Leadership Inventory 2018

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

Date Enrolled: September, 2015
Date of Graduation: May, 2018
*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.
Leadership Inventory Revised 8/30/2013 1

CONTENTS
ABOUT THE MINOR & CENTER FOR STUDENT LEADERSHIP DEVELOPMENT (information included)
 Center for Student Leadership Development Information
 Minor Information
 Developmental Model
ADVISING INFORMATION (students will include own documentation)

 Tracking Sheet / Advising Updates
 Syllabi of Minor Classes (Core and Electives)
 Internship
o Guidelines
o Syllabus
o Mid-term
o Final
OUTCOMES
 Outcomes (Self-Leadership, Interpersonal and Organizational, Leadership Theories, Inclusive Leadership,
Critical Thinking)
 Targeted Classes
 Experiences
 Evidence

CENTER FOR STUDENT LEADERSHIP DEVELOPMENT
Office: Memorial Union Room 210 Phone: (401) 874-2726 Fax: (401) 874-5317
CSLD Mission Statement

To enhance the mission of the University of Rhode Island, The Center for Student Leadership Development aims to:
• Provide developmental opportunities for all students to become informed, inclusive, effective, and ethical leaders in the global marketplace through the implementation of
learner-centered academic, experiential, and co-curricular programming.
• Engage in research, assessment, and advancement in order to positively impact the expanding field of leadership studies.
CSLD Vision Statement

The URI Center for Student Leadership Development will promote dynamic strengths-based leadership development through multiple delivery methods to prepare students to be
competitive in the work place and global marketplace. The CSLD seeks to progress as innovators for experiential engagement and enriching assessment.
CSLD Values Statement

Grounded in the Social Change Model of Leadership Development (Higher Education Research Institute), Relational Leadership Model (Komives, Lucas, & McMahon), and Servant
Leadership (Greenleaf), the URI Center for Student Leadership Development values:
• Engaged and experiential learning through a constructivist approach
• Inclusion, Social Justice, and Civic Engagement
• Ethical and Value-based Leadership & Relationship Building
• Innovative Assessment and Presentation Models
MINOR IN LEADERSHIP STUDIES

At URI, we are among only a handful of colleges and universities across the country that offers a Minor in Leadership Studies and one that is customized for each student. We
utilize a cross-disciplinary approach to leadership education designed to complement your academic studies. All courses utilize a variety of teaching methods but ultimately include
some form of experiential learning, practical application, and reflective learning. Employers, now more than ever, are seeking candidates with exceptional skills in the areas of
interpersonal and group management, problem solving, critical thinking and effective communication. We can help with all of the above.
GENERAL INFORMATION
 Regardless of your major, you can minor in Leadership Studies.
 Requirements may be satisfied by completing 18 or more credits related to leadership and offered by more than one department.
 Twelve (12) of the 18 credits must be at the 200 level of instruction or above. A course grade of “C” or better must be earned in each graded course. At least 12 of the credits
must be earned at URI.
 No course may be used to apply to both the major and minor fields of study. Courses in General Education or for other minors may be used for the minor* (*this does not
apply to students in the College of Business). With the exception of internship credit, all courses for the minor must be taken for a grade. The Introductory class must be taken
before the internship and the capstone course.
 Application for the minor must be filed in your academic dean’s office no later than the beginning of the final semester or term.
 Approval of the minor does not guarantee that the suggested courses will be available to you on a schedule correlated with your graduation plans nor guarantee space in any
required course.
CORE REQUIREMENTS- 9 Credits
Required 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
MINOR ELECTIVES-9 credits

*Additional classes may be appropriate and therefore added to the list; see CSLD for the most updated list or bring a class that you think should be an elective
AAF 300: Civil Rights Movement in the US COM 402: Leadership and Motivation (capstone 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 PSC 304: Introduction to Public Administration
COM 322: Gender & Communication option) PSC 369: Legislative Process and Public Policy
COM 351: Oral Comm. in Business & the Professions HDF 291: Rose Butler Browne Program Peer Mentoring Program PSC 504: Ethics in Public Administration
COM 361: Intercultural Communication HDF 412: Historical, Multi‐Ethnic, & Alternative Leadership SOC300/WMS350: Women and Work
COM 383: Rhetorical Theory (capstone option) THE 221: Stage Management
COM 385: Communication and Social Influence HDF 413: Student Organization Leadership Consulting THE 341: Theater Management
HDF 414: Leadership for Activism and Social Change
HDF 415: FLITE Peer Leadership

BECOMING A POSITIVE LEADER THROUGH DEVELOPMENT & INVOLVEMENT
Wilson, 1998 (URI Memorial Union / Center for Student Leadership Development)
Revised after the publication of Exploring Leadership: for College Students Who Want to Make a Difference by Komives, McMahon and Lucas, 1998.
You need to have your own act together before you can lead others:
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
R objectives
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
Skills S
 Leadership theory and

practice 3. Broaden Your Perspectives…
 Communication Understand others
 Group Development
 Inclusion  Hierarchy of needs
 Citizen Activist Skills PROGRESS  Racial, cultural, gender, sexual orientation,
 Critical Thinking religious, class, ability, etc. diversity and
 Teaching and Programming commonalities
 Power, privilege, oppression, liberation;
individual and institutional discrimination

OUTCOMES
In this section, you will track your progress toward the outcomes. Each class in the minor targets different outcomes; all of the classes list these
outcomes on the syllabi (the words “goals” or “curriculum areas” may be used instead). In many of our classes, the assignments can serve as your
evidence. Periodically, and not less than at the end of each semester, you should update your outcomes progress. In the “additional experiences”
column, name additional classes or experiences that contributed to you becoming proficient in that outcome. As the semesters pass, you will think of
things from recent semesters and semesters further in the past, or people or jobs, etc. in your past that also influenced your progress on that outcome.
Do not let that ambiguity upset you. Reflecting on development is not a linear process, but it does help to reflect often. In the “descriptive notes”
column, share insights about your growth, lack of progress, successes, stumbling blocks, etc. At the end of each section, you need to include evidence
that supports your development toward the outcomes. Copies of papers, grading sheets, evaluation letters—anything that shows that someone has
determined that you have demonstrated proficiency (or not, or are making progress). Make sure to keep electronic copies of all of your evidence to
include in your Portfolio.

Outcome Category: Self-Leadership
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
1. Student will demonstrate autonomy and a Transition from living at home to As I transitioned from living at home to living on a college campus, I noticed an increase in
minimized need for approval living on campus responsibilities that I had to hold myself accountable for. While living at home, these responsibilities
were enforced by my parents. They were my constant reminder to make my bed, keep my room clean,
Applying to the Civil Engineering do my laundry, and complete my weekly chores. My parents were also the ones who made sure I had
Master’s Program and later dropping a healthy diet, stayed on top of my academics, and took care of myself in general. Once I came to
it college and started living on my own, I didn’t have my parents always in my presence to “hold my
hand” and make sure I was taking care of myself. I suddenly realized that I needed to be responsible
for making sure I ate three meals a day, kept my room clean and organized, stayed on top of my
academics, and made sure I was staying healthy. At first, this was hard for me to handle, simply
because I hadn’t had to take on so much responsibility before, specifically all at once. It took me a
couple semesters to figure it out, but I eventually developed some healthy habits that kept me
organized and able to handle living on my own. These habits include making my bed every morning,
eating breakfast at the dining hall before I go to my first class of the day, scheduling times to eat lunch
and dinner every day, using an agenda book to organize and remind myself of homework and other
assignments due, doing laundry once every two weeks, and going to the gym at least three times a
week. When I began to develop these habits it was difficult to stay on top of each one of them and
make sure that I fulfilled all my responsibilities by the end of the day. However, performing each of
these tasks day after day turned them into a routine, and I am now able to handle my responsibilities
efficiently.
During my Junior year, I demonstrated autonomy and minimum need for approval when I decided to
apply for the Civil Engineering Master’s program offered by the department. I was informed of the
program in class by one of my professors and thought that applying would be beneficial to my future
career as a Civil Engineer. I didn’t necessarily ask my parents if I could apply for the program, rather I
just told them that I was going to apply. I was accepted into the program by the end of the semester
and I was able to secure an internship position for that summer. Incidentally, upon entering Senior year
I started to experience how much I needed to apply myself for the program and on top of my
academics for a bachelor’s degree I became more stressed than I would have liked to be at the time. I
knew what I needed for my well-being, and I dropped out of the program. I had sought advise from one
or two of my professors about the program, but ultimately it was my decision to drop the program. The
process of applying for the program, being accepted, working in the program, and deciding to drop it
taught me the importance of being able to listen to myself and understand what I need in my life in the
present moment. From this experience, I learned that although it might be beneficial to get a master’s
in civil engineering from an additional year of classes, that work was not what I needed or rather could
handle at the time. SEE EVIDENCE #1
2. Student will demonstrate personal, Academic Life, Calculus, Statics In order to stay organized I use an agenda book to write down homework assignments, scheduled
organizational, and academic examples of exams, or any extracurricular activities that I will be involved in. Mainly, I fill in my agenda book weekly.
self-discipline This allows for me to focus on what I need to get done within a week’s span, and I don’t get too
overwhelmed with assignments that are due. If I have an exam scheduled I will take note and star it on
the date that it will be taken. On the opposite page of the agenda book I will write down important
things to know and study for the exam. For example, one week I had a calculus exam and a statics
exam scheduled within two days. I took note of the days that the exams were scheduled and put them
in my agenda. On the opposite page that I had taken note of the scheduled exams I wrote down
important topics that would be covered on the exam, chapters, and sections that I would need to study
to be well prepared for the exam. Once I complete an assignment or take an exam I will put a check
mark next to where I have taken note of the two. By doing this I feel a sense of organization and
structure. By physically being able to visualize that something has been completed I can move on to
the next assignments that need to be completed with more confidence and less anxiety. SEE
EVIDENCE #2
3. Student will demonstrate the ability to Having a roommate, sharing a Having a roommate and sharing a bathroom with suitemates has taught me how to manage my
manage emotions room/bathroom emotions. There were times when I was living in a suite, where I would become very angry with my
suitemates. I shared a bathroom with said other suitemates, and one of the rules that came along with
living in a suite was that we were responsible for cleaning our own bathroom. A system was set up
where my roommate and I would clean the bathroom one week, and our two suitemates living in the
other room that shared the bathroom would clean it the next, and we would alternate. My roommate
and I worked hard when it was our turn to clean the bathroom and put in a large effort to keep it clean,
our suitemates however, would clean the bathroom with little effort and often leave it still dirty giving my
roommate and I more of a mess to clean when it was our turn again. My suitemate’s actions built up a
lot of anger in me, and often I would feel an urge to lash out on them because of my frustrations.
Instead of acting with my emotions, I instead made the decision to reason with them. I recognized that
although I could not control the actions of my suitemates, I could control the way I reacted to their
actions. Where I could have angrily reacted to the unclean bathroom, I politely asked them to make
sure they cleaned everything that appeared dirty. As a result, my suitemates acknowledged the issue,
and began to take their share of the responsibility more seriously. The effect of my reasonable actions
helped me realize the importance of managing my emotions. SEE EVIDENCE #3
4. Student will demonstrate knowledge of HDF 414 There are several stress management methods I am aware of that help lead to a happy, healthy,
stress management methods fulfilling life. First, and the most common stress management skill, deep breathing. The majority of the
time, when one is stressed, they experience shallow breathing or an increased heart rate. A good
method to help relieve stress in this situation is to practice deep breathing exercises. Deep breathing
involves the diaphragm breathing technique, which helps one breathe in and out with more filling,
relaxing breathes. One should breathe in with a “Mississippi” count to 5 and breathe out with a
“Mississippi” count to 5 when diaphragm breathing. This will assure that enough oxygen is coming into
the lungs and reaching the brain to allow one to think more logically and less stressfully. Another
method is exercising. Whether it be going to the gym for an hour, or going for a 20 minute run,
exercising will allow one to relieve any stress, and built up frustrations, they might have at the time.
Exercising is also a great way to clear one’s mind, and take their thoughts away from a stressful
situation.
5. Student will demonstrate the ability to HDF 414 Relationship conflicts, mindfulness Over the past several years I have developed many ways of managing the stress that has come with
manage stress and stress management program school work, relationships, and everyday conflicts. I have been playing guitar for seven years. This
allows me to take my mind off the stressful events happening in my life for an hour or so, focus on
learning or playing a song, and then bring myself back to the task at hand. I began a routine of running
every day for about 4 or 5 miles my sophomore year of high school. This was a big help with managing
stress because it allowed me to take my mind off a stressful matter and release built up energy and
frustration through exercising my muscles and increasing my heart rate. Recently I have taken part in a
mindfulness program run by the URI counseling services. Through this program I learned several
Cognitive Behavioral, deep breathing, and tension reducing techniques to use in stressful situations. I
have used many of these techniques while studying for exams or preparing for presentations. SEE
EVIDENCE #5
6. Student will express a personal code of My personal code of leadership/membership ethics acts as my guide for making decisions as a leader
leadership / membership ethics and as a member of an organization. As a leader/member I will treat everyone fairly and on the same
level. I will be honest both with those I lead and those within the organizations I am a part of. I will only
expect each person to give the best of their ability and help them grow in their abilities. I will hold to
commitments I make with those I lead and the organizations I am a member of, and if those
commitments cannot be met I will inform those that I have committed to in an ample amount of time
beforehand. I will honor the well-being of every person I lead and share membership with. I will never
expect any of those I lead or share membership with to sacrifice their well-being (mental health,
physical health, etc.) for any commitments. I will make my best effort to be understanding of and
considerable of the thoughts, feelings, points of view, and ideas of those I lead and share membership
with. I will not expect others to accept my own thoughts, feelings, points of view, and ideas, but wish
that they at least consider them. SEE EVIDENCE #6
7. Student will demonstrate practice of the Team Leader of Senior Capstone As team leader of my senior capstone design project for civil engineering I constantly practice my
personal code of ethics Design personal code of ethics. I lead eight other students on our project, and I treat each of them as a
member of the team and someone capable of providing insight to ways of progressing through our
project. I am honest with my team, and I express to them any feelings I have about lack of commitment
or minimal effort being put forth. I don’t expect any of my team members to go above and beyond, only
to give an honest effort. I am understanding that as seniors each of us have projects, assignments, and
exams outside of our capstone project. I always try to be understanding of my team members when
they approach me about not be able to complete a task on time or are unable to meet the requirements
for certain check points because of personal issues, like studying got the Fundamentals of Engineering
exam that we each take our senior year. Last, I always honor the well-being of my team, and never ask
them to stay up all night to complete assignments. If they are sick and can’t make weekly meetings or
choose not to so that they can rest, I let them know that I understand, and hope that they get well.
Although I always try to stay true to my personal code of ethics, I find it difficult to at times. For
instance, although I can only expect my team to give me their best, if certain tasks need to be
completed as soon as possible for our project to move forward, I may ask them to do more than is
expected of them and push their abilities.
8. Student will express a personal values HDF 290 VIA Institute Values Assessment The two things I value most are honesty and humor. I think that it is important to be both honest, not
statement HDF 414 only with others, but most importantly with yourself. Honesty allows one to fulfill their potential, and
eliminate the things that impair them from reaching their potential. When one is dishonest with
themselves, they are living a false life that isn’t true to who they want to be and what they want to
become. Dishonesty hinders potential. Humor is said to be the best medicine. It is contagious. Humor
creates positive energy both within, and externally. When used appropriately, humor has a way of
easing tension and developing comfort within a group. It is a sure way of living a healthy and positive
life.
In HDF 414 Leadership for Activism and Social Change I took the VIA Institute Values Assessment and
developed my personal values statement based on two of my top ten values. I value honesty, because
I think that it is important to be both honest, not only with others, but most importantly with yourself.
Honesty allows one to fulfill their potential and eliminate the things that impair them from reaching their
potential. When one is dishonest with themselves, they are living a false life that isn’t true to who they
want to be and what they want to become. Dishonesty hinders potential. I believe that humor is the
best medicine, and therefore is another value I live by. It is contagious. Humor creates positive energy
both within, and externally. When used appropriately, humor has a way of easing tension and
developing comfort within a group. It is a sure way of living a healthy and positive life. See Evidence #8
9. Student will demonstrate practice of the HDF 290 Becoming a member of Greek life, During the past two years of being in college, I have developed my personal values statement, and
personal values statement SOLC, and URI ASB have learned to apply it to everyday situations. During my freshman year I made the decision to rush a
fraternity. I thought that it would be an effective way to become involved and develop a close
relationship with a large group of people. I was initiated into the fraternity that I dedicated myself to,
and a week into being a member of the organization I began to become stressed, anxious, and
unhappy. I realized that the choice I had made was not what I truly wanted, and I had to be honest with
myself. I needed to evaluate whether or not staying committed to the organization was the right
decision for me. Would I be happy if I remained a brother? Would I be doing something I was truly
passionate about? I realized I was being dishonest with myself by saying yes, and telling myself that
this was the best way for me to stay busy and stay involved. I made the decision to remove myself from
the organization, and I began to see that it was truly going to benefit me for the rest of my college
experience. I was honest with myself, and by doing so I had opened myself up to various other
opportunities to becoming involved on campus and being member of an organization. Sophomore year

