Ginagfinalinventory

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

Date Enrolled: 09/2015
Date of Graduation: 05/2019
*The Outcomes & Evidence Progress Inventory is the intellectual property of the Center for Student Leadership Development (CSLD)
at the University of Rhode Island and cannot be reproduced in part, or in its entirety, without the written permission of the acting
Assistant Director of the CSLD.
Leadership Inventory Revised 08/22/2017 1

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

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

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

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

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

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

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

*Additional classes may be appropriate and therefore added to the list; see CSLD for the most updated list or bring a class that you think should be an elective
AAF 300: Civil Rights Movement in the US COM 402: Leadership and Motivation (capstone option) HDF 416: Leadership in Organizations
BUS 341: Organizational Behavior COM 407: Political Communication HDF 417: Leadership Minor Internship
BUS 342: Human Resource Management COM 415: The Ethics of Persuasion HDF 437: Law & Families in the U.S.
BUS 441: Leadership & Motivation (capstone option) COM 421: Advanced Interpersonal Communication HDF 450: Introduction to Counseling
BUS 443: Organizational Design & Change COM 422: Communication and Conflict HPR 118: Honors Course in Speech Communications
BUS 448: International Dimensions of Business COM 441: Race, Politics and the Media HPR 203: The Prepared Mind
BUS 449: Entrepreneurship COM 450: Organizational Communication HPR 412: Honors Seminar (capstone option)
COM 100: Communication Fundamentals COM 461/462: Managing Cultural Differences in Organizations MSL 101: Introduction to Military Leadership
COM 202: Public Speaking CSV 302: URI Community Service MSL 201: Leadership & Military History
COM 208: Argumentation and Debate GWS 150: Introduction to Women’s Studies MSL 201: Military Skills and History of Warfare
COM 210: Persuasion: The Rhetoric of Influence GWS 310: Race, Class, Sexuality in Women’s Lives MSL 202: Leadership & Team Building
COM 221: Interpersonal Communication GWS 350: International Women’s Issues MSL 301: Leadership & Management
COM 250: Small Group Communication HDF 190: First‐Year Leaders Inspired to Excellence (FLITE) PEX 375: Women in Sport ‐ Contemporary Perspectives
COM 302: Advanced Public Speaking (introductory course option) PHL 212: Ethics
COM 308: Advanced Argumentation HDF 290: Modern Leadership Issues (introductory course PSC 304: Introduction to Public Administration
COM 322: Gender & Communication option) PSC 369: Legislative Process and Public Policy
COM 351: Oral Comm. in Business & the Professions HDF 291: Rose Butler Browne Program Peer Mentoring Program PSC 504: Ethics in Public Administration
COM 361: Intercultural Communication HDF 412: Historical, Multi‐Ethnic, & Alternative Leadership SOC300/WMS350: Women and Work
COM 383: Rhetorical Theory (capstone option) THE 221: Stage Management
COM 385: Communication and Social Influence HDF 413: Student Organization Leadership Consulting THE 341: Theater Management
HDF 414: Leadership for Activism and Social Change
HDF 415: FLITE Peer Leadership

BECOMING A POSITIVE LEADER THROUGH DEVELOPMENT & INVOLVEMENT
Wilson, 1998 (URI Memorial Union / Center for Student Leadership Development)
Revised after the publication of Exploring Leadership: for College Students Who Want to Make a Difference by Komives, McMahon and Lucas, 1998.
You need to have your own act together before you can lead others:
2. Lead Yourself
 Time management
 Organization
1. Know Yourself  Self care
 Self discipline
Lead Others  Strengths  Perseverance
 Weaknesses  Develop and maintain family,
 Values PROGRESS
interpersonal, and intimate relationships
 Needs  Academic, social, personal goals and
P  Styles
R objectives
o Learning
O o Teaching
G o Personality P
R o Membership R
E o Leadership O
S G
RE-EVALUATE R
S
former stages E
as you progress S
4. Develop and Refine
Skills S
 Leadership theory and

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

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

Outcome Category: Self-Leadership
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
1. Student will demonstrate autonomy and a N/A Attending College I see myself as a very indecisive person when it comes to make big decisions that will impact the rest
minimized need for approval of my life. I always strive to be the best and want the absolute best outcome possible. Deciding where
I wanted to go to college was one of the hardest decisions of my life. I applied to about twelve different
schools to keep my options open. I was interested in traveling far from home. My mom wouldn’t allow
me to go to Florida so I had to choose between some smaller SUNY state schools, URI, Delaware, or
Maryland. I ended up not getting into the nursing school in Delaware so I knew it wasn’t meant to be.
All of my friends were attending SUNY state schools, but I wanted to branch out and meet many more
people coming from a small town. Although I was nervous and didn’t really want to attend URI because
my brother went here. In the end, believe I made the best decision coming to URI.
See evidence #1.
2. Student will demonstrate personal, BUS 201 Agenda Going away to college calls for self-discipline. If you can’t balance your social and academic life, you
organizational, and academic examples of BUS 202 Cheat Sheet will not be successful. There will always be opportunities to go out or stay in for the night to get your
self-discipline work done for the following week. You must make the choice, or sacrifice that will benefit you in the
end. If you have a big test coming up but it’s your best friend’s birthday and you promised her that you
would go out you must plan accordingly. Don’t sleep in and waste your day, get up and study as much
as you can so you can enjoy your night with your friend. The best thing that helps me get my work
done is writing everything down that is due in advanced so I can plan my week ahead of time. If I don’t
write something down, it will not get done. I like to be very organized with my school work and with my
bedroom. I don’t like not knowing where something is, especially if I’m in a rush and I have to wear a
certain outfit that day so my closet is color coordinated.
See Evidence #2
For my Financial and Managerial Accounting (BUS 201 & 202) classes, I was allowed to make a “cheat
sheet” that was allowed on the exam. From being a well-organized person, I jumped on this
opportunity to make a well-organized sheet to help me during my exam. For each exam, my professor
gave us the order in which the exam would follow so I organized my sheet according to the exam. This
helped me with my academic self-discipline as well, knowing it would take me hours to organize and
bring all the information together on one page back and front. I still have these study sheets saved to
my computer because I know they will help me with my future business courses.
See Evidence 2A.
3. Student will demonstrate the ability to N/A Passing of a loved one Junior year of high school, my dad was diagnosed with Esophageal cancer. My mom sat my brother
manage emotions and I down right before I had to go to basketball practice. I didn’t know what to think… When you hear
your best friend has cancer, your heart stops for a minute. You ask yourself why him, what did he do to
deserve this? How long do I have left? Why did my mom think it was the right idea to tell me before I
had to go play basketball and act like nothing was wrong in front of my team? Maybe she couldn’t hold
it in any longer or maybe it was just because we were all together under the same roof. I had to collect
myself for practice because I was not ready to talk about it with my friends.
The doctors were unsure about how long he had left, so we planned a trip to St. Thomas for that
upcoming Christmas for ten days. We wanted to make the best of whatever remaining time we had left.
January of my senior year, he passed away. Senior year was the busiest year for me and I couldn’t let
this get me down. I couldn’t miss my AP classes because the exams were coming up, I had to plan
senior ball and also go to junior prom to crown the next queen, it was also basketball season so I
couldn’t miss practice, and definitely didn’t want to miss the games. It was not seeing him in the stands
hard especially because my dad was my biggest supporter and at every game. After the wake, we had
a game with the biggest rival in our conference. I couldn’t miss it for anything. They did a moment of
silence for me and the only thing I wanted to do was cry. If I cried, I knew it would’ve messed up my
game for the night, so I stayed focused and we won against our biggest competition.
Whenever someone brings up how they hate how their dad if he says they’re not allowed to go out for
a night, or something so small I always want to be like at least you still have your dad in your life. It isn’t
easy managing my emotions, but it has made me the strong women I am today. It is still unreal to me
that my best friend is no longer here but I have the absolute best guardian angel that is watching over
me.
4. Student will demonstrate knowledge of Yoga Every Friday at 5:30, my friends and I attend Hot Yoga at the top of campus. An older girl in my
stress management methods sorority teaches it. Until I started going to these classes, I never knew how stress can physically feel
like it’s holding you down. “The practice of yoga allows students to find stillness in a world consumed
with chaos.” I didn’t realize how good I would feel until after an hour class of yoga. The stress from the
week was lifted off my shoulders. I am now able to relax and not worry about every little thing that went
wrong the past week.
See evidence #4
Personal Experience has taught me that preparation is an important aspect of reducing stress. I have
learned that I must write down all of the upcoming assignments that I have due a week in advance to
be able to get every assignment due on time, and to also fit working at the Chophouse Grille, working
at the gym and also going to the gym into my busy schedule. Working out has also helped me to
reduce my stress level. I have realized I need a mixed balance in order to manage my stress.
See Evidence #4A
5. Student will demonstrate the ability to BUS 201 Basketball Throughout my high school career I have always been involved in many extracurricular activities.
manage stress BUS 202 Playing a sport each season, being the President of my graduating class, treasurer of National Honor
Society, and also a part of our high school business club. In high school I also had a job and was able
to maintain high honor roll grades in college level courses. I have continued my involvement in college
as well. Being a part of the fraternity Alpha Phi, a campus representative for the Platinum
Entertainment Group, and also working part time. With any sort of school work, it comes with stress. If
you add extra-curricular activities and working part time, you must have good time management skills
to manage your stress. Working out and going to $5 hot yoga has helped me relieve stress after a long
day.
At the beginning of my core classes for my major (accounting), I thought that college would be a
breeze. Then, as the year progressed, I noticed I started to have some trouble. I felt rushed through
the course outline packets that we went over in class and was forced to seek out an Accounting tutor. I
am constantly completing an assignment due for accounting, whether it’s a 15 page homework packet,
an online quiz on Wiley or Connect, team projects, or making a cheat sheet (that we are allowed to use
on the exam).
Financial and Managerial Accounting (BUS 201 & 202) has taught me that if you procrastinate and do
not keep up to date on your assignments, you will fall behind. It has also taught me that if you don’t
allow yourself to fall behind, you can excel at any given subject. I took my time and fit each assignment
into my schedule for the week, along with visiting the professor’s office hours and also going to the
tutor’s to get the help and guidance that I needed. Through my hard work and dedication, I received a
B+ in Accounting which I am very proud of. Currently in Managerial Accounting I have an A and I hope
to maintain that letter grade. Going to the tutor has helped me manage my stress because they would
explain what we went over in class very thoroughly. I didn’t have to teach myself the material so it
relieved the stress I was having.
See evidence 5A.
6. Student will express a personal code of
leadership / membership ethics
7. Student will demonstrate practice of the
personal code of ethics

