DEVELOPMENT
Outcomes & Evidence
Progress Inventory*
MINOR IN LEADERSHIP STUDIES
Center for Student Leadership Development
Memorial Union
University of Rhode Island
*The Outcomes & Evidence Progress Inventory is the intellectual property of the Center for Student Leadership Development (CSLD) at
the University of Rhode Island and cannot be reproduced in part, or in its entirety, without the written permission of the acting Assistant
Director of the CSLD.
OUTCOMES
Outcomes (Self-Leadership, Interpersonal and Organizational, Leadership Theories, Inclusive Leadership,
Critical Thinking)
Targeted Classes
Experiences
Evidence
GENERAL INFORMATION
Regardless of your major, you can minor in Leadership Studies.
Requirements may be satisfied by completing 18 or more credits related to leadership and offered by more than one department.
Twelve (12) of the 18 credits must be at the 200 level of instruction or above. A course grade of “C” or better must be earned in each graded course. At least 12 of the credits
must be earned at URI.
No course may be used to apply to both the major and minor fields of study. Courses in General Education or for other minors may be used for the minor* (*this does not apply
to students in the College of Business). With the exception of internship credit, all courses for the minor must be taken for a grade. The Introductory class must be taken
before the internship and the capstone course.
Application for the minor must be filed in your academic dean’s office no later than the beginning of the final semester or term.
Approval of the minor does not guarantee that the suggested courses will be available to you on a schedule correlated with your graduation plans nor guarantee space in any
required course.
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
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
Evidence #1
2. Student will demonstrate HDF 190 Boy Scouts of America HDF 190 has helped me keep organized, and made me a better person already.
personal, organizational, and Google Calendar Having many assignments due at the end of the year has made it necessary for me
academic examples of self- to stay organized throughout the semester; otherwise I wouldn’t have gotten any of
discipline the assignments done. I had my ups and downs during my boy scout career.
Sometimes I was really excited to go to a campout, other times I dreaded it. But
regardless of all of that there were many things I learned from my experience as a
scout. Throughout my time in Troop 1 Arnold Mills I always kept organized, knowing
what requirements I had to get done next. Throughout the process I always kept
myself disciplined, which should hopefully show now, considering I achieved the
rank of Eagle Scout after many years. Each new rank came with new
responsibilities and tasks/lessons to be achieved. Every time I had to achieve the
next rank in scouts it was about completing every step I could on my own, and
asking for help when I couldn't go it alone. I believe all of this shows extreme self-
discipline, academic success, and organizational skills. I had to stay determined
throughout the many years I was a scout. Along with this I needed to keep
organized if I had any hope in completing everything I needed to do to obtain the
Leadership Inventory Revised 8/30/2013 7
rank of Eagle Scout. This in turn has made my academic self-discipline so much
better than it used to be because I know if I stick with something I can achieve it.
Now as a junior in college, I find myself involved all over campus in
organizations such as SOLC and Sigma Chi. Looking to the future with an
Amazon summer internship, it is imperative that I keep a steady hand and an
organized mind. To do this, I have developed my organizational skills starting
with the utilization of my Google Calendar. At the beginning of the semester, I
plug in every assignment, meeting, and event that I or a member of Sigma Chi
has to be at allowing me to focus. It is extremely overwhelming to undertake
all at once, but once the calendar is finished I am organized for the year and
can work weekly on developing and achieving my goals. With this helpful
organizational tool, I can keep myself accountable for attending everything I
have set out to do. Self-discipline isn’t something that I typically struggle with,
however, in past, I have missed meetings and assignments due to laziness.
Looking at my college career, I have never missed an assignment to date
because I have forced myself to stay disciplined with my entire life planned
out in front of me. In order to remain disciplined, I have made it my routine
that I check my calendar every time I open up my laptop. Personally, this
keeps my mind organized throughout the day, so I can manage my busy
schedule efficiently.
Evidence #4
5. Student will demonstrate the HDF 190 Leadership Minor Throughout my HDF 190 class I have had a lot of assignments due around the
ability to manage stress ECN 201 same time.
Within leadership classes, it is difficult to stay on top of everything, especially
when assignments are due towards the end of the year. It is extremely easy to
keep everything until last minute, and stress throughout the last week before
the assignments are due. One way I try to counteract this is by setting due
dates for myself on my google calendar. When I set dates for myself, it allows
me to get work done a little at a time, so I don’t have to stress later on in the
school year. If I miss one of these dates, it’s not a huge deal because it isn’t
actually due yet. False due dates, or dates I set aside to do work that is due
later in the week is an amazing feature that I use on my google calendar,
helping me to procrastinate less often. Within this class alone I have discovered
a lot of good stress management techniques, but My most memorable technique
was when I was studying for a macroeconomics exam. I had a lot of work to do
during the week, as long as many obligations within my Fraternity. It was the night
before the exam, and it was time to cram. I was extremely stressed out, but instead
of giving up I decided to figure out what I could do. I took 30 minutes to watch TV in
order to unwind from my busy day. Once the timer was up, I took out my notes and
re wrote everything that was important down on a piece of paper. Every time I
started to get stressed out, I took a 10-minute brake looking up videos on the
internet. Without abusing this method, I got an amazing amount of work done and
ended up getting a 94 on the exam in economics. Now every time I have a really
stressful exam to study for, I use my short break technique and it hasn’t failed me
yet. No matter how hard the material is, I am never stressed knowing that a short
break is around the corner. Recently, I have started going to the gym as often as
I can. I have noticed a huge decrease in my stress levels, even though my
work load has increased dramatically throughout my sophomore year. Since
going to the gym, taking study breaks and using my google calendar, my
stress levels have never been lower, and only spike when I have a lot of work
due that I procrastinated. When this happens, I try my best to stay focused,
and plan every hour of my time out on a piece of paper so I can execute my
plan, and complete all of my work. When I complete something, I physically
cross it out before I go onto the next item. The amazing feeling, I get from
crossing off the assignments one by one when I have an extreme amount of
work to do gives me the energy to continue on, and work even harder to
complete everything on my list.
See Evidence #5
6. Student will express a personal HDF 190 Boy Scouts of America Using the Leadership Models that I learned about throughout boy scouts and my
code of leadership / membership Eagle Scout HDF 190 course, I created a brief personal code of leadership. Leadership to me
ethics has always been about leading by example. It is knowing that actions speak louder
than words, and that leading is not making people do things against their will. A
great leader will work with the people under them seeing them all as equal. In doing
this, the leader will respect everyone he comes in contact with and will create a
positive atmosphere. A true leader knows when to step back and let his group figure
things out on their own, and knows when to step in and guide the group in the best
Leadership Inventory Revised 8/30/2013 10
direction for them. These leaders will value the process as much as they do the
outcome, and will understand that people work in many different ways. A leader in
my definition can adapt to anything, while using their strengths to better themselves,
their group and their community. They will always listen to anything anyone has to
say and consider whatever they say before jumping to conclusions. Along with all
of this, a leader is someone who utilizes their strengths and values to impact
positive change. They are always seeking to break the negative implications
within society, and focusing on how they can better a situation for everyone
involved. They can give and take constructive criticism, while being able to
motivate others in a time of need. Most importantly, they understand the
importance of stakeholder engagement, they focus on engaging diverse
groups in dialogue in order to challenge themselves and others, leading to a
wholistic view of the world. They then take this knowledge and expertise to
better the lives of all those that they can. A leader may not hold a position, but
they act like they do. This is my personal code of leadership that I live by every
day in order to better the lives of the people around me.
Evidence #6
7. Student will demonstrate practice Boy Scouts of America During my senior year of High School, I was the Senior Patrol Leader of Troop 1
of the personal code of ethics Eagle Scout Arnold Mills. When I was elected to this position, I made it my goal to involve
everyone in the troop in the decision-making processes, and have them be active
scouts. Usually, leadership within the troop was very one sided, and was all about
the SPL delegating tasks to the younger scouts. Instead of this, I made sure to work
with everyone, leading by example so that the scouts would enjoy the tasks they
had to do, and would respect me as a leader. I saw all of the scouts as equal to me,
and tried my very best to keep a positive outlook. I tried to let the scouts do their
own things and learn at their own paces, but stepped in when necessary. I
understood that when it came to teaching the scouts, they all learned in different
ways. I tried to work in groups and one on one with scouts with multiple teaching
styles to accommodate everyone. I also tried my best to listen to everyone’s
opinions about the troop, and how I could better myself as a leader. I used the
strengths that I was aware of, but looking back I wish I had known my true
strengths. I used this as a huge learning experience for myself as a leader, and feel
that it has helped me a lot in my near past as a college student. Luckily, I can say
that my troop is a lot better off from the experiences that I had with my fellow scouts.
A specific example of this during my boy scouting experience was a winter
overnight weekend. The adults within the camp were undergoing scout master
training, and emergency preparedness courses. Myself and a fellow scout
Jason were tasked with developing a program for our fellow scout, ensuring
that everyone was learning useful skills in order for them to better
themselves. Jason and I sat down before the weekend to compile ideas, and
reached out to a few of our fellow aged scouts. Instead of coming up with a
complete schedule, we decided to bullet a list of things we thought would be
beneficial. Friday night before the day of our event, we called the troop
together for a meeting. There, we planned out our Saturday together, allowing
everyone to partake in the planning process. This not only allowed fellow
scout to have a say as to what they were doing for the next 24 hours, but also
allowed them to help organize an event. Together, we came up with a program
that balanced having fun with learning initiatives. We had scavenger hunt
breaks and a game of man hunt, while also learning how to safely start fires,
treat wounds, and utilize outdoor equipment. We also went through a primitive
Leadership Inventory Revised 8/30/2013 11
shelter tutorial, as many of the younger scouts requested that they learn how
to make a shelter. (The older scouts were always making shelters rather than
using a tent). In the end, we had an incredible day together where we learned
all kinds of useful skills. We did this by using our diversity as a strength to
come up with a day that would be enjoyable for all. In my opinion, we would
have never completed all of the teachings that we did without the troops
input, and individuals would have gotten bored throughout the day.
Evidence #7
8. Student will express a personal HDF 190 The Sigma Chi Fraternity Using both the leadership values I learned about in HDF 190, and the values I
values statement learned in my Fraternity, I have created the below statement of my personal values.
In my very opinion, values are like ideals as they can never fully be achieved, rather
they can be worked towards. I endeavor to always be a man of good character, a
student of fair ability, with ambitious purposes, having a congenial disposition,
possessed of good morals, with a high sense of honor and a deep sense of
personal responsibility as said in the Sigma Chi Jordan Standard. I will work to
strengthen the values that I already possess, and will hope to more fully understand
those that I do not. I will strive to better everyone around me in my everyday life,
being a respectful person. I will be responsible for my own actions, while holding all
others accountable for their own actions. I will try my very best to be selfless, a
value I respect of others. I will always strive to be a principle centered leader,
making sure that my character shines through in my actions. In doing so, I will
look to help others follow in my footsteps by helping them achieve their goals,
while mentoring them to succeed in every facet of their lives. It is my belief
that people act upon their values, and so I will always look to challenge my
current values to parallel my desired outcome. I will never settle, and will
utilize my strengths to become a better person every step of the way. I will try
my best to better the lives of all that I can, by leading them down a path of
equality, and helping them in their endeavors. I firmly believe that helping
others succeed in their desired undertakings is better than helping them in my
wanted outcomes, and so I will strive to be selfless and humble in my actions,
understanding that my actions are for the growth of others before self. Lastly,
I will strive to live my every day life in pursuit of making others happy. I reject
pointless negativity, and long for a society that is there for one another. I will
be the helping neighbor to all. No matter what the case, I will always live by the
above values in order to live how I believe everyone should.
Evidence #8
9. Student will demonstrate practice HDF 190 The Sigma Chi Fraternity During my pledging process for the Sigma Chi Fraternity I was the Pledge Class
of the personal values statement President. This position was very stressful, and involved the management of my
pledge class while keeping in close contact with the brothers of Sigma Chi. When I
held this position, I used my strengths that I learned about in HDF 190, but also the
values I was taught in pledge class. I used my analytical strength to keep everyone
on the same page and organized, while using my relator strength to create lasting
relationships between the pledges and the brothers. During this process I tried my
best to live by the 7 points of the Jordan Standard stated above in my values
statement. I respected every one of my pledge brothers and saw them all as my
equal. I held every one of my pledge brothers accountable for their actions, and tried
my best to be a selfless leader. Towards the end of the process I was thanked by
the brothers and my pledge brothers of the Kappa class for doing such a fantastic
job and “embodying the values of Sigma Chi” – Michael Hillier. I was even told that I
Leadership Inventory Revised 8/30/2013 12
was one of the best pledge class presidents of my time. All I had to do was respect
my pledge brothers, and stick to the values that I strongly believed in. This meant a
lot to me, and I realized that I could positively affect others using the strengths that I
have. In the future I hope to continue to use my values in my everyday life. Moving
forward within the brotherhood was a difficult journey for me. Serving on the
executive committee was one of the largest challenges that I have ever
undertaken, but also one of the most rewarding experiences I could have
asked for. Brothers have asked me throughout my time why I ran for the
positions that I did, and my answer was always “This is where I felt I could
help our chapter the most.” I never ran for a position for my benefit, but
always to help my brotherhood grow. Ever since serving on the EC I have
found myself to be looked at as someone to turn to for advice. I have had
countless 1 on 1 meetings with brothers who are going through a tough time,
trying to break out of their shells, or striving to achieve more in school. I have
always been there for these brothers, and have never expected the same
treatment in return. I take these examples as a way of understanding who I
am. My actions are almost always for the benefit of others. I try my best to
stay positive for others, even when I feel like the world is falling down around
me. Everyday I strive to meet a stranger, and make them smile. In my opinion,
if you live each day striving to better the life of one person, you will live a life
filled with love.
Evidence #9
10. Student will demonstrate the HDF 190 Boy Scouts of America Throughout my HDF 190 class there have been many projects that I have had to
ability to lead a project from start Eagle Scout complete, but none were much of a challenge thanks to one project I had to
to finish (follow-through) complete in the past. During my senior year of High School, I was working on my
Eagle Scout project. The first steps to completing this project was getting the
project approved by the Narragansett Counsel, where I had to meet RI officials
and go over the idea. Once approved, I went to work contracting an individual
who would design the sign for me. I then had to meet with the Board of
Directors of the Farm, so that they could choose a design. We decided to
change the original design to include hangable signs for specific seasons
(these signs would describe the help the farm was looking for). One sign for
example said “Picking Tonight”. Once decided upon, I contacted the designer
and got a quote of $1,500. To get the finds, I fundraised for my project with fellow
scouts in my troop using a pancake breakfast at the Lafayette Lodge in Cumberland
RI. I met with members of the lodge to come up with a date, and advertised the
event with the local newspaper. Once I acquired the $1500 necessary, I
constructed and installed a sign for the Historic Franklin Farm in Cumberland RI.