I became a member of Student Organization Leadership Consultants and participated in an Alternative
Spring Break. SEE EVIDENCE #9
10. Student will demonstrate the ability to CVE 230 LAB Team Project: Design Mix In the CVE 230 Mechanics of Materials Laboratory course I had to lead a team project, from start to
lead a project from start to finish (follow- finish, that went towards my final grade for the course. This course involved learning the behavior
through) of various construction materials when subjected to applied loads and forces and performing
lab experiments on the various materials which demonstrated these behaviors. The team project
consisted of creating two concrete beams, and effectively preparing the two beams to be tested at the
end of the semester. As the leader of the team, it was my job to stay in contact with my team members
in order to ensure that each step of the project was completed on time, and that all members of my
team were involved in the process. The first part of the project involved proportioning each component
of the concrete to properly prepare the right amount of mix to pour into the cylinder molds for the
beams. I had to gather my team, and make sure each member was involved in the process of
preparing our batch of concrete. After preparing the mix, and pouring the concrete into the molds, we
had to let the cylinders sit overnight, and then submerge them into a tub of water the following day. As
the leader of the team, I contacted my team members and asked them what time would work best for
them to meet at the lab and submerge the cylinders. I made sure that the time we would meet worked
out for each member to ensure full group participation throughout completing the project. As a team,
we took out the cylinders on the final day and tested their strength. SEE EVIDENCE #10
11. Student will describe goals and objective COM 402 Leadership Activity In the COM 402 class I was asked to organize a leadership activity involving 6 other people that was
statements regarding personal issues, bold. To complete the activity on time and write a reflection on the activity, I set up goals and
career issues, and community issues Job Search objectives. My goal was to get six people to volunteer at a goat farm in Little Compton, RI at the end of
March. Objective statements included: contact six people to volunteer at the goat farm, call the owner
of the farm to discuss the work that they could use help with, drive to the farm to have the owner show
me the work that can be done, and organize a meeting time for the participants on the day of
volunteering.
While searching for and applying to jobs my senior year of college I have set goals and objectives for to
discipline myself and ensure I set aside time for career search. The goal I set for myself was to apply to
5 jobs by the end of March. Objectives included: search Rhody Net for entry-level civil engineering jobs
available, write a cover letter tailored to each job description, send resume to a professional adviser for
feedback, and revise resume for final submission to jobs. I learned from the process of completing my
goal and achieving objectives that I needed to adjust the number of jobs I planned to apply for in the
time frame I gave myself. Because I made it an objective to have my resume reviewed before sending
it out to employers, I delayed my objective to apply to a job. However, other objectives were added, like
attending a career fair and handing my resume to an employer in person.
12. Student will show evidence of goals and CVE 220 Course Objective for CVE 220 Per syllabus, it is stated that the course objective of the CVE 220 Mechanics of Materials class is “to
objectives that were planned and Mechanics of Materials give students an in-depth understanding of the effect of external loads on the behavior of members”
achieved Within this objective are several learning outcomes, one of which is “An ability to determine internal
forces and draw axial-shear-bending moment diagrams.” Throughout the semester I was assessed
with quizzes, each quiz addressed one of the individual outcomes for the course. For the outcome
listed above, I was given a quiz that assessed me on my knowledge of internal forces and moment
diagrams. I earned a 100% on the assessment. I demonstrated that I had obtained the necessary
knowledge, provided by my professor, during the class periods, to fully complete what was asked in the
problem statement. SEE EVIDENCE #12
13. Student will show knowledge of the Maslow’s Hierarchy of Needs is a five-stage model representing human needs. The model is most
“Hierarchy of Needs” theory by Maslow often represented as a pyramid containing the five human needs in order of precedence. Maslow
states these needs as physiological, safety, love/belonging, esteem, and self-actualization, arranged
from bottom to top, respectively. Physiological/biological needs pertain to the basic human needs of air,
food, water, shelter, sleep, sex, and warmth. Safety needs include protection from elements, security,
order and law, and freedom from fear. Love/belonging needs include friendship, intimacy, trust,
acceptance, and being a part of a group. Esteem needs include esteem for oneself and desire for
reputation or respect from others. Finally, self-actualization includes realizing personal potential, self-
fulfillment, seeking personal growth and potential, and as Maslow states “to become everything one is
capable of becoming.” The first four needs are classified as deficiency needs, or D-needs, being that
they become demanding when one is deprived of the need and one will be more motivated to fulfill the
need the longer it is not satisfied. An example would be the physiological need to eat. The longer one
goes without food, the hungrier they become, and the more motivated they are to obtain food to eat.
Maslow stated that when needs are satisfied one will move to the next need on the hierarchy out of
habit, however needs do not need full satisfaction in order for one to progress in the hierarchy. The fifth
stage, self-actualization, is considered a growth/being need, B-need. A growth need does not stem
from deprivation but a desire to grow as a person and unlike D-needs, B-needs do not go away once
they are met, instead they are continuously felt and have potential to become stronger after engaged.
Progression towards self-actualization can often be disrupted by life experiences though. For example,
getting fired from a job may cause one to move backwards on the hierarchy due to their shifted focus
towards more basic needs like paying for groceries each week, thus the hierarchy is not experienced in
one direction. Maslow also added that needs are not completed individually but may be completed
simultaneously, indicating that human behavior is multi-motivated. In addition, the growth needs
section of the model was later expanded to include cognitive needs, aesthetic needs, and
transcendence. Cognitive needs include knowledge and understanding, curiosity, exploration, need for
meaning and predictability. Aesthetic needs include appreciation for beauty, balance, and form. Finally,
transcendence needs involve motivation by values beyond personal self, for example, service to
others, aesthetic experiences, or a pursuit of science. SEE EVIDENCE #13
McLeod, S. A. (2017). Maslow's hierarchy of needs. Retrieved from
www.simplypsychology.org/maslow.html
14. Student will show application of Maslow’s In my own life, I address the first stage of Maslow’s theory every day. Between when I wake up in the
theory to own life morning and when I get into bed at night I satisfy my needs for food, water, shelter and oxygen, my
basic needs. The second stage, safety, is also satisfied because I live in a safe area that has multiple
shelters that can protect me from cold temperatures, rain, snow, or severe heat, and there are local
and state police departments that enforce the law for the protection of my community. I satisfy the third
stage, love/belonging, by having friends and family members that I trust, are concerned about my
health, and give me a sense of belonging. Because these three needs are satisfied daily, I require less
motivation to fulfill them. Esteem needs, however, are more demanding in my life and I feel more
motivation to fulfill them as they become deprived more often. For instance, hearing someone play
guitar with a high level of skill causes me to reflect on my own skill as a guitarist and lose respect for
myself for not possessing their level of skill. As a result of my dissatisfaction of self-esteem my esteem
needs become more demanding and I focus more on building my self-confidence and self-respect
more than I feel motivated to fulfill my need for hunger say. However, by focusing on my esteem needs
I am not neglecting my needs for love, safety, and food. I have learned that Maslow’s theory is
accurate in that needs are satisfied simultaneously. My drive for fulfilling certain needs shifts the more I
am deprived of them. So, I may practice guitar for an extra hour until I regain my self-respect, before I
recognize that I am hungry and should eat dinner. Self-actualization however is an overarching drive in
my life. Personal growth, meaning choosing to live outside my comfort zone, practicing mindfulness,
and self-acceptance is my reason to fulfill my other needs. I need to fulfill my basic needs, meaning
feeling safe, feeling loved, and having self-confidence to function at a point of living as a self-actualized
person. One instance of self-actualization in my life was participating in an Alternative Spring Break trip
to Oklahoma City, OK. This was a large step outside my comfort zone as the trip included a six-hour
flight, and I had never flown in a plane before. Stepping on the plane was like stepping into the
unknown full of fear and uncertainty but I survived the flight, just as I was told, and the following spring
break I stepped on another plane for a thirteen hour flight to Italy. SEE EVIDENCE #14
15. Student will describe personal leadership HDF 414 Friendships/ Relationship, Based on the Type Focus Personality assessment, I am an INFJ. These letters stand for Introversion,
style and/or personality style including conversation Intuition, Feeling, and Judging. The general description for these personality traits states that I contain
strengths and weaknesses and examples a rich and complicated inner world that I express through a quiet and organized caring for others.
of application (Sources = Leadership style Although I may not be quick to express my insights, I deeply care for my friends and only want the best
inventories, the L.P.I., StrengthsQuest, for them. I tend to prefer a close group of friends who appreciate my inner desire to help others, and
Type Focus (MBTI), LAMP, and other without this group I would feel a sense of loneliness. Because of my broad inner focus, I have an ease
career inventories, etc.) with grasping theoretical and conceptual ideas and would likely go on to become a teacher. I feel I
have heavily applied my Type Focus personality traits with my group of friends from High School.
Generally, I am more of a listener than a talker. I tend to think more and talk less before contributing to
the group. It is not that I would not like to contribute to the conversation, rather I prefer to say
something I truly feel will be constructive and helpful to the group, and I tend to support this with an
inner thought process. SEE EVIDENCE #15
16. Student will show knowledge of the theory After reading the article “The New SuperLeadership – Leading Others to Lead Themselves” by Charles
of Superleadership by Manz & Sims C. Mans and Henry P. Sims Jr. I gained an understanding of the theory of Superleadership. Mans and
Sims compare superleadership to other common forms of leadership to detail the meaning behind the
word. These other leadership forms are the strongman, the transactor, and the visionary hero. Where
the other leadership types deal with “John Wayne” attitudes, rewards for certain behavior, and
charismatic leaders, superleadership focuses on getting followers to develop self-leadership, or “the
way we influence ourselves to enhance our own satisfaction and performance.” Mans and Sims
suggest that superleadership “encourages initiative, self-responsibility, self-confidence, self-goal-
setting, positive opportunity thinking and self-problem-solving.” A superleader’s role is to encourage,
reward, and guide self-leader behaviors and eventually shift from performance-based rewards and
instructional behaviors. This is accomplished with initial modeling, guided participation, and a gradual
development towards self-leadership. To successfully instill self-leadership in their followers, leaders
must provide examples of self-leadership and act as self-leaders themselves. Followers also need
guided participation when first acting as self-leaders, and the way that superleaders ask questions can
guide followers to self-leadership. Mans and Sims suggest asking questions such as “Do you know
how well you’re doing?” or “When do you want to have that finished?” to encourage self- set goals,
“How do you think you did?” to promote self-evaluation, and “What opportunities do you see in the
current problems you face?” to develop thought-focused self-leadership. Asking questions such as
these provide good practice for followers in setting their own goals, evaluating their own performance,
and developing a self-leader mindset. SEE EVIDENCE #16
Manz, Charles C., and Henry P. Sims. The New Superleadership: Leading Others to Lead
Themselves. Berrett-Koehler Publishers, 2001.
17. Student will show application of Manz &
Sim’s theory to own life
Outcome Category: Leadership Theories
18. Student will show knowledge of the HDF 290 In class theory presentations In the HDF 290: Modern Leadership Issues course each student was assigned a leadership theory to
“Authority and Bureaucracy” theory of present in detail to the class as a part of the final grade. One of the theories presented was the
leadership Weber “Authority and Bureaucracy” theory. I learned that sociologist, Max Weber, developed the theory of
“Authority and Bureaucracy”, which discusses three types of authority. These three types of authority
outlined by Weber are traditional, charismatic, and legal-rational. Traditional authority is one that
follows tradition. Weber says that Traditional authority is found when power is passed down, and
typically through heredity. This type of authority does not change over time, does not experience any
social change, and is usually irrational and inconsistent. Charismatic authority is structured by
extraordinary characteristics of a leader, perhaps ones of “religious prophet”. Such authority possesses
a vision that inspires others. Weber thought that in the downfall of a charismatic leader, traditional

