their pillow or reposition them.
See evidence #2
NUR 324 is the junior medical-surgical clinical rotation; it was here that I demonstrated practice of my
personal value statement. The care map, or collection of nursing diagnoses and nursing interventions
that I will pursue for the patient, was written up by myself on a patient that I was caring for. This patient
showed incredible fear of ultimate death from the inability to breath, the patient was diagnosed with
pulmonary edema causing difficulty breathing and the feeling of suffocation. Shown through my care
map, I identified this fear that this patient possessed, I used my value of compassion in paying close
attention to this fear and trying to teach the patient ways of relaxation as well as deep breathing
techniques. I also showed compassion through ensuring that the call light button was within reach, so if
the fear creeped up on the patient I could be there to assist and calm down. Also, an additional
experience is helping to care for my grandmother. Before her body started to fail her, she was
incredibly independent. It is because of this independence that made her deteriorating status so difficult
for her to cope with. I was able to see that in her, and furthermore I would always take the time to visit
her and sit with her; allowing her to express any fears or insecurities she had. I would also show
compassion by making sure that she was always as comfortable as she could be, or helping her to get
up from her chair.
See evidence #7
11.
12.
CSV 302
URI 101
For CSV 302, the class one must take in order to be a URI 101 mentor, you must complete a learning
contract. By this, I mean that we had to establish three different goals within different categories that
we wanted to accomplish in our semester of being a URI 101 mentor. We then had to write out how we
planned to accomplish these goals and after we did we would write up an analysis of how it went. My
three goals for my class of seventeen freshman nursing students were in the areas of academic
adjustment, social engagement and involvement, as well as campus resources. My three goals that I
wanted to achieve with my class were:
1. To create a presentation on ways to study, adapting to all types of learning, so that the students can
feel confident on their exam days. In order to achieve this goal I planned out a lesson plan consisting of
giving advice from my URI 101 instructor, sharing my personal experience with studying, and creating
a flow chart to help my students identify their style of learning and how to apply it.
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2. To motivate my students to become involved with any area of the URI community that provides them
with satisfaction as well as a connection to the school. – I planned to achieve this by creating a
presentation as well as starting off the class with small visual presentations that they had previously
made. The week before I had assigned them the task to attend a new club meeting and create a poster
on it, then present it to the class the following week. I then also planned on telling my students of a club
meeting that I would be attending that week, in hopes that some of them would join me. I then planned
to end the class with a “how do I get involved?” worksheet from the mentor website.
3. To introduce my students to two key resources on the URI campus: career services as well as the
Academic Enhancement Center to get them in good studying habits. I planned to achieve this goal by
coming up with a lesson plan, consisting of a list of the opportunities offered by career services from
the mentor website, and construct a small presentation of the benefits of them. Also to provide a map
of where the Academic Enhancement Center is and create a list of the benefits, when it is open and
who to contact for it.
In order to achieve these plans that I devised, I then got the materials necessary for each of them and
implemented them within my classroom on different days. For example, one week would be academic
adjustment themed and I followed through with my plan to create a presentation on ways to study,
adapting to all types of learning, so that the students can feel confident on their exam days. I checked
off the activities as I went through them, which helped me to stay on track in class.
13.
Student will show knowledge of the
“Hierarchy of Needs” theory by Maslow
NUR 203
14.
Student will show application of Maslow’s
theory to own life
NUR 203
See evidence #8
The Hierarchy of Needs theory by Maslow was taught to me during my sophomore class of NUR 203.
This is a fundamentals of nursing class, it was here that I learned about the five steps of the Hierarchy
of Needs. The theory revolves around the steps it takes for an individual to realize self-actualization.
The visual is shaped as a pyramid, divided horizontally into 5 different compartments. The first and
largest one represents physiological needs, such as food, water, homeostasis, excretion and sleep.
These are the basic needs of humans, the ones that we need for survival. The second step up is safety
measures, such as safety of one’s body, family, employment, and health. These arealso necessary to
survival of a human, not in a physiologic way, but in a physcosocial way. The next step represents love
and belonging, or relationships with family, friends and significant others. The fourth step is for esteem,
such as self-esteem, one’s confidence, and respect for and from others. The fifth and final step is when
one reach self-actualization, or embraces acceptance, problem solving, creativity and morality. It is on
the fifth step that one is able to realistically cope with whatever may occur in life. For example, to relate
it back to nursing, one has reach self-actualization when they may receive a new diagnosis and be able
to realistically look at the situation. They will be able to look at the types of care they are able to receive
and pick which path they chose to endure in a realistic, calm manner.
Nursing exams
See evidence #9
The experience that I was able to apply this theory to was, and still is, nursing exams. Some of the
questions asked will revolve around Maslow’s Hierarchy of Needs, as a nursing student you must know
and be able to apply the different steps. For example, a question may ask what patient a nurse should
address first, one with a low oxygen saturation of 84% or one who is crying from being diagnosed with
cancer. Although both patients do require attention from a nurse, and both answers are technically
correct, there is one that abides by Maslow’s Hierarchy of Needs. The answer would most likely be to
attend to the patient with a low oxygen saturation, this is because this is a physiological need that is
necessary to survival, a need that is on the first step of Maslow’s Hierarchy of Needs. The patient who
is crying from receiving a new diagnosis should receive attention, but since it is looked at as a
psychosocial need (safety and possibly self-esteem), the body does not need it stat to survive, so they
would be seen second. Once the physiological need of the oxygen saturation of the first patient is back
up to normal ranges, I would be able to attend to the psychosocial needs of the second patient, the one
newly diagnosed with cancer.
