HDF 412 - Leadership Inventory

Outcome Category: Self-Leadership
Outcome
Target class
Additional Experiences
Descriptive notes regarding learning and practice
First Job
Getting that first paycheck at your first job is the best feeling ever. I say this because I felt
very excited when I received my first paycheck. It was my first taste of financial
independence; youre not always going to depend on your parents. I learned to rely on
myself and not others, take responsibility for my actions, it is teaching me how to deal with
the public for future reference as well as it has taught me the process of managing my time.
Its showed me that hard work pay off. The thought of being able to purchase something
without having to constantly ask your parents to provide the money or even helping around in
the house; is simply amazing. It feels great to give back to my parents for all them years and
even now, they have provided for all my needs. This showed me that I could take that step
into making something out.
This has taught me that we take for granted our parents and asking them for things not
knowing the struggle it takes them to obtain the hard earned money they get each week.
Having your own money has taught me the importance of setting a side some money in case
of any emergency where as before it was simply mom and dad can I have some money for
this or dad/mom can you by this without looking at the price tag. Having money in my pocket
as allowed me to give back to my mom you is constantly give me everything. SEE
EVIDENCE ON PAGE 1
In this class they suggested that we use a planner or even our phone to keep up with our
daily assignments and activities. They said that by keeping your work written down you
would remember to do it as well as keep in mind when the assignment is due. They also said
that it keeps you organized because college was not a joke and it can get very hectic. They
also suggested working on our time management because that skill is going to be what
makes or breaks your future. SEE EVIDENCE ON PAGE 2
This course was during the summer 2012, in this class we had to do a lot of mini
presentations. Everytime I stepped in front of the class I began to stutter and turn red as well
as fast talk. My emotion of fear took over and did not go away until I would leave that class.
The professor told us that if we should take a breather and think that everyone makes
mistakes before we beginning to speak. Also think that your talking to a family member
because talking to a family member eases the stress. To be honest, I have not completely
managed my emotions when it comes to public speaking because I still turn red and stutter
while giving a presentation but they say with practice comes perfection. In another case, Ive
learned to stay quiet when the manager at work tells me that people are complaining about
me. I have a bad habit to get a little haste when I am in the drive-thru window and the person
takes forever to make a decision. I learned to not say anything because I know that if I
continue the conversation on why I get frustrated or anything that their going to say the
customer is always right. See Evidence on page 3
Something I notice I do when I want to manage my emotions is telling someone around me
that I am nervous. I let them tell me that everything is going to be okay and when standing up
in front of everyone time will go fast.
Standing in front of a crowd of individuals that I barely know or am not comfortable with make
me nervous because I usually dont like to be the center of attention and when eye are on
1.
Student will demonstrate autonomy

and a minimized need for approval
2.
Student will demonstrate personal,

organizational, and academic
examples of self-discipline
URI 101
Academic Enhancement Center
3.
Student will demonstrate the ability to

manage emotions
COM 100
Work
Leadership Inventory Revised 8/30/2013
4.
Student will demonstrate knowledge

of stress management methods
5.

manage stress
Internet
Academic Enhancement Center

Event
Personal Experience
me a feel a tad bit bothered and unease. I havent really learned a method in controlling my
emotions, nervousness, when it comes to making presentations and public speaking. I am
also not a very emotional type of person and my only mechanism when I do become
emotional is to let it out completely. An example of this was when my neighbor, who I
considered her to be my second grandmother, passed away. That lady thought me things
that I still treasure today she contributed to the development in the person I am today. When
they told me that she passed away my heart broken into a million pieces because I as so
used seeing and talking to her about life on a daily basis. For some time I didnt want to know
about anything and all I wanted to do was cry. I cried until I could no longer cry. Letting all my
tears out for her made me realize that shes in a better place now but all of her memories still
following me everywhere I go. SEE EVIDENCE ON PAGE 3
One of the many event the AEC coordinates throughout the semester to help students
manage their time, demonstrate different methods on how to take note, different ways in how
to study, etc. In this case, this event was to learn how to relieve some stress prior to
midterms. This activity was relieving some stress through dancing. They showed us some
basic steps so that we can take to get our minds off studying for a bit.
Other ways in managing your stress is blowing off some stream by going to the gym and
exercising. Mediation is also considered a way to manage stress. Drop everything for a
couple of minutes and blast some music, imagine it you and the music. Take a break and go
do something you like to do such as a hobby or favorite activity. Laugh out loud. See
Evidence on Page 13.
I believe that these strategies are important to now because if you dont find a way to relieve
your stress, all you are going to do is pile more stress on the stress you already have and
which can then blow up all at once probably resulting in something that is not good for you
and your health.
SEE EVIDENCE ON PAGE 4
To relieve some stress, I usually go for a walk to get some fresh air. Another thing that I like
to do when I think that I am beginning to stress out is have a conversation with my mother.
Not only is she my mother but also she is my rock, my best friend, and my world. She lets
me know that with every rain shower theres a rainbow after meaning that with every struggle
theres an outcome that will benefit you. I believe that if it wasnt her to be on my side at all
times telling me that things happen for a reason, my stress level will have me in the hospital.
Another thing I like to do to relieve some stress is take a break from what is causing my
stress, usually school work, and have a nice scrimmage of soccer or simply go kick the
soccer ball around. Getting my mind off of work, even if its temporary allows me to return and
focus on what needs to get done. Talking to someone also helps be blow some stem when I
feel under the pressure. I am one who can listen to anyone about their problem but for me to
reciprocate I have a tendency to hold my tongue because I feel that my issues and concerns
are not as important then the person who is speaking to me. Never been a person to fully
express myself because I usually have a hard time due to the fact that I know how I feel and
the words are on the tip of my tongue but they never seem to come correctly or when I have
to write about it. Opening up is something I struggle to do but I am learning to do so. This
helped me with managing my stress because I was one to keep everything bottled up and
letting some individuals in such a my best friend as showed me that they care for me as
much as I care for them and they a willing to hear me and help me out in the process.
6.
Student will express a personal code

of leadership / membership ethics
URI 101
7.
Student will demonstrate practice of

the personal code of ethics
Everyday Basis.
8.
Student will express a personal

values statement
Prior Knowledge
9.
Student will demonstrate practice of

the personal values statement
The Movie: A Cinderella Story

A personal code of leadership is a guide to decision-making. This serves a model that
demonstrates commitment regarding ethical behavior. Personal code of leadership can vary
from many things such performance, authentic, etc. These characteristics describe how you
and you company are and should display on an everyday basis. Sticking to your values
allows others trust you; trust is something that is valuable and can be lost in a heartbeat.
My personal code of ethics consists of never giving up, being humble, and trustworthy. I carry
these three values with great pride. I feel that one should not give up on what they desire in
life. An example is I now; I feel the urge to simply drop everything that consists of school. It
stresses me out more then anything. My major is not going as well as I would hope that it
would be.
But what is life without a couple of bumps on the road. I know that at the end of this I will
have furthered my knowledge and I will be in a place I want to be. With every storm, the sun
comes out right after. With being humble, simply dont get a big head over yourself because
what you perceive yourself someone else is disagreeing. Trust is by far the must important
value anyone should have. Its also the easiest thing to lose. See Evidence on page 15
A personal values statement is rather similar to the code of ethics but it is what you go by
personally. Like humbleness, loyalty, fairness, responsible, respectful Humbleness is one
because you should always remember where you came from and how you made it to where
you are today. For loyalty, no matter what happens you should always remain loyal because
you can identify as a faithful person. Fairness, treat people the way you would like to be
treated. As for responsible, learn to prioritize what is important and what you need to get
done before anything else. Being respectful allows you to be recognized as an individual
responsible and wants to succeed. My personal values are Family, Self-Respect and
Fairness/Justice. I consider these values to be my personal values because with my family, I
am nothing. I may dislike them from time to time but they are the ones who are by my side
on the highs and the lows of my life. They have guided me to be the person that I am today.
My family has provided me with everything I have ever needed. They have taught me to
respect and treat everyone the way that they treat you. As well as showed me that their love
is bigger than any love I will ever receive. For self-respect, I believe that people should
respect themselves as much as they respect others because if you do not respect yourself
people notice and take advantage of that and degrade you. People devalue you if you do not
show self-respect and people do not see you for what you are capable of accomplishing.
Also not having self-respect shows that you vulnerable. And lastly, Fairness/Justice, I believe
that everyone should have the opportunity to go out and achieve his or her dreams.
Never let the fear of striking out, keep you from playing the game Ever since I watch the
movie A Cinderella Story, I fell in love with this quote because not only is this a softball
terminology but its also a boost of confidence. It tells you not to give up because an obstacle
has come about. Make that obstacle be the reason that you get what you desire. Since then
this what I go by, this quote has made me go forward with all my decisions. My personal
values are Family, Self-Respect and Fairness/Justice. I consider these values to be my
personal values because with my family, I am nothing. I may dislike them from time to time
10.

lead a project from start to finish
(follow-through)
Christmas Spirit
11.
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
Internet
12.
13.
Student will show knowledge of the

