Outcome Category: Self-Leadership

Outcome Target class Additional Descriptive notes regarding learning and practice
Experiences
4. Student will HDF492 Personal research Stress is a part of our lives, whether we want it or not. It is simply unavoidable given the difficulties that life throws at us from the moment we are
demonstrate born. Though stress is manifested in our existence, there are ways to manage it so that they do not affect us in ways that are too damaging to
knowledge of stress ourselves. As a part of the HDF492 class in which I had to complete my outcomes, I took the advantage to learn about various types of stress
management methods management methods as the final semester of college can be intense, with a lot of final senior presentations. I found that in Mark Dombeck’s
article entitled “Stress Management Techniques” from mentalhealth.net, it is explained that everyone copes with stress in different ways,
positively or negatively, to diminish the stress they feel. Unhealthy coping methods for stress include addictions, smoking, over-eating, or being
perfectionistic, and though these may be easy and quick ways to cope with the stress, they are dangerous and often make the situation worse in
the long run. Dombeck offers suggestions for healthy alternatives to these dysfunctional methods, and cautions that often these coping
strategies take time to make one feel better. Commitment and practice towards these functional methods makes these strategies work. The first
positive coping method is relaxation or meditation, which nurtures interior peace leading to a sense of calmness and stillness for both the mind
and body. Second, Dombeck suggests exercising, for this releases muscle tensions that often accompany stress, and will ultimately lead to
increased resilience and positive energy. Next, a healthy diet can change one’s mood drastically. Eating well keeps the body functioning
properly and feeling balanced. Fourthly, socialization and supportive conversation can keep one from feeling alone. Many feel more at peace if
they are able to connect with others who feel similarly or simply if they are able to express their concerns with those they trust. Dombeck
suggests talking with friends, family, a therapist, counselor, or even in prayer. A fifth technique is another form of communicating: assertive
communication. Sometimes people feel stressed when they are frustrated by not getting what they want from others, so being direct and asking
those individuals in a polite way about what you want could help you feel relieved. Another way to reduce stress is to take time management
more seriously. A feeling of being overwhelmed is an easy way to lead to stress and unproductivity, and so Dombeck mentions that learning
how to schedule your time based on your priorities, knowing when to say “no” to something, and keeping physical records of your appointments
or tasks can go a long way towards living a less stressful life. Finally, a last stress management method that Dombeck proposes is to not be
afraid to ask for help when necessary. He stresses that you are not alone in your struggles, and most often than not others have gone through
the same experiences you have, and therefore asking their advice can really speed up your healing process. SEE EVIDENCE #4

Domback, M. (2011). Stress management techniques. Retrieved from https://www.mentalhelp.net/articles/stress-management-techniques/

Evidence from: https://lachina.com/blog/7-stress-management-tips/
5. Student will WRT 106H Tai Chi at Gender It was only expected for my first semester at college to be stressful. I was starting an entire new chapter of my life that was full of unknowns, and
demonstrate the ability and Sexuality therefore did not entirely know what to expect. Luckily, my Writing 106 Honors class professor understood just how stressful college can be for
to manage stress Center students, and thus introduced our class to tai chi, an ancient form of Chinese exercise similar to yoga. My professor described the art form as
Local gym/ working meditation in motion. We only met with this class once a week for three and a half hours, and so my professor offered to take the first five
out at home minutes of class for a couple of weeks to teach us the art form as a way to de-stress and relax. However, since my professor also taught tai chi
Surgery recovery outside of our class, she set up an additional extra credit opportunity for us to come to one of her workshops at the Gender and Sexuality
Center. During the hour or so long lesson, my professor first went through the proper deep breathing techniques that we should hold constant
throughout the workout. We were told to breathe in through the nose and out through the mouth, and to try and be fully aware of this breathing
throughout the lesson. To expand our breathing, we would stand about with our feet about shoulder length apart and raise our arms up as we
breathed in, keeping our palms down. We were told to imagine our hands were being lifted like puppet strings. Then, while breathing out, we
would bend our knees and drop out wrists so our palms would naturally fall up as if brushing the wall. Once we got used to this first key motion
she taught us some simple tai chi movements. All tai chi moves are connected smoothly in constant motion. One of the main movements was
imagining a ball in our hands and moving our hands around the ball, starting with the right hand on top and, while keeping both hands opposite
each other, move around the ball, finishing with the left hand on top. Other moves involved lunges and stretching of the arms and legs, but all
were similar in that none were rushed. I definitely benefitted from going to this workout lesson because I now know how to do simple and quick
forms of meditation that require minimal space, and which would be easy to perform just in my dorm room if necessary. I had never heard of tai
chi before this class, but I am glad I know of it now because it was such a simple yet effective way to manage stress during my time at college.
Having experienced this Tai Chi class, I notice that I now add various types of yoga more frequently into my workouts. I have been open to the
idea of yoga, Pilates, and other forms of these types of exercises because I realized how beneficial they could be, not only for my mental health,
but also for my flexibility, balance, and muscle strength. During the winter of 2018 into 2019 these forms of exercises were especially beneficial
because I had gotten surgery on my toe late December and therefore had to go through a long recovery period in which I could barely put my
 weight on that foot. Due to the inability to utilize my left foot, I had to get creative with my workouts because I still wanted to stay in shape
despite my minimal mobility. I had to avoid placing any weight on that side and therefore focused a lot more on exercises to enhance my
flexibility and stimulate my muscles through yoga-type exercises. Even now, in early March of 2019, I am still going to Physical Therapy twice a
week but am seeing such a difference in my strength and movability than those first few weeks post-surgery. SEE EVIDENCE #5
6. Student will express a HDF413 SOLC Being a part of SOLC has taught me a lot about myself and others, and has therefore influenced my moral behaviors. It has expanded my
personal code of personal definition of a leader from simply being someone who takes charge to an individual that puts in passion and effort to lead others
leadership / towards a positive change. There are so many more types of leaders than I originally could have imagined, and every individual leader is
membership ethics unique. All of us members in SOLC are leaders, but we all lead in our own personal ways using our own personal strengths and values that
pertain only to us. SOLC has taught me the importance of equality, and how to make sure each member is included for whatever activity being
worked on. Through the concepts and activities taught and experienced through SOLC, I have become stronger as a group member as well as
individual, I have realized how to maximize my abilities towards greater success, and how compassion can really change the future for the
better. SEE EVIDENCE #6.
8. Student will express a HDF290 Family and my past In our HDF290 class we were introduced to the VIA Survey, which is a long questionnaire that ranks your personal top 5 values. Reflecting back
personal values SOLC on my results after taking the test most recently during my fall semester of senior year for SOLC, I agree that my values that are most important
statement to me are leadership, creativity, fairness, perspective, and kindness. All of my values easily go hand-in-hand, for I understand the importance of
building strong relationships with others, be it with colleges, assigned project partners, friends, or family. I strive to care for everyone around me,
and therefore I want to please everyone the best I can. This may come from the fact that my family are avid travelers, and personally living in
three different countries has affected my acceptance for other perspectives and cultures. I feel incredibly fortunate to have experienced so many
unique places, and definitely believe that those travel experiences have played a huge role in the fact I am inspired by my willingness to lead
and my past experiences to have the ability to easily look at whatever is laid before me from different angles to figure out what makes the most
sense in order for me or for a group to advance. However, I often find that I contemplate too much about what others would think of me if I were
to refuse or say “no” to something before realizing about what would be best for me. I am a big believer in staying true to one’s word, and so I
am hurt if someone goes against his or her promises. Alongside this, I eagerly offer my leadership services because I take pleasure in being
that leader for others. I am not shy to take a stand and encourage others to take my suggestions. My passions for and willingness to lead are
what lead me to wanting to be a part of the leadership minor at URI.

12. Student will show
evidence of goals and
objectives that were
planned and achieved
To simplify into a personal values statement, my actions and thoughts for my past, present, and future are inspired by my enthusiasm for:
Leadership- I encourage others to strive for success no matter the situation or group.
Creativity- I easily think outside the box or norm to overcome challenges.
Fairness- I keep myself and others to their word without treating people differently regardless of their background, for all are allowed to have a
fair chance.
Perspective- I am able to approach and view the world through different eyes, and using this to provide wise counsel to those who need or ask
for it.
And Kindness- I willingly help others selflessly for the good of all. SEE EVIDENCE #8.
NEAq Live Blue During the summer of 2017, I found myself in a bit of a dilemma. For the past two summers I have worked as a lifeguard and then head guard at
Service Corps the local swim pond in my town. After speaking to my boss at the end of last summer about how I was guaranteed the spot as head guard again
NEAq Marine the next year, I merely assumed that the summer of 2017 would be just as busy for me working at that pond once again as head guard.
Mammal Education However, my presumption made me completely forget about the fact that I still needed to re-submit the necessary forms to work there the
Volunteer following summer. Not only that, but I had forgotten to pass along my new email address to my boss so that they could send me the new
season’s hiring inquiry email. By the time I reached out to my boss they informed me that since they had not heard back from me they just went
ahead with the interviews and hiring process. My own stupidity caused me to be too late. It was mid-May and I now found myself having
absolutely no plans for my summer. But, I decided this was an opportunity to broaden my horizons. Summer is meant to be relaxing and full of
free time, but I still wanted this summer to be productive. I kept reading stories from fellow classmates on Facebook about all of their fascinating
internships they were starting and how they were excited to finally be getting experience in their field. I was basically kicking myself for not
applying to any internship because what my classmates were going to be doing just looked so interesting! Therefore, I gave myself a goal: to
keep myself busy throughout the summer months by ideally finding another job. After Googling things like “how to make the most of your
summer”, I soon had a list of activities I could work on, but they were simple tasks that could each be completed within just a few days. My
summer was still missing something that would really make it a worthwhile one. Therefore, thinking back on my classmates and their internships
that were connected to their majors, I decided to think of ways in which I could gain experience in the marine biology field. I was ecstatic to
discover that positions were open for all sorts of interesting projects at the New England Aquarium (NEAq). I was upset about not having a fixed
 sort of job for the summer, but now things were looking more optimistic and therefore I was determined to gain a last minute position at the
NEAq. After some back-and-forth emailing, I found out that most of the positions and internships required a six-month commitment and I only
had two and a half months left of my summer. However, I was informed that NEAq had a new volunteering program known as the Live Blue
Service Corps, “which offers ways to get involved with the mission of the Aquarium on a schedule that works for [anyone]”. No particular
commitment time is necessary, and signing up for the service events are at a first-come, first-serve basis. The field-based service projects are
also not just located at the aquarium, but all around Massachusetts and Cape Cod! Soon enough I found myself at an orientation session for the
Live Blue Service Corps and eager to get started. At the one-hour orientation, I also found out about another volunteering opportunity: to be a
Marine Mammal Education Volunteer (MMEV). Already later that week I had set up an interview for the MMEV position. Being a MMEV was a
bit more time consuming and required an interviewing process (since only around 30 applicants were selected), as well as an initial six-hour
training day. With my enthusiasm and dedication towards creating a more productive summer for myself, my interview ended up going so well
that instead of telling me that they would get back to me within a few days with their decision, the interviewee decided to offer me a position right
on the spot. I was beyond excited and proud of myself, for within just a couple weeks I had managed to make my boring summer into quite an
eventful one. To expand my goal even further, I decided give myself the objective to work at least six three-hour shifts as a MMEV by the end of
August. Throughout each three-hour shift, I would stand by the Marine Mammal Center at the NEAq and educate visitors about the sea lions
and fur seals that called that area their home. By the end of August, I had successfully completed two service projects with the Live Blue Service
Corps and six shifts as a MMEV. My goal was to make the most of my summer, and without expecting it, that is exactly what I did. This goal
may have been a broad one, but it was a goal nonetheless. With everything I accomplished at the aquarium as well as additional inspirations I
found for projects around my own house, I am proud of my achievements for getting my foot in the door in regards to field experience in my
major, and for making the summer of 2017 one of my busiest yet. I will utilize what I have learned from this experience and confidently apply it to
any objectives I set for myself in my future. SEE EVIDENCE #12

Volunteer Programs & Internships: live blue service corps. (2018). Retrieved from
http://neaquarium.force.com/HOC__cmscontent?CMSId=a0Uo0000000rseBEAQ
13. Student will show HDF413 This was a leadership theory introduced to me by my HDF413 class TA’s. Developed by Maslow, the theory is one about motivation that
knowledge of the consists of five main tiers in a pyramid formation depicted as levels of human needs. Maslow believed that “people are motivated to achieve
“Hierarchy of Needs” certain needs,” and some of those needs are more necessary than others. Each level of the pyramid is the motivating factor, and can only be so
theory by Maslow if each level or levels underneath is or are fulfilled. Unsurprisingly, the most basic need at the foundation of the pyramid is the need for physical
survival, including food, water, warmth, and rest. These can be defined as physiological needs. Next are one’s safety needs, so one’s motivation
to feel secure and safe in a certain environment. Once those two basic needs are found, then one is motivated to find a sense of belongingness
and love. These are discovered through relationships and friends. Esteem needs are next on the pyramid. This is the prestige and feeling of
accomplishment one gets in life. The esteem needs and belongingness and love needs are the two types of psychological needs on the
pyramid. The final portion of the pyramid depicts the self-fulfillment needs. The top of the pyramid is the point of self-actualization in which one
achieves their full potential and creativity. This model can also be divided into deficiency and growth or being needs. The first four levels are
considered deficiency needs because those needs motivate individuals when they are not met. Additionally, the need to fulfill those needs grow
stronger the more they are denied. Once they are fulfilled, they are also satisfied and therefore go away. The top level is the growth or being
needs. This type of needs continues to be felt even when satisfied and amplified. These are the peak experiences in one’s life, and require a lot
of effort to reach. Though the model is laid out as a pyramid, individuals are able to move up and down in a uni-directional manner. Every one’s
life is different, and therefore every one travels through the pyramid differently. SEE EVIDENCE #13

McLeod, S. (2007). Maslow's hierarch of needs. Retrieved from http://www.simplypsychology.org/maslow.html

15. Student will describe HDF290
personal leadership
style and/or personality
style including
strengths and
weaknesses and
examples of application
(Sources = Leadership
style inventories, the
L.P.I., StrengthsQuest,
HDF413 Through each of my leadership classes and SOLC, I have taken the Gallup Strengths Quest survey multiple times to see what my top strengths
SOLC are and how they changed over time. I will analyze my personal strengths from most recent survey results taken on 9/14/18.
As a "strategic" thinker, I am able to adapt to situations by either finding or creating alternate paths towards success in a task. I, therefore, enjoy
being assigned tasks that require a high level of analysis and critical thinking. I am easily able to strategize what would be the most beneficial
route for not only myself, but also for a group. Rather than freaking out or stressing out over difficult situations, I take a step back to look at all of
my possibilities. My strategic strength has shined through, for example, during my shifts as an aquatic supervisor at the Tootell Aquatic Center.
If there is an emergency on the pool deck, such as someone slipping and cutting open their knee, I am able to compose myself to calmly asses
and deal with the situation without any unnecessary delays. I am quick to instruct the other staff members to keep guard of the pools and
blocking off the contaminated area while I go to give proper care to the injured patron. I have heard horror stories of past staff members unable
 Type Focus (MBTI), to follow the proper protocol when dealing with an emergency situation and therefore making the situation work, and therefore I am grateful for
LAMP, and other my strength to keep me from being in any horror stories.
career inventories, etc.) My willingness to get work done comes from my "achiever" strength. I am driven by my stamina to complete tasks efficiently and fully. This
strength encourages me to not back away from any challenges and therefore consider myself to be a harder worker than most. I have utilized
my achiever strength when working in Dr. Prada’s lab over the summer and past semesters through which I completed an internship as a
Coastal and Environmental Fellow and am now working on writing my own publication on our research. Though I am done with the internship
and therefore will no longer be paid for my hours, my achiever strength keeps me determined to continue and complete this research paper
before I graduate so that I can be a successful primary author to a research paper, an impressive accomplishment for someone my age.
Similar to not being afraid of challenges, I am not shy towards meeting new people. This is where my "communication" strength shines through
because I find it easy to put my thoughts into words to start up or continue conversations with friends or strangers. I have also always enjoyed
participating in class discussions and voicing my opinions during debates. As a communicator, I am able to catch others' attention through my
words and presentation. Recently I was able to effectively use my communicator strength during a poster symposium where I presented a
research poster from my summer internship. I had to talk with colleagues, university staff members, company representatives, friends, family, or
whoever was walking around the symposium and inform them about my project in a professional and intriguing way. I was able to confidently
and successfully answer any questions they may have had about my research, and one onlooker mentioned how she could tell through my
presentation just how passionate I was about my work, which I consider a positive indication that my communication skill is successful and
works effectively.
Alongside my communicator strength comes my positive energy and thoughts. My “positivity” strength shows that I am optimistic and am able to
transfer that optimism to others so that they, too, are enthusiastic about what they are going to do. Throughout my life people have mentioned
how I am always smiling, and that my smile is contagious. I take pride in this, because that means that I am good at making others happy, and
personal happiness is vital for a happy and meaningful life.
Having a positive outlook on life relates to my fifth and final strength, which is “adaptability”. As an adaptor, I live in the moment rather than be
narrowminded from focusing on a particular future or past. I can relate to my adaptability strength because recently I chose to take a year off
after graduating college before jumping into graduate school. I know that I want to eventually go to graduate school, but I understand that I need
to live a little before being tied down by studies to really figure out what it is I want my studies and future to focus on. SEE EVIDENCE #15
16. Student will show HDF492 Personal research The Superleadership theory, is a theory that embodies the idea that the best (and most successful) type of leaders are those that are able to
knowledge of the lead others towards becoming their own leaders. Manz and Sims stress on the idea that true leadership is internal rather than external, in that
theory of this personal, self-leadership embraces and maximizes one’s own inner strengths towards one’s own destiny as opposed to “bending the will of
Superleadership by others to his or her own” viewpoints. As Manz and Sims explain, there have been four main types of leaders throughout history. These are: the
Manz & Sims strong-man, the transactor, the visionary hero, and finally, the SuperLeader. As evident by the masculine noun used in its name, society’s
earliest views of leaders were “completely male-dominated”, for those views were images of “a John Wayne type who is not afraid to ‘knock
some heads’ to get followers to do what he wants done”. In other words, the opinions, guidance, and necessary skills are entirely expected from
the one leader himself. The strong-man leader is the superior, and his followers are all inferior. As for the transactor leader, “the focus is on
goals and rewards” in that followers will get rewarded by doing what the leader suggests. This is similar to strong-man in that the power,
opinions, and guidance still comes from the one leader. Next, the visionary hero leader targets “the leader’s ability to create highly motivating
and absorbing visions…to create an almost larger-than-life vision for the workforce to follow”. Here, the one leader is presenting a “clarifying
beacon” to show his or her followers the rightful path. Finally, the superleader gives all the focus on the followers to assist them in becoming
self-leaders. Therefore, the power is more evenly divided, unlike the previous three types of leaders. The superleader is acting more like an
assistant, working together with the subordinates and caring to their own individual needs. With this mindset, employees and subordinates are
more motivated to complete tasks and therefore are able to work towards greater achievements. The superleader “offers the most viable
mechanism for establishing exceptional self-leading followers”, and ultimately leads to more productive and successful companies and work
groups. According to Manz and Sims, there are also seven steps that are necessary in order to become a superleader. These seven steps are
1) Becoming a self-leader yourself, 2) Modeling self-leadership, 3) Encouraging self-set goals, 4) Creating positive thought patters, 5)
Developing self-leadership though reward and constructive reprimand, 6) Promoting self-leadership through teamwork, and finally, 7) Facilitating
a self-leadership culture. SEE EVIDENCE #16

