Outcomes 2017

231333LEADERSHIP
DEVELOPMENT
Outcomes & Evidence
Progress Inventory*
MINOR IN LEADERSHIP STUDIES
Center for Student Leadership Development
Memorial Union
University of Rhode Island
Name: Hannah Wilkinson

Date Enrolled: September 2013
Date of Graduation: May 2017
*The Outcomes & Evidence Progress Inventory is the intellectual property of the Center for Student Leadership Development (CSLD)
at the University of Rhode Island and cannot be reproduced in part, or in its entirety, without the written permission of the acting
Assistant Director of the CSLD.
Leadership Inventory Revised 8/30/2013 1

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

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

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

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

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

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

At URI, we are among only a handful of colleges and universities across the country that offers a Minor in Leadership Studies and one that is customized for each student. We
utilize a cross-disciplinary approach to leadership education designed to complement your academic studies. All courses utilize a variety of teaching methods but ultimately include
some form of experiential learning, practical application, and reflective learning. Employers, now more than ever, are seeking candidates with exceptional skills in the areas of
interpersonal and group management, problem solving, critical thinking and effective communication. We can help with all of the above.
GENERAL INFORMATION
Regardless of your major, you can minor in Leadership Studies.
Requirements may be satisfied by completing 18 or more credits related to leadership and offered by more than one department.
Twelve (12) of the 18 credits must be at the 200 level of instruction or above. A course grade of C or better must be earned in each graded course. At least 12 of the credits
must be earned at URI.
No course may be used to apply to both the major and minor fields of study. Courses in General Education or for other minors may be used for the minor* (*this does not
apply to students in the College of Business). With the exception of internship credit, all courses for the minor must be taken for a grade. The Introductory class must be taken
before the internship and the capstone course.
Application for the minor must be filed in your academic deans office no later than the beginning of the final semester or term.
Approval of the minor does not guarantee that the suggested courses will be available to you on a schedule correlated with your graduation plans nor guarantee space in any
required course.
CORE REQUIREMENTS- 9 Credits
Required Element Class options Notes
Introductory Course HDF 190: FLITE Only offered in spring for first-year students
3 credits or
HDF 290: Modern Leadership Issues Offered Fall and Spring for sophomores & juniors
Internship HDF 417: Leadership Internship Requires 40 hours/credit with a min. of 80 hours & a max. of 120 hours of documented
3 credits or internship experience for graded credit
Experience through Office of Experiential Learning & Community Engagement
or
Internship Class in Academic Major The only time the major and minor can overlap
Capstone HDF 412: Historical, Multi-ethnic & Alternative Leadership Offered only in the fall with preference given to seniors
3 credits or
COM 402: Leadership & Motivation Offered in the spring and summer with Dr. Leatham
or
BUS 441: Leadership Skills Development Offered in the fall and spring with Dr. Cooper
or
HPR 411/412: Honors Senior Seminar
Must be in Honors or have GPA of 3.3
Portfolio HDF 492: Leadership Minor Portfolio Taken last spring semester of enrollment (some exceptions)
1 credit
MINOR ELECTIVES-9 credits

*Additional classes may be appropriate and therefore added to the list; see CSLD for the most updated list or bring a class that you think should be an elective
AAF 300: Civil Rights Movement in the US COM 402: Leadership and Motivation (capstone option) HDF 416: Leadership in Organizations
BUS 341: Organizational Behavior COM 407: Political Communication HDF 417: Leadership Minor Internship
BUS 342: Human Resource Management COM 415: The Ethics of Persuasion HDF 437: Law & Families in the U.S.
BUS 441: Leadership & Motivation (capstone option) COM 421: Advanced Interpersonal Communication HDF 450: Introduction to Counseling
BUS 443: Organizational Design & Change COM 422: Communication and Conflict HPR 118: Honors Course in Speech Communications
BUS 448: International Dimensions of Business COM 441: Race, Politics and the Media HPR 203: The Prepared Mind
BUS 449: Entrepreneurship COM 450: Organizational Communication HPR 412: Honors Seminar (capstone option)
COM 100: Communication Fundamentals COM 461/462: Managing Cultural Differences in Organizations MSL 101: Introduction to Military Leadership
COM 202: Public Speaking CSV 302: URI Community Service MSL 201: Leadership & Military History
COM 208: Argumentation and Debate GWS 150: Introduction to Womens Studies MSL 201: Military Skills and History of Warfare
COM 210: Persuasion: The Rhetoric of Influence GWS 310: Race, Class, Sexuality in Womens Lives MSL 202: Leadership & Team Building
COM 221: Interpersonal Communication GWS 350: International Womens Issues MSL 301: Leadership & Management
COM 250: Small Group Communication HDF 190: FirstYear Leaders Inspired to Excellence (FLITE) PEX 375: Women in Sport Contemporary Perspectives
COM 302: Advanced Public Speaking (introductory course option) PHL 212: Ethics
COM 308: Advanced Argumentation HDF 290: Modern Leadership Issues (introductory course option) PSC 304: Introduction to Public Administration
COM 322: Gender & Communication HDF 291: Rose Butler Browne Program Peer Mentoring Program PSC 369: Legislative Process and Public Policy
COM 351: Oral Comm. in Business & the Professions HDF 412: Historical, MultiEthnic, & Alternative Leadership PSC 504: Ethics in Public Administration
COM 361: Intercultural Communication (capstone option) SOC300/WMS350: Women and Work
COM 383: Rhetorical Theory HDF 413: Student Organization Leadership Consulting THE 221: Stage Management
COM 385: Communication and Social Influence HDF 414: Leadership for Activism and Social Change THE 341: Theater Management
HDF 415: FLITE Peer Leadership
BECOMING A POSITIVE LEADER THROUGH DEVELOPMENT & INVOLVEMENT
Wilson, 1998 (URI Memorial Union / Center for Student Leadership Development)
Revised after the publication of Exploring Leadership: for College Students Who Want to Make a Difference by Komives, McMahon and Lucas, 1998.
You need to have your own act together before you can lead others:
2. Lead Yourself
Time management
Organization
1. Know Yourself Self care
Self discipline
Lead Others Strengths Perseverance
Weaknesses Develop and maintain family,
Values PROGRESS
interpersonal, and intimate relationships
Needs Academic, social, personal goals and
P Styles
R objectives
o Learning
O o Teaching
G o Personality P
R o Membership R
E o Leadership O
S G
RE-EVALUATE R
S
former stages E
as you progress S
4. Develop and Refine
Skills S
Leadership theory and

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

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

Outcome Category: Self-Leadership
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
1. Student will demonstrate HDF 481 Interning at the YMCA My part time job at the Arcadia YMCA started as an internship for credit
autonomy and a minimized hours. My initial job was to help put together Teen Nights with my supervisor
need for approval Danita Ballantyne. This process would be updating the waivers list we had of
each child who attends. I was familiar with the waiver process from working
with SOLC and the North Woods Challenge Course. Each month we would
add new kids who come so they dont have to fill out a waiver every night
they come to Teen Night, we just have it on file. During the actual Teen
Night event I would check in kids that come in, make sure they have waivers,
and if not, they had to fill one out. In the beginning Danita would stand
behind me watching over my work in case I had any questions. Fast forward
in time to about January of 2017, ever since then, shes been letting me take
the reins with the responsibilities of this event. She even has me make excel
spreadsheets of all of the updated contact information of the kids and it gives
us a leg up in promos by having emails to chain send out. After a year and a
half working with this company and doing this event now 16 consecutive
months, I feel comfortable with it, like I know exactly what I have to do when.
In fact, I trained a couple girls a month ago and have become supervisor of
the event.
Evidence: Hub Night Spreadsheet.

