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DEVELOPMENT
Outcomes & Evidence
Progress Inventory*
MINOR IN LEADERSHIP STUDIES
Center for Student Leadership Development
Memorial Union
University of Rhode Island
*The Outcomes & Evidence Progress Inventory is the intellectual property of the Center for Student Leadership Development (CSLD)
at the University of Rhode Island and cannot be reproduced in part, or in its entirety, without the written permission of the acting
Assistant Director of the CSLD.
OUTCOMES
• Outcomes (Self-Leadership, Interpersonal and Organizational, Leadership Theories, Inclusive Leadership,
Critical Thinking)
• Targeted Classes
• Experiences
• Evidence
GENERAL INFORMATION
• Regardless of your major, you can minor in Leadership Studies.
• Requirements may be satisfied by completing 18 or more credits related to leadership and offered by more than one department.
• Twelve (12) of the 18 credits must be at the 200 level of instruction or above. A course grade of “C” or better must be earned in each graded course. At least 12 of the credits
must be earned at URI.
• No course may be used to apply to both the major and minor fields of study. Courses in General Education or for other minors may be used for the minor* (*this does not
apply to students in the College of Business). With the exception of internship credit, all courses for the minor must be taken for a grade. The Introductory class must be taken
before the internship and the capstone course.
• Application for the minor must be filed in your academic dean’s office no later than the beginning of the final semester or term.
• Approval of the minor does not guarantee that the suggested courses will be available to you on a schedule correlated with your graduation plans nor guarantee space in any
required course.
Leadership Inventory Revised 08/22/2017 3
CORE REQUIREMENTS- 9 Credits
Required Element Class options Notes
Introductory Course HDF 190: FLITE Only offered in spring for first-year students
3 credits or
HDF 290: Modern Leadership Issues Offered Fall and Spring for sophomores & juniors
Internship HDF 417: Leadership Internship Requires 40 hours/credit with a min. of 80 hours & a max. of 120 hours of documented
3 credits or internship experience for graded credit
Experience through Office of Experiential Learning & Community Engagement
or
Internship Class in Academic Major The only time the major and minor can overlap
Capstone HDF 412: Historical, Multi-ethnic & Alternative Leadership Offered only in the fall with preference given to seniors
3 credits or
COM 402: Leadership & Motivation Offered in the spring and summer with Dr. Leatham
or
BUS 441: Leadership Skills Development Offered in the fall and spring with Dr. Cooper
or
HPR 411/412: Honors Senior Seminar
Must be in Honors or have GPA of 3.3
Portfolio HDF 492: Leadership Minor Portfolio Taken last spring semester of enrollment (some exceptions)
1 credit
AAF 300: Civil Rights Movement in the US COM 402: Leadership and Motivation (capstone option) HDF 416: Leadership in Organizations
BUS 341: Organizational Behavior COM 407: Political Communication HDF 417: Leadership Minor Internship
BUS 342: Human Resource Management COM 415: The Ethics of Persuasion HDF 437: Law & Families in the U.S.
BUS 441: Leadership & Motivation (capstone option) COM 421: Advanced Interpersonal Communication HDF 450: Introduction to Counseling
BUS 443: Organizational Design & Change COM 422: Communication and Conflict HPR 118: Honors Course in Speech Communications
BUS 448: International Dimensions of Business COM 441: Race, Politics and the Media HPR 203: The Prepared Mind
BUS 449: Entrepreneurship COM 450: Organizational Communication HPR 412: Honors Seminar (capstone option)
COM 100: Communication Fundamentals COM 461/462: Managing Cultural Differences in Organizations MSL 101: Introduction to Military Leadership
COM 202: Public Speaking CSV 302: URI Community Service MSL 201: Leadership & Military History
COM 208: Argumentation and Debate GWS 150: Introduction to Women’s Studies MSL 201: Military Skills and History of Warfare
COM 210: Persuasion: The Rhetoric of Influence GWS 310: Race, Class, Sexuality in Women’s Lives MSL 202: Leadership & Team Building
COM 221: Interpersonal Communication GWS 350: International Women’s Issues MSL 301: Leadership & Management
COM 250: Small Group Communication HDF 190: First-Year Leaders Inspired to Excellence (FLITE) PEX 375: Women in Sport - Contemporary Perspectives
COM 302: Advanced Public Speaking (introductory course option) PHL 212: Ethics
COM 308: Advanced Argumentation HDF 290: Modern Leadership Issues (introductory course option) PSC 304: Introduction to Public Administration
COM 322: Gender & Communication HDF 291: Rose Butler Browne Program Peer Mentoring Program PSC 369: Legislative Process and Public Policy
COM 351: Oral Comm. in Business & the Professions HDF 412: Historical, Multi-Ethnic, & Alternative Leadership PSC 504: Ethics in Public Administration
COM 361: Intercultural Communication (capstone option) SOC300/WMS350: Women and Work
COM 383: Rhetorical Theory HDF 413: Student Organization Leadership Consulting THE 221: Stage Management
COM 385: Communication and Social Influence HDF 414: Leadership for Activism and Social Change THE 341: Theater Management
HDF 415: FLITE Peer Leadership
Leadership Inventory Revised 08/22/2017 4
BECOMING A POSITIVE LEADER THROUGH DEVELOPMENT & INVOLVEMENT
Wilson, 1998 (URI Memorial Union / Center for Student Leadership Development)
Revised after the publication of Exploring Leadership: for College Students Who Want to Make a Difference by Komives, McMahon and Lucas, 1998.
You need to have your own act together before you can lead others:
2. Lead Yourself
§ Time management
§ Organization
1. Know Yourself § Self care
§ Self discipline
Lead Others § Strengths § Perseverance
§ Weaknesses § Develop and maintain family,
§ Values PROGRESS
interpersonal, and intimate relationships
§ Needs § Academic, social, personal goals and
P § Styles objectives
R o Learning
O o Teaching
G o Personality P
R o Membership R
E o Leadership O
S G
RE-EVALUATE R
S
former stages E
as you progress S
4. Develop and Refine
S
Skills
Source: Manz, C. C., & Sims, H. P. (1990). SuperLeadership: Beyond the Myth of Heroic
Leadership. NY: Prentice Hall, 18-35.
16. Student will show application of Manz & Orientation Program Assistant The theory of Superleadership is applicable to various leadership experiences I’ve taken part
Sim’s theory to own life in. As the Program Assistant on the Orientation management staff, I have had to practice
leading myself in a high pressure position, while managing 32 orientation leaders. In doing
so, I was engaging in a trickle down form of leadership as the new leaders I was leading
were being trained to then lead groups of incoming students. Overtime, I watched their level
of comfort in the leadership position increase, proving my ability as a leader in possessing
the necessary skills to influence others to do the same. I balanced the challenges of a
demanding position with external responsibilities that pushed me out of my comfort zone, all
while overseeing the growth of the orientation leaders. This helped the leaders effectively
guide their students in their transition to college life. In doing so, the leaders ultimately
developed their own leadership skills, while encouraging their students to then do the same
upon arriving to URI in the fall. (See evidence # 54)
17. Student will describe StrengthsQuest Gallup Strengths Quest In HDF 190, I took the Strengths Quest Assessment in order to gain insight into my personal
Signature Themes, shadow side of Orientation Leader Training strengths. My top five strengths are Responsibility, Input, Woo, Learner, and Positivity. In
Strengths and/or weaknesses, and class, as well as orientation leader training, I have analyzed my top strengths and how they
examples of application (Source = Gallup) help me become a better leader. Each one of my top strengths depict who I am perfectly, but
I feel that Woo and Positivity represent me the best. I love meeting new people and finding
connections with others. In doing so, I am able to provide others with a constant positive
attitude, encouraging them to share my outlook on life. Looking deeper into my strengths as
Leadership Inventory Revised 08/22/2017 14
an organizational and inclusive leader, I use Responsibility and Input to make informed
decisions and give useful advice to those around me. Throughout my Orientation Leader
training, I have been able to utilize all of my top strengths. In preparation for the incoming
students, we have engaged in multiple activities that test our strengths and leadership style
in our weekly training sessions. We were recently given the assignment to create a poem
that represents who we are, and were asked to share it with the group. This was a great
experience because the orientation team was able to get a better sense of who I am as a
person and what I appreciate most in life. This experience will help me as the summer
approaches, because I know that the position of Orientation Leader will closely test my
leadership style by allowing me to utilize my strengths and values. (See Evidence #12)
Now approaching my graduation, I have had a full circle experience in how my
strengths have influenced my entire college experience. As an Orientation Leader, I
was able to effectively lead my students by relating to them as well as preparing them
for a realistic college experience. Through training and now having gone through the
position multiple times, I see how certain strengths of mine have shadow sides.