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15.
Student will describe personal leadership
style and/or personality style including
strengths and weaknesses and examples
of application (Sources = Leadership style
inventories, the L.P.I., StrengthsQuest,
Type Focus (MBTI), LAMP, and other
career inventories, etc.)
16.
Student will show knowledge of the theory
of Superleadership by Manz & Sims
Student will show application of Manz &
Sim’s theory to own life
HDF 290
Orientation leader 2013, Opening
Minds Opening Doors facilitator
2013, URI 101 Mentor 2013, CSV
302
See evidence #10
I was involved in a leadership role on campus before I took strengths quest, yet I feel as though it was
this experience that truly developed many of my strength and leadership style. My top strength is
futuristic, followed by WOO, positivity, includer and belief. I saw these all come to life over this past
summer, yet I did not fully realize it until the retreat we had for HDF 290. My role as an orientation
leader displayed my strengths as an includer because I would always use ice breakers that made sure
to include everyone; I was able to tailor these ice breakers to possible disabilitles as well. For example,
I would randomly assign partners in the very beginning and also assign certain things to talk about. I
would then have them introduce each other to the group so that everyone felt as though they were
contributing to a common unity of the group.
It was also at Orientation that I was a facilitator in a diversity seminar; this is what I believe shaped my
positivity, includer and belief strengths. There was a section during the seminar in which the incoming
students were able to share personal stories; it was here that I learned so much about how including
and embracing everyone is so incredibly important in life. A simple smile goes a long way for someone
who may be having a tough day. As for my personal leadership style, I believe that I strive to be a
servant leader, because I want what is best for my team, without much of the recognition. Also, I did
Type Focus for orientation as well as CSV 302. Every single time I do Type Focus I learn something
more about myself or others around me that I hadn’t realized before. I remember sitting in the room for
our HDF 290 retreat and being able to infer the personality letters of those around me, as well as
seeing my personal ENFP personality flourish. For example, my extroversion came to life because as
everyone was conversing, I fed off of their energy. Also, I saw my feeler come into play because I
strived for harmony among the group, wanting everyone to get along and be able to have a say in what
we were talking about.
See evidence(s) #11
17.
Outcome Category: Leadership Theories
Outcome
18.
19.
20.
Student will show knowledge of the
“Authority and Bureaucracy” theory of
leadership Weber
Student will describe personal application
of the above theory (Weber)
Student will show knowledge of the
“Scientific Management” theory of
leadership by Taylor
Target class
HDF 290
Additional Experiences
Descriptive notes regarding learning and practice
Taylor believed that he had the ability to scientifically raise the efficiency, happiness, productivity and
earnings of work. This theory revolves around the thought that less is more; by this he meant that if he
could employ a select few employees who were highly skilled, that would be better than employing
multiple undertrained employees. This theory consists of four main principles, which are as followed.
1. To replace the work methods being used with new methods based on scientific study of the
tasks.
2. Match the employees with jobs by looking at their compatibility and level of motivation, once
selected you may train this employee to work at the highest rate of efficacy.
3. Cooperate with and supervise employees to ensure that the scientific methods are being
followed.
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4.
Distribute the work among the managers and workers so that the managers are able to
spend time planning and training the scientific method, so that the employees can perform
their jobs efficiently.
This theory was also branded “Taylorism”, as Frederick Taylor was the founder of it.
See evidence #12
21.
22.
23.
24.
Student will describe personal application
of the above theory (Taylor)
Student will show knowledge of the
“Management by Objectives” theory of
leadership by Drucker
Student will describe personal application
of the above theory (Drucker)
Student will show knowledge of “Theory
X and Theory Y” theory of leadership by
MacGregor
HDF 290
HDF 290
25.
Student will describe personal application
of the above theory (MacGregor)
26.
Student will show knowledge of the
“Servant Leadership” theory of leadership
by Greenleaf
HDF 290
27.
Student will describe personal application
HDF 290
Theory X and Theory Y, by MacGregor, generalize two main groups of people that help employers or
organizations to classify employees based upon their work ethic. Those who fit into Theory X tend to
be lazy, and therefore create a top heavy weight on the organization because other employees must
make up for the lost time and extra work. Those who fit into Theory Y tend to make great leaders in a
work place. This is because they generally enjoy working, seek responsibility and accept the
responsibility they have, they also strive to grow and do not need constant reminders or instructions
from those leading them. This theory helps to generalize the types of workers they have, and what
types of works they may be looking for when they next hire.
CB Scoops
See evidence #13
In Massachusetts, I have worked at the same ice cream shop for about five years now, it is named CB
Scoops. Over these five years, I have seen many types of employees enter our doors. One, in
particular, was without a doubt classified as Theory X. The work ethic she displayed was laziness.
When I would work with her I would have to clean up for two people- me as well as her. She did not
clean up her messes or restock what needed to be restocked, so I would constantly be running around
trying to compensate for her. On the other side, I would classify myself as a Theory Y employee. I
genuinely enjoy going to work, and I am always striving to better myself as well as the company.