Manz, C. C., & Sims, H. P. Jr. (1991). SuperLeadership: Beyond the myth of heroic Lleadership. Retrieved from
https://pdfs.semanticscholar.org/bbc6/8829286adc534769ad61e454dda2f0330746.pdf
Outcome Category: Leadership Theories
Outcome Target class Additional Descriptive notes regarding learning and practice
Experiences
18. Student will show HDF492 Personal research As part of my final leadership course at URI (HDF492) I did some personal research on the theory of Authority and Bureaucracy. Maboloc
knowledge of the (2015) describes the three types of authority that Weber establishes in his theory: charismatic, traditional, and legal-rational. Charismatic
“Authority and authority is when a leader not only has superior charisma themselves but also is able to use that charisma to assemble superior amounts of
Bureaucracy” theory of trust and faith in the people that follow them. Traditional authority is when a leader has a dominant personality and relies on “tradition or order”
leadership by Weber that is “reflective of everyday routine and order” (Maboloc, 2015). Thirdly, a leader with legal-rational authority is someone who is grounded by
and defined by laws. This type of authority states that “the obedience of people is not based on the capacity of any leader but on the legitimacy
and competence that procedures and laws bestow upon persons in authority”, meaning laws and procedures are really what define a leader
(Maboloc, 2015). The best example of legal-rational authority is bureaucracy. Williams (n.d.) expands on the three types of authority to explain
what traits differentiate them from each other. For example, traditional authority is impersonal, unlike charismatic authority, and non-rational,
unlike legal-rational authority. On the other hand, charismatic authority is differs from traditional because it is dynamic, and is also non-rational,
unlike legal-rational. Finally, legal-rational is also considered dynamic, unlike traditional, and differs from charismatic because it is considered
impersonal. These traits can be good indicators as to the type of leadership one maintains (Williams, n.d.). SEE EVIDENCE #18

Williams, D. (n.d.) Max Weber: Traditional, legal-rational, and charismatic authority. Retrieved from
http://danawilliams2.tripod.com/authority.html
Maboloc, C. R. (29 May, 2015). Max Weber’s 3 types of authority. Retrieved from https://opinion.inquirer.net/85293/max-webers-3-types-of-
authority?utm_expid=.XqNwTug2W6nwDVUSgFJXed.1
Evidence from https://studiousguy.com/max-webers-three-types-of-authority/
20. Student will show HDF290 The Scientific Management theory was one of fourteen theories introduced in my HDF290 class. Frederick Taylor created this theory in 1911
knowledge of the and was created to understand “how work was performed” and how this performance “affected worker productivity.” He believed that productivity
“Scientific of work could be increased if jobs were optimized and simplified. Taylor defined four main principles for this theory to maximize this productivity
Management” theory of and performance. The first principle replaces “working by ‘rule of thumb,’ or simple habit and common sense” and instead uses methods that are
leadership by Taylor based on a scientific study of the specific tasks. Second, rather than assigning workers to random jobs, “match workers to their jobs based on
capability and motivation.” This makes sure that the workers are working as efficiently as possible since they are assigned the tasks they will be
most productive at. The third principle is about monitoring the work performance. Instructions and supervision would be provided to “ensure that
[the workers are] using the most efficient ways of working” and are following all of their necessary guidelines. The final principle suggests
dividing work evenly between the managers and workers so that the managers apply the scientific management principles when they are
planning and training to allow for the workers to perform their tasks most efficiently. Without this separation between the worker and the
manager, businesses would not perform as efficiently or work as cooperatively. SEE EVIDENCE #20

Manktelow, J., & Eyre, E. (1996-2016). Frederick Taylor and scientific management. Retrieved from
https://www.mindtools.com/pages/article/newTMM_Taylor.htm
21. Student will describe HDF290 Facilitating for SOLC The principles that make up Taylor’s Scientific Management theory are evident when designing retreats with SOLC for various university
personal application of Working for Campus organizations. The first principle is about stepping away from habit and routine and instead use methods that are methodically designed for the
the above theory Recreation group at hand. When the facilitators come together to plan a retreat, we make sure to first go through (if the group is a repeat organization)
(Taylor) previous end of program reports so that we know what activities and debriefing techniques worked well or did not work so well with that
particular group. This way we also make sure not to repeat any particular initiatives so that the retreat will benefit the entire group to the
maximum. This way, we are using evidence from past studies, so to speak, to build upon our retreats and facilitation skills for the future.
Secondly, Taylor stresses the importance of assigning members to jobs that best fit their capabilities and motivation rather than randomly
selecting who does what. This facilitator to activity design is also crucial to the success of a SOLC retreat and we pay good attention to make
sure facilitators volunteer themselves for activates that they, personally, are comfortable with enough to teach and follow through with during the
retreat. If we were to randomly assign a facilitator with an activity they did not know or were not comfortable with teaching, then we would not be
helping the group to the best of our abilities and our retreat as a whole would be unsuccessful in reaching the group’s goals. Another way retreat
planning with SOLC relates to Taylor’s Scientific Management theory principles is that during every retreat we assign shadows to either the
facilitator or lead roles and the key job of these shadows is to observe and note down the movements, actions, words, and techniques. For the
facilitators of the retreat, even though shadows are individuals of SOLC who are not experienced enough to facilitate or lead yet they are still
 monitoring your performance, and knowing that anyone is paying close attention to your actions while you are facilitating makes you pay more
attention to your own actions as well throughout the retreat and therefore ultimately perform better. Finally, the fourth and final principle talks
about dividing the work evenly between managers and workers so there is little or no separation. We apply this to SOLC similarly when we
introduce ourselves to our participants. To make sure there is no segregation or biases from participants, we do not reveal our own age to them,
for an upper-class participant may be hesitant to follow instructions and accept guidance from a facilitator who is a freshman or sophomore. In
this way, we are erasing the separation between age groups so that the participants look at each facilitator evenly. Without separation or
segregation, our retreats will run most efficiently and the group members will work most cooperatively together. SEE EVIDENCE #23
22. Student will show HDF290 In my HDF290 class, each of our class members was responsible for teaching one of fourteen leadership theories to the rest of the class, and
knowledge of the one such theory was the Management by Objectives theory by Peter Drucker. The “MBO” theory has five main steps, which work in a cycle
“Management by starting with “determine organization objectives,” then “translate objectives to employees,” followed by the “monitoring of progress” step, and
Objectives” theory of then “evaluate performance,” and finally “reward performance,” which can circle back to the first step if necessary. When determining the
leadership by Drucker objectives, it is important to keep in mind that all goals are expected to be S.M.A.R.T., meaning they are “Specific, Measurable, Achievable,
Realistic, and Time bound”. Once these “Specific” starting points are determined, then the leader can move on to informing the organization
members of the objectives and goals. All group members must approve (or “Accept”) and understand exactly what their responsibilities and
expectations are in order to successfully fulfill the goal. Next, the leader must monitor the progress of the objective in a “Measurable” fashion.
One would not want the participants to fall out of hand since then no progress will be made towards the final goal, and therefore must check-in
with the group throughout the development process. In order for an organization to improve on performance levels, an evaluation is necessary
for the objective and participants. Both the leader and the participants can do this evaluation so that all individuals earn feedback about how to
improve. The evaluation makes sure all individuals understand how far the organization is towards completing the original goal. Finally, rewards
are given to participants as a type of encouragement towards any future objectives. It is important to even reward minor victories to keep up the
motivation and inspiration for completing the final, larger goal. SEE EVIDENCE #22

Vilet, V. (2014, January 26). Management by objectives by Peter Drucker. Retrieved from http://communicationtheory.org/management-by-
objectives-drucker/
23. Student will describe HDF290 SOLC I had first learned about this theory during my HDF290 class and was able to apply the theory during one of my first facilitation experiences
personal application of Thrive Retreat during the retreat for the organization known as Thrive. Throughout my facilitation experience, it was evident that we were using the
the above theory Management By Objectives (MBO) theory of leadership. This is a five-step process developed by Peter Drucker works on determining objectives
(Drucker) and providing feedback. A particular activity during our retreat that related to this theory was “Don’t Break The Ice”. The first step of the process
was to set organizational objectives. As facilitators, we set the objectives for this activity when we initially organized the retreat, keeping in mind
that each objective must be Specific, Measurable, Achievable, Realistic, and Time bound for all participants. We knew the goals for the group
were to learn how to work together and get to know one another on a more personal level, and we chose this activity for that reason. In regards
to Don’t Break The Ice, the objective for the challenge was to see how few poly dots the group needed to have all members somehow on the
dots. The second step of the theory was to cascade the objectives to the employees, or in this case, the Thrive participants. Us facilitators
performed this step when explaining the rules and objections of the activity to the group. We had to make sure that everyone understood what
had to be done before continuing. The third step of the theory was the monitoring step. During the activity we had every e-board member
participate in brainstorming ways to limit their poly dots. Then, as they tried out their theories, we had to stand guard to make sure no one got
hurt. We had to monitor the group as they configured themselves on top of just four poly dots with the ten of them. After the task was completed,
the next step was to evaluate the process. This took the form of our debrief after the activity. Us facilitators asked them how they felt during the
activity and what went well or what could be improved. Also, we addressed how the group was able to take what they learned and apply it to
their organization in the future. They all agreed that they improved greatly on communication and became closer as a team. Therefore, it could
be determined that the activity was indeed successful. Finally, the last step was to reward the performance. We did this by, at first, celebrating
when the challenge was overcome and then again when following the activity with the retreat closing discussion. We congratulated the group by
informing them that we had not seen that activity performed so well with so few poly dots. With an experience as successful as this, I feel much
more confident to tackle future SOLC retreats making sure to keep the MBO theory in mind during activities and debriefs. SEE EVIDENCE #23
24. Student will show HDF290 Another theory presented to my HDF290 class by one of my peers was the Theory X and Theory Y developed by Douglas McGregor in the
knowledge of “Theory X 1960s. This theory “suggests that there are two fundamental approaches to managing people.” Most managers are known for using Theory X
and Theory Y” theory of and “generally get poor results,” and more “enlightened managers use theory Y, which produces better performance” and allows for the group to
leadership by grow and develop. This is because Theory X is considered the “authoritarian management” style in which the workers actually dislike work and
MacGregor will avoid it if he or she can. Through this style the workers must be forced with threats or punishments in order to complete the objectives. The
avoidance of responsibility and lack of enthusiasm towards work is what makes this theory less successful. Theory X has tight control with little
 or no development due to a depressed culture. The Theory Y, on the other hand, is considered the “participative management” style. Theory Y
also has control, but it is developmental and liberating. During this style, workers are committed to fulfilling their objectives without the need for
threats of punishment. “People usually accept and often seek responsibility” for their tasks, and therefore this theory is more successful than
Theory X. It makes sense that when workers are willing to perform their duties, their work is more productive when compared to workers who
resent their jobs. SEE EVIDENCE #24

Chapman, A. (2016). Douglas McGregor-Theory X Y. Retrieved from https://www.mindtools.com/pages/article/newTMM_Taylor.htm

26. Student will show HDF290 The Servant Leadership theory was one of the fourteen presented theories by a fellow class member in my HDF290 class. Robert Greenleaf
knowledge of the created this theory back in 1977. Exploring Leadership expresses that this theory “begins by viewing the leader first as a servant-a person who
“Servant Leadership” first wants to serve others. The servant, through focusing on the primary needs of others and the organization, then transforms himself or herself
theory of leadership by into a leader [Greenleaf, 1977].” Simply put, servant leadership is leading with a goal of “serving others to make a difference.” Often, these types
Greenleaf of leaders are found in the business world. A servant leader is different than simply someone who wants to lead a business or organization
because a servant leader has specific motives in which they put his or her own needs after the needs of their workers or employees. They want
their employees to improve by gaining knowledge and experience, and grow until they become servant leaders as well. Additionally, this theory
emphasizes ten key characteristics of servant leaders. Servant leaders are listeners, because one can help out others better if they understand
what those others are saying. They also have empathy, where they try and remain unbiased so that they can listen to everyone’s opinions. Next,
servant leaders are healers because they are supportive of others and their mental health. These types of leaders are, therefore, also self-aware
in that they realize how much their actions affect others. However, they are also still successful in being persuasive in order to get others into
action. Also, servant leaders are able to see the bigger picture through conceptualization, and see how the future may unfold in effect of their
actions through their foresight. Servant leaders still know they are leaders, and therefore are not afraid to take responsibility for their actions,
showing their stewardship. These passionate people are committed to the growth of others both personally and professionally. Finally, servant
leaders strive to build a better community by being positively involved in that community to benefit the organization and the world. To
summarize, servant leadership is someone who lacks selfishness when it comes to who has more power or hierarchy in a business or
organization. SEE EVIDENCE #26

Komives, S. R., Lucas, N., & McMahon, T. R. (2013). Exploring Leadership (3rd ed.). San Francisco, CA: Jossey-Bass.
28. Student will show HDF290 Stephen Covey created this leadership theory in 1990 and it is another theory introduced first in a PowerPoint by my professor in HDF290, and
knowledge of the then expanded upon in a presentation by a classmate. There are four main principles at the root of this theory “that underlie our behavior and
“Principle Centered our very existence as human beings.” The first is security, or our sense of worth, our identity, emotions, self-esteem, and personal strength.
Leadership” theory by Guidance is the second principle, and is the direction that we receive throughout our life. The third is wisdom. This is our sense of balance,
Covey judgment, discernment, and comprehension. Last but not least is power, or our capacity to act, and our strength and courage to accomplish
something. These four principles “are constant” and apply to all aspects of our lives. They can be placed at the core of our lives to unify and
integrate all of the other aspects we contribute to our life. This type of leadership is practiced “from the inside out” and utilizes the four main
principles on the four main levels beginning with personal, or the relationship with oneself. The second level is the interpersonal level, and
describes the relationships and interactions one has with others. Next, the managerial level refers to one’s responsibility to get the job done
while working with others. The outermost level is the organizational level, which is one’s own need to organize other people. What is expressed
through this theory is that “we cannot control what others do, but we can certainly control our own decisions and behaviours.” In order to achieve
personal objectives, a principle-centered leader must show eight characteristics. These leaders are continually learning, are service-orientated,
radiate positive energy, believe in other people, lead balanced lives, see life as an adventure, are synergistic, and exercise for their own self-
renewal. All of these aspects of the principle-centered leadership theory can be put together to form a compass that points individuals in the
right directions necessary for one’s everyday life. SEE EVIDENCE #28

30. Student will show HDF290
knowledge of the “14
Points / TQM” theory of
leadership by Deming
Walker, & Covey, Stephen, R. (2015). Principle-Centered Leadership. Retrieved from http://adaptera.co.za/wp-
content/uploads/2015/05/Principal-Centred-Leadership_Stephen-Covey.pdf
This leadership theory was yet another theory that was introduced in my HDF 290 class. Deming’s Fourteen Points are a concept regarding
Total Quality Management. In other words, they are management suggestions to help organizations increase their productivity and management
quality. The fourteen points are listed as follows: create a constancy of purpose (specifically towards the improvement of a product or service for
the continuing operation of a business and jobs), adopt a new philosophy (because our world is constantly changing and therefore we must
“awaken to the challenge, must learn [our] responsibilities, and take on leadership for change”), cease dependence in inspection to achieve
quality (or simply work to initially build better quality products to eliminate any lost time created through inspections ), end the practice of
 awarding business on the basis of price tag (and minimize total cost by limiting suppliers to those who have relationships built on trust and
loyalty), improve constantly and forever the system of production and service (which helps improve quality and productivity while decreasing
costs), instituting training on the job (so everyone goes into their jobs with prior knowledge, thus working more efficiently), institute leadership
through supervision of management and workers (to help people and machines to increase performance), drive out fear (so that each member
of the organization will work more passionately and therefore effectively for the organization), break down barriers between the organization’s
departments (this way each individual will learn how to work most efficiently as a member of a team with sharing ideas and views), eliminate
slogans and work quotas (instead, substitute leadership so that true relationships can be made between the manager and worker), remove
barriers that rob the hourly worker of his or her right to pride of workmanship (in other words, quality over quantity should be implemented in
regards to supervisors and managers), remove barriers that rob people in management of their right to pride of workmanship (which means
eliminating management by objectives or ratings), institute a program of education towards self-improvement (informing all members on ways in
which they, personally, can improve as individuals in and out of the work place), and finally, to put everyone in the company to work towards
accomplishing change (every one has certain responsibilities which they must improve on and uphold in order to improve and transform the
organization for the better). SEE EVIDENCE #30

Cahill, K. (2016). Dr. Deming's 14 points for management. Retrieved from https://deming.org/management-system/fourteenpoints
32. Student will show HDF492 Personal research As the name suggests, visionary leaders are those that envision a better future for an organization, and use their position to inspire others to
knowledge of the also follow this vision for a brighter future. Therefore, instead of seeking power of authority, these leaders encourage others to step up to bring
“Visionary Leadership” this vision to life. Visionary leadership is not only about seeing the “big picture”, but also having the ability to communicate and persuade others
(now often cited as to commit to those “big picture” ideas. According to Sashkin, effective visionary leadership considers the leader’s personal characteristics, the
“Transformational leader’s behavior, and the situation, all together. Specifically, Sashkin states that a visionary leader is someone who first establishes the “ideal
Leadership”) theory by image for the organization and its culture”, then is able to formulate a “sound philosophy” which “describes the vision and then develops
Sashkin methods to attain this in practical terms” based on the specific organization, and finally, the visionary leader “engages on a one-to-one basis with
others to initiate and gain support for the vision” and put it into action. What is powerful about visionary leaders is that they “not only know what
behaviors are required, [but] they can also carry out those behaviors” to the point of which followers are motivated to develop that same
mentality to become visionaries themselves. Therefore, the leader must make sure that the vision is relevant for the followers to truly create and
commit to a shared vision so that all are transformed. SEE EVIDENCE #32