2. Student will demonstrate HDF 190, HDF I learned in URI 101 that keeping a balance is one of the most important
personal, organizational, and 413 things. Creating lists and getting the things done on this list is what will keep
academic examples of self- you organized. I had learned more skills of balance from the HDF 190 class
discipline as well as in the SOLC class HDF 413. There had been an opportunity for
me to go to a basketball event with my friends. URI was playing their rival
team and it was going to be a big game filled with chaos. But I knew I had
work I had to get done in multiple classes that were due at the end of the
week. I organized which assignment I was going to do when since I had
multiple to do. I told my friends I had to pass on the game and work on my
homework. I knew it would benefit me in the long run if I didnt do what I
socially wanted to do, and instead to do what I was academically supposed
to do.
3. Student will demonstrate the Life Lessons- Incident with On September 25, 2013 my older sister, Hayley, was taken to jail because of
ability to manage emotions sister charges pressed against her by one of her ex-girlfriends she had met online.
The mother hadnt liked that they were together since there was a three year
age difference between them, the ex being younger than my sister. The
mother wanted zero contact between the two of them, but they didnt listen.
Since was my sister was over 18 the mother had the right to press charges
and have her taken to jail. Keep in mind though, this girl lived in
Massachusetts so they werent too far apart from each other. Anyways, I
come home from the Kesha concert that night to my mom sitting on the
couch in tears. I immediately went over to her and asked what was wrong
and she told me what happened to my sister. I wanted to cry but I thought it
would make my mom feel that much worse if she saw me in tears too. So for
the rest of that night I stayed strong and comforted my mom till we both went
to bed. It was one of those times where I put my own feelings aside and put
someone elses first, I had to stay strong for her because she was just a
complete wreck about everything that happened. It was a real tough time on
us and coming home to that was one of the scariest things I had experienced
that year. In my family, Im always the one who cries first, but this experience
taught me that I need to manage my emotions in order to help others in
certain situations.
4. Student will demonstrate WRT 104 Stress Management source Stress is part of an everyday experience for each person in their own way.
knowledge of stress I read online. Finding out the main source of what is causing you stress is your first step.
management methods First Job You could make a list, use images or little notes around your room whatever
shows you what makes you stressed. You could also try and manage your
own thoughts, find the root of the problem thats making you stressed. There
are also things you can do to relieve or cope with stress or to calm yourself
down. For example, eating something you really enjoy, going for a walk,
listen to music and clear your mind of thoughts that do make you stressed.
One example I use was when I got stressed out at the first job I had due to
being treated unfairly, Id come home and listen to some of my favorite bands
to calm myself down. A little bit before I quit one management method I used
was writing down things I could to that could talk to my boss about to make
things around the workplace better. This relates to my WRT 104 class
because a group of students had stress management as a part of an oral
presentation at the end of the semester.
Evidence: Stress Management source.
5. Student will demonstrate the Family and friend One example my family uses is getting up and leaving the room during an
ability to manage stress situations. argument to loosen the tension and stress to let each person involved calm
down. Resorting to unhealthy habits such as smoking and drinking will only
hurt you in the long run, so try to avoid those. An obvious thing is to just try
and avoid little things that can stress you out, for example arguments.
Fighting with my dad is something that always makes me stressed because
he is the type of person that doesnt care what you have to say because he
thinks hes always right and hell always talk right over you as youre trying to
speak. When I get interrupted it always stresses me out the most because
one I dont get to voice what I have to say completely and second, I will lose
focus on what I was saying because of my ADD and forget what I wanted to
say. With my dad Ill just leave the room and let him chill out and come back
a few hours later and create resolution for the conflict we previously had. In
relation to this, a specific example of managing stress effectively would be to
create a hobby to do that takes your mind off whatever is bothering you or
making you stressed and using that as a coping mechanism to calm down.
6. Student will express a personal I will not change who I am for others, and I will stand up for my beliefs even
code of leadership / when they are unpopular. If Im not confident in myself and respectful of
membership ethics what I believe, then I cannot expect others to exhibit confidence in me and
respect my beliefs. While it may be uncomfortable for me when other people
disagree with my actions, and while my unpopular actions may not yield the
most positive outcomes for me, my ethical decision making is often rule-
based and virtue-based rather than consequence-based. To me, my motives
(ex: honoring my commitment to respect individual human dignity) and my
virtues (ex: personal integrity) are better determinants of my own morality
than are the consequences of my actions (ex: being unpopular with my co-
worker or not getting a promotion. I will treat people as they want to be
treated (the Golden Rule). Put simply, I will always be courteous and civil in
my day-to-day dealings with people. Just because I am in a bad mood does
not give me the right to take my frustrations out on the world. In fact, it is
important that I try to brighten other peoples days and have a positive impact
on everyone with whom I come into contact. I will value basic human dignity
and rights and will not intentionally harm another human being. Human
beings have the God-given ability to decide for themselves how they will lead
their lives, and they have a basic moral right to have their decisions
respected. This freedom to choose gives humans, regardless of their race,
religion, nationality, ethnicity, gender and sexual orientation, a unique dignity.
7. Student will demonstrate Leadership Insitute Over Labor Day Weekend going into my freshman year I attended the
practice of the personal code of Leadership Insitute. By particiating in this institute I was able to have the right
ethics background I needed for the leader I was yet to become. Through the
experience I had when I attended, I was equipped to lead in an ethical
manner. A big thing that stands out to me is when we do Boundary Breaking.
This is when the group sits in a room together and the peer leaders bring
pillows and blankets and turn the lights off except for a flashlight. We are
asked questions in order to really open up and get to know each other on a
deep level. The things that people share during this are extremely personal.
People share these personal stories because of the environment we create
before we start. Peer leaders make sure to have a very safe and comfortable
environment. One of the biggest things that is pointed out when framing
boundary breaking is that whatever is said in this room, stays in this room.
This is so important because people become so vulnerable when we do this
and they need to be respected.
8. Student will express a personal Life Lessons/ So this particular topic is hard for me to talk about but I figured itd be a great
values statement Bullying in high school idea for this outcome. I live by the quote, I refuse to sink, I have no idea
who wrote it or where I found it but its stuck with me since the 11th grade.
The reasoning behind that is because I was bullied from the 5th grade until I
graduated from high school, pretty rough. Its the reasoning behind my
insecurities I still live with today but thinking about that quote makes it a little
better, somewhat a support system I should say. Anyways, the bullying
intensified and I got pushed into lockers and got terrible things screamed into
my face and some days I went into a stall and just cried. When I got home I
acted like everything was fine and when I got up to my room I just cried and
listened to music. In the 8th grade is when I started physically harming myself
because of all the emotional abuse, which I know now is wrong and I regret
ever doing it to myself. I havent done it since a couple weeks before
Leadership Institute 2013 actually so early to mid-August. I think about that
quote and to me it means not to let anything anyone does or says get to you
and bring you down. I chose to live by it to make myself a better person and
boost my self confidence and self-esteem and to as my mom says kill them
with kindness, so that the negativity stops. I have been keeping myself safe
pretty easily since I got to college because no bullying has occurred. Support
systems I have though would be my friends and family, the one at home and
my leadership family.
9. Student will demonstrate Putting the statement into Since Ive written the above outcome, its been about 3 years. My personal values
practice of the personal values action statement was living by the quote, I refuse to sink, to get myself through hard times
statement in life. Ive put that to work in everyday life. For example, a couple days after
Christmas in 2015, my Aunt Kim passed away from MS. That was a rough time for
me because my sister and I barely got to visit her because she lived in Peoria, IL
with my uncle JR and we live in Rhode Island. Traveling there was always hard but
we got to see her and remember her with good times we had with her the final time
we visited. As I sat in tears in my room, I thought to myself she wouldnt want to see
me crying over her being gone. She would want me to be happy and enjoy the
holidays with my family and remember singing Leona Lewis with her, or the fact that
she kept convincing us she had come up with Walfart instead of Walmart. But I
remembered that quote and my good times with her and spent the time enjoying
family rather than sitting up in my room mourning her loss. Not that its a negative
thing to mourn someone you love, theres just other ways to cope rather than sitting
in a room alone crying to yourself.
10. Student will demonstrate the GCH 104 Final Group Project Last semester I took a social science course called Grand Challenge. I went
ability to lead a project from into this class not really knowing much about it and what it would be like. It
start to finish (follow-through) turned out we got assigned groups and we had to raise a certain amount of
money for orphan children in Bogota, Colombia. We were assigned two
children each and had to raise 100 dollars for each child to make a package
to send to them for Christmas. One person in each group was assigned what
they called facilitator of the group, basically the person in charge to make
things run smoothly. Our idea was to have a bake sale outside of the union
to raise our money for the children. It was hard to meet up as a group
because I was the only commuter out of the 6 people in the group. But I
After the fundraiser ended and we counted all the money we made from the
baked goods and the little Christmas cards we had people sign for the
children, we raised over 400 dollars for the children we had. That wouldnt
have been possible without the generous donations we got from not only the
bake sale but the go fund me site we created to get more donations. I felt so
proud presenting the final outcome of our project as our final in front of our
class of 60 students because we were all proud of the work we did together
from start to finish.
11. Student will describe goals and URI 101 Choosing my major. I came into URI as an undeclared major. When I walked into my URI 101
objective statements regarding class for the first day, I realized every student in there was in the same place
personal issues, career issues, I was. They had no clue what they wanted to spend the rest of lives doing as
and community issues a career. We took surveys that every other freshman in that class had to
take finding out if we were introverts or extroverts etc, but we also had
options of classes to take to help choose our majors and they helped us out a
lot with the whole decision making process. My professor had gotten to know
me at orientation because she is also my advisor and she had recommended
Human Development and Family Studies for me, she thought it really fit me
due to the results I got from some surveys and it showed I really liked to help
others. I took my first class of that major this semester and I fell in love with it
and now Im working on the requirements to declare that as my major in
hopes to become a marriage and family counselor.
12. Student will show evidence of HDF 413 NWCC Doing retreats in SOLC or in NWCC is a perfect fit to showing evidence of
goals and objectives that were goals and objectives that are planned and achieved. In this case it is within
planned and achieved different organizations and groups on campus. This past weekend I worked
with a group on campus called Theta Tau. Theta Tau is a group of enigneers
that are also greek life. They came to us to work on certain goals they
wanted to achieve. In their words, We are the professional engineering
fraternity of URI, we work very closely with the College of Engineering and
Dean Wright. I think this would be a great opportunity for some awesome
team building between our brothers! We have some brothers with medical
conditions such as asthma, and diabetes. So we made up an agenda filled
with acivites and exercises that would help them achieve these goals and
become closer as a group of greek life. See evidence for agenda.
Evidence: Retreat Agenda.
13. Student will show knowledge of HDF 190 Closing Activity. In our Flite class, Vanessa closed class with an activity involving the
the Hierarchy of Needs theory Hierarchy of Needs theory by Maslow. We had the animals of a monkey, a
by Maslow sheep, a lion, and a cow. Each time throughout your journey through the
desert, you had to drop one of the animals until you ended up with one. I
dropped the monkey first, then the sheep, then the lion and then the cow and
kept my horse because I thought that would be the best way to travel
throughout the desert. Then she revealed what each animal symbolized.
The monkey was your children, the sheep was friendship, the lion was pride,
the cow was basic needs and the horse was your passion. So in the end I
ended up with my passion and feeling crappy for dropping my children first
Maslows hierarchy of needs is a theory in psychology produced by Abraham
Maslow. Its often portrayed in the shape of a pyramid with the largest, most
fundamental levels of needs at the bottom and the need for self-actualization
at the top.
Evidence: Closing activity paper.
14. Student will show application of Priorities in life. When I started college I was the most unorganized person. Not just with
Maslows theory to own life papers and notebooks and all that stuff, but with my priorities and what I
wanted to do with my future. I came into the University as an undeclared
major and was completely lost with what I wanted to do. I also had the
struggle with finding something that corresponded with my interests as well.
During this discovery I strayed away from my path of excellence as my mom
and I called it starting my freshman year. I didnt think doing my homework
was as important as hanging out with my friends during the week. I didnt
think doing a research paper a week before was necessary either. I basically
put all of the school needs at the bottom of my needs triangle and the
socialization with my friends at the top. It got to the end of first semester and
I realized I had to at least try and declare a major by my sophomore year,
only then did I really start taking everything seriously and put my school
needs at the top of the triangle and the socialization at the bottom. That lead
me to deans list and declaring my major of Human Development and Family
Studies with a minor in Leadership Studies. Specific examples of hierarchy
of needs would be sleeping regularly and staying hydrated for psychological
needs. Living in a house would be an example of safety needs. Interacting
with family by having nights of the week specifically set where you do things
together is an example of love and belonging needs. Winning an award or
accomplishing a goal would be the example of esteem needs. Finally a
specific example of the self actualization portion would be like climbing Mount
Everest, you set a goal for yourself and you achieve it.
Evidence: Hierarchy Triangle
15. Student will describe personal HDF 190 Strengths Quest and VIAs. In HDF 190, we took two inventories, the Strengths Quest and the VIAs. My
leadership style and/or results from the Strengths Quest were, Includer, Arranger, Positivity, Belief
personality style including and Consistency. My VIAs results were, Fairness, Kindness, Leadership,
strengths and weaknesses and Honesty and Love. Fairness means I do not allow my own personal feelings
examples of application to bias your decisions about other people. Instead, I give everyone a fair go
(Sources = Leadership style and are guided by your larger principles of morality. Kindness means I am
inventories, the L.P.I., kind and generous to others and never too busy to do a favor. I am loyal and
StrengthsQuest, Type Focus dedicated to my colleagues, always contributing my share and working hard
(MBTI), LAMP, and other for the good and success of the group. Leadership means I am a good
career inventories, etc.) organizer and I am good at making sure things happen. I ensure work is
completed by me and also maintain good relationships among group
members. Honesty means I speak the truth as well as living my life in a
genuine and authentic way, I am down to earth and without pretense.
Finally, Love means I place a high value on close intimate relationships with
others. More than just loving and caring for others, they feel the same way
about me and I allow myself to be loved. I think my personality style is
always friendly and the type to put others before myself. Before I took both
the Strengths Quest and the VIAs I wanted to know these things about
myself to become a better leader. My Strengths Quest results kind of
shocked me at first by my top two strengths, include and arranger, because I
never thought of those two to be my top strengths when I lead. I thought they
would be my third and fourth strengths, positivity and belief, because those
two things Im more passionate about. Reason being that I love to be
positive and keep people happy with a smile on their face at all times and
have them be able to believe in themselves as well. That also ties into my
values that I thought were accurate with the order I received them in.
Especially fairness and kindness because those two stood out to me the
most because I like things to be fair and I like being kind to everyone around
me. Out of all of my results with both Strengths Quest and VIAs the three
that stood out to me the most though were kindness, positivity and honesty.
Those three are what I value in life the most as a person and in every person
I meet. I like to make people happy and make people smile, but I also like to
have people in my life to be 100 percent honest with me as well.
Evidence: Strengths & VIA results.
16. Student will show knowledge of Superleadership is a theory based on self-leadership conceived by Charles
the theory of Superleadership Manz and Henry Sims. It is often described as a management style that
by Manz & Sims emphasizes the importance of Leading others to lead themselves.
Superleadership focuses on the growth and development of the self-
leadership abilities in others. This is done by providing praise along with
constructive criticism and feedback. These leaders are expected to
exemplify both strong self-leadership and high moral standards. The four
main goals are developing environments that promote positive attitudes,
enabling employees to set personal goals, encouraging observation and
comment amongst subordinates, and encouraging members of a group to
support and motivate one another. The best way to understand this theory is
to understand the way each of us influence ourselves to enhance our own
performance and satisfaction. It is recommended to use this single style of
leadership within organizations and can also be applied in long term
scenarios.
17. Student will show application of SOLC ADPi Retreat Any time you are facilitating a retreat with an organization through SOLC, you
Manz & Sims theory to own life are practicing superleadership. Through every retreat you facilitate you learn
new things about the way you lead and how you could improve to be a better
version of yourself for the better influence of others. During the retreat with
ADPi I learned a lot about myself as a leader through the experience I got
working with that group of girls. Going into each retreat the group sends over
to you what theyd like to achieve and goals they would like to reach. We
motivate them through activities to try and attain those goals and encourage
things like better communication, inclusiveness, and simply getting to know
one another. Working retreats during my college career at URI helped me
learn a lot about myself and what I can improve on when it comes to being a
leader and being a positive motivator and influencer to the community.

Evidence: Retreat Picture
Outcome Category: Leadership Theories
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
18. Student will show knowledge of Own research Weber distinguishes three types of authority--charismatic, traditional and
the Authority and legal-rational, and each one corresponds to a brand of leadership thats
Bureaucracy theory of operative in contemporary society. The charismatic authority is the type of
leadership Weber leader who possesses charisma to rally diverse and conflict-prone people
behind them. Their power comes from the massive trust and unbreakable
faith put in them. Traditional authority indicates the presence of a dominant
personality. This type of leader depends on tradition and order, its reflected
in everyday leadership. The legal-rational type makes manifest the power of
the bureaucracy over the individual. The administration of power, laws and
rules, including institutional duties and protocols, have control over
individuals. In addition, the bureaucracy may not be able to fully address the
problems and concerns of everyone. Modern societies rely on legal-rational
types in terms of finding common ground in which consensus may be
achieved.
19. Student will describe personal
application of the above theory
(Weber)
20. Student will show knowledge of HDF 416 Personal Research In HDF 416, we briefly touched the topic of scientific management, and it
the Scientific Management peaked my interest, so I did my own research. Scientific management theory
theory of leadership by Taylor is a theory of management that analyzes and synthesizes workflows. The
theories main objective is improving economic efficiency, especially labor
productivity. It was one of Taylors early attempts to apply science to the
engineering of processes and to management. The development of this
theory began in the US in the 1880s-90s, but its peak of influence came in
the 1910s, into the 1920s. The four principles of this theory are as follows. It
replaces the rule of thumb, or simple habit of common sense, and instead
use the scientific method to study work and determine the most efficient way
to perform specific tasks. The second principle is not simply assigning
workers to just any job, but match them based on their capability and
motivation, and train them to work at maximum efficiency. The third principle
of Taylors theory is to monitor work performance, and provide instructions
and supervision to ensure that theyre using the most efficient ways of
working. The final principle is to allocate the work between the managers
and workers so that the managers spend their time planning and training,
allowing the workers to perform their tasks effectively.
(Taylor)
22. Student will show knowledge of HDF 416 The MBO deals with a certain type of interaction, specific to a manager and
the Management by his/her employee. It is based on the many hierarchies being integrated.
Objectives theory of There was a need for commitment, responsibility, maturity and common
leadership by Drucker challenge. MBO becomes a process by which the objectives of an
organization are agreed to and decided between the management and the
employees, that way the employee understands what is expected of him or
her and to help them start their individual goals. Therefore they attain both
their goals and the organizations targets. Every level of management in the
organization participates in the strategic planning process and creation of
performance systems. The managers of the firm are expected to participate
in the strategic planning process to ensure the effectiveness in the
implementing of the plan. The managers are expected to apply a range of
performance systems, designed to help in the effective functioning of the
organization. An MBO system calls for each level of managers to identify
their goals for ever area they are responsible for. These goals are shared
then with their individual units. Shared targets guide individuals in fulfilling
their role. The role of the management now is to monitor and evaluate
performance. The focus is on future rather than on past. They check
progress frequently and over a set period of time. There is external and
internal control in this system with routine assessments. An evaluation is
done to understand as to which extent the goals have been met. An
important aspect of the MBO approach is this agreement between employees
and managers regarding performance which is open to evaluation. The
principle is that when employees are involved with the goal setting and
choosing the course of action to be followed by them, they are more likely to
fulfill their responsibilities. There is a link between organizational goals and
performance targets of the employees. Leadership and management are
both vital to organizations but separate. Leadership is coping with change
(predicting what will happen and being futuristic) while management is
controlling large complex organizations. Leadership is creating a vision while
management is implementing visions. Leadership is appealing to values,
emotions, and needs, and management is appealing to the organizational
goals. The three roles of leadership is aligning people, setting direction, and
motivating and inspiring. The three for management are organizing and
staffing, planning and budgeting, and controlling and problem solving.
23. Student will describe personal HDF 416 Leadership/Management After taking the Leadership/Management Practices Inventory, I found that I
application of the above theory Practice in class have a lot more management in me than I do leader. Which I was surprised
(Drucker) at. I am more job centered than organization centered, meaning that I am
more technical than conceptual but Im a big relationship builder rather than a
role player. I am also more empowering than controlling so I am more of a
risk taker than predictable and would rather inspire than stabilize. I am a
bigger organizer than facilitator so am better at coordinating but also
supporting and listening as well, and enabling is definitely my strong suit in
comparison to allocating and communicating. Finally, I am better at creating
and planning. I have movement through goals, not vision, and am very
systematic rather than intuitive.
24. Student will show knowledge of Personal Research Theory X assumes that the employees are naturally unmotivated and dislike
Theory X and Theory Y working, and this encourages an authoritarian style of management.
theory of leadership by According to this view, management must actively intervene to get things
MacGregor done. X-type organizations tend to be top heavy, with managers and
supervisors required at every step to control workers. There is little
delegation of authority and control remains firmly centralized. They are in
fact the minority, in mass organizations, this management type cannot be
avoided. Theory Y expounds a participative style of management that is de-
centralized. It assumes that youre ready to work, are self-motivated and
creative, and enjoy working with greater responsibility. It assumes that
workers/leaders are motivated to fulfill goals they are given, they seek and
accept responsibility and dont need much direction, and consider work as a
natural part of life and solve work problems imaginatively.
(MacGregor)
26. Student will show knowledge of HDF 190 Servant Leadership In Flite, instead of a written assessment on servant leadership, we were
the Servant Leadership Assessment Speech. assigned a 2.5 minute speech showing knowledge of the assessment. I
theory of leadership by started my speech with a quote, Work for a causenot for applauseLive
Greenleaf to expressnot to impressDont strive to make your presence
noticedJust make your absence felt. A servant leader serves first and it
begins with a natural feeling that one wants to serve. The difference
between a traditional leader and a servant leader is that a traditional leader
acts, while a servant leader reacts. A characteristic example would be
empathy. Empathy is when the servant leader strives to understand and
empathize with others. We had to connect the characteristics or servant
leadership to our field of study and involvement. Im a Human Development
and Family Studies major with a minor in Leadership Studies. I was involved
in Rachels Challenge in high school and I am somewhat involved in RAK at
URI. I use the characteristics of healing and awareness in my involvement.
Healing I use to help everyone come as a whole, consider their history and
build a future together as a better society and or community. With Rachels
Challenge and RAK it make peoples days better. Awareness I use for
understanding of issues involving ethics, power and values of others. With
Rachels Challenge and RAK its doing good for others. For my field of study
I use the characteristics of healing and awareness again. Awareness I would
use as a marriage and family counselor, which is what I hope to become, to
be aware of conflict in a relationship or marriage or even with families.
Healing I would use to help heal and resolve those conflicts in those
relationships or marriages or families of others to make their lives together
better. With Rachels Challenge, RAK and my field of study I utilize my
strengths as includer and positivity to make sure everyone was involved or to
leave them in a happier place with a smile on their face. I utilize my values of
fairness and kindness to make everyone feel like theyre important. I hope to
lead in the future with a positive attitude because a person with a positive
attitude is a person that is a day brightener for others.
Evidence: Servant Leadership Assessment.
27. Student will describe personal HDF 190 Involvement with RAK and In Flite we discussed the servant leadership theory and how we applied it as
application of the above theory Rachels Challenge. leaders in our own lives. For me it applied when I started being involved in
(Greenleaf) Rachels Challenge in high school where wed have a week of a group of
people including others to their lunch table when they saw someone eating
alone. The characteristics that applied were healing and awareness because
we were aware that they were alone and felt lonely and took the opportunity
to heal by including them with a group of positive people who wanted to be
around them. I use the characteristics of healing and awareness in my
involvement. Healing I use to help everyone come as a whole, consider their
history and build a future together as a better society and or community.
With Rachels Challenge and RAK it make peoples days better. Awareness I
use for understanding of issues involving ethics, power and values of others.
With Rachels Challenge and RAK its doing good for others. For my field of
study I use the characteristics of healing and awareness again. Awareness I
would use as a marriage and family counselor, which is what I hope to
become, to be aware of conflict in a relationship or marriage or even with
families. Healing I would use to help heal and resolve those conflicts in those
relationships or marriages or families of others to make their lives together
better. With Rachels Challenge, RAK and my field of study I utilize my -
strengths as includer and positivity to make sure everyone was involved or to
leave them in a happier place with a smile on their face. I utilize my values of
fairness and kindness to make everyone feel like theyre important. I hope to
lead in the future with a positive attitude because a person with a positive
attitude is a person that is a day brightener for others. With RAK I was
involved in 3 different booths that they had during the spring semester which
were Valentines Day cards, Wishing Tree and the banner for the former CVS
cashier Nonni after she had passed. All three of those booths included
healing in some sort of way by making others feel better. Listening to make
those fellow students voices be heard, more so with the Wishing Tree and
the banner for Nonni. Listening was incorporated with listening to other
students with their wishes and their kind words they wrote to Nonni.
28. Student will show knowledge of HDF 416 Personal Research Principle Centered Leadership is a leadership theory developed by Steven
the Principle Centered Covey, and based upon the premise of servant leadership. By helping
Leadership theory by Covey ourselves to look at the world based on principles, we can empower others
by aiding them to realize their potential. In education this is important
because if I have focus and confidence in leadership abilities, I can empower
others to realize their potential so that the organization as a whole will
raise. One characteristic of principle centered leadership is that youre
learning continually from your experiences. A second characteristic is that
youre service oriented, in other words, life is a mission. You have positive
energy, cheerful and optimistic, you believe in others, seeing the potential in
others and help them achieve goals. A fourth characteristic is that you lead a
balanced life, you stay current with social events. You savor life, you see it
as another adventure you embark on. Youre a creative change agent, a
synergistic. Finally, you exercise self-renewal, physical, mental, emotional
and spiritual. This theory also has seven directives. These include, be
proactive, begin with the end in mind, put first things first, think win-win, seek
first to understand and then to be understood, synergies, and sharpen the
saw. Principle centered leadership is a creative shared vision of
interdependency, continuing to learn emotional stability, servant leadership
and self-supervision.
29. Student will describe personal HDF 416 SOLC & NWCC Working with SOLC and the North Woods Challenge Course you execute the
application of the above theory Principle Centered Leadership theory. You work for the groups and what
(Covey) their goals are to help better them as an organization. You also work with the
groups to figure out what their goals are and what theyd like to achieve.
Working in SOLC and NWCC requires you to be a selfless leader, service
oriented, to be able to focus on their goals and their needs instead of your
own. During retreats you execute team building activities to accomplish
those goals and achievements.
Evidence: Retreat Photo