Responsibility often causes me to be very structured and organized, but sometimes
so much so that when plans don’t go the way I anticipated, I struggle to adapt. In this
position, adapting to unknown situations is a large part of the job, so I had to become
comfortable with the uncomfortable. This helped me a lot in counteracting the shadow
side to this strength, and finding a learning experience in it. With regards to my
strengths of Input and Learner, I find that I ask a lot of questions because I am
constantly striving to be better. I often ask questions at an inconvenient time for
others to explain, which may cause more harm than good. I am working on being
more aware of what I can find an answer to on my own, rather than relying on others
to teach me. I am highly capable of independently learning, and I have begun to put
that into practice. I also tend to help others when I feel that I am good at something,
even if they didn’t ask for my help. It is a harsh realization that it is necessary to let
others come to you for assistance, even when you know you can benefit them. A
shadow side to my strengths of Woo and Positivity is that I tend to get caught up in
conversing with others, so much so that I can neglect other obligations. I would rather
engage in interesting conversation than eat lunch, so I have a habit of living in the
moment with that person, at the sacrifice of me eating that meal. This has caused me
to prioritize others over myself because I thoroughly enjoy the energy rush I get from
interacting with other people. (See evidence #12)
18. Student will describe personal leadership HDF 190 VIA Assessment Upon taking the VIA Values Assessment, I immediately felt extremely connected to the
style and/or personality style including Film Major values that I hold closest to me. Prior to taking this quiz, I wasn’t sure how to put into few
strengths and weaknesses and examples words the way I lead and how my personality influences my leadership style. I discovered
of application (Sources = Leadership style that my top values are Kindness, Appreciation of Beauty and Excellence, Gratitude, Honesty,
inventories, the L.P.I., Type Focus
and Social Intelligence. These perfectly encapsulate who I am at my core because they
(MBTI), LAMP, DISC, and other career
inventories, etc.) represent not only how I look at the world, but also how I consider others in my everyday
actions. I am connected to Kindness because I am committed to interacting with others with
a genuine desire for them to achieve their goals. I strive to bring others closer to their goals,
while helping them recognize their fullest potential. I am able to do this largely because of my
value of Social Intelligence. Due to my awareness of how I impact others through my words
and actions, and also my knowledge of the ways people function independently, I am able to
recognize the individuality of each person’s experience, which helps me to cater my
Leadership Inventory Revised 08/22/2017 15
interactions with them based on their specific needs. My value of Appreciation of Beauty and
Excellence is directly correlated to why I chose Film as my major. I have always looked at
the world a little differently than those around me, and I have found film as the best way for
me to express my unique vision. I am enthralled with the world around me, both aesthetically
and metaphorically, and I continue to let that appreciation guide my daily life. My values of
Gratitude and Honesty go hand in hand because they allow me to lead ethically. I am
cognizant of how lucky I am to have earned certain leadership opportunities both on and off
campus. The recognition of the chance the Orientation Program took on me as a first year
student, for example, allows me to be more reflective and want to give back to the program. I
am grateful that other people have invested time into my potential, and I now want to do that
for others. As an honest person, I am consistently remaining realistic with others and myself,
with regards to the work we can accomplish. This also positively influences my personal life,
as I am able to maintain strong relationships by remaining honest with my feelings and
keeping open lines of communication. Overall, my values are applicable to every aspect of
my life both personally and professionally, and having an awareness of these values has
increased my ability to feel their impact. (See evidence # 55)
Source: Covey, S. R. (1992). Principle Centered Leadership. Journal for Quality and
Participation, 70-78. Retrieved from http://bryongaskin.net/education/Quality
Management/mission-vision-principles by Stephen Covey.pdf
30. Student will describe personal application HDF 190 Planning for ChangeFest In planning for ChangeFest at URI, we closely followed Covey’s Principle Centered
of the above theory (Covey) Leadership. Firstly, we identified our mission early on. We recognized a need for more
intrinsic motivation on URI’s campus, so we felt that students would benefit from a platform
that provides the opportunity to make real change possible. We shared similar values and
intentions for creating such an event of this caliber, which helped motivate us during
challenging moments. We were able to successfully introduce tasks by breaking off into
separate committees: outreach, design, organization and finance. We established that
outreach would work on community engagement and spreading the word around campus, as
well as solidifying mentors and speakers, and design would develop all creative content for
outreach to push out. Organization handled all logistical details for the day of the event, and
finance developed our budget and fundraising techniques. Each committee had individual
responsibilities that all contributed to our common goal. We often collaborated across
committees to be most efficient. Distractions and challenges arose in balancing our
academic lives as students, and the demanding tasks of planning a large event. We
understood that the best plans are to be revised, so we welcomed new and different
opportunities to adjust our initial strategies. For example, we intended to redevelop our
website and make it accessible to all interested participants, but we were unable to complete
that task given the short time we had to plan the event. While we had high expectations, we
knew it wouldn’t be perfect, so we made adjustments along the way. Lastly, we held one
another accountable for our specific tasks by starting our planning meetings with updates
from each committee. Beyond that, we held weekly executive board meetings to have a
better sense of how the organization as a whole was functioning, and spent time discussing
ways to improve our leadership tactics to cater to their needs. (See evidence # 56)
Source: Deming, W. E. (n.d.). Dr. Deming's 14 Points for Management. Retrieved from
https://deming.org/explore/fourteen-points
32. Student will describe personal application
of the above theory (Deming)
33. Student will show knowledge of the
“Visionary Leadership” (now often cited
as “Transformational Leadership”) theory
by Sashkin
34. Student will describe personal application Rainville Student Leadership Visionary Leadership involves “followers’ personal identification, resulting from the leader’s
of the above theory (Sashkin) Awards self-confidence and use of power to benefit the follower. Another way in which visionary
leaders are thought to enhance follower identification is by clearly articulating organizational
values and beliefs.” In considering the ways I have acted as a visionary leader for others, I
immediately think of my recognition in the A. Robert Rainville Leadership Awards. For two
years, I have had the honor of being a finalist for the Rainville Awards. My junior year I was a
finalist for the Student Leadership category, and during my senior year, I have been
fortunate enough to be a finalist for that same category, as well as the Servant Leadership
category, and Team Excellence for my organization Thrive, for which we were the recipients.
This award goes to a group of hardworking students that encompass a strong team dynamic
who collaborate to improve the campus community. Thrive is an organization committed to
Leadership Inventory Revised 08/22/2017 19
the growth of others. We utilize this mentality to work and function as a unit, and outside of
the organization, we are even more of a family. The selection committee primarily
recognized our group dynamic through the social change and activism work we have
accomplished. This was an extremely humbling experience and I am honored to have been
one of the original members and most influential figures in taking the organization from a
handful of students, to a larger cohort of persons. I was able to initially utilize my network
and other leadership positions on campus to engage students in believing in Thrive’s
mission. I communicated the future impact that hosting Impact Labs and events like
ChangeFest could have on the community. I felt strongly about providing a platform for
students to express their passions and pursue them beyond their academic careers. This will
prompt for a more connected campus that will be driven by innovation and motivation. It was
a grueling process, but in just two years turnaround, paid off beyond my expectations.
Receiving this award is the physical representation of all the hard work I put into recruiting,
retaining, and making significant social change on this campus. I am elated to see the
transformation that has happened amongst the old and new members and the close-nit
relationships we have built with one another through this journey. This is just the beginning
for Thrive, and receiving this award is more motivation to continue developing our values and
beliefs in order to exercise visionary leadership in all that we do. (See evidence # 58)
Source: Maboloc, C. R. (2015, May 29). Max Weber's 3 types of authority. Retrieved from
http://opinion.inquirer.net/85293/max-webers-3-types-of-authority
56. Student will describe personal application
of the above theory
57. Student will demonstrate knowledge of
contingency approach to leadership by
Fiedler
58. Student will describe personal application
of the above theory (Fiedler)
59. Student will demonstrate knowledge of Independent Path Goal Theory highlights the ways leaders motivate followers to be productive and
Path-Goal theory by House Research become satisfied with their work. This theory is based on the principles form expectancy
theory, which states that followers will be motivated if they feel competent, if they think their
efforts will be rewarded, and if they find the payoff for their work valuable. It is the leader’s
responsibility to help followers reach their goals by guiding and coaching them along the
way. A leader’s specific style in conjunction with followers’ needs has the potential to
influence the task at hand. It is predicted that directive leadership is most effective with
ambiguous tasks, supportive leadership is effective for repetitive tasks, participative
leadership is effective when tasks are unclear and followers are autonomous, and
achievement-oriented leadership is effective for challenging tasks. The path-goal theory
provides a theoretical framework that is useful for understanding how directive, supportive,
participative, and achievement-oriented styles of leadership affect the productivity and
satisfaction of followers. The theory is unique in that it integrates the motivation principles of
Leadership Inventory Revised 08/22/2017 27
expectancy theory. It also provides a model that discusses the ways in which leaders help
followers. There are also various criticisms for the path-goal theory. The scope of the theory
encompasses so many interrelated sets of assumptions that it is hard to use this theory in a
given organizational set thing. The theory does not show how leader behaviors directly affect
follower motivation levels. Path-goal is very leader oriented and fails to recognize the
interactional nature of leadership. It also doesn’t promote follower involvement in the
leadership process. (See evidence # 62)
Source: House, R.J., Mitchell, T.R. (1974). Path-goal theory of leadership. Journal of
Contemporary Business. 3: l–97.
60. Student will describe personal application
of the above theory (House)
61. Student will demonstrate knowledge of
Leader Member Exchange (LMX) theory
by Dansereau, Graen & Haga; Graen &
Cashman; Graen
62. Student will describe personal application
of the above theory (Dansereau, Graen &
Haga; Graen & Cashman; Graen)
63. Student will demonstrate knowledge of
Leadership Substitutes Theory
64. Student will describe personal application
of the above theory
65. Student will demonstrate knowledge of
Models of leader emergence
66. Student will describe the impact of traits
on leadership emergence and
performance
67. Student will demonstrate knowledge of
Chaos approach to leadership by
Wheatley
68. Student will describe personal application
of the above theory (Wheatley)
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
69. Student will demonstrate how cultural
anthropology / paradigms relate to
leadership
70. Student will describe personal example
of using cultural anthropology /
paradigms as a leader
71. Student will demonstrate knowledge of GCH 102H In GCH102H, we discussed matters of race, gender, and class. We often spoke about how
the “Cycles of Socialization” (Harro) our surrounding circumstances influence our behaviors and beliefs. Harro’s Cycles of
theory and its uses in leadership Socialization directly correlate in that it helps us understand how we are socialized to play
certain roles, affected by issues of oppression, and how we help maintain an oppressive
system based upon power. At the core of the model are fear, ignorance, confusion and
insecurity, which enable the cycle to persist. The first part of the cycle consists of one’s lens
of identity. This refers to how we are born into the world with mechanics in place where we
have no consciousness, no guilt or choice, but there are already biases and stereotypes in
place all around us. We begin to become socialized by learning from our families, teachers,
and others that we love and trust, who are the shapers of our expectations, norms, values,
roles and rules. As we progress, we are reinforced and bombarded with messages from
institutions like schools and TV and culture, such as lyrics and language on conscious and
unconscious levels. These perceptions become enforced and stigmatized, where we may
experience privilege and rewards, or persecution and discrimination, leading to our lens of
personal experience. This results in silence, anger, dehumanization, guilt, self-hatred, stress,
violence or even crime. At this point, we are forced to make a decision to either do nothing
and promote the status quo, which keeps the cycle alive, or raising consciousness, taking a
stand, and questioning. While that is the more difficult choice to make, reframing can take a
person out of the cycle of socialization that they are forced to endure. This model is relevant
to leadership because unlearning our biases help us become stronger leaders. We are able
to approach opportunities more objectively, and lead individuals based on who they are, not
what they are. (See evidence # 63)
Source: Bussey, K., & Bandura, A. (1999). Social cognitive theory of gender development
and differentiation. Psychological Review, 106, 676-713.
80. Student will demonstrate personal Childhood Experience Growing up, I battled those around me quite often to fight against the stereotypical
application of model(s) of gender identity expectations that were set for me as a girl. I subconsciously utilized the Cognitive
above Developmental Theory during my adolescence in order to clearly define my identity. As a kid,
I was a tomboy, throwing tantrums whenever I had to wear dresses and refusing to put pins
in my hair. I didn’t know it then, but I was actively rebelling against how society has designed
the way I am ‘supposed’ to be. Having an older brother, I gravitated towards his influence,
and became equally passionate about basketball and collecting Pokémon cards. I never
cared that I didn’t fit in with every other girl around me. In fact, I enjoyed behaving differently.
My family tried to put girly things in front of me when I was really young, but I wasn’t
receptive. While my gender identity was always as a female, I didn’t engage in stereotypical
female activities. While my friends would play with Barbie’s, I would play with toy trucks. I
began to recognize that while my gender would remain stable and constant, I was not always
going to be interested in these same things and wouldn’t wear my brother’s clothes forever.
Eventually, those around me heavily influenced me when I got to middle school, and I began
to conform to wearing girly clothes and makeup. After a while, I became more comfortable in
that, and haven’t looked back since. However, I don’t necessarily fit the feminine role
completely in that I still enjoy wearing baggy sweatpants and don’t always want to be looked
at for my feminine traits. To this day, I still refuse to get my ears pierced as a way to take
control of my body and the way I express gender. (See evidence # 66)
81. Student will demonstrate knowledge of
additional social identity development
model(s): Sexual ID, Faith & Spirituality,
Disability, Social Class (Dillon et al;
Fowler; Parks; Astin et al; Peek; Smith;
Leadership Inventory Revised 08/22/2017 31
Johnstone; Gibson; Forber-Pratt &
Aragon; etc.)