Young, R. (2004). Leadership: Toward a visionary approach. Unpublished Working Paper. Retrieved from
www.ipspr.sc.edu/publication/Leadership_Toward_a_Visionary_Approach.doc
33. Student will describe HPR401-Honors I applied Sashkin’s theory of Visionary Leadership when designing and starting my honors project (a requirement in order to complete the
personal application of project university’s honors program). For my honors project I decided to work with the university’s Center for Leadership Development (CSLD) to
the above theory coordinate and run an exciting new program. Last year, URI’s CSLD piloted a program entitled Sophomore Breakthrough Experience (SBE)
(Sashkin) which was developed because feedback from the CSLD’s leadership minor students expressed how sophomores and juniors almost seem to
forgotten along the journey of completing the minor since the freshman have the leadership institute and the seniors have the senior expedition
associated with the minor to specifically enhance their leadership skills. Now that the SBE has been a success for two consecutive years, I
wanted to continue to expand this type of program for the juniors around campus. Using the visionary leadership theory to specifically think
about what juniors needed, I proposed an experience around the theme of “juggling” junior year. To gain support for this vision, I made sure to
schedule an in-person meeting with the coordinator of Student Leadership Programs at URI and the graduate intern for the CSLD. Both were
impressed and excited about my idea, and therefore agreed to put my vision into action. Junior year is especially stressful because there is a lot
that is going on at once, not only including heavy class loads specific to one’s major, but also needing to apply for jobs and internships,
researching potential graduate schools, and building up one’s resume, which means that having to be interviewed while marketing oneself
professionally and successfully is inevitable. Therefore, I thought it would be best for us as coordinators to design an event that is not only
enjoyable, but also valuable to juniors so that they learn all about career building and maximizing their personal strengths to really be prepared
for their future. Activities throughout the experience will be specifically designed around the juggling theme, such as beginning the day with a
simple name juggle or zoogle stick activity to get to know one another, to workshops on how to pick out the best aspects of your resume to
wherever you may be applying. A visionary leader is one who is able to visualize what a group needs and then also inspire them to continue with
this vision, and therefore as a coordinator I hope to not only encourage the juniors to use the skills and techniques they learned from the
experience and apply it to other important aspects of their lives, but also inspire continuation of this program at URI for years to come. SEE
EVIDENCE #33
36. Students will HDF290 The Four V’s model, developed by Dr. Bill Grace, combines the internal and external ethical beliefs and values of an individual’s actions for the
demonstrate purpose of achieving a common good. For my HDF 290 class I was assigned to give a presentation on this theory. Unsurprisingly, there are four
knowledge of the “4 main parts that make up this model. The beginning of the ethical leadership model is the “values” portion, where one defines and integrates their
V’s” theory of core values. Once identified, that individual could use those values to carry out their “vision” to express and execute for the future. To share
leadership by Grace one’s values and visions with others, he or she must “voice” their ideas. This portion of the model is used to persuade and motivate others to
(Center for Ethical take action. The previous three steps should be done while “practicing virtuous behavior” that is ethical and honorable. “Virtue” is becoming what
Leadership) you practice and striving to do what is ethically good. To connect each of the four V’s, there are three other important aspects of the model. The
first is “service,” and connects value and vision because individuals try out their values in the service of others to reveal their true visions.
Between vision and voice is “polis,” which refers to the ability of individuals to give voice to his or her visions by engaging in politics. Third is
“renewal,” which states that one must consider whether his or her visions and values resemble one’s actions in order to express the ideas with a
voice. With all of these aspects considered and thoroughly thought out, an ethical leader can successfully build towards the common good in the
world. SEE EVIDENCE #36

The Four V's of Ethical Leadership. (2014, April 27). Retrieved from https://sites.psu.edu/leadership/2014/04/27/the-four-vs-of-ethical-leadership/
38. Student will show HDF290 Kenneth Blanchard and Paul Hersey founded the situational leadership model, introduced in my HDF 290 class through a presentation created
knowledge of the by one of my classmates. Situational leadership is built on the principle that in order for leaders to truly be successful, “they must adjust the way
“Situational Leadership” they learn their teams.” Those leaders accomplish this by choosing one of four leadership styles, chosen dependent on the people they are
theory by Hersey & leading and based on supportive behavior (relationship) and directive behavior (task). First is the telling and directing style, in which there is high
Blanchard task but low relationship leader behavior. For this style the leader must monitor the workers closely and tell them what and how to do something,
meaning the workers have low competence but high commitment. Second is the selling and coaching style, in which leaders have high task and
high relationship behaviors where they are explaining tasks and consulting their workers. These workers have both some competence and
commitment towards their work. The third style is facilitating and counseling. This regards a low task but high relationship leader behavior, and
thus the leader is listening to and encouraging behavior from their workers. These workers have high competence but can vary in their actual
commitment. The last style is known as delegating and is considered to have low relationship and low task leader behavior. This means that
workers with high competence and commitment have the freedom to make their own decisions. Along with these particular leadership styles, the
situational leadership model also incorporates four different maturity levels of their workers (1 to 4). Maturity level 1 dictates individuals who lack
in the skill sets necessary to complete their tasks, and therefore do not have the knowledge or willingness to work on their own. Level 2 workers
may be more willing to complete a task, but still lack the necessary skills they need to actually finish it successfully and completely. The third
level is when the workers are also willing to perform their duties and also have a greater amount of knowledge on how to efficiently complete
their tasks, but may lack the confidence to finish. The highest level of maturity, level 4, is in regards to the workers who are fully capable on
working on their own to fulfill their designated tasks with confidence and commitment. SEE EVIDENCE #38

39. Student will describe HDF290
personal application of
the above theory
(Hersey & Blanchard)
Candy, L. (2016). Situational leadership model: Providing leadership through flexibility. Retrieved from http://www.educational-business-
articles.com/situational-leadership-theory/
Aquatic supervisor After learning about this theory in my HDF290 class, I realized that it applies to my work at Campus Recreation. As an Aquatic Supervisor for
for URI Campus the lifeguards and staff at the Tootell Aquatic Pool, it is our duty to make sure all staff members know, understand, and demonstrate the proper
Recreation rules and regulations. It is our goal to establish a group of staff members that fall under the fourth maturity level since that means each staff
member is comfortable enough to confidently pursue any necessary tasks necessary around the pool on their own. Emergency situations can
occur at any moment, so aquatic supervisors may not always be around to direct what to do in those situations. Therefore, when any new staff
member starts at the pool, they must first complete a shadow shift where they follow around an aquatic supervisor during a closing shift to learn
what needs to be done to properly close up the facility. These tasks include locking all the doors, securing all the pool covers, and making sure
everything is clean and functioning for the next day. During this shift, the new staff members also learn where all the first-aid kits and emergency
phones are located, as well as any additional supplies they may need during a shift. This way, we are helping them become comfortable enough
with the facility so they know how to handle difficult situations in a calm and composed way so each situation is dealt with quickly and in the best
way possible. In order to accomplish and maintain this with all the staff members, we want to mainly adopt the selling and coaching leadership
style, where the supervisors are coaching all staff members since it is crucial to have a strong relationship with all staff to make working at the
pool not only more enjoyable for us, but also more enjoyable to any patrons who are visiting. Sometimes, however, particular staff members are
called out for being unreliable for either using their phone during their shift, sitting slumped in the chair rather that up and alert, or overall lazy by
failing to perform cleaning duties assigned during their shift. In these instances, Aquatic Supervisors adopt more of a telling and directing style
because we have to closely monitor this staff member’s behavior to make sure he or she actually is capable of following directions or being
 serious about their job. If, while under our specific supervision, the individual fails to act accordingly or is careless about their duties, then it is
our responsibility to note our boss of this individual’s behavior so that he or she can be fired. SEE EVIDENCE #39
40. Student will show HDF290 The relational leadership model was also introduced by one of my peers in my HDF290 class. This theory essentially acknowledges diverseness
knowledge of the of different groups and builds those groups towards a change for the common good. It is an empowering theory with five main components.
“Relational Leadership” Inclusiveness is the first component and emphasizes the inclusion of people and their diverse point of views. The second is empowering others
model by Komives, who are involved with the group. Purposeful is the third component, and is having an individual commitment to a goal and finding the ability to
McMahon & Lucas work effectively with others to find a common ground. The fourth component is ethical, specifically the ethical standards of leadership that agree
with the common good. Finally is process-orientated, which is accomplishing the group’s goals using the process of inclusiveness. In order to
practice these five main components, one must also know one’s self and others by actively engaging in the learning of new information (or
knowledge), must be open to different perspectives and value the opinions of others by adjusting one’s own attitude (or being), and must
practice their listening and communication skills by taking action (or doing). This knowing-being-doing portion of the theory “represents a holistic
approach to the leadership development of [one’s self] and others.” SEE EVIDENCE #40

Komives, S. R., Lucas, N., & McMahon, T. R. (2013). Exploring Leadership (3rd ed.). San Francisco, CA: Jossey-Bass.
41. Student will describe HDF290 SOLC mission Though I first heard about the theory in my HDF290 class, I was able to see the theory first hand as a part of SOLC. Being a part of SOLC, I had
personal application of statement to know the mission statement of the group so I knew exactly what and whom I was representing as a facilitator during any of my future retreats.
the above theory Facilitation According to Exploring Leadership, the Relational Leadership Model “does not seek to describe the way leadership is currently practiced in all
(Komives et al) groups or organizations,” but instead serves as “as aspirational model” for “developing and supporting a healthy, ethical, effective group”. In the
SOLC group at the University of Rhode Island, students learn to become leadership consultants for different groups, clubs, and organizations
around the university. This organization’s mission statement touches upon all of the model’s main elements. It expresses how the group’s
“purpose” is to successfully lead organizations through leadership and organizational development programming in order for them to achieve
desired goals. Additionally, the mission statement is “empowering” because it guarantees the strength of the SOLC values of civility, community,
creativity, inclusion, mutual input, open communication, leadership, respect, self-definition, and unity. These are a lot of powerful values and
“ethics” to live up to, but the members of SOLC have the determination to apply them to all of their retreats. Furthermore, a great part of the
mission statement is to work “effectively and efficiently” together to help students, staff members, and student organizations so that those
organizations also achieve their desired goals. This teamwork shows just how essential it is to be “inclusive” between fellow SOLC members as
well as whichever peers they are facilitating. In order to achieve all of these elements, a final aspect must be put into place. “Process” encircles
all of the previous elements to show that being a part of SOLC is a constant learning experience for both the facilitators as well as the
organization members of which they are leading. To be a part of this organization, I had to be knowledgeable of the SOLC mission statement,
fulfilling the “knowing” portion of the model. It was also stressed that in order to become a successful leader, that leader must first know
themselves. To maximize just how successful a SOLC member could be, each member should understand their own strengths so that they can
contribute them throughout each experience. Therefore, it was vital for me to understand exactly what my top five strengths and values meant
and how I could use them to maximize my abilities as a facilitator. Once I achieved this awareness, I had completed the “being” portion of the
model. Finally, after this previous knowledge was discussed and understood, I was able to move on to the “doing” part of the model in which I
could sign up to facilitate for one of the semester’s numerous retreats. It was important to first complete the “knowing” and “being” portions for
SOLC because then, once I was facilitating, I was able to both keep my professionalism as a representative of the organization, and work
together more affectively with the other facilitators because I knew my strengths and where I could apply them to maximize the success of the
retreat activities. SEE EVIDENCE #41

Komives, S. R., Lucas, N., & McMahon, T. R. (2013). Exploring Leadership (3rd ed.). San Francisco, CA: Jossey-Bass.
42. Student will show HDF492 Personal research In my HDF492 class, I did some personal research on concepts of constructivism. Constructivism is a theory that assumes that learning is an
knowledge of the active, ongoing, and constructive process. It is founded on the idea that knowledge is constructed from personal experiences rather than simply
concept of acquired or given. According to the Teach-nology website, the two key concepts within the constructivism learning theory are accommodation
constructivism and assimilation. “Assimilating causes an individual to incorporate new experiences into the old experiences” and therefore encourages that
individual to rethink prior misunderstandings and reevaluate perceptions, while on the other hand, accommodation reframes “the world and new
experiences into the mental capacity already present” and so the individual bases the knowledge in context to how the world operates. Teach-
nology gives the example for how teachers when giving a lecture must behave as mentors rather than just lecturers in order to promote
constructive learning in the students. The lecture must be an interactive experience, with conservational aspects to promote constructive
thinking rather than the teacher simply giving the information over to the students. With this type of teaching, students will develop “skills and
 confidence to analyze the world around them, create solutions or support for developing issues, and then justify their words and actions” all
while encouraging others around them to do the same. SEE EVIDENCE #42

Constructivism Learning Theory. (n.d.). Retrieved from http://www.teach-nology.com/currenttrends/constructivism/

Evidence from https://www.cleverism.com/piagets-theory/
43. Students will describe SOLC Each of our weekly SOLC meetings exemplify constructivism. Especially when members from the group take the rest of us through an activity,
personal examples of be it a name game or an energizer, we make sure to take the time and give that individual constructive criticism as to how to improve their
implementing facilitation skills. Facilitating is a skill that is improved by just doing and practicing, and is not something that is simply acquired. Regardless of
constructivism who is facilitating, we understand that there is always more to improve and learn as a facilitator. Even if someone is an experienced facilitator
and member of SOLC, new perspectives from other members can open up their world and broaden their mental capacity (relating to the
accommodation aspect of the theory). Practicing these facilitation techniques amongst fellow SOLC members is vital for improving ones
confidence to facilitate groups of strangers or people that you do not really know. Additionally, opening up the time for feedback and suggestions
from others allows for the opportunity to hear different varieties of an activity that some may not have known or thought about (relating to the
assimilation concept of the theory). New renditions of activities valuable for facilitators to know because then when they are facilitating a group
that has seen these activities before, the facilitator can surprise and challenge them with putting a twist on the activity. In this way, SOLC is
working together to facilitate even more successful retreats and to keep old activities interesting for returning organizations. SEE EVIDENCE #6
44. Student will HDF413 A major model that is referenced amongst leadership courses is Kolb’s model of Experiential Learning. As gone over by my TA’s in my HDF413
demonstrate class, in this theory, Kolb emphasizes four main steps. In general, “people come to new information in one of two ways: by doing something
knowledge of (step 1. concrete experience) or by thinking about something (step 3. abstract conceptualization),” and then those people “process that
experiential learning in information either by reflecting on the experience or the thought (step 2. reflective observation) or by applying that information (step 4. active
leadership experimentation).” While gathering knowledge, hands-on experience is a necessary part of Kolb’s model. The concrete experience portion of the
development (Kolb) theory is the “feeling” portion of the learning experience. This section of the model could be referring to the “What?” of the model since it is using
the newly gathered information for the first time. During the reflective observation portion, the individuals are “watching” and consciously
reflecting back on their activity they just performed. This section of the model could also be simplified to asking yourself, “What?” in regards to
the certain experience. To generalize, it is the information-gathering portion. The abstract conceptualization is how the learner attempts to
approach the recently completed task and how that task will relate to other aspects. Simply stated, it is the debriefing portion of the model,
asking ourselves “So what?” This part of the model requires the most “thinking” and self-reflection. Finally, The active experimentation portion of
the model describes the “doing,” or how we can utilize what we just did in upcoming events. This is the “Now what?” because we now have to
use the information gathered and use it during future experiences (Komives, 2013). Alongside this experiential learning cycle, Kolb also
expresses four major leadership styles. According to McLeod (2017), “various factors influence a person’s preferred style”, such as their
background, environment, and cognitive abilities. The first style is known as diverging (or feeling and watching). These individuals “perform
better in situations that require ideas-generation” such as brainstorming which requires broad cultural interests necessary to gather up
information. Therefore, those “with the diverging style prefer to work in groups, to listen with an open mind, and to receive personal feedback”
(McLeod, 2017). The second style is known as assimilation (or watching and thinking). This style of learner is not as focused on the people
involved but instead more focused on the ideas and concepts used or identified. Additionally, these people prefer learning that involves reading,
lectures, and analytical models, all while giving them the time to think things through. Thirdly is the converging (or doing and thinking) style.
These sorts of people are good at solving problems, making decisions, and finding solutions. Converging learners learn the best through
technical tasks that allow for experimenting with different ideas rather than involving themselves in social or interpersonal issues. Finally, there is
the accommodating (or doing and feeling) learning style. These people are different than the converging style in that they act on their “gut”
instinct rather than logical analysis to experimentally approach situations. Accommodating learners are best when involved in “hands-on”
activities and often need to rely on others for the information they need to perform their own analysis (McLeod, 2017). SEE EVIDENCE #44

45. Student will describe HDF413
personal application of
experiential learning in
leadership
development (Kolb)
Komives, S. R., Lucas, N., & McMahon, T. R. (2013). Exploring Leadership (3rd ed.). San Francisco, CA: Jossey-Bass.
McLeod, S. (2017). Kolb’s learning styles and experiential learning cycle. Retrieved from https://www.simplypsychology.org/learning-kolb.html
Assistant coaching In a past leadership experience, I came across the four steps of Kolb’s theory of experiential learning that was introduced in my HDF413 class
town’s summer swim while working as an assistant coach for my town’s summer swim team. To begin with, the concrete experience portion (where I was actively
team experiencing an activity) was to try out a planned work-out set with the team. It was our duty as assistant coaches to write out the sets for the
day’s practice. On our town’s swim team there were no “cuts” such as with other sports teams, so there was a broad range of experience and
age amongst members. Therefore, it was important to physically experience coaching the team so I understood how the members were feeling
about their assigned set. My reflective observation as a coach (in which I would consciously reflect back on the activity) was observing whether
 or not the set was too hard or too easy. I took into account whether the team members were complaining or struggling. Additionally, I had to
remember the fact that the majority of the members were fairly young and inexperienced. With these observations, it was usually clear that
adjustments had to be made according to which swimmers came to practice that day. After absorbing my observations, it was time for me to
develop a new thought about the activity (my abstract conceptualization). I would ask myself: How can I adjust the set to make it more
appropriate for everyone? Should I split up the team based on ability so they can do slightly different sets in the future? This way I was more
prepared for the following practice. Finally, it was time for active experimentation in which I tested out my new thoughts. I would implement what
I had observed throughout the practice to better prepare the team and myself during the next practice for any upcoming meets or competitions. I
was able to maximize growth without working the swimmers too hard so that they were more experienced with their swim strokes for the
upcoming meet. This was important for our team because we were fairly small in comparison to our competing towns, and therefore we needed
to be efficient with our training. SEE EVIDENCE #45
46. Student will show HDF 290 HDF 413 The social change model by Astin in 1996 was introduced to me in my HDF290 class and again mentioned in my HDF413 class, and is
knowledge of the comprised of three main categories that are made up of a total of 7 C’s. These three categories are the individual values, the group values, and
“Social Change Model the community values. The individual defines our individual strengths and what we personally can improve to help towards a social change.
of Leadership Three C’s are categorized under the individual portion of the model. The first of those three C’s is consciousness of self, which is “being self-
Development” by Astin aware of the beliefs, values, attitudes, and emotions that motivate you to take action.” Also, there is congruence, which is “acting in ways that
et al are consistent with your values and beliefs.” The third C under individual values is commitment, or “having the energy to serve the group and its
goals.” Under group values there are also three C’s, the first of which is collaboration. Through collaboration you are sharing responsibility and
accountability when “working with others in a common effort”. Also, the group has a common purpose and have shared ideas and values.
Through this common purpose each group member is building towards the group’s purpose and is benefitting the group. Third under the group
values portion is controversy with civility, which is being able to recognize the “two fundamental realities of any creative effort: 1) that differences
in viewpoint are inevitable, and 2) that such differences must be aired openly but civility.” Moving on to the community values, there is one
accompanying C. That C is citizenship, which is “believing in a process whereby an individual and/or group become responsibly connected to
the community and to society through some activity.” With citizenship you recognize that no one member of a community is independent and
that individuals must work together to benefit the community. What brings the entire model together is the fact that each action is worked
towards a change. Change is considered the final C of the social change model, and is “believing in the importance of making a better world and
a better society for oneself and others.” Wagner (n.d.) remarks how there are also feedback loops in between each level of the model. The
leadership proves at the group level is aided by “learning and development at the individual level”, and “participation in collaborative group
processes provides experience and feedback” which help development at the individual level. SEE EVIDENCE #46

Wagner, W. (n.d.). The social change model of leadership: A brief overview. Retrieved from
http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.460.7478&rep=rep1&type=pdf
48. Students will HDF492 Personal research I researched this model for my final leadership class, HDF492. The Leadership Identity Model, as explained by Komives et al. (2009), is
demonstrate comprised of a lot of stages and parts. According to Komives et al. (2009), the six main stages of leadership build up from awareness (simply
knowledge of the being aware of leaders and leadership out in the world), exploration or engagement (reaching out to seek opportunities for exploring their own
“Leadership Identity interests and capabilities), leader identified (becoming aware and recognizing what is necessary for being a leader, and testing those out),
Development Model” by leadership differentiated (understanding what it means to be a leader and how to be an effective leader), generativity (an increase in
Komives et al commitment for group development and for the success and welfare of their group or organization), and integration or synthesis (having the
confidence to push one’s leadership skills further with new experiences). Clearly, the model shows that engagement and influences outside of
oneself are inevitable for defining your own leadership identity. Four additional stages Komives et al. (2009) point out that contribute to one’s
leadership self-efficacy are developing self (growing awareness of self, developing self-confidence, establishing interpersonal efficacy, applying
new skills, and expanding motivations), group influence (engaging in groups, learning from membership continuity, and changing perceptions of
groups from friendship structured to organizational and system structured groups), view of self with others (having feelings of dependence in a
follower role, or independence in a leadership role, and recognizing interdependence with those around you), and broadening views of
leadership (moving away from beliefs that leadership is external and positional towards understanding leadership happens in non-positional
roles and requires shared group process). All of these stages are influences by a fifth stage: developmental influences (coming from adults,
peers, meaningful involvement, and time spent in reflective learning) (Komives et al., 2009). SEE EVIDENCE #48