Hierarchy of Needs theory by
Maslow
Work/ school
HDF 290
but they are the ones who are by my side on the highs and the lows of my life. They have
guided me to be the person that I am today. My family has provided me with everything I
have ever needed. They have taught me to respect and treat everyone the way that they
treat you. As well as showed me that their love is bigger than any love I will ever receive. For
self-respect, I believe that people should respect themselves as much as they respect others
because if you do not respect yourself people notice and take advantage of that and degrade
you. People devalue you if you do not show self-respect and people do not see you for what
you are capable of accomplishing. Also not having self-respect shows that you vulnerable.
And lastly, Fairness/Justice, I believe that everyone should have the opportunity to go out
and achieve his or her dreams. I practice my personal values everyday. My family is my
everything. They are the ones who taught me to value self respect and fairness/justice.
Engraining these values in me because they were going to take me far in life. For selfrespect, my mother tells me that although showing less is more appealing to men that your
looks are not going to earn you respect and creditability when it comes to the real world.
Showing that you have morals and dignity surpasses boobs and acting like a slut far more.
Knowing your worth so what if it makes a male inferior. SEE EVIDENCE ON PAGE 9
I was raised to have a cheerful Christmas with having lights outside of the house,
decorations the inside, the Christmas tree, etc. This year my father felt the need not to set
anything up because he will not be here for Christmas. My mother is not one who has any
spirit or desire to decorate anything, I felt the need to take everything from the attic and start
to decorate the house myself because I will enjoy my Christmas and have Christmas spirit
regardless if the family is not together. So, I started to decorate the house and my dad
decide to help out, its a family tradition and Im not going to stop now because theres a
bump in the road. I set up the lights outside; I bought the Christmas tree as well as decorated
the inside of the house. We taking action on having a Christmas inspired my dad to help out
with decoration. If it was not for me the house would feel lifeless this time of year. I love
Christmas so no one will ruin my spirit of joy. SEE EVIDENCE ON PAGE 10
A goal and objective statement is simply what you plan to accomplish through out the project.
Goals are high-level statements that provide the whole concept of the project while the
objectives are the lower level of statements that describe specific topics that the project will
provide. SEE EVIDENCE ON PAGE 11
We set goals daily in our lives that we thrive to achieve constantly. My goal was to obtain
employment. I went out and applied to all the jobs I can possible apply at. I then did a follow
up to see if they had reviewed my recent application. One place finally called back indicating
that they wanted to set up an interview with me for the job. The interview process went well
and I got the job. My goal for school was to pass my courses with decent grades. I planned
to find an effective way to study. I went out of my way to ask for help if I was unsure how to
complete something and I made sure that I completed the tasks when they were due. SEE
EVIDENCE ON PAGE 12
According to Maslow, this theorys concept is to understand what motivates people. He
states that people posse a set of motivation systems to rewards or unconscious desires, in
other words people are motivated to achieve certain needs. This theory contains five
motivational needs, which is also known as the hierarchical level within a pyramid. The five
stages of this pyramid can b divided into basic needs, safety needs, social needs, esteem
needs and self- actualization. Every person is capable and has the desire to move up the
hierarchy toward a level of self-actualization but first one content lower level basic needs
before moving on to the next higher level of need. According Maslow only one in a hundred
people become fully self-actualized because our society rewards are based on esteem and
other social needs. The original hierarchy of needs five-stage model included Biological and
Physiological, which include air, food, shelter, warmth, sex, and sleep. The second need is
safety, which includes protection from elements, security, order, law, limits, stability, etc. The
third need is called social and consists of belongingness and love such as work group,
family, affection, relationships. The fourth need is esteem and it is made up if self-esteem,
achievement, mastery, independence, status. And lastly, you have self-actualization needs,
which realizes personal potential, self-fulfillment, seeking personal growth and peak
experiences. In the 1970s Maslows five- stage model expanded to include cognitive and
aesthetic needs as ell as transcendence need. Cognitive needs include knowledge and
meaning. Aesthetic needs are known for appreciation and search for beauty, balance, form.
The eighth need is transcendence in which helps other achieve self-actualization. SEE
EVIDENCE ON PAGE 13
14.
15.
Student will show application of

Maslows theory to own life
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.

theory of Superleadership by Manz &
Sims
17.
Student will show application of Manz

& Sims theory to own life
HDF 290 Retreat
HDF 290
URI 101
In Type Focus, I was asked to answer a couple of questions in which would describe me. My
results from this survey came out to be ESTP, which means Extraversion, Sensing, Thinking,
and Perceiving. The first time that I received these results were in my URI 101 class and
then again in my HDF 290 course. An extravert is a person directs their energy to the outer
world, they have high energy, talk more then listen, think out loud, act before thinking, can
get easily distracted, prefer to do many things at once and are outgoing and enthusiastic.
Sensing, notice thing with your five senses. This type of people focus on details and
specifics, work at a steady pace, live in the here-and-now, notice details and remember facts,
like step-by-step instructions as well as like to use established skills. A Thinker, a person
base their ideas by evidences, these people usually make decisions objectively, are honest
and direct, are convince by rational arguments, take very few thins personal and value
honesty and fairness. And lastly, perceivers are people who are prefer flexibility and
spontaneous results. These people like to keep their opinions open, are playful and casual,
play first, work later, usually have a hard time making decisions and want the freedom to be
spontaneous. SEE EVIDENCE ON PAGE 14
According to Manz a Superleadership consists of being a leader that can lead others to lead
themselves. The purpose of this theory is to enable worker to gain control over his or her
own behaviors (DeBrin 97). Practicing to be a Superleader involves three main attitudes first
is identifying and replacing destructive assumptions and beliefs. After identifying negative
thoughts they are should be replaced with more useful thought. Second, to change to
positive and constructive self- talk. Any negative thoughts are changed to positive ones
(DeBrin, 97). And lastly, methods of effective performance. Visualize and practice the way
you want to perform. Mans states in his book that to be a leader of others, you must learn to
lead yourself first. SEE EVIDENCE ON PAGE 15
Outcome Category: Leadership Theories

18.
19.
20.
21.
22.
23.
24.
Outcome
Authority and Bureaucracy theory of
leadership Weber

application of the above theory
(Weber)
Scientific Management theory of
leadership by Taylor

(Taylor)
Management by Objectives theory
of leadership by Drucker

(Drucker)
Student will show knowledge of
Theory X and Theory Y theory of
Target class
HDF 290

A German sociologist who developed another theory for the classical management theory.
He was curious I finding out the reason employees and people accept the authority of their
superiors and follow the rules. He defines the difference between power and authority, which
power educes obedience through force and authority means entails that individuals agree
that authority is exercised upon them by their superiors. He then describes three types of
authority: Traditional authority, Charismatic authority, and Rational-legal authority. Traditional
authority, which is found in tribe and monarchies, consist of accepting and unquestioned
folks derived from customs and traditions. Charismatic authority which means a person who
has gained respect and trust from his/her followers. Usually a leader of a small or large
group with similar attributes. The third authority is Rational-legal authority where a setup of
an organization and position held by the person in authority. Weber also finds another
authority called bureaucracy, bureaucracy refers to management by rules; a set of rules that
control the function of the organization, division of labor; authority and responsibility are
clearly defined and officially authorized, formal hierarchal structure; follows a clear chain of
command, personnel hired on grounds of technical competence; work is assigned based on
experience and capability, managers are salaried officials; trained and experienced
specialists and written documents; All decisions, rules and actions taken by the organization
are formulated and recorded in writing. SEE EVIDENCE ON PAGE 16
HDF 290
Also known as Taylorism, this theory revolves on a management theory that measures
workers productivity to improve economic efficiency. Scientific Management consists of
analysis, synthesis, logic, rationality, empiricism, work ethic, efficiency, and elimination of
waste and standardized best practices. In this process, Taylor introduced studies of
measuring workers productivity, such as time studied; breaks down each job into component
parts timing each part to determine the most efficient method of working and motion studies;
timing each part to determine the most efficient method of working. Continues to be big
contribution to management theory today. SEE EVIDENCE ON PAGE 17
HDF 290
A management theory that targets to improve performance of an organization by defining

objectives that both managers and employees agree with. The theory states that if you have
an input in setting goals or making actions for example then the participation will be better.
There is a five-step process to MBO in which consist of setting organizational objectives,
next, you cascade employees with objectives, monitor, and evaluate performance and finally,
reward performance. MBO goals are suppose to S.M.A.R.T, Specific, Measurable,
Achievable, Realistic and Time Bound. SEE EVIDENCE ON PAGE 18
HDF 290
A theory created by Douglas McGregor in 1960. This theory is useful in Human Resources,
Organization Behavior Analysis and Organizational Department and consists of human
leadership by MacGregor
25.
26.
27.
28.

(MacGregor)
Servant Leadership theory of
leadership by Greenleaf

(Greenleaf)
Principle Centered Leadership
theory by Covey
motivation and describes two different attitudes toward work motivation. The first theory,
Theory X, assumes that employees are lazy and will avoid working as well, as they are only
interested in the money and need close supervision. It continues by saying that employees
have little to no ambition, avoid responsibility and need to be driven. It is based on an
authoritarian style where threats of punishment occur.
On the other hand the second theory, Theory Y consist of employees being ambitious, selfmotivated and accept grater responsibility as well as exercise empowerment, creativity, selfgovern and self-control. These theories help future generations understand human behavior,
which is constantly changing. SEE EVIDENCE ON PAGE 19
HDF 290
This theory is considered to be the most effective theory. A servant leader is effective when
he/she gives attention to his or her follows and their needs. According to Greenleaf, a
servant leader emphasizes on collaboration, trust, empathy and ethics. A servant leader
should be a servant first before leading, he or she should want to serve better rather then
gain more power. The assumption to this theory is if the leader pays attention to the
followers desires then the followers will be more willingly to have a better performance.
This theory is outlined to have ten principles, which are listening, empathy, healing,
awareness, persuasion, conceptualization, foresight, stewardship, commitment to the growth
of others, and building community. A servant leader must be able to listen verbal and non
-verbal signals and interpret what others are saying. Empathy, good intentions and does not
reject his/her co-workers as people. Healing, help make whole those whom they come in
contact with. Awareness consists of viewing most situations in an integrated position. Next, is
persuasion, which a servant leader should be able to persuasive rather than demanding.
Conceptualization indicates that they have the ability to look at a problem from a certain
perspective. Foresight means that a servant leader should understand the lessons from the
past, present and the future. Stewardship implies a commitment to serving the needs of
others. Commitment to the growth of people indicates seeking to get to know each and every
individual in the organization. Lastly building community, which implies that servant leaders
should seek to identify some sort of community with others. SEE EVIDENCE ON PAGE 20
HDF 290
Steven Covey created this leadership theory and it is based on the servant leadership theory.
Mr. Convey describes this theory as if you focus on principles, you can empower everyone
who understands those principles to act without constant monitoring, evaluating, correcting,
or controlling. There are eight characteristics that define the Principle Centered Leadership.
The first one is they continue to learn, learning from their experience. Second one is service
oriented where it states that life is a mission. Positive Energy, the third characteristic, which
should consist of being cheerful and optimistic. Believing in others, the next trait, in which the
leader should see the potential in others and help to achieve. The next one consists of
leading a balanced life meaning you stay current with social events. See life as an
adventure, synergistic and finally exercise self-renewal. Tis theory also consist of seven
directives which are be proactive, begin with the end in mind, put first things first, think winwin, seek first to understand and then to be understood, synergies and sharpen the saw. This
theory also promotes shared vision, creativity, interdependency, continued learning,
emotional stability, servant leadership and super-supervision. SEE EVIDENCE ON PAGE 21
29.
30.
31.
32.