82 Student will demonstrate personal
application of additional social identity
development model(s) above
83. Students will demonstrate knowledge of Independent McIntosh describes privilege as “an invisible package of unearned assets, which I can count
McIntosh’s theory of privilege and its Research on cashing in each day, but about which I was ‘meant’ to remain oblivious.” She discusses
relationship to leadership both privileges of being white, and of being male, and how when experiencing that privilege,
it is difficult to recognize that the advantages they have lead to disadvantages for their
counterparts. This privilege is often unacknowledged; so people don’t outright consider
themselves oppressors. An extremely important point she makes regarding white privilege is
that “whites are taught to think of their lives as morally neutral, normative, and average, and
also ideal, so that when we work to benefit others, this is seen as work which will allow
“them” to be more like ‘us.’” If white people are the ones that typically have the most
accessible resources, then it is only natural for others to want to be like them. Placing one
group of people at the center causes us to strive to be more like them because they are seen
as better than any other. The silences and denials surrounding privilege are the key political
tool here. They keep the thinking about equality or equity incomplete, protecting unearned
advantage and conferred dominance by making these taboo subjects. The lack of
awareness of certain privileges reinforces the lack of conversation surrounding them.
McIntosh makes it appoint to mention that white people have numerous advantages whether
or not we approve of the way dominance has been conferred on us. With the majority of
people in power being white males, it is difficult to make significant change in that those in
power do what they can to remain there. She brings up a few privileges that as a white
person, she inherently experiences. “I can go shopping alone most of the time, pretty well
assured that I will not be followed or harassed. I can turn on the television or open to the
front page of the paper and see people of my race widely represented.” These examples are
just a glimpse at the advantages that white privilege provides. This directly correlates to
leadership because as leaders, we need to be well equipped with leading groups of people
from different backgrounds and levels of privilege, not just racially, but also related to
gender, religion, socio-economic status, and sexual orientation. We must have an
awareness of these privileges in order to be cognizant of the language we use and behaviors
we practice, while challenging others around us to be more inclusive in nature, regardless of
their background. (See evidence # 67)
Source: McIntosh, P. (2006). White Privilege: Unpacking the Invisible Knapsack. Retrieved
from https://www.pcc.edu/resources/illumination/documents/white-privilege-essay-
mcintosh.pdf
84. Student will demonstrate personal Privilege Walk It is challenging to have conversations about privilege, or lack there of, but the only way to
application of McIntosh’s theory combat these issues are by speaking on them. In orientation training, we do an activity called
the Privilege Walk. This is where we fill out a sheet of paper that highlights certain
experiences we have endured throughout our lives. They include statements ranging from
invisible and visible disabilities, growing up in an urban setting, or being a victim of physical
violence based on factors such as gender, ethnicity, age or sexual orientation. Once we
complete the worksheet, we are then prompted to hand them into the facilitator, where they
will mix up the sheets and redistribute them at random. We all then receive a new sheet, with
Leadership Inventory Revised 08/22/2017 32
someone else’s experience on it. Finally, we are asked to take part in stepping forward and
back based on the statements read aloud, and feel the burden of what it is like to walk in
someone else’s shoes. This activity had a huge impact on me because I was given a
person’s worksheet that had more privileges than I did. It really put into perspective how
unique and individualized our lives are, and that you can’t make assumptions about anyone.
I found myself looking around the room, attempting to pair the sheet I had with the correct
person. I stopped myself midway because I came to the realization that I wouldn’t be able to,
and also that it didn’t make any difference. I wondered if the person holding mine knew it
was mine. I was feeling self-consciousness throughout the activity, but that’s when I
recognized the way my preconceived ideas and perceptions were getting the best of me. It
made me take a step back, literally, and appreciate not only the life I have been giving, but
the different experiences of those around me as well. (See evidence # 68)
85. Student will describe the differences and HDF 413 Safe Zone Training While attending the Safe Zone Training session, the bulk of our discussion was about the
similarities of individual and institutional cycle of oppression that exists in our society. The first part of the cycle is the stereotype,
oppression and relationships to which is defined as a preconceived or oversimplified generalization about an entire group of
leadership (Source = Three Dimensional people without regard for their individual differences. Even positive stereotypes can have a
Matrix of Oppression)
negative impact, because they are generalizations. The stereotypes we hold form the basis
of our prejudices. Prejudice is a conscious or unconscious negative belief about a whole
group of people. When the person holding the prejudice also has and uses the power to
deny opportunities, resources or access to an individual because of their group membership,
there is discrimination. Discrimination can take many forms and critically includes acting on
prejudice. The next cycle is Oppression, which incorporates both prejudice and power.
Oppression can be defined as the systematic subjugation of a group of people by another
group of people, with access to social power. The result benefits one group over the other,
and is maintained by cultural, institutional, and internalized oppression. The last part of the
cycle is internalized oppression, or the act of buying into the elements of oppression by the
target group. Because oppression is institutionalized in our society, target group members,
often believe the messages and internalize the oppression. Individual oppression is the
internalization of institutional oppression; in other words, institutional is the cause, whereas
individual is the effect. Institutional is the oppressor, and the individual is the victim or the
person being oppressed. The cycle loops back to stereotype, where everything is
reinforced, and the cycle continues. In relation to leadership, and the theories we have
discussed in HDF 413, it is important to have an awareness of both institutional and
individual oppression in order to diminish its prevalence in society. (See Evidence #39)
Source: Hyman, U. (1990). Black Feminist Thought in the Matrix of Domination. Retrieved
from http://www.hartford-hwp.com/archives/45a/252.html
86 Student will demonstrate knowledge of
relevant laws and policies related to
issues of equity and its relationship to
leadership (i.e., Title IX, Affirmative
Action, Protected Classes, etc.)
87. Student will show knowledge of effective HDF 190 Social Change: Concept to In HDF 190, we learned about creating social change and what it means to be a change
leadership as it relates to change agency Reality agent. A change agent is someone who has the understanding, motivation, and skills to
create positive change. They need to value change as something close to them and feel
inclined to devote energy to implementing change in order to make a lasting impact. A
Leadership Inventory Revised 08/22/2017 33
change agent should understand that change is a process, that resistance will occur at all
levels, and have knowledge of strategies for overcoming resistance. A change agent should
have positive perceptions on change, comfort with ambiguity and transition, self-confidence
and patience, and a willingness to step outside of a comfort zone. A change agent should
demonstrate an ability to influence systems, the creation of a sense of urgency, an ability to
articulate vision, and the willingness to take risk to make a difference. As a change agent
myself, I found it to be necessary to assist others in becoming change agents of their own.
Thrive hosted an event called Social Change: Concept to Reality, where we held workshops
centered on how to make social change. I learned all I know about change agency through
practice, so we wanted to create a learning opportunity for those who want to make a
difference in this world, but do not know where to begin. In planning and executing this
event, we needed to collectively lead one another and the participants in an effective way.
We took a large risk when creating this event because we substituted it for ChangeFest due
to time and financial constraints. We planned for this new event extremely last minute, so it
didn’t provide ample time to engage the URI community in our mission. We were able to
utilize our networks and resources to get a group of passionate students to partake. The
event was discussion based, rather than specifically structured in a hierarchical manner. Our
roles as facilitators focused on how we could serve as support systems in guiding others to
discovering where their passions for change are and how they can act on them beyond the
event. (See evidence # 69)
88. Student will describe personal examples HDF 190 ChangeFest Using the knowledge of change agency I gained in HDF 190, I took full advantage of my
of being a change agent passion for making significant social change and applied it to the Rhode Island community. I
knew it wouldn’t happen overnight, so I committed the entirety of my college experience from
the end of Sophomore year on, to making change on college campuses. It became my goal
to provide a platform for other students to turn their passions into reality. I saw the need for
student collaboration and opportunity for their voices to be heard, so we took a small idea of
our own and expanded it throughout the state. ChangeFest serves as a daylong event where
college students from every university in the state of Rhode Island tackle an issue they feel
strongly about, and work for about eight hours with a diverse team of students to create an
innovative solution to that problem. The day is completed with a pitch contest, where an
audience voting system determines the top three projects, which then receive funding to
propel their project forward. Our first year, we held the event at Brown University, and then
brought it home to URI Spring of 2017. A previous winning team created a smart recycling
system that provides incentives for students to recycle on campus. They actually took the
prize money and created a prototype, and are still working on getting further investment.
Being a part of something bigger than myself such as ChangeFest has provided so much
insight into how I can utilize my leadership skills to make significant positive change in
society. (See evidence # 70)
89. Student will demonstrate knowledge of HDF 413 Bennett’s Model of Intercultural Sensitivity highlights the ways people experience and
the “Model of Intercultural Sensitivity” by engage cultural difference. The underlying assumption of the model is that as one's
Bennett and its uses in leadership perceptual organization of cultural difference becomes more complex, one's experience of
culture becomes more sophisticated and the potential for exercising competence in
intercultural relations increases. The model extends from ethnocentrisim, the experience of
one's own culture as "central to reality," to ethnorelativism, the experience of one's own and
other cultures as "relative to context." There are various developmental positions that people
experience in their understanding and tolerance of cultural difference. The Denial stage is
Leadership Inventory Revised 08/22/2017 34
when cultural difference is not perceived at all, or is only perceived in very broad categories
such as “foreigner” or “minority.” People are dismissing and disinterested of intercultural
communication. The next position is Defense, which is when cultural difference is perceived
in stereotyped and polarized ways. Cultures are categorized between “us and them,” with the
“us” usually remaining superior to the “them.” Minimization of cultural difference indicates an
experience in which elements of one’s own cultural worldview are perceived as universal.
People are more tolerant of superficial cultural diversity, but it obscures deep cultural
differences. Acceptance of cultural difference includes those that are curious about and
respectful towards cultural difference, but they are not yet able to adapt their behavior to
different cultural contexts. The next position, Adaptation, incorporates intercultural empathy,
where people are able to use their intercultural sensitivity as intercultural communication
competence. The final position, Integration, indicates an individual experience that includes
the movement in and out of different cultural worldviews. (See evidence # 71)
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
98. Student will show knowledge of principles
of critical thinking and fallacies (logic is
used in this minor)
99. Student will demonstrate proficiency of Advertise for America Internship During my Sophomore year, my mom had a mental breakdown to the extent where she fell
critical thinking to a state of psychosis and malnourishment, and was eventually diagnosed with bipolar
disorder. This was something that she was apparently dealing with for a good majority of
her life, but I was never aware of. My mom’s mental health struggle influenced my decision
to take an unpaid internship in Providence that following summer because I didn’t want to
enable her more by being home. I wanted her to grow independently and I knew that if I was
home in New York, we would both become too comfortable in saving one another. It was an
Leadership Inventory Revised 08/22/2017 36
extremely difficult decision to make at 19 years old, especially given the emotional turmoil
that it caused. There were moments where I felt that I was abandoning my mom when she
needed me most, but my family helped me realize that my strength and independence
served as motivation for her to get better on her own. I pushed through the uncertainty and
began to figure out if living on my own in a city I had only visited a handful of times was
logistically possible. I had to deeply analyze the situation objectively to see if I would be
able to support myself. I used my strengths to critically think and act on my desires. I found
an apartment on Craigslist very last minute, and used the money I made as an Orientation
Leader to live in Providence for two months. I had to budget everything out down to every
dollar, and lived in an attic of an apartment with just a mattress on the floor. I also didn’t
have any form of transportation to get around, nor did I know anyone living in Providence,
so I had to think strategically in getting to my internship and to the grocery store. This
experience ended up being extremely valuable for me personally and professionally. I grew
through forcing myself to critically think and weigh the options of going home and staying in
my comfort zone versus stepping out of it and discovering my ability to rely on myself. Living
in providence on my own, I had to use critical thinking in my daily life given the fact that I
didn’t know anyone or have anyone to confide in. I had to understand my surroundings and
myself in order to identify my limits and where I could push myself to grow even more. This
experience greatly impacted my decision to push myself even further through studying
abroad. (See evidence # 73)
100. Student will show knowledge of
metaphorical analysis to critically analyze
self and leadership situations
101. Student will demonstrate proficiency of
metaphorical analysis to critically analyze
self and leadership situations
102. Student will show knowledge of at least five Independent Thrive Executive Board I have always struggled with making concrete decisions, but I have found that doing
decision making methods Research Nominations research on this topic has helped me develop techniques and apply them towards various
aspects of life. In leadership specifically, it is important to consider the whole group in
coming to a consensus. Hearing everyone’s voice is imperative in maintaining strong group
dynamics. There are various decision-making methods that reinforce this structure. The first
method is voting; it is easy to have participants vote by either raising their hands or closing
their eyes and choosing their favorite option without being swayed by others around them.