Komives, S. R., et al. (2009) Leadership identity development: Challenges in applying a developmental model. In Journal of Leadership
Education, 8(1), 11-47. Retrieved from
http://journalofleadershiped.org/attachments/article/207/JOLE%208_1_Komives_Longerbeam_Mainella_Osteen_Owen_Wagner_2009.pdf
50. Students will HDF492 Personal research Though I had heard about this model before, I decided to do some additional research on it for my HDF492 class to understand its specifics.
demonstrate The Strengths-Development Model by Dunman, Hall, Hulme, and Klinger (2007) is broken up into four main components for achieving
knowledge of the excellence in strengths programming. The first section is Self-Theories, or self-awareness, in which the individual understands that everyone
Strengths-Development has “a theory about intelligence that shapes their motivation” and behavior (Dunman, Hall, Hulme, & Kringer, 2007). This portion also defines
Model by Hulme et al one’s mindset when it comes to personal strengths as being either fixed (inherent and needing to be demonstrated) or growth (something that
can and will be developed). The growth mindset is encourages as it exemplifies how talent + knowledge + skill = strengths. The next portion of
the model is categorized as Other Awareness, where individuals understand that “what we focus on in others affects how we interact with them”
(Dunman, Hall, Hulme, & Kringer, 2007). Additionally, this portion touches upon the fact that the people we interact with are all inevitably
mentally categorized, creating stereotypes that affect how we judge those people. Being aware of this, one can open up to be more accepting
and open to perspectives that differ than one’s own. Self-Management is the third section of this model, and is all about managing one’s
weaknesses as well as the shadow sides of one’s strengths. Dunman, Hall, Hulme, & Kringer (2007) suggest some ways of managing
weaknesses include: using our strengths to develop new approaches, partnering with others, delegating to others, and learning the skills and
knowledge needed. Additionally they suggest two ways to address the shadow side of our strengths: recognition when our strengths are hiding
excellence, and developing techniques to utilize our strengths in positive ways. Finally there is Collaborative Engagement, which encourages
and strives for building team dynamics built on change, communication, and trust (Dunman, Hall, Hulme, & Kringer, 2007). SEE EVIDENCE #50

Dunman, E., Hall, K., Hulme, E., & Klinger, K. (2007). Best practices for developing a strengths approach to student development. Retrieved
from https://www.apu.edu/static/src/sites/strengthsacademy/downloads/nasble_naspa_best_practices.pdf
Evidence from https://slideplayer.com/slide/13776423/
52. Student will HDF492 Personal research Both universities (University of Michigan and Ohio State University) started research on leadership around the same time (1940s-1950s) which
demonstrate later transformed into specific leadership styles that determine the necessary behaviors to become an effective leader. Firstly, the Michigan
knowledge of behavior leadership theory has two main objectives which are 1) To classify the leaders as effective and ineffective by comparing the behaviors of
theories of leadership leaders, and 2) To determine reasons for effective leadership. According to this theory, a leader is “either more job-centered or more employee-
from Michigan and centered”, meaning that the leader either takes the clear dominant role and tells his or her followers what they need to do to get the job done, or
Ohio State the leader focuses more on the relationships among and with colleagues to develop a strong sense of communication, trust, support, and of
course, respect that is vital to successfully reach the goals. Similarly, the Ohio State leadership structure also focused their study on what
effective leadership styles are. During their study they designed the Leadership Behaviour Description Questionnaire that told them that 1) the
job-centered leadership style from the Michigan study is ideal for initiating structure behavior and 2) the employee-centered style from the
Michigan study is the idyllic action for correct consideration behavior. Furthermore, Ohio established that leadership is on a spectrum when it
comes to these initiation structure and consideration behaviors. More specifically, the leader could fall under four categories: Low initiating
structure and high consideration, high initiating structure and high consideration, low initiation structure and low consideration, and high initiating
structure and low consideration. Essentially, both studies ultimately came to the same conclusion: that there are two general leadership styles.
Basically, the job-centered from the University of Michigan and the initiating structure described in the Ohio study can be considered the task
orientated style of leadership, whereas the employee-centered from Michigan and consideration method from Ohio can be considered the more
people orientated style of leadership. SEE EVIDENCE #52

Razman. (2011, March 3). Similarities and differences between the University of Michigan and Ohio State University leadership models.
Retrieved from http://enjoymba.blogspot.com/2011/03/describe-similarities-and-differences.html
54. Student will HDF492 Personal research Robert House theory of charismatic leadership in 1976 defines how charismatic leaders should behave, how they differ from others, and the
demonstrate conditions in which they are most likely to succeed. According to House, charisma is a powerful and unique personality trait (or “gift”) that not
knowledge of many have, and so to have charisma is to be a leader within itself. He characterizes charismatic leaders to have extremely high levels of self-
Charismatic leadership confidence, dominance, and a strong conviction in the moral righteousness of his or her beliefs. Furthermore, they “employ these characteristics
with the following specific behaviors: goal articulation, role modeling, personal image building, demonstration of confidence and high
expectations for followers, and motive arousal behaviors”. Charismatic leaders are exceptionally good communicators so that they can persuade
their follower to obtain certain goals, and often have a great personal desire to have this influence over others. To expand, charismatic leaders
know to behave in the way they would want their followers to behave so that they are good role models and develop their followers into similar
charismatic leaders. SEE EVIDENCE #54

House, R. J. (1976). A 1976 Theory of Charismatic Leadership. Carbondale, IL: Working Paper Series. Retrieved from
https://files.eric.ed.gov/fulltext/ED133827.pdf.
56. Student will HDF492 Personal research I had to do some extra research to complete my leadership minor in the HDF492 class, and therefore looked up some additional information
demonstrate about Fiedler’s contingency approach. In 1958, Fred Fiedler developed a model that helps determine the most effective leadership style
knowledge of dependent on a certain situation. Known as the Contingency Model, it expresses how there is no best type of leadership style. Instead, effective
contingency approach leadership styles are totally dependent on the situation for which they are used. According to Fiedler, actually identifying which leadership style
to leadership by Fiedler to use is the very first step of the whole model. He created a way to measure leadership style, and called it the Least-Preferred Co-Worker
(LPC) Scale, where the individual ranks which type of people they would want to work with or not on a 1 to 8 point scale. After adding up all the
points collected from each co-worker description, if the total number is high, then you are likely to be more of a relationship-orientated leader,
and if the total number is low, then you are possibly more of a task-orientated leader. Once your leadership style is established, Fiedler explains
that you must then determine the situational favorableness of your situation. To determine this, you must look at three factors: leader-member
relations (“level of confidence and trust team members give their leader”), task structure (how much the leader and [their] followers understand
about the task at hand”), and the leader’s position power (“how much influence a leader brings to the situation”). The main issue, however, with
Fiedler’s model is that he believes that one’s leadership style is fixed, and therefore the model is unable to be flexible in leadership styles.
Leaders often must change their leadership style to fit the situation; one does not always have the luxury of making it work the other way
around. SEE EVIDENCE #56

Travis, E. (2018). Fiedler’s contingency theory of leadership. Retrieved from https://bizfluent.com/info-7756327-fiedlers-contingency-theory-

leadership.html
58. Student will HDF492 Personal research The Path-Goal Theory is a major situational contingency theory, which means that the leaders should adjust their approach to situations based
demonstrate on the context. With situational contingency, “the situation determines who will emerge as the leader” because leaders must be able to
knowledge of Path- successfully adapt their behavior to best fit each environment independently in order to be effective (Komives et al., 2013). Specifically for the
Goal theory by House Path-Goal theory, Robert House explains that through this theory, the group will be motivated and empowered to their maximum potential. The
name “Path-Goal” is based on just how much of an influence the leader has on their followers’ paths towards their group goals as well as
personal goals. According to House, there are four main types of effective leadership behaviors associated with the theory: (1) directive
leadership, (2) supportive leadership, (3) participative leadership, and (4) achievement-orientated leadership. A directive leader is one who lets
followers know exactly what is expected of them and therefore is straightforward in directing them what needs to be done and how it should be
done with rules and regulations. A supportive leader makes sure to be approachable, fair, and friendly for their followers, offering ways to make
the tasks more tolerable and inclusive of followers’ needs. Thirdly, a participative leader is one who directly consults their followers before
making a decision so that the opinions of their followers are heard in order to make a better suggestion on how to get a task done or what goals
to set. Finally, an achievement-oriented leader challenges their followers to their highest levels, and in order to do so that leader must show
confidence in their followers to put forth extra effort and assume responsibility. Studies have shown that one leader can adapt to these four
difference styles based on the various situations they are put in (House & Mitchell, 1975). SEE EVIDENCE #58

Komives, S. R., Lucas, N., & McMahon, T. R. (2013). Exploring Leadership (3rd ed.). San Francisco, CA: Jossey-Bass.
House, R. J., & Mitchell, T. R. (1975). Path-Goal Theory of Leadership. Seattle, WA: Organizational Research Department of Psychology
University of Washington. Retrieved from http://www.dtic.mil/dtic/tr/fulltext/u2/a009513.pdf.
60. Student will HDF492 Personal research First developed in the 1970’s, the Leader-Member Exchange theory focuses on, as the name suggests, the relationship between leaders and
demonstrate their members and shows how leaders should interact with their subordinates in order to be successful. The theory teaches leaders how to pay
knowledge of Leader attention to their members and be aware of their actions. According to the theory, any leader-member relationship will go through three stages:
Member Exchange Role-taking, Role-making, and Routinization. Role-taking is “the process of assuming the role of another individual to understand their point of
(LMX) theory view”. This is vital because it is all about first impressions and so team members should all make sure to be open-minded, friendly, and
approachable so that the leader is able to assess everyone’s needs, personalities, and strengths appropriately and correctly to use in deciding
how to advance in the most efficient way towards their goals. Role-making are the “modifications in roles as a result of individual action by
people occupying those roles” and is also important because here the members are starting to work together towards their goals and is when
individuals begin to stand out from one another depending on who is working hardest to prove their loyalty and dedication towards their tasks
and the leader. The leader uses this stage to evaluate their subordinates on how they handle tasks and situations. As explained by Lewis,
Cohens, and Washington (2017), “A member who shares the same qualities as the leader is more likely to succeed”. The final stage,
routinization, is all about developing a routine procedure when the habits of members towards their leader and vice versa is established. Hard
work is required in order to uphold these routines and therefore good opinions of one another, but if maintained, then the rest is “self-fulfilling”
towards the ultimate goals they set out to achieve. SEE EVIDENCE #60
 Lewis, T., Cohens, I., & Washington, S. (2017). Leader-Member Exchange Theory. Retrieved from
https://oer.missouriwestern.edu/rsm424/chapter/leader-member-exchange-theory/
Evidence from https://wp.deakin.edu.au/deakinsso_1126310217_kpfitzne/leadership-theory-to-the-rescue/leader-member-exchange-theory-lmx/
62. Student will HDF492 Personal research Kerr and Jermier’s theory from 1978 states that “under some circumstances, situational factors may substitute for leadership” or neutralize
demonstrate leadership by preventing it (“Substitutes for Leadership”, n.d.). Substitutes in which a leader isn’t as necessary can be because of organizational
knowledge of or situational factors (job design, a cohesive work group, etc.), or due to certain characteristics that the followers are proficient in by themselves
Leadership Substitutes (based on their training level, abilities, prior experience, etc.). When goals and purposes are clearly defined, then the group will be able to
Theory function successfully on their own with little guidance from a leader. These types of groups are known as self-managing teams. However, some
factors can also blatantly get in the way of good leadership. Leadership neutralizers often arise when a leader does not have enough formal
power or is unable to provide the necessary resources to the group. Rather than having the focus on the leader and his or her strengths and
behavior, this model is unique in that it gives primary recognition to the followers and their roles, proving how important it is “to understand that
leadership goes beyond a focus on the leader him or herself (“Substitutes for Leadership”, n.d.). The three main categories of substitutes are
described as being subordinate characteristics, task characteristics, or organizational characteristics. Each type of characteristic is then
categorized into whether it tends to neutralize relationship-orientated leadership, or task-orientated leadership. For example, subordinate
characteristics include the subordinate’s need for independence, which neutralizes both relationship- and task-orientated leadership behavior.
Task characteristics include tasks that provide its own feedback concerning accomplishment, which neutralizes task-oriented leaders. Finally,
organizational characteristics include groups that are closely-knit and cohesive, which also neutralizes both relationship- and task-orientated
leadership behavior (Kerr and Jermier, 1978). SEE EVIDENCE #62

Kerr, S., & Jermier, J. M. (1978). Substitutes for leadership: Their meaning and measurement. Organizational Behavior and Human
Performance, 22, 375-403. Retrieved from https://pdfs.semanticscholar.org/9b07/330a4dbdcf2ee97e2c0253e8da26a73ccd24.pdf
Substitutes for Leadership (n.d.). ORG module unit 6: Leadership. Retrieved from
https://www.le.ac.uk/oerresources/psychology/organising/page_13.htm

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

Outcome Target class Additional Descriptive notes regarding learning and practice
Experiences
70. Student will HDF492 Personal research As part of my HDF492 class to finish my leadership outcomes, I did some research of Bobbie Harro’s (1996) Cycle of Socialization. This
demonstrate extensive model explores the unfortunate imbalanced roles that society gives individuals based on their social identities that lead to an
knowledge of the inadequate social system. According to Harro, “this socialization processes is pervasive (coming from all sides and sources), consistent
“Cycles of (patterned and predictable), circular (self-supporting), and often invisible (unconscious and unnamed)”. Specifically, the cycle of socialization is
Socialization” (Harro) a way of demonstrating how socialization occurs, where it comes from, how it affects people’s lives, and how it persists. The beginning of the
theory and its uses in cycle starts with, as one may expect, the beginning of our lives. This first of three circles addresses the aspects of socialization in which we had
leadership no control over because they are already put in place when we are born by those who have come before us. As Harro (1996) explains,
“dominant or agent groups are considered the “norm” around which assumptions are built, and these groups receive attention and recognition”
because they have more social power and are therefore more privileged. Examples of these groups include men, white individuals, middle- or
upper-class individuals, abled individuals, and heterosexuals. Without even questioning it, we are considered “lucky” to be born into these
dominant groups. On the flip side, those born into subordinate or target groups are considered “unlucky” because they are often victimized by
the dominant groups through prejudice and discrimination. These individuals include women, racially oppressed groups, homosexuals,
bisexuals, transgendered individuals, disabled individuals, or those living in poverty. Harro summarizes that “both groups are dehumanized by
being socialized into prescribed roles without consciousness or permission” simply because we are born into them (Harro, 1996). An arrow
connects this first circle to the second one, and describes how we are first socialized by those that are close to us and raise us. These role
models are teaching us the rules we must follow, ways we must behave, our self-concepts and self-perceptions, and assign us our future
expectations and dreams. At this stage we are still too dependent on those who are raising us to have the ability to think for ourselves, and
therefore “unconsciously conform to their views” both intrapersonally (how we think about ourselves) and interpersonally (how we relate to other
people). Even when we mature to think for ourselves, these influences remain with us “when we venture out of our protected family units into the
larger world of other institutions” (Harro, 1996). The second circle has to do with institutional and cultural socialization, which happen once we
begin enrolling in various institutions from schools, to places of worship, to jobs, and even sports teams. Now we are influenced by a broader
range of individuals that are outside of our family circle, and therefore expose ourselves to rules, roles, and assumptions that we realize are part
 of a system that is larger than just our family and may not fair to everyone. Even though we notice and feel uncomfortable by the stereotyping
and discrimination, we are being repeatedly taught about this same unfairness across each of our institutions, and therefore it is difficult for us to
believe that they are wrong. Thus leads into the next arrow, enforcements, which answers the question if people don’t like what they are seeing,
then why they don’t just think independently. What keeps people from ignoring the messages, roles, or rules that makes them feel
uncomfortable are the enforcements that keep these assumptions in place which basically punishes those who think or act against the “norm”
response. Instead, enforcements make us go along as “a team player” rather than an individual thinker. If we do stray away from the majority,
then others immediately accuse us of being the “trouble maker” or “cause of the problem” simply because we are being “different”. Whether or
not we are part of the dominant group, we are still punished for “breaking the rules” (Harro, 1996). This transitions to the third and final circle,
results. Harro (1996) warns that “the results of this systematic leaning [discussed earlier] are devastating to all involved” because they lead to a
sense of anger, silence, dissonance, low self-esteem, stress, hopelessness, and disempowerment. These negative feelings may develop into
destructive behavior resulting in violence due to the frustration and mistrust. Harro (1996) considers this “learned helplessness”, and calls it
“internalized oppression because we have learned to become our own oppressors from within”. Despite all of this, to keep ourselves from falling
away from the cycle of socialization we keep these assumptions, problems, and oppressions alive. Now that we reached this depressing
conclusion of the cycle, it is up to us to decide what to do about it, and therefore leads us to the final arrow, actions. Some may not choose to do
anything and remain where they are comfortable because that is the easiest thing they can do. Others accept defeat from being victimized by
the cycle over and over again to the point in which they believe there is no point in doing anything because it will not change anything. However,
those that do decide that change is necessary begin to question the system and challenge it because they realize that something is wrong. If
enough individuals realize this together, then changes may happen. The cycle is too big to fight by oneself, but sharing a desire for change with
a group of others can be powerful if they embrace each other’s perspectives and “learn to love and trust each other”. Only then can the world
change (Harro, 1996). SEE EVIDENCE #70

Harro, R. (1996). Cycle of Socialization. In M. Adams et al. (Eds.), Diversity and oppression: Conceptual frameworks. Retrieved from
http://depts.washington.edu/geograph/diversity/HarroCofS.pdf
81. Student will show HDF492 Personal research According to the Work It! Staff (2016), change agents are important in dealing with numerous barriers that may slow down or stop a group from
knowledge of effective being functional or successful in completing their goals. Some of these roadblocks include the natural reluctance to change that members may
leadership as it relates have or critics who argue against the need for any change. Effective leadership is therefore necessary to be the voice of reason for the group to
to change agency say what aspects are most important, “what battles are worth fighting, and whether they want to be right or effective” (“3 Ways”, 2016). The 3
vital ways one can become a change agent through effective leadership is to first understand generational and multigenerational needs. In order
to be a change agent you have to be able to communicate effectively with any generation, and understand that different generations have
different abilities or knowledge about components such as technology or world views. Therefore, it is your task to “connect the dots between
workers” (“3 Ways”, 2016). Secondly, a change agent must appreciate consumer expectations. Especially in the workplace, customers of a
company “increasingly want access to information, personal service, and problem-solving across multiple media at any time”, so the change
agent must help to make sure the changing demands of customers are satisfied (“3 Ways”, 2016). Thirdly, a change agent has to be cognizant
of the global view, meaning that they must have the cultural intelligence to accept working with a diverse group of individuals. Change agents
utilize these diversities as perspectives that “can help innovate new market opportunities, products, and services” (“3 Ways”, 2016). To
summarize, a successful change agent who is able to demonstrate effective leadership is self-aware, has strong communication skills, and
embraces broad perspectives of themselves and their workers (“3 Ways”, 2016). SEE EVIDENCE #81