(Covey)
14 Points / TQM theory of
leadership by Deming

(Deming)
Visionary Leadership (now often
cited as Transformational
Leadership) theory by Sashkin
HDF 290
An American statistician by the name of W Edwards Deming invented the Total Quality
Management (TQM). He set out 14 points for management in which he believed can save
the US from industrial doom at the hands of the Japanese. These 14 points where the first
sight of radical ideas but the key to understanding a number of them lies in Demings
thoughts. The first one is create constancy of purpose towards improvement meaning
replace short-term effects into long-term effects. Next, adopt the new philosophy which
intends to talk about the management should actually adopt his new philosophy; rather then
only expect the workforce to do so. Cease dependence in inspection, which means if
variation is reduced then there is no need to inspect manufactured items for defects because
there will not be any. As well as move towards a single supplier for any one item, meaning
that many suppliers mean variations between feedstock. Improve constantly and forever
come after that and suggest to constantly striving to reduce the variation. Next, Institute
leadership, in this point Deming differentiates the difference between leadership and
supervision. Then, drive out fear, where Deming sees management by fear as counterproductive in the long-term because it does not enable workers from acting in be half of the
organizations best interest. After that, break down barriers between departments, mean
that each department serves not the management, but the other departments that use its
outputs. The tenth point suggests that you eliminate slogans, its considered to be counterproductive to harass the workforce without improving the processes they use. Point eleven
asks the eliminate management by objectives, which production targets encouraging the
delivery of poor-quality goods. Next, remove barriers to pride of workmanship, the less
problems calls for a higher satisfaction rate. Then, institute education and selfimprovement. And lastly, the transformation is everyones job. SEE EVIDENCE ON PAGE
22
HDF 290
This theory came from the book called Leadership That Matter and was written by Michelle
Sashkin. It consists of three unique ways in which it focuses on leadership behavior,
leadership characteristic and the social context of leadership as well as the purpose of
leadership which says that leaders not only provide vision but they also create conditions
that allow followers to make meaning in their lives. This theory provide personal
characteristics of a leader and specific leader behavior incorporated while being an effective
leader as well. The Transformational leaders are visionary leader possess three
characteristics which are self -confidence, the pro-social need for power and the complex
thinking skills. This measures a leader ability to deal with complexity and future time spans. It
acknowledges the important role played by the personal behaviors of the leader in shaping
the culture of the organization. The purpose of this theory is to work to define shared values
and belief. It enables followers to commit themselves to organizational goals and they help
them to develop strategies for accomplishing those goals. This theory empowers to go
beyond self-interest and often influences them to perform beyond expectations, both their
own and their organization. Also it enables a culture of high-performance while at the same
time making an organization a great place to work. Sashkin believes that every leader has
the ability to be a better leader that what they are today. Acquiring this type of leadership has
its perks like making your organization a better and rewarding place for everyone to work at.
33.
34.
35.
36.

(Sashkin)
Individuals in Organizations
leadership theory by Argyris

(Argyris)
Students will demonstrate knowledge
of the 4 Vs theory of leadership by
Grace (Center for Ethical Leadership)
HDF 290
The father of organizational learning is considered to be Chris Argyris. This theory introduces
the concept of the significance of individuals behavior and it impact on learning within an
organization. Argyris debates that the manner in which people related to one another with
an organization prevented them from questioning the reasons underlying problems which
were often rooted in their own behavior. Changes made were superficial and the organization
as a whole never learned from their mistakes (PIckerd). He also believed that the definition
of learning was flawed and breakdown the learning within organizations. He also states that
the individuals are the key when they are acting in order to learn or when they are acting to
produce a result. This theory is divided into two methods in which individuals use to dictate
behavior. These theories are considered to be theories of action. The first part is called
espoused theory where individuals use words to express what it is we do or would others to
think we do in a particular situation. The second part consists of theories-in-use, which are
theories that govern the actual behavior of what we do in a particular situation. Argyris states
that these theories are in tended to be tactic structures, they contain assumptions about self,
others and environment. SEE EVIDENCE ON PAGE 24
HDF 290
The first thing that we have to do for this theory is define the definition of ethical leadership,
ethical leadership is defined as knowing your core values and having the courage to live
them in all parts of your life n service of the common goods. The four Vs model for the
ethical leadership is a framework that supports internal beliefs and values with external
behaviors and actions. The goal of this theory is to benefit the common good. The four Vs
that make up this theory is values, virtue, voice, and vision. For values we need to
understand our own individual. Assimilate our values with our decision- making. Next, we
have vision, where this is the ability to frame our actions. We must picture what we should
do. Voice, we should convey our visions to the others in a convincing way, the goal is that our
will motivate others. And lastly, virtue, this is the idea that we become what we practice. W
should strive to do what is right. The four Vs model also consists of three other subjects,
which are polis, renewal and service. Service involves being connected with ones vision to
their values. You exhibit your visions while doing your service. Next you have Polis, which
comes about from the word politics. We need to voice our visions. Let the public know. Lastly
we have the renewal part, which means that we must make sure that our voice, and values
and actions are always balanced out. SEE EVIDENCE ON PAGE 25
37.
38.
39.
40.

(Grace)
Situational Leadership theory by
Hersey & Blanchard

(Hersey & Blanchard)
Relational Leadership model by
Komives, McMahon & Lucas
HDF 290
According to Dr. Paul Hersey, professor and author of the Situational Leader thinks that
instead of using one style, a successful leader should change their style based on the
maturity of the people they are leading. He also states that leaders should be able to place
emphasis on the task and emphasis on the relationships with the people they are leading.
This theory is made up of four main leadership styles: Telling, Selling, Participating and
Delegating. The first style is telling which allows leaders to tell their people what to do and
how to do it. As for selling, a leader should provide information and direction, but theres
more communicating with the followers. When it comes to participating, a leader should
focus more on the relationship and less on direction. This leader works with the team and
shares decision-making tasks. For the last style, delegating, the leader is opposite from a
participating style, here you pass almost all of the responsibilities to the follows, while still
monitoring but being less interactive with the team. The first two styles concept is getting the
task done while the last two are about the ability of working independently. Hersey also
states that knowing when to use each style depends primarily on the maturity level of a
person or group. In this theory the maturity level is divided into four different levels. The first
maturity level pertains to the bottom level of the scale. They lack the knowledge, skills or
confidence to work alone and they need a constant nudge to complete a task. The second
level involves a worker to have a slight willingness to take a task on but still dont have the
skills to complete it successfully. The next maturity level revolves on the followers being
ready to complete the task but lack the confidence of being to complete it successfully. The
fourth maturity level is having the ability to work on your own with very high confidents, skills
and is fully committed to the work. SEE EVIDENCE ON PAGE 26
HDF 290
Relational Leadership is defined as a relational process people attempt to accomplish

change or make a difference to benefit the common good. To be a successful relational
leader you must also be inclusive and ethical. A rational leader should be an open-minded
type of person. Having a relationship under this theory is the key to effectiveness. This theory
comprises of five elements, which govern relationships between people who have united in
order to bring a positive change, the five e components compose of purpose, inclusion,
empowerment, process-oriented and ethical. The first concept is purpose, which means
having a commitment to a goal or activity. The individuals ability to collaborate with one
another and finding a common ground with others to establish a common vision. Next, you
have inclusiveness where knowledge and understanding of one self and others and belief in
fairness and equality. The third concept of this theory is empowerment, which means that
the leadership is shared. All members of a group should assume responsibility of the groups
outcome. The group as a whole should be willing to participate and feel good contributing.
The next concept, process- oriented, includes on how the group conducts themselves as a
group and how they accomplish the groups purpose. This concept is the planning and
developing of the project. Finally, you have ethical; being ethical involves behavior driven by
values or high standards. Make actions that benefit the group as a whole of just a single
10
individual. SEE EVIDENCE ON PAGE 27

41.
42.
43.
44.
45.
46.

(Komives et al)
concept of constructivism
Students will describe personal

examples of implementing
constructivism
of experiential learning in leadership
development (Kolb)
application of experiential learning in
leadership development (Kolb)