authority would emerge. Charismatic authority is usually called for in a crisis situation, when such
extraordinary character is needed. Legal-Rationality is best described as bureaucracy. Legal- rational
authority is found in states, government, corporations, and voluntary associations. The three are
definitive and can be set apart from one another. Traditional authority is impersonal and non-rational,
and thus un-dynamic. Charismatic authority is dynamic and non-rational, and thus personal. And legal-
rational authority is dynamic and impersonal, and thus seen as rational. The three are unique
compared to each other, but can be changed by one another. It is possible for revolutionary ideas and
rational thinking to break traditional authority, charismatic authority can be subdued to traditional
leadership or formed into a formal, rational organization, and legal-rational authority can be weakened
by irrational ideas. This information was retrieved from: “Max Weber: Traditional, Legal-Rational, and
Charismatic Authority” by Dana Williams See Evidence #18
19. Student will describe personal application
of the above theory (Weber)
20. Student will show knowledge of the HDF 290 In class theory presentations In the HDF 290: Modern Leadership Issues course each student was assigned a leadership theory to
“Scientific Management” theory of present in detail to the class as a part of the final grade. From the presentation on the “Scientific
leadership by Taylor Management” theory, I learned that the pioneer of the “Scientific Management Theory”, Frederick
Winslow Taylor, changed the way companies were run by proposing that optimizing and simplifying
jobs, ultimately increases productivity. Taylor governed his theory using four principles. The first
principle says that management should not be run using common sense but rather the scientific
method, and work should be studied to identify ways to achieve the highest efficiency. The second,
says that maximum efficiency is achieved when workers are assigned to jobs based on capability and
motivation, rather than at random. The third suggests that worker performance should be monitored to
ensure that work is being performed efficiently. And the last principle, suggests that work should be
allocated between workers and managers, that way managers are able to focus on planning and
training, and workers are able to put more effort into working efficiently. Taylor stresses that it is
important for workers to have some incentive to work harder and more efficiently. Before Taylor’s
theory, the only motivation for a worker to keep working was employment. To motivate workers to work
harder and more efficiently, Taylor suggests a “a fairs day’s work for a fair day’s pay” philosophy, which
creates a system where a worker gets paid based off what his/her work shows he/she deserves. A
highly productive worker will get paid more than an unproductive, inefficient worker. Based off
experiments that tested the most optimal way to complete a task the fastest, that he had developed in
previous work environments, Taylor found that there are certain people capable of working faster and
more efficiently, and managers should focus on hiring these people when possible. The Scientific
Management theory encourages organization in the workplace, and allows an organization to function
at higher quality management. This information was retrieved from:
https://www.mindtools.com/pages/article/newTMM_Taylor.htm See Evidence #20
21. Student will describe personal application Interning with Dimeo Construction During the summer of 2016 I interned with Dimeo Construction Company. While working as an intern, I
of the above theory (Taylor) Company saw applications of the Scientific Management theory. Each of the four principles behind Taylor’s
theory were displayed by the construction management team and the union workers hired by the
subcontractors being managed by Dimeo. An instance when the scientific method was used in place of
common sense involved marking existing doors that would be salvaged from the demolition process of
the interior of the building. To improve efficiency of the task, myself and the superintendent highlighted
each door to be salvaged on a plan set of the interior of the building, then walked to each door and
labelled them with tape and the future door number. We did this before the demolition workers
removed the doors and informed them of the system we had implemented. Once they did remove the
doors, they knew which to save and which to throw away. The second principle of Taylor’s theory was
seen with each subcontractors group of workers on site. The lead foreman from each company (HVAC,
electrical, plumbing, demolition, etc.) assigned the tasks requiring more responsibility and work
experience to himself or his journeyman, who could complete the tasks. Tasks requiring less
experience or technical knowledge were assigned to the apprentices. For instance, the foreman from
Rossi Electric was responsible for safely removing wires from the ceilings and operating the fire alarm
system for the building, the apprentices however were only responsible for measuring the current
through wires to check if they were live or not. I saw the third principle of Taylor’s theory applied with
the submission of daily reports from each subcontractor at the end of each work day. Daily reports
included the hours worked and description of the work completed that day by each worker. Man-counts
were also monitored each day for each subcontractor. By being responsible for submitting daily reports
and tracking man-counts every day, I helped monitor each subcontractors work performance. When
subcontractors were low on man-counts or did not show progress on their daily reports, the
superintendent or project manager communicated to the foreman their need for improvement. One
issue that persisted for several weeks on the job site was safety compliance. Because workers were
seen without safety glasses or hard hats multiple times, monitoring of worker performance was
increased. The fourth principle was seen in the relationship between Dimeo employees and the
different subcontractors on site. Dimeo employees on site, including the project manager,
superintendent, project engineer, and interns were responsible for monitoring worker performance,
progress of the project, all paperwork dealing with the job, and communications with workers. Workers
hired by subcontractors and managed by Dimeo employees were responsible for doing the work and
carrying out the construction of the project. Unless a Dimeo employee felt so inclined to perform
construction work, which in some cases they did, they were solely responsible for the management of
the project. The incentives that I saw for workers to work harder was pay. A foreman receives more
pay than a journeyman and apprentice, so becoming a foreman would be an incentive for the latter
two, and motivates them to work and reach the required number of hours they must work to receive
that title. Applying the scientific management theory to the management I saw with Dimeo Construction
Company has improved my understanding of the importance of the relationship between workers and
managers. Through application of this theory, I learned that the management role can indeed be
scientific, and improvement of the efficiency of task completion on a construction site is just as much of
scientific research as is the study of the ages of stars. SEE EVIDENCE #21
22. Student will show knowledge of the HDF 290 The Management by Objectives theory of Leadership created by Peter Drucker in 1954, focuses on
“Management by Objectives” theory of explicitly defining objectives for each employee in order to increase organizational performance.
leadership by Drucker Through this theory, objectives set for each employee are agreed upon by both management and
employees. The theory states that having input in goal setting and action planning, by both employees
and management, results in stronger participation and commitment from employees. It also states that
this will create a better alignment of objectives across the organization. To check the validity of the
objectives created, Drucker also came up with the SMART method. The SMART method consists of
five characteristics that any objective should apply to, they include, specific, measurable, achievable,
realistic, and time-related. The Management by Objectives theory can ultimately be summed up by its
five principles. These principles are, cascading of organizational goals and objectives, specific
objectives for each member, participative decision-making, explicit time period, performance
evaluation, and provided feedback. Drucker says that in order to create a functional plan, there should
be full participation from all managers, and that all managers should create a system that analyzes the
performance of employees to ensure the objective is on the right track. This information was taken
from: http://www.valuebasedmanagement.net/methods_smart_management_by_objectives.html
23. Student will describe personal application Internship with Steere Engineering When I interned with Steere Engineering, I saw application of Drucker’s management by objectives
of the above theory (Drucker) theory in the interaction between myself and my supervisor. At the start of my internship my supervisor
was asked to fill out a project description form, listing the project tasks that would be incorporated in my
internship and working with him. He was required to fill this out for the course credits that I was earning
by doing the internship, however it helped lay out the objectives that he intended to reach. The first day
of my internship, I sat down with my supervisor and he went over these project tasks and how he
intended for me to complete them over the course of the summer. After going over this list with him I
felt that we had reached a mutual understanding of what each of us expected of one another as we
would work together. One of the project tasks listed was “assist with NEPA Environmental
Assessments.” This objective was laid out using the SMART method that Drucker defines in his theory.
The goal was specific. I was to assist one of the employees drive eight traffic routes over the course of
two weeks and make observations on the amount of traffic lights, number of travel lanes, crosswalks,
bridges, traffic signs, state offices, schools, and the characteristics of the roadway along the route. The
task was measured by our observations and completing the routes. Our observations were logged into
a spreadsheet categorizing the observations based on the route number when the route assessment
was complete. The task was acceptable/achievable, and my supervisor checked in with me at the end
of each day to see where I was with the progress of the task. My supervisor also made sure the task
was realistic considering my experience in the field. He assigned an employee who had done this work
before to complete the assessments with me. Each day we left the office early enough to finish an
adequate number of routes by the end of the day given the time to complete the entire task. The time
to complete the task was two weeks starting from the first day we began driving the routes. I felt as
though this objective was communicated well with me and had better understanding of what was
expected of me given the instruction from my supervisor. I also found it constructive to be a part of goal
set-up for the task and be able to receive feedback when I discussed my experience of performing the
assessments. When I communicated with him how some routes had taken longer than expected, he
was able to adjust his expectations of how the task was being completed and made suggestions on
how we could adjust our assessments to complete the routes more efficiently. Such as communicating
with the client that the assessments were being done for to see what kind of observations we could be
less attentive about. SEE EVIDENCE #23
24. Student will show knowledge of “Theory HDF 290 The X and Y theory of leadership was created by Douglas McGregor in the 1960’s. The basis of the
X and Theory Y” theory of leadership by theory revolves around the idea that a manager’s perception of what motivates their employees is what
MacGregor will dictate how they do their job. The type of management that falls under theory X is an authoritarian
style of management. Theory X defines a workplace where employees are unmotivated and require
heavy supervision in order to stay “on task”. Management in a theory X work place requires that a
manager consistently entices their employees, otherwise there will be no present ambition to get the
task done. In the Y theory, management is more participative. Theory Y defines a work place where
employees are happy to work and are generally motivated to get the job done. Managers in a theory Y
work environment feel less of a need to heavily supervise their employees because employees are
perceived as those who take responsibility for the job given to them and consider work as a natural part
of life, therefore are ambitious and motivated. Theory X management is commonly seen in large
production work areas where work is repetitive and requires less skill-based qualifications. Theory Y
management is seen in more inclusive work environments. Such work environments are structured on
group projects, team collaboration, and frequent discussion of new ideas. (McGregor)
25. Student will describe personal application HDF 290 Small Business Leadership paper As one of the major unit assignments for the HDF 290 course, I had to write a paper that synthesized
of the above theory (MacGregor) information I had gathered from an interview with a small business owner. For the assignment, I
interviewed the owner of a small pipe manufacturing business. When analyzing the information, I had
gathered from the interview, I recognized aspects of theory X and Y. The owner of this business
displayed the qualities of a theory X leader. The owner spends the majority of her time in her office,
away from employees, dealing with emails, paperwork, finances etc., there is little interaction between
manager and employee. The employees in the business mostly deal with inventory, stocking items,
moving them into vans, and delivering them to different sites. The work within the business is very
repetitive and requires little skill. There is little collaboration between manager and employee, and the
majority of the interaction between the two involves giving and receiving orders. Management is
authoritative in this business. Theory X is effective in running this business. SEE EVIDENCE #25
26. Student will show knowledge of the HDF 290 In class theory presentation In the HDF 290: Modern Leadership Issues course each student was assigned a leadership theory to
“Servant Leadership” theory of leadership present in detail to the class as a part of the final grade. From the “Servant Leadership” theory, I
by Greenleaf learned that although it has been used for centuries, the term “Servant Leadership” was first coined by
Robert Greenleaf in 1970. To be a “servant leader”, essentially means to put the needs of others
before your own. By acknowledging the perspectives of others, providing support to the personal goals
of team members, including others in decision making, and building a sense of community, a leader will
build trust, build stronger relationships, and receive higher engagement from their team. Servant
Leaders possess ten key characteristics, which include, listening, empathy, healing, awareness,
persuasion, conceptualization, foresight, stewardship, commitment to the growth of people, and
building community. By listening to what others have to say and understanding their opinions, you will
be able to serve them better. When you are empathetic, you have the ability to enter a situation with an
open mind, and you are able to understand the perspectives of others. By being healing, you fully
support them both physically and mentally, and make sure that people have the right resources to
complete their jobs efficiently. Having self-awareness allows you to reflect on your emotions and think
about how they affect those around you. Being persuasive encourages group members to take action,
and builds consensus within the group to support decisions. Conceptualization means that you look
beyond your daily goals to the bigger picture. Foresight means that you can “predict” future outcomes,
based on past experience. Stewardship is the act of taking responsibility for your own actions, and
taking accountability for the roles assigned to the team members in your organization or group.
Commitment is to the growth of not only yourself, but of each member of the group as well. And last,
building community is about encouraging your group members to interact throughout the company in
order to encourage a feeling of contribution. Mind Tools (2017) says that Servant Leadership is
designed as a longer-term style of leadership, and is not to be used exclusively. Servant Leadership
works well with Transformational Leadership, where the goal is to build a stronger team by developing
an inspiring vision and motivating your team to implement your vision. See Evidence #26
Mind Tools Ltd. (2017). Servant Leadership: Putting Your Team First, and Yourself Second. Retrieved
from https://www.mindtools.com/pages/article/servant-leadership.htm
27. Student will describe personal application Senior Capstone Design Project For my Senior Capstone Design project, I am the team leader of eight of my fellow students in
of the above theory (Greenleaf) designing a central, campus site location for Citizens Bank in Johnston, RI. Throughout the process of
designing the site and leading my team towards completion of our project, I have applied Robert
Greenleaf’s theory of Servant Leadership. Each member of our team is split into groups of two, each
group focusing on one aspect of Civil Engineering, this includes designing the structural components of
buildings, designing earth retaining walls for slope stabilization, analyzing traffic data and parking lot
capacities, and designing waste water and storm water management systems. Because the project
relies heavily on each member of the team focusing on specific design areas in order to bring the final
product together it is my job to ensure that each group knows exactly what they need to complete their
design and act as a median between our professional mentor and the team. Often, I need to listen to
the members of my team to understand what information they need to design their component
properly. This has often included asking our professor which area of the site we need to focus our work
on for the week. When a team member comes to me and explains that they were not able to complete
their portion of the design for the week, it can be frustrating, but I have practiced empathizing with
them. I have learned that the way I want the work to be done wont often end up how they do the work.
Being healing has come into play when a team member tells me that they won’t be at a team meeting
because they are sick, or I hear that team members have an exam during the week and need time to
study. Self-awareness has been a very large part of how I lead my team and I often analyze how I feel
before giving my team direction. I found that when I am angry and feel my team is slacking off, I tend to
be more demanding, which is abrasive communication. I have been persuasive when as a group our
team has made decisions about the layout of our site. In the beginning stages of our project we had to
decide how we wanted to orient the buildings on our site. I used persuasion with members of my group
who had well-thought out ideas for our site to share their ideas and with other members of the group to
support their decision and be on board, so it felt less like an individual decision and more like a team
decision. I am also always conceptualizing with my team to create a goal that our end product will look
like to guide us throughout the project. With foresight I have been able to identify instances of my
leadership that have been unproductive or times where bad communication has caused a lack of
progress. In times of poor leadership, I have exercised stewardship and have expressed to my team
how lack of progress or poor communication was on me, however I also make them aware of their own
lack of progress. Through working with my team, I have recognized each members own strengths and I
want them to recognized those strengths as well. Building community has included encouraging my
team members to communicate with one another, especially those in the same design group. By doing
this I have noticed that our team has transformed from me at the helm to everyone contributing to the
design decisions and discussions during team meetings.
28. Student will show knowledge of the HDF 290 In class theory presentation In the HDF 290: Modern Leadership Issues course each student was assigned a leadership theory to
“Principle Centered Leadership” theory by present in detail to the class as a part of the final grade. From the “Principle-Centered Leadership”
Covey theory, I learned that in 1989 Steven Covey introduced the theory of Principle-Centered Leadership
with his book “Seven Habits of Highly Effective People”. Covey believed that “If you focus on principles,
you empower everyone who understands those principles to act without constant monitoring,
evaluating, correcting, or controlling.” (Martin,2012) His theory stresses the idea that one who manages
their life based on principles opposed to priorities will make for an effective leader. Principle-centered
leaders are continually learning, service oriented, they radiate positive energy, believe in other people,
lead balanced lives, see life as an adventure, are synergistic, and exercise self-renewal. To become a
principle-centered leader one must have the ability to problem solve and team build, work well with
others, build relationships, and have a relationship with oneself. It is important that one work on the
aspects of team building and problem solving, as well as developing a strong relationship with oneself
before developing the skill to work well with others and build strong interpersonal relationships. Covey
says that you control the former two, and it is important that you master them first to achieve the latter
of the two, because “If you want the secondary greatness, of public recognition, focus first on the
primary greatness of character” (Walker, n.d. pg.68) See Evidence #28
Executive, An, Book Summary, Professor, and Walker. PRINCIPLE-CENTERED LEADERSHIP By
Stephen R. Covey (n.d.): n. pag. Web.
Martin, D. (2012, July 16). Stephen R. Covey, Herald of Good Habits, Dies at 79. Retrieved February
02, 2016. See Evidence #28
29. Student will describe personal application Being team leader of my civil As team leader of my capstone senior design project for civil engineering, I have learned how to
of the above theory (Covey) engineering capstone senior design become a principle-centered leader. When I first began leading my team, I was uncertain about how
project much they would contribute to our project and was afraid that I would end up having to pick up their
slack. I had heard of a previous capstone design team where the team leader ended up doing most of
the work for the project because their team members were untrustworthy and unreliable. I knew some
of my team members were notorious for putting in minimal effort in their studies and generally not
caring or contributing to other group projects. My fear drove me to be very authoritative in my
leadership style, and I became more demanding with my team members, even those who were my
friends. There are four capstone teams for the senior class. I noticed that I was becoming very self-
conscious of my team’s performance and my leadership ability, especially when I saw the other teams
completing tasks faster than my team was. If one of my team members didn’t complete something
when I had asked them to because they were caught up in other assignments or were having trouble
with the task, I found it hard to empathize with them because I was so focused on getting it done and
not looking like a bad leader or a bad team. According to Covey’s theory, I was more focused on
priorities rather than principles. I was leading from an egocentric standpoint. In the end, my team did
well with our project, and I don’t think that they thought twice about how I was leading them, but for the
Spring semester, I decided to lead from a different standpoint. Instead of focusing on how fast
something should get done or when it should get done, I focused on developing a better relationship
with my team. I made it a point to meet with my team and talk one on one with each member. I wanted
to gain a better understanding of each of their strengths. I started to talk to them like I knew that they
would be considerate of what I was asking of them instead of thinking that they would ignore me and
leave me to pick up their slack. I felt more trustworthy of them. Before I would become very angry if
they told me last minute that they couldn’t make it to a meeting, or just didn’t show up. Now I approach
those situations empathetically. I always make it a point to be encouraging when talking with them. I
stay positive, even when the tasks become seemingly impossible. It can become difficult to complete
the designs that our professors expect from us because we have had little introduction to the software
they want us to use. I am patient with my team when they have trouble with the design software, and I
approach the dilemma as a problem-solver rather than a problem seeker. I will trouble shoot with them
and try to understand the problem myself so that I can facilitate progress. I learned that I am
developing my sense of character and a better relationship with myself. My top strengths are empathy,
harmony, developer, consistency, and intellection. I recognize now that I was neglecting my strengths
when leading my team. Now that I am more aware of the use of my strengths, leading almost feels
second nature. I have switched lenses and now I feel the trust and commitment of my team members
for our project.
30. Student will show knowledge of the “14 HDF 290 The Total Quality Management leadership theory is both customer based and service oriented. The
Points / TQM” theory of leadership by theory, created by Edwards Deming, is designed to help improve quality and promote process
Deming improvement. Three ideal methodologies make up TQM, they include, the fourteen points of
management, the system of profound knowledge, and the Shewart Cycle. The fourteen points Deming
created for his theory are, create constancy and purpose, adopt new philosophy, stop dependencies on
mass inspections, don’t award business based upon the price, aim for continuous production and
service improvement, bring cutting-edge on the job training, implement cutting-edge methods for
leadership, abolish fear from the company, deconstruct departmental barriers, get rid of quantity-based
work goals, get rid of quotas and standards, support pride of craftsmanship, ensure everyone is trained
and educated, and make sure the top management structure supports the previous thirteen points. The
System of Profound knowledge contains four individual parts. The first, is a system of appreciation, this
involves developing an understanding of how the company is run. The second, is variation knowledge,
which requires an awareness of any variation that is occurring as well as the cause of this variation.
The third, is the theory of knowledge, this implies that there is always something to be studied, and
there is always knowledge to gain about an organization. The last part, is the knowledge of psychology,
which studies human nature and the idea that everyone learns differently, and that it is important to
understand and be aware of these differences. The Shewart Cycle, or the Plan-Do-Check-Act method,
is designed for constant improvement. It states that to allow improvement to continue you must plan
and outline the objectives and actions, then you do, or implement, the improvement, next you check
the quality now compared to the quality before, and last you act to identify changes that need to occur
for continued improvement. This information was retrieved from: http://www.brighthubpm.com/methods-
strategies/72443-theories-in-total-quality-management-tqm/
of the above theory (Deming)
32. Student will show knowledge of the COM 402 In class discussion and reading In COM 402 Leadership and Motivation, transformational leadership theory was discussed in class and
“Visionary Leadership” (now often cited in assigned readings. I learned that transformational leadership was introduced by James Burns in
as “Transformational Leadership”) theory 1978 and presents an approach to leadership that differentiates from the transactional leadership
by Sashkin approach. Essentially, transformational leadership offers a way of changing things or achieving a goal,
not by persuading their followers with rewards, but by inspiring them to do so. In transformational
leadership, the leaders vision and values are the driving forces behind their ability to get their followers
to adopt the goals of the group. Studies suggest that transformational leaders instill trust, admiration,
and respect in their followers, motivate followers to do more than they were initially expected to do,
make them more aware of the importance of outcomes, induce them to look beyond their self-interests
towards the goals of the group, and activate higher order needs. Four behaviors, including intellectual
stimulation, inspirational motivation, idealized influence, and individualized consideration have been
discovered when analyzing transformational leadership. Intellectual stimulation regards followers
becoming more aware of the problems facing the group and viewing these problems from new
perspectives, inspirational motivation involves a leader expressing an appealing vision, using
symbolism, and setting an example for appropriate behavior, idealized influence arouses strong
emotions in followers and identification with the leader, and individualized consideration involves the
leader supporting, encouraging, and coaching their followers. Some see charismatic leadership and
transformational leadership as interchangeable, and that they produce the same outcome in their
followers. Others see charisma as just one aspect of transformational leadership. Although personality
type, especially extroversion, might increase the effectiveness of transformational leaders, being able
to communicate personal values and inspiring followers to adopt those values are more important.

When compared with transactional leadership, transformational leadership is capable of producing a
more long-term commitment from a team.
Pierce, J.L., Newstrom, J.W. (2011). Leaders and the leadership process. McGraw-Hill Companies,
Inc. New York, NY
of the above theory (Sashkin)
34. Student will show knowledge of the HDF 290 The theory of Individuals in Organizations, created by Chris Argyris, addresses the idea that people
“Individuals in Organizations” leadership have mental maps that govern how they act in certain situations (Smith, 2013) The nature of the way
theory by Argyris people may act in certain situations is explained by theories of action, and can be split into two sub
theories, the espoused theory and the theory-in-use. The two sub theories differ in that the espoused
theory governs how we communicate the reasons for our actions to others, it specifies what we want
others to believe is the reasoning for our actions. The theory-in-use specifies what is the actual
reasoning behind our actions, it comes from the true nature of oneself. If asked, one would say they
hadn’t shown up to a meeting because of some prior commitment, that is what they would like their
coworker to believe and such actions come from the espoused theory, however in actuality they may
have been too tired from staying out late and not going to the meeting allowed them to stay in and
sleep, this action comes from the theory-in-use. Argyris also created four processes that make up his
theory of individuals in organizations, they include single-loop learning, double-loop learning, model I,
and model II. Single-loop learning describes a situation when a “error and correction” process is
needed for the original governing variables that make up a plan or goal. The goal is not changed, it is
operationalized, and the idea is to make the process more effective. Double-loop learning, unlike
single-loop, questions the original plan or goal, and is more fundamental and creative in altering the
original goal or plan created. Model I and Model II are designed to characterize the theory-in-use
theory of action, and whether theory-in-use prevents double-loop learning from occurring or allows it to
develop. Model I looks at actions that prohibit double-loop learning. This model looks at actions that
create defensive relationships and limited freedom of choice due to acting defensively and moving
away from some truth about oneself, it impairs the ability to learn. Model II, on the other hand, looks at
actions that lower the chance of developing defensive relationships and create a high freedom of
choice, this is due to moving towards the goal, rather than moving away from what may prevent the
goal, and being open to public evaluation as well as shared control. This information was retrieved
from: http://infed.org/mobi/chris-argyris-theories-of-action-double-loop-learning-and-organizational-
learning/