The installation required four of us to dig the required holes to specified
depths, while pouring hand mixed concrete into the base. This farm grows
many vegetables for the Rhode Island Food Bank, and was in great need of a sign
that would let the locals and others know what they were all about. This sign has
helped them be historically recognized, and helped them acquire greater numbers of
helpers. A wonderful place such as this should be known to the public, as the farm
is always looking for people to volunteer to pick some of vegetation. Throughout this
project I had to use my leadership skills to get people to help me out at my pancake
breakfast and my sign installation. It in no way was easy, and it was very time
consuming, so with everything I did I had to lead others in a way that I could get
them to help me for free. The final steps were to type up a report for my project,
Evidence #10
11. Student will describe goals and My biggest goal in life that I want to accomplish is knowing that I have lived my life
objective statements regarding to the fullest, and knowing that I made a positive difference in someone’s life.
personal issues, career issues, Behind every step I make in my life is the wanting to make my own, and others lives
and community issues better. Throughout my life I have tried my best to make my friends and family proud
of me, and I make sure to make their lives easier any chance I get. My career goals
strive to work to the best of my ability in order to be successful towards myself and
my company. I hope to make a difference in my company by instilling a sense of
positivity, while using my analytical strength in order to create an efficient work
environment. Hopefully with a hard-working work ethic, and a positive outlook on my
company I will be able to work my way up into a leadership position. I want to also
make a positive change within my community by being the most active member I
can. I will make sure that I am always keeping others informed, by being a part of
every community board that I can. If something isn’t to my liking in my community, I
will always respectfully contact higher up in order to share my ideas.
Career Issues: Aside from being employed full-time, I look to own my own
business one day. I want to be able to manage a diverse team of hand
selected individuals who can work together to change the world for the better.
I don’t know what I want to do yet, however, I look forward to educating
myself heavily over the coming years in my free time so that I can decide what
I want to do.
Evidence #11
12. Student will show evidence of ENG 243 Balfour Leadership Training During the beginning of my freshman year fall semester I took English 243 “The
goals and objectives that were Workshop Short Story.” High School in no way prepared me for this class, and it didn’t help
planned and achieved that I did poorly in High School. I knew right away this class was going to be hard,
but I didn’t know how much reading the class was going to entail. The first grade I
received in the class was a C- on an online blog because I talked about what the
story was about, rather than why it was written this way. I had never taken a class
that thought about reading in a way like this, and I wasn’t sure how I was going to
continue on. I went and spoke to my teacher, and he insured me that it would click
Leadership Inventory Revised 8/30/2013 14
and I would get it right. I told him that I was going to achieve an A in his class no
matter what, and work as hard as I could. Every story I read and every paper I wrote
I made sure to email him making sure I had the right idea. In the end, I achieved an
A in the class and got a 4.0 as my final GPA for the semester. Using my analytical
strength, I set a goal for myself to get an A in the class, and planned out every
assignment I was going to do and how I was going to go about doing it, and later
achieved my goal. Over this past summer as a Junior, I was lucky enough to be
able to partake in the BLTW in Ohio. During this experience, myself and other
members of my executive board planned out a strategic plan for our chapter
for the coming year. Here, we discussed all of the strengths, weaknesses,
opportunities, and threats that our organization has. Using this SWOT
analysis, we were able to come up with 5 imperatives with corresponding
goals to develop the chapter in a way we knew the brothers would buy into.
Our mission including our 5 imperatives is: “The Delta Sigma Chapter
endeavors to create and maintain a strong and healthy brotherhood centered
on Positive Accountability, Transparent Communication, Value in
Participation and Pride in Social Fun while Excelling Academically.” Once we
got our vision together, we presented it to the chapter at a mandatory meeting
and got their feedback to insure our goals aligned with the general fraternity.
Once we tweaked our plans, it was time to implement. Positive Accountability:
We have already reduced the amount of J-boards (Fraternal Punishments) and
fines that have been passed by coming up with alternative, more realistic
punishments. For example, when individuals break things in the house, they
can go out and buy replacement items themselves, or fix what they broke
rather than just being fined. This helps the brothers realize the effort that goes
into replacing the items they break and stimulates better behavior. We as a
brotherhood have also been holding each other accountable in attendance to
events by reaching out to individuals in our pledge classes, to ensure every
brother is pulling their weight as active members. Transparent
Communication: As an executive board, we have improved our
communication to the chapter with better reasoning of why we make the
decisions we do. This has given rise to brothers appreciating our efforts,
rather than in past when we were patronized for doing things behinds
everyone’s backs. Participation and Social fun have been our most difficult
task, as individuals of our brotherhood find it each to go to some events over
others. For next semester, we are implementing a points system where
brothers will need to participate in X number of events to be able to attend our
Formal event at the end of each semester. We will also be implementing that
the top 5 brothers with the most points will get to go to formal free. This not
only incentivizes brothers to go to events but also makes sure that we have
high attendance at all events. Finally, we as a chapter want to Excel
Academically. To do this, we have decided to force our lower GPA brothers to
meet with Academic Services to allow for their future improvement. We as a
chapter don’t know how to help our brothers improve their grades, but we can
hold them to an academic plan. So far, we have seen an improvement in the
academic performance of our academic suspension brothers, however, we
will continue to study this progress. Altogether, we have seen the planning
and achievement of many goals we have set in place for this year. Going into
winter break, we will reevaluate our current position and change course where
we see fit.
Evidence #13
14. Student will show application of PSY 113 PSY 113 Chapter 2 of Using the knowledge, I acquired in PSY 113 I know that I achieve the basic
Maslow’s theory to own life “Discovering Psychology” elements of Maslow’s theory every day of my life. I am always happy in some way
or another with my life, and I feel safe and secure every day as I have a roof that I
live under and food to eat. URI is a very safe environment where I feel secure. As of
now, I have not found anyone besides my friends and family that I truly love. At
some point in my life I hope to find the special someone that it right for me, but I
have faith that that will happen in time. Once this occurs I feel that I will have
successfully completed the main stages of Maslow’s theory, and I hope to
eventually make it to transcendence. To me, transcendence at the end of
someone’s life can only truly occur for me if I have accomplished having a happy
and successful life in my own opinion. I don’t need to have a lot of money, or a shiny
award; rather I want to live a happy life. Having my basic needs met has been a
blessing throughout my life, and I am looking forward to living my life away
from my parents, where I will have to replenish these needs myself. I feel that I
have made it to a point in my life where I feel that I belong within my friend
group, and have a few friends that I can rely on. I have been lucky enough to
find the love of my life in college, my girlfriend Margaret, and I look forward to
seeing where life will take us within the next five years. Although I feel that I
Leadership Inventory Revised 8/30/2013 16
have accomplished a lot within my life, I think that I’m stuck in the esteem
level. I am constantly looking for something to accomplish, and I haven’t quite
found exactly what I want to do yet. I think once I figure that out, and own my
own company, I will be able to help society in the best way that I can. That will
give me a feeling of true accomplishment, rather than just doing well in
school. Finally, at times I have seemed to understand myself. As of now, I feel
that I have a lot of introspection to do, do establish who I want to be in life.
Once I figure that out, and achieve my goals ahead of me, I will be able to
reach my full potential through creativity. For now, I’m just trying to organize
a 10-year path to get me to a place of comfort, to allow myself to flourish.
Evidence #14
15. Student will describe personal HDF 190 Strengths Quest/VIA For my FLITE HDF 190 course I found my top strengths and values through online
leadership style and/or personality Sigma Chi Fraternity tests I completed within the first weeks of the class. My top strengths were
style including strengths and Analytical, Relator, Achiever, Responsibility and Context while my top values were
weaknesses and examples of Perspective, Honesty, Bravery, Self-Regulation and Prudence. I believe that I put
application (Sources = Leadership these strengths and values to work every day while solving problems and leading
style inventories, the L.P.I., others. I tend to lead in a way that uses my past experiences, and I use that
Strengths Quest, Type Focus information to conduct my leadership tactics in a very analytical way. Throughout
(MBTI), LAMP, and other career doing all of this I very much enjoy working with others, just in a different way than
inventories, etc.) some. I focus less on the relationship, and more on what the relationship can do
together, which is also one of my weakness’s. There are times that I wish I could
focus on making relationships to expand my horizons, however I typically look for
people who will better me in specific ways. With all of this, I believe I am brave in
everything I do, but with that I also regulate myself so that I do not come off as
cocky. I definitely have a more analytical mindset to leadership, but I believe that
has some very strong consequences. I can sometimes get carried away with
thinking about an activity, and will put others emotions aside. I need to make
sure that I work on being more inclusive. With all of this said, in my group
projects at school I am always bringing up new ideas and looking to get things done
well. Although this strength of achiever can annoy some, I believe that it comes in
handy when trying to get something done well. I lead people in a very different way
while also keeping myself in check. In turn I always get my work done on time, and
done well. An example of this would be the marshmallow challenge we conducted in
class. Throughout it all I was trying to make sure everyone always had something to
do, and that their ideas were welcome. At the end of the day though, my achiever
came through keeping with the one idea I agreed was the best for the job. Working
as my fraternities Annotator, I am always trying to analytically come up with
better ideas in order to fix certain organizational qualities of our chapter
business. I have personally re-done almost every template that our
Annotators will use in the future (using my achiever strength) while
encompassing others ideas around me. I do all of this with prudence, making
sure that I am not overwhelming myself with too much on my plate, so that I
can still enjoy having free time for my personal growth and development. I
also reconstructed my chapter’s bylaws, in order to increase chapter
organization, and in turn strengthen moral. I had to analytically scan the
documents, and look at past experiences using my context strength in order
to understand what the bylaws meant, and how they could be better
implemented. By figuring out how the bylaws affected people in the past, I
would use my relator strength to make sure that the bylaws would represent
the entire chapter equally. I prudently worked on the document over the
Leadership Inventory Revised 8/30/2013 17
length of a month, to make sure that my changes were beneficial and well
thought out. I learned that I am a very strategic leader, who tends to think
before I act. I am always thinking, and making sure that my actions show my
responsibility, and my passion for creating long lasting relationships. I strive
to better others around me so that everyone can benefit from my leadership
styles, and I have learned that I manage this the best by facilitating and being
that helpful hand. Using my strengths as a whole, I am able to look at my work
from different angles (perspectives), to insure the best outcome. This is
complemented by my bravery, and making sure that I am always putting my
best foot forward, without being afraid of making a mistake.
Amax Inc, is a smaller company that I currently work at. They try their best to
employee a Theory Y approach to leadership, with a relatively flat organizational
structure. As my CFO has said, “We generally don’t care how you get something
done, as long as it’s done by the deadline”. This hands-off approach to leadership is
helpful for those, like myself, who don’t want to be told exactly how to do something.
We just want to do things how they make sense to us, and look to improve where
possible. Amax also looks to be optimistic towards their employees, holding
workshops where everyone in the building can look to increase their knowledge on a
specific topic. Everyone is welcome to all meetings within the company, and
manager’s doors are always open. As I look to start my work at Amax in June, I will
try my best to utilize all that the company has to offer. If the company believes that I
have what it takes, I want to give back to them in very way that I can. This is how I
will run a business, if I ever get the chance.
Evidence # 25
26. Student will show knowledge of HDF 190 The Servant Leadership In HDF 190 we learned about the Servant Leadership Model by Robert K.
the “Servant Leadership” theory Model Greenleaf. Servant leadership as defined by Robert Greenleaf begins with the
of leadership by Greenleaf feeling of wanting to serve, and is putting service before leadership. Serving
should come naturally, and the feeling to want to help others should always
be there. Once an individual has this feeling, they can hopefully lead others in
a similar direction in order to form a chain reaction of service to better the
community. Within this model are 10 characteristics that are said to be necessary
in being a successful servant leader. These characteristics are Listening, Empathy,
Healing, Awareness, Persuasion, Conceptualization, Foresight, Stewardship,
Commitment to the Growth of People and Building Community. These
characteristics are broken up into three groups. The servant group, home to
listening, empathy and healing; the leader group, home to awareness,
persuasion, conceptualization, and foresight; and the servant leader group
home to stewardship, commitment to people, and building community. Being
able to listen to others is key in order to better understand someone else’s
goals and ideas. A servant leader needs to be able to listen to their team
members to better collaborate, but also to the people they are serving, to try
to better people’s lives. How can we better anything, if we don’t know how?
Finding out how starts with listening, and encompasses empathy. A servant
leader needs to be empathetic of the hardships of others in order to ever have
the initial passion to serve others. Being empathetic goes hand and hand with
Leadership Inventory Revised 8/30/2013 20
being aware of a situation. In order to be empathetic to the fullest extent, we
need to be able to understand our surroundings, and how we can help others.
Once we understand this, we can move on to actually healing others or the
environment. Healing is the best way to bring people together, while lifting
others up so that hopefully one day, they will give back themselves. Healing
others is amazing, but if a servant leader can persuade others to heal as well,
the community will grow at a faster pace. Together, a group can conceptualize
a goal, in order to make an even greater impact. To do this, they need to
foresee what is to come, and work together to serve others. A servant leader
must possess stewardship in order to manage and supervise the group, and
should try their best to commit to the group, and to the growth of people.
When people help one another, everyone grows individually in different ways.
This feeling of growth, and making an impact is what brings so many people
back to service each year. Finally, a servant leader should eventually build a
safe community of individuals so that they can strive as a team to help each
other in any way they can, and can go out and make a bigger difference than
ever seemed possible. I personally connect most to Foresight and Commitment. I
believe that looking towards the future is important in being able to make a change
in any person’s life or in any community. Being able to look towards the future to
make a change is especially close to my heart as a Supply Chain Management
Major. Being committed to anything is important, because being committed will
make you put your best work forward. Within servant leadership is the ability to learn
a lot about yourself and others. When talking and listening to others you learn a lot
about yourself and how you can better serve your community. A great servant
leader will want and be able to inspire others to want to do the same for others. I
personally learned that I am able to inspire others to serve by serving myself,
but by doing it without asking for recognition. People tend to follow me when I
serve others by choice, and tend to stop following those that do so only for
their own benefit. As Robert Greenleaf taught, service needs to be a natural
feeling. I believe that individuals see through when it is not a natural feeling,
and tend to gravitate towards those that focus on the impact of helping
others, rather than people that focus on themselves when “serving”. There
will always be a selfish element to service, but true servant leaders serve not
because of the benefits to themselves, but because of the benefit serving
brings to others.