8. Student will express a personal values HDF 290 VIA Be honest with yourself and you won’t have to worry about what anyone says or thinks about you,
statement (Sources = VIA, values PHL 212 because you know the truth. My top strength from the VIA was honesty. I believe honesty is the key to
clarification exercises, etc.) your success throughout life. Being honest with yourself goes a long way and being honest with others
proves you’re a trustworthy person. No one likes a liar. Lying isn’t worth the consequences.
See Evidence #4
In PHL 212, Dr. David Prentis taught the class about morals. As I am maturing into the women I am
today, I have realized that everyone was raised differently. Not everyone has the same morals as I do.
Many people including some one my so called “friends” don’t have respect for each other, or each
other’s property. For example, when I let someone borrow something of mine, I expect them to take
care of it better than they would if it was their own. From what I’ve seen, many people don’t have the
same mind set as me and are careless when it comes to my belongings. I lent a friend some shoes,
and they came back scuffed, I let a friend wear one of my new shirts that I just got before I even wore it
yet and she got it stained. The simple, minor things such as having respect have taught me not to trust
everyone around you and don’t expect anything from anyone because you never know what could
happen.
9. Student will demonstrate practice of the
personal values statement
10. Student will demonstrate the ability to SPA 102 N/A At least once a semester, I have been assigned a team project. Most of the time, professors decide to
lead a project from start to finish (follow- BUS 365 grade the team as a whole rather than individually. If one person in your group didn’t put any effort in
through) they will get the same grade. Getting good grades is very important to me so I always take the
initiative to get everyone’s phone numbers and emails to start a group chat to plan when we will be
meeting to do the project. One example is in Spanish 102, we had to make a video speaking in
Spanish about a trip we wanted to go on. Many of the group members did not show up to the meeting
times in the library so I was forced to take the initiative and do most of the work myself. Although I was
very annoyed with my team members, I had to do what had to get done in order to get a good grade.
First, I made the Power point with pictures and the dialogue of what each member had to say
throughout the video. I then set up a time to all meet for the very last time to film the video. I also
edited it myself and submitted it to the professor. Doing all the work was well deserved because my
group received a 97 and that helped my overall final average.
In my marketing class (BUS 365), we were put in teams on the first day of the semester. Since then,
we have had many group projects due. Two presentations, and one twenty page term paper as a group
due by the end of the semester. Working with two other guys, I decided to take the initiative and began
the process of communicating to get the projects completed. We started a group chat since everyone
is constantly on their phones it makes it easier to get a response back less than a minute later. I then
opened up a PowerPoint and shared it with my team members on a google drive. We picked a time to
meet up to decide how to split up the presentation. Our presentation consisted of presenting the most
important aspects of Chapter 18 from our marketing text book. Since we were the last group to present,
ours had to be the best. We met every other day prior to presenting. We also rehearsed the
presentation many times and made flash cards to ensure we wouldn’t make a mistake in presenting.
Our professor was very pleased with our work and we received an A.
See Evidence 10A.
11. Student will describe goals and objective If you don’t have goals in life, you wouldn’t have a purpose for the work that you do every day.
statements regarding personal issues, Personally, I have always wanted to be successful because who wouldn’t? And I don’t mean the type
career issues, and community issues of success where you have money and the perfect family with children and a steady job. I want to give
back to the world by donating money to cancer research. Seeing my dad suffer through radiation
made me wish there was a cure. I don’t like seeing people in pain especially someone who meant the
world to me. I would also like to see equality throughout gender and race. Nothing bothers me more
than someone who makes comments about those of a different race. I believe we are all equal and
one day I hope the world will realize that as well.

12. Student will show evidence of goals and Ram Fund In the beginning of the semester, I always set goals for myself. This semester I wanted to become a
objectives that were planned and better public speaker and I also wanted to excel in all my classes to receive a 4.0 for my final semester.
achieved I joined Ram Fund because we have to present weekly and we aren’t allowed to have a notecard or
look back at the slides. We are preparing for our fidelity presentation where we present which stocks
we bought in front of 50 professional analysts. If you asked me if I could see myself doing this 3 years
ago, I would’ve said hell no! Throughout this semester I built up the confidence to speak in front of
other analysts on what we did for the semester and to also be able to answer any questions they may
have after the presentation.
See Evidence #12
13. Student will show knowledge of the PSY 113 N/A The Hierarchy of Needs by Maslow is composed of a five tier model of basic human needs. Maslow
“Hierarchy of Needs” theory by Maslow believed that people possess a set of motivation systems unrelated to rewards or unconscious desires.
When I was in high school, I took a psychology class for college credit. My professor spent a lot of
time going over this theory and used the visual pyramid to help us better understand. The five stage
model is divided into deficiency and growth needs. One must satisfy the lower level needs before
progressing on to meet higher level needs.
1. Biological and Physiological needs- air, food, drink, shelter, warmth, sex, sleep.
2. Safety needs- protection from elements, security order, law, stability, freedom from fear.
3. Love and belongingness needs- friendship, intimacy, trust and acceptance, receiving and giving
affection and love, affiliating (being a part of a group).
4. Esteem needs- achievement, mastery, independence, status, dominance, prestige, self-respect, and
respect from others.
5. Self-Actualization needs- realizing personal potential, self-fulfillment, seeking personal growth and
peak experiences.
Every person is capable and has the desire to move up in the hierarchy toward a level of self-
actualization. Since I learned this model, I have used this in my life to motivate myself to become a
better person and fulfill my needs.
http://www.simplypsychology.org/maslow.html
See evidence #13
14. Student will show application of Maslow’s
theory to own life
15. Student will show knowledge of the theory
of Superleadership by Manz & Sims
16. Student will show application of Manz &
Sim’s theory to own life
17. Student will describe StrengthsQuest HDF290 In HDF 290, we were required to take the StrengthsQuest to reveal our top 5 strengths. My strengths
Signature Themes, shadow side of include being an achiever, include, restorative, and. These top 5 strengths helped immensely as an
Strengths and/or weaknesses, and SOLC facilitator. As an includer, I can make sure everyone feels comfortable and enjoys participating
examples of application (Source = Gallup) in activities and also the debrief. As an achiever, I can focus on reaching the organizations goals. As a
restorative leader, I get excited when a problem arises. I am always eager to solve an issue. I enjoy the
challenge of analyzing the symptoms, figuring out what is wrong, and coming to a conclusion. The
experience of facilitating connects with the Wilson Model Theory. First, you must know yourself before
you lead others; your strengths, weaknesses, values, and needs. You must have good time
management and organization skills, and also self-care and self-discipline to keep yourself on track. To
lead others, you must broaden your perspective and understand them as well. As a leader, I work to
achieve the best and accomplish goals, include everyone, have critical thinking skills and communicate
effectively.
See Evidence #17
18. Student will describe personal leadership HDF 290 Strengths Quest- Leadership Retreat My personal leadership style is self-leading.
style and/or personality style including I enjoy being placed in a leadership role. In high school, I was president of my class and also captain
strengths and weaknesses and examples of my varsity basketball team. As captain and the only senior on the team, I had to set an example for
of application (Sources = Leadership style the younger girls on the team. I took practice very serious, as basketball being my favorite sport, I had
inventories, the L.P.I., Type Focus the desire to win. Practice is the time where you can improve your skills and most of the younger girls
(MBTI), LAMP, DISC, and other career wanted to fool around and didn’t take the coach as serious. Leading by example, I never fooled around
inventories, etc.) during practice, only before and after. They began to see how focused I was and started to follow my
lead. At certain points in practice I had to pull some girls aside and talk to them about how they should
take it seriously if they wanted to win. I had to make it clear to them that they weren’t only hurting
themselves by fooling around, but letting down the team if they continued. No one acted up after I
talked to them individually and we began to work better as a team and win.
The Strengths Quest showed that my top 5 strengths were achiever, include, restorative, responsibility
and belief.
According to the GALLUP Strengths Quest:
1. Achiever: People in this theme have a great deal of stamina and work hard. They take great
satisfaction from being busy and productive.
2. Includer: People in this theme are accepting of others. They show awareness of those who feel left
out, and make an effort to include them.
3. Restorative: People in this theme are adept at dealing with problems. They are good at figuring out
what is wrong and resolving it.
4. Responsibility: People in this theme take psychological ownership of what they say will do. They are
committed to stable values such as honesty and loyalty.
5. Belief: People in this theme have certain core values that are unchanging. Out of these values
emerges a defined purpose for their life.
See Evidence #18
file:///C:/Users/ginag/Downloads/SQ_QRefGd_en-US_081816_bk.pdf
Outcome Category: Leadership Theories

Outcome Target Additional Descriptive notes regarding learning and practice
class Experiences
19. Student will show HDF 290 N/A The “Authority and Bureaucracy” theory of leadership shows several different perspectives on how leaders can establish themselves in systems of
knowledge of the authority. In this theory, there are three different types of leaders: Bureaucratic, charismatic, and traditional. Traditional leadership proposed that
“Authority and rational-legal Charismatic authority rests on appeal of leaders and is based upon a belief in the divine or inordinate attributes of the person giving
Bureaucracy” theory of order. Orders were obeyed because the person giving them were empowered to do so through legal sanction. Bureaucratic structures evolved
leadership Weber from traditional structures. Unlike traditional form where duties delegated by leader and changed at any time, responsibilities were clearly defined
and activities are distributed as official duties. According to Weber, in order to be a successful leader, one must transition between leadership
styles.
Dan McNeil presented this theory in HDF290 so that we could learn how to apply it in the real world.
http://kannanpersonal.com/learning/management/bureaucracy.html
See evidence #19
20. Student will describe
personal application of
the above theory
(Weber)
21. Student will show HDF 290 N/A The main objective of the Scientific management theory is to improve economic efficiency, focusing on labor productivity in the fastest way
knowledge of the possible. The saying “work smarter, not harder” is the idea of this theory. To be a leader who uses Scientific Management Theory, you must
“Scientific understand the four principles. Principle one is to use scientific methods to create laws and rules. Principle number two is to Principle number
Management” theory of three is to divide work and responsibility between workers and managers so that the managers can spend their time planning and the workers are
leadership by Taylor not doing tasks that are not intended for them. Principle number four involves the division in which responsibility largely rested on the workers. A
manager or supervisor should evaluate the tasks being performed to ensure their workers are using the courses of action that has the most effect.
This theory ignores the individual differences and also ignores the economic interests of workers and management are rarely identical.;
http://www.vectorstudy.com/management-schools/scientific-management
See Evidence #21/21A
22. Student will describe CSV 302 URI 101 When Steven and I were co-mentors to our 20 freshmen, we had similar goals of “managing” and implementing our goals. We created and
personal application of implemented a syllabus for the use of an entire semester with objectives and due dates. Each assignment helped to develop to growth of students
the above theory individually, academically and socially. Before coming to class every day, Steven and I met up to plan the upcoming class. We evaluated each
(Taylor) assignment and activity before presenting it to our class to make sure it aligned with the course of action that had the most effect.
See Evidence #22
23. Student will show HDF 290 N/A Management by Objectives theory is a leadership theory that has become present in almost every company across the world. This theory clarifies
knowledge of the specific goals throughout the whole organization so that employees of all levels can work together. Every level of management in the organization
“Management by participates in the strategic planning process and creation of performance systems. This calls for each level of managers to identify their goals for
Objectives” theory of every area they are responsible for. The role of the management is to monitor an evaluate performance. The focus is on the future rather than on
leadership by Drucker the past. They check progress frequently. There are many pros and cons to this theory. MBO increases motivation to complete smaller goals,
increases the relationship between managers and subordinates, and also increases communication. Some cons to this theory are that it is very
systematic, time consuming and tedious, and there is no room to change along the way.
In HDF 290, we studied Management by Objectives in class and discussed the different scenarios where it could be applied. Joseph Corcelli
presented the MBO system. See evidence #23
http://communicationtheory.org/management-by-objectives-drucker/
the above theory
(Drucker)
25. Student will show HDF 290 N/A Theory X and Theory Y was presented by Douglas McGregor. And still to date, he is one of the most popular management authors.
knowledge of “Theory Theory X assumes that the employees are naturally unmotivated and that they have to be controlled by the manager. The average human being
X and Theory Y” theory has an inherent dislike of work and will avoid it if he can. Because of their dislike for work, most people must be controlled and threatened before
of leadership by they will work hard enough. Theory X is more of an authoritarian style of leadership. This theory is applied in larger scale production environments.
MacGregor Theory Y is the complete opposite of Theory X.
In Theory Y, management is decentralized, and assumes employees are motivated. The expenditure of physical and mental effort in work is as
natural as play or rest. Most people prefer to be managed by Theory Y… a more laid back work environment. Control and punishment are not the
only ways to make people work. Imagination, creativity, ingenuity can be used to solve work problems.
Hailey Flavin presented this theory in HDF 290. See evidence #25
http://accel-team.com/human_relations/hrels_03_mcgregor.html
the above theory
(MacGregor)
27. Student will show HDF 290 N/A “The Servant-leader is servant first… it begins with the natural feeling that one wants to serve, to serve first. In Servant Leadership, the leader
knowledge of the serves a role that involves working as a type of servant to his followers. They are constantly focusing on providing the means for their followers to
“Servant Leadership” achieve their true potential. A servant-leader focuses primarily on the growth and well-being of the people and the communities to which they
theory of leadership by belong. This theory requires a passion for doing something good that will benefit another person more than it will benefit yourself. There are 10
Greenleaf characteristics that support servant leadership. Those include: listening, empathy, healing, awareness, persuasion, conceptualization, foresight,
stewardship, commitment to growth of people and building the community. Servant leaders must have those traits to serve as a servant leader.
William Kuckel presented this theory in HDF 290. See evidence #27
The information that I used in this example was found at https://www.greenleaf.org/what-is-servant-leadership/
the above theory
(Greenleaf)
29. Student will show Principle centered leadership depends on a consistent, compatible and unified response from an organization. The combination of mission,
knowledge of the principles, values and vision has to be shared across the workforce. Covey’s research identified that managers across the USA recognized that
“Principle Centered “organizational culture” was one of the most important contributing factors to the development of quality within a company or business. With this in
mind he developed the theory of principle centered leadership which sought to improve quality and productivity, through the enhancement of