of the above theory (Argyris)
36. Students will demonstrate knowledge of HDF 290 The four V’s of ethical leadership, created by Dr. Bill Grace, outlines beliefs and values with external
the “4 V’s” theory of leadership by Grace behavior and actions. The four V’s are Values, Voice, Vision, and Virtue. The model places Virtue in
(Center for Ethical Leadership) the center, and Values, Virtue, and Voice on the outside of the model, surrounding Virtue. The idea
behind the model is to determine what it means to be an effective ethical leader, and determine what is
good, and doing what is good, for the greater good. Values, pertains to one’s personal beliefs, and
what is most important to them, it pertains to their core values and what drives their decision making.
Vision, is the idea of framing our actions to the service of others and to do what is good for the greater
good. Voice, is the process of expressing our vision to others in a way that brings it to life, it convinces
and motivates others to take action. Virtue, the center of the model, is the development of virtuous
behavior, by practicing our vision and letting our voice be heard we become what we believe.
Connecting the three outer V’s are service, polis, and renewal. Service connects values and vision. It
tests our values, and reveals the true vision of our leadership. Polis connects vision and voice and
underlines the idea that once we express our vision publicly, we become engaged in the art of politics.
Renewal connects voice and value. It pertains to the idea that after we have let our voice be heard
several times, we must return to our original values and check that they still are relevant to how we
express ourselves. (The Center for Ethical Leadership, 2007)
37. Student will describe personal application HDF 290 Informative Speech on Music In the HDF 290 course, one of the unit assignments was to give an informative or persuasive speech
of the above theory (Grace) Education in school systems regarding a modern issue in education. For my speech, I chose to give an informative presentation on
the development of musical education in school systems. With the research I had found, I was able to
apply the 4 V’s leadership theory to my issue. I elaborated on the idea that the value possessed by
music educators, those who support musical education for students, is the belief that musical education
is essential in a student’s development, both academically and socially. The vision of these supporters
for musical education is to provide access to musical education for all students. They want to provide
the opportunity to students, and provide a well-structured music education system that is run by
qualified individuals. Supporters of music education express their voice by advocating for music
education, they do so by giving small speeches at concerts performed by students, or by inviting
administrators into the classroom to expose the positive outcomes that music education produces. And
finally, their virtue is expressed by continuously expressing their values and vision with their voice.
38. Student will show knowledge of the HDF 290 The Situational Leadership theory, created by Hersey and Blanchard, is based on variable leadership,
“Situational Leadership” theory by Hersey and is dependent on various circumstances. The theory itself says that a situational leader has the
& Blanchard ability to adapt to any situation as quickly as possible. The theory is formed around four leadership
styles that change depending on the maturity of who the leaders are working with. The four styles are
Directing, Coaching, Supporting, and Delegating. Directing, or Telling, is the style used with employees
who are either new or lack confidence. This style calls for a more directive nature, the leader gives the
employee direction and then supervises their work, there is little collaboration. Coaching, or Selling, is
like Directing, however there is some collaboration between employee and leader. There is still a need
for close supervision, but the leader may become engaged in the task as well, and will need to
convince the workers to follow their lead, hence the title “Selling”. The Supporting style takes a big step
from the previous two, the leader in this situation will almost become fully involved in the task, and at
times, step back and allow others to make key decisions. The goal of a leader in the Supporting style is
to build a relationship with employees. Delegating is used when the employees or members of the
group display a high level of experience. In such a case, the leader will pass responsibility on to
various members of a team because they feel as though there is little need for direction. Along with
these four styles, are the maturity levels that dictate what style best fits the group of employees that the
leaders are working with. The first level of maturity, that goes with the Directing stage, is of those who
are least experienced with the task they are given, and are dependent on a leader telling them what to
do. Those who fall under the second level of maturity possesses slightly more knowledge about the
task, but have about the same experience as those standing with the first level of maturity. The
difference between level two workers and level one workers is their eagerness to work. The third level
of maturity pertains to those who possess most of the experience needed to complete the task, and are
eager to work. They are capable of getting the job done, but may require some guidance during some
stages of the task, thus fit the participative style of leadership best. The fourth and final level of maturity
pertains to those who are fully capable of completing the task at hand, and are fully aware that they
have the necessary experience to do so. Employees who fall under this level are delegated by leaders
to control the task. An effective situational leader holds the ability to adapt their style of leadership
based on the levels of maturity they see in their workers. This information was taken from:
http://www.free-management-ebooks.com/faqld/leadtheory-06.htm
of the above theory (Hersey & Blanchard)
40. Student will show knowledge of the HDF 290 The Relational Leadership model represents the idea that “Relationships are the key to leadership
“Relational Leadership” model by effectiveness” (Komives, Lucas, McMahon, 2007) and Relational Leadership itself, is the process of
Komives, McMahon & Lucas people together attempting to accomplish change or make a difference to benefit the common good.
The Relational Leadership model is structured with five different parts. In the center of the model is the
Purpose. The purpose is where the goal is identified, and a common reason is established.
Surrounding the Purpose are the inclusive, empowering and ethical components of the model.
Inclusive emphasizes that everyone is treated equal and fair, and that you must be aware of the
differences between yourself and others, in order to build off of each other’s ideas. Empowering makes
sure that it is known that everyone has something important to offer and that contribution is valuable.
Empowering also involves the affirmation and encouragement of others involved. Ethical brings
awareness to moral values and social responsibility, as well as the idea of having high standards for
the behavior of each person, and addressing non congruent behaviors from the group. The purpose,
inclusive, empowering, and ethical parts of the model are surrounded by the process. The process
stresses the idea that the process itself is more important than the outcome. It encourages a sense of
group community, as well as high effort and collaboration from all members, and enforces the “Trust
the Process” philosophy.
41. Student will describe personal application HDF 290 Family Case Study Upon completing the family case study in the HDF 290 course, I was able to find application of the
of the above theory (Komives et al) Relational Leadership theory. The case study involved two partners who were facing conflict within
their family. In my paper, I described how by applying the Relational Leadership theory to their
situation, they may be able to find a solution to their conflict. I applied the ideas that Relational
Leadership draws attention to the idea that everyone has something to offer, everyone should be
aware that their contribution is valuable, and that the theory itself encourages those that are involved in
the process of conflict resolution. I further elaborated that by following the theory, both partners would
understand that they are both important figures within their family, and they would gain a sense of
empowerment that would encourage them to make the right decisions and the most logical sacrifices
that would lead them to a solution.
42. Student will show knowledge of the HDF 290 Constructivism is a concept most commonly seen in educational environments. It aims to create a
concept of constructivism trusting environment that awakens potential, due away with old assumptions, create meaning, and
frame actions based on new behavior and purposeful intention. A constructivist leader possesses as
sense of purpose and ethics, which provided a basis to building healthy relationships. They possess
facilitation skills, which construct meaning during conversation about teaching and learning. They have
a solid understanding of constructivist learning in humans, the process of change and transitions, and
the context in which memories can continually be drawn and enriched in creating meaning. And they
possess a courageous and risk-taking attitude, low ego, and a high sense of possibility. Constructivism
allows for a leader to create an environment with passion, unique perceptions, community, authentic
work, and assessment. With such an environment constructivist leaders are able to create change
based on their intentions. This change is developed through the help of co-leaders, and their past
experience. It is crucial for a constructivist to listen in order to gain understanding and reach common
purpose. Though an understanding of those around them, constructivist leaders are able to gain
personal efficacy and create a trusting environment and extend the opportunity of constructivism to
others. This information was taken from Education World (Lynch, 2014)
43. Students will describe personal examples
of implementing constructivism
44. Student will demonstrate knowledge of HDF 413 Presented and discussed in the HDF The “Experiential Learning” theory was one of the leadership style theories discussed in the HDF 413
experiential learning in leadership 413 SOLC course Student Organization Leadership consultants class. Through class presentation, I learned that the
development (Kolb) Experiential Learning theory, conceptualized by David Kolb, consists of a cycle of experiences
developed through the process of learning. Although Kolb’s model is presented as a circle, and
technically can be started anywhere in that circle, the process of experiential learning typically starts
with Concrete Experience (CE). CE is the feeling part of the learning process and is connected to the
Perception Continuum, or “how we think about things”. A CE would essentially be a first encounter to a
situation, like running a meeting for an executive board of an organization. Any initial feelings about
how the meeting is run, or how it is scheduled would be the Concrete Experience. The second stage of
the cycle is Reflective Observation (RO) or the watching part of the learning process and is connected
to the Processing Continuum or “how we do things”. The RO would occur when running the meeting
and noting how other members of the executive board are acting or reacting to how the meeting is run.
The transition from CE to RO is known as Diverging. The next part of the cycle is Abstract
Conceptualization (AC) or thinking, and is also a part of the Perception Continuum. AC would include
brainstorming ideas on how to change the meeting is run based off the Reflective Observations noted
earlier. This connection between AC and RO is called Assimilating. The final stage of the cycle is
Active Experimentation (AE), or doing. AE is also a part of the Processing Continuum. AE would be
applying ideas from Abstract Conceptualization to the executive board meeting. The transition from AC
to AE is called Converging. The cycle completes a full loop, connecting Active Experimentation and
Concrete Experience, or Accommodating. Accommodating would occur when new ideas and concepts
are applied to the meeting and feelings about them are developed from the group. See Evidence #44
45. Student will describe personal application CSV 302 Civic Engagement Leader, URI As a Civic Engagement Leader, I lead several community service projects as a part of the CSV 302
of experiential learning in leadership Discovery Day URI Community Service course. One such project involved leading middle schoolers around campus
development (Kolb) on an informational tour as part of the URI Discovery Day, and telling them about the opportunities and
fun activities offered on campus. I had developed a Concrete Experience (CE) of getting the middle
schoolers excited about the opportunities and fun activities offered on campus by presenting them in a
positive, enthusiastic, and outgoing way. From this experience, I made a Reflective Observation (RO)
that as a leader, the way I presented myself played a huge factor in how my audience reacted to the
information I had presented to them. As I expressed myself in a more excitable and enthusiastic
manner, the middle schoolers became more interactive with the tour. This observation lead me to an
Abstract Conceptualization (AC), or hypothesis, that if I were to present myself in such a way anytime I
were before an audience, whether it be in class, during a retreat, or in an interview, I might be able to
make a positive impression and effectively engage an audience, members of an organization, or
interviewer. So, I conducted an Active Experimentation (AE) and began to take note of how my
audience would react to my energy and attitude as a leader, presenter, or interviewee. As I continue
the experimentation I begin to develop more concrete experiences such as audience engagement
depending on the content being presented or my attitude as a presenter changing based on the
amount of interest presented by my audience. See Evidence #45
46. Student will show knowledge of the HDF 414 The Social Change Model aims to enhance student leadership and development, to develop in each
“Social Change Model of Leadership student greater self-knowledge, and leadership competence (Astin, 1996). The model was mainly
Development” by Astin et al developed to foster a positive social change. It examines the need for social change from three
different perspectives, the individual, the group, and the community/society. From the individual
perspective, the model focuses on personal qualities that are the most supportive of positive social
change and those participating in leadership development. The group perspective focuses on the
collaborative aspect of leadership development and how it benefits social change. And the
community/service perspective focuses on the overall goal of the group towards positive social change.
The model is developed based on seven values, the seven C’s. They include consciousness of self,
congruence, commitment, collaboration, common purpose, controversy with civility, and citizenship.
Consciousness of self is being aware of the beliefs, values, attitudes, and emotions that motivate one
to take action. Congruence is being consistent with these values, beliefs, strengths, and limitations.
Commitment involves the psychic energy that motivates the individual to serve and that drives the
collective effort, it also implies passion, intensity, and duration, both towards group activity and
intended outcomes. Collaboration, emphasizes that leadership is a group process, and encourages the
group to transcend individual goals, interests, and behaviors. Common purpose, enables the group to
engage in collective analysis of the issues at hand, and the task to be undertaken, it is best achieved
when all members of the group share in vision and participate actively. Controversy with civility deals
with differences in the group, and that it is important that these differences are resolved through open
and honest dialogue. The seventh C, Citizenship, involves active engagement within a community, and
the practice of good citizenship. Of the seven C’s that are incorporated within the model, there is an
eighth C, Change. Change is the result of applying the Social Change Model, and displaying the seven
values that are incorporated within the model. The model provides for leaders who may not hold
traditional roles of leadership, but rather want to make a positive change. (Astin,1996)
of the above theory (Astin et al)
48. Students will demonstrate knowledge of The Leadership Identity Development model includes six stages. The first stage, Awareness, involves
the “Leadership Identity Development recognizing national and authority figures that lead. Stage two, Exploration/Engagement, involves self-
Model” by Komives et al confidence, membership in groups, and self-awareness. Stage three, Leader Identified, involves
positional roles, member roles, and focused interests. Stage four, Leadership Differentiated, involves
letting go of control and being comfortable leading as a member. It emphasizes leadership as a
process. Stage five, Generativity, is the concern for sustainability and development of others. And,
finally, stage six, Integration/Systems, involves understanding that leadership is a lifelong
developmental process.
49. Students will describe personal
application of the above theory. (Komives
et al)
50. Students will demonstrate knowledge of
the Strengths-Development Model by
Hulme et al
of the above theory (Hulme et al)
52. Student will demonstrate knowledge of The Ohio State University study involved a questionnaire known as the Leaders Behavior Description
behavior theories of leadership from Questionnaire (LBDQ). It was given to many individuals including college students, administrators, and
Michigan and Ohio State private companies. The results of the questionnaire indicated that two types of leadership behavior
exist, People-oriented behavior and Task-oriented behavior. Task-oriented leaders are focused on the
organizational structure of their team and like to keep control. Behaviors include initiating, organizing,
clarifying, and information gathering. People-oriented leaders focus on the inner needs of their group
and that they are satisfied. Behaviors include encouraging, observing, listening, coaching, and
mentoring.
The University of Michigan study, lead by Rensis Likert, involved discovering the two previously
mentioned styles of leadership behavior, people and task oriented, but introduced a third as well,
participative leadership. Participative leadership or democratic leadership includes all team members in
the process of goal identification and strategy development towards achieving those goals.
Participative leaders act as more of facilitators of the group rather than a figure issuing task demands.
of the above theories (Michigan & Ohio
State)
54. Student will demonstrate knowledge of COM 100 Book reading/In class discussion In COM 100, when learning about leadership in organizations and groups, charismatic leadership was
Charismatic leadership discussed. Charismatic leadership are leaders that display high levels of self-confidence and are
capable of inspiring strong dedication loyalty from their followers. Sometimes charismatic leaders can
set high, even unrealistic, objectives that require tremendous sacrifice to achieve beyond what is
expected. An example of a charismatic leader would be Adolf Hitler, who was able to inspire an entire
race to follow him and his ideals. Charismatic and transformational leadership can often be confused
with one another. Both require a strong vision and high expectations from followers, however,
transformational leadership is seen as a long-term style while charismatic leadership is short lived.
Charismatic leadership relies on the personality of the leader and builds a strong relationship with
oneself instead of the group.
Alberts, J.K., Martin, J.N., and Nakayama, T.K. (2011). Fundamentals of Communications. Published
by Pearson Education, Inc. Bostom, MA
of the above theory
56. Student will demonstrate knowledge of COM 402 Assigned readings and class In COM 402 Leadership and Motivation, I learned Fiedler’s contingency approach through assigned
contingency approach to leadership by discussion readings and class discussion. Fiedler conceptualized his theory in the 1960’s and modelled it off two
Fiedler factors, which are leadership style and situational favorableness. The idea behind this theory is that
situations vary in the degree of favorableness towards a leader based on a leader’s specific leadership
style. In other words, there is no best leadership style. Fiedler created a self-assessment based on

LPC (least preferred coworker) for determining leadership style. Using the assessment, a leader thinks
of a co-worker they have previously worked with and would prefer not to work with again, and rates
them based on personality and characteristics. The assessment includes rating a co-worker as being
pleasant or unpleasant, friendly or unfriendly, rejecting or accepting, helpful or frustrating,
unenthusiastic or enthusiastic, tense or relaxed, distant or close, cold or warm, cooperative or
uncooperative, supportive or hostile, boring or interesting, quarrelsome or harmonious, self-assured or
hesitant, efficient or inefficient, gloomy or cheerful, and open or guarded on a scale of one to eight. At
the end of the assessment, the individual scores of each rating are added together. Fiedler theorized
that scores higher than 64 indicated a high relational-oriented leader, below 57 as a high task-oriented
leader, and between 58 and 63 as intermediate between relational and task oriented. High relational-
oriented leaders view the relationships between themselves and their followers as a primary
importance, while task-oriented leaders prefer completing the task before they improve their
relationships with their followers. The favorability of the situation by which one leads is based on three
factors, including leader-member relations, task structure, and position power. Leader-member
relations pertains to the level of trust and commitment followers feel towards the leader, task structure
pertains to how much information and instruction is available for the task, and position power is the
amount of influence that a leader has on their followers. For sake leader effectiveness, strong leader-
member relations, unambiguous task structure, and high position power are most favorable. What
Fiedler’s theory suggests is that leaders don’t change their leadership style and a leader should be
selected based on the task based on whether it requires a task-oriented leader or a relational-oriented
leader. SEE EVIDENCE #56
MindTools.com. (2018). Fiedler’s Contingency Model. [Online]. Available from:
https://www.mindtools.com/full-URL. April 20, 2018.
Inc. New York, NY
of the above theory (Fiedler)
58. Student will demonstrate knowledge of COM 402 Assigned readings and in class In COM 402 Leadership and Motivation, I learned the Path-Goal theory by House through readings and
Path-Goal theory by House discussion in class discussion. The theory was created by Robert House in 1971, and he has continued
developing the theory since. In Houses theory, leaders are more effective in leading their followers to
goal achievement by being supportive, motivational, and rewarding. Leaders can increase the job
satisfaction and motivation of their employees by making the goal and rewards for goal attainment
clear, removing obstacles from employee’s path to achieving those goals, and offering rewards that fit
the employee’s personal desires. In other words, and employee is more likely to be satisfied with their
work if the goal they are expected to achieve is communicated clearly to them and the path to
achieving that goal is as achievable as possible. Four types of leadership behavior are defined by
House, they are: directive, supportive, participative, and achievement-oriented leadership. Directive
leaders define their expectations of the group, make their part in the group well understood, schedule
work, and ask that employees follow expected rules and behaviors. Supportive leaders are friendly,
approachable, and generally concerned with the well-being of individuals in the group. Participative
leaders are open to the groups suggestions, create space for collaboration between leader and
follower, and take the ideas of the group into consideration. Achievement-oriented leaders display high
confidence in their followers for completing challenging goals and continuously improving performance.
The situation and task determine the leadership behavior that is required. Things like job satisfaction,
task structure, and work environment can be considered when approaching a leadership style. For
instance, directive leadership would be more appropriate for tasks that are ambiguous, team members
that committed to the task, and a work environment that does not have clearly defined rules and
expectations. A supportive leadership style would be appropriate where job satisfaction can become
low and tasks are generally frustrating or stressful, like a hospital. Pierce and Newstrom present a
figure that plots leader directiveness on the horizontal axis and job satisfaction on the vertical axis, and
shows unstructured tasks having a negative linear relationship and structured tasks having a positive
linear relationship. This suggests that when given a well-defined task, followers will be more satisfied
with less direction from their leader, and vice versa. (2011) SEE EVIDENCE #58
MindTools.com. (2018). Path-Goal theory. [Online]. Available from: https://www.mindtools.com/full-
URL. April 20, 2018.
Inc. New York, NY
of the above theory (House)
60. Student will demonstrate knowledge of COM 402 Assigned readings and in class In COM 402 Leadership and Motivation, the Leader Member Exchange theory was discussed in class
Leader Member Exchange (LMX) theory discussion and read in assigned text. The theory says that the relationship between a leader and a leader’s group
members is multi-dimensional (Pierce and Newstrom, 2011). Leaders can have separate relationships
with each of their followers, opposed to a consistent relationship throughout. There can be high leader-
member exchange where high levels of trust and respect are displayed between leader and follower,
and low leader-member exchange where leader and follower relationships are strictly task focused.
Based on this thought process, leaders can have both in-groups and out-groups with their followers.
Followers in a leader’s in-group are typically compatible with the leader’s personality type, dependable,
and show signs of friendliness towards the leader. Leaders are likely to share important information
with their in-group, opposed to little exchange of information outside of the job task with the out-group.
There are clear advantages for followers in the in-group, like better rewards or accepted input in group
decisions, however leaders may also expect a higher level of responsibility and commitment from in-
group followers based on higher levels of trust and dependability. The process of determining which
followers fall into the in-group or out-group category can be described in three steps, which are role-
taking, role making, and routinization. Role-taking occurs in the initial stages of forming the group and
leaders assess each team members abilities and skills. Role making involves leaders subconsciously
sorting team members into in and out groups bases on levels of trust and loyalty that their team
members exhibit in their new roles. Routinization occurs as the leader becomes use to their
perceptions of their team members and their placement from role making. Routinization can be
dangerous however, because it hinders a follower that is a part of the leaders out group’s ability to
grow. Out groups are less likely to receive challenging tasks because of the low level of trust,
dependability, and loyalty the leader sees in them.
MindTools.com. (2018). The Leader-Member Exchange theory. [Online]. Available from:
https://www.mindtools.com/full-URL. April 20, 2018.
Inc. New York, NY