Evidence #26
27. Student will describe personal HDF 190 The Servant Leadership In HDF 190 We learned about the Servant Leadership Model, and I learned that I
application of the above theory Model have been a servant leader for a while my father has been a servant leader all
(Greenleaf) Yellow Bag Day his life. Throughout my life I have been doing the Yellow Bag Day in Cumberland
The Valley Breeze RI. This is a trash clean up throughout the entire town of Cumberland that my father
Newspapers hosts as owner and publisher of The Valley Breeze Newspapers. Every year I walk
the long windy road of Little Pond County cleaning everything I can with my family.
This road is usually filled with trash from top to bottom and it takes many hours to
clean the entire street. Year after year I used my commitment to get every piece of
trash I could. I talked to all of my friends trying to get as many volunteers as I could.
What I didn’t know is that I was building a stronger and better community with every
step I made. Today, everyone in Cumberland knows the Yellow Bag Day cleanup,
Leadership Inventory Revised 8/30/2013 21
and everyone comes together each year to do our planet a service. No one is
looking to be a leader, they are trying to serve their community because they just
like myself have felt the want to serve. Without knowing it, I have been a servant
leader throughout my life, and I am so eager to continue this leadership wherever I
end up. Now, multiple towns have adopted the Yellow Bag Day, and it is
becoming known all over northern Rhode Island. Each year my dad and I try
our best to spread the word, to increase attendance as much as possible.
Never once have we asked for anything in return, rather we do this because it
feels good to make our town and state a cleaner, and better environment for
all. Since the cleanups inception, overall littering has gone down in the town
of Cumberland, as involvement goes steadily up. My dad and I strive for a
better more caring community where others work together for the common
good. Whether my father knows it or not, this Yellow Bag Day has sparked
multiple other organizations in northern Rhode Island to improve the world we
live in. It may seem small, but hopefully someday Yellow Bag Day will be a
worldwide holiday. Never have my father and I considered what we do as
leadership, we just share in the feeling of wanting to serve, foresee the
change we want to see, and commit to the growth of others within the group.
Our town, and northern RI is a better community than when we moved here.
One day of service brought us all closer together, and the community has
begun to help in any way they can. One small action of wanting to serve can
cause a reaction of others wanting to serve; it is only when the community
around you rally by your side that you realize that you were leading all along.
It feels great.
Evidence #27
28. Student will show knowledge of HDF 412 In HDF 412 we touched upon the “Principle Centered Leadership” theory by
the “Principle Centered Stephen Covey. This theory suggests that we should use four principles to guide our
Leadership” theory by Covey personal and professional lives. This is “The key to developing rich internal power in
our lives (p. 20). His book describes these four principles as security, wisdom,
guidance, and power. Security is our sense of worth, identity, self-esteem and
strengths. It is who we are and who we surround ourselves with that keeps us
grounded. Guidance is the direction that we wish to go in life, and the direction that
we receive. It is where we are headed in life, and how our past has directed us in
this way. Wisdom is a sense of comprehension or balance. It is how we use our
current knowledge and seek out knowledge to perfect our skills and challenge our
thoughts. The last principle of power is the capacity to act, or the strength to
accomplish a task. This is what gets us up in the morning, and allows us to move in
a direction that we choose to go. Covey believes that is we place these principles at
the center of our lives, we can unify all of the aspects of our lives together to lead
ourselves and others. The theory also describes eight characteristics that describe a
principle centered leader. These characteristics are coupled with a leader who leads
themselves and their actions before they lead others, while having a long-term
perspective on life. Principle centered leaders are continuously learning, and finding
meaning in everything they do. They are constantly challenging themselves to be
better, and finding learning opportunities. These leaders are also service-oriented,
and focus on radiating positive energy. They focus on helping others, and doing so
positively. They understand the power of helping others, and how far being positive
can go. They believe in others, and don’t put others down. They work to build others
up, and allow them to thrive in their communities. They lead balanced lives, and see
life as an adventure. They focus on living for the pursuit of knowledge,
Leadership Inventory Revised 8/30/2013 22
understanding that they must help themselves before they help others. These
leaders try to synergize with others, always focusing on how they can work with
others to better serve the community and others. Lastly, principle centered leaders
exercise for self-renewal. They never give up, and look for opportunities to change
their perspective in order to get a task done, no matter the challenge. In order to
practice this theory, it is important to understand the four levels of organizational,
managerial, interpersonal, and personal. Starting from the center, a principle
centered leader needs to focus on leading themselves before others. They take their
experience, and move outwards to touch and help the lives of their interpersonal
relationships. They focus on managerially working with others to complete a task,
and organizing others to come together for the common good. A leader will not be
able to make impactful change without first understanding their strengths, and how
to utilize those strengths to better the community.
Evidence # 28
29. Student will describe personal Off Campus Rental Manager Leadership is difficult as it is, but I believe that it can be even more difficult when
application of the above theory you are dealing with friends and family. To start off my senior year, myself and 5 of
(Covey) my friends decided that we wanted to spend our last year of college living in Bonnet
Shores rather than on campus. I decided to take the reins of the operation, meaning
that I was to organize acquiring the property, and being the liaison between
Narragansett Property Management and our house. Along with this, I decided that I
would be handling all of the rental checks, while paying for the utilities up front. My
five friends would reimburse me each month for their share of the utilities. In order to
adequately work with my friends, I decided that being a principle centered leader
was likely the best way to go when dealing with close friends. My year was started
with a message from one of my roommates, that they were unable to acquire a loan
for their senior year. This meant that the remaining 4 of my roommates and myself
would have to pay an additional amount of money each semester to live in the
house. Firstly, I decided to focus on myself before letting anyone know. I tried to be
empathetic with my friends situation, and simply expressed my apologies for his
inability to meet his payments. Instead of being upset that I had to pay extra, I tried
my best to be understanding of his situation. Using my gained wisdom over the past
3 years, I spoke with each of my friends individually to help them understand the
situation, and what we would have to do about it. I successfully managed to keep
them calm, and get the needed funds to live in the house for the year. Throughout
the semester I have used my guidance to my advantage. In the near future, my goal
is to be financially stable and organized to allow myself to save for a home, an
engagement ring, and retirement. I want to start budgeting my life early so that I am
as prepared as I can be before starting my career. This guidance has helped me
manage my money this semester, while working with my friends to collect payments
in an organized manner. There have been times that collecting the utilities money
from them has been late, and difficult, however, I work with them individually in a
professional manner. This helps me create a relationship of trust, and allows me to
understand their individual situations. So far, I have had no long-term problems with
payments because I have been leading myself and them as a man of character.
Throughout this process I have been continuously learning the difficulties of leading
friends, especially when there is money involved. I have found that having separate
Leadership Inventory Revised 8/30/2013 23
relationships has helped me work with them on different levels. When around the
house, we are great friends, however, when we discuss house duties we are more
professional. It has helped me gain credibility without sacrificing my friendships. My
best tactic is that I am trying to be as transparent as possible. Every bill that I get is
shared with them, as well as my excel sheet that divides the total by 5 for each
payment. This way, they know why they are being charged what they are, rather
than me just telling them what they owe. This has also helped me gain trust.
Evidence # 29
30. Student will show knowledge of
the “14 Points / TQM” theory of
leadership by Deming
31. Student will describe personal
application of the above theory
(Deming)
32. Student will show knowledge of
the “Visionary Leadership” (now
often cited as “Transformational
Leadership”) theory by Sashkin
33. Student will describe personal
application of the above theory
(Sashkin)
34. Student will show knowledge of
the “Individuals in Organizations”
leadership theory by Argyris
35. Student will describe personal
application of the above theory
(Argyris)
36. Students will demonstrate HDF 190 The 4 V’s Theory of In HDF 190 I learned about the 4 V’s theory of leadership by Dr. Bill Grace. This
knowledge of the “4 V’s” theory Leadership theory, related to the relational leadership theory is based upon one’s own ethics.
of leadership by Grace (Center for Knowing your own beliefs and values is crucial to understanding and utilizing this
Ethical Leadership) theory, in order to be an ethical leader. The basic meaning behind the creation of
this theory was to connect internal beliefs and values with external actions for the
betterment of all. The major points of this model are the 4 V’s which are Values,
Voice and Vision which all surround Virtue. These V’s are connected by Renewal,
Service and Polis. As stated above, the theory starts with knowing our own values,
or the core of our identity. Our values should connect to our vision, or how we frame
our actions when we serve others. We can do this by using our voice, and
motivating others to action by sharing our values with others. We connect these
parts of the theory with Virtue, or becoming what we practice. When we strive to do
the right thing, and develop our character in the service of others, we become a
virtuous person. The ethical leadership model in essence teaches us to know our
own values, spread our values onto others using our voice, and connect our vision
with others so that we can all come together for the common good, and become
virtuous by ethically serving others. Again, these four V’s are connected through
Service, Polis and Renewal. Service connects vison and values. When we use our
values in the service of others, our vision is typically revealed. Polis connects voice
and vision. Polis, meaning politics, is something we are engaged in when we give
voice to our vision. Although the word politics typically has a very negative stigma
attached to it, it truly means sharing our values through our voice. Renewal
Evidence #36
37. Student will describe personal HDF 190 Franklin Farm, Cumberland Within HDF 190, I learned about the 4 V’s theory of leadership, and it stuck out to
application of the above theory RI me because I realized that I had been being an ethical leader in one specific
(Grace) instance of my life. As stated above, the ethical leadership model in essence
teaches us to know our own values, spread our values onto others using our voice,
and connect our vision with others so that we can all come together for the common
good, and become virtuous by ethically serving others. Throughout my life, I have
always been helping out at the Franklin Farm in Cumberland, RI. This farm is a non-
profit farm that is owned and managed by a family close to mine, the Mudges. The
farm grows food each year for the RI food bank, and brings in volunteers from
around RI to pick the grown vegetables when they are ready so that they stay fresh
for the food bank. This is an amazing cause that I have always been passionate
about. Throughout my life I have always felt extremely bad for those that don’t have
the food that they need readily available. This earth produces more than enough
food for everyone, and it is upsetting to me that some are so much more fortunate
than others, even with basic necessities such as food and water. The one way I
knew I could put my values into action as a young man, was to help out at this farm
in any way I could. I would come down every weekend that I could to help pick and
box vegetables, while bringing more and more of my friends each year. My dad
because of this began to put the farm into his newspaper, and ever since the farm
has had more help than ever. My eagle project was installing a sign at the farm so
that people knew what it was. Many people didn’t know that they had a piece of
history in their town. By helping this farm in any way I could, I was putting my values
into action, using both my voice and my actions. I became in this sense a virtuous
person, as I tried my best to both help and spread the word about the farm. Now, I
engage in polis whenever I can to try to better the farm in any way I can. I serve
others by giving to the RI food bank, and I renew my values each time I get down to
the farm. This has always been something I enjoy, and I plan on working even
harder to expand my horizon and further help the RI food bank, and hunger across
the globe. Hopefully soon I will be able to impact hunger on a more direct scale,
rather than just helping at the farm.
Evidence #37
38. Student will show knowledge of BUS 365 In BUS 365, I learned the theory of “Situational Leadership” developed by Paul
the “Situational Leadership” Hersey and Kenneth Blanchard. My professor Dr. Mitchell actually taught his class
theory by Hersey & Blanchard based upon this leadership theory, as he personally knew Kenneth Blanchard. The
model is focused primarily on management styles, and how to best adapt to unique
situations. In short, the model is based upon task behavior (skill/knowledge) and
relationship behavior (support) a leader needs to provide given the level of
readiness of their employees/followers. Task behavior is considered one-way
communication where the leader teaches the follower about their tasks. Relationship
Leadership Inventory Revised 8/30/2013 25
behavior is considered two-way communication, where the leader supports any
questions or concerns, he followers may have. In general, as the task behavior of
the followers increases, relational behavior between the leader and follower
decreases. This model flows through four series, however, the starting point of a
leader/follower relationship depends on the readiness of the follower, and their level
of task performance. This model, which can also be seen as a mentoring model
generally begins with a follower with low task performance, and a low-level
relationship with the leader. This level is generally the beginning of a working
relationship, where standards and expectations are set. As the relationship
progresses, the leader should increase their support to help the follower, while
maintaining a significant level of challenge to ensure follower development. As this
relationship progresses, the follower should be learning to a point where they have a
high task performance. Once their level of readiness is high, and their task
performance is high, the leader should begin to step away, furthering the level of
challenge. This will allow the follower to enhance their growth levels, while having
someone to turn to for questions. In the end, the followers task performance should
be high, with a low relational level, as they should need little help in their tasks. It is
important for the leader to closely supervise performance, to ensure that they are
facilitating within the correct segment of the model. It is important to recognize the
follower’s skill level and attitude towards tasks, to allow for the correct facilitation as
well. This model follows along the line of delegating, participating, selling and telling.
To elaborate, the leader should begin by giving the follower responsibility in order to
challenge them. They should move towards sharing ideas and facilitating
discussions, followed by explaining their decision process. Finally, they should go
back to providing tasks for the individual with less direction, watching for their
progress. It is important to remember that the movement between stages depends
solely on the follower’s level of readiness.