Whenever I hear or see a new idea in an ice cream shop I tell my boss in hopes of expanding her
business and customer base. For example, Flavor Burst is a machine that adds a flavor of the
customer’s choice to their soft serve ice cream. I saw this machine and I told my boss about it, when
she was able to, she invested in it. We have customers come in specifically looking for that one item.
This theory came into play when my boss saw all of the tendencies that the Theory X employee was
showing, and made the decision to fire her. This is because at the point in time, my boss was looking
for Theory Y employees in order to kick start her business, she could not afford to have her employees
“slacking off” on the job.
Evidence #14
Servant leaders strive to better their followers, using a collaborative effort with them. They truly want
their followers to flourish, which is why they value them, and the community they built together, so
greatly. There are ten principles of servant leadership, which are: listening, empathy, healing,
awareness, persuasion, conceptualize, foresight, stewardship, commitment to the growth of people and
building community. It was developed by Robert K. Greenleaf, who designed this leadership model
thinking about the needs of others, he wanted leaders to be able to expand themselves over time while
serving others.
Habitat/ URI S.A.V.E.S alternative
Evidence #11 (The Servant Leadership Worksheet)
I personally applied this theory when I was on the Habitat/ URIS.A.V.E.S alternative spring break trip in
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of the above theory (Greenleaf)
28.
Student will show knowledge of the
“Principle Centered Leadership” theory by
Covey
spring break trip 2013, Habitat for
Humanity builds on Old North Road
2013. On this trip, every organization we served, we worked with directly. Every single person in the
room, no matter their position, had some sort of leadership quality that could be useful to everyone
else. Me personally, I remember working with the two future house owners of a house that we were
building in Nashville, TN. All of the hours and hard work that I put into that house were truly for the
benefit and growth of the future owners. I worked with them, I valued them, and I empathized with
them. I did not lead them as much as I did serve them, I will never forget the feeling that I was able to
better the lives of these two deserving people. Also, at the Habitat for Humanity builds on Old North
Road, I truly feel committed to the growth of people and the community; we are currently working on
“Old North Village” which is a collection of Habitat houses on Old North Road. Each year since I have
entered the University of Rhode Island, at least one house has been completed. We are now working
on our fourth and fifth houses, I feel as though we are creating a community together out of pure
awareness of the needs of our community.
Evidence #16
Principle Centered Leadership is revolved around principles, taking on the thought that if the followers
understand the main principles then they are able to act upon them without constant surveillance. The
followers are empowered to act upon the principles themselves. This theory is based upon trust,
without trust there can be no leadership. The visual shape that represents this theory appears as a
bulls eye, the outermost layer reads “organizational- alignment”, which refers to the ability to recruit,
build a team, train the team as well as problem solve along the way. The next layer in reads,
“managerial-empowerment”, which reflects upon how well leaders are able to work with others. The
one after that is “interpersonal-trust”, meaning the ability to not only communicate, but also relate to
others around you. The innermost circle is “personal-trustworthiness”, which is how one views him or
her own self.
There are eight characteristics of a Principle Centered leader, which are:
1. Continuously learning: learn through experiences lived
2. Service oriented: think of others
3. Radiate positive energy: very optimistic and enthusiastic
4. Believe in others: see the potential that others hold
5. Lead balanced lives: active life as well as social life
6. Believe life is an adventure: optimistic view on life
7. Synergy (the whole is greater than the sum of the parts): innovative and tends to build off of
strengths
8. Exercise for self-renewal: physical and mental well being
HDF 290
See evidence #17
29.
Student will describe personal application
of the above theory (Covey)
Habitat/ URI S.A.V.E.S alternative
spring break trip 2013
I was able to apply Principle Centered Leadership on the alternative break trip that I had the privilege of
being a part of. Although this trip was definitely based off of servant leadership, it also displayed
qualities of Principle Centered Leadership. The principles in which we were all aware of were serving
others as well as being kind to one another. These principles were well understood by the four leaders
of the trip as well as the members. These principles are ones that every single person on that trip felt
passionate about, we were empowered to carry out and uphold our shared beliefs. As for the
organizational aspect of this trip, the leaders recruited students to apply for positions by word of mouth
as well as signs hung up around campus. They trained the members by holding a weekly meeting in
which we would all contribute to learning from one another as well as planning for our upcoming trip.
The managerial concept was executed from our weekly meetings as well, it was here that we were able
to see all different leaders from URI work with one another, for example we planned out a fund raiser.
This planning requires the ability for all leaders to have a chance to speak, as well as have a chance to
listen. It was interesting to see how leaders interacted and moreover, their different forms of working
with one another. The interpersonal concept, or communicating and relating to each other, was
Leadership Inventory Revised 8/30/2013
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achieved through the common passion for service work. It was something that each and every one of
us was able to identify with and work towards. Lastly, personal-trustworthiness was established on the
duration of our trip. After each day of service we would all sit down and have a reflection. One of the
topics we once talked about was how we viewed ourselves and the reason behind it, it helped me to
put myself into perspective as a leader and see my personal view of myself.