Social Change Model of Leadership
Development by Astin et al
HDF 290
HDF 413
HDF 290
A type of learning theory that explains human learning as an active attempt to construct
meaning in the world around us. This theory believes that learning is more active and selfdirected. Constructivism is divided into two types; accommodation and assimilation. The
main concept of this theory is the individuals desire and ability to learn.
Constructivism is a theory, which basically states how people learn. This theorys concept is
perceived by individuals composing their own knowledge and understanding of the world
around them, through encountering things as well as stating how they feel about the event
going on. When we learn new things, we first process what we learned incorporate that
information with what we already know, put into context of who we are with this new
information as well as intertwine our personal experience with it. We then either take into
consideration the prior information, we acknowledged if it either correct or incorrect. This
theory focuses on the ability of one to reflect and have the ability to combine the new
information with information already acknowledged. SEE EVIDENCE ON PAGE 28
SOLC
In SOLC, Student Organization Leadership Consultants we were taught several techniques/

skills and asked to use them to help students and organizations here at the University of
Rhode Island. These techniques varied from different tactics such as knowing what
debriefing is and when is it appropriate to do it, primarily done towards the end of the retreat
to see what the group successfully got out of the retreat and if what they wanted to get out of
the retreat actually occurred. We also learned different types of icebreakers/ energizers such
as ninja, stepping stones, pipeline, calculator, helium hoop as well as other games to get the
group relaxed and more willing to participate in the activities during the retreat. See Evidence
on page 1
I have never heard about SOLC until my HDF 413 class so all of the things that they did was
new to me. I consider myself to be a quick learner so I was able to jump in the fun and action
during the retreats. All of this skills taught here allow us to take the lead in things such as the
retreats. Being a leader consists of inspiring others to pursue a vision within certain limits.
Change is the primary concept of this theory, according to Austin et al the social change of
leadership is composed of 7 Cs 8 Cs if you include the most recent addition: Consciousness
of self, Congruence, Commitment, Collaboration, Common Purpose, Controversy with
Civility, Citizenship and Change. These seven/eight Cs are divided into three subcategories
called values, which are Individual Values, Group Values and Societal/ Community Values.
The three subcategories have 5 core beliefs of Leadership Emory that help connect the
sections. These three sub categories correspond with each other meaning that one cannot
happen without the other one. The first circle of the diorama consists of the subcategory of
11
individual values, which is composed of the first three Cs. Consciousness of self refers to
being aware of ones beliefs, values, attitudes and emotions in which it motivates one to take
action. Congruence mentions of thinking, feeling and behaving with positive attributes such
as consistency, genuineness, authenticity and honesty for others. Commitment is the desire
to serves others and pushes the collective effort. Moving to the second circle in the diorama,
the group value, the following three Cs correspond with this subcategory. Collaboration is
the ability to work with others for a common outcome. Common Purpose refers to work
shared values meaning that everyone with in the group participates in a equal manner
articulating the goal. Controversy with Civility indicates that its okay to have differences in
concepts and its okay to speak on the differences in a respectable manner. The last circle of
the diorama consists of the societal/ community values, which consist of citizenship, which
refers to having a connection with society and the community. These five core beliefs are
also divided among the three subcategories. One being the Awareness of self and empathy
with others which refers to having the ability to learn self reflection and the ability to
understand and appreciate other individuals beliefs, values, etc. this tenet links with
consciousness of self and controversy with Civility because in order to engage in controversy
with civility on must have the ability to understand and appreciate beliefs, life experiences
and values of others. The second tenet is Ethical leadership principles and practices which
are learning fundamentals that are associated with ethical leadership skills and integrity, this
tenet is based off the skill sets related to the individual and are connected with
Consciousness of self, Congruence and Commitment. The third tenet consist of
Collaboration and problem solving, learning the ability to work effectively with others in such
a way that it empowers all individuals to contribute. These are linked with Collaboration and
Controversy with Civility, learn to cooperate and problem solving when they have an
understanding and appreciation for differences and have empathy for those they interact
with. Collaboration empowers one and others to trust that the job will get done. The following
tenet is Sharing the Commitment to Action, the ability to develop the motivation to translate
knowledge into action, foster buy-in and support and to become actively involved in
individual and collaborative efforts to promote personal and social change. Common Purpose
and Controversy with Civility are linked to this tenet because as a leader one must
understand the different ideas in order to inspire and motivate as for common purpose
having to ability to work together sharing the same values. And lastly, the fifth tenet Ethical
engagement and citizenship which allows for promoting positive civic engagement and social
responsibility. In relation to this tenet you have citizenship and change which in the process
the individual as well as the group must work together along side of the community and
society. Change results when the ultimate goal. SEE EVIDENCE ON PAGE 30
47.
48.

application of the above theory (Astin
et al)
of the Leadership Identity
Development Model by Komives et
al
Internet
Leadership Identity Development Model consists of six stages: Awareness,

Exploration/Engagement, Leader Identified, Leadership Differentiated, Generativity and
Integration/ Systems with a key transition.
Stage One- Awareness
- Focus on others
- Being aware of leadership within national and other authority figures
12
- During this stage students are usually uninvolved followers

While being in the process of this stage the behaviors of those consist of seeking friendships
and affirmation. They believe that they are not leaders and that they are incapable of
influencing others.
Stage Two- Exploration/Engagement
- Branching out and getting involved in a variety of activities
- Develop personal skills and abilities
- Beginning to see the need for change
During this stage one begins to build their confidence, others may also begin to see you as a
leader, you desire to do more and make a difference
Stage Three - Leader Identified
- Trying on roles in activities and groups
- Leaders get things done mentality comes in this stage
One begins to take on more responsibilities as well as see themselves as a leader and have
a tendency to rely on older mentors and guides.
Key Transition
- Shift order of consciousness
- Looks to the entire group for leadership to happen allowing each person to bring their
uniqueness to the table
- Learns more about leadership
Stage Four Leadership Differentiated
- Commitment to group growth and community
- Leadership is now considered to be a process
- Can see self as an effective leader
- New values place on teams
- Makes meanings from every experiences with the help of guides/ mentors/ peers
Stage Five Generativity
- Personal passions
- Seeking to develop leadership in others
- Thinking about leadership sustainability within groups and organizations
While progressing to this stage one learns to share responsibilities, one becomes more
aware of the future and looks for meaning in peer relationships
Stage Six Integration/Synthesis
Commits to a life long learning and growth as a leader
Believes that you can influence change from any place within the organization
Usually during this stage one leaves things better than when you found them, you are
capable of influencing in multiple contexts and others see you as a role model
49.
50.
Students will describe personal

application of the above theory.
(Komives et al)
of the Strengths-Development Model
by Hulme et al
Internet
This model consist of developing SEE EVIDENCE ON PAGE 32
13
51.
52.
53.
54.
55.
56.
57.
58.

(Hulme et al)
of behavior theories of leadership
from Michigan and Ohio State
application of the above theories
(Michigan & Ohio State)
of Charismatic leadership

of contingency approach to
leadership by Fiedler
(Fiedler)
of Path-Goal theory by House
Internet
A charismatic leader is capable of attracting followers and inspiring others. These leaders
develop 10 characteristics that classify them as a charismatic leader: Communication,
Maturity, Humility, Compassion, Substance, Confidence, Positive Body Language, Listening
skills, Self-Monitoring and Self- improvement.
Communication helps motivate employees through tough times and also helps them stay
grounded when things are good.
Maturity- they behave in a mature and responsible manner on all occasions
Humility- convince individuals that they value what they bring to the organization and show
them their contributions go a long way within the organization.
Compassion- concern for the suffering or misfortune of others.
Substance- not only talks the talk but also walks the walk. Charm gets the person face time
and the substance closes the deal.
Confidence- they understand who they are and not try to be someone else. Secure and
confident enough to be comfortable with their own skin.
Positive body language- warm and open. They make eye contact when interacting with one,
smile and introduce themselves to strangers with the genuine joy of making new contacts
Listening skills- good listeners, pay attention to what is being said and listens with interest.
Engaged and have empathy
Self- Monitoring- they watch themselves. Aware of their strong personality and the fact that
their followers are constantly watching them. Portray a good image of themselves.
Self- Improvement - knows the importance of continually improve him/herself
Internet
A style or behavior that best works best with both the employee/ individual and the
surroundings to achieve a goal. The purpose of it is to increase the ones motivation,
empowerment and satisfaction enabling them to productive members within the organization.
Not a detailed process but displays the following steps: Determine the employee and
environmental characteristics, Select a leadership style, and Focus on motivational factors
14
that will help the employee succeed. The leader adjusts her style of behavior to the
employee and task characteristics so that the employee's motivation is to excel at their goal.
Four types of leader behaviors or styles: Directive, Supportive, Participative, and
Achievement.
Directive: The leader informs her followers on what is expected of them, such as telling them
what to do, how to perform a task, and scheduling and coordinating work.
Supportive: The leader makes work pleasant for the workers by showing concern for them
and by being friendly and approachable.
Participative: The leader consults with his followers before making a decision on how to
proceed.
Achievement: The leader sets challenging goals for her followers, expects them to perform at
their highest level, and shows confidence in their ability to meet this expectation. SEE
EVIDENCE ON PAGE 35
59.
60.
61.
62.
63.

(House)
of Leader Member Exchange (LMX)
theory

of Leadership Substitutes Theory
Internet
Role taking- The member joins the team and the leader measures their abilities and talents.
Based on this, the leader may offer them opportunities to demonstrate their capabilities. Role
making- In the second phase, the leader choose who they ant to have in their in group and
the rest go to their out group. Routinization- In this phase, a pattern of ongoing social
exchange between the leader and the member becomes established.
In- group: mutual trust, respect, and liking
Out- group: lack of mutual trust, respect and liking
Internet
This theory represents different variables that can substitute for neutralize or enhance the
effects of leadership. Substitutes for leadership influence employee attitudes and
performance. They set up limits of leadership, making leadership behaviors inefficient and
irrelevant under certain circumstances. Situational variables that tend to outweigh the
leaders ability to affect subordinate satisfaction and performance. Three substitute that offset
the leaders ability to influence performance and satisfaction: subordinate, task, and
organizational.
Subordinate ability, knowledge, experience, training; need for independence, professional
orientation; indifference toward organizational rewards
Task Clarity, routineness, provision of feedback concerning accomplishment and of intrinsic
satisfaction
Organization formality; inflexibility; very specific advisory and staff functions; closely knit,
cohesive work groups; reward outside of the leaders control; physical distance between
superior and subordinates

15
64.
65.
66.
67.

of Models of leader emergence
Student will describe the impact of
traits on leadership emergence and
performance
of Chaos approach to leadership by
Wheatley
(Wheatley)
16
Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership

68.
Outcome
Student will demonstrate how
cultural anthropology / paradigms
relate to leadership
69.

example of using cultural
anthropology / paradigms as a leader
70.

of the Cycles of Socialization
(Harro) theory and its uses in
leadership
Target class
HDF 412
URI, Shaws Supermarket
HDF 412