Blanchard, K., Zigarmi, P. & Zigarmi, D. (1985). Leadership and the one minute
manager: Increasing effectiveness through situational leadership. New York: William
Morrow
Evidence # 38
39. Student will describe personal URI 101 Mentor As a URI 101 mentor this past semester, I was able to practice the Situational
application of the above theory Leadership theory within my classroom. Myself and my co-mentor were big fans of
(Hersey & Blanchard) Dr. Mitchell, and decided that it would be best to prepare our students in this
manner. To start the year, our first class was introducing ourselves, while also
offering coffee and donuts. Although we were very nice and respectful, we also went
over our ground rules with the class. We discussed what we expected of them, and
went over their syllabus for the semester. In doing this, we set the stage for our
semester together. We were respectful and nice so that they felt comfortable,
however, we made sure that they understood our working relationship. Yes, we are
students, yes, we are your teacher. This was a difficult balance to keep, so we
wanted to set the stage correctly. Throughout the semester, we started to support
our students, letting them turn in assignments late. If they weren’t prepared for
class, they were allowed to hand in the assignment electronically by the end of the
night. We also tried our best to walk them through assignments due the next week,
and helped them get acquainted with their coursework. We also tried to help them
organize their lives as best we could, while articulating the importance of
involvement. As the semester went on, our support levels decreased. We decided to
hold 1 on 1 meetings, to go over their grades and reinforce the idea that we would
Leadership Inventory Revised 8/30/2013 26
no longer be accepting late work. This allowed us to challenge our students as they
had become accustomed to the culture of URI. We focused on helping students only
with the information that they needed, and didn’t give any answers away. This
allowed them to work for themselves, and turn to each other for help rather than
myself and my co-mentor. Lastly, we ended the relationship with a celebration. After
the challenges of the end of the semesters work, we made sure to let them know
that they could come to us if they ever needed help or advice. By the end of the
semester, we had successfully created a working relationship, where respect was
built. This being said, the students also liked us personally, and didn’t feel that we
were too hard on them. Why is this? Because the model worked perfectly, and our
students gained a lot of knowledge about URI, and the professional business world.
They left with polished resumes and a better understanding of what to expect in the
coming years. Mission accomplished.
Evidence # 39
40. Student will show knowledge of HDF 190 Relational Leadership Model In HDF 190 I learned all about the Relational Leadership model by Komives,
the “Relational Leadership” model McMahon & Lucas. This model talks all about how to be a relational leader through
by Komives, McMahon & Lucas five key elements of being Inclusive, Empowering, Purposeful, Ethical and Process-
oriented. Each of these leadership components have a special place, and add up to
complete the model. When working on being a relational leader, we need to
focus on knowing, being and doing. We should know ourselves and others,
and how change can occur within a group. We should be true to ourselves by
being ethical, open and caring, and we must act. In a socially responsible way,
we must do our duty while being congruent to our own values, and to the
values of others. Being inclusive involves working with yourself and others to make
a difference. We should embrace diversity, and strive to include everyone in a
way that makes everyone feel welcomed and included. Diversity increases
performance, as multiple points of view can work together to think of things
never thought of before. No one wants to feel invisible, so we should strive to
make everyone feel seen. Empowerment is important in making sure that
everyone is excited and in their best mindsets. We should strive to hold
ourselves and others accountable, while breaking down barriers and
promoting involvement. Being purposeful changes everything, and creates an
amazing atmosphere for working with others. If we put purpose behind our words
and actions, we create a passion for others to follow. Work with passion
behind it strengthens a cause, and the results. Along with all of this comes being
ethical, which is crucial for being trustworthy, and developing values in a
relationship. We should always share our points of view by being respectfully
honest with each other, so that we can share in our common beliefs and set a
goal in our group vison. Finally, being process-oriented is immensely important
because many times the process is just as important if not more important than the
outcome in order to learn and be successful. Most group development happens
throughout the process, so it is important to stress the “why” in what we are
doing. If we connect our values with our process, we create change. Adding all
of this together gives you a successful way to conduct and work with a group.
Keeping this in mind has helped in many group project experiences and will help me
with a future in business. If you stay true to yourself, while being inclusive,
empowering, purposeful, ethical and process oriented, we are one step closer
to being a relational leader. These are 5 components that we should always
know, be and do in our everyday lives for the common good of all, in order to
Komives, S., Lucas, N., & McMahon, T. R. (1998). Exploring Leadership: for college
students who want to make a difference (3rd ed.). San Francisco, CA: Jossey-Bass,
a Wiley imprint.
Evidence #40
41. Student will describe personal HDF 190 Leadership Institute Looking back, having learned about the relational leadership theory in HDF
application of the above theory 190, With the relational leadership theory in mind, I think the Leadership Institute
(Komives et al) was a prime example the Relational Leadership model of how to be a relational
leader. When it came to getting to know each other closely that one night at the
Institute, I believe everyone acted together and in a very inclusive manner. No
matter what was said, everyone was supportive of each other. Everyone came
from very diverse backgrounds, and had very different life stories. No matter
what was said, everyone came together and worked together to be inclusive.
Throughout the process, everyone was focused on being in the moment, and
growing individually by sharing. No one was thinking of the final outcome of
all becoming closer, because in the moment all that mattered was being there
for each other. No one cared about the outcome, they cared all about the process.
We empowered each other to share our deepest fears and regrets, and did so in a
purposeful and an ethical manner. We wanted nothing but the best for each
other, and were respectful of everything anyone shared. We tried our best to
put our own thoughts behind us, and focus on the relation of our values and
feelings. We held each other accountable if anyone ever became non-
inclusive, and strived to work as a team to better our relational skills. We
ethically worked together by sharing a common vision with the group of being
open and understanding of everyone in the group. We knew that people had
different values and viewpoints of the world, but we came together regardless.
We were respectful of each other’s feelings, and made sure that everything said
stayed there. Making sure that everyone was included helped out group thrive in the
later days at the institute. Nowhere have I had a better experience with the
Relational Leadership model. By knowing our own values and experiences,
being inclusive and understanding, and doing our best to include others, we
became a close knit group that still talks to this day. That night, and to this
day we only look at each other as people. We are inclusive of each other, and
try our best to empower each other to thrive. Our group acted that night the
way I want everyone on this earth to act, and it all starts with knowledge. Once
we understand how people can relate to one another, and be passionate and
open to each other, we can truly become a relational community. In order to
help this succeed, we must strive to be like we were that night, a relational
leader.
Evidence #41
42. Student will show knowledge of Self-Research Constructivism is a basic theory about how people learn. More specifically it relates
the concept of constructivism to the idea that people learn from mistakes, and that people construct their own
ideas of the world around them by experiences they have, and reflecting on those
experiences. Usually, this is why a teacher will ask something like “How has this
helped you” or “What did you get out of this.” Without knowing it, we are learning by
reflecting on our own experiences and trying to figure out the why in life. “To do this,
we must ask questions, explore, and assess what we know.” – (Thirteen.org).
Leadership Inventory Revised 8/30/2013 28
Whether we make a mistake, or do something correctly we learn by looking back on
those experiences and thinking about what we did or could have done.
Constructivism refers to the idea that we all construct meaning in our own
ways. It studies the role of experiences and connections, and how the
adjourning environment contribute to conceptual growth. The two key
concepts within the theory are accommodation and assimilation. Assimilating
means utilizing new experiences by attaching them to old experiences. This
allows individuals to rethink their misunderstandings, and reconfigure their
perceptions. Accommodation is seeing what is there in front of you, and
making it fit your perceptions. It is reframing your expectations to fit within
the outcomes. In teaching theory, it is taught that teachers should focus on
aiding their students understanding. Rather than students learning someone
else’s information, students should be exposed to data, and work with other
students to incorporate their experiences with the lessons. In general, the
theory helps individuals develop skills to analyze the world around them, and
create solutions using their past and present experiences.
Evidence #42
43. Students will describe personal HDF 190 URI Education In my personal life, I have experienced constructivism multiple times. To start off,
examples of implementing Outcome # 27 every day I am in class this is used. I learn something new, and later think about
constructivism Dean Warehouse, Warwick RI what I learned and what it means to me. This helps me do well in my classes. Along
with this, a specific example would be my HDF 190 course, and outcome # 27. In
this class I learned about the Servant Leadership Model, and how to apply it. Rather
than just going along with it, I looked deeper into it myself. I thought back on what I
had learned in class, and realized that I have already been a servant leadership. I
also realized times that I could have been a better servant leader, and look to better
myself in that sense. To me, it is amazing how much you can learn and how many
connections you can make within your own life using constructivism. Within my
early professional life, I worked at Dean Warehouse in Warwick RI. When I
started at the company, I was tasked with the job of learning how to pick
product from the warehouse shelves for customer orders. In order to
accommodate myself, I worked closely with many workers so that I could get
multiple perspectives on the tasks of the warehouse. This allowed me to
understand the best ways to do my job, while being aware of how my work
affects others within the building. For example, picking the products in an
organized manner may take longer, however, it will lessen the burden on the
quality checker down the line. To better my abilities, I assimilated my past
experience as a student to my professional life. As a student, I tried my best
get the most out of every aspect of the university, before looking elsewhere.
At dean, I used this ideology to learn the benefits of working hard at my task
while trying to learn every aspect of the company. This learning lesson
allowed me to create a training program for the company, while fixing
problems on the warehouse floor. This increased efficiency and retention
rates within the company. These training programs and cheat sheets allowed
employees to better understand how their roles affected each station of the
supply chain. I wouldn’t have been able to help Dean as I did without having
challenged myself to utilize my past experiences within my work.
McLeod, S. (1970, January 01). Saul McLeod. Retrieved December 05, 2017, from
https://www.simplypsychology.org/learning-kolb.html
Outcome Target class Additional Descriptive notes regarding learning and practice
Experiences
68. Student will demonstrate how
cultural anthropology / paradigms
relate to leadership
69. Student will describe personal
example of using cultural
anthropology / paradigms as a
leader
70. Student will demonstrate HDF 412 In HDF 412, we learned about Harro’s “Cycle of Socialization” which does a great
knowledge of the “Cycles of job of depicting the society in which we live, and how our actions, or more often lack
Socialization” (Harro) theory and of actions lead to a never-ending loop. This cycle has kept marginalized groups from
its uses in leadership excelling and keeps privileged groups in power. We begin the cycle by being born
into the world, and being taught by our relatives and those that raise us what we are
to believe, and how we should live/act. This is of no choice of our own, and is how
the cycle begins. All of the mechanisms, societal rules, structures of oppression etc.
have already been constructed, and we are being born into them. Moving from birth,
the cycle moves towards being taught not only by our families, but by those who we
surround ourselves with, such as teachers and other students. These individuals are
our role models, and teach us to act a certain way. It is these people that will have
us believe that “boys don’t cry” and “we can always buy another one”. These
seemingly harmless interactions form how we think. As we begin to attend school,
places of worship, play on sports teams etc. we start to learn more societal stigmas,
some of which may counteract with things that we have learned at home. It is here
where we decide to see things as fair (if we benefit) and not fair (if we do not
benefit). If we are a member of a group who benefits from the rules, we may struggle
to understand why people believe anything different. These thoughts are built upon
by enforcements and punishments. Generally, people who go against the norms are
cast out for being different, and are considered sensitive. Those who stick to the
status quo are benefited, as they are generally accepted into society. These
individuals become less and less likely to stand up to injustices as they see others
cast aside, and begin to question why anyone wouldn’t just live life the way it is. By
participating in our given roles, we perpetuate the system of oppression. By not
standing up against injustice, whether or not we are affected or not, we are turning
our backs away from others. As we come to the realization of the cycle around us,
we have the option to act. This can be in a large, systematic way, or an everyday act
such as stopping racism at your local store. If we choose to act, we break the cycle.
This action leads to change, and taking a stand. From there, we need to focus on
reframing out thinking, and allowing others to do the same. If we instead do nothing,
and promote the status quo, we reset the cycle of socialization, and continue our
flawed society, hurting others along the way. Not taking action and or not realizing
the cycle is typically because of fear, ignorance, confusion or insecurity, the core of
the cycle. It is important to understand that this cycle in enforced all around us, yet
we may not notice it. An example of this is song lyrics speaking against the LGBTQ
community, or commercials depicting women as objects. It is crucial that we utilize
our lens of experience to not only understand that cycle, but to act against it.
Otherwise our realizations are for nothing.
Leadership Inventory Revised 8/30/2013 35
Harro, B. (1997). The cycle of socialization. In M. Adams, W. J. Blumenfeld, R.
Casteneda, H. W. Hackman, M. Peters, & X. Zúñiga (Eds.), Readings for diversity
and social justice: An anthology on racism, antisemitism, sexism, heterosexism,
ableism, and classism (pp. 15-21). New York: Routledge.
Evidence # 70
71. Students will demonstrate HDF 412 My Journey, Excerpt from my During HDF 412 I wrote the following to discuss my personal application of the Cycle
personal application of the Module II Paper of Socialization: For starters, I was born into an upper-middle-class white American
“Cycles of Socialization” (Harro) family and lived in the town of Cumberland RI. Cumberland shared a similar
demographic to my family, and the average family was considered to be within the
middle-class. Being born into my family’s situation was out of my control, and this is
where I began my journey of ignorance. Moving through the cycle as I grew up, I
was taught by my family about how important working hard is. My dad who grew up
as a lower-middle-class American believed that anything could be achieved if you
worked for it. My teachers taught me that hard work was rewarded, and that if you
don’t work hard you will be set back in life. The norms of my community were
constructed under these simple beliefs:
Without knowing it, my teachers and family members were moving me through the
cycle of socialization. Each of these three beliefs held also by my church is looked to
as inspiration, without recognizing the negatives that go along with each of these
phrases. As I grew older within my community, I learned from my Catholic education
and from Fox news (my family’s network of choice) that these core beliefs held a
double meaning.
These core beliefs that I was taught were reinforced by the sympathy wall; that we
should sympathize with those that are less fortunate, and in doing so we will help
them grow out of poverty. In reality, this meant donating to a local food bank while
continuing to live by these core beliefs. That all those who don’t succeed are lazy.
Within society, this faulty mindset is rewarded with riches. If we don’t look to fix the
real problem at hand, there is more money for us. If we continue to live by these
beliefs, our success-driven egos will only grow to the detriment of our fallen
comrades. Is it really enough to just say “I’ve succeeded, why can’t you?” The sad
truth of it is, our society may ask that question, but, they ignore the answers. It is
important to recognize that these mindsets are both conscious and unconscious.
While many individuals consciously believe that those at the bottom are lazy, many
individuals hold these beliefs without knowing what they are causing. For most
Americans, these beliefs are what has helped them succeed as individuals, and they
want to see others do the same. That being said, they won’t break this cycle if it
means that their piece of the pie begins to shrink. This all results in the
Leadership Inventory Revised 8/30/2013 36
dehumanization of the lower-class that we see today. As the lower-class is ripped
apart for their “lack of action”, they turn to silence, knowing that their voices are not
being heard.