The eight characteristics of the principle centered leadership theory were represented through all of the
leaders that went on the alterative spring break trip. We were constantly striving to learn from one
another and the experiences we have been through together; also were all service oriented which was
a bond we shared. I have never felt as much positive energy as I did during that week. Everyone
wanted the upmost best for everyone else; it was an incredible support system that we developed. We
also not only believed in ourselves, but we believed in each other. For example, at one of the nightly
reflections, we each chose one person who we thought did a great job that day and the reason behind
it. Everyone had such a difficult time just choosing one person, for we all believed whole heartedly in
each other and they work we had done. Moving on to living balanced lives, our days were intertwined
with service work as well as our social life. We had an amazing balance of these two going. One day
we were at a Habitat for Humanity build in the city of Nashville, Tennessee. We spent all day painting
and constructing a house for a deserving family. This type of work may get tedious, yet the group of us
started a sing-a-long and from then on we were belting out popular songs from the 90s. The work day
flew by, we combined a work and social life into this one amazing experience that I will never forget.
The characteristic that “life is an adventure” is a new concept for me, yet I now strive to uphold it. I think
that is a beautiful way of looking at the experiences we go through and although I may not have applied
it directly to this trip, I will from now on. Synergy, or the characteristic of being innovative and building
off of strengths. I saw this in the jobs that we chose to do each day of service. For example, I do not
have a strength for lifting heavy objects, so on the day in which we worked at a Habitat restore, I did
not volunteer to lift granite countertops. I knew that this was not a strength that I possessed, and
therefore, I did not try to build upon it. Lastly, we all showed the characteristic of exercise for selfrenewal, because on the very last day of the trip, we all did a ropes course together that ended with a
zip line. It was the perfect way for all of us to end our weeks, it helped us to stay active as well as
renew our bodies for the trip home.
Evidence #18
30.
31.
32.
33.
34.
35.
36.
Student will show knowledge of the “14
Points / TQM” theory of leadership by
Deming
Student will describe personal application
of the above theory (Deming)
Student will show knowledge of the
“Visionary Leadership” (now often cited
as “Transformational Leadership”) theory
by Sashkin
Student will describe personal application
of the above theory (Sashkin)
Student will show knowledge of the
“Individuals in Organizations” leadership
theory by Argyris
Student will describe personal application
of the above theory (Argyris)
Students will demonstrate knowledge of
the “4 V’s” theory of leadership by Grace
The 4 V’s theory of leadership is based off of the concept that ethical leadership is having knowledge of
one’s core values and having the audacity to live by them in all aspects of one’s life as service of the
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(Center for Ethical Leadership)
37.
Student will describe personal application
of the above theory (Grace)
38.
Student will show knowledge of the
“Situational Leadership” theory by Hersey
& Blanchard
common good. This theory is represented by a visual that is a triangle, which as the three points are
these three concepts: values, voice and vision. In the middle of the triangle, is the word virtue. By
values, Grace means that a leader must be in touch with his or her own personal values. Once the
leader is in touch with these values, he or she must remind themselves of them every day in order to
start living by them. Living by one’s values may start out at something that one must consciously think
about, but after a while it becomes like a second nature to them. Vision is described as the ability to
frame one’s actions, especially in service to others, as the way in which it should be. For example, if
one believes that you should help someone who’s car broke down, and you see someone with a car
broken down, they would go help them. The 4 V’s model also states that one must be able to use his
or her own voice in order to convey their vision with others in an authentic and motivating manner.
Lastly, when thinking of one’s virtue, Grace would like ethical leaders to think, “how are my values,
vision and voice in keeping with the common goal?” He believes that leaders become what their
actions and practice, through this we develop our own virtue.
2013 URI 101 Mentor
HDF 290
See evidence #19
I personally applied the 4 V’s theory of leadership, by Dr. Grace, when I was a URI 101 mentor in the
fall semester of 2013. I believe that a large part of upholding the leadership role of an upperclassman
mentor, in a class of seventeen scared freshman, starts with knowing my personal values. My values,
pertaining to school work, are to work hard, study well, and to just keep swimming. Before my very first
class with my students, I was consciously aware of these values that I possess, however I have been
trying to live by them for quite a while now so they seem like second nature to me. Next, my vision for
the class was to inspire them to do as best as they could. I believe they all have incredible potential to
do well in school and I wanted to set the example for them. In order to carry out my vision, I would
ensure that if they needed any extra help with school work or a barrier to their school work that I was
there to help them through it. I also set an example for them by saying that I utilize the Academic
Enhancement Center, and I even saw a couple of them at the library on separate occasions!
Throughout the semester that I spent with my class, my voice was confident, yet very genuine. I spoke
to them in a way that I truly want them to succeed and I truly believe in them. The evidence that I
attached is an e-mail that I had sent out to them. I think that by sending e-mails after class, it helps to
reassure my voice, vision and values and it builds my virtue. This is because I would wish them luck on
an exam, state that I am there for them to answer questions, as well as tell them that I believe in them.