30. Student will show knowledge of HDF 416 In HDF 416, one of the theories we learned about was the 14 points, which is
the 14 Points / TQM theory of a theory by Deming. The purpose of those 14 points is for a company or
leadership by Deming team to maximize their full potential. These are characteristics that an
organization should have in order to be successful. They are essentially
steps that an organization can follow to be efficient and the best they can be.
The 14 points are create constancy of purpose for improving products and
services, adopt the new philosophy, cease dependence on inspection to
achieve quality, end the practice of awarding business on price alone;
instead, minimize total cost by working with a single supplier, improve
constantly and forever every process for planning, production and service,
institute training on the job, adopt and institute leadership, drive out fear,
break down barriers between staff areas, eliminate slogans, exhortations and
targets for the workforce, eliminate numerical quotas for the workforce and
numerical goals for management, remove barriers that rob people of pride of
workmanship, and eliminate the annual rating or merit system, institute a
vigorous program of education and self-improvement for everyone, and put
everybody in the company to work accomplishing the transformation. Some
of the points that stand out to me are making sure members of an
organization feel safe and are constantly being empowered to do their best. It
is important to continue to improve. It is also essential to give members of an
organization a sense of purpose, which can be done by delegating roles and
making members feel needed.
(Deming)
32. Student will show knowledge of Personal Research With all leadership theories, the visionary quality is said to be something that
the Visionary Leadership every leader should have. Sashkins theory of visionary leadership or
(now often cited as transformational leadership looks at three criteria. Those criteria involve
Transformational Leadership) personal characteristics, the leaders behavior; and the situation. Visionary
theory by Sashkin leaders know what behaviors are required and can carry those behaviors out.
These leaders establish a vision or ideal image of an organization. The
leader then constructs a lucid and sound philosophy that concisely describes
the vision and then develops a method to attain this in practical terms
considering the organizations culture. Finally a leader engages a one-to-one
basis with others to initiate and gain support for the vision. This theory is
basically an envisioned future of an organization, conveying them to others,
motivating individuals to share and commit to the vision, and aligning
resources and processes to accomplish it. Without a vision, working as a
group toward a cohesive goal would be impossible.
33. Student will describe personal BUS 441 Teaching a lesson on In BUS 441 Fall of 2016, we were required to form a group and teach a
application of the above theory adaptive leadership lesson on one of the criteria in the course. Our group just so happened to
(Sashkin) choose adaptive leadership. Not that this theory or idea of leadership has
anything to do with the visionary leadership theory, just the process of doing
this project is an example of visionary leadership theory. The theory
describes that you have a certain behavior and as a leader, you carry that
behavior out. Our vision of our lesson was to engage our fellow peers in our
lesson with an activity. We went with Twister, but put a spin on it to make it
challenging. The game with implemented obstacles was for the teams we
made to work together to reach a common goal, which was winning the game
of twister. My group and I collectively said to each other it went a lot better
than we thought it would. We carried out our vision of the topic and how we
wanted to get it across to our peers and we ended up getting an A on the
project.
Evidence: Pictures of the Twister game.
34. Student will show knowledge of
the Individuals in
Organizations leadership
theory by Argyris
(Argyris)
36. Students will demonstrate HDF 413 Ethical leadership, according to the Center for Ethical Leadership (yes, there
knowledge of the 4 Vs is such a thing), is defined as knowing your core values and having the
theory of leadership by Grace courage to live them in all parts of your life in service of the common
(Center for Ethical Leadership) good. Being an ethical leader, therefore, involves knowing what is good
(leader character), and doing what is good (leader conduct) for the greatest
good for the greatest number (Northouse, 2013, p.425). The issue I see,
with all this goodness is the determination of what, exactly, is good for the
wellbeing of all those involved, and for the organization in a business
context. What is good for the goose, so to speak, is not always good for the
gander, and the other way around (if you will pardon the puns). To help
solve this dilemma, Dr. Bill Grace from the Center for Ethical Leadership
developed the four V framework for ethical leadership, which can be used,
apparently, to help one determine how internal and external factors combine
for the common good. The four vs, according to Dr. Grace, are
values, vision, voice and virtue. Using this methodology, one must begin by
identifying and integrating their core values, to carry out their vision in service
to others and voice that vision in a convincing and authentic manner, all the
while practicing virtuous behaviour. It is Dr. Graces suggestion that leaders
stand back from their decisions, once made, in order to determine whether
what they are doing is, not only in-line with ones values and morals, but also
consistent with ones vision in service to other people. In order to determine
what ones values are, one must first identify what virtues (or noble habits)
we wish to practice, and resist conformity with societys superficial goals,
such as the acquisition of possessions and realization of status. Therefore,
what popular culture has us believe is good, can be cleverly disguised
frivolous values, which should be resisted and avoided at all costs, if one
wishes to be an ethical leader. I think we can all agree, that being good, and
doing good, for the greater good, involves honesty, integrity, altruism,
justness and respect for others. Being an ethical leader, therefore, requires
one to be an honest and just person, who serves others whilst upholding their
virtues, and what they believe to be socially preferable.
Evidence: 4 Vs Diagaram
37. Student will describe personal HDF 413 NWCC Retreat A personal application of mine of the above theory would be working as a
application of the above theory consultant/facilitator on the North Woods Challenge Course. Using the four
(Grace) Vs, values, vision, voice and virtue, are very important when working on the
challenge course. Values are what we personally believe in cohesiveness to
our morals, but we also have four values of our own on the challenge course
which are play hard, play safe, play fair and have fun which we ask our
participants to showcase what they know about each one. Virtues would
come in to play when us as consultants showcase behavior portraying high
moral standards. Using our voice is very important, showcasing what we
have to offer to the group can always be beneficial in more ways than one
and could help them achieve their goal as an organization. Finally, vision, I
think we have a certain vision of how the group will overcome each obstacle
they face while working with us and watching them overcome it can make us
feel so empowered and feel accomplished as well.
Evidence: picture of a NWCC retreat.
38. Student will show knowledge of Personal Research The fundamentals of the Situational Leadership Model is that there is no
the Situational Leadership single "best" style of leadership. Effective leadership is task-relevant, and the
theory by Hersey & Blanchard most successful leaders are those who adapt their leadership style to the
Performance Readiness, or ability and willingness, of the individual or group
they are attempting to lead or influence. Effective leadership varies, not only
with the person or group that is being influenced, but it also depends on the
task, job or function that needs to be accomplished. This theory rests on two
concepts, leadership style and the individual groups performance readiness
level. Hersey and Blanchard characterized leadership style in terms of the
amount of Task Behavior and Relationship Behavior that the leader provides
to their followers. They categorized all leadership styles into four behavior
types, S1-S4. S1 is directing, its characterized by one-way communication
in which the leader defines the roles of the individual or group and provides
the what, how, why, when and where to do the task. S2 is coaching, which
is, while the leader is still providing the direction, he or she is now using two-
way communication and providing the socio-emotional support that will allow
the individual or group being influenced to buy into the process. S3 is
supporting, which is, this is how shared decision-making about aspects of
how the task is accomplished and the leader is providing fewer task
behaviors while maintaining high relationship behavior. Lastly, S4 is
delegating, which is, the leader is still involved in decisions; however, the
process and responsibility has been passed to the individual or group. The
leader stays involved to monitor progress. Of these, no one style is
considered optimal for all leaders to use all the time. Effective leaders need
to be flexible, and must adapt themselves according to the situation. The
right leadership style will depend on the person or group being led. The
Hersey-Blanchard Situational Leadership Theory identified four levels of
maturity M1 through M4. In M1, the person lacks the specific skills required
for the job in hand and are unable and unwilling to take responsibility for the
job or task. In M2, they are unable to take on responsibility for the task being
done, however, they are willing to work at the task. They are novice but
enthusiastic. In M3, the person is experienced and able to do the task but
lack the confidence or the willingness to take on responsibility. Lastly, in M4,
they are experienced at the task, and comfortable with their own ability to do
it well. They are able and willing to not only do the task, but to take
responsibility for the task. Maturity levels are also task-specific. A person
might be generally skilled, confident and motivated in their job, but would still
have a maturity level M1 when asked to perform a task requiring skills they
don't possess. This theory also includes developing people and self-
motivation. A good leader develops "the competence and commitment of
their people so theyre self-motivated rather than dependent on others for
direction and guidance." According to Herseys book, a leaders high,
realistic expectation causes high performance of followers; a leaders low
expectations lead to low performance of followers. According to Ken
Blanchard, "Four combinations of competence and commitment make up
what we call 'development level.'" D1 is low competence and high
competence, D2 is low competence and low commitment, D3 is high
competence and low/variable commitment, and D4 is high competence and
high commitment.
39. Student will describe personal HDF 413 SOLC In SOLC retreats with groups, when they fill out the form to set up a retreat
application of the above theory with us, they set their goals and expectations of their retreat. Its the
(Hersey & Blanchard) facilitators job to execute those goals within the group. Either we determine
or the group determines if theyre a high functioning or a low functioning
group when they work together. Each group comes in with different goals
and what they want to achieve, making a different situation to lead through
each retreat.
40. Student will show knowledge of HDF 190 Relational Leadership Inclusive- Asking this question would get the person to describe that when
the Relational Leadership Model. engaging their students in each activity that the differences theyll find in the
model by Komives, McMahon Why I chose each question students in their group would be valuable. Also listening to each other as
& Lucas for #126. everyone is being engaged in each activity.
Empowering- I think asking the person this question would prove that by
getting the students to share their voice would prove that everyone has
something to offer.
Purposeful- Asking the person this question would make the person describe
their commitment to the position. Also it would show their positive attitude
towards receiving the position.
Ethics- Displaying your own values to your students helps with the modeling
of others values. Also that the high standards of behavior for each person
helps everyone else around them.
Process Oriented- How the group goes about being a group, remaining a
group, and accomplishing the groups purpose
Relational Leadership is defined as a relational process of people together
attempting to accomplish change or make a difference to benefit the common
good. This philosophy would value being ethical and inclusive. It would
acknowledge the diverse talents of group members and trust the process to
bring good thinking to the socially responsible changes group members
agree they want to work toward. Relationships are the key to leadership
effectiveness.
Source: (n.d.). Retrieved April 27, 2015, from

https://www.uta.edu/leadership/_downloads/The-Relational-Model.pdf
Komives, S, Lucas, N., & McMahon, T. (1998). Exploring Leadership for
College Students What Want to Make A Difference. San Francisco: Jossey-
Bass. (68-72).
Evidence: Relational Leadership Assessment.