Evidence # 71
72. Student will demonstrate HDF 412 In HDF 412, we learned about the “Cycle of Liberation” created by Bobbie Harro,
knowledge of the “Cycles of and how It is closely related to the cycle of socialization. The cycle of liberation
Liberation” (Harro) theory and its describes how to take action against the cycle of socialization, and the steps in
uses in leadership accomplishing systematic change. This all starts using that lens of experience as
your waking up moment. This is usually an incident that occurs where you realize
that society is not an equal playing field. Once an individual comes to this
understanding, they move through the cycle to get ready. This is where introspection
occurs, looking to empower themselves, gaining inspiration and developing their
points of view. This is typically where self-research occurs, in further understanding
the cycle of socialization. Reaching out is the next step in the cycle, seeking
experience and exposure to injustices, while exploring the world outside of their
own. It is through reaching out where individuals start to really see and empathize
with others. It is through working with others that the core of the model begins to
take shape within ourselves. It is here where love, balance, joy, support, security
etc. begin to take place within ourselves, and those we touch. Building a community
is the next step, discovering others who are both like and unlike themselves. People
who are like each other support each other, while individuals with differences
challenge others, questioning their assumptions, structures, and roles. This
community is meant to come together to further each other in knowledge, by
providing a diverse perspective. This community then coalesces together, organizing
and planning on how they want to make a change. This is typically where groups
fundraise and transform anger into action. The group looks to create change within
their community by transforming institutions and influencing policy, assumptions,
rules etc. It is here that organized action against the cycle of socialization takes
place. Finally, it is important to maintain this change. Dingle acts of change can
make a great difference, but that difference is likely to slowly fade away as the cycle
continues. Only by spreading hope and integrating our actions with others can we
continue to impact the lives of others, while disbanding the cycle of socialization.
Evidence # 72
73. Student will demonstrate HDF 412 My Journey, Excerpt from my During HDF 412 I wrote the following to discuss my personal application of the Cycle
personal application of the Module II Paper of Liberation: My waking up moment began in college when a classmate of mine in
“Cycles of Liberation” (Harro) HDF 190 spoke about how difficult it is for lower-class Americans to find work. Of
course, I had thought about this before, but hearing someone else talk about some
of the reasons such as not having a driver’s license of home address really hit
home. I had learned my whole life that those at the bottom have it rough, and we
should be sympathetic towards them. It never occurred to me that not only are these
individuals not lazy, they just don’t have the means to climb the ladder of society.
Being sympathetic doesn’t change anything, but being empathetic could break the
Cycle of Socialization. I believe that I am somewhere between the first two cycles of
getting ready and reaching out. I have tried my best to get ready by taking classes
and researching the difficulties of being a lower-class American. I have also reached
Leadership Inventory Revised 8/30/2013 37
out to individuals around me to help me be introspective on this issue. Just last week
I went to the beach with a friend to discuss the difficulties of Americans for hours on
end. This had helped me gain the knowledge of how I interpersonally connect to this
issue, however, it is time for me to take the next step. Although I have reached out
to others, I haven’t exposed myself to a new community of people with a greater
experience. I’ve helped those in need before, however, I have never taken the time
to really talk to these individuals and empathize with them. My next step is to reach
out to lower-class Americans to gain the knowledge from first handlers. In doing this,
I hope to build a community build on trust and understanding, allowing room for eh
questioning of each other’s assumptions and beliefs.
Building a community is a great start, but this can only get so far without action.
Together, we can coalesce as a group to try and fundraise for those in need. I am a
strong believer in lobbying, however, I would rather lobby by making a movement
that also fundraises for those in need. Bringing both awareness and relief is a
powerful combination. As a group, we would be looking to create change. My hope
would be that we can create a movement that gets people thinking. Yes, fighting for
policy changes is an immense, powerful tool, however, if you can get people to
question their own beliefs, you can get people to join your cause. This organization
would only be able to be maintained with positive energy. Movements that die are
movements that are brought about by anger and fear. When I think about amazing
charitable organizations such as the Huntsman Cancer Institute, I see an
organization with a vision that spreads positive energy and change throughout the
community. This is the core of any successful organization. Happiness, positivity,
support, security, and the power to make a change. Once the organization is making
people question the status quo, and impacting the community in a positive way, we
can turn to society. The only way that lasting change is created is by changing the
system that opposes it. My hope is that in creating an organization that gets people
thinking first, we can create a background of hope that influences people to act.
Evidence # 73
74. Student will demonstrate HDF 412 Within HDF 412 we discussed how Franklin’s “Configuration of Power” model relates
knowledge of the “Configuration to leadership. The model depicts power as a bullseye target, with four concentric
of Power” (Franklin) and its circles. As the center of the target, or the core of the model is economics.
relationship to leadership Whomever controls the wealth within society, controls a form of power. Economics is
a huge driver as to why people act how they do, and is typically at the core of power
within society. Politics is the second layer of power, dealing with protecting ruling
economic interests. Root causes of social problems are sometimes overlooked in
order to continue to be economically powerful. A prime example of this would be a
political figure voting a certain way in order to keep the support of a wealthy
organization that is keeping them in power, consequently overlooking and ignoring
root problems in society. The third layer is Bureaucratic Management, where law
enforcement and penal institutions are managed. These individuals are employed by
politicians to keep the politicians in power, while continuing the cycle of socialization.
Lastly, the fourth layer is controllers of symbols. Individuals such as the media,
education systems, religion, popular cultures etc. train individuals to maintain the
configuration of power. They are our primary sources of news, values, teachings,
and entertainment where we learn to continue the configuration of power as it is,
chasing economic gains. These circles do not include minorities, women, LGBTQ
members etc. They are individuals who do not hold the power within society, and
this cycle keeps them from holding power. In order for society to truly be equal, the
configuration of power needs to be reworked. These groups who challenge the
Leadership Inventory Revised 8/30/2013 38
configuration need to rise up, and work together with people within the configuration
to change how we structure society.
Evidence # 74
75. Student will demonstrate Mount Saint Charles As I have mentioned before, I spent 8th – 12th grade attending Mount Saint Charles
personal application of the Academy – Power Academy in Woonsocket RI. Although it is almost 4 years ago that I graduated, I
“Configuration of Power” Configuration never looked at my high school through the lens of power. As an individual
(Franklin) stakeholder from an upper-middle-class background, my father held a lot of power
within my private education. From an economic perspective, my father had sent two
of his children through the school, with a hefty price tag. Along with this, he also
fundraised with the school, and used his company to help fund some of the school’s
projects, such as when they were looking for funds to help renovate the classrooms.
This gave my dad a lot of influence and buying power, to where he was eventually
able to enter the political arena, being on the board of the school. Today, he uses
this power to help better the school to service more individuals throughout New
England. When I was a student, without knowing it this power helped me through
school. Although I was never a bad student, it was unlikely that I was to ever get into
trouble. All of the administration knew who my father was, and so I was looked at as
someone who was untouchable. Although I never abused this power, it was a power
that I had that I did not earn. It was purely through the relationship with my father,
and his political and economic presence. The school as a whole used the symbols of
Christianity as a power, not allowing transgender students to attend the school. This
was found the year after I graduated, and has since been changed in the student
handbook. Although this has been changed for the better, the configuration of power
at Mount Saint Charles is still a problem to this day, and the biases that come along
with this power.
Evidence # 75
76. Student will demonstrate HDF 412 In HDF 412, we learned about the “White Racial Consensus Model” developed by
knowledge of racial identity Wayne Rowe, Sandra Bennett, and Donald Atkinson in 1994. This model stemmed
development via the Cross, from the work of Janet Helms, who developed the “White Identity Development
Helms or other models (Ferdman Model” in 1990.
& Gallegos; Kim; Horse;
Wijeyesinghe etc.) The White racial consciousness model focuses on the awareness of being a white
person, and how that affects people of color. It looks to experiences of positive or
negative dissonance among racial groups as the primary cause of development.
This development can be seen within the model as a non-linear movement between
two categories; Unachieved white racial consciousness and achieved white racial
consciousness. These categories are considered to be the attitudes of whites within
American society. Unachieved white racial consciousness is categorized into three
main attitudes. Avoidant attitudes have to do with people who don’t think about their
or others race. This attitude allows whites to ignore both racial identities and racial
experiences until forced into the conversation. The dependent attitude is when white
people are aware of their race, yet don’t take ownership of it. These individuals
typically look to others for their racial beliefs, and won’t achieve white racial
consciousness until they reflect on their race. Finally, the attitude of dissonance are
individuals who are open to learning about racial development, however, may
become confused as their racial knowledge conflicts with those of people of color.
Leadership Inventory Revised 8/30/2013 39
Achieved white racial consciousness is categorized into four main attitudes. The
dominative attitude is composed of those who’s racial acknowledgment is rooted in
stereotypes. They acknowledge their whiteness, yet use it to contribute to the racism
within American society. A passive dominate will avoid people of color, while an
active dominate will engage in open discrimination towards people of color.
Conflictive attitudes are opposed to what they consider “obvious, clearly
discriminatory practices, yet are usually opposed to any program or procedure that
has been designed to reduce or eliminate discrimination”. (Roweet al.,1994, p. 138).
These individuals believe that society is already an equal playing field, and don’t see
the point in policies meant to help the challenges that people of color face. Reactive
attitudes are a more proactive approach, where individuals believe that people of
color get the short end of the stick within our society. They acknowledge their given
privileges and work to address discrimination. Those who have a passive reactive
attitude will acknowledge the hardships that people of color face, yet don’t have
many interactions with people of color. Those who take a more active approach look
to connect with people of color while challenging white individuals. Finally, people
with an integrative attitude see the world as it is, and look to fix it. They have
acknowledged their whiteness and the privileges that come along with it, and seek to
utilize it for the common good. They are committed to social change and equaling
the playing field. As stated above, the model is not linear and should be seen as a
process of growth. You have at no point completed this model, rather you are
constantly working towards achieving white racial consciousness, and using that for
the betterment of society.
Evidence # 76
77. Student will demonstrate My Journey Connecting my personal journey with this model is difficult, as the model doesn’t
personal application of model(s) work in a linear fashion. I do however agree with the WRCM and find that I fit within
of racial identity development it. Growing up, I started with an avoidance attitude towards the discussion of race.
above Having lived in a primarily white neighborhood, and having gone to almost all white
schools, I was almost never asked to speak about my race. My classes connected
the primary religion of Christianity to society, and the only time we learned about
people of color was in history class. When race was brought up in class, I was
almost always able to ignore the conversation with little repercussions. I found
myself gaining the dissonance attitude my first year of college. My first year of
college within the leadership minor was met with the discovery of different racial
groups and their developments. I was confused at first as to the major differences
between groups, and still, find myself confused on some issues to this day. That
being said, I try my best to seek out learning opportunities such as the HDF 412
capstones class, and diversity events on campus. Today, I believe that I am in the
process of making the jump from dissonance to a reactive attitude. HDF 412 is the
first class where I have been actively been asked to speak about my race and the
privileges that come along with that. This has helped broaden my learning
experience from my scope of others to the wider scope that includes myself. I have
been challenged to track individuals around RI and try to understand how society
has contributed to the inequality that we see. I am in the process of acknowledging
my privileges, and how I contribute to our unequal society. From here, I hope to
move towards an integrative mindset where I can take action towards positive social
Evidence # 77
78. Students will demonstrate HDF 412 Within HDF 412, we learned about Peggy McIntosh’s theory of white privilege, and
knowledge of McIntosh’s theory how it related to leadership within society. The model speaks about the privileges of
of privilege and its relationship to being white that are unconscious to most white individuals, especially white men.
leadership This has a lot to do with the fact that white men are considered to be some of the
most privileged individuals in society today. This doesn’t mean that white individuals
don’t see injustices, yet, they don’t understand how they contribute to that. They also
do not understand how they have privileges, and what those are. The theory looks at
a list of 24 privileges that individuals can have, to get people thinking about how and
if they are privileged more than others. Most of the 24 privileges that she describes
have to do with skin color, and are meant to cause self-awareness. It is a list of
privileges that white individuals may have, however, don’t think about on a day to
day basis. This isn’t necessarily their fault, they have just never realized these as
privileges, rather it is just how it has always been for them. The theory is meant to
be a wakeup call; however, it is important that this understanding doesn’t stop there.
Understanding your privileges is a great first step, however, it is important to use this
information to better the lives of others, while developing strategies with others to
combat the cycle of socialization. This cycle is alive today partially because of the
ignorance of society and racial privileges.
McIntosh,P.(2004).Whiteprivilege:Unpackingtheinvisibleknapsack.In
P.S.Rothenberg(Ed.),Race,class,andgenderintheUnited
States(6thed.,pp.188-192).NewYork:WorthPublishers
Evidence # 78
79. Student will demonstrate HDF 412 Privilege Assignment - Quiz During HDF 412, I was tasked with taking a quiz that would numerically show our
personal application of privileges compared to others in the class. When taking this text, I noticed that I was
McIntosh’s theory checking a lot of the boxes. I tried my best to be extremely honest with myself, not
reading too deeply into the questions. Rather, I allowed myself to look at the
statements at face value, ensuring that I was accurately assessing my privileges.
When it was time to discuss our findings in groups, I found that I was numerically the
most privileged individual within my group. I was also one of two white men in my
group, and we both had the highest scores in the group. This for me was a waking
up moment, as we not only discussed privileges that we had, but how those
privileges could be used to contribute to oppression within society. I am not
someone who actively discriminates against others, but I definitely haven’t helped
very often end the cycle of socialization. This understanding of some of my
privileges has been a great wakeup call to me, and I have actively sought out more
information about some of my possible privileges. Not only did I learn certain racial
privileges such as having never been followed in a store based upon my race, but I
also learned about my gender privileges and ability privileges. Using this found
information, I look to actively learn about how I can use these privileges to help
others, rather than ignoring them. This is important, as ignoring my privileges is
adding to the social of socialization.
Evidence # 79
80. Student will describe the
differences and similarities of
Leadership Inventory Revised 8/30/2013 41
individual and institutional
oppression and relationships to
leadership
81. Student will show knowledge of HDF 190 Social Change Model In HDF 190 I learned all about change agency when I was taught about the Social
effective leadership as it relates HDF 413 Change Model. The goal of a leader in this category is to become a change agent,
to change agency or a person who has the understanding, motivation, and skills to create positive
change. Change is a value and a process, and it is very difficult to accomplish.