See evidence #20
The Situational Leadership Model states that there is not necessarily a “right” way of leading; it is
dependent on a case by case basis. The leader is also a supporter and partner with the follower rather
than solely a leader. The theory contains four styles of leading, which are telling, selling, participating
and delegating. Telling is when the leaders tell their followers what to do and how to do it. Selling is
when they leader still provides instruction on what to do and how to do it, but there is more
communication involved which also leads to a better leader/follower relationship. Participating refers to
the leader putting a higher emphasis on relationship and less emphasis on direction. This style of
leadership includes the followers on decision making responsibilities. Delegating is passes the majority
of the responsibility onto the group, the leader still oversees the progress made but the followers
handle the responsibility and decisions. Delegating consists of low task and low relationship, meaning
that the leader does not have much responsibility as well as not much of a relationship with followers.
In this theory, there are four different levels of maturity. M1: the leader is unable to do the given task,
M2: the leader is not able but willing to do the task, M3: leader is able but not willing to do the task and
M4: leader is able and willing to do the task. There are also four levels of development, which are D1:
low competence with high commitment, D2: low to some competence with low commitment, D3:
moderate to high competence with variable commitment and D4: high competence and high
commitment.
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39.
Student will describe personal application
of the above theory (Hersey & Blanchard)
40.
Student will show knowledge of the
“Relational Leadership” model by
Komives, McMahon & Lucas
41.
Student will describe personal application
of the above theory (Komives et al)
Babysitting
See evidence #21
Situational Leadership Model applies to my babysitting experiences because each family and each day
offers a new situation, requiring a different style of leadership. For example, I baby sit for a family with
a two year old girl; I also baby sit for a family with two boys, one who is 9 and one who is 6. These two
situations offer very different scenarios, for example, the family with the one child who is a two year old
girl requires more attention. It was in this situation where I applied the participating leadership style, I
would focus more on our relationship and her needs rather than the task we set out to do. However, in
the situation with the two older boys, their mom would leave a list of house hold chores to do while she
was at work. In this situation, I applied the selling and delegating styles of leadership. This is because
at these ages, the boys were able and expected to handle some responsibility around the house. I
would explain the tasks that had to get done, such as clean up the living room or feed the dog, and the
boys had the ability to divide up the work between each other themselves. They also had the
responsibility of doing and accomplishing the chores that had been delegated to them or told to them;
whereas the two year old girl was not left with chores to do, rather with me participating in and building
a trusting relationship with her. I also would take into consideration the different levels of development,
this needed case by case basis because the different ages and genders were different
developmentally. For example, the 9 year old was considered D4 because he was able to carry out the
tasks and wanted to get them done so he could play; whereas the 6 year old was more of a D2,
because he did not have the developmental experience of realizing that getting his work done early
meant being able to play earlier. He did not display commitment or enthusiasm to the chores delegated
to him, he would rather avoid them. I also applied the maturity levels, for example, with the two boys at
some points I was M1. This is because I was not able to do the chores that their mother had left for
them, I was able to delegate and tell them what to do, yet I could not carry out the action of doing them.
See evidence #22
In HDF 290, I learned that The Relational Leadership Model focuses on the group relationships that are
all working together to achieve a common goal. It shows how important relationships are to
accomplishing effective leadership; it consists of five main components. These components are
inclusive (including and hearing the perspectives of diverse people and points of view), empowering
(the leader makes everyone feel as though they have a purpose or are important to the group),
purpose (having commitment to your goal), ethical (leading with moral standards) and process-oriented
(leading others through forming a group, creating relationships and accomplishing you goal together).
In the visual of this model, inclusive, empowering and ethical all connect to purpose; all of these are
encircled by process oriented.
HDF 290
OMOD
See evidence #23
In the summer of 2013, I was a facilitator of a diversity seminar by the name of Opening Minds
Opening Doors. It was here that a group of anywhere between 60 and 100 first year college students
would enter the room with previous experiences that had led them to a certain way of thinking. It was
our goal in this seminar to opening their minds to celebrate and embrace the diversity that we have in
this world, as well as on our campus. It was also here in which I applied the Relational Leadership
Model. The way in which we led the seminar was based off of inclusivity, empowerment, purpose,
ethics and it was process oriented. The way in which I applied inclusivity is by leading discussions and
activities that all were able to participate in, such as “Stand up, sit down”. These is where the
orientation leaders would read off statements; whoever the statement applied to would stand up or
raise their hand, whoever the statement did not apply to would sit down or lower their hand. We also
utilized empowerment, after a student shared a personal story of theirs many times everyone would
applaud, displaying thanks and appreciation to that person for being such an important part of
contributing to all of our progress. Purpose was also shown, as the leaders in the seminar all have a
personal connection or believe strongly in celebrating diversity and ourselves. Ethical was incorporated
by the discussions that we led; they were all led by moral standards. By this I mean that we did not set
Leadership Inventory Revised 8/30/2013
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out to offend anyone or create a bad atmosphere, we followed morals that concerned what is right or
best for the entire group. Lastly, this seminar was process oriented, meaning that the goal of
celebrating diversity was accomplished through creating relationships and forming unity between every
single person in that room. Every person contributed in their own way, whether it was supporting
someone who had spoken or participating in the group activities.
42.