of the above theory
62. Student will demonstrate knowledge of COM 402 Assigned reading In COM 402 Leadership and Motivation, I learned about leadership substitutes and the leadership
Leadership Substitutes Theory substitutes theory through assigned reading. Leadership substitute theory states that there are
individual, task, and organizational factors that may serve as substitutes for a leader’s behavior and its
impact on the job satisfaction and performance of the follower. Pierce and Newstrom state that certain
“attributes of the organization, technology, task, and follower can provide the motivation, guidance,
reward, and satisfaction needed for effective performance to such a degree that the behaviors of the
leader are rendered unimportant.” (2011) Substitutes presented in “Leaders and the Leadership
Process” include professional orientation, invariant methodology, performance feedback, cohesive
interdependent work groups, and impersonal modes of programming. Professional orientation
characterizes the state of the group and their interaction. Such attitudes and behaviors substitute the
need for a formal leader by things like peer reviews and horizontal leadership, the opposite of
hierarchical leadership. Horizontal leadership can be seen in the Orpheus orchestra, where there is no
single conductor but rather 26 conductors made up of each member. Each member provides input and
interpretation of music played, and demonstrates leadership coming from one another rather than the
top down. (Pierce and Newstrom, 2011) Invariant methodology comes from standardized, pre-defined
management and operation rules, like those found in a government contract. One might find this type
of substitute in a Rhode Island Department of Transportation or Department of Environmental
Management manual where things like pavement design and stormwater management criteria are
outlined and expected to be followed. Performance feedback may act as a substitute when provided by
the work itself. Gaining direct knowledge of the results of their performance can create feelings of
internal motivation, general satisfaction, and work effectiveness in employees, thus minimizing the
need for feedback from a formal leader. Cohesive interdepended groups act as substitutes when
guidance and feedback is provided directly or indirectly by the work group, staff, or client. Impersonal
modes of programming provide a substitute for formal leadership for instances of “low to medium task
uncertainty and low task interdependence” according to Pierce and Newstrom. So, things like written
work goals, guidelines, and rules will provide task coordination in place of leadership coordination. SEE
EVIDENCE #62
Inc. New York, NY

of the above theory
64. Student will demonstrate knowledge of COM 402 Assigned readings and in class In COM 402 Leadership and Motivation, models for leader emergence were presented and analyzed. I
Models of leader emergence discussion learned that in leader emergence, there are three paths members of a group can take to emerge as
leaders. The first, is appointment. In this stage external forces give group members the opportunity to
step up and prove their worth of being leader. The second path involves the working relationships of
the group. The relationships between group members guide the likelihood of the acceptance of those
that display a willingness to lead. And the third path is the drive of an individual to step up as leader.
Whether or not the individual is accepted as leader, depends on the views of the group on the task or
situation, and whether the individual stepping up as leader meets those views. A leader will likely be
accepted by their group if the demands of the situation, the emergent needs experienced by the
followers, and the personality, knowledge, skills, and abilities of the individual fit. Thoughts on leader
emergence express how the follower defines the situation (Pierce and Newstrom, 2011) and thus is
main factor behind acceptance or rejection of leadership. After a leader emerges, the entrenchment of
the individual in the leadership position is affected by “moderators.” These moderators include a low
quality of leader member exchange and the beginning of in and out groups, a low to moderately strong
psychological tie between leader and follower, limited surrender of power by the leader, the emergent
leader having the most idiosyncrasy credits (accumulation of positive impressions others hold towards
members of the group) but not a large “bank” of credits, low trust between leader and followers,
possession of scarce and critical resources by the leader, the beginning of psychological contracts
(expectations of roles, responsibilities, and relationships) between leader and follower, and an early
development of emotional attachment that characterizes leader-follower relationship. As these
moderators develop in strength, a leader will have a stronger hold in their leadership position. SEE
EVIDENCE #64
Inc. New York, NY
65. Student will describe the impact of traits Team leader of Senior Capstone Upon entering senior year and beginning my senior capstone design project, I saw traits in myself that
on leadership emergence and Design pushed me to emerge as leader. When our team first formed, our first task was to record everyone’s
performance contact information. I took initiative to pull out a piece of paper from a notebook, create three columns
(name, email, phone number) and pass it around for everyone to write their respective information on.
We also needed to decide on a team leader, so I asked the group “does anyone want to be team
leader?” to which most of the group stayed quiet, some waving their heads from side to side to indicate
“no”, and one other member of the group said, “yeah I was thinking about it.” The situation didn’t call for
much decision making for a team leader, as there was little interest in the group and lack of
consideration. This also indicated that an emergent leader in this group would be someone who
assumed the role, and the rest of the group would accept because they could care less either way. I
noticed this when I said to the group “Okay, I can be team leader” and they all gave me affirmation with
head nods and no rejections. In this situation, the traits that stood out most for leadership emergence
were quiet people and people stepping up and making suggestions. I think that by stepping up, I
displayed a drive to the group, which they saw as a good reason for me to be leader. Everyone else
being quiet was an aspect that made it clear to eliminate them from the role.
66. Student will demonstrate knowledge of Chaos theory can best be understood by looking at processes that change over time. Processes
Chaos approach to leadership by dislodged from a stable state after a period begin to oscillate between order and chaos. Margaret
Wheatley Wheatley states that “chaos is the final state in a system’s movement away from order.” Addressing
chaos from a leadership standpoint, specifically with organizations, involves viewing the organization
from a wider lens. Because there are minor events have the potential to set off chain reactions that
lead to chaos, it is more effective to analyze patterns that result in certain types of behavior in an
organization, rather than trying to specify a point in an organization that lead to chaos. Effective
leadership, guiding visions, strong values, organizational beliefs, and open communication are needed
for when approaching chaos theory.
Wheatley, Margaret J. Leadership and the New Science: Discovering Order in a Chaotic World
Revised. San Francisco: Berrett-Koehler Publishers, 2001.

of the above theory (Wheatley)

Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership
68. Student will demonstrate how cultural AAF 201 Reading/researching articles about In AAF 201 Intro to African and African American Studies I learned how cultural anthropology and
anthropology / paradigms relate to racism in America and writing a paradigms relate to leadership. This course was centered around Africana studies and how myths and
leadership proposed paradigm falsifications of history have misinformed the American people about African American history and
culture. Through reading articles that highlighted the issue of racial oppression that African Americans
experience through most of their lives and writing essays reflecting on these ideas, I saw how
anthropological studies, specifically of another culture can help build stronger relationships between
leader and follower. One assignment required that I write a proposal that empowered members of the
African American community by prescribing strategies designed to reinterpret their history, to transform
the collective nature of their cultural experiences, and to restore self-esteem and racial identity among
members of the African American community. I also read two inspirational speeches by famous African
American leaders and cited these speeches in my proposal. Writing this paper put me in a leadership
position in the African American community as a white male. In my proposal I brought attention to the
fact that I am a white male and have the furthest understanding of the racial discrimination that African
Americans face. I followed by addressing my firm belief in equal rights and opportunities for all citizens
of the United States. The critical strategies I presented included educating African Americans about
their true past, to break free of the American educational system, bringing full awareness to racial
discrimination in the African American communities, breaking free of the cycle of socialization and
instilling racial pride in African American youth, challenging the hypocrisy of government laws that go
against all men being treated as equal, and being proactive for equal rights. Putting myself in this
leadership position for the African American community allowed me to look at another culture with
empathy, and lead in a diverse setting.
69. Student will describe personal example
of using cultural anthropology /
paradigms as a leader
70. Student will demonstrate knowledge of HDF 414 The Cycle of Socialization is based on a four step process. This process cycles through the exposure
the “Cycles of Socialization” (Harro) of oneself to societal status quos throughout their lifetime. It begins at birth, when a person is
theory and its uses in leadership involuntarily brought into a world with already set prejudices and labels. With no control over their
exposure to these prejudices and labels a person is automatically influenced by them. The next step
occurs in the stage of early development, when a child is dependent on their parents to help them learn
right from wrong. When raising a child, parents tend to push their own views of the world on their
children. They are not at fault, for this is only what they think is “right”, and best for their child. For
instance, a consciously racist parent may intentionally pass on racist beliefs to his/her child (Harro). As
children, we love and trust our family, specifically the ones who raise us, making it easy to be
influenced by their beliefs. One is also heavily influenced by the institutions and culture they are raised
in. School, church, TV, lyrics, language, and media all impact a person’s social views in a big way.
School is where we might learn that girls shouldn’t be interested in wood shop class that only white
students go out for the tennis team, that kids who learn differently or think independently get put into
special education (Harro). Because institutions and culture constantly bombard us with ideas like
these, they become easily justified. It becomes hard for one to step away from these ideas and think
independently because of the enforcement these beliefs take on their lives. When one abides by the
“rules” and “roles” society has made, they are rewarded with not being treated differently, or free from
punishment by those who live within the “norm”. If a man is “too close” to another man, or likes to hug
his good friend that is also male, he becomes treated as “gay” and “different” because society views his
behaviors as against the “norm”. What ends up happening when someone who identifies as “different”,
but stays quiet because of fear from the punishment that will be enforced upon them, is that they
become angered, silent, develop self-hatred, or guilt. When one lives this way, and does not create a
change they end up completing the cycle, the process is repeated, and status quos are reinforced. One
can choose to “break” the cycle, however, if they feel the discomfort has become stronger than the
comfort of living in the “norm”. When one breaks the cycle, they create a change, and raise awareness
to societal issues they have been exposed to. Change, is reinforced by taking a stand, educating
others on the issue, and questioning the “norm”. One who chooses to make a change faces the core of
the cycle, or the fear, ignorance, confusion, and insecurity created within them because of the “norms”
enforced upon them. These negative feelings and thoughts are combated, however, when one makes
use of the allies and groups available to them, which will create a new sense of hope for change.
(Harro) SEE EVIDENCE #70
71. Students will demonstrate personal HDF 414 Social Activism Project In the HDF 414 course I created a social activism project that was designed to aid adolescents who
application of the “Cycles of have social anxiety disorder. In order to develop a program that would help teens suffering from an
Socialization” (Harro) anxiety disorder I first had to step into their shoes and try to develop an understanding of how they
have been affected socially, while dealing with the disorder. To effectively analyze this, I used the
“Cycle of Socialization” created by Bobbie Harro. Going through the four steps, I applied the life of a
teen with an anxiety disorder to the cycle. First, I saw that at birth a child with an anxiety disorder is
brought into a world that already puts labels on people with mental disorders, and treats them
differently than people who are “mentally stable”. Going on to step two, the growth and development
stage, where parents are pushing their own views of the world onto their child, I saw that if a child with
an anxiety disorder is raised by a parent who has a negative opinion on mental disorders, then this
child will already have negative thoughts about their disorder developing in their life. These negative
thoughts will be enforced by institutions, specifically school, where students with mental disorders are
put into special education and isolated from all other students. Now the child is afraid of getting left out
or treated differently. Once one enters the age of adolescence, they are bombarded with hormones,
being self-conscious, and body image issues. All this on top of the already present fear of being treated
differently because of their disorder will lead a teen to remain quiet and continue the cycle of
socialization. Now that I have completed the cycle in the shoes of a socially anxious teen, I began to
think of ways of helping them break the cycle, and create change. I looked at the core of the cycle, the
fear, ignorance, confusion, and insecurity that has been developed in the minds of these teens, and
thought of constructive ways that would liberate them from these feelings, and come to terms that
would allow them to create change.
72. Student will demonstrate knowledge of HDF 414 In class discussion and handout In HDF 414 Leadership for Activism and Social Change the “Cycle of Liberation” by Harro was
the “Cycles of Liberation” (Harro) theory discussed in class. The Cycle of Liberation is the process of liberating oneself, and/or others, from an
and its uses in leadership oppression present in their life. The cycle circles around its core, which represents the overall goal, or
outcome, of completing the cycle. The core contains the ideas of reaching self-love, self-esteem,
balance, joy, support, security, and spiritual base. The first step of the cycle includes the “waking up”
stage, where someone experiences a critical incident that creates a cognitive dissonance (Harro). This
could be anything from witnessing a disturbing event or coming to the realization that you are skilled in
a particular area of study. Following this begins the “getting ready” stage. This involves someone
researching and recognizing the issue, speaking out about it, and getting a general exposure to
change. A very useful tool people might use to begin their “change” is the internet. The internet allows
access to as much insight one needs to fully understand their efforts. The next stage, is the “reaching
out” stage, where one makes connections with people within their community and creates contacts with
potential allies for their cause. The process of “reaching out” moves one from intrapersonal to
interpersonal liberation (Harro). Now that one has reached the point of interpersonal liberation, they
begin the “building community” stage of the cycle. This involves finding people with similar interests to
the cause. A group forms with people of similar viewpoints who begin to separate from those who differ
from them. They begin to recognize their strengths and experiment with how they can use them to
change the oppression that they face. Once a strong community is built, the “coalescing” stage is
begun. Groups begin to support their cause and efforts for change by contacting political voices,
fundraising, taking action, and making their voice heard. Groups who develop through this stage
become role models and allies for those who can relate to their cause. The most powerful stage, the
“creating change” stage develops when the group begins to take leadership, risks to guide change
(Harro). In this stage groups begin to transform the institutions and culture that has oppressed them,
with a wide variety of ideas collected through the use of social tools, such as the internet. The most
important stage is last, the “Maintaining” stage. This stage requires leadership to take charge in order
to sustain the change that has been created. It is important that organizations and groups spread the
word that change is possible and to install hope and inspiration in others. (Harro) SEE EVIDENCE #72
73. Student will demonstrate personal HDF 414 Social activism project, HDF 414 In the process of developing my social activism project, directed to aid adolescents with social anxiety
application of the “Cycles of Liberation” disorder, I used aspects of the “Cycle of Liberation” created by Bobbie Harro to create a way to liberate
(Harro) teens dealing with the disorder from the oppressing fear and lack of self-confidence that overwhelms
their life. The overall goal of the cycle is to reach the traits defined in the core. These traits are Self-
Love, Self-Esteem, Balance, Joy, Support, Security, and Spiritual Base. Going by the order of the
cycle, first I needed to create a way to “wake up” adolescence from their fear. I thought the best way to
do this would be to get the teens to focus on positive things about themselves and bring awareness to
their strengths. Next, they would need to “get ready”. This involved exposing the teens to the issue that
they are dealing with, and motivating them to change their view of the issue. Once they had a full
understanding of the issue, I needed allies to help me justify the program and work through the
brainstorming. I contacted two professionals in the field of Cognitive Behavioral Therapy in Rhode
Island, I asked them five questions about their experience with teens having social anxiety disorder and
conducted a trial and error design process for my program based off their help. By bringing several
teens with the disorder together to discuss the issue I had built a community for them, where they could
recognize their strengths as a whole and help one another face their issue. The aspects of the cycle I
had targeted helped me create a process where the target group dealing with the issue at hand would
transform their fears and confusion, to self-love and support. SEE EVIDENCE #73
74. Student will demonstrate knowledge of
the “Configuration of Power” (Franklin)
and its relationship to leadership
75. Student will demonstrate personal
application of the “Configuration of
Power” (Franklin)
racial identity development via the Cross,
Helms or other models (Ferdman &
Gallegos; Kim; Horse; Wijeyesinghe etc.)
application of model(s) of racial identity
development above
78. Students will demonstrate knowledge of Peggy McIntosh published an article in 1988 called White Privilege and Male Privilege: A Personal
McIntosh’s theory of privilege and its Account of Coming to See Correspondences Through Work in Women’s Studies.” In McIntosh’s article
relationship to leadership she reflects on white male privilege and concludes that she too most likely experienced some level of
privilege for being white. Privilege is something that has put those without it at a disadvantage (i.e.
racism, discrimination, etc.) and those with it at an advantage that they are not necessarily aware of.
For instance, McIntosh highlights how men’s tendency to not acknowledge their own privilege is
frustrating to her, but upon reflecting on her own privilege as a white woman with female African
American coworkers, she realizes that she too was not fully conscious of her advantages from being
privileged. She compares white privilege to an “invisible weightless knapsack of special provisions,
assurances, tools, maps, guides, codebooks, passports, visas, clothes, compass, emergency gear,
and blank checks.” (McIntosh, 1988) She lists 46 circumstances in which she believes her skin color
made her feel entitled to, rather than rightfully earned. Some of these circumstances include: I can, if I
wish, arrange to be in the company of people of my race most the time; I can be sure that my children
will be given curricular materials that testify to the existence of their race; I can talk with my mouth full
and not have people put this down to my color; and I can arrange my activities so that I will never have
to experience feelings of rejection owing to my race. Based on McIntosh’s thoughts on white privilege
in the United States, leadership, and who emerges as leader is affected by these unconscious feelings
of privilege. Because of the obliviousness to privilege, those that face the disadvantages from not
having it are more likely to be questioned in leadership positions.
https://nationalseedproject.org/white-privilege-and-male-privilege
application of McIntosh’s theory
80. Student will describe the differences and Institutional and individual oppression can be described by five categories of oppression including:
similarities of individual and institutional ableism, capitalism, gender binary/transphobia, patriarchy/sexism, and white supremacy and racism.
oppression and relationships to Ableism refers to discrimination against disabilities, capitalism/classism refers to oppression
leadership experienced by low class or low-income individuals, gender binary/transphobia refers to oppression
towards gender and trans-gender, patriarchy/sexism refers to oppression experienced because of
one’s sex, and white supremacy and racism refers to oppression against race. Institutions like
government and education oppress a group as whole, for example, those with disabilities face higher
rates of unemployment, poverty, and homelessness. However, an example of individual oppression
against the disabled is using certain words like “stupid” to describe someone who has a mental illness
or not looking a disabled person in the eyes when speaking with them. Being a leader requires one to
recognize and be aware of forms of oppression such as those listed above. Especially in diverse
groups, if a leader does not understand the reality of oppression against say sex where masculine
figures are more apt to speak out and dominate group discussion, then full acceptance from followers
will be less than likely.
81. Student will show knowledge of effective HDF 414 In class discussion and assigned In HDF 414 Leadership for Activism and Social Change, change agents and becoming a change agent
leadership as it relates to change agency readings was both discussed in class and read in assigned readings. A change agent is a person committed to a
dynamic leadership process, lifelong learning, and relationships (Osteen, 2003). One becomes a
change agent when they recognize that there is a need for change. The process of making change,
and becoming a change agent, involves certain steps in which one will gain a sense of leadership,
develop a group structure to aid their efforts to change, and build interpersonal relationships. In order
to fully grasp the role of becoming a change agent, one must go through a process of self-
empowerment. Self-empowerment is based on the personal awareness that you can be “a” leader
even if you are not “the” leader (Komives, Owen, Longerbeam, Mainella, and Osteen, 2005). When one
gains a sense of power while becoming a change agent, they gain the ability to make things happen,
and do not necessarily need a “title” in a group or organization to do so. Another important step to
becoming a change agent involves self-efficacy, where one develops self confidence in gaining a
sense of leadership. This can be achieved in four separate ways. Through mastery experience, where
one is able to practice and demonstrate roles of being a leader. Through vicarious experiences, where
one sees others like themselves, or role models, achieve set goals. Through social persuasion, when
someone else encourages them with verbal affirmation or positive ques. And by gaining awareness of
their psychological and emotional states, which allow them to handle any anxieties that come with
developing a leadership role. When developing a plan of action to create change, it is important to use
these four methods when working within a group or organization. Working within a group, and creating
change can become difficult at times, and may not come easy for all group members, so it is an
important role as a change agent to build relationships. By building relationships within the group a
sense of community is developed and all can bring their different viewpoints and ideas together. It is
critical for a change agent to accept differing opinions for change and consider all outcomes that can
result from change. As change develops and the plan of action starts to play out, it is the role of the
change agent to keep the overall goal of the group in mind, and to remind the group their place within
the community that they live within. SEE EVIDENCE #81
82. Student will describe personal examples HDF 414 Social Activism Project, HDF 414 I experienced being a change agent in the HDF 414 course. The main goal of the course involved
of being a change agent developing a Social Activism Project that addressed a social justice issue experienced by a specific
target group. My project addressed the issue of social anxiety disorders in adolescence going through
the transition stage from high school to college. I recognized a need for change where teens with social
anxiety disorder are experiencing a feeling of fear, confusion, ignorance, or insecurity on top of dealing
with school, relationships, and other big steps in their lives. At first I found it difficult to start my project
because I lacked the aspect of self-efficacy. I didn’t have confidence in being a leader, mainly because
I didn’t see myself as one. As the semester went on and my classmates and I developed our projects
more and more I gained the confidence I had lacked, by seeing myself and my classmates achieve our
set goals. I gained my own sense of self-empowerment, and realized that being a leader was a
possible goal for me to achieve. This sense of empowerment also developed form the positive
affirmation I had been receiving from my professor. As we worked on our projects throughout the
semester we were constantly encouraged by our professor that we were all capable of being a leader.
83. Student will create a personal code of
inclusive leadership
84. Student will demonstrate knowledge of The Intercultural Sensitivity model created by Bennett contains six stages of sensitivity to cultural
the “Model of Intercultural Sensitivity” by differences. The first stage is Denial of Difference. In the first stage people only experience cultural
Bennett and its uses in leadership differences in simple ways and are not aware of how culture effects their own and other’s lives. In this
stage Denial/Disinterests and Denial/Avoidance take place. Denial/Disinterest involves isolation in
one’s own culture and hinders the opportunity or motivation for one to increase their understanding of
other cultures. Denial/Avoidance involves one intentionally neglecting cultural difference to protect their
worldview in respect to their own culture. Stage two is Defense Against Difference. In this stage people
are defensive against cultural difference and will protect their worldview with negative stereotypes or
hierarchical thoughts about their own culture. Defense/Denigration, Defense/Superiority, and
Defense/Reversal occur in this stage. Defense/Denigration involves negatively evaluating differing
cultures, Defense/Superiority involves exaggerating the positive aspects of one’s own culture when
comparing to others, and Defense/Reversal involves viewing other cultures as superior ones own as
malign. Stage three is Minimization of Difference, and involves arriving to intercultural sensitivity, and
developing commonalities between cultures. This stage involves Minimization/Human Similarity and
Minimization/Universal Values. Minimization/Human Similarity holds an emphasis on the commonalities
between cultures, such as the need to eat by all humans, and Minimization/Universal Values holds
emphasis on the similarities between cultures in terms of being subordinates to some higher power i.e
religious, government, or supernatural. Acceptance of Difference is the fourth stage and describes the
development of acceptance of cultural difference and its necessity for human existence. This stage
includes Acceptance/Behavioral Relativism and Acceptance/Value Relativism being the perception that
behaviors exist in a cultural context and assigning “good” and bad” to beliefs and values is a part of
cultural context, respectively. The fifth stage is Adaptation to Difference and involves the application of
acceptance and effectively interacting across cultures. This stage includes Adaptation/Cognitive
Frame-Shifting or the conscious shift of perspective into an alternative cultural world view, and
Adaptation/Behavioral Code-shifting or acting appropriately in context of other cultures. The final stage
is Integration of Difference and involves one no longer being defined by one single culture, often
bicultural or multicultural. This stage involves Integration/Constructive Marginality or the maintenance
of personal and organizational identity and Integration/Ethical Commitment or construction of an ethical
system.
85. Students will demonstrate personal
application of the “Model of Intercultural
Sensitivity” by Bennett
86. Student will demonstrate knowledge of The ally Action Continuum by Griffin and Harro outlines stages of transforming supporting oppression
the ally Action Continuum by Griffin & to confronting oppression. The stages are actively participating, denying, recognizing/no action,
Harro recognizing/action, educating self, educating others, supporting/encouraging, and initiating/preventing.
The stages start with supporting oppression and end with confronting oppression. Actively participating
involves such behaviors like telling oppressive jokes, avoiding target group members, and verbal or
physical harassment of target group members. Denying involves indirectly oppressing by neglecting
the oppression of the target group. Recognizing/no action happens when the oppressor becomes
aware of their oppressive behaviors but does not act to end those behaviors out of incompetence or
fear. At this stage the oppressor usually experiences discomfort between being aware and taking
action. Recognizing/action happens once the oppressor takes action to stop oppression. Educating self
involves one taking action to learn more about the target group by attending workshops, reading,
seminars or cultural events. Educating others goes beyond educating self and seeks to stop
oppression by engaging in dialogue explaining why they object to oppressive comments.
Supporting/encouraging involves supporting others that choose to stop oppression and become more
inclusive of target groups. Finally, initiating/preventing involves changing individual and institutional
actions that discriminate against target groups and involving the target group in full participation
towards making these changes.
application of the Action Continuum by
Griffin & Harro
Outcome Category: Critical Thinking
88. Student will show knowledge of principles of The National Council on Excellence in Critical Thinking’s definition of critical thinking is an “intellectually
critical thinking (logic is used in this minor) disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or
evaluating information gathered from, or generated by, observation, experience, reflection, reasoning,
or communication, as a guide to belief and action” (1987) Critical thinking is based on the idea that
thinking alone, a part of human nature, is susceptible to bias, and we must go beyond the act of just
thinking to fulfill our lives. Behind critical thinking are the processes of analyzing and assessing.
Analyzing involves identifying the purpose, the question at hand, inferences made, information
involved, and points of view. Assessing checks for clarity, accuracy, relevance, depth, breadth, and
logic. In essence, critical thinking is active, opposed to being passive. For example, the intention of
solving a Rubik’s cube is by using critical thinking. This would involve recognizing patterns, testing
patterns, questioning which way to turn the cube next, being open minded, and considering all
approaches to solving the cube. Solving the Rubik’s cube without using critical thinking would involve
something like painting the sides of the cube each color that the solved cube would display. The latter
suggestion for solving the cube involves little thinking beyond the concept of how to complete the cube
while the former utilizes the ideas of analyzing and assessing by identifying patterns and testing them.
In UBC LEAP’s video on Critical Thinking seven steps of critical thinking are outlined. First is
questioning an assessing information. This includes going beyond facts and statements to widen the
lens of the topic. Second is being skeptical. It is important to question sources of information because
they are the foundations for your thinking. Third is making connections between concepts. This
includes questioning the relevance of the topic and where its importance lies. Fourth is challenge
assumptions. Often, we jump to conclusions or are led by our bias opinions, so it is important to
question them and check if they are accurate. Fifth is forming logical conclusions. This will promote
original thinking; however, it is important to not generalize our conclusions. Sixth is reframing and
incorporating different perspectives. Especially in a learning environment like a University or College,
this would involve thinking within one’s discipline of study and applying concepts from that discipline. It
is also important to test your understanding of these concepts and perhaps try teaching a concept to a
peer. Because different disciplines conduct research, collect data, and formulate hypotheses
differently, it is equally as important to be aware of the difference in concepts and methodologies
between disciplines. Seventh is communicating and clarifying your own thoughts. This involves clearly
stating the reasoning and accuracy of information as well as being accepting of objections. Is important
to summarize your concept thoroughly, and perhaps piece by piece, to help others understand your
thinking.
89. Student will demonstrate proficiency of
critical thinking
90. Student will show knowledge of
metaphorical analysis to critically analyze
self and leadership situations
metaphorical analysis to critically analyze
self and leadership situations
92. Student will show knowledge of at least five Five decision making methods that can act as effective alternatives for the general consensus decision
decision making methods making method are voting, ranking, scoring, multiple votes/voting rounds, and iterative convergence.
Voting may involve group members raising their hand to vote, or ranking decision options on a piece of
paper. The only danger with voting is group members succumbing to conformity and voting on what
they think other members would want them to vote for. Ranking, as stated previously, is another form
of voting but is more revealing to the degree in which group members agree on decisions, opposed to
a distinct divide in opinions. Scoring involves each member of the group ranking individual aspects of a
decision. This allows the group to observe the strengths and weakness of each decision and choose
from there. Multiple votes/voting rounds allows group members to vote more than once on decisions by
voting on decision options in successive rounds. Last, iterative convergence, is the process of group
members making suggestions, and receiving anonymous feedback on their decisions. Iterative
convergence allows for ideas to live longer within the group as even the bad ones are not ruled out
immediately.
93. Student will describe personal examples of
having used five decision making methods
94. Student will show knowledge of at least five HDF 413 Group research/in class presentation In the HDF 413 Student Organization Leadership Consultants course I researched and presented on
problem solving / conflict management the concept of Conflict Resolution. I found that conflict stems from differing views and opinions in
methods, as well as understanding the interests, style, values, leadership, and relationships. Conflict comes in four different forms which
roots of conflicts includes interpersonal, intrapersonal, intergroup, and intragroup conflict. A model presented by
Kenneth Thomas and Ralph Kilmann called the Thomas-Kilmann Conflict-Mode Instrument (TKI)
displays a graphical representation of different modes of conflict. The TKI is constructed by
Assertiveness (vertical axis) and Cooperativeness (horizontal axis). Within this model are five modes of
conflict, each pertaining to a different scenario. Competing lies in the upper left corner of the model. It
is assertive and uncooperative. Competing involves using power to obtain what it is you want and only
seeking your own benefit. Accommodating lies in the lower right corner of the model. It is cooperative
and unassertive. By accommodating one chooses to sacrifice their personal gain in favor of another’s.
Often this is taken as generosity or charity. Avoiding lies in the lower left corner of the model. It is both
unassertive and uncooperative. When one avoids conflict, they choose to neglect their own wants and
the wants of others involved. Avoiding could mean sidestepping the conflict completely or postponing
its resolution to another time. Collaborating lies in the upper right corner of the model. It is assertive
and cooperative. Collaborating involves exploring the wants of both individuals and recognizing the
disagreement to reach a creative solution. At the center of the model is Compromising. It is the middle
ground between being assertive and cooperative. The idea of compromising is to partially satisfy both
parties involved and essentially means “splitting the difference” between the two sides or finding a
quick compromise. See Evidence #94
having used five problem solving / conflict
management methods (if student has been
trained in mediation, that information goes
here)
96. Student will describe what it means to HDF 290 Family Case Study Paper In the HDF 290 course, one of the units covered was about family leadership. A major part of the unit
analyze, criticize, synthesize and utilize involved analyzing family structures, as well as developing the skill of acting as a consultant. The major
information as a leader assignment for this unit was writing a family case study paper. The assignment required that, upon
writing the paper, we act as a consultant and make suggestions as to what the family might do to
resolve their conflicts. To fully understand the case study and be able to put on a “consultant cap” I had
to analyze what was happening within the case study. To analyze properly, I developed a system of
categories to organize the information under, they included, main issues, realities, moral/ethical issues,
legal issues, resources and experts available, theories applicable, decision making strategies, and
problem solving strategies. With all the information, gathered from the case study presented to me, put
under a category, I was able to analyze the situation and take the next step. Now that the information
was outlined in front of me, I was able to criticize, and determine what were the outlying situations that
needed to be addressed. Since I was acting as a consultant, I avoided creating directions for the
family and instead used phrases such as “may, might, or could” to maintain a consultant perspective.
To create a full consultation for the case study I had to synthesize all the information I had gathered
into paragraph format. This included both the information that was gathered from the case study, and
information I had researched that may have helped when making suggestions for the family. To create
a consultation that would flow, and be laid out in a logical order, I grouped the categories I had outlined
previously into paragraphs. I was able to utilize the information that was given to me, to research
information that may have been helpful in making suggestions for the family in the case study. For
example, the family lived in Providence, RI, so when making suggestions as to possible resources and
experts they could take advantage of, I was able to be specific with my research, and look for
resources and experts within the Providence area. Analyzing, criticizing, synthesizing, and utilizing the
information I was given allowed me to write an effective paper, from a consultant point of view. See
Evidence #96
leadership that is used in crisis
98. Student will describe examples of
leadership in crisis situations
Outcome Category: Interpersonal and Organizational Concepts & Skills
Outcome Target Additional Experiences Descriptive notes regarding learning and practice
class
99. Student will demonstrate knowledge of The Center for Creative Leadership’s author Michael Hoppe discusses six techniques leaders should
active listening techniques practice when exercising their active listening skills in his book “Active Listening: Improve Your Ability
to Listen and Lead.” The six techniques are pay attention, withhold judgment, reflect, clarify,
summarize, and share. Paying attention involves being aware of your own state of mind and body
language. When listening one should be focused on the present moment and display respect to set a
comfortable tone and mood for those one is communicating with. Withholding judgment means that as
a listener one refrains from criticizing another’s point of view or opinions based on their own judgment.
Active listening requires an open mind including allowing others to state their judgments without
interjecting with your own. Reflecting helps the listener and the person speaking get on the same page.
We are not perfect humans and do not always understand what someone is saying instantly, and
others cannot read our minds. Paraphrasing what has been said shows that, as a listener, you are
actively trying to comprehend the thoughts and ideas of the person speaking. Clarifying involves asking
questions and allowing the speaker to expand on their thoughts and ideas. Clarifying is a useful tool to
stimulate in-depth discussion. Summarizing, as a listener, helps to show the speaker that you are
grasping the key points of the conversation. It also helps both the speaker and the listener reach a
mutual understanding of the points of view expressed in the conversation. Finally, sharing, is the part of
active listening where the listener gets to express their points of view, ideas, and thoughts after
showing an understanding of the speaker’s perspective. Active listening always involves understanding
before being understood. SEE EVIDENCE #99
Hoppe, M. (2006). Active Listening: Improve Your Ability to Listen and Lead. Greensboro, NC: CCL
Press
100. Student will describe examples of using Alternative Spring Break Oklahoma On the Alternative Spring Break trip to Oklahoma City, OK a group of 25 students and I participated in
active listening skills City, OK various acts of service within the area. One day we travelled to a local woman’s home and provided
service to the local habitat for humanity by assisting in digging a trench in the back of the woman’s
home that would help divert water flow. The man in charge of the project gave us direction to dig the
trench a certain length with a certain slope on the sides that would help to divert water flow. We
finished digging the trench, and the woman told the project leader that what we had done was not what
she had wanted. Myself, and the rest of the group were now concerned and thought that we had ruined
her backyard, the project leader however told us that this had been the effective way to divert the
water, and that we should continue to dig the trench. As a group we came to the consensus that we
disagreed with the leader’s direction, and this would not satisfy the woman who’s yard we were digging
up. The concern in the woman’s voice, and her persistent expression of disagreement was a strong
indication that our efforts needed to be reevaluated. The combination of our ability to actively listen and
recognize the woman’s discontent through both verbal and non-verbal cues allowed us, as a group, to
address the woman’s needs.
101. Student will demonstrate knowledge of Hirokawa describes the functions of group communication for effective decision making. In his work he
functions of group communication by lists certain objectives groups must meet to make an effective group decision. Groups should
Hirokawa understand the kind of answer that they seek in asking questions. Types of answers such as facts,
conjectures, values, and policies should be identified. Criteria should be defined for the answer that the
group seeks including characteristics that deem the answer acceptable. A broad range of answers that
me the criteria previously defined should be generated and offer multiple solutions to the completion of
a task. Each alternative should be critically analyzed based on the criteria defined. This will highlight
the skills and competence of each group member. Alternatives should be compared to identify which
are most desirable and stand out from the others. Communication may play either a promotive,
disruptive, or counteractive role in the decision making process. Promotive communication allows the
group to successfully accomplish the objectives outlined, disruptive communication hinders objectives
from being reached, and counteractive communication neutralizes communication that would have
been disruptive.
of functions of group communication
(Hirokawa)
103. Student will show knowledge of techniques
regarding giving and accepting of feedback
104. Student will describe examples of giving HDF 414 GEO 103 In the GEO 103 course I had to write a literature review on a Geology related topic that would inform
and accepting feedback. the reader on current research and thinking on the particular topic. Part of the process of writing the
paper involved peer reviewing three articles written by three different classmates, and having three
copies of my article reviewed by three different classmates. Each review required thorough analysis of
grammar, format, and structure of the article and included noted areas of improvement and strengths
within the paper. I was required to read through each reviewer’s comments and correct any issues they
found in my article or, if needed, refute any of these issues. It was easy for me to give feedback on the
articles written by my classmates, because it was a process of giving my honest opinion about what I
was reading. It was somewhat difficult however, for me to accept feedback. I found myself taking the
comments on my paper, written by my classmates, personally. At many instances I had to remind
myself that, just as I had done, my classmates were only giving their honest opinion on what they were
reading, and what they felt may need improvement. As I read through my piers comments and notes
written in the margins of my essay, I learned to take them into consideration and understand that they
were not to be taken personally, but only as constructive criticism. As I did this, I was able to make
some positive improvements to my essay, and I started to appreciate the criticism that was given to
me. SEE EVIDENCE #104
105. Student will demonstrate knowledge of HDF 414 Facilitation and de-briefing techniques are most commonly associated with group based projects and
facilitation and de-briefing techniques HDF 413 SOLC Class Retreat 2017 bonding activities. The job of the facilitator, the one doing the facilitation, is to introduce the activity or
project to the group. They do not necessarily explain the goal of the activity, but their job is to make
sure that all group members understand what is going on. While the group works on the project or
performs the activity, the facilitator overlooks their progress and keeps them on track with the task at
hand. It is important that they do not make the group feel rushed or pressured to finish, for this will
hinder their goal to finish the project or fully complete the activity. Once the group has completed the
task, the facilitator de-briefs the group. This involves getting the group to discuss such things like
strengths and weaknesses, struggles, and what they think the overall meaning of the task is. De-
briefing will include asking the group questions that will form discussion about the task, and allow all
group members to feel comfortable enough to express their opinions.
As a part of the HDF 413 Student Organization Leadership Consultants course, I was required to
attend a class retreat which focused on “Team building and getting to know each other”. Although I had
already attended and facilitated several retreats before this, I had gained new knowledge of facilitation
and de-briefing techniques. Facilitation and de-briefing techniques are most commonly associated with
group-based projects, initiatives, ice-breakers, and energizers. The job of the facilitator is to introduce
the activity or project to the group. They do not necessarily explain the goal of the activity, this is for the
participants to interpret as a group. While the group completes the activity, the facilitator overlooks their
progress and keeps them on track with the task at hand. This would include enforcing the rules,
observing communication between group members, and making sure safety is a priority. It is important
however, that they do not make the group feel rushed or pressured to finish, for this will hinder their
goal to embrace the meaning or outcome of the activity. Once the group has completed the activity, the
facilitator de-briefs the activity. This involves getting the group to discuss such things like strengths and
weaknesses, struggles, and what they think the overall meaning of the task is. De-briefing will include
asking the group questions that will form discussion about the task and allow all group members to feel
comfortable enough to express their opinions. When trying to formulate discussion amongst group
members, it is important for a facilitator to stay out of the discussion as often as possible. Allowing the
group to carry out discussion on their own allows them to come to conclusions about the activity by
their own thoughts instead of directly telling them the goal or outcome of the activity. SEE EVIDENCE
#105
106. Student will demonstrate proficiency of HDF 290 SOLC During my second semester of being a member of the SOLC (Student Organization Leadership
facilitation and de-briefing techniques Consultants) group on campus, I co-facilitated a retreat for the on-campus A-Capella group, Musically
Inclined. The goal of the retreat was to develop “team bonding” between the general members and
executive board members of the organization. The group that participated in the retreat was rather
small, and only around 9 members of the group attended. The game-plan for the retreat involved
opening with an ice-breaker, having the group participate in an initiative, leading another ice-breaker
after a break, and ending with another initiative. During one initiative, “Stepping Stones”, a game where
the group had to get all members to travel from one end of the room to another by only using
Styrofoam pads, my co- facilitator and I presented the goal of the initiative to the group, gave them time
to make a plan of action, then gave them a time limit to complete the task. During the time it took them
to complete the task I only overlooked their progress and did not intervene, unless the initiative called
for intervention, which included taking away pads as punishment or blind folding members. This
allowed them to make decisions and solve problems on their own without any outside assistance. Once
they completed the task I asked them a few reflective questions such as “How did it feel to be
successful/unsuccessful in completing this activity?” and “How well do you feel your team
communicated during this activity?” This gave them the opportunity to voice personal opinions and
reflect on how they felt they performed as individuals and as a team. In addition to this reflection, my
partner and I also used the “airplane” technique, where each group member organized themselves in
an “airplane” formation, leaders being at the front and less initiating followers at the end, to have the
group members reflect on how important they felt they were to completing the task. This retreat had
been the first retreat I had ever facilitated, and based on the performance of the group and their
understanding of what we asked of them, it was very successful. SEE EVIDENCE #106
107. Student will demonstrate knowledge of HDF 413 Reading assignment and class Bolman and Deal state that frames are “mental models” that we form in our minds to understand and
framing and breaking the frame discussion navigate new experiences. In metaphorical terms a frame can be a map, window, tool, lense,
orientation, prism or perspective. Frames help us organize perceptual data and make sense of the
situations that unfold before us just as a map allows us to organize geographical data in a
comprehensive format for our navigational reference. Because frames are made up from our own
experiences, they aren’t necessarily concrete, but rather always molding and re-forming as we come
across new experiences. The importance of developing frames is to be able to make decisions in the
moment according to the situation and what you already know about it. This can be referred to as
“rapid cognition” and involves four key characteristics including being nonconscious, fast, holistic, and
having affective judgment. A common application of rapid cognition is when one drives home from
work, given they have worked at the same place for a long time. It is nonconscious because one knows
the route well and does not think about driving the correct route or how they are doing it. It is fast, and
one knows instantly when to make a turn or stop. It is holistic in that one is aware that each turn is part
of the entire route from work to their home. Finally, it holds affective judgment and one is confident that
the route they drive is the one to their home. Just as each person has their own route home from work
frames are made up of individual beliefs, values, and personal experiences and thus differ from person
to person. Because frames vary from person to person and are built upon strong values, certain
situations may call for frames to be broken in order to effectively reach a desired outcome. Going along
with the metaphor of a daily driving route from work to home, breaking the frame would be like coming
across a car accident that blocks a road one takes while driving home. The driver’s goal is to get home
and the frame they use is their daily driving route, but with a car accident blocking the road they take to
get home, their frame is now not effective for the situation. To achieve their goal, the driver must break
the frame, or take a detour to get to their house. Like tools, frames are only useful if used correctly, and
using frames correctly comes with experience. SEE EVIDENCE #107
Bolman, L.G. & Deal, T.E. (2013). Reframingorganizations:Artistry,choice&leadership.(5thed).
SanFrancisco,CA:Jossey-Bass.
framing and breaking the frame
109. Student will show knowledge of organizing Organizing a meeting involves the following: a purpose, who is participating, structure, location and
meetings / setting agendas / and leading time, agenda, responsibilities, and confirmation. The purpose of the meeting should be clearly defined,
meetings like “to plan a retreat with organization X.” A list of participants should be made so that the purpose of
the meeting can be accomplished. The structure of the meeting should include the best way to
accomplish the purpose. This might involve brain storming sessions, PowerPoint presentations, or
demonstrations. The location and time of the meeting should best fit the schedules of the participants,
the purpose of the meeting, and structure. For instance, it would not be effective to hold a meeting at
midnight and give a PowerPoint presentation in a parking lot. An agenda should be made for the
meeting and distributed beforehand (3-4 days) to allow participants to prepare for the meeting,
understand the purpose, and provide direction during the meeting. An effective agenda includes a title,
time, date, location, discussion items, and names of those covering each topic. Individual
responsibilities should also be clarified. This is most useful for meetings that intend to make decisions
or complete tasks, but not necessary for those that are focused on brainstorming. Finally, the meeting
should be confirmed with the participants beforehand (no less than 3 days). This is especially important
if meeting times or locations have changed. Effective ways for leading a meeting include following the
start time and end time, using the agenda, using an idea bin, establishing ground rules, controlling
dominate participants, bringing food, and summarizing. An idea bin is effective for putting aside ideas
that should be brought up but at a later time to prevent off-topic discussion. The “bin” could include
writing thoughts on pieces of paper and taping them to a wall. Establishing ground rules helps to
facilitate group discussion, if all reach a consensus of the rules and expectations, meetings can be
carried out with some sort of formality. Food can be a big motivator for people to attend meetings and
participate in discussion and can provide energy for participants during longer meetings. Finally,
summarizing the meeting assures that everyone is on the same page or at least understands where
the group lies, if time allows, ideas put into the idea bin can be addressed, and the next meeting can be
scheduled.
110. Student will describe personal examples of Planning retreats with the I have been an active member of the leadership group Student Organization Leadership Consultants
organizing meetings / setting agendas / organization Student Organization on the URI campus, for four semesters. As a member, I have co-facilitated several retreats involving
leading meetings Leadership Consultants other student based organizations. Being a co-facilitator means that I must participate in meetings
dedicated to planning the retreat. From these meetings, I have developed the knowledge of organizing
meetings, setting agendas, and leading meetings. The first step to organizing a meeting is gathering
the members participating in the retreat and deciding on a convenient time for everyone to meet.
Usually, meetings are held in the same location for all retreats, however if necessary can be planned
for elsewhere. Creating the agenda for a retreat is the foundation of a meeting. This involves relaying
information such as start time, if food will be provided, if there are any allergies, the main goals of the
organization, etc. and organizing activities into time periods for the duration of the retreat. An important
step to setting an agenda is making note of the necessary materials for each activity. This ensures that
the day of the retreat, all materials are accounted for and available for use. Typically, the lead-facilitator
“leads” the meetings, however there are certain instances where the person “leading” the meeting will
vary. For instance, discussing activities to facilitate. Whomever is proposing an activity can become the
“leader” of the meeting as they are directing the group or discussing the benefits of choosing their
proposed activity. See Evidence #110
111. Student will show knowledge of
Parliamentary Procedure
112. Student will show knowledge of techniques According to Business Insider, nine techniques for working with difficult people include staying calm,
for working with difficult people understanding the person’s intentions, gaining perspective from others, letting the person know where
you stand, build rapport, act with respect, focus on what can be acted upon, ignore, and seek higher
authority for resolution. A calm attitude shows others that you are centered and in control, often leading
to respect. If others see you as being calm, then they are less likely to act out in anger towards you.
Understanding that there is something else behind a difficult person’s actions other than “being out to
get you” helps resolve the situation. Other people you work with have more than likely dealt with
difficult people before and getting insight from them can create an opportunity to look at a difficult
situation from a new angle. If you are the difficult one, then letting others know your intentions
decreases resistance and allows them to reach an understanding of your situation. Building rapport
creates room for trust and stronger communication, which will increase one’s effectiveness to deal with
those they have developed closer relationships with when difficult situations arise. Treating the difficult
person with respect is a huge step towards being treated respectfully by difficult people. Focusing on
what can be acted upon allows one to let go of what cannot be changed and work on making progress
towards the next steps. Things like a co-worker not fulfilling a promise to be at a meeting or complete a
task cannot be changed and moving forward helps to work with a difficult person’s habits. If the person
does not change their habits, then ignoring them as much as possible can help one to being more
productive with their work. Obviously, some instances prevent you from ignoring the person
completely. If all other techniques have failed, then approaching a manager or boss can become
effective when dealing with difficult people. An authoritative approach might be what someone needs to
realize how difficult they are being. This last technique should be used moderately however, as growth
will not occur if one relies on their manager solving their problems.
using techniques to work effectively with
difficult people
114. Student will show knowledge of the stages HDF 290 The theory of group development, developed by Bruce Tuckman, is made up of five stages. The first
of group development (Tuckman, Bennis or stage, Forming, describes the group as having a desire for safety and acceptance, each person will
others) look for a leader at this point in time. For a group to develop out of this stage, they must leave non-
threatening conversations. The second stage, Storming, states that the group must mold to what is
best for the group as a whole. During this stage, questions may arise due to the “fear of failure” that
may require some clarification, and conflict may arise as well, if group members try to orient
themselves to the task. To move out of this stage, group members must develop a problem solving
mentality. The third stage, Norming, is the point in group development when a group begins to bond
more. During this stage, a feeling of belonging will develop as well as increased communication,
shared feelings, feedback, and ideas. The fourth stage, Performing, is the stage when groups develop
the capability to work independently. There is no need for group approval at this point, and group
members have become self-assuring. Not all members will reach the fourth stage, however. The fifth
stage, Adjourning, marks the end of the group and task. At this stage, group members disengage from
group relationships. Completion of the adjourning stage indicates the task or goal has been reached.
This information was retrieved from:
http://med.fsu.edu/uploads/files/FacultyDevelopment_GroupDevelopment.pdf
115. Student will describe personal examples of HDF 290 Inclusion in the workplace case In the HDF 290 course, one of the major assignments was an inclusion in the work place case study.
group development in use (Tuckman, study The case study involved an issue in the work place involving discrimination and segregation. When
Bennis or others). consulting the situation, I was able to reference the group development theory and apply it to the
situation. Analyzing the discrimination and segregation issues presented in the case study, I made the
suggestion that if the group development model is used, and the group successfully reaches the
Norming stage, then the segregation and discrimination may decrease. Workers who were otherwise
uncooperative would begin to acknowledge the contributions of their coworkers, and change
preconceived ideas or opinions through increased communication, shared feelings, feedback, and
ideas. After completing the Norming stage, the group of workers would move to the Performing, and
there they would work in an environment that was rid of discrimination and segregation. There they
would be able to work together, with little need of approval from management.
116. Student will show knowledge of group HDF 413 In class presentation In the HDF 413 Student Organization Leadership Consultants course, common examples of group
dynamics and group roles roles were discussed. These roles included task roles and group-building roles. There are five task
roles that make up a group they include the information seeker, the opinion seeker, the opinion giver,
summarizer, and clarifier. The “information seeker” in a group is usually the person who recognizes
that before proceeding with an idea, relevant facts and data need to be gathered. The “opinion seeker”
recognizes that before proceeding, there needs to be more insight and sharing of opinions. The
“opinion giver” shares his/her thoughts and opinions with the intention of formulating a thought process
with the rest of the group. The “summarizer” forms a condensed version of the collected thoughts and
opinions and the “clarifier” makes sense of the formulated thoughts and ideas to create a
comprehensive order. In the group-building section there are four roles, the gatekeeper, the
encourager, the mediator, and the follower. The “gatekeeper” takers responsibility of allowing group
members who have tried to or not yet spoken to share their thoughts. The “encourager” makes
everyone feel included in the group by inviting diverse ideas and empowering individuals for sharing
their thoughts. The “mediator” sorts out any disagreement in the group and helps members see their
differing opinions in a new light and the “follower” is any member who is present and does not
contribute to the conversation but actively supports the group’s decisions. See Evidence #116
group dynamics and group roles