Someone will always be there to resist change, so there need to be strategies of
overcoming this resistance in order to be a change agent. A change agent should
have positive perceptions on change, they should comfort with ambiguity and
transition, and they should have a willingness to step outside of their comfort zone.
Doing this makes it a lot easier for people to go along with the change as they too
would be stepping out of their comfort zone, and should have a transition into the
change rather than jumping right in. A change agent should demonstrate an ability to
influence systems, they should create a sense of urgency, should articulate their
vision, and should have a willingness to take risk and make a difference. Without
risk, one can never truly gain anything. A change agent needs to be able to
influence others to join them, and be able to make it seem urgent so that people
don’t just walk by. Being able to create a vision in others heads is a key component
in making people go with the change, and having people want to change. Within
HDF 413, we discussed multiple topics of social inequality and inequity and
tried to work together to come up with ways of being a change agent. The first
step in becoming a change agent is to have adequate information to work
with. If the individual trying to support a cause doesn’t have correct
information, then they will actually be making the issue worse. Once enough
research has been done, the change agent has to be able to effectively and
efficiently communicate this information in an inclusive, respectful yet
impactful message to others. This only gets more important as the topics of
change grow into more sensitive topics. No one can change the world on their
own, but they can influence others to join their cause. This creates that vision
for others to buy into and collaborate on. Finally, a change agent needs to
own the change. People every day try to get their messages across to others
to no avail. A message becomes impactful however once it is personalized
with an individual’s own story.
- The Social Change Model, Change Agents, HDF 190 FLITE Textbook
Evidence #81
82. Student will describe personal HDF 190 Social Change Model I used the social change model long before my HDF 190 class. I’m so glad that I
examples of being a change Sigma Chi Derby Days learned about it, because now I can see how I was a change agent to my friend
agent Nick. Nick was never a fat kid, but he wasn’t in very good shape. He always wanted
to get in better shape but lacked the motivation. One day, I showed him the vison I
had for him, and motivated him to eat better and go to the gym with me. Although I
don’t go to the gym much anymore, Nick now is motivating me to achieve my goals.
At first he resisted me, but I counteracted that. I influenced him to do something that
he always knew he wanted to do, but couldn’t get around to doing. Now, Nick is a
very healthy young man who is in much better shape than I am physically. He knows
a lot about nutrition and even wants to go into that field of study. I am so proud of my
friend and even more proud that he is now helping me with my physical goals just as
I helped him. One change agent can create another, which to me is the best type of
change, and one of my proudest moments. On a slightly larger scale, my
Leadership Inventory Revised 8/30/2013 42
Fraternity each year partakes in a week-long philanthropic event called Derby
Days. This week is full of activities that spread awareness of how cancer
effects individuals and families, and how we can stand up and help. Typically,
we raise around $2,000 for cancer research and do minimal to spread
awareness around campus. This year, we decided to break the chain and
become change agents any way we could. We didn’t change the world, but we
raised over $5,000 and spread awareness around campus with flyers,
information at our booths, and a presentation to new Greek Life members. As
a Huntsman Cancer Institute ambassador, I personally spread the message
around campus that “we are the generation to end cancer.” This is a simple
message that sticks and gets individuals to ask how they can help. As an
International Fraternity, we have worked together over the years to raise over
7 million dollars that have been used to research the TP53 gene that may be
the future of cancer research. This gene found in elephants has been proven
to be able to break down certain types of cancer and is being researched with
the money we raise. Although our chapter at URI is not spearheading this
effort, we are still change agents by raising money for this cause and trying
our best to spread awareness of our cause.
Evidence #83
84. Student will demonstrate HDF 413 SOLC In HDF 413 we read about the Model of Intercultural Sensitivity by Bennett, which
knowledge of the “Model of my group later presented on with the frame of inclusive leadership. The model is
Intercultural Sensitivity” by composed of 6 stages of cultural acceptance beginning with the denial of differences
Bennett and its uses in and ending with the integration of difference. This model is meant to be more
leadership personal, as each stage is composed of possible quotes that are said by individuals
in these stages. It is our job to recognize what step we are at/have been at, and how
we can improve as individuals. From there, it is our job to work together to help
Leadership Inventory Revised 8/30/2013 43
others move up the stages to create a more inclusive, intercultural society. Stage 1:
Denial of Difference. These individuals aren’t capable of experiencing differences
and may dehumanize others. Individuals in this stage may say things like “As long
as we all speak the same language, there’s no problem.” Individuals in stage one
wouldn’t be able to recognize that this statement rejects all those who speak other
languages, and doesn’t take into consideration others cultures/struggles. Stage 2:
Defense Against Difference. Typically, individuals in this stage see differences as
very black and white. They keep a hard boundary between themselves and “others.”
Typically, stage 2 members will place their own culture above others. Individuals in
this stage may say things like “When I go to other cultures, I realize how much better
my own culture is.” At first glance, this may seem like a statement of gratitude,
however, the message that is received is that the speaker believes his culture is
superior and feels nothing towards the “lesser” culture. Stage 3: Minimization of
Difference. This is the first stage of believing that we are all alike, and trying to adapt
to others cultures once recognition of differences is achieved. Individuals in this
stage may say things like “Customs differ, of course, but when you really get to
know them they’re pretty much like us.” These statements are of pure realization,
where members believe that everyone is equal, however, trying to minimize
difference doesn’t mean you completely accept differences. Stage 4: Acceptance of
Difference. Members of stage 4 see other cultures as alternatives to their own
cultures. Not only are they trying to minimize the difference, but they are
appreciating and accepting others cultures as their own. Individuals in this stage
may say things like “The more cultures you know about; the better comparisons you
can make.” These statements show the true interest of others cultures. Stage 5:
Adaptation to Difference. Members of this stage will consciously shift perspective
and intentionally alter behavior. Stage 5 members have intercultural empathy and
use this to change their actions naturally to experience others cultures. Individuals of
this stage may say things like “To solve this dispute, I’m going to have to change my
approach.” Statements such as this allow for the utilization of diversity by adapting to
and utilizing differences. Stage 6: Integration of Difference. Members in this stage
are multicultural and do not consider themselves as part of any one group. Members
take interest and become fully devoted to learning about others cultures to be able
to fully utilize others experience, and be inclusive. Individuals in this stage will
typically say things like “Everywhere is home if you know enough about how things
work there.” When you can consider another culture as your own, and as your
home, you have achieved intercultural integration. We as a society must strive to
move up these stages, and develop a more intercultural sensitive world.
Evidence # 84 (Presentation/Book)
85. Students will demonstrate HDF 413 SOLC SOLC Identity Grid When we went over this model in HDF 413, I placed myself into stage 3 of the
personal application of the model. Although I am accepting of differences and try to minimize them as much as
“Model of Intercultural Sensitivity” possible, I have struggled throughout my life to step into other’s shoes and see the
by Bennett world from another’s perspective. I typically am aware of very culturally insensitive
statements and shut them down when I hear them, however, I still lack the personal
application of the model. In class, we went over the identity grid. This was an activity
where we placed stickers on a grid where we felt discriminated against, privileged,
identities that we are most and least aware of etc. This activity along with the two
cultural sensitivity videos we watched (one about racial/gender inequality over US
Leadership Inventory Revised 8/30/2013 44
history, and the other about microaggressions) really opened up my eyes to my
incompetence. After speaking to my group members about their identities and
discovering some of my own, I went back and re-researched the Model of
Intercultural Sensitivity by Bennett. What I discovered was that I had a lot of work to
do if I wanted to move up to a higher stage. From here, I spoke with individuals in
my Fraternity and other organizations around campus to familiarize myself with
others cultures on campus, and how I can find myself blending with those cultures.
Hearing about the struggles of others really got me thinking, and I plan on attending
multiple multicultural seminars next semester and next year to learn all I can. So far,
I have tried my best to re-word how I speak to individuals, and am trying to learn
everything I can about intercultural sensitivity. By the end of next semester, I could
see myself in stage 4 being able to take my appreciation of others and make it my
own. As of now, I appreciate others on a surface level, but really never fully utilize
their diversity. I look forward to this changing in the future, as my leadership skills
increase.
Griffin,P.&Harro,B.(1997).Actioncontinuum.InM.Adams,L.A.Bell,&P.Griffin(Eds.),
Teachingfordiversityandsocialjustice:Asourcebook(p.109).NewYork:Routledge.
Evidence # 86
87. Student will demonstrate HDF 412 My Journey, Excerpt from my During HDF 412 I wrote the following to discuss my personal application of the
personal application of the Action Module II Paper Action Continuum: One dominant social identity that I have is that I am a male.
Continuum by Griffin & Harro Within our society, that has made it easier for me to live my life without question. I
have been questioned less about my actions than my female counterparts, and find
myself being judged as a powerful figure. Males are looked at as the breadwinners
Leadership Inventory Revised 8/30/2013 45
in society, individuals who work hard and deserve the utmost respect. Females
within our society aren’t always portrayed the same, and we can see this especially
within the TV and movies that we pay to watch.
The Action Continuum (Griffin & Harro, 1997) is a model that places actions on a
scale from those who support oppression to those who confront it. I believe that I fall
somewhere between the “Recognizing, Action” stage and the “Educating Others”
stage. This puts me right into the middle of the continuum, as someone who is
starting to recognize oppression, yet isn’t actively confronting it yet. This means that
I am passively adding to the oppression within our society, which, is a negative idea,
however, I am looking to further my knowledge before I go around projecting
uneducated remarks around. In choosing to take the HDF 412 capstone, as well as
attending a few events within the Women’s Center, I have tried to educate myself to
the best of my ability about the struggles that women face that men don’t have to on
a daily basis. In doing this, I am looking to move towards a more open discussion
with females, so that I may more fully empathize with their struggles. The stages of
educating myself and others have been going hand and hand with me. Every time I
learn something new, I am eager to tell everyone I know about is so that I can
spread positive change. That being said, I am aware that the individuals that I am
telling aren’t necessarily the main problem within our nation, however, educating
others can always have a positive impact. For me to continue on towards
confronting oppression, I need to get out of my comfort zone. This will start by
educating myself around those that I know well a bit more so that I feel comfortable
speaking with others who face their own challenges. I need to reach out and speak
with others whom I do not know, to get a more holistic view of the society that I live
in, and its build in oppression of others. Secondly, once I advance in knowledge and
outreach, I want to help in an organization that I find to be helpful within the URI
community. If an organization that I am apart of can work with an all-women
organization on campus, we could hopefully impact positive social change.
Evidence # 87
Our Concept and Definition of Critical Thinking. (n.d.). Retrieved May 03, 2017,
from http://www.criticalthinking.org/pages/our-concept-and-definition-of-
critical-thinking/411
Evidence #88
89. Student will demonstrate PHL 212 Sigma Chi Executive Board Having completed my PHL 212 class, I had an entirely different outlook on life. I
proficiency of critical thinking SOLC have always been a critical thinker, however after taking my ethics course, I now
look at every angle of a problem all the time. Working on the Sigma Chi executive
board has given me a lot of patience, and has helped me practice my critical
thinking skills. On an average week, about 5-10 problems will come up being on an
executive board. Now most of these problems are small, and easy to mend,
however some of the larger problems aren’t so easily solved. It’s these problems
that require the real critical thinking. After a membership review earlier this year, my
chapter was in a very sensitive state. People were still bitter about brothers being
kicked out of the Fraternity, and individuals that had been kicked out were done with
everything Sigma Chi related. The problem that arose was whether or not we should
Evidence #96
97. Student will demonstrate HDF 412 During module 3 of HDF 412, we discussed many crisis leadership models. One
knowledge of leadership that is model that I enjoyed learning about was the 13 Behaviors of a High Trust Leader by
used in crisis Stephen Covey. This model focuses on how to be a leader during a crisis, rather
than the stages of a crisis. The model goes through 13-character behaviors that
high trust leaders have, which should be used during a crisis. The first characteristic
is to “talk straight”, meaning that you should always be honest. Never spin the truth,
and when speaking you should always look to engage with your audience. You want
to build trust with those around you, especially when in a crisis situation.
“Demonstrate Concern” is the second behavior, meaning that you should be
empathetic towards your followers. Show care, and understand that the little things
in life matter. When leading during a crisis, it is especially important to “create
transparency”. Telling the truth by not having hidden agendas, and sharing all
known information creates a trusting bind that allows for those around you to be
comfortable in an uncomfortable situation. If a crisis is to occur, being transparent is
reassuring to those involved that you are taking care of the situation, and those
involved will be the first to know the outcome. Another aspect is to “right wrongs” by
simply demonstrating personal humility. Owning up to your mistakes is the best way
to push forward, and help others understand that mistakes are ok, and that we all
make them. “Showing loyalty” is another characteristic that focuses towards giving
credit to others. Leaders should speak about individuals as if they were present, and
should treat others with respect. The remaining behaviors are considered
competence behaviors rather than character behaviors. These are deliver results,
get better, confront reality, clarify expectations, practice accountability, listen first,
keep commitments, and extend trust. The key to all of the above behaviors is to be
clear with your followers, treating them with a high level of respect. Working with
your followers in a way that builds trust is the best way that a leader can handle a
crisis situation. Once you lose trust with individuals involved in a crisis, it is
extremely difficult to earn that trust back. Be open and transparent, and deliver
results.
Evidence # 97
98. Student will describe examples of President of The Sigma Chi When I was president of the Sigma Chi Fraternity, I dealt with two major crisis’. In
leadership in crisis situations Fraternity order to protect individual members, those involved within this scenario will remain
nameless, and my description will be rather brief. As president, I noticed that a
member of my fraternity had been acting strange recently. In order to seek to
understand, I went to this brother’s house with a few friends to hangout. Although
Leadership Inventory Revised 8/30/2013 50
something seemed off with said brother, it didn’t seem to be of major concern. I
spoke privately with a few of his friends, asking that they look out for said brother
and contact me if they had any concerns. A few days later, I was called on the
phone by a fellow brother, that this member was yelling outside of the Sigma Chi
house, while wearing minimal clothing. Said brother had since left in his car to head
home, although, several brothers tried to stop him. After speaking with multiple
brothers, I decided to call the heads of Greek Life at URI. A meeting was set up
between us, and a few members of my executive board. We discussed our
concerns, and shared all the information that we had on the subject. Throughout this
process I tried to contact said brother. In the process, my life was threatened by this
individual, as well as his own life. It was at this point that we contacted the police to
do a wellness check at his residence. In the end, all was worked out, and the
individual got the help he needed. He had been off of his medication for a few
weeks, and his chemical balance was off. After the individual was back on their feet,
I met with them to discuss everything. The individual was grateful that he had gotten
the help that he needed, and was able to take the rest of the semester off to get
back to normal. In my opinion (which was reinforced by my executive board and the
individual himself), I was able to handle the situation well by utilizing a few of the
characteristics within Covey’s characteristics list. I demonstrated concern for the
victim, and tried my best to be transparent with the URI staff. In doing so, we were
able to help the brother in need. Throughout it all I kept loyal to my brother, and
never let anything that I was told effect my relationship with them. To this day, I still
consider myself and the victim to be good friends.