Cultural Anthropology deals with the social structure, language, law, religion, art, etc. that
have to deal with humans and their traditional cultures. Tracking is a tactic that is used to
identify and name what is going on around us by group membership. Tracking consist of
what you see or feel without any interpretations, judgments, and assumptions. Here, you
view the behaviors on other people, on the topic, on the group, on the discussion, etc. This
relates back to leadership because according to the Wilsons Model (1998) In order to
effectively lead others, you must first know yourself and make intentional efforts to broaden
your perspectives through experience and re-evaluation in order to understand and
appreciate others. Crosbys Freedom from Ignorance makes the connection to cultural
anthropology back to leadership by indicating that one must have knowledge of ones past &
present culture, have knowledge of other cultures, engage in critical thinking and continue to
develop ones point of view, understand methods of engaging in controversy with civility
among those with radically different view points. SEE EVIDENCE ON PAGE 40
Ive tracked that the URI students have a tendency to stick with their own kind when it comes
to interacting with other people, yes you see diversity occurring occasionally but for the
majority of the time white students stick to their white individuals as minorities stick to their
own kind. On Campus the minorities are also divided into subsections of their desired choice.
The campus has multiple organizations such as Powerful, Independent, Notoriously,
Knowledgeable women organization (PINK), Brothers on a New Direction (BOND), Latin
American Student Association (LASA), Asian Students Association (ASA), Student Alliance
for the Welfare of Africa (SAWA), etc. who cater to specific minorities so they have a family
structure/ environment away from home. Another thing that Ive tracked working at Shaws
Supermarket while working at the service desk is that the majority of individuals who go to
the service desk for lottery or merchandise concerns are elderly people aged 60+ during the
week compared to a wide range in age (18-60+) of diversified individuals who go to the
service desk on the weekend to cash their checks. As for the whole store in general,
approximately 75% of the customers are white folks and the other 25% is made up of the
minority individuals. SEE EVIDENCE ON PAGE 41
The Cycle of Socialization is one of the mechanisms we use to display how socialization
(what role one is giving based of our social identities) occurs, where they come about, how
we are influenced by, and how it keeps going (Harro, 1986). To start the cycle the first circle
is the beginning, which indicates that we are being asked to play our roles since the day we
are born. Without any self- choice we are assigned what gender, sexual orientation, race,
etc. Were in a society where there are set on rules and implementations one must abide by.
We come into this world unaware of the prior prejudices, traditions, and stereotypes. The first
arrow in this cycle is socialized, meaning that we are taught by our immediate surroundings
such as family and friends about our norms, values and expectations. The second upcoming
circle is the reassurance of our values, norms and expectations based off of what the media
and those who are not within your family and friends such as teachers. The messages are
both consciousness and unconsciousness received. Due to all the norms and values that are
engrained by society and family we shift to the second arrow of the cycle, which results with
those who are privileged to continue to get away with what they were taught; putting down
17
those who fall under the category of target group. This is the section were society tends to
stigmatize and discriminate people. Moving to the next circle of the cycle consists of how
people view things (peoples lens) and for the most part this circle results in negative
perspectives such as hatred, silence, violence and crime is committed. The next transition to
the cycle results into a split of arrows. The other arrow consists of a continuation of how
society and your personal perspective makes you look at things in a very narrow lens. One
arrow revolves around changing the way you see things and changing the way things are
among the society and the individuals themselves. This is in a cycle form due to the fact that
this is an never- ending phenomena that does not change because the society and
individuals are so stuck in their everyday routines unless we all think of using the outward
arrow of change and make something happen. SEE EVIDENCE ON PAGE 42
71.
72.
73.
74.
75.
Students will demonstrate personal

application of the Cycles of
Socialization (Harro)
of the Cycles of Liberation (Harro)
theory and its uses in leadership
Student will demonstrate personal

application of the Cycles of
Liberation (Harro)
of the Configuration of Power
(Franklin) and its relationship to
leadership
HDF 412
The Beginning: We are born into a social identity; some are born into dominant or agent
groups others are born into subordinated or target groups.
First Socialization: Socialized by all around us to learn our identities.
Institutional & Cultural Socialization: Social identities & norms are reinforced; consequences
of non-compliant behavior become evident
Enforcements: Benefits exist for positive compliance; negative consequences enacted for
non-compliance.
Results: As targets we perpetuate the system of oppression (internalized oppression); as
agents we perpetuate oppression through unconsciousness or unwillingness to interrupt the
cycle (accepting the benefits of the status quo).
Actions: What do we do? If nothing, the cycle continues.
Direction for Change: Educate others, question the status quo, build coalitions, and allow for
empowerment and new rules. SEE EVIDENCE ON PAGE 43
HDF 412
According to Franklin, Configuration of Power is composed of four layers, which consists of

1. Economics being at the core of the diorama, 2. Politics, second layer, 3. Bureaucracy, the
third layer of the diorama and 4. Controllers of symbols, the outer layer. The first layer
involves those who have control of the wealth and those who means of production within the
communities. This layer also consists of those who are capable of hiring and terminating
individuals. Moving on to the following layer, politics; this layer revolves around those who
deal with issues of power, protecting ruling economic interests. The third layer of the diorama
consists of those who are employed by politicians who manage law enforcements and etc.
their primary purpose is to protect politicians. The fourth layer is what is composed by the
outside society such as the media, our education, religion. Beyond these layers of power are
those who are considered to be in the subordinate categories of minorities, women LBGT
individuals. These individuals are usually the ones who challenge those in the layers above.

application of the Configuration of
18
76.
77.
Power (Franklin)
of racial identity development via the
Cross-, Helms or other models
(Ferdman & Gallegos; Kim; Horse;
Wijeyesinghe etc.)
HDF 412
HDF 412
Personal
Ferdman and Gallegoss Model of Latino Identity Development (2001). This Model indicates
that due to the fact that Latinos/as are not a set in stone color we have difficulties fitting into
the United States cultural norms so easily and we are forced to fit into a category, which is
then twisted and manipulated into something that Latinos/as are not in reality (p.44).
Ferdman and Gallegos provide three reasons for us to understand how Latinos/as
acknowledge race and racism. To beginning with, Latinos/as have different ways of
identifying themselves as Latinos/as, which include all or one of the following: ethnicity, race,
and heritage/culture but primary get identified but their skin tone/complexion. Just as all
races and ethnicities have those who critic who they are through a societal spectrum they
also have those who critic within their own race and ethnicities; Latinos/as have a tendency
to devalue those who are darker then the ideal Latino/a skin color. Moving on to the
second reason, Latinos/as coming from diverse background and embody several different
skin tones resulting in not having to categorize themselves in a specific racial category. And
lastly, depending on the individual Latinos/as have a predisposition of identifying themselves
under a certain category due to their personal experiences and views (2001). Ferdman and
Gallegos (2001) offer six different views that they consider how Latinos/as perceive
themselves, which they call orientations. These orientations are built around five ideas: how
one perceives their identity, how Latinos/as actually would like to perceive themselves, how
Latinos/as as a whole are looked at, how white people are perceived and how race fits into
the equation (p.49). According to Ferdman and Gallegos, Latinos/as can identify with one or
all of the six orientations. The first orientation consists of Latino-integrated, which implies that
Latinos/as understand and grasp the concept of being a Latino/a in the United States and
are content with who they are and have no difficulty enriching other identities of their
culture/heritage and will beg a differ when others bad mouth who they are. Latinoidentified, the second orientation indicates that Latinos/as classify themselves as Latinos/as
as a whole instead of taking into consideration that being Latino/a consists of several
different countries from South America, Central America and the Caribbean. The third
orientation, Subgroup-identified, suggests that Latinos/as know that they are Latinos but
identify with their specific ethnicity (I for instance identify as Guatemalan/Puerto Rican
American) more then being Latino/a as a whole. Ethnicities are always debating that their
country is better then any other. For example, Dominicans and Puerto Ricans act like their
shit dont stink. All Latino ethnicities have something negative things to say about other
Latino/a ethnicities. The fourth orientation, Latino as other, implies that people who fall under
this orientation have several different identities and are incapable of identifying to them
because do not know their specific background/ heritage but can connect with others
because of their physical appearance. The fifth orientation, Undifferentiated/denial, this
orientation indicates that Latinos/as feel that race cannot affect the outcome of anything.
They only see one color and live by what society calls dominant culture. They also feel as
when an individual is being oppressed, its that persons own fault and not a societal
oppression. And finally the sixth orientation, White-identified, this orientation implies that
Latinos/as dont consider themselves to be Latinos/as but an individual who abides by the
dominant culture, white. As little to no association with any Latinos (Ferdman & Gallegos,
2001). SEE EVIDENCE ON PAGER 45
I think that I fit into several of these orientations. For instance, I can say that I identify with
19
application of model(s) of racial

identity development above
78.

of McIntoshs theory of privilege and
its relationship to leadership
HDF 412
the Subgroup-identified orientation because like I said above I normally like to identify myself
as Guatemalan/Puerto Rican (Guate-a-Rican) American because I am proud of the
individuals (mums and pops) that brought me into this life and taught me the ways of both
ethnicities as well as fortunate enough to have been blessed to be born in the United States
due to the fact that many desire being able to set foot in the United States to fulfill the
nationwide dream of being educated and successful in life. I have never thought that my
nationalities have been superior to others because I was taught to perceive everybody has
the right to feel equal. Another one I can identify with is Latino-integrated, because I am
extremely content with being Latina and being able to enrich folks of not one but two different
ethnicities/nationalities and all of us are similar if we exclude the classification and division
the society upholds. I can semi relate to undifferentiated/denial orientation because I myself
have not experience any oppression I see going around discriminating Latinos/Hispanics
today in age. I grew up in an area predominately where minorities lived. I did feel like I was a
little different all my academic career because I was one of the few people that had to pay
daily for her lunch at school because according to the school my parents income surpassed
the amount to obtain free lunch but I never thought anything about it until I actually
understood the concept of why they had me paying for my lunch and breakfast. SEE
EVIDENCE ON PAGE 46
According to McIntosh, men often dont take into consideration that in this society they are
overprivileged, making women disadvantaged. These denials of this assumption is what
keeps the phenomena of men being overprivileged, which coincides with white privilege.
White Privilege is considered an advantage among white individuals that revolves around
several things such as racism. McIntosh states that white privilege is as an invisible
package of unearned assets which a person cannot cash in each day. White privilege is
like an invisible weightless knapsack of special provisions, maps, passports, codebooks,
visas, clothes, tools and blank checks. The majority of the oppressiveness among men is
unconscious. McIntosh provides several conditions where white privilege plays a role in her
everyday life: 1. I can if I wish arrange to be in the company of people of my race most of the
time. 2. If I should need to move, I can be pretty sure of renting or purchasing housing in an
area which I can afford and in which I would want to live. 3. I can be pretty sure that my
neighbors in such a location will be neutral or pleasant to me. 4. I can go shopping alone
most of the time, pretty well assured that I will not be followed or harassed. 5. I can turn on
the television or open to the front page of the paper and see people of my race widely
represented. 6. When I am told about our national heritage or about "civilization," I am shown
that people of my color made it what it is. 7. I can be sure that my children will be given
curricular materials that testify to the existence of their race. 8. If I want to, I can be pretty
sure of finding a publisher for this piece on white privilege. 9. I can go into a music shop and
count on finding the music of my race represented, into a supermarket and find the staple
foods which fit with my cultural traditions, into a hairdresser's shop and find someone who
can cut my hair. 10. Whether I use checks, credit cards, or cash, I can count on my skin color
not to work against the appearance of financial. reliability. 11. I can arrange to protect my
children most of the time from people who might not like them. 12. I can swear, or dress in
secondhand clothes, or not answer letters, without having people attribute these choices to
the bad morals, the poverty, or the illiteracy of my race. 13. I can speak in public to a
powerful male group without putting my race on trial. 14. I can do well in a challenging
situation without being called a credit to my race. 15. I am never asked to speak for all the
20
79.