Leadership” theory by personal and professional relationships and offer a more balanced and rewarding life experience for adherents. Covey’s central principles are
Covey security, guidance, wisdom, and power.
1. Security- our sense of worthy, identity, emotions, self-esteem, and personal strength
2. Guidance- the direction we receive in life
3. Wisdom- a sense of balance, judgement, discernment, and comprehension
4. Power-the capacity to act, the strength and courage to accomplish something
These principles point us in the right way and show us the direction we need in our everyday lives.
http://keithdwalker.ca/wp-content/summaries/m-p/Principal-Centred%20Leadership.Covey.EBS.pdf
See evidence #29
the above theory
(Covey)
31. Student will show HDF 290 N/A
knowledge of the “14 Deming’s 14 Points on Quality Management. These 14 points are a set of practices that management should enact if they want to achieve a shift in
Points / TQM” theory of culture:
leadership by Deming
1. Create a constant purpose toward improvement; you want to inspire the workers to stay competitive in the market.
2. Adopt a new philosophy; customer demands and tastes change fast.
3. Stop depending on inspections; instead of inspecting the product for quality after production, infuse quality after production.
4. Use a single supplier for any one item; minimizing total cost by working with one supplier.
5. Improve constantly and forever; improving quality and productivity only comes by improving the system.
6. Use training on the job; a trained worker has more productivity and quality than an untrained one.
7. Implement leadership; a company will display a huge growth if leaders are identified and encouraged.
8. Eliminate fear; fear robs people of pride and joy in their work and kills all forms of intrinsic motivation.
9. Break down barriers between departments; must work as a team to foresee problems.
10. Get rid of unclear slogans; eliminate quotas on the factory floor and use quality control.
11. Eliminate management by objectives; focus on quantity not quality.
12. Remove barriers to pride of workmanship; supervisor’s responsibility must be focused on quality, not numbers.
13. Implement education and self-improvement; a person must grow after joining a company… let them learn new technology and techniques.
14. Put everybody in the company to work accomplishing the transformation; transformation is everybody’s job.
I, Gina Giles presented Deming’s 14 points in HDF 290. See evidence #31
https://www.hci.com.au/deming-a/
the above theory
(Deming)
33. Student will show HDF 290 N/A Visionary leaders lead people to a common goal by telling their groups where they are going without telling them how to get there. This type of
knowledge of the leader lets the group figure out the best possibility to a problem. A visionary leader has many key qualities and should be able to express and
“Visionary Leadership” understand others feelings along with their own, be confident in themselves and their decisions, and also have good presentation skills.
(now often cited as Transformational leaders are leaders that inspire their group and wand make them want to get things done. This type of leader has clear goals and
“Transformational knows what they want to get done and how it’s going to get done. Some qualities of a transformational leader include offering support and
Leadership”) theory by encouragement to others, charismatic, and focused on doing their best to help their followers succeed.
Sashkin A transformational leader enacts visionary leadership by having clearly stated short term goals that they are consistently working on.
Alexa Morales presented this in HDF 290. See evidence #33.
the above theory
(Sashkin)

35. Student will show HDF 290 N/A Individuals in Organizations
knowledge of the When something goes wrong, it is suggested for many, to look for another strategy that will address and work within the governing variables.
“Individuals in According to Argyris, this is single-loop learning. This seems to be present when goals, values, and frameworks are taken for granted. An
Organizations” alternative response is to question to governing variables themselves, to subject them to critical scrutiny. This is known as the double-loop
leadership theory by learning. This involves questioning the role of the framing and learning systems which underlie actual goals and strategies.
Argyris Max presented this theory in HDF 290. See evidence #35
http://infed.org/mobi/chris-argyris-theories-of-action-double-loop-learning-and-organizational-learning/

the above theory
(Argyris)
37. Students will HDF 290 N/A Bill Grace created the 4-V’s and model of ethical leadership development to help leaders expand their skills in moral development, human
demonstrate development, leadership development, and community development.
knowledge of the “4 1. Values; ideally what we make decisions based on. A good leader has their core values and uses them throughout their life.
V’s” theory of 2. Vision; your perspective and how you view your actions. It is important to be aware of one’s self through self-reflection so that you can have a
leadership by Grace proper vision.
(Center for Ethical 3. Voice; how leaders make their visions known. Good leaders are able to appeal and persuade while remaining credible and trustworthy.
Leadership) 4. Virtue; the center of this model. Doing good and having good morals is paramount to being a good leader.
Values and Vision are what the group uses as a guide for their actions. These two V’s are used consistently by group members when making
decisions. Voice is the effort put forth by leaders to establish their followers. A group can begin to work together in an efficient consistent manner.
Austin Ramos presented the 4-V’s in HDF 290. See evidence #37
the above theory
(Grace)
39. Student will show HDF 290 N/A One of the most useful leadership theories that I learned in HDF 290 was Situational Leadership. There is no single “best” style of leadership.
knowledge of the BUS 365 There are different scenarios that can occur where a leader has to adjust what they’re doing to suit their followers. Hershey and Blanchard focused
“Situational this around the idea that the style of leadership a person uses must fit the maturity level of the person that they’re leading. The leader’s behavior
Leadership” theory by has two independent main components: directive and supportive behavior. Directive is characterized by the leader giving detailed rules and
Hersey & Blanchard instructions and monitoring closely that they are followed. The leader decides what is to be done, how it is to be done, and when it is to be done.
Supportive behavior is characterized by the leader listening, communications, recognizing, and encouraging. The degree of the leader’s directive
behavior is then determined by the follower’s behavior to direct his own work. The behavior rests on mutual respect and trust, understanding and
openness, and close human contact and warmth. The four quadrants with their different combinations that represent the four different leadership
styles are Directing, Coaching, Supporting, Delegating. It may be appropriate to use different styles with the same follower when he/she is
performing different tasks. The follower’s qualifications may be more appropriate for some tasks than others. These leaders learn to demonstrate
the four core, common, and critical leadership styles which is to:
1. Diagnose: understand the situation they are trying to influence
2. Adapt: adjust their behavior in response to the contingences of the situation
3. Communicate: Interact with others in a manner they can understand and accept
4. Advance: Manage the movement.
Dino Boyd presented this leadership theory in HDF 290.
See Evidence #39
The first day of BUS 365, my professor introduced Situational Leadership theory. As a leadership minor, I was familiar with this theory because we
learned about it in HDF 290. He gave us a handout with the definition of Leadership, Task, Relationship, Follower Maturity, Willingness, and Ability.
He strongly believes in this theory and uses it to teach his students. The first day of class he silenced us and made us get in order of our birthdays
from January to December. After everyone thought they were in the correct spot in the line, we said our birthdays in order. Some people were in
the wrong spot and the professor got angry with them. He put us into groups according to our birthday. Our first assignment was to memorize the
six definitions word for word for a quiz the next class. From this assignment, he could tell who was mature enough to complete the task. He
addresses each assignment through this leadership theory. He decides what it is to be done, how it is to be done, and when it is to be done.
See Evidence #39A
40. Student will describe As a URI 101 Mentor, I believe Steven and I used Situational Leadership to lead our students in the classroom. I agree that there is not only one
personal application of correct way to lead and you must handle every situation differently than the next. We approached each situation differently, whether it was helping
the above theory the students with their resumes or answering questions appropriately about our opinion of the business school, Greek life, upcoming classes to
(Hersey & Blanchard) take, or living on/off campus.
Although each student was a freshmen transitioning into college, everyone had a different level of maturity. Some were away from their families for
the first time ever and some lived only 15 minutes from school. We had to get to know our students and build trust with them as well to have an
effective classroom.
See Evidence #40
41. Student will show HDF 290 N/A According to Komives, leadership is “a relational and ethical process of people together attempting to accomplish positive change.” This model
knowledge of the relies heavily on building a relationship your group members. This model acknowledges the diverse talents of group members and trusts the
“Relational Leadership” process to bring good thinking to the socially responsible changes group members agree they want to work toward. Relationships are the key to
model by Komives, leadership effectiveness. There are five components of this process which includes:
McMahon & Lucas 1. Empowering- encouraging members to actively engage and get involved
2. Purposeful- committing to a common goal or activity
3. Process-oriented- being aware of the way a group interacts and the impact it has on the group’s work
4. Inclusive- understanding, valuing, and engaging all aspects of diversity
5. Ethical- Being guided by a system of moral principles
https://www.uta.edu/leadership/_downloads/The-Relational-Model.pdf
See Evidence #41
the above theory
(Komives et al)
43. Student will show HDF 290 N/A Constructivism is a basic theory about how people learn. People are thought to construct their own understanding and knowledge of the world,
knowledge of the through both experiencing things and reflecting on those experiences. In order to learn, we must ask questions, explore, research and continually
concept of re-asses what we know. When we have the opportunity to learn something new, we process the new information in the context of what already
constructivism know, who we are, and our own unique experiences. In HDF 290, we were taught this theory and it also had a constructivist setting. Constructivist
classrooms differ from traditional classrooms. In a constructivist classroom, the learning is interactive, building on what the student already knows.
The assessment includes student works, observations, and points of view. Knowledge is seen as dynamic, ever changing with our experiences.
On the other hand, in a traditional classroom, materials are in textbooks, learning is based on repetition, assessment is through testing (correct
answers) and the curriculum begins with the parts of the whole and emphasizes basic skills.
See evidence #43
44. Students will describe
personal examples of
implementing
constructivism
45. Student will HDF 413 Individual Research David Kolb’s experiential learning theory work on two levels: a four stage cycle of learning and four separate learning styles. Kolb states that
demonstrate “learning involves the acquisition of abstract concepts that can be applied flexibly in a range of situations.
knowledge of the 1. Concrete Experience- doing or having an experience
Experiential Learning 2. Reflective Observation- reviewing or reflecting on the experience
Model (Kolb) 3. Abstract Conceptualization- concluding or learning from the experience
4. Active Experimentation- planning or trying out what you have learned
http://www.simplypsychology.org/learning-kolb.htmlpf
See evidence #45.
This semester in HDF 413, we learned about the experiential learning in leadership development theory. This theory involves four distinct learning
styles. Perception Continuum, which is how we think about things and Processing Continuum. Perception Continuum, involves Concrete
Experience (CE) (feeling) and Abstract Conceptualization (AC) (thinking). Perception Continuum is our emotional response, or how we think or
feel about it. Process Continuum involves Active Experimentation (AC) (doing) and Reflective Observation (RO) (watching). This process also
involves how we approach a task. According to Kolb, people naturally prefer a certain single different learning style. This process represents a
learning cycle where the learner “touches all the bases.” Immediate experiences lead to observations and reflections which then are absorbed and
translated into abstract concepts with implications for action. There are four Kolb learning styles. Assimilating deals with AC and/or RO. This is for
a more logical approach, ideas are more important than people. Diverging deals with CE and/or RO. These people are able to look at things from
different perspective and are sensitive. They rather watch than do. Converging deals with AC and/or AE. These people solve problems and use
their learning to find solutions to practical issues. Accommodating deals with CE and/or AE. This learning style is more “hands-on” and relies on
intuition and other people’s analysis.
http://www.businessballs.com/kolblearningstyles.htm
See evidence #45A.
the Experiential
Learning Model (Kolb)
47. Student will show HDF 290 N/A
knowledge of the The Social Change Model is geared toward those who strive to make a positive change. The goals of this model is to enhance student learning and
“Social Change Model development; specifically, in self-knowledge and leadership competence. The approach to leadership development is embedded in collaboration
of Leadership and concerned with fostering positive social change. This is not something that can be done by one person. It can take one person to spark the
Development” by Astin desire for social change but overall it may take an entire community for any sort of change.
et al The individual: What personal qualities are we attempting to foster and develop in those who participate in a leadership development program?
What personal qualities are most supportive of group functioning and positive social change? (Development of personal qualities, self-awareness,
personal values)
The Group: How can the collaborative leadership development process be designed not only to facilitate the development of the desired individual
qualities but also to effect positive social change? (Emphasizes on collaboration and interaction between group and the individual)
The Community/Society: Toward what social ends is the leadership development activity directed? What kinds of service are most effective in
energizing the group and in developing desired personal qualities of the individual? (To bring about change for the common good)
The 7 C’s of Leadership include:

1. Consciousness of Self
2. Congruence
3. Commitment
4. Collaboration
5. Common purpose; to work with shares aims and values
6. Controversy of civility
7. Citizenship
Brianna and Anisa presented this model in HDF 290. See evidence #47.
http://mu.uri.edu/leadership/PDFs/The%20Social%20Change%20Model%20of%20Leadership%20Development.pdf
the above theory (Astin
et al)
49. Students will The Leadership Identity Development Model is centered toward an individual discovering what their personal leadership style is as they experience
demonstrate life. The six concepts include awareness, exploration, leader identified, Leadership Differentiated, Generativity, and Integration. In the first stage of
knowledge of the Awareness, involves a beginning recognition that leadership was happening “out there somewhere.” As children, students became aware of
“Leadership Identity national and historic figures who were leaders. Leaders also include authority figures in their lives such as teachers, or parents. Stage two is the
Development Model” Exploration concept which includes students beginning to experience themselves interacting with peers by seeking opportunities to explore their
by Komives et al numerous interests. They sought new friendships in group setting such as boy/girl scouts, sports, dance lessons, religious youth groups, and more.
Stage three of Leader Identified, students believe that leadership was a position and therefore the person in that position was a leader, If one was
not the positional leader, then one was a follower or group member and looked to the leader for directions. They believed the responsibility of the
leader was to get the job done. The fourth stage is Leadership Differentiated which involves the participants differentiating their view of leadership
and seeing it as what an individual did as a positional leader, but also saw leadership being exhibited by non-positional group members. “The
process of leadership is much more important than the outcome.” In the fifth stage of Generativity, students show an ability to look beyond
themselves and express a passion for their commitments and care for the welfare of others. The choices they made based on their interests in
stage three now became commitments to more transcendent purposes. The final stage is Integration. Those students in stage six had integrated
their view of themselves as effective in working with others and had confidence they could do that in most any context. If they said “I am a leader,”
they meant they could work from anyplace in the organization to accomplish its purposes.
https://www.researchgate.net/publication/236823848_A_Leadership_Identity_Development_Model_Applications_from_a_Grounded_Theory
50. Students will describe
the above theory.
(Komives et al)
51. Students will
demonstrate
knowledge of the
Strengths-
Development Model by
Hulme et al
the above theory
(Hulme et al)
53. Student will Michigan Leadership Studies is a behavioral Leadership Theory that indicates the Institute for Social Research at the University of Michigan
demonstrate conducted empirical studies to identify styles of leader behavior that results in higher perfomance and satisfaction of a group. The studies showed
knowledge of behavior two distinct styles of leadership; Job-Centered Leadership and Employee-centered Leadership. Job- Centered includes managers using this
theories of leadership behavior pay close attention to subordinates’ work, explain work procedures, and are keenly interested in performance. Managers using employee-
from Michigan and centered leader behavior are interest in developing a cohesive work group and ensuring that employees are satisfied with their jobs. The studies
Ohio State found that both the styles of leadership led to increase in production but it was slightly more in case of production of job-centered style. The use of
direct pressure and close supervision led to decreased satisfaction and increased turnover and absenteeism. The employee-centered approach led
to improved work-flow procedure and more cohesion in interactions resulting in increased satisfaction and decreased turnover and absenteeism.
Instead of restricting to traits of leaders, they concentrated on the behavior of leaders.
The Michigan Leadership Studies were conducted around the same time as the Ohio State Leadership Studies which also identified the focus on
task and people. Michigan added “Participative leadership” to the Ohio findings.
https://iedunote.com/michigan-leadership-studies
the above theories
(Michigan & Ohio
State)
55. Student will Charismatic Leadership Style relies on the charm and persuasiveness of the leader. Charismatic leaders are driven by their convictions and
demonstrate commitment to their cause. They are sometimes called transformational leaders because they share multiple similarities. They often try to make
knowledge of the status quo better. What sets charismatic leaders apart is that they are very skilled communicators, verbally eloquent, and also able to
Charismatic leadership communicate to followers on a deep, emotional level. These leaders are identified in times of crisis and exhibit exceptional devotion to and
expertise in their fields. They have a clear vision in business or politics and the ability to engage with a large audience. It depends on the leaders’
personality and actions of the leader not just the process or structure. Some examples of Charismatic Leaders include Martin Luther King Jr,
Winston Churchill, and Mother Teresa. Charismatic Leaders inspire people to work together for a common cause. They fight for quality of life and a
better world with their courage of convictions.
https://online.stu.edu/articles/education/what-is-charismatic-leadership.aspx
the above theory
57. Student will The contingency approach to leadership states that that leader’s effectiveness is contingent upon with how his or her leadership style matches to
demonstrate the situation. The leader must find out what kind of leadership style and situation he or she thrives in. “There is no one best style of leadership.” It
knowledge of was developed by Fred Fiedler in 1958 during his research of leader effectiveness in group situations. He believed that one’s effectiveness to lead
contingency approach depended on their control of the situation and the style of leadership. This theory is not concerned with having the leader adapt to a situation,
to leadership by rather the goal is to match the leader’s style with a compatible situation. Task-oriented leaders are most effective when their positional power is
Fiedler high as well as the task structure. People or relation-oriented leaders perform their beset when the relationship levels between themselves and
followers are the greatest. A situation is defined by three factors in the contingency theory.
1. Leader-Mentor Relation- how the leader interacts with employees
2. Task Structure- how tasks are set up by the leader
3. Positional Power- the amount of power a leader has over followers
https://oer.missouriwestern.edu/rsm424/chapter/contingency-theory-of-leadership/
the above theory
(Fiedler)
59. Student will The Path-Goal leadership theory is based on specifying a leader’s style or behavior that best fits the employee and work environment in order to
demonstrate achieve a goal. The goal is to increase your employees’ motivation, empowerment, and satisfaction so they become productive members of the
knowledge of Path- organization. It is based on Vroom’s expectancy theory in which an individual will act in a certain way based on the expectation that the act will be
Goal theory by House followed by a given outcome and on the attractiveness of that outcome to the individual. Path-goal theory was originally introduced by Martin Evans
and then further developed by House. It can be best thought of as a process in which leaders select specific behaviors that are best suited to the
employees’ needs and the working environment so that they may best guide the employees through their path in obtainment of their daily work
activities(goals). It follows three basic steps. 1. Determine the employee(experience, ability, locus of control) and environmental characteristics
(design of task, formal authority system, work group)
2. Select a leadership style(Directive, Supportive, Participative, Achievement)
3. Focus on motivational factors that help the employee succeed
See Evidence #59
http://www.nwlink.com/~donclark/leader/lead_path_goal.html
the above theory
(House)
61. Student will The Leader-Member Exchange theory first emerged in the 1970s. It focuses on the relationship that develops between managers and members of
demonstrate their teams. There are three stages that all relationships between managers and subordinates go through.
knowledge of Leader 1. Role-taking: occurs when team members first join the group. Managers use this time to assess new members’ skills and abilities
Member Exchange 2. Role-Making: New team members begin to work on projects and tasks as part of the team. Managers usually expect that new team members
(LMX) theory by will work hard, be loyal, and prove trustworthy as they get used to their new role. If team members prove themselves, they’re often subconsciously
Dansereau, Graen & put into the in-group. This is made up of the team that mangers trust the most. They give these members most of their attention, providing
Haga; Graen & challenging and interesting work and offering opportunities for additional training and advancement. If team members betray the trust of the
Cashman; Graen manager, or prove they’re unmotivated or incompetent, they’re put into the Out-group. This group’s work is often restricted and unchallenging and
they often have less access to the manager and don’t receive opportunities for growth.
3. Routinization: During this last phase, routines between team members and managers are established. In-group members work hard to maintain
the good opinion that their managers has of them by showing trust, respect, empathy, patience, and persistence. While Out-group members may
start to dislike or distrust their managers. They may have to change departments or organizations in order to “start over” because it is difficult to
move out of the Out-group.
https://www.mindtools.com/pages/article/leader-member-exchange.htm
the above theory
(Dansereau, Graen &
Haga; Graen &
Cashman; Graen)
63. Student will The substitutes for leadership theory proposes that situational factors make substitute for leadership. There are factors that may neutralize
demonstrate leadership for example prevent the leader from taking action. They may be situational or organizational (job design, cohesive work group) or
knowledge of follower characteristics (ability, training, previous experience). Well-designed jobs that provide clarity, meaning, and intrinsic motivation should
Leadership Substitutes require little guidance and inspiration from a leader. A highly cohesive group will also be capable of working without close supervision. The models
Theory theoretical propositions predict that leadership substitutes will act as moderators in the relationship between leadership and effectiveness.
“Although main effects of leader substitutes on outcome measures have been found, moderating relationship are often difficult to demonstrate.”
https://www.le.ac.uk/oerresources/psychology/organising/page_13.htm
the above theory
65. Student will
demonstrate
knowledge of Models
of leader emergence
the impact of traits on
leadership emergence
and performance
67. Student will
demonstrate
knowledge of Chaos
approach to leadership
by Wheatley
the above theory
(Wheatley)
Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership
Outcome Target class Additional Descriptive notes regarding learning and practice
Experiences
69. Student will demonstrate how
cultural anthropology /
paradigms relate to leadership
70. Student will describe personal
example of using cultural
anthropology / paradigms as a
leader
71. Student will demonstrate The Cycles of Socialization has many steps. In the beginning, we are born into a world with the mechanics and oppression
knowledge of the “Cycles of already in place. We have no consciousness, no choice, blame, or guilt. We inherit bias, stereotyping, prejudice views, and
Socialization” (Harro) theory habits without or permission. First, we are socialized by people that we love and trust, and taught to follow their rules (mostly
and its uses in leadership family/friends). They shape our self-concepts and perceptions on others. They also shape our dreams, values, expectations,
and sometimes our futures. Second, we are consciously and unconsciously bombarded with messages about who should
have the power and who should not by all the institutions we encounter. This includes education, religion, medicine law,
government, businesses, and more. We are brainwashed by our culture: media, language, patterns of thought, holidays, and
song lyrics. Third, there are enforcements. A system of rewards and punishments keeps us playing by the rules. Those who
stay in line are sanctioned, while those who don’t are punished, persecuted, stigmatized, or victimized by discrimination. With
these steps, comes results. This socialization leads to bad outcomes for those with and without power. Something then makes
us begin to think, to challenge, and question the system. This cycle continues because we do nothing about it/ We live with or
promote the status quo, we fail to challenge, question, or think about what’s wrong with this picture, we choose to not make
waves. This circle is all connected by the core that keeps us in the cycle. Some of the notions that keep us from exiting the
circle are fear, ignorance, obliviousness, insecurities, and confusion.
See Evidence #71
http://depts.washington.edu/geograph/diversity/HarroCofS.pdf
72. Students will demonstrate
personal application of the
“Cycles of Socialization”
(Harro)
73. Student will demonstrate The Cycles of Liberation includes change within the core of people about what they believe about themselves. It starts with
knowledge of the “Cycles of waking up and getting ready. The empowerment of yourself with introspection, education, and consciousness raising. Gaining
Liberation” (Harro) theory and inspiration, authenticity and connections and dismantling diminishing beliefs, collusion, privilege, and internalized oppression.
its uses in leadership The next step involves reaching out. The movement out of self toward others, seeking experience and exposure, and naming
injustices. Building a community involves working with others for two reasons. One including people “like us” for support, and
the other being people “different from us” for building coalitions questioning assumptions rules, roles, and structures of a
system. Next is coalescing, this includes organizing, action planning, lobbying fund raising, education, and more. Being a role
model an ally, transforming anger to foster leadership of targets and move into action. Next is creating change, this involves
critically transforming institutions and creating a new culture. The final part of the cycle is maintaining this change, by
spreading hope and inspiration, living our dreams, taking care of ourselves and others, and accepting accountability. The
model is held together by self-love, hope, self-esteem, balance, joy, support, security, and the authentic love of others.
See Evidence #73
https://geography.washington.edu/sites/geography/files/documents/harro-cycle-of-liberation.pdf
74. Student will demonstrate
“Cycles of Liberation” (Harro)
knowledge of the
“Configuration of Power”
(Franklin) and its relationship
to leadership
“Configuration of Power”
(Franklin)
knowledge of racial identity
development (Cross &
Fhagen-Smith; Rowe, Bennett
& Atkinson; Ferdman &
Gallegos; Kim; Horse; Renn
etc.)
model(s) of racial identity
development above
79. Student will demonstrate Gender identity development play’s a great role in people’s lives. Gender interacts considerably with many important aspects
knowledge of models related of life including career paths, social barriers and opportunities, personal perceptions, and even the talents we choose to
to gender / identity / gender nurture. It is important to note the differentiation between gender and sex. Sex is referred to a biological distinction between
identity development (Lev; women and men based upon their anatomical, psychological, or chromosomal properties. Gender is referred to sociocultural
Bussey; Bussey & Bandura; distinction on the bases of traits and behavior. Gender and gender identity are terms that were designed to define individuals’
Bilodeau; Gilligan; Belenky et outward behaviors, traits, and attitudes. When a person’s gender identity does not match the sex they were assigned at birth,
al; etc.) they are referred to as transgender. While people whose gender identity does not match their sex at birth are known as
“cisgender.” Bilodeau used the term “genderism” to describe the set of rules and expectations society imposes on individuals