The next method is ranking, where group members are invited to rank the options against
one another to provide insight into where and to what degree the group preferences relate,
instead of solely focusing on where they differ. It is challenging to use this method if
meeting time is limited because interpreting the information can be a taxing task. The third
method is scoring, where groups compare opinions in order to reach a decision. They can
create different categories to base their ultimate decision on, such as effectiveness or
design. These results are typically discussion based in order to agree on the most valuable
aspects of the choices. The fourth method is holding multiple votes and voting rounds. This
utilizes a system where people are given multiple votes and possible decisions with the
highest scoring options go on to the next round and then fewer options are given.
Participants are able to consistently make decisions based on the relative options available.
The final technique is iterative convergence, or the Delphi method. Group members make
suggestions and are given anonymous feedback from other group members in rounds. This
Leadership Inventory Revised 08/22/2017 37
allows for modification of ideas over time. During our Thrive Executive Board Nominations,
we often use these techniques to put together the most qualified and desired team
members in roles of responsibility. We specifically use the voting method where we initially
nominate group members for roles and then give the nominees a week to prepare their
speeches. We make the final decisions by casting our votes anonymously on pieces of
paper for each position after hearing the individual speeches. (Evidence # 74)
Source: Lid, V. (2016, May 28). Five Great Methods for Group Decision Making. Retrieved
from http://meetingsift.com/5-useful-methods-for-group-decision-making/
103. Student will describe personal examples of Directing Orientation Play Through my Program Assistant position on the URI Orientation Team, I was tasked with the
having used five decision making methods role of directing the play, Big Break. In this, I was faced with the responsibility of auditioning
the leaders and assigning singing and speaking roles. This was a completely new
opportunity for me because I had no previous directing experience in theater. I had to utilize
my knowledge of directing in filmmaking as a basis for my approach in this production. It
was very challenging to place 32 orientation leaders in the roles that best fit their
personalities and level of talent. I utilized various decision-making methods to guide my
progression. Initially, I struggled to take full advantage of the authority that I had. I found
myself seeking help from the other management members more than trusting my own
instincts. I was eventually able to find a balance in this. I made the concrete decision to take
ownership over the responsibility I was given. We began the decision making process by
listing out our options for singing roles, since those were the most important. I worked
closely with Dean Richmond in order to come up with the best arrangement. We used a
ranking system during the audition process. This was extremely helpful in the speaking
roles where multiple people auditioned. I kept notes and circled the name of the person I
connected with most for each role. By starting with reading the most prominent characters’
lines, we had more insight into who would be capable of taking on those larger roles early
on. The ranking system made the decision process much easier as we had something to
reference and use as context for our opinions in coming to an agreement. Beyond the
audition process, I had to use decision making skills leading up to the summer when
discussing costuming and choreographing. I had to take the lead and make quick decisions,
despite my lack of experience. I used logic and reasoning to find the best way to arrange
the seats on stage. When we began to practice on the stage, I had to be firm on my stance
in not allowing other management members to be present because of the ways they would
distract the leaders on stage. The show was more successful than I initially anticipated
because I was able to set the standard as a strong and confident leader, which made the
leaders feel more accountable for putting on the best show possible each and every
session. (See evidence # 75)
104. Student will show knowledge of at least five
problem solving / conflict management
methods, as well as understanding the
roots of conflicts
105. Student will describe personal examples of Sean Leaving Throughout the entirety of my college career, Sean Thompson, the Assistant Director of
having used five problem solving / conflict New Student Programs, has played a pivotal role in my growth. He took a chance on me in
management hiring me as a first year student on the Orientation team. He has served as one of my main
role models and motivation for continuing in the program every year since. Midway through
Leadership Inventory Revised 08/22/2017 38
this semester, Sean told the team that he got a job offer at UMass Boston and that he had
taken the job. He didn’t give us any notice of this huge change and left two weeks later. The
team was in the midst of training the new leaders and transitioning into new roles for the
returning staff, so it threw off the entire dynamic of the group. Firstly, we had to become
extremely adaptable and use problem-solving techniques to bounce back quickly. Holding a
position on the management staff, I was thrown into even more responsibility upon Sean’s
departure. Given that he was my direct boss and my other boss is out on maternity leave,
there was no one to report to directly anymore. I had to think fast and become way more
resourceful and confident in the work that I do. I also have to help the other management
members settle in their roles considering I am the only person that has been on
management before. We ran into conflicts right away, struggling with the heightened
emotions of losing Sean, and the stress of adding more responsibility on each of us. We
combatted this by openly communicating about our concerns moving forward. We were able
to accept the situation, which was the first step to moving past it. We recognized that in
overseeing the orientation leaders, we couldn’t show any sign of uncertainty because they
don’t know anything different. We acted as a resource for the leaders in this difficult time
and offered to be available to debrief the situation in order to avoid future conflicts.
Personally, I coped with the new dynamic by connecting with my network in order to figure
out how to approach this new added accountability and I expressed my concerns with the
graduate interns and interim director. I was able to find solace in the situation by reaching
out to Sean to articulate my sadness and also joy for him. I made a goodbye video to
encapsulate his impact at URI and played it for him as well as the other returning staff
members as a way to help them release their emotion. (See evidence # 76)
106. Student will demonstrate the ability General Education Courses The General Education curriculum at URI has provided me with the opportunity to be a well-
to synthesize multiple knowledge rounded student. Rather than only focusing on specific courses for my major and minors, a
perspectives (course work), competencies third of my undergraduate degree is made up of courses ranging from Anthropology:
(communication, writing, information Human Origins, to Short Story Writing. I have developed competencies related to
literacy or mathematical/statistical skills)
communication and writing through COM100H and WRT 104. Both of these classes
and responsibilities (global, diversity &
inclusion or civic knowledge) challenged me to reflect on my writing and communication skills and styles. I participated in
writing and presenting speeches, as well as larger research reports. There were various
occasions where I had to write and speak about topics that I was unfamiliar with, such as
my persuasive paper on raising gender-neutral children. I also established capacities in
expressing myself more concisely and in my own unique voice. This is something I
struggled with before coming to college, but find has improved significantly with the help of
these courses. In JOR 110, I took part in my first debate ever and pushed myself out of my
comfort zone to speak in front of the class and fight for my position. I also gained vast
familiarity in responsibilities such as diversity and inclusion and civic knowledge. GWS 150
and GCH 102H focused on women’s studies as well as combatting issues of racism,
sexism, and classism. I became knowledgeable on topics like micro aggressions, and
discovered my passion for eliminating stereotypes and discrimination. I have since further
explored this desire by engaging in experiences that expand my own preconceived biases.
Attending multicultural events on campus, such as DIVE RI, and studying abroad are two
prime examples on how I have been able to apply and cultivate what I learned in the
classroom. (See evidence # 77)
107. Student will demonstrate knowledge of
leadership that is used in crisis (i.e., James
Leadership Inventory Revised 08/22/2017 39
& Wooten; Garvin; Covey; Frohman;
Lalonde; Schoenberg; Joni; Braden et al;
etc.)
108. Student will describe examples of Study Abroad While abroad in Barcelona, I was thrown into the middle of a revolution. When I decided to
leadership in crisis situations (i.e., study abroad, I had no idea the political tension that I was walking into. I arrived only two
application of James & Wooten; Garvin; weeks after the terrorist attack on Las Ramblas, and right in the middle of the Catalonian
Covey; Frohman; Lalonde; Schoenberg; fight for independence. There were protests outside of my apartment building where
Joni; Braden et al; etc.)
hundreds of thousands of locals would gather to show their support for the Catalonian
secession from Spain. I often questioned if I was going to get sent back to America midway
through the program. I received emails almost every single day from the US consulate
informing me of cautionary actions to take. There were days where I was forced to stay
inside my apartment to avoid danger. According to James and Wooten, crisis management
analysts have noted five phases that show a typical business crisis: (a) signal identification,
(b) preparation and deterrence, (c) damage control, (d) recovery, and (e) learning. While the
crisis situation I was in was not necessarily business related, I had to think on my feet in
order to maintain my safety and level of comfort in a new and unknown environment. I went
through each stage of crisis management in identifying the most crucial aspects of the
crisis, being my safety in a heavy political environment. I prepared for it by doing as much
research upon my arrival of the purpose and timeline of the events. I had to use critical
thinking skills in order to be strategic in how I moved around the city, and had to react
quickly when I got caught in the middle of heightened moments. Most importantly, I
recovered from it all by speaking with locals on the issue and potential dangers of it, and
found that I was not going to be targeted in the process. I maneuvered through my time
there by proceeding with caution, but also not letting it completely interfere with my
experience. I learned that I am equipped to dealing with extremely challenging situations,
regardless of the anxiety I deal with. I got creative in my problem solving and used my
common sense and logic to guide my movements. (See evidence # 78)
Source: James, E. H., & Wooten, L. P. (2005). Leadership as (un)usual: How to display
competence in times of crisis. Organizational Dynamics, 34 (2), 141-152.
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
109. Student will demonstrate knowledge of HDF 190 FLITE Retreat During the FLITE retreat, we were given an extended period of time to meet with our small
active listening techniques groups in a more private location. Here, we were able to discuss different techniques for
active listening. In order to be more encouraging towards the person that is speaking, it is
necessary to project interest and encourage a person to continue talking. Then, one should
restate basic ideas to show that they understand. Next, reflecting feelings demonstrates that
they are listening and understanding how the person feels. It is also important to clarify with
Leadership Inventory Revised 08/22/2017 40
the person speaking because it can help that person explore all sides of the problem.