application of McIntoshs theory
HDF 412
80.
Student will describe the differences

and similarities of individual and
institutional oppression and
relationships to leadership
effective leadership as it relates to
change agency
HDF 412
81.
HDF 412
Life
people of my racial group. 16. I can remain oblivious of the language and customs of
persons of color who constitute the world's majority without feeling in my culture any penalty
for such oblivion.
17. I can criticize our government and talk about how much I fear its policies and behavior
without being seen as a cultural outsiders. 18. I can be pretty sure that if I ask to talk to "the
person in charge," I will be facing a person of my race. 19. If a traffic cop pulls me over or if
the IRS audits my tax return, I can be sure I haven't been singled out because of my race.
20. I can easily buy posters, postcards, picture books, greeting cards, dolls, toys, and
children's magazines featuring people of my race.
21. I can go home from most meetings of organizations I belong to feeling somewhat tied in,
rather than isolated, out- of-place, outnumbered, unheard, held at a distance, or feared. 22. I
can take a job with an affirmative action employer without having co-workers on the job
suspect that I got it because of my 23. I can choose public accommodation without fearing
that people of my race cannot get in or will be mistreated in the places I have chosen. 24. I
can be sure that if I need legal or medical help, my race will not work against me. 25. If my
day, week, or year is going badly, I need not ask of each negative episode or situation
whether it has racial overtones. 26. I can choose blemish cover or bandages in "flesh" color
and have them more or less match my skin. SEE EVIDENCE ON PAGE 47
In class we were asked to complete a sheet to evaluate how privileged one is regarding the
topics on the sheet. We have to remember that these selected few do dont compose all
topics pertaining to privilege. Upon finishing the assignment, I was able to make connection
to the majority of the 54 conditions, there was some which I can count on one hand that did
not pertain to me or I felt that it semi connected to me. This made me realize that we never
take into consideration all the little things one is able to do someone always watching your
ever move, although we actually are. This also made me realize that we are more privileged
then what I assume to be. Another way as to why I feel privileged is because I have the
opportunity to further my education being here because not everyone (my parents) had the
opportunity to further their education because the demand to keep their families from being
in the streets and being hunger was high. Although, I believe I did not get adequate
education I was able to obtain knowledge, whereas you have those you desire to learn but
are incapable. I am privileged to say that I was giving everything I desired growing up; I was
the baby and only girl growing up in my family so anything and everything was there for me. I
had a roof over my head and was feed breakfast, lunch and dinner everyday of my life. Also
growing in the family that I have because I can say that I have both my parents and my
annoying siblings whereas there are the less fortunate who had to grow up fast due to the
fact that they lost one or both of their parents and were responsible for their siblings.
According to Ayvazian, an ally is a member of a dominant group in our society who works to
dismantle any form of oppression from which she or he receives the benefit. Allied behavior
is intentional, overt, consistent activity that challenges prevailing patterns of oppression,
makes privileges that are so often invisible visible, and facilitates the empowerment of
21
persons targeted by oppression. Available to each one of us in the categories where we are
dominant is the proud and honorable role of ally: the opportunity to raise hell with others like
us and to interrupt the cycle of oppression. Allies need allies. We dont always see the results
of our efforts we cannot measure our success in quantitative terms. There is no such thing
as a perfect ally. SEE EVIDENCE ON PAGE 50
82.
83.
84.
85.
86.
87.

examples of being a change agent
Student will create a personal code
of inclusive leadership
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
of the ally Action Continuum by
Griffin & Harro
URI 101
Vision, learning, service and sharing
HDF 412
Oppression occurs on a daily basis, its what we do to change the oppression is what matter
the most. The is a spectrum of supporting oppression or confronting oppression on the far
left side you have actively participating, which indicates that you are consciously aware of
your actions of oppression and you have no desire to change what so ever. Moving to the
next section on the spectrum is denying or ignoring, which meaning that you dont really want
to say you oppress individuals but it happens regardless. Next one is Recognizing: No
Action, meaning that you are aware of the oppression but have any desire to change it or
you unwillingly dont know how to. The following section on the spectrum is Recognizing:
Action, which indicates that you are fully aware of the oppression and want to do something
to fix/ alter the oppression currently occurring. Next on the spectrum is Educating self, which
indicates that you take into consideration that oppression is currently an ongoing phenomena
and you would like to know what is out there for you to learn to not oppress someone. Once
you educate yourself the following section on this spectrum is take your knowledge and
share it with those who have the same desire to see a change occur, Educating Others. The
second to last on the spectrum is encouraging and supporting, continue to take your
knowledge and your desire to see a change and connect with the larger group of those who
want to see a change in oppression and lastly, Initiating, Preventing; be the change!
Everybody ranges differently on this spectrum. Many believe that they are aware of
oppression and are ranking themselves more towards the confronting oppression but theres
a test that helps evaluate were you stand on this spectrum and come to the conclusion that
they are still in the supporting oppression instead of confronting oppression. SEE
EVIDENCE ON PAGE 51

application of the Action Continuum
by Griffin & Harro
Outcome Category: Critical Thinking

Outcome
Target class

22
88.

principles of critical thinking (logic is
used in this minor)
HDF 412
89.
Student will demonstrate proficiency of

critical thinking
HDF 412
90.

metaphorical analysis to critically
analyze self and leadership situations
metaphorical analysis to critically
analyze self and leadership situations
Student will show knowledge of at least
five decision making methods
91.
92.
93.
94.
95.

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
examples of having used five problem
solving / conflict management methods
Critical thinking is making a wise decision with adequate supporting evidence. Thinking
critical allows to make better decisions. Using validity, cogency, sufficient evidence and
avoiding fallacies is many ways in which critical thinking results in wiser decisions. Fallacies
are errors in reasoning, they can help you make better decisions. SEE EVIDENCE ON PAGE
52
Im the baby and only girl in my family. My family in general is super overprotective and
except me to be someone with importance. By that I meant that my parents push me far
more then theyve pushed my brothers, not that they havent attempted to push them, to
farther my education so I can become the lawyer Ive always dreamed of becoming. Within
the last couple of years my dream of becoming a lawyer has slightly shifted because I do not
want to deal with all the financial crisis that I will come upon if I decide to go to law school
and law school does not allow you to mess up. And as of right now I am physically and
emotionally drained from learning, which is resulting in my crucial conversation with my
parents about taking maybe a year or so off from school to do something else such as
traveling and begin to obtain the experience one needs to obtain a career. I feel that my
parents are going to say that I simply need to finish school first before searching for the
career I desire. I know that they are doing this so I can have a better life but I simply cannot
retain any more information. I believe that I have to sit down with my parents and talk to them
about my decision of taking a year or so from farther my education so simply relax, get into
the mindset of going back to school and also having the chance to obtain some prior
experience. I know that my parents will tell me that they worked too hard to get me where I
am at today, which I an truly grateful and appreciative but I have to relax at some point
because life is not a beautiful paradise where everything is handed to you. SEE EVIDENCE
ON PAGE 53
HDF 412
According to John Dewey, individuals should follow the following logical steps to make
problem solving more effective. 1. Clearly describe the problem 2. Analyze what is causing
the problem 3. Establish criteria for solving the problem 4. Brainstorm solutions that fit the
criteria and 5. Pick the solution or solutions that best fit the criteria. SEE EVIDENCE ON
PAGE 54
Outside Learning
A problem is something that was not initially expected such as poor on time delivery, poor
quality, taking too long in the process, poor information, etc. Solving problems can occur
when you identify the problem, what is the plan, what might happen if ?, Try it out and lastly
23
(if student has been trained in

mediation, that information goes here)
96.
97.
98.
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
Student will describe examples of

leadership in crisis situations
measure the outputs. What is the problem consists defining what the problem is. What is the
plan consists of developing a plan to investigate what was the cause of the problem. Next,
once you have an idea of what might be the reason why a problem commenced. Work the
strategy and lastly measure the process outputs and if the problem is gone, you are done.
HDF 412
HDF 412
Module 3 Presentation:
Hurricane Sandy
James and Wooten indicate that leadership during a crisis effects public trust & perception in
the short-term. It ultimately affects the organizations long-term financial health and survival
(Tylenol vs. Exxon Valdez). Crisis leadership is different. It takes place in the full view of the
public and decisions/leadership actions are often suboptimal. The best crisis leaders build a
foundation of trust. Crisis = Any emotionally charged situation that, once public, invites
negative stakeholder reaction and thereby has the potential to threaten the financial wellbeing, reputation or survival of the firm. SEE EVIDENCE ON PAGE 57
James & Wooten--How to Display Competence in Times of Crisis (Phases of a crisis from a
corporate point of view but still applies to Hurricane Sandy)
1.
2.
3.
Signal Detection--Anticipated the hurricane days in advance