to exhibit behaviors consistent with their observed sex. When children are born, they are immediately assigned a sex and
assumed gender. Under genderism, a society may inhibit opportunities for gender exploration for those who believe they may
not identify with their observed sex but in this society, unfortunately, there are consequences. Bullying, harassment, isolation,
and violence are common concerns of transgender individuals in genderist societies.
https://acpacsje.wordpress.com/2018/02/15/gender-identity-development-theory-critiques-and-new-perspectives-by-
carson-williams/
80. Student will demonstrate HDF 413 In HDF 413, It was a requirement to become safe zone trained. This included learning all-inclusive language, gender
personal application of pronouns, and has allowed me to connect with many others by creating a welcoming, safe, and inclusive space leading others.
model(s) of gender identity This will help me especially when I am a manager/owner of a company to connect with the LGBTQ+ community. The Safe
above Zone training was a safe place to ask questions, to be vulnerable, and to learn. My absolute best friend from home is gay and I
now feel more comfortable discussing certain topics with him and I know which appropriate terms to use.
See Evidence #80

knowledge of additional social
identity development model(s):
Sexual ID, Faith & Spirituality,
Disability, Social Class (Dillon
et al; Fowler; Parks; Astin et al;
Peek; Smith; Johnstone;
Gibson; Forber-Pratt &
Aragon; etc.)
82 Student will demonstrate
additional social identity
development model(s) above
83. Students will demonstrate Peggy McIntosh is a women’s studies scholar with sociological inclinations. She describes white privilege as “an invisible
knowledge of McIntosh’s package of unearned assets”. The questions posed by McIntosh’s analogy focus on whether we can consider the interactions
theory of privilege and its between all prejudice in solely terms of maintaining white privileges, while other factors arise. She argues how a white
relationship to leadership perspective of racism is conditioned by “something that puts others at a disadvantage”, not something that puts white people
at an advantage. She also argues that it is hard to disentangle the aspects of “unearned advantage which rests more on
social, economic class, race, religion, sex, and ethnic identity. White individuals are not taught to think of themselves as racist
because racism is taught as an active element, rather than through the invisible systems that confer dominance. She listed 50
privileges that include things like regularly being surrounded in everyday life and in media representations by people who look
like you and the ability to avoid those who do not. They key point of this list is that they are not typically available to or
experienced by people of color in the U.S. They experience racial oppression and white people benefit from this.
https://medium.com/@JohnJLindsley/peggy-mcintosh-1997-291-describes-white-privilege-as-an-invisible-package-of-
unearned-assets-732c671f5fb5
McIntosh’s theory
85. Student will describe the
differences and similarities of
individual and institutional
oppression and relationships
to leadership (Source = Three
Dimensional Matrix of
Oppression)
knowledge of relevant laws
and policies related to issues
of equity and its relationship to
leadership (i.e., Title IX,
Affirmative Action, Protected
Classes, etc.)
87. Student will show knowledge According to the Social Change Model of Leadership, a change agent is a person who has the understanding, motivation, and
of effective leadership as it skills to create a positive change. To be a change agent, one has to understand that change is a process that will be met with
relates to change agency resistance at all levels. As a leader, in order to be an effective change agent, one should have and be comfortable with
ambiguity and the transitions between programs. They should also demonstrate an ability to articulate a vision and a
willingness to take risks in order to make a difference. Effective leadership in relation to being a change agent entail the
understanding that you have the responsibility to make a positive difference with a possible slow change process. Patience
and willing to step out of a comfort zone is also important when ensuring a more positive future for the organization.
https://naaee.org/sites/default/files/lunenburg_fred_c._managing_change_the_role_of_change_agent_ijmba_v13_n1_2010.pdf
88. Student will describe personal
examples of being a change
agent
knowledge of the “Model of
Intercultural Sensitivity” by
Bennett and its uses in
leadership
90. Students will demonstrate
“Model of Intercultural
Sensitivity” by Bennett
91. Student will demonstrate The ally Action Continuum consists of 8 steps to support oppression and confront oppression.
knowledge of the ally Action 1. Actively Participating: Includes telling oppressive jokes, putting down people from target groups, intentionally avoiding target
Continuum by Griffin & Harro group members, discriminating against target group members, verbally or physically harassing target group members.
2. Denying: Enabling oppression by denying target group members are oppressed. Does not actively oppress, but by denying
that oppression exists
3. Recognizing, No Action: Is aware of oppressive actions by self or others and their harmful effects, but takes no action to
stop this behavior. This is the result of fear, confusion, lack of knowledge, and what to do
4. Recognizing, Action: Recognizes actions of self and others and takes action to stop it.
5. Educating Self: Taking actions to learn more about oppression and the experiences and heritage of target group members
by reading, attending workshops, seminars, cultural events, etc.
6. Educating Others: Moving beyond only educating self to question and dialogue with others too. Rather than only stopping
oppressive comments or behaviors
7. Supporting, Encouraging: Supporting others who speak out against oppression or who are working to be more inclusive of
target group members
8. Initiating, Preventing: Working to change individual and institutional actions and policies that discriminate against target
group members, planning educational programs or other events working for passing of legislation, etc.
http://stepupprogram.org/docs/handouts/STEPUP_Action_Continuum.pdf
Action Continuum by Griffin &
Harro
93. Student will show knowledge The Multicultural Organization (MCO) is an organization that seeks to improve itself of enhance its competitive advantage by
of the Multicultural advocating and practicing social justice and social diversity internally and externally to the organization. They are 6
Organizational Development assumptions that support the MCOD Theory.
Model (Jackson) 1. Training is required but it’s not the silver bullet- systems, policies, and practices must also be addressed.
2. Avoid labeling the organization- conduct an assessment of what is and begin the work at that point