Throughout the process, ask specific questions and possibly ask them to clarify what they
are saying. The last part of active listening is all about summarizing. The listener must draw
together facts, and create a basis for continued discussion by restating major ideas. We
were given the opportunity to practice all of these techniques after our discussion of them by
moving onto the conversation of different lens’ such as sexual orientation, race and ethnicity,
socio-economic status, and gender. While having this discussion of very serious topics, it
was extremely important that we all practiced good listening techniques in order to ensure
that each group member felt comfortable and validated while sharing their thoughts and
experiences. (See Evidence #21)
110. Student will describe examples of using CVS 302 Being a better friend As someone who likes to talk a lot, I have done extensive work on my ability to take a step
active listening skills back and be an ear for someone else. I have practiced this a lot personally with my friends
and family over the last few years. I used to find myself half listening to other people, but not
actually interpreting what they were saying. I now practice listening to hear rather than
listening to respond. Most recently, I exercised this concept with my friend, Emma. She was
having intense drama within her organization and needed someone to vent to. I made sure
to be as attentive as possible in order to validate her feelings and experience. I was
genuinely interested in hearing what she had to say because I care about her and the things
that affect her life. This made it easy to remain focused and make it apparent that I cared
through my facial expressions and reactions. I prompted her with questions to keep the
conversation a dialogue instead of just one sided. Afterwards, she expressed her feeling of
relief after being able to talk through the issue she was dealing with. This made me feel like I
did my job as her friend to be there for her despite the other stressors that I was dealing with
at the time. It is important for me to not make every interaction with friends and family all
about me. Maintaining relationships take work, and being an active listener is a key
component to that. In CSV 302, we did an activity centered on TypeFocus and how to utilize
your specific personality traits with others who may possess different ones. In the
presentation that I conducted, I provided real life examples of some interactions that friends
with different personality characteristics may have. For example, a thinker would be more
logical in their approach to interacting with others, where a feeler would be more attentive to
the other person’s emotions when communicating. The example I included in my evidence is
one of the conversations I used in my presentation, which highlights how Emma, a thinker,
assumed I would be resourceful and eat at the time we made plans for, regardless of if she
came or not. Where I, being a feeler, was waiting for her to meet me before I ate. Having the
awareness of each other’s traits, we are able to find ways to meet in the middle. Knowing
how your friends function will help establish a better relationship and avoid
miscommunications like this one. Using active listening skills in these scenarios allows you
to develop more patience and tolerance, and ultimately become a better friend. (See
evidence # 79)
111. Student will demonstrate knowledge of
functions of group communication by
Hirokawa
112. Student will describe personal application
of functions of group communication
(Hirokawa)
113. Student will show knowledge of techniques Independent URI 101 Mentor As a URI 101 Mentor, I oversaw a classroom of over 20 first year students, where I had to
Leadership Inventory Revised 08/22/2017 41
regarding giving and accepting of feedback Research grade papers and act as an instructor for them. In this role, I felt very strongly about
imparting growth mindset and encouraging them to constantly improve and challenge
themselves. As first semester college students, they were taken out of their comfort zones
and tasked with the difficult adjustment to a completely new lifestyle. Keeping this in mind, I
scheduled one on ones with each student to check in on their experience so far and to find
out how I could serve as a resource for them. During these one on ones, I practiced various
techniques of giving feedback on their work in the class. I identified that the best ways to
approach giving both positive and negative feedback were to make the conversation as
relaxed and informal as possible. I didn’t want my students to feel like I was a harsh
professor trying to criticize or heavily praise them in an uncomfortable setting. I wanted to
establish a peer feedback environment in which they would absorb the suggestions I made
rather than immediately dismissing them. I did this by relating their experience to my own,
and giving them real life examples on how I struggled during my first year and what
mechanisms I used to push through obstacles. I had students who wouldn’t put any effort to
raise their hand in class or complete group assignments, so I challenged them to choose one
thing they needed to improve on, and incorporate that into our next class meeting. I found
that this strategy worked well because giving feedback that held my students accountable
made them feel like I was counting on them, and they didn’t want to let me down. I created a
relationship with each student to allow him or her to connect more with me beyond the
classroom. I would also balance my feedback by having a positive reinforcement for every
area of improvement I mentioned. In one of our classes, my co-mentor, Ro, and myself,
facilitated an activity centered on the TypeFocus activity. We asked the students in the class
to fill out a feedback survey that would provide more insight into the effectiveness of the
activity and our leadership. About 65% of students said they enjoyed the activity, with 22%
indifferent and 11% that thought it was boring. Initially, I went straight to the 11% that said it
was boring rather than looking at the overall positive feedback. This showed me how I am
critical of myself when receiving feedback, and often struggle to take compliments. I use this
criticism to motivate and cultivate my improvements, but it is also imperative to recognize my
accomplishments. When asking the students if they thought we, as mentors, were able to
effectively lead the classroom, 100% of them said yes. That validation was extremely
comforting and assured me that I am capable of leading others. When looking at the
feedback survey more in depth, I will reflect on what methods were successful, and where
my areas of improvement are. (See evidence # 80)
114. Student will describe examples of giving HDF 413 Orientation Management Retreat At the Orientation Returning Leader Retreat, we did an activity in which we traced our hands
and accepting feedback. on both sides of a piece of paper, one side designated to a compliment, and the other being
something to work on. We passed around everyone’s papers and each individual wrote
something inside the hands on both sides of each sheet. By doing this, we were all able to
see what the other leaders think about us in terms of something positive, and something that
can be improved. This activity was extremely effective because it allowed us all to be self-
reflective after reading the anonymous thoughts of our team members. After the activity was
over and we all got our own sheets back, we were able to read them over and ask for
clarification on anything that people wrote down. This reinforced a policy of open
communication, and many people wanted to know how they could improve certain aspects of
their personality that they may not have been aware of before this activity. A few people
asked for an explanation, and the people that wrote down those comments civilly described
their reasoning behind what they wrote. Personally, I was really nervous to get feedback
Leadership Inventory Revised 08/22/2017 42
from the rest of the team because I don’t feel as though I have connected as well with the
group as others have. Almost all of the statements written on my sheet for things to improve
upon were connecting more with the team. While I expected that reaction, it was still difficult
to receive those comments. Once I put my ego aside, I realized that I really do need to make
a change in order to have a more positive experience this coming summer. It was really
refreshing to read the compliments’ side of the paper, because I wasn’t feeling too confident
in myself after the whole process. It was extremely eye opening to read that despite my lack
of connection with the team as a whole, a lot of them feel that I am a vital member of the
team. Getting feedback from the other orientation leaders was a very helpful experience in
that it provided me with more concrete answers to what I need to improve on this year. It was
also very beneficial for me to be able to give feedback to the other leaders on the team.
Through this activity, there was a good balance between self-reflection and providing others
with a different perspective on their own leadership style. (See Evidence #40)
115. Student will show knowledge of the 7D Independent Coaching Basketball Knott outlines a pathway of strengths-focused change conversations in her 7D-coaching
coaching model (Knott) Research model. This approach focuses primarily on the steps that are important in recognizing the
client’s agenda for coaching. Successful coaching stems from a proper relationship from the
coach and the client in order to work towards a common goal. The first D is Declare, where
the client discusses their expectations for the coaching session and overall relationship.
Having the client guide the dialogue and agenda gives them the power and ability to get out
of the experience what they are putting into it. This establishes an open communication
dynamic early on in the relationship. The next D is Define, where a goal statement is made
based on the intention and desire for change. The third D, Distinguish looks as what are the
key features in the situations, including their relevant strengths. Differentiate and Develop
allow for alternative choices and decisions, as well as provide opportunity to plan for the
logistics of the decisions made. The three middle steps here challenge the client to analyze
their circumstances. The final two D’s, Decide and Determination, are when implementation
begins, including time frame and then analyzing progress made on the original declaration.
This information is then utilized to discuss the outcome and possibly renew the process. I
practiced the 7D’s of coaching when training a woman I met abroad on how to play
basketball. She was impressed with my ability and had a strong desire to learn, so I felt
compelled to help her. We went through the process of goal setting, identifying her interests,
needs, and wants, and implementing them. I met with her twice a week for almost two
months, where I would track her progress and communicate regarding her feelings on her
improvement over time. She developed significantly over a short period of time, which is how
I became aware that my coaching methods were successful. (See evidence # 81)
Source: Knott, G. (2012). Power up!: The guide to leadership coaching with strengths.
Bloomington, IN: IUniverse.
116. Student will demonstrate personal
application of the 7D Model (Knott)
117. Student will show knowledge of elements
of a Crucial Conversation and steps to
maintain dialogue and move to action
(Patterson, McMillian & Switzler)
118. Student will describe examples of Critical Community Conversation When Trump was elected President, URI’s campus came together to share our thoughts and
engaging in a Crucial Conversation perspectives with one another. Tensions were extremely high immediately after the election,
Leadership Inventory Revised 08/22/2017 43
and URI responded quickly by holding a critical community conversation in the Multicultural
Student Services Center. They were expecting to get about fifty students to attend, but over
one hundred and fifty students came to discuss their heightened emotions. The energy in the
room was extremely intense and hard to contain. URI Hillel hosted the event, but it was soon
taken over by the students. There were activities facilitated to peacefully communicate about
our individual perspectives, but when it came time to share with the whole room, everyone
wanted a chance to have their voices heard. The facilitation moved in a very slow
progression and we were even led through a prayer by the Rabbi. Many people were not
receptive to the approach he was taking, and one student stood up and exclaimed, “When
are you going to let the people of color speak?” This caused some chaos in the room and it
soon needed to be regulated by Naomi Thompson, the VP of Diversity and Equity. She
shifted the conversation and gave the floor to the students to openly express their concerns.
From that moment on, the dialogue turned more raw and honest. This shift was necessary in
order for the students to feel that they were given a platform to have their voice heard. It was
frustrating at times because it felt like we were all losing hope for our country. I was happy to
express that while we were nervous about some crucial aspects of our nation’s future, the
fact that we all came together to have this conversation was proof that we weren’t going to
let this election take us back in time. We united together to make strides forward and not
stand for any negativity that may come from Trump’s presidency. The one thing that was not
representative of this gathering was that there was only one Trump supporter in attendance
who made his presence known. His points were reflective and valid, and the rest of the room
was respectful, but it was certainly the majority against Trump. It may have been more
effective if we had an equal representation of perspectives in the room to become more
aware of the other side and become comfortable with one another. (See evidence # 82)
119. Student will demonstrate knowledge of HDF 413 Orientation Students In HDF 413, we spent a lot of time discussing the best ways to approach facilitating activities
facilitation techniques with both large and small groups. As a facilitator, it is important to set the tone for the
participants and establish a sense of comfort in the room. The role of the facilitator is not
meant to be authoritative, but rather guiding the dialogue and ensuring the group is on task
with accomplishing their goals as a group. A few techniques that I have utilized are starting
with a warm up. I make sure to introduce the activity and discuss the purpose of the exercise
we are to perform. It is necessary to give directions slowly and concisely and prompt for any
questions before carrying out the activity. While they participate in the activity, I pay close
attention to the dynamic of the group and adjust my facilitation based on how they are
responding and engaging with the activity. I also practice utilizing the challenge by choice
concept, where I encourage people to step out of their comfort zones, but ultimately give
them the option of participating to whichever level they are able to. When facilitating activities
for a group that does not know each other very well, I always start with low-risk ice breakers,
such as name games, to give them the opportunity to become comfortable with one another.
I practiced this quite often with my students during orientation. I tried to break down any
awkward barriers by facilitating casual conversations among the students immediately. On
their nametags, I indicated shapes that would pair two students in the group together to get
to know one another as we walked up to the quad in the morning. Most importantly, I found it
necessary to sit back, and not make my voice the most prominent in the room. Being an
active member in SOLC greatly increased my ability as a facilitator, and a leader. (See
evidence # 83)
Source: Bolman, L, & Deal, T. (2003). Reframing organizations: Artistry, choice, and
leadership (3rd ed.). San Francisco: Jossey-Bass
126. Student will describe personal application
of organizational analysis using the four
frames of organizations, and breaking the
Source: Lippincott, Sharon. 1994. Meetings: Do's, Don'ts and Donuts. The Complete
Handbook for Successful Meetings. Lighthouse Point Press, Pittsburgh, Pennsylvania. 203
pp.