3 Ways to Become a Change Agent for Effective Leadership. (2016, August 12). Retrieved from https://www.broadsoft.com/work-it/3-ways-to-
become-a-change-agent-for-effective-leadership
Evidence from https://www.ccl.org/articles/leading-effectively-articles/3-key-competencies-for-successful-change/
83. Student will create a HDF413 I studied what it meant to be inclusive and inclusive leadership for my HDF 413 class when I was put into a group that had to give a presentation
personal code of on inclusion. This type of leadership can be defined as “a practice of leadership that acknowledges the contributions that all members bring to
inclusive leadership the group or organization.” Inclusion produces an atmosphere where all members are benefitted and considered.
After researching exactly what it means to be an inclusive leader, I was inspired to develop a personal code that I think about throughout any
future leadership experiences, such as during SOLC facilitations: Enter each situation with an open mind to incorporate diverseness evident in
every group and listen intently to consider all opinions from all members before continuing. It is vital to create an atmosphere in which every
participant has the ability to speak out for himself or herself towards fulfilling a desired task without worrying about feeling judged or disregarded.
Social identities must be considered, and an inclusive leader must do his or her best to make everyone involved feel like they belong to the
group by dissuading any judgmental, insulting, or disrespectful behaviors. SEE EVIDENCE #83
 Inclusive Leadership Model | NUF.org. (n.d.). Retrieved September 25, 2016, from http://www.nuf.org/inclusive-leadership-model
84. Student will HDF492 Personal research Though I heard about this model in my Music Criticism class in relation to music genres, I used my time in the HDF492 class to do some more
demonstrate HPR412 specific research on the topic. The Developmental Model of Intercultural Sensitivity, created by Dr. Milton Bennett (2014), is a 6-step process
knowledge of the explaining “how people experience and engage cultural difference”. The overarching idea is that with time and experience, one’s understanding
“Model of Intercultural of a culture develops and therefore their perception of the culture and its differences become more sophisticated. Throughout the 6-step
Sensitivity” by Bennett process, one will evolve their view from ethnocentric, or self-centered, to ethnorelative, in which they understand that their own culture is only
and its uses in “relative to context” rather than “central to reality” (Bennett, 2014). The first phase is denial of a cultural difference. This is when an individual
leadership has little-to-no perceptions of other cultures and is only able to categorize them into broad categories of “foreigner” or “minority”. The
assumption one has at this stage is that “one’s own culture is far more complex than those available for other cultures” to the point in which they
are disinterested or dismissive to any intercultural communication (Bennett, 2014). The next stage is defense against cultural differences. Now,
“cultural differences are perceived in stereotyped and polarized ways” (Bennett, 2014). One’s own culture is still viewed as superior and those
who are not in their culture are inferior. At this stage, individuals are also highly critical of any other cultures and “apt to blame cultural difference
for general ills of society”. The third stage is minimization of cultural differences, and is the beginning of a transition into ethnorelativism. At this
stage individuals “assume that their own physical and psychological experiences” are shared by those in their own cultures, and that “certain
basic values and beliefs transcend cultural boundaries”. At this stage individuals are more tolerable of cultural diversity but “obscure deep
cultural differences” such as culture privileges due to false assumptions (Bennett, 2014). Next there is acceptance, in which the individual
accepts that there are numerous other cultures with their own complex worldview different than one’s own. Acceptance, however, does not
necessarily mean agreement, as “cultural differences may be judged negatively”. Nevertheless, individuals are curious and respectful about
differences observed in other cultures, but those individuals are still ignorant enough to “not yet allow them to easily adapt their behavior to
different cultural contexts” (Bennett, 2014). The adaptation stage encompasses intercultural empathy, in which an individual (to some extent) is
able to envision or experience the world as if they were participating in a different culture. Imaginative participation is key for generating the
authentic and appropriate behaviors for intercultural communication. Finally is the integration stage. Now, individuals have a sense of self that
“is expanded to include the movement in and out of different cultural worldviews”. Those individuals are able to use their “cultural liminality”, or
rite of passage so to speak, to successfully cross cultural bridges (Bennett, 2014). This final stage is essential for truly successful leadership
because leaders should be unbiassed towards cultural differences in order to fully lead a group that accepts them as the one who they should
listen to for guidance or experience. If a leader does not show proper integration ability, then individuals will not want to follow this leader let
alone view them as a leader. SEE EVIDENCE #84

Bennett, M. J. (2014). The developmental model of intercultural sensitivity. Retrieved from https://www.idrinstitute.org/dmis/
Evidence from http://www.buildingthelifeyouwant.com/blog/intercultural-sensitivity-is-not-natural
86. Student will HDF492 Personal research The Action Continuum for allies, developed in 1997 by Bell and Griffin, is a process that includes 8 action stages through which one is
demonstrate transformed from supporting oppression to confronting oppression in regards to LGBTQ+ individuals. The eighth stage is the most effective form
knowledge of the Ally of ally. First is the actively participating stage. Here, one is “telling oppressive jokes, putting down people from target groups, intentionally
Action Continuum by avoiding target group members, discriminating against target group members, verbally or physically harassing target group members”. The
Griffin & Harro second stage is denying, in which one enables oppression by denying the fact that any target members are being oppressed. The individual
themselves does not do the oppressing, but they are denying that any oppression exists amongst the group. Thirdly is the recognizing, no action
stage. During this stage one is aware of oppressive actions and their negative effects, yet does nothing about it. The inaction may be a “result of
fear, lack of information, [or] confusions about what to do”. Next is also a recognizing stage, but now there is action, and so the individual takes
action to stop oppressive actions observed towards oneself or others. The fifth stage is educating self. Here, the individual puts in the effort to
learn more about oppression and the heritage of target groups by researching about it, joining in on reading groups, attending seminars or
cultural events, or participating in discussions or groups that oppose oppression. Now, they are beginning to be a change agent; leading into the
next stage of educating others. The individual is now “moving beyond only educating self to questions and dialogue with others too”. They are
actively engaging in discussions with others about why one would be against certain comments and/or actions. The second-to-last stage is the
supporting, encouraging stage. This is when one is supporting those who speak out against oppression and working towards inclusiveness for
all. They are forming allies groups and joining coalition groups. Finally is the initiating, preventing stage. Now, the individual is working to change
policies and actions from individuals to institutions “that discriminate against target group members, planning educational programs or other
events, working for passage of legislation that protects target members from discrimination”, and overall just making sure that target groups are
able to participate freely and equally in organizations (Bell & Griffin, 1997). SEE EVIDENCE #86

Outcome Category: Critical Thinking
Outcome
88. Student will show
knowledge of principles
of critical thinking (logic
is used in this minor)
92. Student will show
knowledge of at least
five decision making
methods
94. Student will show
knowledge of at least
five problem solving /
conflict management
methods, as well as
understanding the
roots of conflicts
Bell, A. M., & Griffin, P. (1997). Teaching for diversity and social justice: A sourcebook. New York: Routledge. Retrieved from
http://stepupprogram.org/docs/handouts/STEPUP_Action_Continuum.pdf
Target class Additional Descriptive notes regarding learning and practice
Experiences
HDF492 Personal research Larry Larson (1994), summarizes that the principles of critical thinking require on to not “mistake ignorance for perspective. Gather complete
information. One of the most important and most violated principles of critical thinking is thoroughness- that it, gathering all available facts on a
subject under scrutiny”. Furthermore, he lists that the eleven main principles of critical thinking are as follows: 1. Gather complete information. 2.
Understand and define all terms. 3. Questions the methods by which the facts are derived. 4. Question the conclusions. 5. Look for hidden
assumptions and biases. 6. Question the source of facts. 7. Don’t expect all of the answers. 8. Examine the big picture. 9. Examine multiple
cause and effect. 10. Watch for thought stoppers. And 11. Understand your own biases and values (Larson, 1994). SEE EVIDENCE #88.
Larson, L. (1994). Principles of critical thinking. In Journal of Biological Education. Retrieved from
http://www.wright.edu/~elliot.gaines/criticalthinking.html
Evidence from https://www.thebalancecareers.com/critical-thinking-definition-with-examples-2063745
HDF942 Personal research Sammi Caramela from Buisness News Daily (2017) lists out various decision making techniques a group can use to come to a joint consensus.
She expresses how one could also use a combination of the following techniques if necessary. The first method she mentions is the Decision
matrix, which utilizes columns to separate out all options and then factors that are affecting the decision for those options. It is an easy way to
determine what is most important when looking at all the possible directions. Similarly, the group could also use a T-Chart to separate the pros
and cons of each option to make sure every negative or positive aspect is taken into account before moving forward. Multivoting is another
popular decision making method since it opens up the opportunity for everyone to be heard. This technique allows for multiple people to be
involved in the decision making process and therefore can make the final decision more courteous to the group as a whole. Additionally,
Caramela mentions the SWOT analysis, which stands for Strengths, Weaknesses, Opportunities, and Threats. This technique focuses on forces
influencing the group’s decision making process and can be useful to lay out the positive and negatives of certain actions and strategies. A last
decision making method Caramela refers to is the PEST analysis. PEST stands for Political, Economic, Social, and Technological, and analyzes
the external rather than internal factors that pertain to the group ‘s options. What is different about this analysis is that it brings up the aspects that
are out of the group’s control. SEE EVIDENCE #92
Caramela, S. (2017, July 4). Techniques and tools to help you make business decisions. Retrieved from
https://www.businessnewsdaily.com/6162-decision-making.html
Evidence from https://creately.com/blog/diagrams/swot-analysis-vs-pest-analysis/
HDF492 Personal research Conflicts are often unavoidable simply because everyone is entitled to their own opinion. Conflicts are bound to happen when big decisions are
trying to be made because each individual wants what is best for them. Everyone handles conflicts differently, and therefore it only makes sense
that multiple conflict resolution strategies are necessary. Kenneth Thomas and Ralph Kilmann (2016) describe five of their main conflict resolution
strategies which are avoiding, defeating, compromising, accommodating, and collaborating. The first strategy, avoiding, is when those involved in
the conflict simply ignore it or take themselves away from the conflict to get out of it. This is often the choice when the individual feels too
uncomfortable to remain in the situation to the point of which they would feel more relief in leaving than resolving it. If the avoiding strategy is
used, then nothing is actually resolved. Secondly is the competing strategy. Individuals involved in the conflict view the situation as a type of
competition. These people try to assert their dominance and are uncooperative because their only aim is to win. When it comes to group problem
solving, this strategy is unlikely to work as it does not open up for many diverse perspectives. The third strategy is accommodating, and is when
one side gives in to the other and accepts their requests or demands. Rather than being assertive, these individuals are cooperative and often
occurs when one side realizes that they are wrong. However, too much accommodation can lead to assertive dominance from the other group
and therefore the accommodating side may not be able to give their opinion when making future decisions. Collaborating is the fourth strategy,
and is when the cooperation comes from both sides. With this strategy every member is able to participate to come to a truly shared agreement.
Finally there is the compromising strategy. All of the participants are again equally assertive and cooperative, and strive to establish a fair
conclusion. Each is willing to give up a little bit of what they want because they understand that not everyone can completely have their way. SEE
EVIDENCE #94

97. Student will
demonstrate
knowledge of
leadership that is used
in crisis (i.e., James &
Wooten; Garvin;
Covey; Frohman;
Lalonde; Schoenberg;
Joni; Braden et al; etc.)
98. Student will describe
examples of leadership
in crisis situations (i.e.,
application of James &
Wooten; Garvin;
Covey; Frohman;
Lalonde; Schoenberg;
Joni; Braden et al; etc.)
Outcome Category: Interpersonal and Organizational Concepts & Skills
Outcome
99. Student will
demonstrate
knowledge of active
listening techniques
Thomas, K. & Kilmann, R. (2016, June 7). 5 Conflict resolution strategies we all use. Retrieved from
https://theparticipationcompany.com/2016/06/5-conflict-resolution-strategies/
HDF492 Personal research I took some time for my HDF492 class to research what type of leadership can be used in a crisis. Erika James and Perry Wooten (2011) define
crisis leadership as “the capability to lead under extreme pressure”, which they believe is inevitable in society and therefore crisis leadership is
important because leaders “can make a difference in the extent to which people are affected by a crisis”. Additionally, if dealt with properly,
James and Wooten (2011) believe that effective leadership can be the one thing that allows the potential for groups to be better off after the crisis
than they were before the crisis happened. The key set of behaviors that are necessary for a crisis leadership mindset is to build up a tendency to
reflect, learn, and adapt, to scan for and see possibilities, to have quick and ethical decision making, to establish trust, and to believe that
opportunities can be attained. With these in mind, a leader will help their group thrive after a crisis. SEE EVIDENCE #97
James, E. H., & Wooten, L. P. (2011). Crisis leadership and why it matters. In The European Financial Review. Retrieved from
https://pdfs.semanticscholar.org/c58d/dea9f9a6874a06147f5928864779088c3cac.pdf
HDF492 Lifeguarding at As a lifeguard, part of your job description is to be prepared for crisis situations and accidents. During my first semester as a lifeguard at the
Tootell Aquatics Tootell Aquatics Center at URI, I came across dealing with a crisis when one of the men’s swim team members knocked his head on a lane line
and started having a bloody nose during practice. As the only lifeguard on duty at the time, I had to make sure that all members were evacuated
from the pool until the situation was dealt with. This was a safety precaution since I had to focus my attention on the one patron to help him deal
with his bloody nose. I informed all the other patrons of the situation and they were quick to obey my orders to get out of the pool until I told them
it was safe to go back in. As a part of my initial lifeguard certification training we were taught the proper procedure to deal with bodily fluids.
Therefore I had to gather up all of the necessary cleaning materials such as gloves, sanitizer solution spray, paper towels, and a biohazard bag to
clean up the spills. It was also my responsibility to log the incident report, and so I asked the patron questions necessary to fill out all of the
information of the incident report sheet. I worked efficiently and effectively to deal with the situation quickly. As a leader in this situation, the
patrons relied on me to inform them what to do and when the pool deck was clear so they could resume their practice. Like in James and
Wooten’s definition of crisis leadership (see previous outcome) it was my responsibility to not only have quick and ethical decision making during
the crisis, but to also reflect back on it to make sure this crisis (or any other even more severe crises) can be avoided in the future. SEE
EVIDENCE #98
Target class Additional Descriptive notes regarding learning and practice
Experiences
HDF492 Personal research HDF492 allowed me the opportunity to do some personal research on active listening techniques. Michael Hoppe from the Center for Creative
Leadership defines six skills necessary for effective active listening. They are as followed:
1). Pay attention. This means not only paying attention to who you are listening to, but also to your own body language and frame of mind as you
listen to keep you focused in the moment respectfully.
2). Withhold judgement. In order to be a successful active listener you must be able to have an open mind so you do not become clouded by your
own opinions as you listen to your speaker, and instead be willing to introduce new ideas and possibilities beyond your own thoughts.
3). Reflect. Make it clear to the speaker that you have heard them and make it clear to yourself that you are understanding the speaker properly
by mirroring the speaker’s information by being able to paraphrase their key points they made. This way you both know that you are on the same
page.
4). Clarify. If you do not understand something the speaker has said, do not be afraid to let them know so that you can fully embrace what they
are telling you. Asking questions also promote reflection and encourages others to expand their ideas.
5). Summarize. By restating the main ideas told, you are confirming that you correctly understood everything the speaker said and wanted you to
know. This helps both the speaker and listener to be clear on mutual responsibilities and follow-up.
6). Share. Finally, a successful active listener is proficient in not only understanding, but also in being understood. You can gain an even clearer
understanding of the original speaker’s perspective if you incorporate your own ideas into theirs and share your own experiences to connect with
their stories. SEE EVIDENCE #99
The Big 6: An Active Listening Skill Set (2019). Retrieved from https://www.ccl.org/multimedia/podcast/the-big-6-an-active-listening-skill-set/
Evidence from https://community.cengage.com/t5/Management-In-the-News-Blog/7-Key-Active-Listening-Skills/ba-p/5236
100. Student will describe HDF492 Volunteering with Ever since I was 12 I have been a volunteer at a Therapeutic Riding Program run by a family friend of ours across multiple farms in
examples of using Therapeutic Riding Massachusetts. As a volunteer I help brush and tack up the horses so that they are all ready for the riders when they come in, and then I lead the
active listening skills Program horse around the ring throughout the entirety of the lesson. It is therefore my job as the leader to pay close attention to my surroundings to make
sure that the riders with mentally or physically disabilities as well as the horse feel safe and comfortable throughout the half hour lessons. Horses
are naturally easily spooked, and therefore it is my responsibility to be able to recognize when the horse tenses up or starts behaving abnormally
and then tell the instructor. Safety is our first priority, and therefore when we feel as though there is something a little fishy going on, we stop and
dismount the rider. It takes a lot of courage for these riders with disabilities to get onto the horse and ride, and therefore we do not want to risk
losing that trust they have gained. Also during every lesson I am using my active listening skills to socialize effectively with the riders. These
lessons are vital to improving their communication skills, and therefore it is important for all of us volunteers to keep them engaged in
socialization. If the riders are verbal, we keep their attention by asking a series of questions anywhere from “What did you do last weekend” to
quiz questions such as “Name all of the different parts of the horse you can think of?”. If the riders are non-verbal, we still make sure to engage in
conversation by telling them about our own weekends or if we had any fun plans coming up. You also want to try and connect with the riders on a
more personal level as much as possible, and they get incredibly excited about talking about common interests such as movies or favorite foods.
Even though each lesson is just half an hour, I am able to learn so much about listening and communication skills with each rider in that short
amount of time that I look forward to every year to come back during my school breaks to volunteer again. EVIDENCE #100
101. Student will HDF492 Personal research As a part of my final leadership course at URI (HDF492) I decided to do some extra research on the functions of group communication by
demonstrate Hirokawa. Hirokawa believed that “a group can make bad decisions just as easily as they can make good ones” and therefore established a
knowledge of General Functional Theory for small group decision making. As explained by Esajian (2002), group communication is instigated by identifying the
functions of group problem, known as the probable entry. In this stage, groups ask: What happened? Why did it happen? Who was involved? What harm resulted?.
communication by Once established, groups then go on to the assessment of situation phase, where they “gather and evaluate information about the problem or
Hirokawa decision”. To continue forward with their progress, the group then decides on some potential “alternative proposals for handling the problem and
discusses the objectives it desires to accomplish the given problem”. These steps are known as the identity alternatives and identity objectives.
Lastly, after further assessing some positive and negative consequences that may arise throughout the process for each alternative, the group
will ultimately decide on a final choice. Hirokawa discusses how since group communication is established and affected by every individual
member of that group, there are a numerous amount of outcomes or answers to group communication. Along the way towards a group
consensus, however, there will be disagreements and if not dealt with or addressed properly, the group can end up with a low-quality decision.
Specifically, there are five main factors that may lead a group towards a low-quality decision: 1) The improper assessment of a choice-making
solution, 2) the establishment of inappropriate goals and objectives, 3) the improper assessment of positive and negative qualities associated
with the various alternatives, 4) the establishment of a flawed information base, and 5) faulty reasoning based on the group’s information base.
SEE EVIDENCE #101