Student will show knowledge of the
concept of constructivism
HDF 290
HDF 290 Retreat
See evidence #24
Constructivism is a concept that I learned from HDF 290. It involves the complete involvement of the
students and professor. The lesson plans leave room for the students to be innovative, trying to think
outside the box and dig for more depth on concepts. It is also based off of interactive learning, meaning
that the students actively work together in order to further each other’s learning. The professor is more
of a mentor and facilitator of the class, letting the students to develop and create their own thoughts
rather than being lectured about them. An example of constructivism is from the HDF 290 retreat, we
were separated into groups and were given the names of different “leaders”. The names were on index
cards which were taped to our backs. It was then that we were allotted time to talk to one another and
try to guess, through clues, who the leader was that we had on our back. Once the student guessed
the leader, they were to tape the index card to the wall. After all of the index cards were on the wall, we
were divided into two groups. Each group had some time to discuss and categorize the different
leaders into good leaders, bad leaders and one’s they believed were “in the middle”. This caused some
disagreements among some students, because some believed celebrities such as Miley Cyrus to be a
good leader, whereas others disagreed completely. This discussion got all of us to think about what we
consider makes a good leader and a bad leader. It also forced us to recognize our own beliefs and how
they differed from our classmates. This exercise as a whole taught me constructivism, as the students
grew and learned from actively participating in a real-life discussion and the professors monitored the
time, guided us and introduced the topics to us.
See evidence #25
43.
Students will describe personal examples
of implementing constructivism
Being a URI 101 mentor
OMOD 2013
Being a URI 101 mentor in the fall of 2013, I wanted to implement constructivism because of the
incredibly positive experience that I had with in in HDF 290. I did this by doing an activity with them
called the Human Knot. I, as the leader, introduced the activity and what I wanted for the outcome. The
directions were that they would all get into a circle; they would then reach their right arm across the
circle and grab a classmate’s right arm. They would then reach across the circle with their left arm and
grab a different classmate’s left arm. After they were tangled up among each other, I instructed them to
untangle themselves and end up in a straight line. I gave them a time frame and I let them get to work.
What I personally wanted my students to get out of this activity was the importance of communication
as well as the value of listening to one another. From seeing them, they started out all yelling their
opinions and telling each other what to do, yet they then figured out that way of communication only
made their tangling of arms worse. After a while of different ideas and trial and error, they figured out
how to communicate while also listen to one another. After about twenty minutes of untangling, they
were in a straight line holding hands in front of me. To debrief this activity I asked open-ended
questions, such as what did you think of this activity or what did you learn from this activity. Their
answers were amazing to me, they all learned the importance of communication and the value of
listening; but they learned even more than that. They said they learned to trust others, to keep an open
mind, and to be positive. All of these values they learned from themselves and through the interactive,
active experience they shared with one another, which demonstrates constructivism.
Another example of how I was able to implement constructivism was in a diversity seminar that I
helped facilitate in the summer of 2013 (OMOD: Opening Minds Opening Doors). It was here that we
had anywhere between 60 and 100 new URI students come in at once. A specific activity that we did
that embraced constructivism was called Stand Up, Sit Down. In this specific activity, the facilitators in
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the room would read off certain sentences, if it applied to the students they would stand up or raise
their hand; if it did not apply to them they would sit down. The facilitators simply read off the
statements, yet it was the students themselves who engaged in the activity and had their own thought
process throughout it. After the statements were all read, we did a debriefing activity in order to see
what the students thought and if they learned anything. The facilitators would ask a broad question,
such as “how did this activity make you feel?” It was these small questions that led to great discussions
based upon the students’ beliefs, what they grew up with, how they want to change, and so on. They
learned from themselves, each other and their past experiences that they endured and shared.
See evidence #26
44.
45.
46.
47.
48.
49.
50.
51.
52.
53.
54.
55.
56.
57.
58.
Student will demonstrate knowledge of
experiential learning in leadership
development (Kolb)
Student will describe personal application
of experiential learning in leadership
development (Kolb)
Student will show knowledge of the
“Social Change Model of Leadership
Development” by Astin et al
Student will describe personal application
of the above theory (Astin et al)
Students will demonstrate knowledge of
the “Leadership Identity Development
Model” by Komives et al
Students will describe personal
application of the above theory. (Komives
et al)
Students will demonstrate knowledge of
the Strengths-Development Model by
Hulme et al
Student will describe personal application
of the above theory (Hulme et al)
Student will demonstrate knowledge of
behavior theories of leadership from
Michigan and Ohio State
Student will describe personal application
of the above theories (Michigan & Ohio
State)
Student will demonstrate knowledge of
Charismatic leadership
Student will describe personal application
of the above theory
Student will demonstrate knowledge of
contingency approach to leadership by
Fiedler
Student will describe personal application
of the above theory (Fiedler)
Student will demonstrate knowledge of
Path-Goal theory by House
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59.
60.
61.
62.
63.
64.
65.
66.
67.
Student will describe personal application
of the above theory (House)
Student will demonstrate knowledge of
Leader Member Exchange (LMX) theory
Student will describe personal application
of the above theory
Student will demonstrate knowledge of
Leadership Substitutes Theory
Student will describe personal application
of the above theory
Student will demonstrate knowledge of
Models of leader emergence
Student will describe the impact of traits
on leadership emergence and
performance
Student will demonstrate knowledge of
Chaos approach to leadership by
Wheatley
Student will describe personal application
of the above theory (Wheatley)
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Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership
Outcome
68.
69.