118. Student will show knowledge of effective
memberships skills in groups
membership skills in use
120. Student will show knowledge of the HDF 413 In class presentation In the HDF 413 Student Organization Leadership Consultants course I received a presentation on the
Challenge and Support theory by Sanford, theory of “Challenge and Support” by Nevitt Stanford. I learned that this theory can be represented by a
and its relationship to organizations graphical display. On the vertical axis of this graph is “Challenge”. The amount of challenge created in
an organization or activity is determined by how well the subject(s) complete the task. If the task
creates little progress and subjects become frustrated quickly, there is a high level of challenge. If
subjects complete the task with little to no effort, there is a low level of challenge. On the horizontal axis
of the graph is “Support”. Levels of Support required for a group during an activity or task is dependent
on the level of challenge created within the group. If the challenge is severe, and the group is making
no progress, support should be provided. On the other hand, if the group is showing progress even
with a challenge, little support should be provided if at all. If the level of challenge is too high, and little
support is provided, the group may become discouraged and give up on the task. If too much support
is provided and little challenge is provided, the group may learn nothing, and become dependent on the
support provided in the face of a challenge. The median between challenge and support produces
growth. This theory can be applied to learning how to tie one’s own shoes. At first, the challenge level
is high and there is a need for support. After practicing a few times however, the level of support should
be lowered. Lowering the level of support will increase the level of challenge, and thus produce a linear
relationship between the two and growth will occur. See Evidence #120
121. Student will describe personal examples of Co-facilitating AEPi retreat with As a member of the Student Organization Leadership Consultants group on the URI campus, I co-
using the theory of Challenge and Support Student Organization Leadership facilitated a retreat for the Greek organization Alpha Epsilon Phi executive board. While facilitating
(Sanford) Consultants activities during the retreat, I applied the theory of “Challenge and Support” to situations that arose
within the group. For example, I lead an activity called “Magic Carpet” which involved all members of
the group standing on a tarp, and their objective was to flip the tarp over without stepping off or falling
off. As I watched the group perform the activity I noticed that they were making exceptional progress.
They were communicating well and abiding by the rules of the activity. So, in order to present them
with more of a challenge and produce growth, I blindfolded one member of the group and silenced a
few others. Almost immediately their progress halted, and the challenge of the activity became more
severe. Eventually, they did successfully complete the task. During the debrief of the activity I asked
them how the increase in challenge made them feel. The majority of the group agreed that the
challenge halted their progress, but forced them to adapt to the situation, and they recognized how
adapting to a challenge relates to leading a fraternity as an executive board. SEE EVIDENCE #121
122. Student will show knowledge of the HDF 290 The construction of informative and persuasive speeches is highly dependent on the main purpose of
construction / elements of informative and the speech. A speech that aims to inform a group or audience on a certain subject, and result in a full
persuasive speeches comprehension of the subject being presented falls into the category of an informative speech. If one
wants to have a group or audience follow them or support their beliefs, they would construct a
persuasive speech. Two key elements that specify the difference between a persuasive speech and an
informative speech are Pathos and evidence. Pathos, is defined as that property or quality of anything
which touches the feelings or excites emotions or passions, it is most commonly used in persuasive
speeches, and is useful when trying to get an audience to believe your point of view or feel a certain
emotion about a particular topic. Evidence, includes statistical data, graphs, or factual information
pertaining to a topic. Evidence that includes hard facts and data is most commonly used in informative
speeches, where the intention of the speech is to get the audience to fully comprehend the subject
being presented. If one were giving an informative speech on the growth in popularity of rap music over
the past 10 years, they would provide factual evidence and data that shows an increase in rap albums
bought and tickets sold for a rap artist’s concerts. On the other hand, someone trying to convince an
audience that rap music is the best genre of music, might provide a segment on Tupac Shakur in their
speech, stirring emotions in regards to his death, and the impact it had on millions of listeners. It is
important for one giving a persuasive or informative speech to take into consideration the audience that
the speech is being presented to, considerably with persuasive speeches. Age and beliefs are two
major components to consider with an audience, and will help structure how to present a speech. This
information was retrieved from: https://www.boundless.com/communications/textbooks/boundless-
communications-textbook/introduction-to-public-speaking-1/types-of-public-speeches-22/informative-
vs-persuasive-speeches-107-8006/
123. Student will demonstrate proficiency in HDF 290 Issues in Education Presentation One of the major units in the HDF 290 course was Leadership Issues in Education. The major
informative and persuasive public speaking assignment for this unit was to research a modern issue in education and give either an informative or
persuasive presentation on your findings. The rubric for this assignment contained a section on
delivery, organization and effectiveness, and the required elements that needed to be addresses in the
presentation. Overall I received an 83.5 % on the assignment. In the delivery section, I received a 4/4
on all but two points, which were avoidance of filter words and eye contact. In the organization and
effectiveness section I received a 6/6 on all but three points, which were categorized under the
conclusion section. I had not gotten to my conclusion because I exceeded the time limit for my
presentation. And I received a 6/6 on almost all the required elements aside from three. Looking at the
points I did not receive full credit for, I can say that I was fairly proficient in my presentation. SEE
EVIDENCE # 123
124. Student will show knowledge of planning HDF 290 Planning and conducting interviews in a proper fashion are key to hiring the best candidate for a
and conducting interviews (as the business. It is of equal importance to effectively prepare for an interview as it is to properly conduct
interviewer) one. An interview should be free from distractions, i.e. phone calls, emails, other employees, this will
allow one to concentrate only on the interview, and present their business in a professional manner.
One should prepare the interview to take place in an environment that will have minimum interruptions.
To avoid unnecessary questions about the interviewee, the interviewer should study the candidates
resume beforehand, this way they can ask deeper questions about the candidate. A good job
description is also helpful, and will allow the interview to assess the candidate as the interview goes on.
One will also want to be aware of what they want in a candidate, that won’t show up on a resume, or,
the intangibles, knowing them beforehand will allow the interviewer to look out for them during the
interview. Lastly, in order to effectively prepare for an interview, the interviewer should have a set of
questions that they will consistently ask each candidate. By having specific questions to ask each
interviewee, it will be easier to compare each candidate post interview. Once an interview is properly
prepared it can be effectively conducted. It is important, as the interviewer, to make a good first
impression on the candidate, it shows a sign of respect and will put the candidate at ease. Keeping an
organized work space makes for a good impression. Setting the tone for the interview also is important
in making the candidate feel comfortable. The interviewer should conduct themselves in a way that will
reflect the values of their business, they should make sure that the interviewee understands the lay out
of the interview as well. The job description should be restated at this point to ensure that the candidate
is sure this job is right for them, and so they are aware of the responsibilities that come with the
position. The interview should start off with general questions about the candidate’s background and
then move to the resume. This will allow the interviewee to explain how they see themselves fitting into
the business, and then reflect on past work experience. After asking questions pertaining to the
candidates resume, the interviewer should ask the questions that they have set up for all candidates
allowing them to compare each of them afterwards. Included in the interview should be open-ended
questions. This allows the interviewer to recognize strengths and weaknesses the candidate may
possess. At the end of the interview, there should be extra time for the candidate to ask questions. This
will allow them to make sure this is the right job for them, and also give the interviewer a chance to see
if they have effectively prepared for the interview. Before the interviewee leaves, the interviewer should
give the candidate a time period as to when they should expect a final decision. Once the interview is
over, and each candidate’s information is laid out, the interviewer can make a decision as to who is
best suited for the business. This information was taken from: https://www.go2hr.ca/articles/preparing-
conducting-interviews