Esajian, T. (2002). Small group communication: Hirokawa’s general functional theory. Retrieved from
http://zimmer.csufresno.edu/~johnca/spch100/9-5-hirokawa.htm
103. Student will show COM100 SOLC The first unit and chapter of my Communications 100 class was all about human communication, “the transactional process in which people
knowledge of generate meaning through the exchange of verbal and nonverbal messages in specific context, influenced by individual and societal forces and
techniques embedded in culture.” We were informed that the transactional process of communication is a two or more way process that involved feedback.
regarding giving and The transactional model is simply a pathway that starts at the sender, who encodes a message to a receiver, who then decodes that message
accepting of and sends feedback again to the sender. This feedback can be verbal or nonverbal, meaning that it does not have to lye within the words or
feedback language themselves, but also the expressions, emphasis, tone, and diction of the speaker who is giving the feedback. These nonverbal
feedback methods can give different meanings to the same words based on the specific context or way of communication in which they are
delivered in. Additionally, being an active member of the university’s Student Organizational Leadership Consultants (SOLC) group has
expanded my knowledge on how to give and receive feedback. We were taught that it is important to be respectful of everyone’s opinions.
Everyone is different and therefore has a unique outlook on life, and therefore, even when you believe your opinion is the correct or better one,
you can still be mindful of another’s perspective. Rather than simply blurting out how his or her idea is wrong, you could use phrases such as “I
hear your opinion, however, I personally see an option that could potentially be better, or more efficient, etc.” Maintaining another individual’s
respect can be incredibly beneficial in the future for whatever project or situation in case those two individuals have to work together again some
other time, or simply because respect leads to more accepting discussions which could lead to more productive work rather than waiting time
with arguments. SEE EVIDENCE #103
 Alberts, J. K., Martin, J. N., & Nakayama, T. K. (2011). Communication Fundamentals (University of Rhode Island ed.). Boston, MA: Pearson
Education.
104. Student will describe COM100 Staff member at the Working at the Tootell Aquatic Center at the University of Rhode Island relates to what I learned about giving and accepting feedback from my
examples of giving Tootell Aquatic COM100 class because it taught me how to appropriately provide as well as receive feedback to and from fellow staff members. As a lifeguard, it
and accepting Center was required for the staff to hold in-service training sessions about once a month throughout each semester. Sometimes these training sessions
feedback. would include all the staff members running through scenarios for various incidents or emergency situations. These could be anywhere from a
blood spill on the pool deck to an active shooter protocol so that all are informed on the best procedures to take during these situations if they are
ever necessary, which they hopefully are not. Nevertheless, it is important to be as prepared as possible to handle the situation most ethically,
calmly, and successfully because ultimately, we as staff members must be the leaders on the pool deck. After each scenario is run, the staff
meets back up and we discuss what worked, what did not work, what went well during the scenario, and what could be improved if we were to
run the scenario again. All are encouraged to give suggestions to individuals or the group as a whole, and through this constructive criticism,
staff members directly help one another to improve safety at the pool deck.
Another example of accepting and giving feedback which I have experienced also involves working at the Tootell Aquatic Center, but this time as
an Aquatic Supervisor. With this higher position, it is our duty at the end of the semester to each submit employee evaluations for the staff
members which we worked with the most. Each evaluation requires us to rate the employee on certain characteristics or accomplishments such
as their availability (or degree to which the employee is prompt and flexible), their adherence to the staff policy (or degree to which the employee
follows their duties and expectations), and their conflict resolution (or the degree to which the employee handles conflict and resolves the
situation in a timely manner). Additionally, we write out the employee’s strengths and areas that they may need to improve on. As far as
accepting feedback for these evaluations, us supervisors also have to fill out a sheet ourselves to reflect on our own accomplishments and
potential areas of improvement. We then have a one-on-one meeting with our boss to discuss our answers and reflect on the semester as a
whole. For the most part I found that I was a bit too harsh on myself, for my boss ended up giving me a higher rating for some of the categories
than I had put down. All in all, when giving and accepting feedback, it is crucial to be openminded and critical in an honest yet uplifting way to
encourage growth and positive behavior. SEE EVIDENCE #104
110. Student will describe HDF413 SOLC LeadWorkshop Each member of SOLC is trained on becoming an efficient leader. As a member of the HDF413 class, it was also our assignment to lead at least
personal examples Honors project one retreat as a requirement for the class. Throughout the semester, it is the job of the SOLC members to facilitate retreats for different
of organizing Aquatic supervisor organizations in the university. Each of the retreats organized require multiple shadows, facilitators, and a lead. One particular meeting involved a
meetings / setting Lead Workshop in which we were taught the necessary requirements for and what is expected as a lead facilitator for a retreat. As a lead
agendas / leading facilitator, one must take on specific responsibilities that involve organizing meetings, creating agendas for the retreat, and leading those
meetings meetings and of course the retreat itself. The lead must be in contact with the organization’s provided contact within one week of accepting the
position as the lead. Along with this they must share the SOLC risk forms, programming agreements, as well as confirm the retreat dates, time,
and location via email. Additionally, the lead must meet with the assigned facilitation team at least one week prior to the retreat and submit the
planned agenda to Alison Jackson Frasier at least one week prior to the retreat. The retreat agenda is written out by the lead and each activity is
planned with accordance to a specific time slot. At the Lead Workshop we were taught the different components of a retreat: the filling out of
forms and introduction of facilitators, a name game to get to know the participants, an energizer to get everyone excited, a full value contract to
write out what each individual in the group can bring into and what they hope to take out of the retreat and organization, initiatives to works on the
group’s goals, a closing to discuss what was learned and experienced, and finally, time to fill out retreat evaluations so that we as facilitators
know what we can improve for next time. After each activity there is also a debriefing period where the group is brought to discuss aspects such
as what went well, what was maybe frustrating, and what could be improved. Finally, on the day of the retreat, it is expected for the lead to be
sure to have extra copies of the risk forms, pens, prepare any needed supplies, and enough evaluations for all of the participants. It is a great
responsibility to be a lead for a retreat, but with proper instruction, guidance, and cooperation by participation and fellow facilitators, a successful
retreat is accomplished. SEE EVIDENCE #109
111. Student will show HDF492 Personal research I used my extra time for my HDF492 class to do some personal research about what exactly parliamentary procedure is. Parliamentary
knowledge of procedure is a well-known and well-studied set of rules that have proven to “move business along in a meeting while maintaining order and
Parliamentary controlling the communications process”. Though named rules, they are more like guidelines meant to guide a group towards reaching their goals
Procedure in an orderly and parliamentary fashion. The rules themselves are based off of some simple principles, but are expanded into longer texts, such
as Henry Robert’s Robert’s Rules of Order (the most common used system of parliamentary procedure) which is over 300 pages in length. The
simplified principles are as follows: Only one issue can be discussed at a time, All members have equal and basic rights – the right to vote, the
right to be heard, and the right to oppose, The rights of the minority to be protected, No member can speak until recognized by the chairman,
Every member can speak to the issue on the floor, however, no one can speak a second time as long as another wants to speak a first time, A
majority vote decides an issue, and finally, The chairperson is strictly impartial. SEE EVIDENCE #111.
 Quinn, T., and Riggs, N., (2005). Simplified Parliamentary Procedure. Retrieved from https://prepareiowa.training-
source.org/sites/default/files/boh/documents/PM1781.pdf
114. Student will show HDF 413 Personal research Bruce Tuckman defined five stages for how groups interact in terms of group development. In order for a group to reach their goals or grow in
knowledge of the general, all five of these stages are necessary. The first stage is forming, which is “when the group comes together in the beginning to figure out
stages of group goals of the group and how this might be accomplishes”. It is a stage in which people are trying to determine which roles they all play within the
development group. Once all of the roles have been defined, then the group is able to move on to the next stage: storming. During this phase, “leadership may
(Tuckman, Bennis or be questioned and group members’ ideas may be challenged”. It is a difficult stage because of this disconnect and tension that comes along with
others) conflicting opinions for how the group should move forward. The next stage, however, is known as norming and is when the group is able to
come to an agreement on a common goal and plan of action. Once this common goal has been put in place, the group will be better able to
understand one another and are able to move up to the performing stage. Now, the group is busy working together to successfully reach their
goal “with little need of outside supervision or input”. Finally, the adjourning stage is the conclusion of the group and is when individuals are able
to reflect on what worked well or didn’t during the previous stages of group development. With reflection, they are also able to look towards the
future, and how the outcomes (successful or unsuccessful) are able to help each individual perform even better in future groups they may be a
part of. SEE EVIDENCE #114

Wiemels, L. (2014, June 23). Group dynamics: How to successfully work in groups. Retrieved from https://www.naspa.org/constituent-
groups/posts/group-dynamics-how-to-successfully-work-in-groups
116. Student will show HDF492 Personal research I have recognized group roles and dynamics in my past experiences, but decided to do some additional research on the specifics of these two
knowledge of group SOLC terms for my HDF492 class. Group dynamics are how a group behaves in regards to how they form, what they are made up of, their overall
dynamics and group process, and how they function. One part of group dynamics is the group’s characteristic, and according to Smriti Chand, “regardless of the size
roles or purpose, every group has similar characteristics”, and these characteristics are: there are two or more people involved, there is a formal social
structure with defined rules, there is a common fate, common goal(s), face-to-face interaction, interdependence in that each individual is
complimentary to the other self-definition as group members that states who each individual is in the group, and finally, recognition by others so
that everyone belongs in the group (1). Group dynamics also define the stages of group development, for “dynamic” means that it is an evolving
group that goes through Tuckman’s forming, storming, norming, performing, and adjourning phases. Before moving through the stages, however,
each individual must first use the forming stage to define their personal and group roles. These roles could be categorized into task roles, social-
emotional roles, procedural roles, and individual roles. Task roles can be further broken down into task leader (the one who keeps the group
focused on the goal), information gatherer (those who provide the factual information needed to evaluate ideas and reach conclusions), opinion
gatherers (those who provide the opinions on group ideas and suggestions), devil’s advocate (the one who argues in contrast to the group’s main
points of view), and the energizer (the one who motivates and encourages the group). Social-emotional roles are those that work to build and
maintain relationships within the group so that there is balance and minimal conflict, and consist of the social-emotional leader, encourager,
followers, tension releaser, and compromiser. Procedural roles include facilitators (who manage the flow of ideas and information to keep the
group on task towards the goal), gatekeepers (who make sure there is always ample and proper communication amongst group members), and
recorders (who keep track of the group’s ideas, decisions, and overall progress). Finally, individual roles are needed to achieve individual goals to
ultimately benefit the entire group, and these individuals could be an aggressor, blocker, self-confessor, playboy or playgirl, or the joker (2). With
respect to the personal roles, the groups themselves are defined as formal or informal. Formal groups are those that are command (specified by
an organizational chart with a supervisor and subordinates), task (a group of people working together as a “task force” towards a common task
within a specific time period), or functional groups (created by a group of people to accomplish certain goals without a specific time period and
remain in existence even after goals have been met). Informal groups are more natural and are known as either interest (where group individuals
may not be part of the same organization but are connected through a common interest that makes the group continue longer than other types of
groups), friendship (made up of individuals who share social activities, political beliefs, religious views, or other common bonds who also often
meet outside of work to participate in those activities), or reference groups (where individuals evaluate themselves to seek social validation and
comparison from and towards others in the group). The overall behavior or a group is dependent on certain factors as well that relate to that
group’s dynamic and process. These factors are group size, the roles, the group norms, and the group’s cohesiveness. The group’s overall
dynamic can be determined once all of these aspects are defined for that group (1). SEE EVIDENCE #116

1). Chand, S. (n.d). Group Dynamics: it’s characteristics, stages, types and other Details. Retrieved from
http://www.yourarticlelibrary.com/management/group-dynamics-its-characteristics-stages-types-and-other-details-management/5363
 2). Paynton, S. T., & Hahn, S. K. (n.d.). Introduction to communication: Group roles. Retrieved from
https://courses.lumenlearning.com/introductiontocommunication/chapter/groups-roles/
Evidence from http://www.mspguide.org/tool/tuckman-forming-norming-storming-performing
118. Student will show HDF492 Personal research Research on effective membership skills in groups was done for my HDF492 class. Bobby Hall, program associate at the University of Arkansas
knowledge of for Community and Economic Development, compiles a list of “Keys to being a good member” of any organization. These are: attends meetings
effective regularly and arrives on time, speaks up during the meeting, bringing out important points and contributing from one’s own experiences, learns to
membership skills in be brief, because brevity wins the goodwill of other members, refrains from being technical or more strict than is absolutely necessary for the
groups good of the meeting, participates with good humor’; brightens up the meeting and makes way for differing viewpoints, faces opposition without
taking offense or feeling there was personal criticism where none was intended, serves willingly to be the best of one’s ability, thus gaining
experience with each added duty, confines oneself to the question before the assembly an avoids personalities, and practices correct
parliamentary procedure. As a member of an organization, it is your own personal responsibility to strive to fulfill these guidelines. SEE
EVIDENCE #118

Hall, B. (n.d.). Simplified Handbook of Parliamentary Procedure. Retrieved from https://www.uaex.edu/publications/pdf/MP350.pdf

120. Student will show HDF413 The Nevitt Sanford challenge and support theory created in 1962 was introduced in my HDF413 class to expand on our class discussion
knowledge of the regarding student growth and development. Simplified, this model expressed how the balance between challenge and support leads to a linear
Challenge and growth of an organization. If someone were to get too much support, then they would not be able to acquire the full skills that they need to grow
Support theory by and develop. If there is no challenge and the individual is simply given the answers, then there will be no growth. Similarly, if one was to get too
Sanford, and its much challenge, then they will most likely give up on their task due to frustration and difficulty. By giving up on the challenge, they will also not
relationship to grow. In our HDF 413 class we were told to also consider the readiness of the group that we are facilitating so that we understand whether to
organizations give them low risk, medium risk, or high risk activities. Each group is filled with specific types of individuals, and therefore the leader must
consider their willingness to grow. It will be difficult for a group to actually grow if they are physically and mentally not ready to grow. There is
much to consider when helping a group grow and develop, and therefore proper analysis of the individuals within the group must be studied
before rushing into trying to find the appropriate levels of challenge and support. SEE EVIDENCE #120

Boehman, J. (2011, April 28). Sanford’s challenge & support theory. Retrieved from https://imjoeboe.wordpress.com/2011/04/28/challenge-
support/
122. Student will show COM100 A significant portion of my Communications 100 class was about public speaking and giving speeches. Therefore, we went in depth about the
knowledge of the differences between informative and persuasive speeches. Simply put, the purpose of informative speeches is to share knowledge, while for
construction / persuasive speeches you want to change someone’s opinion and/ or behaviors. An informative speech “explains, instructs, defines, clarifies,
elements of demonstrates or teaches.” The one that is giving the speech is addressing the audience and becomes a teacher for their audience. Informative
informative and speeches can be categorized into four main types. The first is objects, in which the speech is about a person, place, or thing. Second is process,
persuasive where the speaker gives a demonstration or how-to speech. The third type is event, where the speech is about a festival, holiday, or activity.
speeches Lastly, an informative speech can be about concepts, or ideas and issues. Additionally, there are three main organizational patterns for
informative speeches, which use a chronological pattern where the main points are in a time-order sequence, a geographical or spatial pattern
where the main points are organized based on physical location, or a topical pattern, the most popular type of informative speech where the main
points are presented in a order that is considered most logical for the topic. All successful informative speeches include facts that are accurate,
truthful, and objective, include ideas that are accessible for the audience, and are respectful, and include visual aids that clearly describe the
presented facts.
On the other hand, a persuasive speech “influences, convinces, motivates, sells, preaches, or stimulates action.” The one presenting the speech
must select a position and keep to that side. There are four main types of persuasive specking. The first is a speech that impacts the audience’s
attitude so are focused on “changing the likes and dislikes of an audience.” The second type is one that impacts the audience’s beliefs, for
audience members can “hold beliefs that are not accurate” based on how society presents them. Third, persuasive speeches can be delivered to
impact the audience’s values, so the speaker is focusing on what people feel are right and wrong, good and bad. The final type is a speech that
impacts the audience’s behavior. This particular type of speech is “often organized in a problem-solution format or a problem-solution-action
format.” The three types of organizational patterns associated with persuasive speeches are the problem-solution or problem-solution-action
pattern, in which the speech establishes the problem, proposes a solution to that problem, and then call to action by offering ways to act. Using a
claim is the second type of pattern, and this is similar to the topical pattern of informative speeches in which there is no correct way to structure
one’s claims or arguments, but careful consideration of the order should be discussed. The third type uses Monroe’s motivated sequence, which
has five main steps of attention, need, satisfaction, visualization, and action. All successful persuasive speeches have appropriate topics, have
 organized theses as statements of fact, value, or policy, and establish credibility through high-quality sources. Giving speeches is never an easy
task, and therefore much must be considered and prepared with thorough research in order to effectively impress an audience. SEE EVIDENCE
#122