3. A vision of what the end state looks like and transparent data of the current state are required
4. Data assessments should include tangible areas that matter to the organization
5. The organization must own both the “real” and the “ideal” and in order for the process to be effective
6. Diversity, inclusion, and culture changes will need a champion and the work must be connected to strategic objectives
Once the organization makes the decision to pursue the goal of becoming multicultural, the MCOD change process begins.
The process has 5 main components.
1. Identification of the change team- committed to diversity and inclusion efforts
2. Determination of system readiness- determine if the system is ready to begin it’s work or would some foundational ground
work need to take place first
3. Organization Assessment/Benchmarking- Get a clear picture of where the organization currently is and how far it has to go
to become and MCO
4. Change Planning and Implementation- The organization is ready to develop a specific change plan and goals.
5. Evaluate and Renew- Upon reaching key goals, the organization is ready to evaluate and renew its efforts of becoming an
MCO
See Evidence #93
http://inspirusconsulting.com/tools-insights/mcod-multicultural-organization-development-five-questions-must-address-
attempting-initiate-diversity-inclusion-multicultural-work/
94. Student will show personal
application of the Multicultural
Organizational Development
Model (Jackson)
95. Student will show knowledge
of the Multicultural Change
Intervention Matrix (Pope)
96. Student will show personal
application of the Multicultural
Change Intervention Matrix
97. Student will create a personal
code of inclusive leadership
Outcome Category: Critical Thinking
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
98. Student will show knowledge of principles Critical thinking is an active process based on applying analysis, the synthesis of data, and your ability
of critical thinking and fallacies (logic is to assess the information being received. Critical thinking involves certain principles.
used in this minor) 1. Knowledge is acquired only through thinking, reasoning, and questioning. Knowledge is based on
facts while opinions are not.
2. It is only from learning how to think that you learn what to think. To become educated you need to
learn how to gather, analyze, synthesize, assess, and apply data for yourself.
3. Critical thinking is an organized and systematic process used to judge the effectiveness of an
argument. It is void of emotional constrictions and is unbiased.
4. Critical thinking is a skill that can be learned. The meaning is for yourself in what an author or
speaker says, implies, and insinuates.
5. It is a skill set that can be learned. Based on active, logical reasoning, on facts & evidence, and a
desire to learn. The skill of critical thinking is learned by doing and by an inter-change of information
and ideas with others who are assessing.
https://www.usbible.com/Author/critical_thinking.htm
99. Student will demonstrate proficiency of
critical thinking
100. Student will show knowledge of
metaphorical analysis to critically analyze
self and leadership situations
101. Student will demonstrate proficiency of
metaphorical analysis to critically analyze
self and leadership situations
102. Student will show knowledge of at least five With anything in life, there is always a decision to make! Ranging from what to eat for breakfast to
decision making methods what future career you want to pursue. There are a few methods that go into making the right
decisions. Decision making is separated into 7 steps. The first step is to identify the situation and
deciding to address it. The second step is gathering the information so that you can make a decision
based on facts and data. Next, involved identifying alternatives. Once you have a clear understanding
of the issue, it’s time to identify the various solutions at your disposal. For the fourth step, weigh the
evidence. You’ll need to “evaluate for feasibility, acceptability, and desirability.” Next, choose among
alternatives. Be sure to understand the risks involved with your chosen route. The sixth step is to take
action. And finally, review your decision. This step is often over-looked but it is important when making
a decision. Ask yourself what you did well and what could be improved next time.
See Evidence #102
http://meetingsift.com/5-useful-methods-for-group-decision-making/
103. Student will describe personal examples of
having used five decision making methods
104. Student will show knowledge of at least five Problem solving is a critical skill for success in business or leadership. There are five important steps
problem solving / conflict management to problem solving. The first being to define the problem or asking the question “what are you trying to
methods, as well as understanding the solve?” In addition to narrowing down the problem, it is also important to establish a goal of what you
roots of conflicts want to achieve. Next is to brainstorm idea or ask “What are some ways to solve the problem?” The
goal of this is to create a list of possible solutions to choose from. Next, you must decide on a solution
or ask “what are you going to do?” The ideal solution is effective, efficient, and has the fewest
consequences. After you decide on a solution, you must implement he solution. The implementation
requires planning and execution. Finally, you can review the results to know that you successfully
solved the problem.
https://www.humorthatworks.com/learning/5-steps-of-problem-solving/
105. Student will describe personal examples of As one of the Managers of PEG: there is always a problem to solve and that comes with the three of
having used five problem solving / conflict us delegating to make a best decision in regards to the company, whether it’s dealing with drunk
management students or Deciding who is the right performer to come to URI. Whatever we decide must be in the
best interest of the customers and also the company as a whole.
I started in this organization as a freshmen and hoped to eventually become a manager. I never
realized how much thought goes into being a manager and dealing with minor issues. Managers must
think critically and act in the best interest of the company.
Last semester, a problem arose at an event of PEG’s on Block Island. It was the first weekend back to
school and everyone took the ferry from Narragansett to BI to enjoy the days at Ballard’s. During the
event, one girl who wasn’t even 21 passed out from drinking too much. She wasn’t with any of her
friends so the managers and I took it upon ourselves to get her help immediately. Although I didn’t
stop and think every step in detail out, I automatically followed the five steps. First, I knew we needed
to get her help immediately. Second, we didn’t want to leave her alone to go find help so two of us
stayed with her and the other found a paramedic. Third, we realized she wasn’t 21, and that could
affect us, and the venue. Fourth, the paramedics took her for help because health is more important
than getting the company in trouble for someone being under the legal age. And finally, we checked in
on her later that day because we finally found who she came with and she was totally fine.
See Evidence #105

106. Student will demonstrate the ability
to synthesize multiple knowledge
perspectives (course work), competencies
(communication, writing, information
literacy or mathematical/statistical skills)
and responsibilities (global, diversity &
inclusion or civic knowledge)
107. Student will demonstrate knowledge of
leadership that is used in crisis (i.e., James
& Wooten; Garvin; Covey; Frohman;
Lalonde; Schoenberg; Joni; Braden et al;
etc.)
108. Student will describe examples of
leadership in crisis situations (i.e.,
application of James & Wooten; Garvin;
Covey; Frohman; Lalonde; Schoenberg;
Joni; Braden et al; etc.)
Outcome Category: Interpersonal and Organizational Concepts & Skills
Outcome Target Additional Descriptive notes regarding learning and practice

class Experiences
109. Student will Listening is one of the most important skills you can have and how well you listen has a major impact on your quality of relationships and your job
demonstrate effectiveness. We must listen to others to obtain information, understand, enjoy others, and to learn. A few active listening techniques you can use to
knowledge of help you become a more effective listener include paying attention, show that you’re listening, provide feedback, defer judgement, and respond
active listening appropriately.
techniques Active listening is also known as the Soler Theory. The Soler theory shows how nonverbal communication can make an individual feel comfortable,
secure, and understood.
S- Sit Squarely; important on how you position yourself in relation to the speaker, make sure your face is engaging and interested
O- Open; your posture should convey a sense of comfort so the speaker does not get intimidated
L- Lean; lean towards the person to show that you care and are intrigued about what the speaker is saying
E- Eye; Eye contact is a vital part of non-communication, it shows interest and concern
R- Relax; Relaxing shows that you have time to listen to all their concerns attentively and not in a rush
https://www.mindtools.com/CommSkll/ActiveListening.htm
https://prezi.com/uxgpxa11pbfm/soler-theory/
110. Student will
describe
examples of
using active
listening skills
111. Student will This model shows how and where a group decision starts, forms, and concludes. Groups normally begin by identifying and assessing a problem
demonstrate (Probable entry). The next step is to gather and evaluate information about the problem or decision. The group then creates a variety of alternative
knowledge of proposals for handling the problem and discusses the objectives it desires to accomplish given the problem. Lastly, the objectives and alternative
functions of proposals are evaluated, and a decision is made. Group communication is greatly influenced by each of its members and there can be a wide variety
group of outcomes or answers. There a four aspects of group influence that should be discussed in order to understand how a group comes to a
communication compromise or answer.
by Hirokawa http://zimmer.csufresno.edu/~johnca/spch100/9-5-hirokawa.htm
112. Student will
describe
personal
application of
functions of
group
communication
(Hirokawa)
113. Student will HDF 290 In HDF 290, we had a few case study assignments. One case study was to read about a family and provide them with guidance on the situation
show knowledge acting as a third party without telling them what to do. We weren’t allowed to tell the family what they should or should not do without being bias
of techniques similar to what a counselor or therapist would do. This is a technique regarding giving and accepting feedback because we do not want to tell others
regarding giving there is a correct or incorrect way of going about a certain situation. This was a very difficult paper to write because I was unable to give my opinion
and accepting of on what exactly the family had to do, I just had to give them options. I shared with my classmates my paper to revise it and to make sure I remained
feedback unbiased. I helped them correct their papers as well. This was another example of giving and accepting of feedback.
See Evidence #113
114. Student will HDF 413 Recently in HDF 413, we had a resume and cover letter workshop. We had to bring in four resumes so that others could critique it and help make changes for the
describe didn’t know too well. We all traded resumes to mark it up and give each other feedback based on our knowledge of how a resume should be.
examples of Having others opinions steered me in the right direction. They helped me to better my resume so that I could score the perfect job in the future.
giving and See evidence # 114
accepting
feedback.
115. Student will The 7D coaching model is a primary framework though a series of steps that ensure both a thoughtful and comprehensive approach to the client’s
show knowledge agenda. The 7 steps include declaring, defining, distinguishing, differentiating, developing, deciding, and determining. First, it begins with the client’s
of the 7D declaration of desired focus for the session and their attempt to define the hope for change/improvement. This helps the coach to direct their agenda
coaching model as it fits to their ongoing interests, needs, and wants. The 3 middle D’s (distinguish, differentiate, develop), assist with the expansive thought and
(Knott) analysis of the client. Distinguishing is how the client’s world is translated into the agenda of the coach. Differentiating involves what worked for us
and what strengths were amplified. Developing calls upon a reflection and the key lessons learned in the process of coaching. Then, a decision is
made when to make the change and how to bring about it. Lastly, it uses shared evaluation (determination) to close and simultaneously to lever that
outcome to renew the process.
See evidence #115.
http://elizabethsillman.yolasite.com/resources/The%2B7%2BD%2BModel.pdf
116. Student will
demonstrate
personal
application of the
7D Model (Knott)
117. Student will If you can master crucial conversations, you’ll be able to kick start your career, strengthen your relationships, and improve your health. A crucial
show knowledge conversation is defined as a discussion between two or more people where stakes are high, opinions vary, and emotions run strong. These
of elements of a conversations can deepen relationships if they are handled well and can damage a relationship if they are handled poorly. Since they are full of
Crucial emotion, they can spiral out of control. Or, the fear of them spiraling out of control can prevent them from ever happening, even though they are
Conversation necessary for resolving an issue or building a relationship. The authors point of that there are three choices when we face crucial conversations. One
and steps to we can avoid them, two, we can face them and handle them poorly, or three, we can face them and handle them well. When stakes are high and
maintain emotions begin to rise, there are natural responses built into our bodies. Adrenaline rises, blood flow is altered, muscles tense etc. These are all part
dialogue and of the natural fight or flight responses that are built into our physical system as a matter of survival. By keeping the conversation logical and safe for
move to action all parties, the parties can more clearly communicate. In a positive crucial conversation there are seven steps. Start with heart, learn to look, make it
(Patterson, safe, master my stories, state my path, explore others’ paths, and move to action.
https://newhorizonpartners.com/crucial-conversations-by-patterson-grenny-mcmillan-and-switzer/