128. Student will describe personal examples of President of Thrive As the President of Thrive, I was tasked with the responsibility of organizing and leading
organizing meetings / setting agendas / meetings. There were many techniques that I utilized each week in order to remain
leading meetings accountable and on top of the whole group. When organizing the meetings, I reviewed what
we accomplished in previous weeks to guide my agenda for the upcoming meeting. I would
create a Google doc with each activity laid out in 15-20 minute intervals and follow the
Leadership Inventory Revised 08/22/2017 47
structure accordingly during the meeting. I shared this information with the executive board
members so we were on the same page walking into the meeting. At the beginning of each
semester, I needed to reserve the room for our specific meeting time. For the last few years,
we have held our meetings in the senate chambers, so I needed to find a time that worked
for everyone where we could remain consistent in that location. I created a Doodle for the
group members to fill out to see what our cumulative availability would be. Once we came to
an agreeable time, I kept the meeting time and place consistent for the entire semester so
there was no confusion. We created group chats and a Facebook group with the members to
communicate and send reminders about meetings each week. I also created event pages so
that group members could RSVP to the meeting. I found that this technique kept people
accountable because it was almost like making a promise to attend the meeting. During the
meetings themselves, I would facilitate the conversations and actions for what needed to be
accomplished. I would ensure that we would start exactly on time, even if there were some
members running late. Each meeting, I would begin with an icebreaker to ground us in the
space and give us a moment to become present. I would also show a motivational video at
the beginning of our meetings to hype everyone up and get them feeling inspired. Then, I
would review our plan for the day and lead the tasks. When planning for ChangeFest, we
would break up into our committees and focus on specific responsibilities for our respective
committee. Throughout this portion of the meeting, I would remain attentive of moments
where people would get sidetracked or engage in unrelated conversations. I did my best to
bring them back to the topic at hand to keep the momentum going. I was always very
energized and motivating in my demeanor in order to elicit that same mentality from them. At
the end of our meetings, we would place all documents in our Google Drive folder so if
members weren’t able to attend the meeting, there were still able to view the progress that
was made. I would also send out meeting minutes each week, which highlighted everything
we covered that week. There are so many components that go into making a successful
meeting that must be considered and acted upon both before and after the meeting takes
place. The techniques I have utilized during my time as the President of Thrive will serve as
a good foundation for the next generation of Thrive members to build off of. (See evidence #
86)
129. Student will show knowledge of
Parliamentary Procedure
130. Student will show knowledge of techniques Independent Group Projects In my own independent research, I have gathered information on how to navigate working
for working with difficult people Research with difficult people within a book titled “Difficult Conversations: How to Discuss What
Matters Most” by Douglas Stone. Additionally, I chose to look at the 4 Agreements; Be
impeccable with your word, Don’t make assumptions, Don’t take anything personally, and
Always do your best. Going into each agreement, being impeccable with my word allows me
to approach others with integrity and transparency. If I am having trouble with someone, it is
beneficial for me to express what I am feeling, letting the person know that there is a
difficulty first instead of storming them with my dissatisfactions. For example, saying
something like, “Here’s what I see...and my concern is that...” Next, I can work on
understanding the root cause to the difficulty while honoring the second agreement of not
making assumptions. Sensibly, I could make the assumption that the other person is
choosing to be difficult with me. However, in an attempt to work with them, we would have
conversations about why we think our perceptions on the situation are different. For
example, instead of stating certain “facts” I may have gathered about why a person is being
Leadership Inventory Revised 08/22/2017 48
difficult, I could open the dialogue with, “Can you understand where I am coming from?
Where are you coming from?” Afterward, while practicing the third agreement of not taking
anything personally, I can use the technique of being cognizant of my emotions and how I
deal with conflict. This is because emotional triggers are sometimes the root to difficulties
that people have. If I am aware of my own, I can redirect how I work with others who might
unknowingly emotionally trigger me, especially if they’re being “difficult.” Lastly, in exercising
the agreement of always doing my best, I can use the technique of patience
comprehensively. By always doing my best in being patient, I can work to clarify what I say
so that it doesn’t express my frustration and I learn to accept that I cannot make quick
assumptions on what the other person is thinking. Additionally with patience, I can make
strides towards not taking anything personally by keeping my composure when people are
being difficult, keeping in mind that I have emotional triggers. Each of these lessons is
directly applicable to group projects. I find that I am often the one who is doing the most
work, and getting frustrated when my group members don’t care as much as I do. Using
these techniques, and specifically the four agreements, allows me to approach challenging
group dynamics with an open mind and preparedness for the unknown. (See evidence # 87)
Source: Patton, B., Stone, D., & Heen, S. (2011). Difficult Conversations: How to Discuss
What Matters Most. London: Portfolio/Penguin.
131. Student will describe personal examples of Directing “Sonder” In directing and producing my short film, Sonder, I had to overcome various challenges that I
using techniques to work effectively with faced while working with my crew. We were all on different levels of expertise in our roles,
difficult people and as full time students, had various other responsibilities aside from this film. Having that
knowledge prepared me for problems when working together. I had to be completely on top
of responsibilities as the director and producer, and holding my crew accountable for their
preparation leading up to the shoot date. This was a struggle because despite making a
group chat and individually messaging each person, I was often left without a response. To
combat this, I would set deadlines and checkpoints for each person and keep up with their
progress periodically. Following the four agreements, I made sure not to make assumptions
on people’s lack of commitment, and would instead engage in personal dialogues with each
crewmember to get a feel for their ability to execute their respective duties. I maintained the
mindset that nothing was being done as a personal attack, but rather simply because of the
heightened stress that comes with being a college student. It is impossible to convince
others to become as passionate as you are about your own project, so I set realistic
expectations. I was impeccable with my own word and did my absolute best by committing to
making this production in the time constraints I set and through prioritizing my leadership
role, even when I had other assignments and personal stressors. Other techniques I utilized
to ensure that the group difficulties were combatted quickly were setting up a Google drive to
give access to documents that everyone could edit, and planning ahead for the timeline to
complete each task in preproduction. As the shooting date got closer, I faced challenges with
securing the venue. Once we were able to get a local coffee house to agree to use their
space, I had to be patient in confirming specific details. It was important to stay respectful of
their time and stay civil to reduce extraneous conflicts. When it came time to film, the venue
was not prepared for our arrival at the time we planned for. This forced me to get creative in
the moment and push back the actors’ arrival by two hours and we had to set up much
quicker and later on in the night. We used the extra time strategically by planning every
detail of the production to save time once we got to set. I had to rein everyone in multiple
Leadership Inventory Revised 08/22/2017 49
times throughout the night to remain focused, but we were able to overcome time conflicts
and lack of commitment on the night of the shoot to make a great short film. (See evidence #
88)
132. Student will show knowledge of the stages HDF 190 In HDF 190, we learned about getting along with others to achieve group success and how
of group development (Tuckman/Tuckman to build/maintain relationships while attending to cycles of group development. There are five
& Jensen, Bennis or others) stages of Tuckman’s model: forming, storming, norming, performing, and adjourning. The
forming stage is the first step, and the process of testing and depending on the relationship
that is being built characterizes it. Some things to think about are making sure the
mission/value/roles are clarified and the members know each other. Hesitation and over-
commitment are expected at this point. It is important to do icebreakers and teambuilding
exercises throughout the first step to get to know each other better. The storming task
addresses emotional response to task demands. If conflict exceeds controllable limits,
anxiety and bitterness may result. In this scenario, it is important to refer to group-defined
accountability standards, and flexibility is key. With regards to how to handle this situation, it
is necessary to address underlying roles and hidden agendas and react quickly when issues
arise. The next stage is a more positive one: norming. In this stage, the task is expression of
progressively less individual opinions and this is when there is a development of group
cohesion. The process of what to do is checking in on group and individual goal/task
progression. The next stage is performing, where the process of interdependence occurs.
Something to think about here is that the most difficult tasks should be planned for this
stage. The process is progress assessment. The last stage is adjourning, or saying goodbye.
This is the termination and finality with definition. This should be the recognizable ending
point. There should be transition preparation completed, as well as closure activities and
process evaluation. Tuckman’s Stages of Group Development have provided me with a
great resource to refer to every time I engage in a new group project or organization. (See
Evidence #23)
Source: Tuckman, B. (1965). Developmental Sequence in Small Groups. Retrieved from
http://psycnet.apa.org/record/1965-12187-001
133. Student will describe personal examples of HDF 413 Colleges Against Cancer Retreat During my facilitation experience with the Colleges Against Cancer Retreat, I conscientiously
group development in use utilized my knowledge of Tuckman’s Model of Group Development (Tuckman, 1965) in order
(Tuckman/Tuckman & Jensen, Bennis or to help create a positive dynamic among the leaders, and the group that was participating.
others). The Forming aspect of the process was the initial creation of the consultant team, where
each of us volunteered for a lead, manager, facilitation, or shadow role. The next step,
storming, was the act of brainstorming and coming up with each activity and the order in
which they would occur. For this part, each member of the team posed their ideas for
activities and we considered them all, and eventually narrowed it down to the few we went
with. Norming was when our roles were determined and solidified. We decided who would
facilitate each activity and debrief, and discussed how significant a role each person would
have for each aspect of the retreat. The Performing part of the model was when we actually
facilitated the retreat and began to think strategically as a group. We were able to rely on
each other for support during the facilitation of activities, and Connor, the lead, began to take
a step back. We were able to prove our knowledge and skills as individual leaders and gain
experience working alongside other leaders. The last part of Tuckman’s model, Adjourning,
was when we assessed how things went. We spent a significant amount of time after the
retreat ended reading through the evaluation forms that each participant filled out, and we
reflected on how each of us performed as leaders. We were able to discuss the positive
Leadership Inventory Revised 08/22/2017 50
aspects of how things went, but also how we can improve for future retreats. (See Evidence
#41)
134. Student will show knowledge of group roles
and how they contribute to group dynamics
(Johnson & Johnson; Benne & Sheats;
Knowles & Knowles; etc.)
135. Student will describe personal examples of
group roles and how they contribute to
group dynamics (Johnson & Johnson;
Benne & Sheats; Knowles & Knowles; etc.)
136. Student will show knowledge of effective
memberships skills in groups
137. Student will describe personal examples of HDF 190 Student Entertainment Ever since I began college, I have had a great interest in joining the Student Entertainment
membership skills in use HDF 413 Committee Committee. I loved the idea that students help plan all of the entertainment acts that come to
Thrive Organization URI, so I knew immediately that it was a great organization for me to join. There are four
subcommittees, and originally I was going to join three, however after trying that out for a few
weeks, the time commitment was just too much for me. I decided to just continue to be a
member of the concerts committee, because I am most passionate about music. I have not
missed a single meeting since I joined in the fall, and I honestly feel that this organization is
a great source of happiness for me. I have been an active member and have used
membership skills that I have learned from HDF 190. I have taken the initiative to have my
voice heard in all of the meetings, and it is great to have my ideas recognized and
considered. I have also gone out of my way to help out the committee in outside activities
and making advertisements for specific shows that we have had. My evidence for this
outcome is a picture with my friend, Chelsea, with the president of the SEC Concerts
Committee in the middle. (See Evidence #24)
As a new member of Thrive, an idea accelerator that allows students to connect with
the community by creating and developing independent and impactful projects, I have
learned a lot about being a member of a team. Through this organization, I have found
a great passion in entrepreneurship, and have gained a lot of experience with
applying membership skills. Initially, I wasn’t too sure about how much effort I would
put into this organization, considering I had no prior experience with a business
related group. The more meetings I attended, the more I felt like a member of the team,
and that I had a voice in the organization. I quickly noticed my application of
membership skills, more specifically with acting as an equal member of the team by
providing my insight and thoughts on everyone’s projects. I also began to contribute
to the discussions about how the organization is run, and the ways in which it can be
improved. I suggested bringing the group closer together with the use of icebreakers
so that we can get to know each other better, and bring that back to the organization’s
goals. The president of the organization picked up on my level of passion and
commitment to the club, and wanted to give me a larger role in the organization than
just a general member. Since he is a senior, he will need someone to take over the
presidency, and he approached me about possibly taking over. This was an honor for
me because I had gone from just joining the organization, to being asked to
potentially become the next president. My use of membership skills worked very well
in this instance, because I was recognized for my ability to act a team member, and
Source: Sanford, N. (2011, June 15). Challenge and Support. Retrieved from
http://www.fmcc.edu/2011/05/13/challenge-and-support/
140. Student will show knowledge of the HDF 190 COM 100H In COM 100H, we discussed the different types of speeches and how to approach the
construction / elements of informative and construction and delivery of a successful speech. An informative speech is one that explains,
persuasive speeches instructs, defines, clarifies, demonstrates, or teaches. A speech with the aim of convincing
the audience is a persuasive speech. It is important to begin with opening material from
which the audience members gain a first impression of the speech’s content and of the
speaker, also known as an introduction. It is also necessary to follow a specific
organizational pattern in order to capture the audience’s attention. One can follow a
chronological pattern, which arranges the main points in a time-order sequence, a problem-
Leadership Inventory Revised 08/22/2017 52
solution pattern, which describes various aspects of a problem and then proposes solutions,
a spatial pattern, which organizes points by location, or a topical pattern, which topics and
main points are presented in an order that seems most suitable. The last thing that I learned
is that a good conclusion is just as important as the content discussed throughout the
speech. This is the moment where the speaker reviews the main points, may challenge the
audience to act, and leaves the audience with a positive view of the speaker and the topic. I
have been able to utilize this information that I learned in my communications class and
apply it to the discussions we have had in HDF 190 about speeches. There were multiple
times in class in which we were asked to give advice to our peers on how to properly give a
speech, and I was able to help many of my friends by having this knowledge of the elements.