41. Student will describe personal HDF 190 YMCA Poll With what I learned about the Relational Leadership theory from HDF 190, I
application of the above theory utilize it today in my everyday job. Recently, since we have a new branch
(Komives et al) director, as of January 2017, she wants to make changes to the branch. By
change she wants to improve the quality of our facility, giving the members
who spend a lot of money here, what they want in regards to fitness. She
took a poll that was administered on a sheet of paper as you walked into our
facility. People would fill it out and put it in a box when they were done. The
main goal, or purpose, of this poll was to get the voice of our members heard,
not just what our CEO thinks is best or what we as employees thinks is best.
But the employees also take the poll and put it in a separate box so we learn
the voice of our members and our employees. We acknowledge that each
member we have is different in their own way and we respect that. The
turnout of the poll was more spin classes offered at different times than just
early morning, that way more that want to can attend. We just added a high
intensity class for the people who like to get intense with their workouts and
would rather do that than yoga or something less strenuous.
42. Student will show knowledge of HDF 310 Class lecture In HDF 310, we learned about the process of learning through the lifespan
the concept of constructivism during one class. We learned about constructivism because its a piece of
education. Constructivism is a learning theory found in psychology which
explains how people might acquire knowledge and learn. It therefore has
direct application to education. The theory suggests that humans construct
knowledge and meaning from their experiences. Constructivism as a
paradigm or worldview posits that learning is an active, constructive process.
The learner is an information constructor. People actively construct or create
their own subjective representations of objective reality. New information is
linked to prior knowledge, thus mental representations are subjective.
Contributors to this theory were Jean Piaget, John Dewey, Lev Semyonovich
Vygotsky, and Jerome Seymour Bruner.
43. Students will describe personal
examples of implementing
constructivism
44. Student will demonstrate HDF 413 Lecture In class. Kolbs Experiential Learning Theory is a four stage cyclical theory of learning,
knowledge of experiential Kolbs experiential learning theory is a holistic perspective that combines
learning in leadership experience, perception, cognition and behavior. Kolb states that learning
development (Kolb) involves the acquisition of abstract concepts that can be applied flexibly in a
range of situations. In Kolbs theory, the impetus for the development of new
concepts is provided by new experiences. The four parts are concrete
experience, reflective observation, abstract conceptualization and active
experimentation. Concrete Experience is a new experience of situation is
encountered, or a reinterpretation of existing experience. Reflective
Observation is of the new experience. Of particular importance are any
inconsistencies between experience and understanding. Abstract
Conceptualization is reflection that gives rise to a new idea, or a modification
of an existing abstract concept. Active Experimentation is that the learner
applies them to the world around them to see what results. Effective learning
is seen when a person progresses through a cycle of four stages: of (1)
having a concrete experience followed by (2) observation of and reflection on
that experience which leads to (3) the formation of abstract concepts
(analysis) and generalizations (conclusions) which are then (4) used to test
hypothesis in future situations, resulting in new experiences. Kolb (1974)
views learning as an integrated process with each stage being mutually
supportive of and feeding into the next. It is possible to enter the cycle at any
stage and follow it through its logical sequence. However, effective learning
only occurs when a learner is able to execute all four stages of the model.
Therefore, no one stage of the cycle is an effective as a learning procedure
on its own.
Evidence: Experiential Learning Model
45. Student will describe personal HDF 413 SOLC Using Kolbs Experiential Learning theory in leadership is essential for doing
application of experiential retreats in SOLC. The concrete experience could be the group coming
learning in leadership together in the beginning and their behavior showing how they are as an
development (Kolb) organization before we work with them on their goals. Reflective observation
is how the group can look back from the beginning of the retreat and see how
far theyve come and what they have overcome as an organization. Abstract
conceptualization could be how they could make changes to better them as a
whole in the future and reflect on what made them struggle over certain
obstacles to begin with. And of course, active experimentation being that
they actually work on things as an organization and taking away what they
learned from us and each other at the retreat.
46. Student will show knowledge of HDF 190 Social Change Model video In Flite, we watched a video about the social change model. We learned
the Social Change Model of shown in class. about the 7 Cs that make up the model as well. There are three parts to the
Leadership Development by social change model, Individual, Group and Society/Community Values. The
Astin et al first C in the Individual portion of the model is Consciousness of Self.
Consciousness of Self means mindfulness of knowing oneself well, knowing
ones strengths and weaknesses, ones motivations, where those motivations
come from and ones belief system. The second C is Congruence, which
means walking the talk, practicing the beliefs that are important to you, that
they live in your everyday actions. The last C in the Individual portion of the
model is Commitment. Commitment means the ability to engage in
something you have a passion about, following your personal goals and
purposes, sticking with something that is important for you to accomplish. In
the Group portion of the model is Collaboration. Collaboration means
working effectively with other people in a shared process. The second C in
this portion of the model is a Common Purpose. Common Purpose means
the ability to come together around shared purposes, to listen and
respectfully hear what people are saying so that you might modify your own
perception of what the purpose of the group is, to incorporate that of others,
being able to come to a common purpose. The last C in this portion of the
model is Controversy with Civility. Controversy with Civility means that every
group is going to have some kind of conflict or some kind of thoughtful
difference of opinion with each other. Engage those controversies in a
respectful and civil manner so the group can question its purposes and go
deeper and make deeper commitments. Embrace controversy and embrace
it as root to even better collaboration and consensus. The final portion in the
model is Society/Community Values, the last C in the model is Citizenship.
Citizenship is being engaged in ones community as a practice, an active
participant in the processes of those groups, working with others to
accomplish these shared purposes.
Evidence; Group paper on social change.
(Astin et al)
48. Students will demonstrate Personal Research The stages of Leadership Identity Development Model are:
knowledge of the Leadership
Identity Development Model Stage One: Awareness
by Komives et al Children began by seeing leadership as disenfranchised from themselves.
Adults were paramount in this stage by providing children the support they
needed through serving as role models and encouragers. The parents played
a critical role in teaching norms, building confidence, and serving as a
building block of support. Through nurturing statements such as you are
going to be something great someday the children began to consider
leadership as a personal reality. This marks a transition to the second stage
of leadership development.
Stage Two: Exploration/Engagement

In this stage students experienced interaction with others through various
interest groups. Adults, especially parents, set high expectations for students.
Holding students to high standards provided an opportunity for the students
to take responsibility and grow. Adults were sponsors and affirmers to the
developing leader. Through the involvement in activities and hobbies the
students began to consider that they might make a difference in some area of
life. This new consciousness marked the transition toward the next stage of
development.
Stage Three: Leader Identified

During this stage observers noted that students considered the person in a
leadership position to actually be the leader in any given situation. Therefore,
if a student was not in the role of leader he assumes he must be a follower.
Students equated this follower status to all others in the organization that
were not in the leadership position. In this stage students look to older peers,
as well as adults, to model leadership styles. The students in this stage
attempted many leadership styles with the goal of accomplishing certain
tasks or simply to get things done. Adults continued to act as mentors,
guides, and coaches in this stage. In this complex stage, students began to
recognize that they could not accomplish all the tasks necessary in an
organization by themselves. Therefore, they began to depend on others for
assistance and cooperation. This transition was marked by reflective learning
and dependence on older peers as mentors and sponsors.
Stage Four: Leadership Differentiated

Students began to see leadership as an individual responsibility, instead of
only a positional role. Students began to assert themselves as a leader
without a title (Komives et al, 2006, p. 409). In this stage students began
forming communities within groups and reaffirmed their commitment to being
an engaged member of the group. Same age peer mentors became
paramount as influencers in this stage of development. Students began
creating environments which supported interdependence, as they learned
that team work was necessary. The transition from this stage occurred when
students became aware of commitment to some broader goal or purpose.
Students began to coach younger peers and became increasingly concerned
about those who would follow in the organization.
Stage Five: Generativity

Students began accepting the role or mentor and advisor for other students
in this stage of development. Their commitment to some purpose
transcended their own interests. They became more interested in the welfare
of others. Reflection with peers was essential in this stage. As self-
acknowledged leaders of the group, they became more responsible for the
development of others. During the transition period many students
communicated a greater commitment to personal integrity and values-based
leadership.
Stage Six: Integration/Synthesis

Students identified themselves as leaders, whether they held a leadership
position or not. They communicated that they saw the value in processing
experiences with others. They also acknowledged the need for continual
personal growth.
Overall, the process of LID demonstrates that the relationship model of

leadership becomes increasingly more pronounced as the students moves
from a personal awareness to more interdependence. Mentors, parents, etc,
are crucial to challenge and support the developing leader.
Source: Admin. "Leadership Identity Development." PACES & PAideia. N.p.,

20 June 2012. Web. 13 Apr. 2017.
49. Students will describe personal
application of the above theory.
(Komives et al)
50. Students will demonstrate Personal Research The strengths development model consists of four things. Self-theory
knowledge of the Strengths- (awareness), other awareness, self-management and collaborative
Development Model by Hulme engagement. Self-theory is when teams start with individuals, individuals
et al create self- theories that tell them how they are going to function in teams.
These are for developing enhancing and positive self-awareness. Other
awareness is what we focus on in others affects how we interact with them.
We sort people in accordance to our mental categories. Our categories
create our stereotypes of people and influence our judgements of those
people. You often describe your motives out of our lens and values.
Collaborative engagement is team dynamics, such as change,
communication and trust. Finally self-management is managing your
weaknesses and your strengths, and then shadowing those with other
people. You find common strengths and weaknesses in ones around you
during certain activities used in situations where youre learning about
yourself and how to improve.
Evidence: Strengths-Development Model slides

(Hulme et al)
52. Student will demonstrate
knowledge of behavior theories
of leadership from Michigan
and Ohio State
application of the above
theories (Michigan & Ohio
State)
54. Student will demonstrate BUS 441 Personal Research Charismatic leaders are essentially very skilled communicators individuals
knowledge of Charismatic Class Presentation who are both verbally eloquent, but also able to communicate to followers on
leadership a deep, emotional level. They are able to articulate a compelling or
captivating vision, and are able to arouse strong emotions in followers.
People wonder if theyre born with charisma, but really, charisma is a
process. Its an interaction between the qualities of the charismatic leader,
the followers and their needs and identification with the leader, and the
situation that calls out for a charismatic leader, such as a need for change or
a crisis. But when it comes to the charismatic qualities of leaders, the
emphasis is on how they communicate to followers and whether they are
able to gain followers trust, and influence and persuade them to follow. Most
politicians, particularly on the national scene, have developed their ability to
communicate effectively to make speeches, work the room with potential
donors and supporters, etc. So many seasoned politicians have a lot of
personal charisma. The charismatic leadership style relies on the charm
and persuasiveness of the leader. Charismatic leaders are driven by their
convictions and commitment to their cause. Charismatic leaders also are
sometimes called transformational leaders because they share multiple
similarities. Their main difference is focus and audience. Charismatic leaders
often try to make the status quo better, while transformational leaders focus
on transforming organizations into the leaders vision. Dr. Martin Luther King,
Jr. was a charismatic leader who used powerful oratory, an engaging
personality, and unwavering commitment to positive change in the lives of
millions of people.
Source: What is Charismatic Leadership? Leading Through Personal

Conviction. (n.d.). Retrieved April 24, 2017, from
http://online.stu.edu/charismatic-leadership/
55. Student will describe personal Y Cares Campaign It takes a charismatic leader to get people to donate to a campaign or
application of the above theory important cause. The Y Cares campaign we did at my job the last 3 months
was to raise money to provide financial aid to families who cant afford our
facility. Basically, not turning a person away because they dont have
enough money. Whether it be for child care, schools out program, Camp
Watchaug, etc. You have to win over the attention of members walking in to
the Y and convince them to donate to the campaign. You have to show them
its a worthy cause to donate their hard earned money to. Given our
members pay a lot of money year round just to come to our gym. We are
grateful we surpassed our goal of 50,000 by 120 dollars. It took persuasive
leadership to the members that come in to get them to donate even just a
dollar to our campaign.
56. Student will demonstrate Personal Research Fiedlers states that effective leadership depends not only on the style of
knowledge of contingency leading but on the control over a situation. There needs to be good leader-
approach to leadership by member relations, task with clear goals and procedures, and the ability for
Fiedler the leader to mete out rewards and punishments. Lacking these three in the
right combination and context will result in leadership failure. Fiedler created
the least preferred co-worker (LPC) scale, where a leader is asked what traits
can be ascribed to the co-worker that the leader likes the least. This theory
has pros and cons. A pro would be that this theory is extremely well
researched. Leaders with good personal relations are matched to a poorly
structured task environment. Another pro is that for leaders who are
impersonal, they are placed in well task structured environments. Finally, its
inherently more flexible than a one takes all theory. A con would be that the
LPC scale is subjective and characteristics are relative in contexts. Another
con would be the LPC score is valid only for groups that are closely
supervised and does not apply to "open ones" such as teams. Finally, it is
questionable whether Fiedler's contingency theory is valid in all situations,
such as when neither the task is well defined and no choice of leaders is to
be had, except ones with bad personalities.
Source: Fiedler's contingency theory. (n.d.). Retrieved April 24, 2017, from
http://www.leadership-central.com/fiedler%27s-contingency-
theory.html#axzz4fBV3U400
Evidence: Fiedlers article

(Fiedler)
58. Student will demonstrate Personal Research The Path-Goal model is a theory based on specifying a leader's style or
knowledge of Path-Goal theory behavior that best fits the employee and work environment in order to
by House achieve a goal. The goal is to increase your employees' motivation,
empowerment, and satisfaction so they become productive members of the
organization. The path-goal theory can best be thought of as a process in
which leaders select specific behaviors that are best suited to the employees'
needs and the working environment so that they may best guide the
employees through their path in the obtainment of their daily work activities
goals. While Path-Goal Theory is not a detailed process, it generally follows
these basic steps, determine the employee and environmental
characteristics, select a leadership style, and focus on motivational factors
that will help the employee succeed. The employee characteristics are that
they interpret their leader's behavior based on their needs, such as the
degree of structure they need, affiliation, perceived level of ability, and desire
for control. For example, if a leader provides more structure than what they
need, they become less motivated. Thus, a leader needs to understand their
employees so they know how to best motivate them. The task and
environmental characteristics are overcoming obstacles is a special focus of
path-goal theory. If an obstacle becomes too strong, then the leader needs to
step in and help the employee select a path to work around it. Some of the
more difficult task characteristics that often arise are:
Design of the task - The design of the task might call for the leader's
support. For example, if the task is ambiguous, then the leader might
have to give it more structure or an extremely difficult task might call
for leader support.
Formal authority system - Depending upon the task authority, the
leader can provide clear goals and/or give the employee some or all
control.
Work group - If the team is non-supportive, then the leader needs to
be cohesiveness and espouse esprit-de-corps that provides
comradeship, enthusiasm, and devotion to all team members.
The independent variables of Path-Goal Theory are the leader's behavior,

the leader adjusts her style of behavior to the employee and task
characteristics so that the employee's motivation is to excel at their goal.
They are based on two factors, consideration, relationship behaviors such as
respect and trust, and initiating structure which are task behaviors such as
organizing, scheduling, and seeing that the work is completed.
The four behavior types are directive, supportive, participative and

achievement. Directive is when the leader informs her followers on what is Comment [U1]:
expected of them, such as telling them what to do, how to perform a task,
and scheduling and coordinating work. It is most effective when people are
unsure about the task or when there is a lot of uncertainty within the
environment. Supportive is when the leader makes work pleasant for the
workers by showing concern for them and by being friendly and
approachable. It is most effective in situations in which tasks and
relationships are physically or psychologically challenging. Participative is
when the leader consults with his followers before making a decision on how
to proceed. It is most effective when subordinates are highly trained and
involved in their work. Finally, achievement is when the leader sets
challenging goals for her followers, expects them to perform at their highest
level, and shows confidence in their ability to meet this expectation. It is most
effective in professional work environments, such as technical, scientific; or
achievement environments, such as sales.
Source: Path-Goal Leadership Theory. (n.d.). Retrieved April 24, 2017, from
http://www.nwlink.com/~donclark/leader/lead_path_goal.html
Evidence: Path Goal theory graphic