Preparation/Prevention--Residents evacuate
Damage Control/Containment--Necessary precautions for houses, involves waiting
for the storm to pass
4. Business Recovery--crisis managers work to reassure stakeholders that things
will be back to normal soon, improve current policies, short and long-term recovery
efforts (Government leaders instead of business leaders)
Learning--to prevent damage and deaths for natural disasters in the future in a financially
efficient way; can learn from previous hurricanes, but infrastructures differ from place to
place. SEE EVIDENCE ON PAGE 58
Outcome Category: Interpersonal and Organizational Concepts & Skills
99.
Outcome
active listening techniques
Target class
HDF 492
HDF 290
HDF 291
Work
Communicating with others

Listening is sought out to be one of the most important skills on can have. The ability to listen
has a major impact on your job effectiveness and on the quality of your relationship with
others. We listen to obtain information, we listen to understand, we listen for enjoyment, and
we listen to learn. Being an active listener one must not only hear the words that another
person is saying but attempt to understand the complete message, in order to do so one
must pay attention to the other person very carefully. It takes a lot of concentration and
determination to be an active listener. Being an active listener consist of five techniques
which will ensure that you hear other people and the other person acknowledges that you
are hearing what they say: pay attention, show that youre listening, provide feedback, defer
from judgment and lastly respond appropriately. Pay attention consists of giving the speaker
your undivided attention and acknowledge the message. Ways to let the speaker know that
you are paying attention are looking at the speaker directly, put aside distracting thoughts,
24
dont mentally prepare a rebuttal (contradiction), avoid being distracted by environmental

factors such as side conversations and listen to the speakers body language. Step two,
show that youre listening meaning that you use your own body language and gestures to
convey your attention buy occasionally nodding, smiling and other facial expressions, note
your posture; make sure your open and inviting, encourage the speaker to continue with
small verbal comments such as yes. Next, provide feedback meaning reflect what is being
said and ask questions, when reflecting one can paraphrase and ask questions for
clarification and occasionally summarize the speakers comments. The fourth step when
attempting in being an active listener is deferring from judgment, which refers to interrupting
to a bear minimum because it only frustrates the speakers when done so. Allow the speaker
to finish speaking prior to asking questions and do not interrupt with a contradiction. Lastly,
respond appropriately, when becoming an active listener one is gaining information and
perspective. When responding be open and honest, assert your opinions respectfully and
treat the other person in a way that you think he/she would like to be treated. SEE
EVIDENCE ON PAGE 59
100.

using active listening skills
101.
Student will demonstrate functions of

group communication by Hirokawa
HDF 492
Communicating with friends and

family/others
An example of me displaying my active listening skills is when my best friend is in need of

some comfort when she is in a dilemma that she does not find a solution quickly. Usually, I
have a tendency to pay attention to her because she is crying or frustrated so that
automatically triggers me to pay attention. She usually stops at one point and asks for my
opinion and what would I do if I were in that situation. I have tendency to be very opinionated
but not in the aspect she would like me to be, which often frustrates her more because she
doesnt like my honesty but she likes my honesty, hard to explain in her words I do not sugar
coat things and thats one attribute she believes I should carry to my grave because although
I may be hurtful in the way I am saying it, I am the only person who checks her back to
reality. My knowledge learned while being in college as taught me to step back and take a
second to actually listen to her instead of always attacking her as I did before; attempting to
imagine myself in her position and better understand why she does what she does. Prior to
taking courses such as the courses needed for my minor I had a mentality that was so rude
and heartless that I was known as a b***h by my best friend and others but now Im less of a
B and realize that she does what she does because she fell in love with the guy. I now
understand why so. SEE EVIDENCE ON PAGE 60
25
102.

application of functions of group
communication (Hirokawa)
103.

techniques regarding giving and
accepting of feedback
104.

giving and accepting feedback.
105.

facilitation and de-briefing techniques
facilitation and de-briefing techniques
106.
Writing 104
In this class, we had a couple of writing assignment where we had to poof read someone in
the classrooms work. The way the professor did it was she separated the people that know
each other and placed them with a person that was unfamiliar to them. We were not allowed
to simply read the students work we had to actually revise the paper as well as give them
feedback on how the paper was structured, if we needed to add something else and
comments about the paper. This was a little hard for me because I consider myself to not be
a good writer, so making corrections on another persons paper when I know that my paper is
far from being perfect felt kind of wrong to me. I was one of them kids that would read the
students paper and tell them that I found nothing wrong with it. SEE EVIDENCE ON PAGE
63
SOLC
HDF 413
SOLC requires its participates to shadow a retreat and to facilitate two retreats to be an
active member of the group. The first retreat that I attended was Campus Rec; there I was a
shadow were I as simply asked to be part of the group to make the group even. The second
retreat that I attended was the Senate retreat, were I was a facilitator. As a facilitator, we
were asked to come early to set things up prior to begin the retreat. Other group member
facilitators and I cut stripes of papers for the chain of wisdom words. We set up the masking
tape for the Amazing Maze. Grabbed all the items for the whole retreat. After each activity we
26
did we asked the group why do they believe that we did this particular activity for them. We
had reserved two rooms so we decided to divided the Senate in half, two facilitators stayed
in one room and the other two facilitators went into the other room with the second half of the
group. During Amazing Maze, Nikki one of the facilitators asked me to design a maze so the
group can figure out and complete. I was a little confused because I had never played this
game so I asked Nikki if she could do the first maze so I can grasp the idea. The moment I
caught on to the game I decided to indicate the group members if they were going the right
direction. From there I asked if I could change up the maze for the next group. At the end of
this retreat we asked the group members to provide one word to describe the current activity.
We got several words such as difficult, frustrating, trusting, fun and etc. We asked some of
the group members to explain why they thought the activity came out the way it came out.
Lastly, we decided to sit the group together and debriefed the retreat by asked them several
questions about the retreat, about themselves and as Senate as a whole.
107.
108.
109.
110.
111.
112.
113.

framing and breaking the frame
framing and breaking the frame
organizing meetings / setting
agendas / and leading meetings
examples of organizing meetings /
setting agendas / leading meetings

Parliamentary Procedure
techniques for working with difficult
people
examples of using techniques to work
effectively with difficult people
SOLC
SOLC
HDF 413
I was not able to attend the setting up the retreat meeting due to the fact that the meetings
were being conducted at the time I had to be in class. So, I gave the lead of the retreat my
number and asked them to inform me about anything and what went on during the meeting.
But basically the lead of the retreat contacts the person who wants the retreat to happen and
asks what is their purpose of attending the retreat. From there you set up the way you wan
the retreat to be ran. What is going to be the activities, what facilitator is going to do what
during the retreat, what type of debrief should be used to, what to wear (our green shirts we
got for the class). SEE EVIDENCE ON PAGE 66

Customer Service at Shaws
Dealing with people or difficult people is what the customer service desk constantly consists
of. Working at the Service Desk as taught me several techniques on how to deal with the
main one is to treat everyone in a nice and respectable matter. This way people see that not
everyone is rude and obnoxious. I also let the person finish talking to let them blow some
stem off before I talk to them. Let the people acknowledge that you are paying attention to
them and apologize for any convenience. Also, I learned from dealing with difficult people is
to pick my battles because some are not even worth bumping heads with them but for the
most part know the way you are speaking to the person, imagine yourself in their position
and where they are coming from and dont make the issue/concern more difficult then it
27
already is. Kill them with kindness. SEE EVIDENCE ON PAGE 68

114.
115.

stages of group development
(Tuckman, Bennis or others)
examples of group development in use
(Tuckman, Bennis or others).
Group Development consists of five stages, which are Forming, Storming, Norming,
Performing and Adjourning. Joining SOLC or any group for a matter of fact consists of these
stages. The first time I walked into SOLC I was like is this class and are all these people in
this class. The meeting that day revolved around setting in stone the rules of the
organization as well as introducing the members of the group. The first day we simply
introduce ourselves. This part is the first stage, forming, team acquaints and establishes
ground rules. Formalities are preserved and members are treated as strangers. The second
stage is storming, thats when the group members of SOLC started to interact with each
other more because we were seeing each other on a daily basis but still not buddy buddies;
storming implies members start to communicate their feelings but still view themselves as
individuals rather than part of the team. SEE EVIDENCE ON PAGE 69
116.
Student will show knowledge of group

dynamics and group roles
Group dynamics refers to the attitudinal and behavioral characteristic of a group. Concerning
with how groups form, their structure and process, and how they function. Both formal and
informal groups of all types coincide with group dynamics. SEE EVIDENCE ON PAGE 70
117.

examples of group dynamics and
group roles
effective memberships skills in groups
examples of membership skills in use
Challenge and Support theory by
Sanford, and its relationship to
organizations
examples of using the theory of
Challenge and Support (Sanford)
118.
119.
120.
121.