(See Evidence #25)
141. Student will demonstrate proficiency in HDF 190 Orientation Leader Intro and After learning the proper ways to give an informative and persuasive speech in COM 100H
informative and persuasive public speaking Resource Speech and HDF 190, I was able to apply my knowledge to the presentation I had to give in my
Orientation Leader Training. We were asked to come up with an introductory speech that we
will be reciting to each of our sessions over the summer, as well as an informative speech
regarding a campus resource that was assigned to us. I was given the topic of Housing and
Residential Life, and my challenge was to provide all of the necessary information in 30
seconds. In order to successfully convey all of the information, I followed a topical pattern by
discussing my main points in an order that seemed most suitable and also fascinating. While
writing both speeches, I kept in mind that my audience is the incoming first year students at
URI and they are mostly unaware of what this campus has to offer, and what I have to offer
them as a leader. I was very successful in my presentation, and was recognized by my
supervisor for coming across as honest and natural in my delivery. (See Evidence #26)
142. Student will show knowledge of planning FLM 445 Abroad Documentary While abroad in Barcelona, Spain, I felt extremely motivated to utilize my passion for
and conducting interviews (as the filmmaking to make a documentary. I felt that I was put in that environment during a time of
interviewer) political tension for a reason. I was in the midst of a revolution throughout the three months I
lived there, and had to take advantage of the history I was witnessing in front of me. I initially
decided to interview locals to hear their perspectives on the independence referendum, but
took it to the next level upon further reflection. I wanted to make a more meaningful project
that incorporated the map at large, so I began to explore creating a documentary that
highlights the juxtaposition between Europeans’ perspectives on American culture and
Americans’ perspectives on European culture. While I am aware that a few people’s opinions
don’t necessarily represent the world as a whole, it still intrigued me to gather this data. I
chose to interview at least one representative of each of these categories: A European who
has been to America, a European who has not been to America, an American who has been
to Europe, and an American who has not been to Europe. In FLM 445, we discussed
techniques to approach conducting interviews. We examined the importance of creating a
set of questions to ask prior to the interview, but having the ability to be adaptable and think
on your feet in order to further probe. With this in mind, I strategically planned for each
interview for my documentary by creating a set of questions related to both the Catalonian
referendum, and questions that spark the dialogue regarding perceptions of the other side of
the world. For example, I asked each subject what their perception of America/Europe is and
how they think the other side may perceive them. This typically led to a deeper conversation
about media and the way it plays a role in developing our opinions. During the interview, it is
helpful to validate the interviewee in their responses so they feel more comfortable.
Establishing a comfortable interview setting right away will likely help them become more
Leadership Inventory Revised 08/22/2017 53
vulnerable overtime. Leaving questions as open ended as possible is another great
technique, because it gives the subject enough space to take the question wherever they
want to. Asking follow up questions like, “Can you elaborate further?” or “ How has that
impacted you?” can lead to more detailed and honest responses. As the interviewer, it is
important to embrace silence and not have your voice be heard too often. Lastly, it is always
necessary to have the interviewee sign a release form if they are going to be on camera or
recorded in any way. (See evidence # 89)
143. Student will describe personal examples of HDF 190 Learning Contract Project For my learning contract project, I conducted interviews to get an idea of how society has
planning and conducting interviews (as the HDF 413 Orientation Leader Interviews impacted people’s perceptions on different sexual identities. In order to find the right
interviewer) candidates for my video, I contemplated the people I wanted to interview for a few weeks.
Once I had about ten people in mind, I reached out to each one and explained what the
project was, and how they could help me reach my goal. Many of them were interested, and
I began to set a schedule with each one by creating a survey online and having them fill it
out individually for which times they were available. After getting everyone’s responses, I
worked diligently to create specific questions geared towards each person exclusively, based
on what I knew about them. Some questions were very general, so I asked them to just
about everyone, but others were catered to a specific person. Before conducting each
interview, my partner, Steven, and I would sit down and plan out the questions we would be
asking that person. Steven and I also worked very closely to split up the amount of people
each of us was going to interview. While Steven conducted the interviews, I would work the
camera, and while I interviewed people, Steven worked the camera. This alternating process
worked very well for us and created a nice balance in the contributions we each made. In
HDF 190, we learned how to develop and practice interview skills, and through this, I was
able to gain perspective on the other side of the spectrum, and understand how to conduct
interviews. (See Evidence #27)
Being on the other end of the Orientation Leader interviews this semester was a very
eye opening experience. It wasn’t long ago that I was preparing myself for my own
interview, so having the opportunity to interview applicants made me reflect on my
personal experience. There was a lot more planning that went into the interview
process than expected. The management team created sheets that had specific
instructions and questions that the interviewers would ask the applicants. During the
interviews that I conducted, I took notes on each person’s responses, and was given a
voice to share my opinions. It was validating to know that my opinion mattered in this
situation, and that I had the ability to help bring students closer to a potential goal. I
quickly became aware of just how competitive the position is. There were so many
applicants, and we were only given a few minutes of time with each of them. The
interview was formatted as a group interview, which was helpful not only in saving
time, but also in seeing how each person worked on a team, as that is a crucial part of
being an Orientation Leader. There were certain instances where I knew a few of the
applicants that I was interviewing, which can make it a bit more challenging to keep
everyone on the same level. I made sure that I kept it extremely professional, and put
all other ties aside. I noticed that it is extremely important to be unbiased in a process
like this, and only pay attention to who would be the best fit for the job. Conducting
these interviews allowed me to have more insight into what qualities would be
beneficial on the orientation team, and gave me a better understanding of ways that I
can improve and do my job even better this coming summer. (See Evidence #45)
Leadership Inventory Revised 08/22/2017 54
144. Student will show knowledge of preparing
for and effective answers in interviews (as
the interviewee)
145. Student will describe personal examples of HDF 190 Orientation Leader Interview To prepare for my first Orientation Leader interview, I reflected on my strengths and was
preparing for and being interviewed able to utilize them throughout the group interview in order to stand out from everyone else. I
was able to effectively utilize the knowledge I have gained from HDF 190 in order to prove
myself as a great candidate for the position. In knowing that the first interview was going to
be a group interview, I was very focused on how I was interacting with my group throughout
the interview. I took a leadership role in order to show that I am capable of leading a group to
success. I used my strength of WOO to relate to the group members, and make them feel
that they could trust my input and ideas. After moving onto the second round of interviews, I
prepared myself by practicing my responses for potential interview questions and doing
some research on what the job entails. I also put emphasis on the clothing I would wear to
the interview; I believe what someone wears to an interview is a close reflection on how
seriously they take the position. During my interview, I was extremely professional in my
posture and my diction. I was careful with how I worded my responses, and thought before I
spoke. I also made sure to make constant eye contact with the 5 professionals who were
interviewing me. I believe these techniques benefitted me as I ended up getting the job. It
was extremely beneficial to have this knowledge of my strengths, and be able to incorporate
them into both interviews and truly provide evidence for how I could be an asset to the
orientation team. (See Evidence #28)
146. Student will show knowledge of effective
collaboration / coalition building (Sources:
Cilente/Komives et al; NCBI; etc.)
147. Student will describe personal examples of HDF 413 Workshop Proposal In order to create an effective program for Sophomores and Juniors in the leadership minor,
working in collaboratives/coalitions our HDF 413 class had to work together and collaborate on our ideas in a productive
manner. This was definitely a challenge, as we all have very overpowering personalities, so
it took some time to get everyone on the same page. Eventually, we came up with “The
Sophomore and Junior Experience,” which is a combination of the experience that Freshman
and Seniors get, but also includes more activities geared towards resume building, and
practice interviews. While trying to come up with an idea for the project, the class recognized
the need for assistance and reassurance at the midpoints of one’s college experience. It
terms of the leadership minor, we felt it necessary to connect alumni from the minor, and
current students, in order to get first hand insight into the minor’s influence on a person’s
professional life. Once we built a foundation for what needed to be addressed and what
types of activities we wanted to facilitate, we struggled to assign specific roles to certain
class members. We felt that if we didn’t have a solidified plan for the daytime retreat, and the
overnight retreat, splitting up the work would create a detachment amongst the whole event.
We agreed to come up with the actual events that we wanted to have at both retreats as a
whole class, and then created different committees based on the sections of the rubric for
the project. One group focused on Needs Assessment, and more specifically, creating a full
schedule for the retreats. There were also committees for Budgeting, Marketing, and
Program Delivery. Once we divided up the responsibilities, the rest of the project ran
smoothly, and we all held each other accountable for our portions of the project. I was a part
of the first group, so I collaborated with other classmates to create a detailed schedule of the
program. Although it was initially difficult to work in a coalition with the class as a whole,
Leadership Inventory Revised 08/22/2017 55
once we started to respect everyone’s opinions, and allowed all voices to be heard, we
worked more cohesively. (See Evidence #46)
148. Student will demonstrate knowledge of
techniques to communicate and engage in
difficult dialogues related to diversity and
inclusion.
149. Student will demonstrate proficiency in Opening Minds, Opening Doors Facilitating and coordinating the Opening Minds, Opening Doors rotation in the Orientation
communicating and engaging in difficult Rotation program has provided a lot of opportunity to engage with difficult conversations related to
dialogues related to diversity and inclusion. diversity and inclusion. The basis of the interactive presentation is to celebrate diversity and
prepare students for the types of interactions they will have in their time at URI. We focus
heavily on using inclusive language and working to unlearn implicit biases that we all hold.