70.
71.
72.
73.
74.
75.
76.
77.
78.
79.
80.
81.
82.
83.
Target class
Additional Experiences
Descriptive notes regarding learning and practice
Student will demonstrate how cultural
anthropology / paradigms relate to
leadership
Student will describe personal example
of using cultural anthropology /
paradigms as a leader
Student will demonstrate knowledge of
the “Cycles of Socialization” (Harro)
theory and its uses in leadership
Students will demonstrate personal
application of the “Cycles of
Socialization” (Harro)
Student will demonstrate knowledge of
the “Cycles of Liberation” (Harro) theory
and its uses in leadership
Student will demonstrate personal
application of the “Cycles of Liberation”
(Harro)
Student will demonstrate knowledge of
the “Configuration of Power” (Franklin)
and its relationship to leadership
Student will demonstrate personal
application of the “Configuration of
Power” (Franklin)
Student will demonstrate knowledge of
racial identity development via the Cross,
Helms or other models (Ferdman &
Gallegos; Kim; Horse; Wijeyesinghe etc.)
Student will demonstrate personal
application of model(s) of racial identity
development above
Students will demonstrate knowledge of
McIntosh’s theory of privilege and its
relationship to leadership
Student will demonstrate personal
application of McIntosh’s theory
Student will describe the differences and
similarities of individual and institutional
oppression and relationships to
leadership
Student will show knowledge of effective
leadership as it relates to change agency
Student will describe personal examples
of being a change agent
Student will create a personal code of
Leadership Inventory Revised 8/30/2013
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84.
85.
86.
87.
inclusive leadership
Student will demonstrate knowledge of
the “Model of Intercultural Sensitivity” by
Bennett and its uses in leadership
Students will demonstrate personal
application of the “Model of Intercultural
Sensitivity” by Bennett
Student will demonstrate knowledge of
the ally Action Continuum by Griffin &
Harro
Student will demonstrate personal
application of the Action Continuum by
Griffin & Harro
Outcome Category: Critical Thinking
Outcome
88.
89.
90.
91.
92.
93.
94.
95.
96.
97.
Target class
Additional Experiences
Descriptive notes regarding learning and practice
Student will show knowledge of principles of
critical thinking (logic is used in this minor)
Student will demonstrate proficiency of
critical thinking
Student will show knowledge of
metaphorical analysis to critically analyze
self and leadership situations
Student will demonstrate proficiency of
metaphorical analysis to critically analyze
self and leadership situations
Student will show knowledge of at least five
decision making methods
Student will describe personal examples of
having used five decision making methods
Student will show knowledge of at least five
problem solving / conflict management
methods, as well as understanding the
roots of conflicts
Student will describe personal examples of
having used five problem solving / conflict
management methods (if student has been
trained in mediation, that information goes
here)
Student will describe what it means to
analyze, criticize, synthesize and utilize
information as a leader
Student will demonstrate knowledge of
leadership that is used in crisis
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98.
Student will describe examples of
leadership in crisis situations
Outcome Category: Interpersonal and Organizational Concepts & Skills
Outcome
99.
100.
101.
102.
103.
104.
105.
106.
107.
108.
109.
110.
111.
112.
113.
Target
class
Additional Experiences
Descriptive notes regarding learning and practice
Student will demonstrate knowledge of
active listening techniques
Student will describe examples of using
active listening skills
Student will demonstrate functions of group
communication by Hirokawa
Student will describe personal application
of functions of group communication
(Hirokawa)
Student will show knowledge of techniques
regarding giving and accepting of feedback
Student will describe examples of giving
and accepting feedback.
Student will demonstrate knowledge of
facilitation and de-briefing techniques
Student will demonstrate proficiency of
facilitation and de-briefing techniques
Student will demonstrate knowledge of
framing and breaking the frame
Student will demonstrate proficiency of
framing and breaking the frame
Student will show knowledge of organizing
meetings / setting agendas / and leading
meetings
Student will describe personal examples of
organizing meetings / setting agendas /
leading meetings
Student will show knowledge of
Parliamentary Procedure
Student will show knowledge of techniques
for working with difficult people
Student will describe personal examples of
using techniques to work effectively with
difficult people
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114.
115.
116.
117.
118.
119.
120.
121.
122.
123.
124.
125.
Student will show knowledge of the stages
of group development (Tuckman, Bennis or
others)
Student will describe personal examples of
group development in use (Tuckman,
Bennis or others).
Student will show knowledge of group
dynamics and group roles
Student will describe personal examples of
group dynamics and group roles
Student will show knowledge of effective
memberships skills in groups
Student will describe personal examples of
membership skills in use
Student will show knowledge of the
Challenge and Support theory by Sanford,
and its relationship to organizations
Student will describe personal examples of
using the theory of Challenge and Support
(Sanford)
Student will show knowledge of the
construction / elements of informative and
persuasive speeches
Student will demonstrate proficiency in
informative and persuasive public speaking
Student will show knowledge of planning
and conducting interviews (as the
interviewer)
Student will describe personal examples of
planning and conducting interviews (as the
interviewer)
HDF 290
In HDF 290, a student did a presentation on interviewing, it was here that I learned how to properly
plan and conduct an interview. First, contact the person that you would like to interview and ask
permission; once you have permission to interview them, plan a time day and place that mutually works
for you as well as the interviewee. Afterwards, tell the interviewee what you will be asking them about.