(House)
60. Student will demonstrate HDF 416 Personal Research The LMX theory is a relationship-based approach to leadership that focuses
knowledge of Leader Member on the two-way relationship between leaders and followers. It suggests that
Exchange (LMX) theory leaders develop an exchange with each of their subordinates, and that the
quality of these leadermember exchange relationships influences
subordinates' responsibility, decisions, and access to resources and
performance. Relationships are based on trust and respect and are often
emotional relationships that extend beyond the scope of employment.
Leadermember exchange may promote positive employment experiences
and augment organizational effectiveness. It is widely used by many
managers and is replacing many of its predecessors. The three stages are
role taking, role making and routinization. Role taking is when team
members first join a group, managers use this to assess new team members
skills and abilities. Role making is when new team members then begin to
work on projects and tasks as part of the team. In this stage, managers
generally expect that new team members will work hard, be loyal and prove
trustworthy as they get used to their new role. There are two groups, in
group and out-group. In group is if team members prove themselves loyal,
trustworthy and skilled, they're put into the In-Group. This group is made up
of the team members that the manager trusts the most. Managers give this
group most of their attention, providing challenging and interesting work, and
offering opportunities for additional training and advancement. This group
also gets more one-to-one time with the manager. Often, people in this group
have a similar personality and work-ethic to their manager. Out-group is if
team members betray the trust of the manager, or prove that they're
unmotivated or incompetent, they're put into the Out-Group. This group's
work is often restricted and unchallenging. Out-Group members tend to have
less access to the manager, and often don't receive opportunities for growth
or advancement. Finally, routinization is when routines between team
members are established. Out-Group members may start to dislike or distrust
their managers. Because it's so hard to move out of the Out-Group once the
perception has been established, Out-Group members may have to change
departments or organizations in order to "start over." Once team members
have been classified, even subconsciously, as In-Group or Out-Group, that
classification affects how their managers relate to them from then on, and it
can become self-fulfilling. For instance, In-Group team members are often
seen as rising stars and the manager trusts them to work and perform at a
high level. This is also the group that the manager talks to most, offering
support and advice, and they're given the best opportunities to test their skills
and grow. So, of course, they're more likely to develop in their roles. This
also holds true for the Out-Group. The manager spends little, if any, time
trying to support and develop this group. They receive few challenging
assignments or opportunities for training and advancement. And, because
they're never tested, they have little chance to change the manager's opinion.
When using this, you want to establish your out-group, reestablish the
relationship, and provide training and develop opportunities.
Source: The Leader-Member Exchange Theory: Getting the Best From all
Team Members. (n.d.). Retrieved April 24, 2017, from
https://www.mindtools.com/pages/article/leader-member-exchange.htm
Evidence: LMX Diagram

62. Student will demonstrate Personal Research An article written by Fred Lunenberg states, When the leaders influence is
knowledge of Leadership either neutralized or substituted for by various conditions, his or her impact is
Substitutes Theory limited. Specifically, many different factors can produce such effects. Thus,
we might ask: Under what conditions do leaders have limited influence on
task performance? The response can be placed into three categories:
individual characteristics, job characteristics, and organizational
characteristics. Individual characteristics would be subordinate experience,
ability, and training may substitute for instrumental/task leadership. For
example, professionals such as university professors may have so much
experience, ability, and training that they do not need instrumental/task
leadership to perform well and be satisfied. Job characteristics is a certain
types of work that is highly structured and automatically provides feedback
and, therefore, substitute for instrumental/task leadership. Similarly,
subordinates who have a strong professional orientation might not require
instrumental/task or supportive/relationship leadership. Luenberg says,
This contributes to their high performance and job satisfaction. Its not
necessary for their supervisor to push them to perform, attempt to keep them
happy, or see them on a regular basis (Remedios, 2012).Their intrinsic
motivation and capabilities serve as substitutes for both instrumental/task
leadership and supportive/relationship leadership. When subordinates do not
desire the rewards a leader can provide, this would neutralize almost any
behavior on the part of the leader. Individual characteristics would be when
the organization is structured in a way that makes clear the paths to goals-for
example, through plans, rules, policies, and standard operating procedures-
such structure reduces the need for instrumental/task leadership. This is
particularly apparent in socio-technical and autonomous work groups found
in academic departments on university campuses. Various work norms and
strong feelings of cohesion among faculty members in academic
departments may affect job performance directly and render
instrumental/task leadership and supportive/relationship leadership
unnecessary. The cohesive work group of faculty members will exert its own
influence over group members (Loughry, 2002) (Luenberg p 3). Moreover,
the technology associated with certain jobs may determine the actions of
professionals performing them, and, therefore, make the leaders input
unnecessary. Sometimes a strong union has the same effect, if it has a
collective bargaining agreement that severely constrains the leaders position
power.
Source & Evidence: Luenberg article

64. Student will demonstrate Personal Research Leadership Emergence theory is a model of leadership development that
knowledge of Models of leader originated out of research of the formation of leadership in biblical leaders
emergence and in significant historical ministry figures, and so is specifically applicable to
a Christian view of leadership. Leadership Emergence Theory divides the
leadership formation and emergence process into six stages, or phases, over
the lifetime of the leader. Phase 1, is called the sovereign foundations phase.
Its in this initial stage that God providentially works with the foundational
items in the life of the leader-to-be in preparation for future leadership,
beginning from birth. Phase 2 is the inner life growth phase, where the
emerging leader receives both informal and formal training, and there are
four predominant means through which the training takes place: imitation
modeling, informal apprenticeships, mentoring, and academic study. Phase 3
is the ministry maturing phase, where emerging leaders serve in ministry as
their prime focus, and get further training, and it is also during this phase that
the discovery of giftedness takes place. The following stage, Phase 4 is the
life maturing phase, during which the emerging leader is able to identify and
begin using his combination of gifts, training, and experience (called gift-
mix) with effectiveness and impact, and learns to develop its use to its full
potential. The pivotal stage is Phase 5, the convergence phase, in which the
leader becomes most effective in his role as a leader and in his ministry, as
his potential is maximized and exercised. Unfortunately, only a few leaders
ever experience this phase in their lifetime. Whats even rarer is the final
stage, Phase 6, or afterglow. This phase follows the active ministry of a
leader by influencing a community based on a lifetime legacy of leadership.
Source: What is Leadership Emergence Theory. (n.d.). Retrieved April 24,

2017, from
http://www.commonsenseleaders.com/summariesandreviews/what-is-
leadership-emergence-theory/
65. Student will describe the

impact of traits on leadership
emergence and performance
66. Student will demonstrate Personal Research Chaos theory is a scientific principle describing the unpredictability of
knowledge of Chaos approach systems. These complex systems may be weather patterns, ecosystems,
to leadership by Wheatley water flows, anatomical functions, or organizations. While these systems
chaotic behavior may appear random at first, chaotic systems can be defined
by a mathematical formula, and they are not without order or finite
boundaries. This theory, in relation to organizational behavior, was somewhat
discounted during the 1990s, giving way to the very similar complexity theory.
Another arena within which chaos theory is useful is that of organizations.
Applying chaos theory to organizational behavior allows theorists to take a
step back from the management of day-to-day activities and see how
organizations function as unified systems. An organization is a classic
example of a nonlinear system, where minor events have the potential to set
off grave consequences or chain reactions, and major changes may have
little or no effect on the system whatsoever. In order to exploit the chaotic
quality of an organization, one needs to try to see the organizational shape
that emerges from a distance. Instead of pinpointing causes in the
organization for organizational problems, the company is better served,
according to chaos theory, by looking for organizational patterns that lead to
certain types of behavior within the organization.
Source: CHAOS THEORY. (n.d.). Retrieved April 24, 2017, from

http://www.referenceforbusiness.com/management/Bun-Comp/Chaos-
Theory.html
(Wheatley)

Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership
Outcome Target class Additional Descriptive notes regarding learning and practice
Experiences
68. Student will demonstrate how
cultural anthropology /
paradigms relate to leadership
example of using cultural
anthropology / paradigms as a
leader
70. Student will demonstrate HDF 492 Personal Research This theory intrigued me after hearing a small snippet about it in Bens
knowledge of the Cycles of Bens Presentation portfolio presentation. The Cycles of Socialization helps you to understand
Socialization (Harro) theory the way in which we are socialized by roles we play, how we are affected by
and its uses in leadership issues of oppression, and how we maintain an oppressive system based
upon power. The cycle is composed of 3 arrows, 3 circles, and a core
center. The first circle represents the situation into which we were born. We
have no control over this, we are born without bias, assumptions, or
questions. You are either lucky to be born in a privileged situation or unlucky
to be born in an underprivileged situation. The first arrow represents our
socialization process begins immediately. Youre given a blue blanket if
youre a boy, or a pink one if youre a girl. The second circle represents the
institutions that help shape our views and beliefs, and help instill us with
prejudice or acceptance. The second arrow represents the way your
behaviors, ideas or beliefs are instilled upon you that reinforce the cycle of
oppression. Behaving differently is not as simple as you think. You are
rewarded for good behavior which means you conform to the norms and
standards. You are also punished for bad behavior, questioning or rebelling
against oppressive societal norms. The third circle represents devastating
results upon all of us that this cycle of oppression produces. The final arrow
represents a point at which we all arrive, or the results of the cycle. You are
forced to make a decision, even if its to do nothing. Doing nothing is the
easier choice, especially for those who benefit from the perpetuation of the
cycle: we are all victims of the cycle and we are all hurt by it. Oppression
hurts the oppressed and the oppressor.
Source: Adams, M., Bell, L. A., Griffin, P. (1997) Teaching for Diversity and
Social Justice, New York: Routledge.
Evidence: Cycle Worksheet
71. Students will demonstrate
personal application of the
Cycles of Socialization
(Harro)
72. Student will demonstrate Personal Research The Cycles of Liberation starts with Waking Up. Waking up is the critical
knowledge of the Cycles of incident that creates cognitive dissonance. Getting ready is the point where
Liberation (Harro) theory and empowerment of self-introspection, education and constant raising comes
its uses in leadership into play. Youre gaining inspiration and authenticity, youre dismantling
collusion, privilege, and internalized oppression, and youre developing
analysis and tools. You then reach out, you do for others while you seek
experience and exposure, speak out and name injustices, taking stands, and
using tools and experimenting. At this point in the model its intrapersonal,
meaning change within the core of people about what they believe about
themselves. It becomes interpersonal, which means you change in how we
value others and see the world, when youre building the community. When
you build the community you are working with others for support, building
coalitions, questioning assumptions, rules, roles, and structures of systems.
You then come around to coalescing, which means youre organizing, action
planning, lobbying, fundraising, educating, being a role model, and ally, etc.
Then you create change, which means you critically transform institutions
and create new culture. You influence things like policy, assumptions,
structures, definitions, rules, etc. It gets systematic when you transition into
maintain. Systematic means change in structure, assumptions, philosophy,
rules, and roles. During maintain, youre integrating and spreading hope and
inspiration living our dreams modeling authenticity, integrity and wholeness
taking care of self and others. And finally the core, which is self-love, self-
esteem, balance, joy, support, security, and spiritual base.
Evidence: Cycle Printout

Cycles of Liberation (Harro)
knowledge of the
Configuration of Power
(Franklin) and its relationship
to leadership
Configuration of Power
(Franklin)
knowledge of racial identity
development via the Cross,
Helms or other models
(Ferdman & Gallegos; Kim;
Horse; Wijeyesinghe etc.)
personal application of
model(s) of racial identity
development above
knowledge of McIntoshs
theory of privilege and its
relationship to leadership
personal application of
McIntoshs theory
80. Student will describe the
differences and similarities of
individual and institutional
oppression and relationships
to leadership
81. Student will show knowledge Personal Research A change agent is a person from inside or outside the organization who helps
of effective leadership as it an organization transform itself by focusing on such matters as organizational
relates to change agency effectiveness, improvement, and development. In addition, the change agent
focuses his or her efforts on the effect of changing technologies, structures,
and tasks on interpersonal and group relationships in the organization. The
focus is on the people in the organization and their interactions. An article by
Shawn Grimsley states the roles and competencies of being a change agent.
They are the following, have broadknow
Broad
industry knowledge but a broad range of multidisciplinary knowledge,
including conceptual knowledge, diagnostic knowledge, evaluative
knowledge, an understanding of methodology for change, and ethical
knowledge.
Operational and relationalnowledge:
k You must be able to listen, trust,
form relationships, observe, identify, and report. You must be flexible to deal
with different types of relationships and behaviors.
Sensitivity and maturity: You must not only be able to demonstrate
sensitivity to others, but you must also be sensitive and mature enough to be
aware of your own motivations.
Authenticity: You must be authentic. You must act in accordance with
values you seek to promote the organization.
Source: Grimsley, S. (n.d.). Change Agent: Definition & Role. Retrieved April
20, 2017, from http://study.com/academy/lesson/change-agent-definition-
role-quiz.html
Evidence: Change Agent article

82. Student will describe personal Rachels Challenge My personal example of being a change agent would be being involved in
examples of being a change Rachels Challenge during my last two years of high school. During Rachels
agent Challenge, ach week for one month we would have a couple of days where
during your lunch hour you saw somebody sitting alone at a table youd get
up to either sit with them or invite them over to your table with your friends.
As a leader, which at this time I didnt know what being a leader meant or
having strengths of being a leader was, two strengths I have was what I was
enforcing with my actions in this organization. Having the strength of includer
and arranger made me want to be a part of this organization and I wanted to
make that small impact on someones life. Make them feel like they werent
alone at that moment and time or even more so throughout their life.
83. Student will create a personal Prior Knowledge, YMCA Inclusive leadership is when all members feel respected and connected to
code of inclusive leadership work the group. All members of the group have a common goal and know what its
going to take to achieve that goal. Being a mentor to kids in the teen center
at the YMCA means to teach them roles of social responsibility and respect.
But as a parent or as any team leader of teens knows, they enjoy separating
and doing their own thing. So we design our Teen Nights in 2 separate
rooms in our facility, right next to each other. Now this is a purposeful setup
for supervision reasons, but as well as keeping the kids together. One room
is the GaGa activity where we get everyone involved in the game that
intensifies the more you play. Then in the second room we have less hectic
activities like board games, video games, etc. We try to promote kids playing
together on things of that sort instead of veering off to the computers and
their personal electronics. I personally dont like to see a child playing on
their own when you can tell they just want to make friends. So I do my best
to include them in activities with other kids and make sure everyone is having
a good time.
knowledge of the Model of
Intercultural Sensitivity by
Bennett and its uses in
leadership
Model of Intercultural
Sensitivity by Bennett
knowledge of the ally Action
Continuum by Griffin & Harro
Action Continuum by Griffin &
Harro
Outcome Category: Critical Thinking
Outcome Target Additional Descriptive notes regarding learning and practice

class Experiences
88. Student will show knowledge of GCH 104 Lecture during class about In my GCH 104 class my professor got off on one of her usual tangents
principles of critical thinking critical thinking. What I about critical thinking. Critical thinking means to not mistake ignorance for
(logic is used in this minor) found on the internet about perspective. She always said, gather all of the information you need in order
it. Final Reflection Paper. to succeed. One of the most important and most violated principles of
critical thinking is thoroughness and that is gathering all of the facts on a
subject that you need. This topic came about when discussing creating an
idea for fundraising for orphan children in Bogota, Colombia. She told us to
not over think it and figure out the big picture of what students on campus
would want to buy in order to raise money for these children in Bogota. She
wanted us to understand how we felt about the situation at hand with these
orphans lacking in items they need to survive the conditions they are
currently living in. Professor White also wanted us to realize the cause and
effect of our ideas as they processed in our brains and became the real deal
of what we wanted to do for our project. Her advice during this lecture made
my groups project turn out to be even more successful than we had thought it
would be. Principles would be, knowledge is acquired only through thinking,
reasoning, and questioning. Knowledge is based on facts. It is only from
learning that we learn what to think, which is the second principle. Critical
thinking is an organized and systematic process used to judge the
effectiveness of an argument, that being the third principle of critical thinking.
The fourth principle is that critical thinking is a search for meaning, the
meaning is for yourself in what an author or speaker says. Critical thinking is
also a skill that can be learned.
Evidence: Principles of Critical Thinking (what I found on the internet) and the
Final Reflection Paper.
Source: PRINCIPLES OF CRITICAL THINKING. (n.d.). Retrieved April 27,