Alberts, J. K., Martin, J. N., & Nakayama, T. K. (2011). Communication Fundamentals. Boston, Massachusetts: Pearson Education.
123. Student will COM100 HDF 413 After learning about the different types of speeches in my Communications 100 class, we were assigned to deliver an informative speech about
demonstrate ourselves. The name of this speech was called the “Big Brag” speech because we had to create a 5 to 8 minute speech informing our classmates
proficiency in what made us an awesome person and what we are good at. As a part of the assignment we had to hand in a formal speech outline in a specific
informative and format to show what we learned about writing and preparing for informative speeches and what should be included in them. For my speech I
persuasive public decided to write about my uniqueness pertaining to my family’s alpaca farm. My speech can be categorized as being an objects speech
speaking developed with a topical pattern. I started with an introduction that grabbed my reader’s attention to make them interested to hear my story, and
then introduced my thesis statement and previewed what was to come in my speech. My thesis was “Though it sounds strange, I am quite proud
to be remembered as “That girl with the alpacas”, because it is what makes my family unique”.
Then I moved on to the three main points I chose for my speech to prove why I was proud of being unique, which was because “alpacas provide
you with warm clothes and cool products,” “having alpacas allow you to travel and meet new people,” and “alpaca farm life and its benefits in
general,” such as alpaca births and care. Accompanying each main point were three developing points to add additional detail for my audience to
relate to or learn about. To wrap up my speech, in my conclusion I restated my thesis, reviewed my main points, and then added a closing
statement that called back to my attention getter. Also, to make my speech even more successful, I brought in a visual aid so that my words are
more memorable. I brought in one of our ribbons my alpacas had won at an alpaca show, and also a sample of their fleece so that my audience
members could feel what makes alpaca wool such high quality.
Another speech I delivered that could be considered a persuasive speech is the workshop proposal my class members and I had to write for my
HDF413 class. This presentation proposed new programs and classes for the Leadership Minor to increase knowledge of and completion of the
minor around the whole university. As a part of the project we surveyed a variety of students with questions asking why or why not they decided
to continue with the minor and what could be changed to increase their likelihood of sticking with the minor in the future. Though much of the
presentation consisted of us informing our audience of the results of the survey and what our budgeting and marketing aspects would be, this
speech could also be considered persuasive because it was our duty to convince the leaders of the university’s Center for Student Leadership
Development (CSLD) to add in these changes to their program. Due to this, our type of persuasive speech was one that worked to change an
audience’s behavior. In order to increase likelihood of persuasion, us presenters added in personal stories to connect with our proposed
problems. Our speech also followed the problem-solution-action format because we informed the audience of the problems of why individuals
were not sticking with the minor, and then proposed some solutions such as adding in classes that pertained to more majors, and then persuaded
towards action by giving our findings to the professor to be shared and discussed with the other CSLD board members.
These speeches demonstrated my proficiency in informative and persuasive speaking because Before these two classes I had not had much
practice with developing and presenting properly formatted speeches. Now that I knew what needed to be included and what types of speeches
were possible, I was able to determine exactly how I needed to frame my words to most effectively fulfill my task of either informing or persuading
my particular audience members. SEE EVIDENCE #123
124. Student will show WRT106H For the Writing 106 honors course we spent the entire semester creating an extensive writing portfolio for a specific research topic of our
knowledge of choosing. One aspect of the portfolio required a field report in which we had to consult an expert that would have an opinion on our chosen topic.
planning and The main purpose of this writing class was to learn the professional way to conduct our own scientific research paper. It was an extensive
conducting process because we only worked on one research project for the entire semester, but it was definitely worth it because I became much more
interviews (as the aware of the proper etiquette for a professional email and interview, for example. Before even thinking about who our interviewees would be, we
interviewer) were given handouts and presentations on what to do and what not to do when it comes to writing emails to a superior. For example, we were
told to always start your email with your name and, if it was for a particular class, what class section we were in. Also, we must avoid using
abbreviations such as one would use when texting or instant messaging. It is possible that whoever we are sending the email to are sent
countless emails within one day, and therefore it is important to have a properly detailed subject line stating your intention so that they know the
email is important and should not be disregarded. Due to the fact that it is a formal email, it is essential to conclude with a polite salutation and
closing rather than abruptly ending the email. Additionally, we were taught, with examples, the most ideal interview questions that we could
propose that allowed for specific and more detailed discussion rather than simple “yes” or “no” answers. It is our task to get the most information
possible out of our interviewee so that we have more potential information to use in our papers. Thanks to this course, I can apply my newly
gained analyzing, revising, and annotating skills to whatever reading or writing projects may pass me by in my future as a Marine Biologist. SEE
EVIDENCE #124
125. Student will describe WRT106H HDF 290 My specific topic for my research paper for my Writing 106 honors course was on whether or not there was hope for coral reefs suffering from the
personal examples stresses caused by human-induced climate change. After meeting with my marine biology advisors on suggestions on who to interview, I decided
of planning and on a most suitable candidate: Dr. G. Forrester, a professor at URI who specializes in fish and invertebrates living on coral reefs. There was a lot
conducting of preparation necessary for conducting this interview. I needed to take initiative in finding and emailing my interviewee to set up a meeting
interviews (as the location and time, and I also needed to organize my questions prior to the interview so I could get the most out of the interview as I could for my
interviewer) report. At the time of the field report, I still did not have a definite grasp on what my specific topic for my research paper would be or what my
research question would ask. However, I was certain that I wanted it to be about the bleaching coral reefs. Therefore, I knew I needed to gather
as much information as possible from this interview. I wanted to propose questions that were specific but allowed for a broad discussion and, of
course, stayed away from simple “yes” or “no” questions. Before heading to the interview, I wrote up a list of discussion questions that I could
ask, of course simply starting with asking my interviewee about their background of their education and interest of the topic. Each of these
questions had either multiple parts or was open-ended so that they would evoke longer answers from my interviewee. So that I could remember
all that was said in this important interview, I was able to record the interview on my phone, and then later transcribed the text so I could easily
pull out the best parts to use in my field report. Even after this interview I stayed in contact with Dr. Forrester. I sent him a final copy of my field
report and research paper, and even decided to apply to go on his study abroad trip that January. I was accepted into the program (I would like to
think thanks to this successful interview) and had a life-changing experience in Bonaire on a 10-day research diving expedition studying corals
reefs and seeing in real-life what I was writing about in my writing class. With the success of this interview, I was also more confident in my
interviewing abilities later on when I needed to conduct a second interview in my HDF290. For that particular class we had to interview a small
business owner and so I confidently walked in to one of the small businesses up at the university’s emporium and scheduled a meeting time. The
precise interview I conducted (following the same procedures I learned from my first interview) helped me write a proficient paper. With each of
these interviews I not only gained in interviewing experience, but also vital communication skills with adults or superiors that will be inevitable for
when I am eventually working a full-time job. SEE EVIDENCE #125
127. Student will describe COM100 Lifeguarding job The summer before the fall 2016 school semester I applied to be a lifeguard at the Tootell Aquatics Center at URI. For this job I had to be
personal examples application interviewed as a part of my application. Though this interview was performed over the phone and I therefore didn’t need to necessarily worry
of preparing for and about my posture or outfit, I still had to keep in mind the proper etiquette as well as prepare for the possible questions the interviewee could ask
being interviewed me. When speaking with my future boss to set up an interview time, I was told about potential questions I could be asked, such as the steps I
would take to clean up a spill on the pool deck or how to properly strap in someone on the backboard. Therefore, to prepare for my interview, I
read through a life guarding and first aid manual from when I first received my training two years ago to refresh my memory on the important
tasks I must perform as a lifeguard. I also made sure not to plan anything around or near the time of my scheduled interview so that I could
promptly be ready for my phone call. You have to be in a certain mindset for an interview and therefore should not be rushing around just before
your interview. During the actual interview, I made sure to sit in a quiet room closed off from any distractions. I spoke clearly and slowly,
understanding that sometimes words are lost over phone transmissions. When answering questions, I tried my best to avoid adding in filler words
such as “um” and “like” to sound as professional as I could. Additionally, to add in proof of my experience, I made sure to add in personal stories
of my past experiences that could relate to the questions. I felt confident after the interview, and my interviewee informed me that I would be
hearing back from them some time in the next two weeks on whether I got the job or not. Unanticipatedly, two days later I got a call back to say I
got the job. Due to the fact that these tactics ended up being successful, I know in the future what I need to do to triumph in my next interview.
SEE EVIDENCE #127
130. Student will show HDF492 Personal research In order to refrain from embarrassing cultural mistakes or accidentally offending an individual whose culture is very different than your own, it is
knowledge of important to know the intercultural communication considerations. The following tips will help to “avoid awkward-and potentially costly-mishaps”.
Intercultural To be effective in intercultural communication, you must first consider the other perspectives that individuals have. Look beyond your own
communication experience to understand that communication skills are naturally shaped by ones culture. Because of this, be open minded and think beyond the
considerations thought that your “own culture’s communication norms are not the only, nor the best, way to interact”. Secondly, be prepared to do your research
before travelling internationally or meeting with an international individual. Make sure to look up major cultural differences: their customs,
traditions, proper etiquette, or expressions. It is not only fascinating to learn about, but also makes those individuals appreciate and respect you.
Third, along the lines of open-mindedness, pay attention. When interacting with the individual, be mindful of how they are speaking. Some
specific examples of this include: what tone are they using? What is their body language like? How do they compose their emails? If you pay
attention to these and mirror them, then you are on your way to promoting positive intercultural communication. The final way to increase your
effective intercultural communication skills is to consider your education. Immerse yourself in a diverse learning environment, be it in person or
online, so that you become used to noticing the differences and become more confident in communicating naturally. SEE EVIDENCE #130
 4 Tips for Effective Intercultural Business Communication (2019). Retrieved from
https://www.waldenu.edu/programs/communication/resource/four-tips-for-effective-intercultural-business-communication
Evidence from http://interculturalcommunicationkit.weebly.com/poster.html
132. Student will describe HDF492 Personal research I knew the importance of maintaining accountability as a leader, but I decided to do some personal research on the topic for my HDF492 class to
ways to maintain get more specific. Improving and maintaining your accountability as a leader is vital for being seen as a leader that is reliable, trustworthy, and
accountability in responsible. Reliability, trustworthiness, and responsibility are core values of a successful leader. Ian Cornett (2018) defines the five main ways
leadership / member one can demonstrate leadership accountability and inspire others to be accountable. The first is to lead by example. This way, the leader is
relationships “showing others how to be accountable for doing what they say they’ll do” (Cornett, 2018). Displaying behaviors such as proper discipline,
integrity, and execution are just a few ways that one can demonstrate accountability for a group. The second way is to develop accountable
leaders. This can include specific training session for leaders at all levels on “what it means to be accountable and
Which behaviors help to demonstrate accountability” so that all are on the same page while also developing stronger leadership skills in all
individuals (Cornett, 2018). Thirdly, leaders should communicate and share information so that everyone understands how to behave when
dealing with certain situations. People naturally learn by observing, and then practicing, so a leader must be comfortable being a good role model
and making sure everyone involved fully understands what is necessary to get the job done. The fourth way Cornett believes leaders can build up
their accountability and encourage others to do the same is by building individual understanding amongst the group. This could include
mentorship and coaching, multi-rater assessments, and team meetings, all of which help “to avoid the pitfall of over-committing and under-
delivering” (Cornett, 2018). Finally, a leader must require accountability in order to build on it themselves. What Cornett (2018) means by this is
that “individuals need to understand the requirement to demonstrate accountability”. The leader can do this by setting clear expectations of the
group and individuals, make sure all are in agreement as to what the goal is and if that goal is attainable, and then the leader must urge the
group to work and stay committed towards that goal. When each of these five steps are enforced, the group will “see the difference between
effort and results, and learn to deliver both” (Cornett, 2018). SEE EVIDENCE #132

Cornett, I. (10 July, 2018). 5 ways to demonstrate leadership accountability & ensure it in others. Retrieved from
https://www.eaglesflight.com/blog/5-ways-to-demonstrate-leadership-accountability-ensure-it-in-others
Evidence from https://dx-learning.com/accountability-the-best-and-worst-leadership-habits/
134. Student will describe HDF492 Personal research I understand first-hand the importance of having strong relationships between leaders and members, but since I was never specifically told in any
ways to build class what these specifics were, I did some personal research on the matter for my HDF492 class. Susan Ritchie (2019) explores the seven main
relationships ways for leaders build relationships with their team members. These seven ways will guarantee that you and your team will build outstanding
between leaders and performance. The first way is to build a culture of listening. If meetings are run “in a way that ensures everyone has a voice and feels listened to”,
members then naturally people will feel a stronger relationship amongst team members and gives them the courage to speak up, generating better ideas in
shorter amounts of time. Second, you must learn to recognize emotion in others. By being able to recognize emotions in both yourself and others,
you will automatically be able to connect individuals more deeply and fully. It was also found that those successful in reading others’ emotions
were better liked by others, and therefore respected. The third way is to use praise with your members. Praise is a motivator, and therefore
encourages good, long lasting, and efficient behavior, improving the group’s performance. Next, you simply have to be a leader, since members
are expecting a leader to lead, not to “indulge in office gossip”. As the leader, your goal isn’t to become each member’s best friend, but just to
have each member respect you and admire you so that they are all inspired to trust you and therefore build their own confidence. Ritchie
suggests to “demonstrate fairness, empathy, compassion, and strong boundaries”. The fifth way to improve group relationships is to set high
expectations. It sounds simple, but in order to have everyone know what is expected of them, you must tell them what is expected of them.
Challenge them towards greatness by “adopting a ‘yes, you can’ attitude” to lift people’s performances. With this technique you will be able to
understand each member’s individual strength and use them to set challenging goals. Another way to strengthen your team is to ask them
questions. This way, you are showing that you care about the members and are devoted and interested, both professionally and personally. As
Ritchie explains, “a team culture that asks questions may also be more ready to ‘try’, and therefore run the risk of failing a little more often”, but
then the leader inspires the members “to take risks and be comfortable with ‘failure’, while at the same time supporting them” and generate
tremendous amounts of loyalty. Finally, develop shared values so that there is a mutual understanding amongst all involved and opens up
possibilities for support. “It is a highly effective way to cement a team” when members and leaders share common bonds. SEE EVIDENCE #134

Ritchie, S. (2019). 7 ways to build great relationships with your team. Retrieved from https://beleaderly.com/7-ways-to-build-great-relationships-
with-your-team/
Evidence from http://www.davidkoutsoukis.com/assessment-4-1
136. Student will describe HDF492 Personal research I utilized the time given to me in my HDF492 class to research exactly what leaders should have to be considered and maintain credible.
how credibility Credibility is vital for a leader to obtain because if others do not find you credible, then they are less likely to trust you, seek guidance from you, or
applies to listen to you. Peter Economy (2015) describes 7 Powerful Habits for Establishing Credibility as a Leader. As a credible leader, your actions speak
leadership, as well louder than your words, and deliver what you have promised to your subordinates, all while focusing “on creating win-win situations for all”.
as the According to Economy (2015), the seven best habits that a leader must practice and put forth every day in order to be credible are: they are
characteristics and respectful, they are honest, they are educated, they are competent, they are accountable, they are loyal, and they are trusting. With all of these
skills of a credible aspects in mind, a leader will gain people’s loyalty, build a foundation for ethical behavior, encourage learning and expanding of knowledge,
leader successfully develop multiple possible solutions to any problem or situation, inspire growth from failure, build a supportive community, and finally,
strengthen trust amongst all members to maximize the group’s potential. SEE EVIDENCE #136

139. Student will describe
how influence
applies to leadership
Economy, P. (22 May, 2015). 7 powerful habits for establishing credibility as a leader. Retrieved from https://www.inc.com/peter-economy/8-
powerful-habits-to-establish-credibility-as-a-leader.html
Evidence from https://etd.ohiolink.edu/!etd.send_file?accession=case1491489274525242&disposition=inline
Volunteer for New The motto for the New England Aquarium is “Protecting the Blue Planet”, so of course as a volunteer for the aquarium you must encourage
England Aquarium others to want to protect the blue planet as well. Specifically during the annual World Ocean’s Day Festival, there was a station which I
volunteered for that was all about influencing others to help the ocean. According to Bacon (2011), “leaders lead by mobilizing people around a
compelling vision for the future, by inspiring them to follow in the leader’s footsteps”, and that is exactly what I make sure to do volunteering for
the New England Aquarium. We have to prove to the public that we are here for a reason: because we are passionate about saving the
environment and are actively engaged in doing so in our daily lives. If the public sees how enthusiastic we are about making a difference, then
they will naturally be inspired to do the same. The station I worked at for World Ocean’s Day was a reflection board where visitors and passerby’s
of all ages were requested to write something on a notecard which would then be displayed on a large board. On these notecards, we asked
people to either write something they had learned about the ocean from walking around the festival, something that has made an impact on them
from the experiences or conversations they have had around the festival, or to write a pledge they would make that had to do with helping out the
ocean and the environment. Examples of what people wrote included “I promise to recycle more”, “I will skip the straw”, “I learned about the
importance of sustainable seafood”, as well as numerous drawings from little kids of their favorite ocean animals that they hope to protect. Many
did not know what the station was, so I had grab peoples’ attention as they walked by. As a volunteer at this station, I had to be friendly and
approachable so that people were more likely to want to participate. Passerby’s are more influenced to not only participate with the activity but
also to support the cause if us volunteers give them a compelling vision such as raising awareness to save our planet. Similarly to how Terry
Bacon describes influential leaders, we as volunteers “show people what’s possible and motivate them to make those possibilities real”. SEE
EVIDENCE #139

Bacon, T. R. (2011, July). Elements of Influence: The Art of Getting Others to Follow Your Lead. AMACOM Books. Retrieved from
http://www.theelementsofpower.com/power-and-influence-blog/influence-and-leadership/
141. Student will describe Mentoring: Mentoring is an important learning construct and both doing the mentoring or being mentored can be incredibly valuable for improving skills. As a
personal examples -CELS ambassador senior at URI I have had many more opportunities to be a mentor than when I was an underclassmen, which makes sense since now we are the
of mentoring and -Aquatic supervisor oldest and therefore most experienced students on campus. I have been a mentor for incoming students as a student ambassador through the
being mentored College of Environmental Life Sciences (CELS). As a CELS ambassador, I have volunteered at move-in and open house events, educating
Mentored: incoming freshman about the school and what is offered under the CELS majors. Though I am not working with any individuals in particular on a
-Dr. Prada/Beltran for particular topic, I still consider myself to be a mentor at these events because I am helping the new students answer any questions they may
Coastal Fellow/ lab have about URI’s programs, from what types of clubs they could join or which classes they should make sure to sign up for, as well as trying to
work persuade them to pick URI as their college if they are still deciding. Most importantly, I am getting them to be excited about becoming a URI Ram,
-SOLC and am giving my knowledge and suggestions on how to make the most of their time at this school. I was also a mentor when working under
upperclassmen- lead Campus Recreation as an Aquatic Supervisor. Here, I held an important role in training new recruits on the rules of the pool and any protocols
workshop etc. they need to follow, as well as overlooking all the lifeguarding shifts to make sure lifeguards are doing their duty properly and efficiently. The
-Allie for honors aquatic staff also held monthly in-service training sessions, in which the Aquatic Supervisors worked together to review any safety regulations or
project address any issues. The most meticulous mentoring, however, as an Aquatic Supervisor, was when new hires would follow us around during a
“shadow shift” observing how we run the place. Along the way, it was our job to set a prime example of how to act during a lifeguarding shift and
what protocols to follow to lock down the facility after closing or to properly handle any emergency situations they may come across. It was also
an important time to bond with the new staff members so that they feel comfortable enough to ask us questions or reach out to the supervisors if
anything is unclear.
 During my senior year so far I have also had some influential experience being mentored. Last summer I participated in the Coastal and
Environmental Fellows program where I conducted a research project working in Dr. Carlos Prada’s lab on octocoral growth rates and
phylogenies. Throughout the summer I was mentored by Dr. Prada and Dr. Diana Beltrán on both working in the science lab and analyzing large
data sheets on the computer. Dr. Beltrán taught me the rules of the lab and how to properly extract, amplify, and sequenced coral DNA using any
necessary tools ranging from micropipettes, to microscales, to hot water baths, to gel electrophoresis, to various sized glass beakers. It was
crucial to understand how to use each tool and perform each technique properly to minimize any potential errors in our data throughout these
tedious steps towards building phylogenetic trees for the corals. Dr. Prada also mentored me outside of the lab by keeping me on track each
week as well as teaching me how to use statistical analysis programs that I had not used before to build the necessary graphs and diagrams for
my final presentation. More recently, Dr. Prada has continued to mentor me with writing my very own scientific research paper to hopefully get
published later this year. He has educated me about what it takes to write a professional research paper and has guided me through writing each
individual section, making sure I use proper grammar and sentence structure and have included all of the necessary information to make the
paper worth publishing. I continue to email and meet with Dr. Prada throughout this last semester at URI to complete the paper in my own time
and he gives me detailed feedback and suggestions on how to make my writing better and better each time. I have learned, therefore, that the
key aspect to mentoring or being mentored is continuous communication between those involved. Maintaining proper communication is the most
powerful and efficient way to achieve the goals that are set forth because it establishes a strong role model, sense of trust, reliability, and
support. SEE EVIDENCE #141
143. Student will describe HDF 413 SOLC Being a member of the university’s SOLC group, I have gained so much knowledge about what it means to be an effective leader and how to
personal examples lead or be led by peers. During each weekly meeting, we were all presented with new ideas for activities or debriefs that we would be able to use
related to being a in any future retreat that we were a part of. Members of the HDF413 class were all required to bring in and present an activity for the group
peer leader and throughout the semester. By participating in these activities, whether they were simple name games, initiatives, energizers, or debriefs, we were
being led by peers taught hands-on how to be led by fellow peers. We would all be respectful when the peer was laying out the rules of the activity by actively
listening to make sure the directions were clear and complete. Then we would show willingness to learn this new activity by willingly involving
ourselves in discussions and actions that were necessary to complete the task for the activity. When the time came for me to present an activity
for the group, I gained experience for what it means to lead peers because I had to effectively design an appropriate activity dependent on our
group size and inform my peers about the activity. I knew that this group of peers was high functioning, but I also had to be prepared for any
particular difficulties that may come up or if the activity proved to be too easy, and I did this by having variations of the particular activity up my
sleeve. As peers and members all working towards a shared goal of becoming better leaders, criticism was greatly appreciated during each
weekly activity so that we all understood what could be improved the next time one of us may want to use that particular activity in one of our
future retreats. SEE EVIDENCE #143
144. Student will HDF492 Personal research I researched the four frames of organization and the meaning of reframing for my HDF492 class. As the Accipio website describes, Bolman and
demonstrate HDF413 Deal believe any leader should look at and approach an organization’s issues from four different perspectives, or frames; no less. In doing so,
knowledge the four SOLC that leader is addressing the situation in the most effective way. Bolman and Deal’s first frame is Structural, and focuses on the “how”. It is
frames of considered a task-orientated frame and relies on strategic thinking while setting measurable goals, clarifying tasks, responsibilities, agreeing on
organizations, and deadlines, and creating systems and procedures. The second frame is known as the Human Resources frame. This frame is more focused on
the meaning of people’s needs and giving power to employees so they can perform well in their jobs while “addressing their needs for human contact, personal
reframing by Bolman growth, and job satisfaction”. Thirdly is the Political frame that refers to the individual and group problems that come up during conflicting
and Deal agendas and limited budgets which could lead to making difficult and inferior decisions. With this frame there is coalition-building, conflict
resolution, and power-based building that support the leader. The last frame is the Symbolic frame, and helps address people’s needs specifically
“for a sense of purpose and meaning in their work”. The Symbolic frame makes sure to inspire people by deciding on a direction that is significant
and distinctive for the entire organization. Therefore, this frame is motivating and recognizes “superb performance through company
celebrations”. SEE EVIDENCE #144