Evidence # 98
Issa, J. (n.d.). Four Techniques for Active Listening. Retrieved April 26, 2017, from
http://www.onlinepsychologydegrees.com/articles/active-listening-techniques
Evidence #99
100. Student will describe examples of The Leadership Institute Active Listening is defined as a way of listening and responding to another person
using active listening skills Annotator of the Sigma Chi that improves mutual understanding. During one of the amazing parts of the
Fraternity Leadership Institute back in the fall we were tasked with the challenge of walking
through the woods blindfolded with one person there to guide each of us. They were
not allowed to touch you, and had to make sure that you arrived at the destination
safely by using their voice. In this case, I had to be a very active listener, otherwise I
could have hurt myself. The importance of this exercise was trust, and
understanding that active listening can be hard. Everyone phrases things in a
different way, so it is important to not only listen, but listen actively so that you can
Evidence #100
101. Student will demonstrate
knowledge of functions of group
communication by Hirokawa
102. Student will describe personal
application of functions of group
communication (Hirokawa)
103. Student will show knowledge of HDF 412 Sigma Chi Horizons While within the HDF 412 capstone class, we briefly touched upon some commonly
techniques regarding giving and Experience used methods of giving and receiving constructive criticism and feedback. We did
accepting of feedback this towards the beginning of the course, as we would be touching upon difficulty
conversational topics where certain beliefs would be challenged. During this course,
I made sure to add in some of the things that I learned during my Sigma Chi
Horizons Leadership Summit experience. While in Snowbird Utah, we partook in
many leadership activities. Each of us was awarded the opportunity to be the “head
leader” for each activity. At the end of each experience, we sat down as a group and
debriefed the activity. During this process, we engaged in giving each other
feedback on our performance. The head leader was typically given the most
feedback about how they lead others during the activity. While partaking in this
process, we learned about the generally accepted method of feedback, the
sandwich method. Put simply, this method is to start and end your
conversation/feedback by talking about something positive that the person did, while
inserting the feedback respectfully in the middle. This helps to ensure that the
individual doesn’t take your feedback as an attack. One of my favorite methods is to
not focus on the individual person, and to not make assumptions. This is often a
difficult action, but taking assumptions and the individual out of the equation makes
the feedback seem less aggressive. Being specific with your feedback is also often
Chua, C. (2018, August 23). How to Give Constructive Criticism: 6 Helpful Tips.
Retrieved from https://personalexcellence.co/blog/constructive-criticism/
Evidence # 103
104. Student will describe examples of HDF 190 1st Trumpet Player In my HDF 190 class we learned a lot about giving feedback. Although it wasn’t a
giving and accepting feedback. Mount Saint Charles direct lesson, we gave each other feedback when giving presentations and writing
Academy outcomes. I actively played the trumpet for around 5 years of my life, so I am very
Horizons Leadership used to getting feedback. Most people in the music industry only settle for perfect,
Summit so I was critiqued all of my life. In one particular example I was the 1st trumpet of my
Jazz Band in high school. A man came through and ripped me apart in front of
everyone for not putting enough emotion into my playing. He said that I was good,
but not good enough. Rather than getting mad, or being embarrassed I went along
with it and started dancing when I played. Sure, I just wanted to be annoying to the
guy who just made fun of me, but at the same time I was trying to get into the music.
Luckily for me he found it funny, and helped me in the future in fixing that problem.
During the same year of high school, I was in the pit band for Oliver the musical.
The band was small, so every note counted considering we had a very large
audience. Here, I had to respectfully critique many of my classmates on certain
parts of music because it was so important. I did this in a respectful way, and no
one ever got upset with me. I was proud of the way I did this, because that wasn’t
the way it was done for me. Over this past summer, I was fortunate enough to
partake in the Horizons Leadership Summit in Snowbird Utah. Each day we
partook in leadership and team building activities that were later debriefed.
Within the debriefs, we learned about the RISK model of constructive
feedback, and how to utilize it. Each afternoon we all had to give each
member constructive feedback, by precisely using our words and actions to
help each of our teammates develop without emotionally compromising them.
There was an occasion that I had to tell my team member that they needed to
take a step back and let others give their input. I did this by firstly recognizing
the great work this member did for our team during the activity, and
appreciating all they did to help in our success. Then, I respectfully brought
up that for our next activity they should consider taking a more passive role
to see what others had to offer. I explained that although he has great ideas,
before proceeding he should ask the group if they have any alternative ideas
to allow for the best idea to come forward. He really valued this feedback and
reached out to me the other day thanking me for all the feedback I gave
throughout the week, and how it has helped him. It was amazing to practice,
and I received great feedback. As a leadership minor, there are a lot of skills
that I know that others may not think about. The feedback I received is that
when answering questions, I typically refer back to my past experience. This
Leadership Inventory Revised 8/30/2013 54
is great, however, when doing so I typically speak about specific positions I
have had in the past, and do so in a non-humble way. Looking towards the
future, I now try to word my answers in a more respectful way, so I don’t come
off as a know it all.
106. Student will demonstrate HDF 415 Marshmallow House Activity Within my HDF 415 class, I was tasked with facilitating and debriefing two in class
proficiency of facilitation and de- SOLC activities related to leadership models learned in HDF 190. One of the activities that
briefing techniques I facilitated was a marshmallow house activity with Robin, that we changed from
previous years to better fit the social change model. To start, Robin and I planned
out our activity by getting together and focusing on what the social change model
was about. We ended up creating a challenge where teams had to create a house
out of marshmallows, spaghetti, and tape. With these materials, they were showing
individual, group, and societal teamwork creating a habitat for humanity like house
(connecting to social change). To begin, Robin and I parted ways to each class, and
we were on our own with some minimal help from the other peer leaders. As the
lead facilitator, I started by addressing the group, and splitting everyone up using an
Allie split to ensure that groups were individuals that are not typically together. I tried
my best to make sure that they remained quiet during this, so that I wouldn’t lose
control of the group. From there, I let everyone know the instructions and handed
out the materials. To begin, they were given some planning time, and were allowed
to ask any questions they seemed fit. As they began, and I timed them, I walked
around looking for specific problems and successes to address in the debrief. Once
the teams had completed, I had them all come together and make a societal
community to further promote the model through the activity. Once that was
completed, we broke off into separate group debriefs to insure that the students
understood the connection. Firstly, I started with a thumbs of 5 to insure that the
group was positive, and at least had fun. If individuals had lower scores, I asked the
group why they had lower scores without calling anyone out specifically. Next, I
began to ask my debrief questions. Each of my questions related to the 8 C’s of the
social change model, and I began with more individualist questions, followed by
group and then societal questions. In the debrief, I tried my best to make it
conversational so that I wasn’t just bombarding them with questions that they
weren’t interested in. I made sure to work each question in separately. Finally, I took
the group into a circle, and spoke with the entire class in order to get a better sense
of community, and have them fully understand how the activity related to social
change, and how coming together as a society is important in the model. I made
sure to include all that I could, while making everyone feel welcome and engaged.
We ended the activity with a slight closing activity, basically just going around the
circle and going over what went right, what went wrong, and how it all connected to
social change. For educational adjourning activities, sometimes it is best to just
review material in a creating way. In SOLC, we facilitate activities like this
during all our retreats. At face value the activities are challenging games that
stimulate teamwork, however, SOLC consultants recognize how much deeper
these activities are meant to be. Using the above activity as an example, at
face value it was a fun activity where members played with materials and
created innovative houses to win bragging rights. In reality, and through
debriefing we discussed how the activity connects to Habitat for Humanity
and how we can help our community better one another’s lives. We talked
about why we thought social change was important, and how we as a
community could help change the world for the better. We tried out best to
facilitate the activity as a competition, yet ended it as a community building
event so the group could recognize that although they were in two classes
and three teams, we are all a leadership community. We have the power to
Evidence #109
Leadership Inventory Revised 8/30/2013 57
110. Student will describe personal President of the Sigma Chi As President of the Sigma Chi Fraternity, I run a weekly chapter meeting to insure
examples of organizing meetings / Fraternity good communication and preparation within the organization. Each Sunday at
setting agendas / leading meetings 6:00pm, my chapter comes together to discuss chapter business for the past week,
and the week ahead. In order to insure that this runs smoothly and efficiently, I tend
to make an agenda before I start. I post this agenda on Facebook, so everyone
knows what to expect. This allows the meeting to run faster, to insure that
everything is being covered in an organized manner. Once the meeting begins, I try
my best to uphold all of the rules that my chapter is supposed to follow. This makes
the meeting seem more personalized, and allows us to keep on track. Typically, I’ll
let smaller mistakes slide, and will allow some slight side chatter just so that I’m not
constantly interrupting people and wasting our time. Each report given needs to be
concise and to the point, and I always allow time for questions after. The meeting is
always open to questions and suggestions to insure that everyone leaves the
meeting with a full understanding of the talking points. Typically, my executive board
will come with their own points to make sure that each position is speaking to their
own responsibilities, and those responsibilities only. This is the same for the chair
reports, except the chair reports are typically a little less planned out in advance, as
that would take a lot of time and not many chair positions speak each week. Other
than reports, I have to make sure that I can diffuse bad situations. In the last chapter
meeting, we were deciding what to do with a remaining $500 we had from one of
our budgets. When it came to voting, two individuals began to argue, and then
verbally fight. I had to make sure to stop this, and give them both a warning so they
knew they would be kicked out in the future for similar behavior. It is important to
make an example of some people if things get out of hand, so others won’t follow in
their footsteps. In a broad sense, every Sunday I need to come prepared, and ready
to adapt and change to different topics and discussions. In all, as long as I remain
calm and collected, I typically do a good job.
Evidence #110
111. Student will show knowledge of President of the Sigma Chi In general, parliamentary procedure is a way to increase the organization and
Parliamentary Procedure Fraternity efficiency of meetings, especially with larger groups of people. Being a part of the
IFC Sigma Chi Fraternity, as well as the IFC, I am exposed to parliamentary procedures
each week. These meetings need to follow Robert’s Rules of Order, and the specific
bylaws of the organization. Within this meeting, there is typically one person in
charge called the chair. This chair, equip with a gavel is the person that everything
should be directed towards. No one is allowed to speak unless called upon by the
chair, and everything goes in a specific order which he declares. The meetings
typically begin with the approval of last week’s minutes, to insure that members are
keeping up to date on previous meetings before starting a new meeting. To motion
the approval of last week’s minutes, and any motion for that matter is a simple
process. Once called upon, you can say “I move to ____” in order to make a motion.
All motions must be seconded in order for there to be discussion or a vote,
depending on what you are motioning. From there, votes are typically done by
voice, hand, or secret ballot depending on the chair. Changing how voting is done
can always be motioned. From there, it is on to correspondents. These are
messages from people who either couldn’t be at the meeting, or messages from
individuals that are not typically at a meeting, and will not be staying the entire
meeting. Once those are completed, those giving correspondents leave, and
executive officer reports follow. These reports should be specific to your position,
and should be written down in the minutes of the meeting. Next is chair reports, and
standing committees. All the same rules apply for these. Throughout the business
Leadership Inventory Revised 8/30/2013 58
sections of a meeting, it is important to know the specific gavel commands. These
differ for some organizations, but typically hitting the gavel 2-3 times is to get
people’s attention, whereas hitting it once is to conclude a piece of business, or
conclude a meeting. Specific gavel raps can be applied for specific organization’s
meanings. To finish off the meeting, the chair will lead the members through old
(unfinished) and new business. These sections are where old and new information
is brought up to the organization to be discussed, and sometimes voted upon. It is
typically thoughtful to bring up any new business you will be bringing up before the
meeting to the chair, so they know what to expect, and how to organize it. To finish
a meeting, there must be a motion to adjourn, a second, greater than 50% vote, and
the gavel must be hit once. From here, it is time to pack up and leave, a job well
done. The minutes should be sent out within 48 hours to insure that everything is on
the same page, and members not in attendance are aware of what happened in the
missed meeting.
Name, Y. (n.d.). Robert's Rules Online. Retrieved May 03, 2017, from
http://www.rulesonline.com/
Evidence #111
112. Student will show knowledge of
techniques for working with difficult
people
113. Student will describe personal
examples of using techniques to
work effectively with difficult people
114. Student will show knowledge of the HDF 415 BUS 341 In both my HDF 415 class as a Peer leader, and my BUS 341 class I learned about
stages of group development Tuckman’s Stages of Group Development. The model is designed to showcase the
(Tuckman, Bennis or others) parts of group development so that groups and leaders can understand what and
why a group is developing through. No group is perfect, and every group goes
through their own challenges, however each group does some way or another go
through most of the stages of group development. The 5 stages are Forming,
Storming, Norming, Performing and Adjourning. Forming, is when a group meets
each other, and sets basic ground rules that they feel should be followed. Members
are typically treated as strangers, and caution is taken in every step made by the
individual team members. Storming is when members of the group start to share
personal feelings towards each other and the tasks at hand. Typically, arguments
break out in this area as member’s act as individuals and not as a team. It is
important to work through this stage, and remember to collaborate and compromise.
The norming stage is when people begin to recognize the feeling of being part of a
team, and begin to work together towards a common goal. Accepting others
viewpoints is one of the best ways to come together, and coexist. The performing
stage is when the team works together in a trusting atmosphere, and the team
beings to forget about leadership roles as each member begins to feel comfortable
sharing and contributing at any time. Finally, when the task is completed, or it is just
time for the group to part, it is time to Adjourn. Typically, teams will critique their
performance as members and as a team, while coming up with a plan for
recognizing team members, and possibly working again together in the future. Best
to try and stay positive during the adjourning stage, complementing each other’s
work and giving constructive criticism. It is important to remember that these stages
can happen in almost any order, and can be skipped. In a general sense, the stages
are what most groups go through, however groups develop at their own pace and in
Leadership Inventory Revised 8/30/2013 59
their own directions. It is important to notice that there are no time constraints on
each stage, and nothing stopping a group from going back to different stages. Some
teams will storm multiple times before adjourning for example, while others will jump
right into norming and performing. No route is a correct or best route, each route is
specific and special to each group as we are all different.