As a facilitator for this program, it is important to be a role model and set the serious tone
that this rotation demands. Topics centered on diversity and inclusions are very touchy
subjects to bring up in a public setting, so it needs to be approached carefully. We
communicate on these topics with activities such as stand up, sit down, where we have
students stand if the statements read aloud are applicable to them. This displays how
different each of our paths are and although we all come various levels of privilege, we are
all extremely lucky to be in that room as incoming students to a university. We also prompt
students to share personal stories with the rest of the room if they choose. This vulnerability
Is both honored and appreciated, and we invite students to share anything, no matter how
large or small. We conclude the program with an ally pledge, where we ask students to take
the pledge to be inclusive and accepting of all those they cross paths with at URI and
beyond. In this presentation, there were always those who didn’t agree with the message of
inclusivity we were sending. We had to be very adaptable in the moment and react fairly to
each person’s comment. It is important to recognize that there will always be somebody who
says you’re wrong for your opinion, and not everyone will be respectful. Even if we don’t
come to a common agreement, we can learn from each other’s perspectives and benefit
from the open dialogues that this program provides. (See evidence # 90)
150. Student will describe ways to maintain Independent When thinking about accountability, most people associate it with a negative connotation,
accountability in leadership / member Research requiring them to uphold responsibilities or brought up as a result of forgetting to do
relationships something important. According to Lee Ellis, a leadership expert and successful author,
notes that it takes courage and can be uncomfortable to hold others accountable. There are
many reasons why it is difficult for some to support people’s success. The first reason is they
have too much pride, but when we hold others accountable, we are helping to improve
everyone’s performance. The next point he makes is an allure of laziness in that it is hard
work to hold people to their commitments. It requires following up, but in doing so, it
reinforces the importance of their work. Lastly, people want to avoid negativity. As I
mentioned earlier, there is a negative connotation when a leader is using accountability as a
way to manage others. The best approach is to avoid the negativity and believe in people’s
potential, and also give them the space to prove what they are able to do. The key for
accountability is a focus on results. There are ‘four Cs,’ or responsibilities identified by Ellis
that help the leader hold people accountable, leading to producing better results. Clarity is
extremely important in leading and has four elements: goals, priorities, expectations, and a
balanced feedback loop. Combining these elements with clarity in the company’s mission,
vision, and values is key. The next component, Connect, places emphasis on uniting a team
in a comfortable manner that naturally leads to holding one another accountable. Human
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connection energizes people, especially in leadership situations. The third ‘C’ is
Collaboration, which fosters dialogue and helps people connect and relate to each other.
The final component is Close Out, which encourages celebrating successes after working
hard. Accountability starts with the leader because it sets the expectation for others to follow
suit. (See evidence # 91)
Source: Murphy, S. (2016, October 18). 7 Invaluable Leadership Tips That Boost
Accountability in the Workplace. Retrieved from https://www.inc.com/shawn-murphy/7-
invaluable-leadership-tips-that-boost-accountability-in-the-workplace.html
151. Student will describe personal examples Orientation Leader Second Year According to Lee Ellis, “Holding people accountable doesn't need to be punitive. It raises the
related to maintaining accountability as a bar and signals to people that high performance is expected, recognized, and rewarded.”
leader Accountability in leadership is imperative in developing group expectations and preserving
efficiency. I have always been able to self motivate in order to maintain my accountability as
a leader. I naturally feel inclined to follow through on all commitments, both personally and
professionally. Not everyone finds their motivation from within, so it is necessary to use the
group dynamic to hold others accountable. As an Orientation Leader, there are many moving
parts of the program to ensure its success. All 32 leaders are expected to be in our
respective locations at very specific moments in time, and if one person is not where they
are supposed to be, it throws off the entire system. We function as one unit, and practice
accountability early on in our training process. We do something called count-off, where we
are each assigned a number that marks us present. When Count-Off is called, we are
expected, as a team, to shout out our numbers in order. In case a person is missing or not
paying attention, we must be aware of whose numbers come before and after our own. If
there is no response when their number comes up, the person before them must state their
name and number for them. For example, “Ian is 13, I am 14.” Someone on the management
staff would then prompt one of us to contact Ian immediately and find out why he is not
there. This system is extremely efficient in its quickness and ability to mark us present. I
noticed the importance of this practice mostly in my second year on the team. There were
times when people got complacent with their positions and would even miss the mark on
their responsibilities, which added to the group’s miscommunication and confusion in
moments of heightened tension. It allowed us to put in motion Ellis’ component of
collaboration because we kept a constant dialogue of our whereabouts in order to maintain
accountability and achieve our common goal. Another accountability method is the
combination of Team Leaders, Returners and new leaders to make up small teams. In our
small teams within the larger team, we utilize each other as resources for everything
orientation related. Team Leaders and Returners oversee the new leaders and ensure they
are on the right path in developing their skills and abilities to do the job successfully. My
second year on the team, I served as a team leader where I was able to give the new
leaders advice and tips on how to be successful in their roles, and also communicate the
importance of every detail. Setting the standard that high expectations and positive results
are always the goal reinforces our performance ability as a team. It places pressure on each
individual to perform to the best of their ability in order to uphold the order and structure of
our program. (See evidence # 92)
152. Student will describe ways to build Independent President of Thrive As the President of Thrive, I found myself tasked with constantly striving to develop
relationships between leaders and Research relationships between leaders and members. We started with a common mission statement,
members where we developed our shared values. What has been most successful in this organization
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is the fact that we are all passionate about making significant change in society. Even though
our specific plans for social change look different, the empowering feeling we all innately
have creates a community of impactful individuals. The main way to build these relationships
is to start by breaking down the hierarchy between the executive board and general
members. Listening to each other’s ideas regardless of status in the group creates a sense
of camaraderie and equality amongst the members. Reminding everyone that his or her
voices matter reinforces the dynamic and generates a more comfortable setting for all. We
always begin our meetings with individual highs and lows from our week, which allows us the
subtle opportunity to get to know each person more in depth based on our experiences and
emotions towards our week. Being cognizant of our individual leadership styles, we are able
to learn more about the way we work in group settings each meeting. Experiencing the
journey together as we further build the organization, we naturally get closer to one another.
I feel extremely connected to the members involved because of their commitment to the
group and motivation to grow within. Beyond that, we create opportunities to connect outside
of the organization. We participate in group activities, such as our annual retreat. This gives
us a chance to hear each other’s personal stories and how we got to where we currently are.
We are vulnerable with one another in this setting, where we find more points of connection
and respect. Through this, we maintain the connections we build with one another by
learning more about our lives outside of Thrive, and bringing this knowledge back to the
organization. (See evidence # 93)
153. Student will describe personal examples of HDF 190 Strength Domains Throughout my experience in HDF 190, I have been able to develop the skills to building
building relationships with members as a HDF 413 SOLC Retreat relationships with other leaders. At first, I was unsure of when the opportunity would arise for
leader me to utilize these skills, but little did I know that it was happening right in front of my eyes.
My small group in class became extremely close over a very short period of time. After the
first FLITE retreat, we shared some very personal information with one another, and really
stepped outside of our comfort zones. All of us agreed that we normally would not be so
upfront with another in a normal setting, but it felt very natural to open up to these strangers
that the time. That experience was the first moment in which we crossed the boundaries of
just being team members, and when we genuinely became close friends. From there on out,
we just became more and more comfortable being ourselves around one another, and a
wonderful dynamic was developed. We all view each one of us as equally a member of a
group, as well as leader. Over time, we have all seen our top strengths be put into action.
Each one of us provides the group with different aspects of the strength domains, which
really balances our group out. When combining all of our strengths, we have noticed that we
fulfill characteristics in each one of the four categories: Influencing, Executing, Strategic
Thinking, and Relationship Building. We often collaborate with each other on how to improve
our leadership skills individually in order to become more successful. We have been able to
learn a lot from each other and our individual strengths to positively influence our own
leadership styles. We all want to see each one of us succeed in one way or another, which is
so incredible to be a part of. I never would have thought that I would be able to call a group
of leaders that I was placed with a few weeks ago my best friends, but that is what they are
to me now. I know that we will continue to grow as a group once FLITE comes to an end,
and I am confident that we will collaborate on our leadership experiences and ideas, and
potentially come together to create new leadership programs on campus. The sky’s the limit
when we all come together to achieve a common purpose; and I know that my small group
can accomplish whatever we set our mind to. (See Evidence #29/30)
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Through my involvement in SOLC and HDF 413, I have made incredible connections
with other leaders. Initially, I was intimidated by the other leaders because a lot of
them seemed more qualified and experienced than I was. I was concerned that there
would be competition within the organization and class because of all the powerful
personalities. I soon realized that everyone is there for a common purpose, and it
would be a perfect environment to create personal and professional connections.
Throughout the semester, I have pushed myself to reach out to members that I did not
know beforehand, and I have gained great friendships by doing so. I have also been
able to further develop already established friendships that were still in the beginning
stages. Relating to other students in the class is a very positive experience, because I
am confident that I will be able to maintain those connections with students that are
also in the leadership minor. The SOLC Retreat really solidified this for me, especially
when we did the closing yarn activity. I realized in that moment that I am surrounded
by a group of extremely unique, and passionate leaders who truly appreciate
everyone around them. In that moment, I felt connected to everyone there, regardless
of how well, or how little, I knew them. That was really the start to further developing
those connections as the semester progressed, which is why I chose to include my
piece of the lanyard as my evidence for this outcome. The organization itself provides
a great platform to make those connections outside of the class, because at the
meetings, we are less focused on completing assignments, and are able to stay in the
moment and get to know each other as peer leaders, and not just classmates. It is
helpful that there are other people in the organization, not just the class members,
because it reinforces our values of inclusive leadership. By participating in the
facilitation of retreats, I am also able to make connections on a leadership front by
comparing leadership styles with other facilitators, and by discussing our individual
experiences with leadership. (See Evidence #47)
154. Student will describe how credibility applies Independent Building and maintaining leadership status is largely reflected through credibility. When
to leadership, as well as the characteristics Research someone is successful in their role, they are able to be seen positively in that position and
and skills of a credible leader improve their trustworthiness. Further developing on the traits that characterize someone as
a strong leader will only help progress them further. Credibility encompasses the ability to
‘talk the talk’ and ‘walk the walk,’ so to speak. This refers to acting on promises, tasks, and
commitments that a leader agrees to take on. There are various characteristics that make up
a credible leader. Possessing empathy as a quality will make others feel more comfortable
and confident that their worries are being paid attention to and avoids personal issues that
may pop up. People have a strong desire to be heard and understood, and being empathetic
can guide others to sharing the same vision and maintaining a positive attitude. Skills such
as consistency and flexibility add to a person’s credibility. Showing up on time and ready to
work will set the same expectation for others, and being open to new ideas will allow for a
solution to be processed easily. Honesty as a characteristic helps in addressing concerns
and conflicts right away rather than avoiding them and eventually facing them when it’s too
late. It also allows for everyone’s needs to be met, because if needs and wants are not
voiced, they will not be known. Having direction and a specific vision increases motivation for
the whole group. It creates a dynamic where the group is able to develop the necessary
steps to achieving that goal, and actually act on each one to create change. The image of
overall success creates a physical representation of something to look forward to after
working hard. Two other traits that create a credible leader are communication and
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conviction. Having an effective communicator as a leader keeps the team on track and
opens the dialogue on expectations and issues. A strong leader has the ability to encourage
the group to meet your collective goals, if they are able to communicate effectively and
ensure the group does as well. Conviction encapsulates the commitment to seeing the job
through. Believing in the mission and putting work into it can inspire others to do the same.
Each of these characteristics increases a person’s ability to lead a team successfully. A
credible leader will continue to build on these skills and traits in order to maintain their
notoriety through multiple platforms. (See evidence # 94)