McMillian &
Switzler)
118. Student will
describe
examples of
engaging in a
Crucial
Conversation
119. Student will HDF 413 SOLC In HDF 413, and SOLC, we learned about Kolb’s Experiential Learning Cycle which is a model used for students to learn through intentional and
demonstrate guided reflection. The cycle is divided into four different parts including concrete experience, reflective observation, abstract conceptualization, and
knowledge of active experimentation. During the concrete experience, as a facilitator, you are responsible for creating an environment where the participants can
facilitation learn through a hands-on experience. In order to do this, one has to pay close attention to what is going on and be prepared to share their
techniques observations afterward of what went on to the group. Reflective observation refers to what the facilitator focuses on in the activity. They must ask the
participants to describe their feelings about the activity and how the group worked together. Active experimentation includes the “now what?” It tells
the facilitator to challenge the participants to apply the general lessons that they learned to specific situations that they may face in the future.
Concrete experience can be helpful as well because as a facilitator is requires you to be responsible and paying attention to the activity as it
proceeds. All four parts of the cycle are crucial when facilitating a group.
See Evidence #119
120. Student will SOLC As a facilitator for SOLC, we work to promote and use peer leadership to help URI’s student groups to effectively achieve their goals. As a consultant,
demonstrate we plan and facilitate individually designed workshops and retreats. For my first shadow experience, I learned that you may have to make some last
proficiency of minute changes. There was originally supposed to be 90 participants that day but only about 45 were present. The President of the organization
facilitation wanted to go through with the retreat so we were forced to combine our groups of facilitators and works as a team. This was not an issue, we quickly
techniques chose what activities we wanted to do from our original agendas. From my co-facilitation experience, I quickly learned that each organization is
uniquely different and some are higher functioning than others. This group was higher functioning than my shadow experience especially because
many of their upperclassmen members were present. I have learned how to quickly adapt to fit each group to fit their needs and fit the activities within
the time scheduled. Instead of rushing the activities to complete them, we took our time and let the group solve it out on their own. And we also added
little challenges throughout the activity.
See Evidence #120
121. Student will HDF 413 SOLC Being in HDF 413 and SOLC has taught me the correct ways to facilitate activities and also de-briefing techniques. By shadowing facilitators, it gave
demonstrate me a chance to see the correct ways to facilitate and then de-brief with the group after they completed the set task. I noticed that the facilitators
knowledge of de- related the questions to the goals of the group and it helped the members of the organizations open up and realize that they all have the same
briefing common goal. With more experience facilitating, my skills with facilitating and also de-briefing will improve.
techniques As a class assignment, my team had to present the class with an activity and then facilitate it. Our topic was on inclusion. We facilitated “cross the
line” to prove to the class that everyone has similarities and felt included. After the activity, we conducted a debrief. As a class, we realized we have
many similarities such as having siblings, pets, and the obvious one, we all go to URI.
See Evidence #121
122. Student will
demonstrate
proficiency of de-
briefing
techniques
123. Student will
demonstrate
knowledge of
framing based
on psychology
and its use in
group facilitation
124. Student will
demonstrate

proficiency of
framing based
on psychology
and its use in
group facilitation
125. Student will HDF 413 In HDF 413, we learned about the four frames for reframing organizations by Bolman and Deal. “Reframing requires an ability to understand and use
demonstrate multiple perspectives, to think about the same thing in more than one way.” Organizations must have certain goals and objectives to be successful.
knowledge the The four frames consist of structural, human resources, political and symbolic.
four frames of The structural form is just about structure. They have plans which lead to their goals, coordination and control, specialization and clear division of
organizations, objectives. If there is a gap, they must re-structure. Rationality prevails over personal preferences. Structural ignores everything outside of rules and
and the meaning policies. The human resource frame is based on human needs. “People and organizations need each other.” Organizations need people’s talents,
of reframing by ideas, and energy and people need salaries and opportunities. They bounce off of each other, a good fit benefits both. Human resources can cling to
Bolman and Deal the romantic view on human nature. The political frame regards power and resources. Power is the most important asset. The most important
decisions involve who gets what of the scarce resources. Organizations in the political frame are coalitions of diverse individuals and interest groups.
Their goals come from bargaining and negotiating. Political can create cynicism and mistrust. In symbolic framing, culture is the glue that holds an
organization together. Culture unites people because of shared values and beliefs. What an event means to the organization is the most important
aspect, not what happens. People create symbols to resolve confusion, increase predictability, find direction, and to anchor hope and faith. Symbolic
can be seen as fluff.
See evidence #125
126. Student will HDF 413 In HDF 413, we learned about the four frames by Bolman and Deal. My freshmen year of high school, I became President of my graduating class.
describe My sophomore year, I transferred to a private school to play basketball. When the public school reelected a President, they instantly realized that the
personal new president was very controlling and made all the decisions for her best interest and not the class as a whole’s interest. When I transferred back to
application of the public school my junior year, I ran for President and got reelected after not being there for a year. I spoke to my fellow classmates and heard
organizational about the previous President being controlling. I realized I quickly had to reframe the structure of the executive board or my class would not be happy
analysis using with me. I had big plans for my graduating class; planning the best prom possible, being able to have a senior trip, and also because we don’t have
the four frames senior prom, a senior ball. I needed my followers to be on the same page as me. I believe we all had the same vision.
of organizations, See Evidence #126
and breaking the
frame / reframing
(Bolman and
Deal)
127. Student will President of Being President of my graduating class, I was in charge of organizing each meeting after school and informing my classmates when and where the
show knowledge graduating class meeting was.
of organizing We had a Facebook group so I usually posted the information on there. I had to write up a plan so I was prepared about what I wanted to discuss.
meetings / A lot of planning went into spirit day, junior prom, senior skip day, senior trip, and senior ball. I made a calendar with all of the dates and times of all
setting agendas / the events that my class and I had planned. Leading meetings came natural to me. I went to a smaller high school with about 130 kids in each so I
and leading knew all of them very well and I was comfortable leading them.
meetings A part of taking HDF 413 involves joining SOLC this Spring semester. I have had the opportunity to organize a meeting times when everyone is
Available, setting the agenda as a group of what activities we plan to do for the upcoming weekend, and to finally lead or facilitate a retreat.
SOLC helps organizations become better functioning, more inclusive, and more beneficial to campus as a whole. For my first co-facilitation,
we met on the Wednesday before the retreat to discuss the organizations goals and incorporate those into what activities they should complete.
In order for the retreat to go as planned, we made an agenda with exact times. We estimated how long each activity would take so we could make
the most of out the time we had with the organization.
See evidence #127

128. Student will As one of the managers of Platinum Entertainment Group (PEG), It is my job to take polls in our group chat with all 50 members to see when
describe everyone is available to meet. I also am in charge of setting an agenda of the meetings, and an hourly agenda of what needs to be done the day of
personal an event or concert. Managing 50 reps effectively would not be possible without a set agenda that is split into hourly tasks with specific duties that
examples of each rep and or team needs to accomplish. Without the agenda, the reps would be confused about their tasks and where they are supposed to be.
organizing Having an agenda makes it easier for my boss and us managers to get what we need to get done as well without having to stop and answer
meetings / questions of what needs to be accomplished.
setting agendas / See Evidence #128
leading meetings
129. Student will Parliamentary Procedure is based on the consideration of the rights of the majority, minority, the rights of individual members, absentee members,
show knowledge and all of these groups taken together. It is based on common sense and courtesy. In other words, it is a body of rules, ethics, and customs
of Parliamentary governing meetings and other operations of clubs, organizations, legislative bodies, and more. Self-governing organizations follow this procedure to
Procedure have debates and reach group decisions usually by a taking a vote.
http://meetingsift.com/5-useful-methods-for-group-decision-making/
130. Student will Over the years, I have encountered my fair share of working with difficult people. Not everyone is always going to agree and some people are more
show knowledge stubborn than others. Some ways to deal with difficult people are:
of techniques for 1. Be calm; someone who is calm is seen as being in control, centered, and more respectable
working with 2. Understand the person’s intentions; There is always an underlying reason that is motivating them to act this way
difficult people 3. Get some perspective from others; they may have experienced similar situations and will be able to see things from a different angle and offer a
different perspective.
4. Let the person know where you are coming from; It will enable them to empathize with your situation and have everyone on the same wave length
5. Build a rapport; Re-install the human touch by connecting with them on a personal level
6. Treat the person with respect; no one likes to be treated as if he/she is stupid/incapable/incompetent
7. Focus on what can be actioned upon; acknowledge that the situation has already occurred rather than harp on what you cannot change
8. Ignore; if you tried everything above and the person is still not being receptive, best way may be to just ignore it. You have done all that you can
within your means
9. Escalate to a higher authority for resolution; when all else fails, involve a manager, or someone with a higher seniority level than you. (top-down
approach)
https://www.businessinsider.com/9-useful-strategies-to-dealing-with-difficult-people-at-work-2011-6
131. Student will N/A Part-time Job I have worked in the restaurant business since I was 12 years old. Starting off as a bus girl, then being a counter girl and hostess, moving up each
describe year to finally be a waitress. About two months ago, I decided to get a hostess job at the Chop House Grill in Wakefield, RI. The Chop House is
personal more of an up-scale restaurant, fancier than any place I’ve ever worked at. I caught on very quickly to how they ran their business and I enjoy going
examples of to work. The customers are usually very easy to work with but there have been a couple instances where they can be so rude and inconsiderate. It’s
using techniques not as easy as it looks, seating people and telling them to enjoy your meal. I am a very laid back person so it doesn’t matter where I sit if I am going
to work out to eat, as long as I have a table in front of me, I am happy with that. I didn’t realize how picky people really were until I started working in the
effectively with restaurant business. The tables and booths look all the same to me, why is it so different in the customer’s eyes? The most recent incident was about
difficult people two weeks ago on a very busy Saturday night, a gentlemen and his wife sat themselves up in the loft after coming in the side entrance. We were
booked with reservations for the night, walk-ins had to wait at least 25 minutes for a table. Customers must see the hostess first to get seated and be
put on the wait list. I went up to the gentleman and kindly told him that he could not sit there because we were booked and he had to wait like all of
the others. He insisted on getting up and yelling at me in front of everyone enjoying their meal about how this restaurant hasn’t been the same since
the new owner took it over. He was being very difficult and was very unhappy. My job is to make the customers happy with where they are sitting. I
remained talking to him very calmly. I believed using this strategy helped me. If I snapped back at the customer, it would’ve made the situation worse.
Luckily, my manager saw the entire situation take place and came over to tell him he had to wait like the rest of the walk-ins.
132. Student will HDF 290 The stages of group development include forming, storming, norming, performing and adjourning. These five stages start from the time that a group
show knowledge first meets until the projects ends. It was first proposed by Bruce Tuckman in 1965 who said that these phases are all necessary and inevitable in
of the stages of order for the team to grow, face, challenges, tackle problems, find solutions, plan work, and deliver results. The first step forming involves the team
group getting together for the first time to feel each other out. In this stage, goals are established and defining each member’s roles is also a crucial part to
development forming as well. Conflict is usually avoided during this period. Next is storming. This is the developmental process where challenges usually arise.
(Tuckman/Tuck Team members will sometimes butt heads over work styles and try to gain some sort of hierarchy. Good leaders tend to guide the team through this
process in a constructive manner. During the norming stage, the team has resolved most of its conflicts and grown closer. Each individual member