2015, from http://www.usbible.com/Author/critical_thinking.htm
The Gospel Truth: The Hersey of History
General Semantic
89. Student will demonstrate GCH 104 Final Reflection Paper For part of our final grade on our project in GCH 104, we had to write a
proficiency of critical thinking reflection paper on our idea and how it went and what other ideas came
about before the final decision came. I wrote about how we had many ideas
that came to mind but also failed due to negative contributing factors before
we found the one idea we wanted to use and that would be successful. I left
the hard copy of the paper in the evidence if it need be to be read word for
word. We figured out what the students would want, we watched for what
would come in the way of our ideas if those didnt work out. In addition to
critical thinking principals that went into this paper and project overall, belief
is not knowledge, beliefs are opinions acted upon as if they were facts.
Opinions are not based on facts, knowledge or reasoning. Critical thinking is
an active process based on applying analysis, the synthesis of data, and your
ability to assess the information being received. In the second principle of
critical thinking, the unquestioning acceptance of what another says as fact is
not learning nor is it part of the skill of thinking critically, it inhibits any
learning that is taken place. Learning how to think does not involve rote
memorization. To become educated you need to learn how to gather,
analyze, synthesize, assess and apply data for yourself. Critical thinking is
an organized and systematic process used to judge the effectiveness of an
argument. It is a void of emotional constrictions and is consequently
unbiased. In order for it to be most effective as a critical thinker you must
have data and facts available for a rebuttal of an argument. Effective
argumentative material is based on the empirical evidence. Thinking critically
is a search for meaning, the meaning is for yourself in what an author or
speaker says, implies and insinuates. It is a way of making sense out of
what you are reading or hearing in order to find the validity of the data being
presented. Critical thinking is a skill that can be learned, it is based on
active, logical reasoning on facts and evidence to describe learning. Your
attitude toward learning is all-important in being a critical thinker. It is
important that a high value be placed on learning in order for learning to be
useful. The skill of critical thinking is learned by doing an inter-change of
information and ideas with others who are assessing the same things. In this
ones ideas and arguments can be presented and evaluated. You must be
actively involved in exchanging thoughts and ideas in order to become a
critical thinker. Sitting passively by is not how any skill is learned.
Evidence- Final Reflection Paper
Source: PRINCIPLES OF CRITICAL THINKING. (n.d.). Retrieved April 27,

2015, from http://www.usbible.com/Author/critical_thinking.htm
The Gospel Truth: The Hersey of History
General Semantic
90. Student will show knowledge of Personal Research
metaphorical analysis to critically
analyze self and leadership
situations
proficiency of metaphorical
analysis to critically analyze self
and leadership situations
92. Student will show knowledge of URI 101 Personal Research Making good decisions is a method that must be learned. It is not something
at least five decision making with which we are innately born, but merely a step by step process that is
methods usually ascertained from life experience. Most adults know that experience
can be a costly, ineffective teacher that teaches more bad habits than good;
and because decisions can vary so obviously from one situation to the next,
the experience gained from making one important decision is often times of
little or no use when another decision-making problem arises.
Kesica Gray stated 5 Methods in an article, they are the following:
Step 1. Identify Your Goal
One of the most effective decision making strategies is to keep an eye on
your goal. This simply means identifying the purpose of your decision by
asking yourself what exactly is the problem that needs to be solved? And
why does this problem need to be solved?
Step 2. Gather Information for Weighing Your Options
When making good decisions it is best to gather necessary information that is
directly related to the problem. Doing this will help you to better understand
what needs to be done in solving the problem, and will also help to generate
ideas for a possible solution. When gathering information it is best to make a
list of every possible alternative; even ones that may initially sound silly or
seem unrealistic. Always seek the opinions of people that you trust or speak
to experts and professionals, because it will help you to come up with a
variety of solutions when weighing all your options for a final decision. You
will want to gather as many resources as possible in order to make the best
decision.
Step 3. Consider the Consequences
This step can be just as important as step one because it will help you
determine how your final decision will impact yourself, and/or others
involved. In this step, you will be asking yourself what is likely to be the
results of your decision. How will it affect you now? And how will it affect
your future? This is an essential step because it allows you to review the pros
and cons of the different options that you listed in the previous step. It is also
important because you want to feel comfortable with all your options and the
possible outcome of whichever one you choose.
Step 4. Make Your Decision
Now that you have identified your goal, gathered all necessary information,
and weighed the consequences, it is time to make a choice and actually
execute your final decision. Understanding that this step can cause some
people a lot of anxiety is important because this is where you have to trust
your instincts. Although you may still be slightly indecisive about your final
decision, you have to take into account how this makes you feel. Ask
yourself, does it feel right? And does this decision work best for you now, and
in the future? When you answer those questions back, you should feel good
about the result.
Step 5. Evaluate Your DecisionOnce you have made your final decision and
put it into action, it is necessary to evaluate the decision and the steps you
have taken to ensure that it works. This final step is probably just as
important as step one, if not more important, because it will help you to
further develop your decision making skills for future problems. This step is
also fundamental because it may require you to seek out new information
and make some changes along the way. Remember, this step requires some
patience and it can also encourage perseverance. Why? Because it may
take some time to see the final outcome. Recognizing that if the first decision
is not working, you may have to go back to step two and choose another
option. Always looking for and anticipating unexpected problems will help
alleviate undue stress, if and when a problem occurs.
Source: 5 Steps to Good Decision Making. (2016, January 13). Retrieved

April 19, 2017, from http://www.corporatewellnessmagazine.com/focused/5-
steps-to-good-decision-making/
93. Student will describe personal URI 101 Choosing a major I put the decision making steps above to use when going about choosing a
examples of having used five major. I came in to URI undeclared not having a clue on what I wanted to do.
decision making methods I decided to see advisors from departments that peaked my interest to get
more information on each on and to ask questions I had. I would look at
future career paths from each and see which best suits what my passion is.
With the help from those advisors, my family and some friends, I stumbled
upon my passion of working with people and helping people. That led me to
major in Human Development and Family Studies. I used the methods
above to come to this decision. This process required patience and weighing
out my options career wise. I am lucky and thankful to have the aids that I
had at URI and my friends and family for helping me find what I want to do
with the rest of my life.
94. Student will show knowledge of Personal Research There are two important things to remember about problems and conflicts:
at least five problem solving / they happen all the time and they are opportunities to improve the system
conflict management methods, and the relationships. The most common mistake in problem solving is trying
as well as understanding the to find a solution right away. That's a mistake because it tries to put the
roots of conflicts solution at the beginning of the process, when what we need is a solution at
the end of the process.
Tim Hick wrote an article called, Seven Steps for Effective Problem Solving
in the Workplace. He came up with the following steps, Here are seven-
steps for an effective problem-solving process.

1. Identify the issues.
Be clear about what the problem is.

Remember that different people might have different views of what
the issues are.
Separate the listing of issues from the identification of interests
(that's the next step!).
2. Understand everyone's interests.
This is a critical step that is usually missing.

Interests are the needs that you want satisfied by any given solution.
We often ignore our true interests as we become attached to one
particular solution.
The best solution is the one that satisfies everyone's interests.
This is the time for active listening. Put down your differences for a
while and listen to each other with the intention to understand.
Separate the naming of interests from the listing of solutions.
3. List the possible solutions (options)
This is the time to do some brainstorming. There may be lots of room

for creativity.
Separate the listing of options from the evaluation of the options.
4. Evaluate the options.
What are the pluses and minuses? Honestly!

Separate the evaluation of options from the selection of options.
5. Select an option or options.
What's the best option, in the balance?

Is there a way to "bundle" a number of options together for a more
satisfactory solution?
6. Document the agreement(s).

Don't rely on memory.
Writing it down will help you think through all the details and
implications.
7. Agree on contingencies, monitoring, and evaluation.
Conditions may change. Make contingency agreements about

foreseeable future circumstances (If-then!).
How will you monitor compliance and follow-through?
Create opportunities to evaluate the agreements and their
implementation. ("Let's try it this way for three months and then look
at it.")
Source: Seven Steps for Effective Problem Solving in the Workplace. (n.d.).
Retrieved April 20, 2017, from http://www.mediate.com/articles/thicks.cfm
Evidence: Seven Steps Article

95. Student will describe personal Work Problem Being short staffed at a place that needs child care provided often you run
examples of having used five into conflict like situations. When youre short staffed its often hard for
problem solving / conflict someone to find coverage when theyre sick, injured, death in the family etc.
management methods (if Also, working in a place with difficult people as colleagues makes it that
student has been trained in much more tough. I utilize the problem solving techniques whenever I need
mediation, that information goes coverage on a shift because even though its rare I need it, its always made
here) out to be a problem. The first thing you do is identify the problem, which
would be finding someone to cover a shift thats available. The next thing Id
do is understand everyones interest, for instance whos available and whos
not. The third step is to list possible solutions, for instance I would reach out
to every person available, if that fails have a plan B lined up. Step four would
be to evaluate those previous options, weigh out which ones would work
best. Step five would be to select the option, which would be following
through with your plan A. Step six would be to document the agreement,
which would mean my boss knows about the switch and changes the
schedule to match the switching of shifts. Final step would be agreeing,
which would have to happen if the covering of shifts were to be finalized.
The reason it becomes a conflict is because a person will always cover
someone else when they need but when the roles are reversed, the other
person is always busy.
96. Student will describe what it HDF 416 Critical Thinking Paper What it means to analyze, criticize, synthesize and utilize information as a
means to analyze, criticize, leader is to critically think. Critical thinking is when intelligent reasoning is
synthesize and utilize paired with supporting evidence to make wise decisions. In class we
information as a leader analyzed two different articles to get a practice with critical thinking. We
learned how to pick apart articles and know what the author was saying in
each sentence. Whether it be a hasty generalization, a fallacy of some kind,
evidence (which in the two articles we did, there was none), inductions,
deductions, etc.
knowledge of leadership that is
used in crisis
98. Student will describe examples
of leadership in crisis situations
Outcome Category: Interpersonal and Organizational Concepts & Skills
Outcome Target Additional Descriptive notes regarding learning and practice

class Experiences
99. Student will demonstrate COM 221 Chapter Lecture Active listening is a way of listening and responding to another person that
knowledge of active listening improves mutual understanding. Often when people talk to each other, they
techniques dont listen actively. They are often distracted, half listening and half thinking
about something else. This technique is often used in counseling, training
and conflict resolution. In my interpersonal communication class we learned
about listening from chapter 7 from our Looking Out Looking In textbook.
She tied this chapter in to her lecture on active listening to give it a
broadened perspective. We learned about mindless and mindful listening.
Mindless listening describes a person who reacts to others messages
automatically and routinely, without mental investment. So a mindless
listener wouldnt be an active listener. A mindful listener is a person who
responds to others messages with care and thoughtful attention. The
mindful listener would be the person who actively listens during a
conversation.
100. Student will describe examples COM 221 Homework Assignment During class, after the professors lecture was completed, we shared our
of using active listening skills homework assignment. She challenged us to become active listeners, and
for that challenge we had to have a conversation with a significant other,
family member, best friend, etc. Our challenge was to be able to retain that
conversation and report it to the class. My conversation was just a normal
conversation about talking about our days with my boyfriend. We were
having dinner when the conversation took place. He told me how his classes
were going, how he felt uneasy about his history class. He would tell me
about his daily check in phone call he had with his dad. I was able to retain
and provide feedback about the emotional investment I had in the
conversation. It was a good lesson for me since I get easily distracted when
people talk to me about aimless things.
knowledge of functions of group
communication by Hirokawa
application of functions of group
communication (Hirokawa)
techniques regarding giving and
accepting of feedback
104. Student will describe examples
of giving and accepting
feedback.
105. Student will demonstrate HDF 413 SOLC
knowledge of facilitation and de- A person who takes on such a role is called a facilitator. Kaner defines
briefing techniques facilitator as follows: "A facilitator is an individual who enables groups and
organizations to work more effectively; to collaborate and achieve synergy.
She or he is a content-neutral party who by not taking sides or expressing
or advocating a point of view during the meeting, can advocate for fair, open,
and inclusive procedures to accomplish the groups work. A facilitator can
also be learning or a dialogue guide to assist a group in thinking deeply about
its assumptions, beliefs, and values and about its systemic processes and
context. Ernesto Yturralde, experiential trainer and researcher, explains: "In
the field of experiential learning methodology, the debriefing is a semi-
structured process by which the facilitator, once a certain activity is
accomplished, makes a series of progressive questions in this session, with

an adequate sequence that let the participants reflect what happened, giving
important insights with the aim of that project towards the future, linking the
challenge with the actions and the future." Debriefing sessions can be made
directly without the use of "props" or with them as support tools, achieving
highly productive sessions. The skill levels of professional facilitators and
their visions for each process, will be essential to capitalize on the
experiences of experiential workshops, in moments of inspiration, teachable
moments that become Debriefing sessions, into commitments for action.
Source: Wikipedia
106. Student will demonstrate HDF 413 SOLC My facilitation and debriefing technique kind of ties in together as one
proficiency of facilitation and de- because I facilitated a closing activity for SECs retreat. Reach out and touch
briefing techniques someone can be used as a closing a debriefing activity to close a retreat.
The objective is to have a big circle with the people facing outward with their
eyes closed while the facilitator chooses a select 4-5 people, depending on
the size of the organization we are working with, to reach out and touch their
fellow students and colleagues as the facilitator yells out positive sentences
for the participants to relate to. This could be used as a debriefing activity if
the facilitator decides to let the participants open their eyes during each
positive saying thats called out so the ones touched could see which of their
fellow colleagues felt a certain way about them.
knowledge of framing and
breaking the frame
proficiency of framing and
breaking the frame
organizing meetings / setting
agendas / and leading meetings
examples of organizing
meetings / setting agendas /
leading meetings
111. Student will show knowledge of HDF 416 Parliamentary Procedure A parliamentary procedure is a rule that defines how a particular situation is
Parliamentary Procedure layout during class to be handled, or a particular outcome achieved, in a legislature or
deliberative body. The first part in a parliamentary procedure is calling to
order. Calling to order means if a quorum is present, the chair (the person
conducting the meeting) says, The meeting will come to order. The second
step is the minutes. The minutes are what the secretary reads as a record of
the previous meeting held. The officers reports are the third part in a
parliamentary procedure. This is when officers and standing (permanent)
committees may report on their activities. Some only report at annual
meetings. Reports of special committees come after to report on the tasks
for which they were created as the next part of the procedure. Special orders
is the important business previously designated for consideration at the
current meeting. The sixth part of a parliamentary procedure is the
unfinished business. This is business that has come over from the previous
meeting and is discussed during the current one. Following that comes the
new business, which are the new topics that are introduced. Then we have
the announcements portion. These inform the assembly (the people at the
meeting) of other subjects and events. Finally is the adjournment of the
meeting. The meeting ends by a vote or by general consent (or by the
chairs decision if the time of adjournment was prearranged by vote.)
Throughout the meeting the members get their say through four types of
motions. The present motions are when you make a proposal. The debate
motion is when the members give their opinion on the motion. The second
motion is the expression of support for discussion of another members
motion. Then finally, they vote on the motion, which is when everyone
makes a decision.
112. Student will show knowledge of Personal Research One technique in dealing with difficult people is not letting them drag you
techniques for working with down. The saying Misery loves company comes into play here. The
difficult people important thing to know is who the Debbie and David Downers are in the
situation and to make sure they dont suck you in to their world of negativity.
The next thing you want to do is listen. It can be tempting to just tune the
person out, but the more the person feels they arent being listened to, the
more difficult they will have yet to become. The best thing to do is to use
good, normal active listening techniques, as you would for anyone else.
Technique number three is to use a time limit for venting. You need to
remember that theres a difference between being a perpetual pessimist and
having an occasional need to vent. Sharing our tough times is a mechanism
we find helps us best in situations like these. Use the 5 minute rule when it
comes to this, let your coworker vent to you for five minutes, after that times
up, assume he or she is in Downer mode. Another technique to use is to not
agree. Agreeing with the Debbie or David Downer just adds fuel to their fire
and makes them continue on more. Technique number five is to not stay
silent. Your silence can and will be interpreted as an agreement, as will
others surrounding the situation. You then want to switch extremes into
facts. When they use words like never and always turn it around into a
fact about them and whats happened. Technique number seven is to move
to problem solving. People who complain a lot often feel powerless, like their
situation is hopeless. Make the person see a positive outlook to a situation.
Finally, technique number 8 is to just cut them off. If after all your efforts do
not turn out successful, shut down their need to vent after its been going on
for over 5 minutes. Its fine if they want to vent for a couple minutes, its fine
if they want to problem solve, but if they want to do neither of these things,
then they need to move on.
Source: https://www.forbes.com/sites/kevinkruse/2013/06/25/dealing-with-
difficult-people/#4cec267e2274
Evidence: Forbes Article