Bolman and Deal’s Four-Frame Model. (2018). Retrieved from https://www.accipio.com/eleadership/mod/wiki/view.php?id=1666

NEW INVENTORY (REVISED 2017)
Outcome Category: Self-Leadership
17. Student will describe
StrengthsQuest
Signature Themes,
shadow side of
Strengths and/or
weaknesses, and
examples of application
(Source = Gallup)
Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership
86 Student will demonstrate
knowledge of relevant
laws and policies related
to issues of equity and
its relationship to
leadership (i.e., Title IX,
Affirmative Action,
Protected Classes, etc.)
93. Student will show
knowledge of the
Multicultural
Organizational
Development Model
(Jackson)
HDF290 HDF413 I was first introduced to the Gallup StrengthsQuest in my introductory leadership course, HDF290. Each year since then, I have learned how to
SOLC use the results from this test to understand and utilize my personal top leadership strengths as a member of SOLC. The StrengthsQuest website
Juggling Junior Year is an online resource that is built for individuals, managers, organizations, and educators to maximize their potential for success. According to the
Experience website, the assessment itself is a way to “discover what you naturally do best, learn how to develop your greatest talents, and to use your
customized results to live your best life”, The online assessment uses 177 paired statements to measure “your natural patterns of thinking, feeling
and behaving, so when you’re done you’ll have discovered your talents”. The results that you get from the survey are a unique ranking of the 34
CliftonStrengths themes and supplies detailed reports on your top strengths so that you can understand what they mean and what you can do to
utilize them. Each of the 34 themes are sorted into four domains which are either strategic thinking, executing, influencing, and relationship
building. Strategic thinking asks the question “How do you absorb, think about and analyze information and situations?” and includes themes
such as analytical, context, learner, and strategic. The executing domain asks “How do you make things happen?” through themes of achiever,
arranger, responsibility, and restorative. The influencing theme asks “How do you influence others?” and includes activator, communication,
significance and woo themes. Finally, the relationship building domain asks “How do you build and nurture strong relationships?” and includes the
themes of adaptability, connectedness, positivity, and relator. The results of the test also come with recommended resources for an action-
planning tool, improving your personal development, and for improving team performance, all specifically tethered towards your top five themes.
SEE EVIDENCE #17 NEW
CliftonStrengths: How It Works (n.d.). Retrieved from https://www.gallupstrengthscenter.com/home/en-us/cliftonstrengths-how-it-works
HDF492 Personal research Though I have heard of and learned about these laws in previous classes at URI, I needed some reminder as to what they specifically entailed
and therefore did most of this research on my own for my HDF492 class. To begin with, in 1961 President Kennedy first coined the term
“affirmative action” by saying “The contractor will take affirmative action to ensure that applicant are employed, and that employees are treated
during employment, without regard to their race, creed, color, or national origin” (1). By encouraging minorities to apply for jobs that ensured
they would be treated equally, those individuals were now able to work towards leadership roles that were before that time completely out of
reach. Minorities were now given the opportunity to become educated professionals while feeling a sense of protection from the law that
prevented any discrimination against them. The Executive Order that followed in 1965 required companies to utilize this law to increase the
number of employees in their workspace that were individuals from minority groups (1). A few years later, in 1972, Title IX became a law which
required gender equality, banning gender discrimination in all educational institutions that receive federal money (2). This allowed for women to
step up to more senior roles and leadership roles, and already in the 1980s more women were being admitted to colleges than men.
Additionally, this meant that students were much more likely to also be taught by a women (2). Though these laws have helped the country work
towards equality for all, more still needs to be done, as women (and especially African American women) are still being paid less on than males
(especially Caucasian males) in the same position, and more states must be accepting of LGBTQ+ individuals not only in the workplace, but in
their communities as well. The United States, after all, is yet to see a women or openly LGBTQ+ individual as our president, the most superior
leader of this country. SEE EVIDENCE #86 NEW
(1) Affirmative Action Overview. (2014, February 7). In National Conference of State Legislatures. Retrieved from
http://www.ncsl.org/research/education/affirmative-action-overview.aspx
(2) Alex-Assensoh, Y. M. (2012, June 18). 40 years of Title IX: Leadership matters for women in academe. Retrieved from
https://www.chronicle.com/article/40-Years-of-Title-IX-/132311
Evidence from https://icygsissu.gq/464739-john-f-kennedy-affirmative-action-quotes.xhtml
HDF492 Personal research The Multicultural Organizational Development (MCOD) model helps an organization to transition from being exclusive or monocultural to one
that is inclusive, diverse, and multicultural. As Evangelina Holvino (2008) points out, this model specifically provides an organization with ways
to: “frame an initial assessment of where it is on the path to multiculturalism, decide on a vision of multiculturalism it wants, and select
appropriate goals and interventions to support its desired vision”. Holvino (2008) explains that there are six stages in order to successfully grow
from a monocultural organization to a multicultural one. The first step is known as the exclusionary stage in which organizations base their
decisions off of just one cultural group’s norms and values. The second stage is the passive club, and is when organizations are still basing their
 actions off of one cultural group, but are doing so without openly advocating dominance, much like an exclusive member’s club. The third stage
is the start of the transitional period for the organization, and is known as the compliance stage. Here, the organization “are passively committed
to including members of non-dominant groups” but do not make any significant changes to their management of their organization to incorporate
those non-dominant groups. The fourth stage, also part of the transitional period, is known as the positive action stage, and is when the
organization makes sure to put in the effort to address the needs of the non-dominant groups. However, “subtle ways in which the norms,
structures and ways of doing work still favor those in the dominant group” (Holvino, 2008). The fifth stage is the redefining stage, and is the
beginning phase of a multicultural organization. During this stage the organization is mindful of trying to include the non-dominant groups in all
aspects of their organization to get rid of the subtle barriers. “At this stage there may be acceptance of differences, but not full utilization or
access” since both dominant and non-dominant members are still in the learning phase of these new ideas. The final stage is the multicultural
stage, and is when “organizations seek and value all differences and develop the system and work practices that support members of every
group to develop, succeed, and contribute fully” (Holvino, 2008). Now, all differences are integrated into the backbone of the organization and all
members are treated equally and fairly. SEE EVIDENCE #93 NEW

Holvino, E. (11 September, 2008). Developing multicultural organizations: A change model. Retrieved from
https://naaee.org/sites/default/files/mcodmodel.pdf
95. Student will show HDF492 Personal research Pope’s matrix model was created for higher education programs to plan and understand any changes they must go through to support a
knowledge of the multicultural institution. It is divided into two orders. The “first-order creates change within the person but no change in the structure of the
Multicultural Change system” whereas the “second-order change is anything that fundamentally alters the structure of a system” (Palacios, Thornton, & Veselka,
Intervention Matrix n.d.). Each of the orders are further divided into three targets of change: the individual, the group, and the institutional. Under the first-order, the
(Pope) individual change is awareness, and gets people to recognize various racial, religious, or other cultural groups through workshops, programs, or
presentations. The second-order change for the individual is known as a paradigm shift, and focuses on restructuring the individual with
interactive experiences that challenge them to “examine belief, introspective, and self-challenging”. Under group change, the first-order is
membership, in which under-represented groups are included as team members, but no changes are made to the group’s goals or norms. The
second-order change for groups is reconstructing, and introduces new missions and goals for the group as well as members to create a more
multicultural and accepting group. Finally, for the institutional change, the first-order is programmatic, where the interventions are made within
the institution to incorporate multicultural issues, but “does not alter the underlying values and structure” of that institution. This could include
adding in a multicultural section within the institution’s mission statement, but not altering the budgetary criteria to take the new section of the
mission statement into account. The second-order change, however, is systemic, and is when multicultural values and norms are directly
considered and efforts are made to address them to the whole team. According to Palacios, Thornton, and Veselka (n.d.), change efforts must
address all six of these sections in order to truly create a multicultural division. SEE EVIDENCE #95 NEW

Palacios, L., Thornton, A., Veselka, J. (n.d.). Student life cultural competence (SLCC) work team report. Retrieved from
https://www.baylor.edu/student_life/doc.php/225603.pdf

Outcome Category: Interpersonal and Organizational Concepts & Skills

115. Student will show HDF492 Personal research The 7D Coaching Model deisnged by Gene Knott is precisely as it sounds: it uses a series of seven words beginning with the letter D in a
knowledge of the 7D particular order that ensures a thoughtful and thorough coaching process. These seven words lead a group through a strengths-focused
coaching model discussion towards change. The first step is Declare (or Data), where the group “states what is to be dealt with in the coaching session or
(Knott) overall relationship”. This step basically states the group’s main focus and what objective and subjective information is necessary going forward.
The second step is Define, in which the official goal statement is put together for the group, as well as any potential challenges they must
overcome along the way. Third is Distinguish (Design), where the group looks at what “the key features of the situation” will be, “indicating their
relevant applicable strengths” based on diagnosis of the situation. Next, the group Differentiates (Design) the pathways towards their goal by
exploring all of the possibilities or outcomes depending on alternative directions, choices, and decisions they may make along the way. Once
one particular pathway is chosen, the group is ready to Develop their plan through a detailed plan with any necessary materials, protocols, or
other requirements to keep in mind. With everything laid out, the group Decides (Delivers and Deploys) on “concrete and optimal ways of
implementation, including a timetable”. Finally, the group uses the last D-word throughout the rest of their process to Determine how effective
their progress is at each step. Potential intervention is assessed and measured to keep the group on track towards their ultimate goal (Knott,
2011) (Parameswar, 2019). SEE EVIDENCE #115 NEW
 Knott, G. (2011). The 7-D Approach. In Power Up!: The Guide to Leadership Coaching with Strengths. (ed.). Bloomington, IN: iUniverse.
Retrieved from http://elizabethsillman.yolasite.com/resources/The%2B7%2BD%2BModel.pdf
Parameswar, P. (2019) The 7D model of organization development. Retrieved from https://www.thoughtsacademy.com/our-research/the-7d-
model-of-organization-development/
117. Student will show HDF492 Personal research The Crucial Conversations model by Patterson, Grenny, McMillan, and Swizler (2013) has seven main steps towards having greater critical
knowledge of conversations: 1) Start with the heart. Approaching situations with empathy and a positive intent will get you much farther to where you need to
elements of a Crucial go than approaching it with a negative mindset and resenting emotions. Often when you are expressing positivity and openness, it will rub off on
Conversation and the other person involved as well. 2) Stay in dialogue. Conversations are two-way streets, and it is vital for both parties involved to remain in
steps to maintain constant good contact in order for a resolution to ultimately be made. Otherwise, conversations will fail and the goal(s) lost. 3) Make it safe. Both
dialogue and move to parties involved need to feel safe in order to open up to build on the conversations. If they do not feel safe then they will shut themselves off or
action (Patterson, fight back during conversations by masking, avoiding, or withdrawing from the conversation. If a conversation becomes unsafe, then it is
McMillan & Swizler) important to step back from the current risky conversation itself and instead remind everyone of the desired goals or outcomes and re-establish
that safety by using the four steps of powerful listening: Ask (to get things rolling), Mirror (to confirm feelings), Paraphrase (to acknowledge their
story), and Prime (when it is getting nowhere). 4) Don’t get hooked by emotion (or hook them). It is normal for crucial conversations to be
personal and emotional, but managing those emotion is important to stay on track. Additionally, when a bunch of emotions are flying around it is
easy to become hooked and sucked in to those emotions. Three things one can do to avoid getting hooked are to keep focused on the end
goal, refuse to play the “game”, avoid the sucker’s choice (thinking you have to pick to either let it go or express brutal honesty) and instead find
the middle ground. 5) Agree a mutual purpose. It is essential for both sides to agree on an objective. Four key steps for developing a mutual
purpose are Commit to seek a mutual purpose, recognize the purpose behind the strategy, invent a mutual purpose, and brainstorm new
strategies to find mutual solutions. 6) Separate facts from story. Fact is very different from opinion, for facts are irrefutable and therefore cannot
be argued over. Facts can be used to draw out the overall story, but many stories can be created from the same set of facts depending on
perspectives, and therefore it is again important to listen to everyone’s side of the story to ultimately build a bigger, shared story for everyone. 7)
Agree on a clear action plan. Reaching an agreement on purpose does not guarantee that the group will successfully reach their outcome.
Numerous other potential roadblocks along the way include no decision is made, the wrong decision is made, or no action happens following
the decision. Therefore, the following four decision making methods should help to “decide how to decide”: command by an authority figure,
consult the others, vote democratically, and seek out a consensus that everyone can agree to. SEE EVIDENCE #117 NEW

Patterson, K., Grenny, J. McMillan, R., & Swizler, A. (2013). Crucial conversations: Tools for talking when the stakes are high. Retrieved from
https://slooowdown.wordpress.com/2013/06/09/summary-of-crucial-conversations-tools-for-talking-when-the-stakes-are-high-by-kerry-
patterson-joseph-grenny-ron-mcmillan-and-al-swizler/
119. Student will HDF413 SOLC At the beginning of my first fall semesters as a member of SOLC I participated in an over-night training retreat, and since I was in the HDF413
demonstrate class, this was a required training retreat. The goal of this retreat was to introduce what it means to be a consultant and basically was a
knowledge of weekend to “train the trainers.” Members of the executive board for SOLC brought all of us through a series of exercises and activities to
facilitation techniques properly show us how to be a most efficient facilitator. We learned what each of our own personal strengths meant and how we could use those
strengths to maximize the success of a facilitation. We worked in groups to throughout the weekend to have discussion groups about proper
facilitating and debriefing techniques, such as the use of metaphors, props, chiji cards, and how to formulate good discussion-based questions
(rather than questions which could be answered with a simple “yes” or a “no”). Our facilitation and debriefing technique training, however, did
not end after that weekend. In HDF413 we learned about the GRABBSS modality, which is a facilitation check list that stands for Goals,
Readiness, Affect, Behavior, Body, Stage, and Setting. All of these sections help a facilitator stay on track during a facilitation. Additionally,
during each of our weekly meetings for SOLC, we were taught new and different retreat activities as well as the ways to debrief those activities.
We were given hands-on experiences to learn one or two new facilitation activities each week, introduced by fellow SOLC members. We were
taught these activities so that we could catalog them and use them during our own retreat facilitations. Through observations and instructions
from each fellow SOLC member, we learned the best techniques to properly facilitate and then suggestions for de-briefing. Experiencing these
techniques rather than simply reading about them really helped my further understanding of how to approach and effectively work with a group
throughout a future retreat. SEE EVIDENCE #105
120. Student will HDF413 SOLC Being a member of SOLC as well as a member of the HDF413 class gave me numerous opportunities to improve on my facilitation skills. Due
demonstrate to the fact that at least one shadowing experience and one facilitation experience was mandatory as a part of the HDF413 class, I was required
proficiency of to sign up for numerous retreats throughout the semester. During my first retreat, I was feeling quite nervous because I barely had any
facilitation techniques experience with facilitation and did not know what to expect. Therefore, I decided to stand back as a shadow and not originally facilitate any of
the activities. However, along the way, as I became more comfortable with the group throughout the retreat, my confidence grew as well. Before
 I knew it, I turned my shadowing experience into a facilitation experience too. Specifically for my first retreat, the group got through each activity
fairly quickly, and so us facilitators made the quick decision to add in another activity. This was where my shadowing experience turned into a
facilitation experience. Our group lead at the time suggested a quick game such as Walmart, but then combined it with Compliments so that the
activity would be better for the members to connect on a more personal level. Since I had experience with both of the activities, I decided to step
up and facilitate this new game. By this point I was feeling more comfortable and understood the group and therefore was no longer feeling as
nervous.
Successfully facilitating for the first time boosted my confidence, so for the remainder of the retreat I was more involved with the activities.
Additionally for each of my future retreats, I felt greatly improved on my facilitation techniques simply because I was gaining more experience
each time. Even by the time I was facilitating my second retreat I was able to confidently explain the rules of my chosen activity all by myself.
From my first real facilitation experience where I only lead a quick activity, to facilitating an activity that ended up lasting about an hour long with
a thoughtful and engaging discussion with all of the group members, I am proud in my proficiency with the different techniques I learned through
SOLC. SEE EVIDENCE #106
121. Student will HDF413 SOLC In the fall of 2018 I joined SOLC for our annual group over-night training retreat. The big focus of this retreat was to learn about and improve on
demonstrate all of our de-briefing techniques. Everyone was split up into small groups and then E-Board members were each responsible for going over a
knowledge of de- different type of de-briefing technique at their station. These included using metaphors, various props, and specialized questions. For the
briefing techniques metaphors station we learned about the numerous metaphors one can use to assess how participants are feeling. For example, one can
introduce the idea of a thumb-mometer, where individuals rate how they personally felt after the completion of a particular activity through the
angle of their thumb. One would point their thumb straight up if they were feeling great, excited, accomplished, or really positive overall with how
the activity went. On the other side of the scale, one would point their thumb straight down if they felt uncomfortable, upset, or frustrated with the
results of activity. After glancing around to see where on the scales individuals’ thumbs were pointing, the facilitator could discuss with the group
why they angled their thumbs the way they did. This way other group members are able to visually see whether or not their group members felt
the same, or if they had overlooked someone else’s feelings during the activity. Props are also a great visual way to ask how the group is
feeling. Feelings cards provide a great variety of emotions that individual group members can pick up in response to how they felt about the
activity and then later discuss why they picked up that particular card. If there are enough cards, the facilitator could ask the participants to pick
up two cards, one explaining how they felt at the beginning at the activity, and one explaining how they felt afterwards, to get into the
conversation about the group’s process or lack thereof. The third station addressed the specific order of questions the facilitator could use to
lead the group through a meaningful discussion without any props or visuals. One leadership theory that was brought up when at this station
was that of Kolb’s model of Experiential Learning that starts with the simple questions such as “What just happened? What did we just do?”, to
“So what? So why did we do that?” to then “Now what? Now what will we do about it?”. This progression of questions really gets the group
thinking about the purpose behind every activity we lead them through. SEE EVIDENCE #121 NEW

Evidence from https://www.simplypsychology.org/learning-kolb.html