Next, get some background information about them and start to develop a list of questions to ask them.
Write them out in list form so that you will not forget them. When developing your questions, make sure
to gear towards open ended questions rather than “yes” or “no” questions. Also, look at the word
choice for the questions to ensure that you will not be offensive to the interviewee. Before the interview,
chose clothes that are professional (no jeans with rips, a nice shirt, nice shoes). Also, if you wish to
record the interview ask the interviewee before to make sure that he/she is okay with that. Make sure
to ask the interviewee what he/she would like to be addressed as throughout the interview. During the
interview, write down key words from the interviewee’s answers in order to remember them later.
Afterwards, thank the interviewee for allowing you his/her time and let them know any additional
information that they may need to know (for example if it a job interview, tell them when they will be
hearing back from you). Allow for time for any questions they may have for you afterwards.
HDF 290 Small Business
Presentation
See evidence #27
For HDF290, an assignment for the class was to interview and small business owner. In order to
prepare for the interview, I first contacted the person that I wanted to interview to make sure that she
would be willing to be interviewed. I then set a date that mutually worked for her as well as myself and
marked it in my agenda. Next, I made sure to do a little background research on the business. I have
worked for the current business owner that I was interviewing, so I tried to formulate questions based
off of prior knowledge as her employee. I made sure to write the questions down in a list form, to
ensure that I would not forget to ask something important. Before I interviewed the owner, I asked what
she would like to be addressed as in my paper and throughout the interview, I usually call her by her
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first name but I did not want to seem informal by assuming. While interviewing the small business
owner, I made sure to ask some follow up questions to get the best information that I could. I also
wrote down key words of answers that she said, so that it would trigger my memory for later. Another
strategy for conducting an interview is to use a voice recorder throughout it. Afterwards I thank the
interviewee for taking the time to be interviewed and recap or provide any information that may be
helpful to them.
126.
Student will show knowledge of preparing
for and effective answers in interviews (as
the interviewee)
127.
Student will describe personal examples of
preparing for and being interviewed
128.
Student will show knowledge of effective
collaboration / coalition building
Student will describe personal examples of
working in collaboratives/coalitions
Student will show knowledge of
Intercultural communication considerations
Student will demonstrate proficiency in
intercultural communication
Student will describe ways to maintain
accountability in leadership / member
relationships
Student will describe personal examples
See evidence #28
Preparing for an interview, make sure to set a date that works mutually for yourself as well as the
interviewer. After you have a set date, time and place, it is helpful to write it down in your agenda or
calendar to avoid forgetting it. Before you enter an interview, it is learned from my past experience to
ask the dress code. Also, double check social media and technology to make sure that you are
presenting yourself in a professional manner online as well as in person (no pictures of alcohol, illegal
substances). If the dress code for the interview is not provided, it is better to appear professional (black
pants and a nice shirt) rather than in sweat pants. Also, think about what you are being interviewed
about. Thinking about it may help formulate possible questions, as well as answers, so that you will not
be completely blind sighted during it. Show up to the interview early, in order to ensure that you are in
the correct place at the correct time. During the interview, sit with good posture while making good eye
contact with the interviewer. Watch you pronunciation and the language you are using, make sure that
you are using language that is understandable. Afterwards it may be a good idea to e-mail or contact
the person who interviewed you.
HDF 290
Orientation 2013
See evidence #27
In order to prepare for my first round of orientation interview, I made sure to complete my application a
couple days before it was due so that I would have some time to double check my answers. After I
submitted my application, I brought my agenda with me to where I could sign up for a date and time; I
found a day and time that was clear in my agenda as well as on the possible options and marked both
my name down as well as recorded it in my agenda. After I knew the date, time and place of my
interview, I inquired about the dress for it and make sure that I had professional clothes in my closet,
meaning nice pants and a nice shirt. As the date came closer I tried on the outfit and ironed out the
wrinkles. I then thought about the position I was applying for and why I wanted it, this helped me to
think about possible questions they may ask me. During the interview, I made sure to speak slowly and
at a volume that was easily audible. I was truthful, and answered the questions to the best of my ability.
Afterwards I inquired about when I would hear back about whether or not I received the position that I
had applied for. After using these methods of being interviewed, I got the position as an orientation
leader and had the privilege of joining the 2013 Orientation Team!
See evidence #29
129.
130.
131.
132.
133.
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134.
135.
136.
137.
138.
139.
140.
141.
142.
143.
related to maintaining accountability as a
leader
Student will describe ways to build
relationships between leaders and
members
Student will describe personal examples of
building relationships with members as a
leader
Student will describe how credibility applies
to leadership, as well as the characteristics
and skills of a credible leader
Student will describe personal examples of
building, maintaining, and repairing his/her
own credibility as a leader
Student will describe ethical standards in
influence
Student will describe influence applies to
leadership
Student will describe principles of effective
mentoring, as well as problems particular
to the mentoring relationship
Student will describe personal examples of
mentoring and being mentored
Student will describe principles of effective
peer leadership, as well as problems
particular to peer leadership
Student will describe personal examples
related to being a peer leader and being
led by peers
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