113. Student will describe personal Teen Night altercation. Being a teen night coordinator, you run into a lot of difficult people. More
examples of using techniques to often than not its the teens who are the difficult ones, but the parents can be
work effectively with difficult as well. I ran into an altercation my first night as teen night coordinator of
people course. Just a back story, teen night is one night a month where kids in
grades 5 through 8 come to the YMCA to get active in a GaGa game, play
video or board games, or just have fun with their friends. Well, there was a
situation where a 12 year old girl was in a fight with her friend who was her
age. One thing led to another, next thing you know she takes a palm full of
hand sanitizer and slaps it in the boys face, right in his eyes. We pulled her
aside and sat her down for about 15 minutes just talking to her about what
had happened and what led up to the incident. She was refusing to
cooperate with us, calling me and a coworker of mine the b word constantly.
Our protocol then comes down to calling the parents and having her removed
from the facility. So the moms on her way this girl is sitting in the chair with
me waiting. She says things like, I dont know why Im in trouble, I never do
anything wrong this is so stupid etc. I explain to her what she had done
and why it was wrong and as Im talking to her, the mother walks in. She
looks at me and said, why is my daughter excluded from this event? I
explained to her what had happened and she then looked at me like I had 5
heads. She was telling me her daughter was a good kid, never gets in
trouble, etc. After 20 minutes of arguing with me, I told the parent that given
the situation and our safety procedures, her daughter was no longer allowed
back to future Teen Nights. Of course that made her upset and she then
went to my higher ups, to which they explained to her the same thing I had
explained to her the night previous. The woman was then so upset that she
had cancelled her membership and we havent seen her since.
114. Student will show knowledge of HDF 413/416 Tuckman identified four stages of group development, which included the
the stages of group stages of forming, storming, norming and performing. A fifth stage was later
development (Tuckman, Bennis added by Tuckman about ten years later, which is called adjourning. It is
or others) believed that these stages are universal to all teams despite the group's
members, purpose, goal, culture, location, demographics and so on.
Forming is a time where the group is just starting to come together and is
characterized with anxiety and uncertainty. Members are cautious with their
behavior, which is driven by the desire to be accepted by all members of the
group. Conflict, controversy and personal opinions are avoided even though
members are beginning to form impressions of each other and gain an
understanding of what the group will do together. Some believe this cautious
behavior prevents the group from getting any real work done. However, the
focus for group members during the forming stage is to become familiar with
each other and their purpose, not on work. Typical outcomes of the forming
stage include things like gaining an understanding of the group's purpose,
determining how the team will be organized and who will be responsible for
what, discussion of major milestones or phases of the group's goal (including
a rough project schedule), outlining general group rules (including when they
will meet) and discovery of what resources will be available for the group to
use. Storming is where conflict and competition are at its greatest. This is
because now that group members have an understanding of the task and a
general feel for who they are as a group and who group members are, they
feel confident and begin to address some of the more important issues
surrounding the group. Such issues can relate to things like the group's
tasks, individual roles and responsibilities or even with the group members
themselves. The storming stage is where the more dominant of the group
members emerge, while other, less confrontational members stay in the
comfort and security of suppressing their feelings just as they did in the
previous stage. Even though these individuals stay quiet, issues may still
exist. All members have an increased need for clarification. Questions
surrounding leadership, authority, rules, responsibilities, structure, evaluation
criteria and reward systems tend to arise during the storming stage. Such
questions must be answered so that the group can move on to the next
stage. Consequently, not all groups are able to move past the storming
stage. Norming stage is the time where the group becomes a cohesive unit.
Morale is high as group members actively acknowledge the talents, skills and
experience that each member brings to the group. A sense of community is
established and the group remains focused on the group's purpose and goal.
Members are flexible, interdependent and trust each other. Leadership is
shared, and members are willing to adapt to the needs of the group.
Information flows seamlessly and is uninhibited due to the sense of security
members feel in the norming stage. If a group is in the performing stage, a
group or team that reaches the performing stage displays a level of
competence, trust, and experience that is less apparent in the earlier stages
of group development. The group is mature and able to solve problems with
minimal supervision. Team leaders readily delegate tasks to the group.
Strong relationships among team members facilitate a smooth flow of work
and the members are willing to support and assist each other. All of these
characteristics facilitate peak performance during the fourth stage of group
development. A group that has reached the performing stage of group
development is highly cohesive. This means the members are committed to
work cooperatively to achieve the group's goals. The group routinely accepts
delegated tasks and the members of the group stay focused on fulfilling their
vision.
Source: http://study.com/academy/lesson/stages-of-group-development-
forming-storming-forming-performing-adjourning.html
Evidence: Stages Diagram

115. Student will describe personal HDF 310 Group Project The beginning of the project process is where we were forming or coming
examples of group development together, because we didnt really know each other. HDF classes are a
in use (Tuckman, Bennis or broad spectrum of people so its not odd if we didnt know each other in
others). classes in our junior year. Anyway, we had to teach the class on a
assigned chapter from our textbook. The storming part of our group was
figuring out who was going to do what, our problem was not figuring things
out about the project in person, it was always through google docs and
emails. We reached our norming stage when we finally met in person to go
over the whole PowerPoint presentation. Granted it wasnt the best time
since the presentation was the next day, but it was a better late than never
type of situation. Our performing stage didnt go quite as planned as a
normal group, because the day we had to present, one of the girls didnt
show up to do her part of the presentation. Thats when Manny and I came
together to do her part so we could finish out the presentation for the class.
Evidence: Chapter Project HDF 310

116. Student will show knowledge of HDF 416 Task Force Project The initiator suggests or proposes to the group new ideas. He or she offers a
group dynamics and group roles point of view concerning problems, procedures, goals or solutions. The
information seeker asks for clarification of suggestions made in terms of their
factual adequacy, for authoritative information and facts pertinent to the
problem being discussed. The opinion seeker asks primarily for clarification
of values pertinent to what the group is undertaking or values involved in
various suggestions that have been made. The information giver offers facts
or generalizations, which are authoritative, or relates his or her own
experience pertinent to the group problem. The opinion giver states his/her
belief pertinent to a suggestion made. The emphasis is on what s/he believes
should be the groups view of pertinent values, not primarily upon relevant
facts or information. The elaborator spells out suggestions in terms of
examples or developed meanings, offers a rationale for suggestions
previously made, and tries to deduce how an idea or suggestion would work
out if adopted primarily upon relevant facts or information. The coordinator
shows or clarifies the relationships among various ideas and suggestions,
tries to pull ideas and suggestions together or tries to coordinate the activities
of various members of sub-groups. The energizer prods the group to action
or decision, attempts to stimulate or arouse the group to "greater" or "higher
quality" activity. The procedural technician expedites group movement by
doing things for the group, e.g. passing out materials or setting up chairs.
The recorder writes down suggestions, makes a record of group decisions, or
writes down the product of discussion. The recorder fills the role of "group
memory.
117. Student will describe personal HDF 416 Task Force Project In class we were asked to do a project on something that would change the
examples of group dynamics university. My group had the topic of parking. We were asked to do
and group roles research about the parking situation at URI and what wed like to change
about it. We sent out a survey to students around different Facebook pages
to get various results. Each part of the group had their own role while
completing the project. One girl took control to be the leader of the group
since she had done a similar project in a class previous to this one. She also
would ask us what we thought of her ideas. The rest of us were the opinion
givers and some of us had our own ideas to add onto the project as well.
Each member had their own role to get the project done.
118. Student will show knowledge of HDF 416 SOLC An effective membership skill in a group would most importantly be effective
effective memberships skills in communication skills. Not only being able to talk to one another, but being
groups able to listen to one another as well. Staying as active and involved with the
group as you can could also be an effective membership skill. Dont blame
other members for your own wrong doings, theyll get annoyed with you and
slowly stop asking you to outside of the group or organization outings. You
want to support your other group members ideas or decisions. You dont
want to brag also for the same reason we used for blaming your other
members. Also, you want to listen actively to other people in your
organization or chapter.
119. Student will describe personal BUS 441 Student Teaching Group Working in any group you need to have effective communication, otherwise,
examples of membership skills Project said group project will end up failing miserably. Effective listening and
in use communication came into play during a group project I did in the fall of 2016.
Our project was to student teach on a topic for the class. We chose to do
adaptive leadership because out of the list of topics left to choose from, that
was the most interesting. To make this project succeed, we created a google
docs, took down each others phone numbers and emails and began
working. When we would meet up in person in the library we went around to
each person so all ideas were heard. When we would have an idea it was
always consulted with the rest of the group. Hearing each other out and
accepting new creative ideas is what made our project to be as great as it
was.
Evidence: Project Powerpoint

120. Student will show knowledge of HDF 413 NWCC training Sandfords Challenge and Support theory entails that many learning
the Challenge and Support experiences incorporate a balance between challenge (Here, kid, lace em
theory by Sanford, and its up!) and support (let me tie them for you). Sanford (1962) found that
relationship to organizations college students go through significant personal growth and development,
much of which is influenced by the college environment itself (that includes
what goes on in the classroom as well as what goes on outside of the
classroom). He believed that for growth and personal development to occur,
a student needs to have a challenge/support balance. Challenge is a step
that pushes a learner to acquire new growth. Support is an environment that
is conductive to student exploration of his or her own identity in a safe place
and encouraging way. Readiness is the demonstration of the ability to meet
the challenge. During training in NWCC we were taught to teach our
participants challenge and support to use out on the course in order to
experience what is to be experienced in their own comfort levels.
Evidence: Challenge Support Graph
121. Student will describe personal HDF 413 NWCC At the beginning of each course we demonstrate a few things in the
examples of using the theory of beginning and one of those includes Challenge by choice. Challenge by
Challenge and Support choice is similar to challenge by support because in order to choose your
(Sanford) own challenge you have to know your comfort zone and the amount of
support surrounding you by other colleagues. The participant whether they
be approaching an element, or climbing the rock wall, decide whether they
are comfortable with embarking on the challenge. If they dont feel
comfortable, what I do as a facilitator is give them another task to do so they
dont sit on the sidelines and watch everyone else have fun. I let them help
me with consequences to their colleagues when need be, help me create
code breakers to challenge their colleagues, etc.
122. Student will show knowledge of COM 100 In COM 100 we learned about different types of speeches. A couple were
the construction / elements of informative and persuasive ones. The construction of each speech is a
informative and persuasive learning objective, key points, and what the speech actually means. Your
speeches learning objectives would be discussing the goals of the informative or the
persuasive speech. Your key points are what organizes your speech. You
want to determine what your broad purpose is, to either inform or to
persuade. Then you want to keep that piece in mind when putting your
speech together. Different structures fit different speeches, so you have to
find which structure fits your speech the best. When you give an informative
speech, youre informing your audience about your topic. For instance you
want to educate people about planned parenthood, which would be informing
the audience. When you give a persuasive speech, youre creating a
convincing case for your viewpoint or position on a topic. For example, if you
were for legalizing marijuana.
Source: B. (2017, March 03). Patterns of Organization: Informative,

Persuasive, and Commemorative - Boundless Open Textbook. Retrieved
April 19, 2017, from
https://www.boundless.com/communications/textbooks/boundless-
communications-textbook/organizing-and-outlining-the-speech-10/principles-
of-organization-51/patterns-of-organization-informative-persuasive-and-
commemorative-205-10678/
123. Student will demonstrate COM 100 Informative Speech In my COM 100 class, we were assigned an informative speech on a topic of
proficiency in informative and our choice approved by our professor of course. We were required to have
persuasive public speaking an outline, as well as critique ourselves for this assignment as well as being
critiqued by the professor. I did my speech on adoption because it was
something I had a personal connection with which made me want to research
it. Professor Rotondo provided us a worksheet to fill out which outlined our
presentation so it could be clear and concise and not all over the place, since
we were given a time constriction of 5-6 minutes. We were asked why the
topic was appropriate to us and I answered with I was adopted at a young
age and would enjoy researching more about the process. It went on with
why it would be appropriate for the audience, how we could narrow the
speech to fit the time constraint, what is our specific purpose statement, what
methods I would use to gain attention from my audience. We also had to
inform her on how wed establish our credibility, method of organization, 3
main points, and a concluding statements. It was the first public speaking
project I had since my senior portfolio presentation in high school. Im terrible
when it comes to public speaking, so I was pleasantly surprised when I got
an 80 on this speech. Practice makes this skill come along more and more
during my college career.
Evidence: Speech Evaluation Sheet