Tuckman, Bruce W., & Jensen, Mary Ann C. (1977). ‘Stages of small group
development revisited’, Group and Organizational Studies, 2, 419- 427.
Evidence #114
115. Student will describe personal HDF 415 Gryffindor FLITE Group Having picked my FLITE HDF 415 group, it was only a matter of time before my
examples of group development in group and I would be going through the Tuckman stages of group development. It
use (Tuckman, Bennis or others). all started with the Forming stage when the Peer Leaders announced in class our
groups for the semester. As I walked up to my new group, I was greeted with open
arms, however they were unsure of their group. I insured them all that they were
chosen to be together for a reason, and so we began to set ground rules as a group
together, and created a group chat so that we could all communicate outside of
class. From there we slowly jumped to the norming stage where we cruised along
for a while. We worked together as a team and got everything we needed to
complete done, however a true meaning of teamwork was missing. My group
seemed connected only because I was connecting them, and I knew I had to do
something. The day of discovery helped a lot with this, helping us form closer
relationships with our group. This is where we hit a peak for a while, until the social
change model assignment was assigned. From here, the group went back to the
storming stage as there was a multitude of controversy within the group on how to
complete the project. Whether it was finding a meeting time, figuring out what way
to complete the project or difficult team members, the group started to fight in the
group chat. Before it got out of hand, I intervened and made sure to pull them back
from going off the rails. They had adequately stormed, and I wanted to make sure
they didn’t storm each other off of the deep end. Once the project was back on track
and completed, it was time to perform. I helped the group in any way that I could
with upcoming assignments, and we all got everything we needed to done for the
class. My group stepped up tremendously and put forth an amazing project that
each of them had worked hard on. They were all excited to be a team, and made
sure to thank each other and hold each other accountable. When it was all said and
done, my team and I adjourned out on the quad sharing fun experiences with each
other and happy memories. We gave each other constructive criticism, ending with
positive feelings. As we parted ways, we knew that we would be friends for a long
time to come. Although my team had a slow start, I believe that storming was
inevitable for them and proved to be a helpful road block for them to cherish from.
The group and I developed through this process, and are closer and more efficient
than ever. We are excited to be working with each other in the future in clubs such
as SOLC.
Evidence #115
116. Student will show knowledge of
group dynamics and group roles
117. Student will describe personal
examples of group dynamics and
group roles
Sanford, N. (1962). The American college. New York: Wiley. Sanford, N. (1966).
Self and society: Social change and individual development. New York: Atherton.
Evidence #124
125. Student will describe personal BUS 390 Melissa Boyd-Colvin, For my BUS 390 passport class, I was assigned to conduct an informational and
examples of planning and Informational Interview mock interview. For my informational interview, I decided to interview Melissa Boyd-
conducting interviews (as the Colvin as I am naturally interested on how the leadership department functions, and
interviewer) what Melissa has to do on a day to day basis. I researched her title, and what that
meant. I used the URI website as a resource to conduct most of my research about
her past and present work experience. To start the interview, I explained that
everything said was in confidence, and that I would be conducting a more
conversational, lax interview. I did not want to bombard Melissa with questions,
especially because I know her from HDF 190. Before I began, I checked with her to
make sure that the information I had researched was correct. She was indeed the
Assistant Director for the Center for Student Leadership Development at URI. I
followed up with more simple questions such as “How did you get here”, and
finished the interview with more difficult questions relating specifically to her job, and
the relationship of the center and URI. Together, we made strides to try and fix
certain problems that the center faces on a daily and yearly basis. One example is
University Officials lacking attendance at senior portfolios and similar events. We
came up with an idea that the seniors would personally reach out to faculty in
person as part of their senior portfolio, so the staff isn’t just bombarded with the
same generic email. This would also prove that the minor works, and develops
mature, competent people. I tried my best to keep the conversation going, while
trying to get to the bottom of her role at the center, and how she utilizes it best.
Personally, I believe I could have done a better job at figuring out what she does on
a daily basis, as we mostly touched upon the larger aspects of her career. We
discussed her main responsibilities, benefits and drawbacks of her job, and much
more. I learned a lot about her job, and about the difficulties she faces with the URI
staff. Hopefully knowing this information will help, as we discussed that fixing the
problems are largely up to the students, who’s voices are more profoundly heard. I
hope to be able to fix and help in any way I can, and that alone was something
amazing that I got out of that interview. For future interviews, I learned that
preparation is key. You want the interview to feel like a relaxed conversation,
however, if you don’t come prepared with questions you will likely not get
what you are looking for out of the interview. When interviewing, it is
important to be engaged and seem interested in the interviewee. There were
times that I was trying down answers, and I could tell she would have rather
me have been focusing on her when she was speaking to encourage more
personalized answers. Setting a dress code is important for interviews, as you
don’t want you or your interviewee to show up underdressed. On the topic of
preparation, along with questions you want to make sure you are prepared
with prior information about the individual. Although I knew Melissa’s title, I
was unaware of exactly what she did. This was ok for the interview I was
performing, but for future interviews, I will come more prepared with
background knowledge. Other than that, as long as you ask your questions
with general interest and keep eye contact, the interview should go generally
well, however, expect the unexpected.
Leadership Inventory Revised 8/30/2013 63
Evidence #125 (none)
126. Student will show knowledge of BUS 390 Amazon Interview Within my BUS 390 online course, we focused on how to prepare for Interviews for
preparing for and effective answers future job opportunities. When it comes to preparing for a job interview, the most
in interviews (as the interviewee) important aspect is preparation. Firstly, you should know the job description that you
are applying for like the back of your hand, especially the job requirements and your
role. Knowing this information, you should be able to relate all of your past
experience to this job description. You should also be aware of the company you
are applying to, and the history of said company. If your interviewer asks why you
want to work for their company, and you don’t know what their company is
about…you aren’t getting that job. Along with a company background, you should
know their mission statement and leadership principles to relate back to. If your
answers incorporate the company’s leadership principles or values, they will see
you as a fit for the company’s atmosphere. Other than this, you should be prepared
with a dress code in mind, your resume, cover letter and a thank you letter for
afterward. Try to send the thank you letter within 24 hours of the interview.
Answering questions effectively also come down to preparation. Everything you
have written down on your resume should have 2-3 rehearsed stories ready to go.
Not only should you answer questions in a story format, but they should come with
quantitative information on how you helped the company succeed. For starters, try
researching the STAR method of interviewing. STAR stands for Situation, Task,
Action, and Result. In short, each of your answers should discuss the situation or
background of where you worked and what was going on at the time, what your
task/role was and what you wanted to accomplish, goals you set in place, how you
achieved these goals and finally what you learned from the experience with the
quantitative results. If you can put all of that information into a smoothly transitioning
story, you are leaps and bounds ahead of the competition. When interviewing for
Amazon, the only other information I was expected to have on hand was being able
to talk about myself on the fly, an elevator pitch really. Always expect the “Tell me
about yourself” statement, and be able to answer is professionally. Don’t forget to
have questions of your own for the end of the interview. The key to a good interview
is practice. Go online, work with friends and tape yourself speaking. This should
help calm your nerves the day of. Finally, be early to your interview! Remember, first
impressions are everything!
Site?
Evidence #142
143. Student will describe personal HDF 415 My HDF 190 Experience Peer leadership really began for me after picking my group in HDF 415. From there,
examples related to being a peer I had to use my past experience from HDF 190 to think back on how I was led by
leader and being led by peers my peer leader, Hannah. Hannah was an amazing peer leader who knew how to
become a friend, but remain someone that you respect. She was always there to
help us with anything we needed, but she made sure that we were doing our own
work, and that she was to be used only as a resource, not as an answer sheet. She
did her best to bring the group closer together, and facilitated us well so that we
never got too far off track. Our day of discover was eye opening, as we all sat
around and shared our feelings in full confidence. This created a trust within the
group, and helped us to work together in the future. Finally, when it came time to let
go, we were one cohesive unit that completed everything we needed to well, and as
a team. I tried my best to exemplify what Hannah was to me, but in my own way. I
am a very different leader than Hannah, so I knew that I had to plan out how I was
going to lead my group with my own strengths. I did what I do best, and started by
letting them know the ground rules, and framing the semester in that short 10
minutes that I had the first class as a group. From there, I made sure that my group
was on task, and knew what was expected of them. I was having trouble creating an
environment where everyone was excited to be in class, and to participate. My idea
was to really challenge everyone to speak up and participate in the upcoming day of
discovery, and to make sure that everyone was comfortable with each other. At the
day of discovery, my group and I quickly became mush closer, and more energized.
We opened up to each other, and when we seemed like we needed a pick me up, I
told them that we could take a break, and made it a fun activity, sometimes an
energizer. This kept the group awake and excited for whatever was coming next.
Spring boarding off of the day of discovery was easy until the reality of assignments
started to hit my freshman. It was difficult keeping them on track, when all they
wanted to do was complain about all the work they had to do. To counteract this, I
made sure to make a schedule for them all to insure that they knew what was
coming up. There were no due dates on the schedule, that was up to them to
remember, however I went over each thing they had to complete to insure that it
was very possible. They appreciated this a lot, and from there it was just completing
the work as a group. Finally, my group performed and adjourned as a team in their
last assignments. Their excitement for the upcoming summer kept them together as
a unit, and allowed them to get their assignments done and done well. It was a
challenge at times, but with my feedback on their previous assignments and my one
on one meetings, they were able to fully grasp the concepts taught in class, and
understood what they needed to do to end off the class. I got through the
Leadership Inventory Revised 8/30/2013 68
facilitations that I needed to, and helped my group understand each model we
taught, so that they could go on in their own organizations and teach them onto
others. All and all my group started distant, uninterested and difficult, but ended
competent, proud and interested. Many of my group members are now striving for
leadership positions around campus, and I am very proud of that.
Evidence #143
144. Student will describe the four HDF 413 In HDF 413, Melissa taught us about the 4 frames of organizations by Bolman and
frames of organizations by Bolman Deal, being The Structural Frame, The Human Resource Frame, The Political
and Deal Frame and The Symbolic Frame. These frames are how we piece together the
specific aspects of an organization. They help us organize an organization by
looking specifically at how and why it’s structured the way it is. Once we recognize
this, we can restructure the organization to make it more efficient and purposeful.
The Structural Frame focuses on an organization's goals and objectives. It focuses
on the work between individuals and units using rationality, not personal preference.
These structures must be designed to fit an organization's circumstances, and any
problems that occur can be remedied using analytics. The Human Resource Frame
looks at people’s skills, attitudes, energy, and commitment. If knows that people and
organizations need each other, as individuals find meaningful and satisfying work,
while organizations get the talent and energy they need to thrive. The Political
Frame recognizes that organizations are groups of very diverse individuals. Values,
beliefs, interests, information, and perceptions all differ, which can create conflict
when combined with scares resources. The discussion seems to always be about
who gets what and why. Goals and decisions are brought up by negotiating and
bargaining with each other. Finally, The Symbolic Frame is the glue that holds
everything together. This frame unites everyone with shared beliefs and values,
while focusing on what things mean, and why they're important. These frames
although helpful, can also be a detriment to an organization is one if focused on too
specifically, and others fall by the wayside. Structural Frames focus only on rules
and policies, HR Frames can cling to a romantic view of human relationships,
Political Frames create mistrust and in consideration for the common good, and
Symbolic Frames can seem like filling information that is unimportant. In reality,
organizations need to focus on all 4 frames to develop an overarching frame that
works. Companies need policies and rules in place while creating lasting
relationships with individuals who work together for a common goal, with a common
vision, who can negotiate and strive for greatness. This cannot be achieved without
all 4 frames, and if an organization doesn’t see it like this, they likely need to
restructure.
McLeod, S. (2007, June 05). Bolman & Deal frameworks. Retrieved December 07,
2017, from http://bigthink.com/articles/bolman-deal-frameworks
117 Student will show knowledge of HDF 412 Within our HDF 412 class we talked about how to have Crucial Conversations, and
elements of a Crucial Conversation the best ways to do that. The idea of crucial conversations comes from the text
New and steps to maintain dialogue and titled “Crucial Conversations” by Patterson, Grenny, McMillan, and Switzler. Crucial
move to action (Patterson, conversations are said to start from the heart, meaning that the individual looking to
McMillian & Switzler) have the conversation should focus on themselves before looking to work with
another. Coming into a conversation is best when you have thought about each
other’s points of view beforehand, and go into the discussion with a plan that starts
from the heart. Focus on what you really want, and refuse the fools choice. People
that are skilled in having these conversations stay focused throughout the talk, and
focus on the right motives. It is best to master your story, making your story your
path top action. Secondly, we should learn to look. When having a discussion, you
should be sure to make your environment safe for all, while realizing when an
environment is no longer safe. Continue watching for content and conditions that
may be unsafe, trying your best to keep those conditions safe. This relates to
staying focused on the issue at hand, rather than using fallacies in your arguments.
When learning to look, it is important to know the two categories of safety problems.
Within a discussion, people tend to turn to either silence or violence. This generally
happens when individuals are uncomfortable or agitated. Remember, trying to keep
the conversation safe and focused can help with these issues. Recognize when you
or your partner is turning to these strategies, and move the conversation away from
these coping mechanisms. The third category of a crucial conversation is making it
safe, something I spoke about earlier. Ways to keep the conversation safe is to
apologize when necessary, focus on things that you both agree with, and seek a
mutual purpose with the CRIB method. This method stands for Commit to seek
mutual purpose, Recognize the purpose behind the strategy, Invent a mutual
purpose, and Brainstorm new strategies. You are almost never going to come out of
a crucial conversation fully happy, so make sure to focus on progress rather than
perfection. The last segment as spoken about above is to master your story.
Understand that others don’t make you mad, but you make you mad. By utilizing the
path to action by telling a story can be the best way to come to a mutual
understanding.
Patterson, K., Grenny, J., McMillian, R. & Switzler, A. (2012). Crucial conversations:
Tools for talking when stakes are high (2nd Ed.). New York: McGraw-Hill.