125. Student will describe personal examples of HDF 290 Small business interview I had to plan and conduct an interview for a small business owner as one of the assignments for the
planning and conducting interviews (as the HDF 290 Leadership course. The assignment required a set of topics that we had to cover in the
interviewer) interview, and a set of questions that we needed to ask our interviewee. Having a busy schedule, I
figured I would not have time to meet up with my interviewee or schedule a phone call, so I planned to
conduct the interview through email. Prior to conducting the interview, I set up a document in Microsoft
Word that listed the interview questions in chronological order. This created a structured and efficient
format that the interviewee could follow when answering the questions. Once the interview was set up,
I attached the document containing the questions to an email I composed for my interviewee. In the
email I made sure to tell my interviewee that if any questions were unclear or needed further
explanation they should email me back before completing the interview. In this case, my interviewee
did have some uncertainty about one of the questions, in which case I emailed them back further
explaining what the question was asking. Once the interviewee emailed me back with their responses, I
looked over them myself to make sure I fully understood their answers and that they provided enough
information for me. SEE EVIDENCE #125
126. Student will show knowledge of preparing HDF 414 For one to effectively prepare for an interview as the interviewee they should dedicate time prior to the
for and effective answers in interviews (as interview to research the job or organization they are applying for. By doing this they will have some
the interviewee) background knowledge going into the interview and know what to expect from the interviewers.
Interviewees should also practice their tone and delivery for answering questions. It is important that
they sound confident with their answers and should remember to speak from the heart. Along with
sounding confident, an interviewee should also look confident. This includes wearing an outfit that
presents oneself in a professional manner. A well dressed, confident interviewee will surely stand out
when competing for a position in a company or organization. It will also make the interviewee stand out
if they ask the interviewer questions. This shows that the interviewee is genuinely interested in the
position he/she is applying for and allows them to gain some clarification on any uncertainties they
might have.
127. Student will describe personal examples of HDF 414 Alternative Spring Break, Orientation I have had two experiences in which I have had to effectively prepare for being interviewed. For both
preparing for and being interviewed Leader interviews I made sure to present myself in a professional way and make a positive first impression
with confidence. My attire included khaki pants, a well-kept, ironed button down shirt, a pair of formal
wear shoes, and a tie. Along with looking confident, I had to make sure I sounded confident. Prior to
my interview for the Alternative Spring Break I was asked to think about and prepare answers to
specific questions about poverty and homelessness around the world. I did research on these topics,
and typed out my responses. Prior to the interview I read over my answers to memorize them and be
ready to answer any questions with confidence. Upon being accepted to a second round interview in
the process of applying to be an Orientation leader, I was asked to fill out a “My life. My School.”
Questionnaire, which included answering questions about myself, and take a “Type Focus” survey,
which gave a set of results that describe my personality, and bring in my responses. Prior to the
interview I studied my responses and results to be prepared for any questions the interviewers might
ask me. SEE EVIDENCE #127
128. Student will show knowledge of effective
collaboration / coalition building
working in collaboratives/coalitions
130. Student will show knowledge of COM 100 Class discussion and reading on When I took the COM 100 course at URI, during the Winter J-term, Senior year, intercultural
Intercultural communication considerations intercultural communication communication and how to improve intercultural communication skills were presented in class.
Intercultural communication considerations include increasing motivation to be an intercultural
communicator, increasing knowledge of one’s own culture and others, and avoiding stereotypes. A
large reason behind conflict between cultures comes from the lack of desire from two sides to
communicate with one another. For one to become an effective intercultural communicator, they must
posses the motivation to do so. Understanding another’s culture and being able to communicate
effectively in context to another’s culture isn’t an easy process and doesn’t come as a natural talent.
Consequently, it is important to gain an awareness of one’s own culture and the culture of others.
Educating oneself in the background and customs of another’s culture displays a sense of interest for
their personal identity. Because certain customs such as shaking hands or verbal tone vary across
cultures it adds to the effectiveness of intercultural communication to have some general awareness on
these subjects. It can also be effective to look at one’s own life and who they encounter daily including
family members, friends, or co-workers to better analyze their levels of intercultural communication.
Because we typically communicate with people who share similar cultural backgrounds as our own for
most of our lives, we must seek opportunities for exposure to intercultural communication to increase
our understanding of it. When seeking an understanding of other cultures stereotypes should be
avoided. Stereotypes are overgeneralizations of the way people may act or behave because of their
background, like that someone from Ireland is always drunk and only eats potatoes, and therefore they
can be dangerous and may hinder one’s ability to comprehend the contexts of communication between
other cultures and their own. SEE EVIDENCE #130
131. Student will demonstrate proficiency in
intercultural communication
132. Student will describe ways to maintain
accountability in leadership / member
relationships
133. Student will describe personal examples
related to maintaining accountability as a
leader
134. Student will describe ways to build One’s effectiveness as a leader can be measured by the results of the followers. Getting to know one’s
relationships between leaders and team helps a leader in their effectiveness towards building strong relationships. Leaders can build
members cultures of listening, in which the leader demonstrates strong and appropriate active listening skills and
ensures that every voice on the team is heard. Feeling like they are listened can be effective way in
building self-confidence in one’s team members. Leaders can increase their awareness and
recognition of the emotions of others. Practicing reading the facial expressions of team members can
be effective in a leader’s efforts towards recognizing emotions. Giving praise to team members builds
confidence and increases positivity. Praise, however, should be authentic, meaning that it is specific to
the person it is giving to and is constructive. In other words, it should go beyond just “Great job! You’re
a Rockstar!” A more important part of leading is actually being a leader. Recognizing one’s
responsibilities as a leader and the service they must provide to a team is effective when creating a
work environment where a team feels safe, trusted, and productive. A leader should also become
aware of their leadership style for the role. Setting high expectations and telling team members what is
expected of them helps leaders and followers get on the same page in terms of the success of the
team. It helps bring awareness to individual strengths and weaknesses and gives a better sense of
how the team will perform together. A leader who asks questions instead of deliberately telling their
team members solutions to problems develops a sense of insight and displays interest in their team.
Questioning, and encouraging team members to think about their performance instills a will to try.
Leaders who are also supportive of team members who are willing to “try” develop loyalty between
themselves and their members because they create a team that is not afraid to fail. Finally, sharing
values between leaders and members allows a group to recognize certain behaviors that are expected
of them. When a leader and members discuss the values of their team and come to an agreement on
those values they build a stronger relationship and bond.
building relationships with members as a
leader
136. Student will describe how credibility applies
to leadership, as well as the characteristics
and skills of a credible leader

building, maintaining, and repairing his/her
own credibility as a leader
138. Student will describe ethical standards in
influence
139. Student will describe influence applies to Influence plays a large role in a leader’s ability to lead their followers around a vision. When comparing
leadership a leader to a manager for instance, it can be said that a manger brings its team to goal attainment
through organization, planning, setting up systems, and monitoring progress. But a leader uses
influence to do more than manage a team. A leader influences their followers to have a sense of
purpose and feeling that they are a crucial part of the team because a leader uses their influence to get
followers to believe in a vision. When a leader emerges, followers surrender their ability to define their
own reality of the situation and the leader frames the follower’s perceptions of the task. Like how
parents frame a child’s view of the world.
140. Student will describe principles of effective
mentoring, as well as problems particular
to the mentoring relationship

mentoring and being mentored
142. Student will describe principles of effective
peer leadership, as well as problems
particular to peer leadership
143. Student will describe personal examples Peer Facilitation Presentation and One of the assignments that I completed in the HDF 413 Student Organization Leadership Consultants
related to being a peer leader and being Analysis course was a “Peer Facilitation Presentation and Analysis”. This assignment involved working in a
led by peers small group and researching, designing, and facilitating a consulting skills presentation and creating an
experiential learning opportunity for my peers. My group was assigned the concept of “Conflict
Resolution”. We lead our peers by delivering a presentation that outlined the fundamental concepts of
conflict resolution, defined the concept, presented and analyzed a theoretical model of the concept,
and explained various types of conflict resolution. The presentation was then followed by an initiative
which involved using conflict resolution to complete. The initiative gave our peers an opportunity to
apply what we had presented to them to a task that they needed to complete. This encompassed our
goal to provide an opportunity of experiential learning for our peers. In return, other students formed
groups and presented concepts to the class that provided an opportunity of experiential learning. See
Evidence #143
144. Student will describe the four frames of HDF 413 Class reading assignment While taking the HDF 413 Student Organization Leadership Consultants course I read a passage from
organizations by Bolman and Deal a book discussing “Reframing Organizations”. In this passage, the Four Frames of organizations were
outlined; these frames being the Structural Frame, Human Resource Frame, Political Frame, and
Symbolic Frame. The “Structural Frame” is described as a factory. Organizations are depicted as a
“rational world and emphasizes organizational architecture, including planning goals, structure,
technology specialized roles…” (Bolman, Deal, 2013) Organizations in the “Structural Frame” run a
division of labor and create a hierarchy of rules and roles to coordinate diverse activities while
remaining unified. The “Human Resource” frame is describing an organization as a family. Here
organizations recognize the individual needs, skills, feelings and prejudices of members. These
represent the basic needs of an organization, and when they are not fulfilled the organization does not
perform well and as a result members do not perform well either. The “Political Frame” is described as
a jungle. In a “Political Frame” the competition for power exists and scarce resources are competed for.
Difference of values exist between individuals and conflict is susceptible to occur. Power can be
concentrated in one place or widely dispersed and thus problems frequently arise. The “Symbolic
Frame” is described as a Temple or Carnival. In the “Symbolic Frame” organizations thrive off symbols,
spirit, and culture. Rationality is abandoned in this frame and instead organizations are created by

rituals, ceremonies, stories, and heroes. Bolman, L.G. & Deal, T.E. (2013). Reframing organizations:
Artistry, choice & leadership. (5th ed). San Francisco, CA: Jossey-Bass. See Evidence #144
145. Student will describe personal application HDF 413 In class presentation on “Four In the HDF 413 Student Organization Leadership Consultants course my classmates and I received a
of organizational analysis using the four Frames” presentation on the “Reframing Organizations” concept by Bolman and Deal (1983,2003). The
frames of organizations (Bolman and Deal) presentation consisted of applications of the four frames that related to organization on the URI
campus. The “Structural Frame” was applied to the hierarchy of power of URI. The University President
was placed at the top of the frame, followed by the Vice President underneath, the Director of the
Memorial Union, then the Assistant Directors, followed by individual Coordinators. This set up
displayed a “specialization and clear division of labor” as described by the “Structural Frame” and how
“organizations work best when rationality prevails over personal preferences and extraneous
pressures.” The “Human Resource” frame was applied to the SOLC organization on the URI campus.
This organization’s goal is to serve other organizations and “exists to serve human needs” i.e. the
objectives of other organizations. The “Political Frame” was applied to the Student Senate. Student
Senate on the URI campus consists of “coalitions of diverse individuals and interest groups.” The
Student Senate controls funding for different organizations on campus, thus the “most important
decisions involve allocating scarce resources—who gets what.” Scarce resources being money for
funding. The “Symbolic Frame” was applied to organizations on campus dedicated to specific values
and beliefs. For instance, the “St. Baldricks” organization dedicated to raising money for patients
receiving cancer treatment. The symbol of this organization is the yearly event of donating money and
shaving one’s head. “In the face of widespread uncertainty and ambiguity, people create symbols to
resolve confusion, increase predictability, find direction, and anchor hope and faith” which is
represented by donators shaving their heads to show their support. See Evidence #145

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LEADERSHIP

Name: Jedd Andrew

Leadership Inventory Revised 8/30/2013 1

ADVISING INFORMATION (students will include own documentation)

Leadership Inventory Revised 8/30/2013 2

CSLD Mission Statement

CSLD Vision Statement

CSLD Values Statement

MINOR IN LEADERSHIP STUDIES

MINOR ELECTIVES-9 credits

Leadership Inventory Revised 8/30/2013 5

 Leadership theory and

Leadership Inventory Revised 8/30/2013 6

Leadership Inventory Revised 8/30/2013 7

Leadership Inventory Revised 8/30/2013 10

Outcome Category: Leadership Theories

Leadership Inventory Revised 8/30/2013 13

Leadership Inventory Revised 8/30/2013 19

35. Student will describe personal application

Leadership Inventory Revised 8/30/2013 24

61. Student will describe personal application

63. Student will describe personal application

67. Student will describe personal application

Leadership Inventory Revised 8/30/2013 28

Outcome Category: Critical Thinking

Outcome Category: Interpersonal and Organizational Concepts & Skills

Leadership Inventory Revised 8/30/2013 41

Leadership Inventory Revised 8/30/2013 43

Leadership Inventory Revised 8/30/2013 45

141. Student will describe personal examples of

Leadership Inventory Revised 8/30/2013 46

Leadership Inventory Revised 8/30/2013 47

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