planning and conducting
interviews (as the interviewer)
examples of planning and
conducting interviews (as the
interviewer)
126. Student will show knowledge of HDF 190 Relational Leadership Inclusive- How would you engage your students into each activity that is
preparing for and effective Assessment. planned for the day?
answers in interviews (as the Orientation Leader Empowering- How would you use your power to impact your students and
interviewee) Interview Questions. get them to share their voice during the whole experience?
Purposeful- What is your purpose in becoming an Orientation Leader here at
URI?
Ethics- How would you display your values to your students?
Process-Oriented- How would you build your group and get them to work well
together?
127. Student will describe personal First and Second Job Preparing for an interview for my first job was nerve racking. Although
examples of preparing for and Interviews. having an older sister has its advantages. She was telling me what the
being interviewed business owners ask during interviews and how to answer some questions.
After talking through that process with her it really made me feel less nervous
about the whole thing. When it came time to having the actual interview I got
nervous again and my mom looked over at me and asked if I was okay, I told
her I was nervous. She then pretended to be the interviewer and asked me
questions that the business owner would ask me as practice Id give my
answers. It made going into that interview ten times easier and I got the call
a week later that I got the job. With that whole experience, when that job
ended and a new opportunity came up, it made me feel so much better about
going into the next interview and I ended up getting that job on the spot, and I
still currently have that job.
effective collaboration / coalition
building
129. Student will describe personal HDF 416 Chapter Presentation In class we read a book called The Start-Up of You. Well we were split up
examples of working in into partnerships or groups to read one chapter and present it to the class.
collaboratives/coalitions My partner and I made a powerpoint slide to present the chapter to the class
on a google doc. We split the chapter up in pieces to make it an even
amount of work for the both of us, that way one of us wasnt doing more work
than the other. We met up in the 10 minutes before class the day we were
supposed to present and went over our slides. We wanted to make sure all
the information was correct and wed present it in a cohesive, organized
manner.
Intercultural communication
considerations
proficiency in intercultural
communication
132. Student will describe ways to Accountability in leadership is a topic that is not frequently discussed and the
maintain accountability in result is often relating to compliance to procedures, following work rules,
leadership / member treating customers with respect, achieving results, and getting along with co-
relationships workers. Accountability is at the heart of empowering people to perform well,
demonstrating initiative, and acting responsibly. When a climate of
accountability exists, things work smoothly; and when it is absent procedures
fail and policies are ignored. First and foremost, it means that you accept
responsibility for the outcomes expected of you, both good and bad. You
dont blame others and you dont blame the external environment. There are
always things you could have done, or still can do, to change the outcome.
Until you take responsibility, you are a victim. Being a victim is the exact
opposite of being a leader. Victims are passive, they are acted upon,
leaders are active. They take initiative to influence the outcome.
The Forbes article reads,1. Clear roles, team leadership and individual
ownership. People struggle to be accountable when roles and processes
are ambiguous. Removing as much confusion as possible about who is doing
what and how they will proceed is an important step. If a team is truly
accountable, members will identify gaps, learn new roles and processes, and
ultimately build a more capable team. 2. A sense of ownership for team
results. How does team accountability work? Focus on team processes.
How is the team working toward goals and outcome? Are team members
effective? Do they feel 100 percent accountable to improving the process?
Each member should have the obligation to seek information, give and
receive feedback and point out the need for corrective action at any time. 3.
Freedom, support and control to navigate competing priorities. Most
problems have multiple right answers, so give people the freedom and
control they need to make decisions. The first solutions your teams and direct
reports come up with will probably be pretty good. Improve upon them
instead of inserting your own. Support is the key be sure people have the
resources, knowledge and assistance they need. With this approach, team
members increase their skills, confidence and ownership. 4. Its not about
punishment. If your goal in fostering accountability is to know who to punish
when revenue targets are not met or budgets are missed, you will only
succeed in creating fear. No one will be willing to step up, speak out or try
something new. Innovation and risk taking will be lost. Once the rumor mill of
an organization circulates a story of someone stepping out and being
punished, hundreds, even thousands, of other employees will be skittish
about taking initiative to find solutions.
Source: Leadership, C. F. (2012, March 14). 7 Ways to Build Accountable

Organizations. Retrieved April 19, 2017, from
https://www.forbes.com/sites/ccl/2012/02/28/7-ways-to-build-accountable-
organizations/#7a3dc243cd37
examples related to maintaining
accountability as a leader
134. Student will describe ways to HDF 416 SOLC During retreats in SOLC before we start with groups we like to foster a sense
build relationships between of comfort throughout our small groups. We sometimes do name games as a
leaders and members quick get to know you kind of thing. It depends on the group you work with,
if youre able to split up into small groups, its nice to do something a little
more personal. There are other ways to get to know your group as leaders
without trying to memorize everybodys names. We then develop that
relationship further through group development activities throughout the
retreat.
135. Student will describe personal HDF 416 SOLC: ADPI retreat Like I mentioned in the previous outcome, when in small groups we like to
examples of building get a little more personal than just names. So in my small group with my co-
relationships with members as a facilitator West Caster, during the ADPi retreat, we did just that. We wanted
leader to know more about our group than just their names. So we had them go
around, say their name, state a fun fact about themselves or state something
they thought the rest of their sisters didnt know about them. This not only
built our relationship with each sister as leaders, but for them as sisters as
they learned a new thing about each other.
136. Student will describe how Personal Research Being a credible leader is walking the talk and make actions speak louder
credibility applies to leadership, than their words, delivering whats been promised. Leaders with established
as well as the characteristics credibility are respected and trusted by those that they are leading. An article
and skills of a credible leader by Peter Economy states 7 habits to becoming a credible leader. They are
as follows, 1. They are respectful Credible leaders don't insult, manipulate,
or humiliate anyone publicly or privately. These leaders are aware that
respect is key in gaining people's loyalty and respect in return, 2. They are
honest Credible leaders are transparent with their actions and have no
hidden agendas. These leaders foster an honest environment where
unethical behavior isn't tolerated, 3. They are educated Credible leaders are
continually learning to expand their knowledge and expertise. These leaders
lead by example and recognize the importance of ongoing education to help
them achieve what is required and more, 4. They are competent Credible
leaders possess much more than a basic understanding of their field. These
leaders are experts at developing multiple solutions to problems and
situations they are faced with. 5. They are accountable Credible leaders
take full responsibility for their actions and decisions. These leaders accept
when they make a mistake and do everything that is needed to amend it in a
prompt manner. 6. They are loyal Credible leaders remain true to
themselves and watch out for the interests of others. These leaders are
supportive and really care about people--this is what helps gain reciprocal
loyalty. 7. They are trusting Credible leaders are confident about the
abilities of people and know how to delegate effectively. These leaders
acknowledge that people become more engaged and committed when they
are trusted.
Source: Economy, P. (2015, May 22). 7 Powerful Habits for Establishing

Credibility as a Leader. Retrieved April 19, 2017, from
https://www.inc.com/peter-economy/8-powerful-habits-to-establish-credibility-
as-a-leader.html
examples of building,
maintaining, and repairing
his/her own credibility as a
leader
138. Student will describe ethical
standards in influence
139. Student will describe influence
applies to leadership
140. Student will describe principles Personal Research An effective mentor requires a trusting, confidential relationship based on
of effective mentoring, as well mutual respect. Mentoring involves a clearly bounded relationship that is
as problems particular to the close and uncoerced, unlike a friendship or parenting. A third principle of
mentoring relationship effective mentoring is a definite time commitment, you have to be committed
to your mentee and giving them all the help they need. An effective mentor
also is planned for enhancing specific growth of goals of a mentee; not for
organizational requirements such as an employee evaluation. A fifth
principle to an effective mentor is that the mentors purpose must be mutually
established by the mentor and mentee with goals and outcomes. The sixth
effective principle of being a mentor is that mentors should model
performances for mentees thereby providing them with opportunities to
observe and develop insights. Mentors provide quality performance
assessments, especially of a mentees self-assessment. The mentee must
show progress by raising the bar for themselves as their insights and skills
increase. The ninth principle is that the mentoring relationship ends when
the mentee is able to operate independently. Finally, mentors follow the
servant leadership model by providing value to another without receiving
extrinsic rewards. The problems in the mentor mentee relationship can arise
when you cant trust your mentor. If you cant trust your mentor, the
relationship becomes public and not confidential very quickly.
Source: 10 Principles of Effective Mentoring . (n.d.). Retrieved April 24, 2017,

from http://www.pcrest.com/LO/TI/mentors3.htm
141. Student will describe personal URI 101 YMCA During my freshman year in URI 101, Sarah Moffitt was my mentor. At this
examples of mentoring and Camp Watchaug time I was undeclared but I had a minor in Leadership Studies. Sarah guided
being mentored me in that class with helping me choose a major, what I should get involved
with on campus, etc. Without her I wouldve had so much more trouble
during my freshman year of college and I was grateful to have a mentor like
her. Im grateful that URI offers a class for freshman just for guiding them
through their freshman year even though theyre undeclared majors.
My mentee experience is working with kids at the YMCA. I work in both the
teen center and the child watch center, as well as extended care for Camp
Watchaug. The motto for Camp Watchaug is to be a mentor for the kids of
the future. To mold their minds to become the future leaders of the
community. Although thats my job with both the camp and working with the
teens and younger kids.
Im hoping to further my mentee experience with a future job at Richmond
Recreation Day Camp and with future jobs I will acquire after graduation.
142. Student will describe principles HDF 413 Personal Research Discipline would be the first effective principle to being a peer leader. You
of effective peer leadership, as have to know your role, honor the fact that youre not in charge, and
well as problems particular to understand where you fit in as a whole. You listen and accept, a great
peer leadership follower is someone who listens to direction, accepts criticism without
rebuttal, and acts on these items to be the person they are needed to be.
Next, you serve the overall goal, each move you make is done selflessly.
You stay humble, you learn to do what it right instead of looking for the
spotlight. You stay loyal and committed to those who you are leading. The
next principle would be character. You have to have the ability to accept
your faults and learn from them, having humility. You want to be a
compassionate leader, someone who cares. And you want to have courage,
say what needs to be said, dont hold back. The third principle would be to
communicate effectively. You want to be clear and concise and make your
words matter. The fourth principle would be lead from the front. This means
you lead by example, you must have a commanding presence and lead with
confidence. Inspiring your followers would be the fifth principle, which means
you empower, show you are human, and always look at the bright side,
cutting the negative out. The sixth principle is We not Me, meaning you
selflessly lead as a whole, not too self-absorbed. Seventh, you make the
choice, this means that you make the choice to lead and positively impact
others. Finally, peer leadership is leadership, meaning you listen, do you and
stay you, own your role, and have respect. Now the problems would start if
the peer leader lacks confidence, effective communication skills and is too
self-absorbed. Lacking just one of the principles Ive previously mentioned
could take your peer leadership down a couple notches. You want to be the
best leader you can be for those who are following you.
Source: Peer Leadership: 8 Thoughts On How To Make The Most Of An

Opportunity, Others, and Yourself. (n.d.). Retrieved April 24, 2017, from
http://www.petedupuis.com/blog-1/2015/8/13/peer-leadership-8-thoughts-on-
how-to-make-the-most-of-an-opportunity-others-and-yourself
143. Student will describe personal HDF 413 Leadership Institute In 2013 I attended something called the Leadership Institute. Here is where i
examples related to being a got my interest sparked into becoming a leader and interested in the
peer leader and being led by leadership minor at URI. We had two peer leaders, mine were the amazing
peers Caitie Runyon and Paul Knott. They guided us through various activities that
challenged us to great lengths. During each activity, they gave each of us as
a team to lead and share our own ideas, basically being the leader of the
team in general. I liked that because it gave me a chance to voice my
opinions on how we could get things done easier and more efficiently. We
also did smaller in depth activities that brought us closer together as a team
while bringing tears at the same time. But overall the experience was life
changing and overpowering in ways. It was something Ill never forget. In the
future before I graduate, I plan on applying a second time to become a peer
leader for institute.
Evidence- pictures from institute
144. Student will describe the four The frames help change agents conceptualize different approaches to an
frames of organizations by issue. Depending on the circumstances, one approach may be more
Bolman and Deal appropriate than another. Or, most likely, several approaches in combination
will be most successful. Bolman & Deal's four frames are as follows:
1. Structural. Leaders who make change using this approach focus on

structural elements within the organization as well as strategy,
implementation, and adaptation. Changing institutional structures
works well when goals are clear, when cause-and-effect
relationships are well understood, and when there is little conflict,
uncertainty, or ambiguity.
2. Human resource. Leaders who approach change from a human
resource frame focus on people. This approach emphasizes support,
empowerment (perhaps through distributed leadership mechanisms),
staff development, and responsiveness to employee needs. A focus
on people works well when employee morale is a consideration and
when there is relatively little conflict.
3. Political. Leaders who use a political approach to facilitate change
focus on the political realities that exist within and outside
organizations. This approach emphasizes dealing with interest
groups (and their varying agendas), building power bases, coalition-
building, negotiating conflicts over limited resources, and creating
compromises. The political approach is appropriate when resources
are scarce or diminishing as well as when goals or values are in
conflict.
4. Symbolic. Leaders who make change using a symbolic approach
focus on vision and inspiration. Symbolic leaders feel that people
need to believe that their personal work, and the work of the
organization, is important and meaningful. Traditions, ceremonies,
and rituals are very important to the symbolic approach, which is
most appropriate when goals and/or cause-and-effect relationships
are unclear.
Source: http://bigthink.com/articles/bolman-deal-frameworks
application of organizational
analysis using the four frames of
organizations (Bolman and
Deal)

Outcomes 2017

Diunggah oleh

Informasi Dokumen

Judul Asli

Hak Cipta

Format Tersedia

Bagikan dokumen Ini

Bagikan atau Tanam Dokumen

Opsi Berbagi

Apakah menurut Anda dokumen ini bermanfaat?

Apakah konten ini tidak pantas?

Hak Cipta:

Format Tersedia

Outcomes 2017

Diunggah oleh

Hak Cipta:

Format Tersedia

231333LEADERSHIP

Name: Hannah Wilkinson

Leadership Inventory Revised 8/30/2013 1

ADVISING INFORMATION (students will include own documentation)

Leadership Inventory Revised 8/30/2013 2

CSLD Mission Statement

CSLD Vision Statement

CSLD Values Statement

MINOR IN LEADERSHIP STUDIES

MINOR ELECTIVES-9 credits

Leadership theory and

Leadership Inventory Revised 8/30/2013 5

Leadership Inventory Revised 8/30/2013 6

Evidence: Hub Night Spreadsheet.

Leadership Inventory Revised 8/30/2013 14

Outcome Category: Leadership Theories

Evidence: Retreat Photo

Source: (n.d.). Retrieved April 27, 2015, from

Evidence: Relational Leadership Assessment.

Evidence: Experiential Learning Model

Stage Two: Exploration/Engagement

Stage Three: Leader Identified

Stage Four: Leadership Differentiated

Stage Five: Generativity

Stage Six: Integration/Synthesis

Overall, the process of LID demonstrates that the relationship model of

Source: Admin. "Leadership Identity Development." PACES & PAideia. N.p.,

Evidence: Strengths-Development Model slides

Source: What is Charismatic Leadership? Leading Through Personal

Evidence: Fiedlers article

The independent variables of Path-Goal Theory are the leader's behavior,

The four behavior types are directive, supportive, participative and

Evidence: Path Goal theory graphic

Evidence: LMX Diagram

Source & Evidence: Luenberg article

Source: What is Leadership Emergence Theory. (n.d.). Retrieved April 24,

65. Student will describe the

Source: CHAOS THEORY. (n.d.). Retrieved April 24, 2017, from

Leadership Inventory Revised 8/30/2013 38

Evidence: Cycle Printout

Evidence: Change Agent article

Outcome Category: Critical Thinking

Outcome Target Additional Descriptive notes regarding learning and practice

Source: PRINCIPLES OF CRITICAL THINKING. (n.d.). Retrieved April 27,

Evidence- Final Reflection Paper

Source: PRINCIPLES OF CRITICAL THINKING. (n.d.). Retrieved April 27,

Source: 5 Steps to Good Decision Making. (2016, January 13). Retrieved

Leadership Inventory Revised 8/30/2013 47

Be clear about what the problem is.

2. Understand everyone's interests.

This is a critical step that is usually missing.

3. List the possible solutions (options)

This is the time to do some brainstorming. There may be lots of room

4. Evaluate the options.

What are the pluses and minuses? Honestly!

5. Select an option or options.

What's the best option, in the balance?

6. Document the agreement(s).

Leadership Inventory Revised 8/30/2013 48

7. Agree on contingencies, monitoring, and evaluation.

Conditions may change. Make contingency agreements about

Evidence: Seven Steps Article

Outcome Category: Interpersonal and Organizational Concepts & Skills