Personal Experience
This semester I challenged myself with five classes and an internship deal with working two
jobs as well as being a commuter. At the beginning, I was like it will be easy because I
already have been taking a lot of classes in one semester. Boy was I wrong! It was a change
from the past because I was on campus and I worked one job in the evening went to class
during the day and worked my other job on the weekends. I had to get use to waking up at
5:30 in the morning to get ready and be ready to leave the house around 6:20 to take the bus
to go to my first job on campus at 8am. I would work until 12pm then go to my classes, which
varied in time. Then I would have to wait for the bus to go home, feeling exhausted at the
end of the day. Tuesday was another drag because I would have to wake up early and did
not come home until 9:45pm. Wednesdays I would have to repeat my daily schedule as well
as go to my internship from 5pm to 8pm. Friday I had to be awake early to be at my
internship at 9:30 then be at school for 1pm to then havening to got to work at 5pm. To add
28
to all that chaos I had to do my assigned work provided by the professors. That was a hand
full and I started to feel as if I had taken too much on my hands I would tell my parents I was
tired of all of this and at one point I wanted to give up and they told me that this is only the
beginning of what life is all about and that this challenge was a next step to being someone
successful. They were my backbone through out this semester. I realized that even with all
the struggling I am capable of completing something if I set my mind out to do so. This
semester has also taught me how to be more responsible. SEE EVIDENCE ON PAGE 75
122.
123.
124.
125.
126.
127.

construction / elements of informative
and persuasive speeches
Student will demonstrate proficiency in
informative and persuasive public
speaking

planning and conducting interviews (as
the interviewer)
examples of planning and conducting
interviews (as the interviewer)
preparing for and effective answers in
interviews (as the interviewee)
examples of preparing for and being
interviewed
HDF 291
My final presentation in HDF 291 I was asked to tell the class what I learned through out the
semester in a PowerPoint called Pecha Kucha. This presentation has to be 20 slides with an
estimate of 20 seconds each slide making the entire presentation an estimate of 6 minutes.
For this presentation we had the choice to choose to speak about it or record yourself and
speak about it during your presentation. This method of presentation helped me because I
was able to give my presentation without having to see everyone in the eyes. This
presentation allowed me to give a presentation without the fear of making a mistake. SEE
EVIDENCE ON PAGE 76
COM 100
COM 100
Tutor ..
Work
Having been in an interview process at a pervious supermarket going into Shaws

Supermarket wasnt as nerve racking. My mother advised me to arrive early to display that I
was responsible and ready to take on whatever was coming. During the interview, I was
asked why I wanted to have this job and what was a quality that would benefit the store. My
response was that I wanted to leave the birds nest and learn to fly, meaning that I no longer
wanted my parents to finance me since I was an expansive one growing up and desires and
wants kept coming through the window and the second question I answered by saying that I
was a quick learner and I was able to adapt easily. We then started signing papers and said
that I was going to have to take a drug test in which it would take several minutes to obtain
and sent we back into the break room. Not even a minute passed by and she came to me
with a baffled look, she started by saying that this was the first time in her career at Shaws
Supermarket were a drug test came out clear so fast. She then congratulated me and said
welcome to the Shaws Team. I was nervous but somewhat at ease knowing the basic
question I was going to be asked because I was in an interview process before. The
following day I got a call back and an interview at McDonalds. The first thing I was asked
when I sat down to have the interview with the manager, she asked if I had a relationship
29
with a male named Angel Serrano and to my advantage I said yes from there everything was
a breeze. She asked me a couple of questions such as why I wanted this job and what would
be my availability if I were to get the job. At the end of the interview she indicated that
McDonalds was going to give me a chance because they knew that my brother was a
pleasant employee who was capable of completing orders when told and they would hope I
would turn out the say. SEE EVIDENCE ON PAGE 79
128.

effective collaboration / coalition
building
HDF 413
SOLC
According to the National Democratic Institute coalition refers to a group of two or more
individuals who collaborate with each other to accomplish a shared goal/aim. The primary
focus of the all the group members is to build their strengths and issues of common interest.
The main reason one should collaborate/ coalition build to gain more influence and power as
an organization rather then individuals themselves. SEE EVIDENCE ON PAGE 79
129.

examples of working in
collaboratives/coalitions
HDF 413
SOLC
In HDF 413, the class as a whole was asked to work together to make a retreat book as an
example for the next class next semester. This retreat book had several different
icebreakers/energizers, forms needed for retreats and important information needed to know
for the retreat. We divided the work into four different sections and divided into four different
groups. We all put our work inside a binder and handed it in. See Evidence on page 8
The book displayed all the work we all did through out the semester. If we didnt know how to
do something or what was a ice breaker we asked each other for help. Working together
made the process of making this retreat book more entertaining and easier because we got
to learn about different ways on making things happen and everybody pitching in to help
allowed for everyone to have an equal opportunity to display their work. SEE EVIDENCE
ON PAGE 80
130.

Intercultural communication
considerations
Internet
Communication between individuals or groups of different linguistic and cultural origins.

Identified as both a concept and a competence. Effective intercultural communication is
defined in three primary attributes: knowledge, skills and attitude.
Knowledge of the cultures, institutions, histories and ways of life of different communities and
the ability to recognize their impact on behavioral norms in given fields of communication
Understanding of the relationship between culture, contexts of communication and language
use.
Insight into the roles and conventions governing behavior within specific intercultural
environments.
Critical awareness of their own and others beliefs and values.
Sensitivity towards cultural stereotypes and related obstacles to successful intercultural
communication.
131.
Student will demonstrate proficiency in

intercultural communication
Student will describe ways to maintain
accountability in leadership / member
relationships
Communicating with neighbor
132.
133.
Being responsible for ones work and answering for the repercussions of ones own actions
30
134.
135.
136.
137.
examples related to maintaining

accountability as a leader
Student will describe ways to build
relationships between leaders and
members
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

Internet
Leaders who establish creditability are respected and trusted. A credible leader treats
anyone and everyone with respect. Respect is the key in gaining ones loyalty and respect.
They have no hidden agenda meaning that they prefer honesty over lies anytime. Credible
leaders continually expand their knowledge. Recognize the importance of ongoing education
to help them achieve what is required. Take full responsibility for their actions and their
decision. Accept when they make a mistake and do what it necessary to fix it. One must
remain true to themselves and watch out for the interests of others. Trusting people benefits
the leader and the individual because it allows for more engaging and commitment when do
so. SEE EVIDENCE ON PAGE 87

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
Personal experience
140.
Student will describe principles of

effective mentoring, as well as
problems particular to the mentoring
relationship
Babysitting, playing with kids
141.

examples of mentoring and being
mentored
Personal Experience
I consider myself to be a mentor because I teach my little cousins the importance of being in
school and actually staying in school because now-a- days a high school diploma is nothing.
I teach them that having the brand name things is not everything people need to think about
especially at their age. Instead of being on the iPad or tablets, its better to go play outside or
138.
139.
I considered a couple of people such as Melissa Camba-Kelsay, Michelle Rosa, Lydia the
president of SOLC, my TD advisor Jihan M. to be a influence of leadership because these
individuals fall under the category of minority people and they are demonstrating that if you
set your mind to do something you are able to do it. The positions that they uphold are not all
the way at the top but they are in a sport where they would like to be and still continuing to
better themselves. They are showing me that with hard work and patience success comes
along. They also showed me that obstacles come to every individual not only to us minority
and its the way we surpass to obstacles that make us a better individual. I dont only lookup
to them because Im in the same category as them but because of the humble, kind and
inspiring individuals that they are. They seek to help others to be successful as well not
saying that others do not do that as well but I can simply relate to them more then anyone
else. SEE EVIDENCE ON PAGE 83
31
if playing inside imagine yourself in another area, when they take all the pillows and throw
them on the floor and imagine your spiking rocks or under a blanket imagine yourself in a
castle. I tell them to use their imagination because being creative is something special. I tell
them to never grow up because being an adults sucks.
I also have a mentor who has been there for me through all my education life. She recently
graduated URI and is working in a bio lab making pills and medicine in Massachusetts. She
went through the TD program in the summer as well. She has been the one who has told me
that college is no joke but if you try you are able to do it because she knows my personality.
She helped me when I needed help with writing paper and doing research papers because
she was really good at doing those sorts of things. I also considered Michelle Rosa to be my
mentor because she has been with me since my summer of TD in 2012. First she was a
teacher of mine then she became my advisor for TD and lastly was the teacher assistant for
several of my leadership minor courses. See Evidence on page 10
I feel that I want to mentor my niece because her mother is not really a person who
completed much. My nieces mother dropped out of school in 9 th grade because she didnt
want to wake up so early. My niece needs to know that she will not be her mother and that
she is going to finish school regardless of her opinion of it. Letting her know how important
school and education actually is and that with education your able to do and be whoever you
please. I let her know that school is not easy but it is totally worth it at the end of the day.
Engraining in her that being a bad child doesnt take you far and its only going to bring
temporary things. Family will always be family regardless of their mistakes. Teach her that
forgiveness is a to live by for your own sake instead of others. SEE EVIDENCE ON PAGE
85
142.
143.
Student will describe principles of

effective peer leadership, as well as
problems particular to peer leadership
examples related to being a peer
leader and being led by peers

32

HDF 412 - Leadership Inventory

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Outcome Category: Self-Leadership

Descriptive notes regarding learning and practice

Student will demonstrate autonomy

Student will demonstrate personal,

Academic Enhancement Center

Student will demonstrate the ability to

Leadership Inventory Revised 8/30/2013

Student will demonstrate knowledge

Student will demonstrate the ability to

Academic Enhancement Center

Student will express a personal code

Student will demonstrate practice of

Student will express a personal

Student will demonstrate practice of

The Movie: A Cinderella Story

SEE EVIDENCE ON PAGE 5

Student will demonstrate the ability to

Student will describe goals and

Student will show knowledge of the

Student will show application of

Student will show knowledge of the

Student will show application of Manz

HDF 290 Retreat

Outcome Category: Leadership Theories

Student will describe personal

Student will describe personal

Student will describe personal

Descriptive notes regarding learning and practice

A management theory that targets to improve performance of an organization by defining

Student will describe personal

Student will describe personal

Student will describe personal

Student will describe personal

Student will describe personal

Student will describe personal

Student will describe personal

Student will describe personal

Relational Leadership is defined as a relational process people attempt to accomplish

individual. SEE EVIDENCE ON PAGE 27

Student will describe personal

Students will describe personal

Student will show knowledge of the

In SOLC, Student Organization Leadership Consultants we were taught several techniques/

Student will describe personal

Leadership Identity Development Model consists of six stages: Awareness,

- During this stage students are usually uninvolved followers

Students will describe personal

This model consist of developing SEE EVIDENCE ON PAGE 32

Leadership Inventory Revised 8/30/2013

Student will describe personal

Student will describe personal

SEE EVIDENCE ON PAGE 33

Student will describe personal

Student will describe personal

Student will describe personal

Student will demonstrate knowledge

SEE EVIDENCE ON PAGE 38

SEE EVIDENCE ON PAGE 39

Leadership Inventory Revised 8/30/2013

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

Student will describe personal

Student will demonstrate knowledge