man & Jensen, has a better understanding of each other’s roles, responsibilities, and strengths. This newfound unity often extends outside of the workplace as
Bennis or others) members begin to socialize in off-hours. At the performing stage of the development, the group is motivated and understand the reasoning for this
project and they continue to achieve their goals. Adjourning was added by Mary Ann Jensen in 1977. This marks the inevitable dissolution of a team
upon reaching its goals. Through understanding and patience, leaders can effectively navigate and reduce the time spent in the earlier stages,
guiding the team toward performing faster.
See evidence #132
https://www.adventureassoc.com/tuckmans-stages-of-group-development/
133. Student will
describe
personal
examples of
group
development in
use
(Tuckman/Tuck
man & Jensen,
Bennis or
others).
134. Student will
show knowledge
of group roles
and how they
contribute to
group dynamics
(Johnson &
Johnson; Benne
& Sheats;
Knowles &
Knowles; etc.)
135. Student will
describe
personal
examples of
group roles and
how they
contribute to
group dynamics
(Johnson &
Johnson; Benne
& Sheats;
Knowles &
Knowles; etc.)
136. Student will For groups to function effectively, each member must attend to both the climate in their group and the process by which they accomplish their tasks.
show knowledge Critical to a healthy climate and an effective process are strong communication skills. To function successfully, members must be able to
of effective communicate clearly on intellectual and emotional levels. Effective communicators can explain their own ideas, listen to others carefully, ask
memberships questions, and can sense how others feel. To work successfully, members also must demonstrate a sense of cohesion. Cohesion emerges as group
skills in groups members exhibit openness, trust & self-disclosure, support, and respect. Members also need to know how to function so that they are productive and
can accomplish their tasks effectively. All group members need to agree on what needs to be done and by whom, give constructive feedback,
develop strategies to problem solve, plan and manage tasks, and know which roles can be filled within a group.
https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/tips-students/being-part-team/teamwork-skills-being-effective-
group-member
137. Student will
describe
personal
examples of
membership
skills in use
138. Student will HDF 413 In this theory, challenge plus support equals growth within organizations and throughout life. We went over this theory in HDF 413. The basic idea is
show knowledge that for growth to occur, a person needs a balanced amount of challenge and support as appropriate for the task. If there is too much support you
of the Challenge don’t learn. If there is too much of a challenge, you will get frustrated. A challenge is a step that pushed a learner to acquire new growth. Supporting
and Support involves an environment that a student can explore who they are in a safe and encouraging way. This ensures successful adaptation. This theory
theory by can be used in many different situations such as advising and counseling. It may be difficult finding a healthy balance of “Challenge and Support.”
Sanford, and its Too much support is otherwise known as “hand holding.” This can hold people back from getting the most out of the situation and developing into who
relationship to they are.
organizations See evidence #138
https://imjoeboe.wordpress.com/2011/04/28/challenge-support/
139. Student will HDF 413 When learning about this theory in HDF 413, I related it to myself to help me better understand the concept. I believe coming to college was the best
describe growth time for me. Moving away from home for the first time, not knowing everyone that I was surrounded by helped me come out of my shell. I
personal learned quickly that college is very different than high school. At first, it was a challenge getting to know my way around campus to get to class on
examples of time. The classes were also very different than what I was used too. With the support of my new roommate, new friends, and my professors, I was
using the theory able to grow into person I am today. Also, applying for my own financial aid, making my own schedule, getting involved with groups and
of Challenge and organizations on my own time has helped me grow as well. In college, your mom is not there to push you along with every step of the way. Yes she
Support is a phone call away but that can make all of the difference. My mom is far enough away that if I need her I can call but it would take her some time to
(Sanford) come all the way to Rhode Island. It’s a good balance because I was able to find out who I am as a person without her on top of my every decision.
See evidence #139
140. Student will HDF 290 Public Speaking is very important. There are two types of public speaking; informative and persuasive.
show knowledge
of the Informative speeches purpose is to inform an audience on a specific topic without being biased or opinionated. If you take the time to thoroughly
construction / research and understand your topic, to create a clearly organized speech, and to practice and enthusiastic delivery, you can be an effective teacher
elements of during your informative speech. The speaker must be very knowledgeable about the topic of their speech. He or she must use basic language if
informative and informing an inexperienced crowd. This is important so that the audience can learn new things.
persuasive Persuasive speeches are intended to convince an audience of one thing or another. These speeches try to change their opinion or get them to
speeches purchase and item. This can be done by highlighting the negative aspects of a competing argument or product. Persuasive speeches are really just
informative or demonstrative speeches at the core but constructed with a deliberate agenda not just to inform an audience but to sway their opinions.
http://www.speechclub.com/content/speeches/speeches-by-purpose/persuasive-speeches
See evidence #140
141. Student will HDF 290 Speaking at At graduation, I wrote a speech and introduced the guest speaker, informing the audience who he was, what he has achiever, and why he was the
demonstrate HDF 413 Graduation guest speaker.
proficiency in http://writing.colostate.edu/guides/page.cfm?pageid=1047&guideid=52
informative and
persuasive In this class, I had the option of choosing either a persuasive or an informative speech to present. I chose to persuade the class about why
public speaking preschools should be part of the public school system in the United States. I discussed the benefits of a child being in a preschools program, where
funding from for preschools comes from, and the future of the public school system. I did not do as well as I wanted. I went over the time limit and did
not get to finish the required elements in the speech. I received a 76.4. I am not the best public speaker. I tend to do better when I have experience
in the topic of the speech I am presenting. For example in HDF 290, I conducted another speech about my interview with my former boss. I worked
for him so it was very easy to inform the class about his business because I knew almost all of the information off-hand. On this speech, I received a
96.2.
See evidence #141
For HDF 413, my group was assigned to present inclusion to the class. We had to inform them of what inclusion was, why inclusion is important,
inclusion in the workplace, and how we can apply this to consulting. A lot of my time and effort goes into presentations and speaking in front of
others. I want to be well informed of the topic I am discussing so if anyone has questions, I could answer them on the spot with a correct answer.
With my group, we each did our own part and then joined it all together for a presentation. We carefully rehearsed the informative presentation to
ensure we did not miss anything. Before presenting, I was a bit nervous but I had to remain confident. We received a 137.6 out of a possible 150
points.
See evidence 141A.
142. Student will On campus Job: As a fitness attendant for the past 3 years at Anna Fasictelli, I was asked to be a part of the interview hiring team. We recently got a new boss and
show knowledge Anna Fascitelli she made the decision of making every current employee reapply and opening up the position for new comers. I was asked to be one of the
of planning and interviewers on a panel of 4 including team leaders, the boss, and the graduate assistant. I came up with the idea of dividing the group into 4 teams of
conducting 3 and gave them two minutes to build the tallest structure they could with 5 sheets of paper. I believe this activity shows who takes the initiative to
interviews (as express their ideas and who can work well together in a team. Both are key qualities that you must have when working in the gym as a fitness
the interviewer) attendant. We evaluated how everyone worked together and if they communicated effectively. After the activity, we discussed how it could be
demonstrated working at the gym.
See Evidence #142
143. Student will HDF 290 N/A For my small business leadership presentation, I interviewed Chris Wolowitz on his donut shop in Point Pleasant, NJ. I thought of questions that
describe UCS 270 followed the rubric but I decided to go into depth because I knew I wouldn’t be able to ask any more questions are the interview was over. I went
personal through each question and thought about how I would reply to that question myself to formulate more follow up questions. My interview went a little
examples of longer than expected, but I felt comfortable that I had received all the information that I needed to write a speech and formulate a paper for HDF 290.
planning and Since he was my former boss and he lives four hours away, I felt comfortable to Facetime him but I did feel the need to dress up nicely so it would be
conducting a little more professional.
interviews (as For my evidence, I used my graded rubric. I followed all of the guidelines and I received a 48.1 out of 50 on the speech.
the interviewer) See Evidence #143
When I was applying to The University of Rhode Island, I applied as a nursing major. I’ve always wanted to go into the health field. When I came to
orientation, I decided to go undecided when picking my classes. UCS 270 is designed to help students figure out what they want to declare as a
major. I was really interested in the business program. As an assignment, we had to interview someone in that field of interest. I decided to
interview Douglas Hales, a professor at URI that was involved in the college of business. I was still unsure what I wanted to do with my career so I
chose Supply Chain Management which in a major within the CBA. I prepared to interview him with a list of questions so I could learn more about him
and the major. By the end of the interview, I wanted to know if I had an interest in Supply Chain Management and Douglas Hales sold me on the
major.
See evidence 143A.
144. Student will HDF 290 Even if you’ve had many interviews before, you should constantly be preparing for the next. Job interviews may be intimidating experiences but if you
show knowledge come prepared, you will nail it. Practice with the possible questions and be sure you’re not speaking too slow or too fast. You want your voice to show
of preparing for confidence and clarity.
and effective Tips for mastering your interview:
answers in 1. Arrive on time, make a good first impression
interviews (as 2. Have good body language
the interviewee) 3. Review common questions that are often asked in interviews such as: What is your work experience related to the job? What are your strengths
and weaknesses? What do you know about the company? Where do you see yourself in five years? Are you willing to relocate?
4. Make sure to ask questions and show knowledge about the company and position you are applying for. This will show you are very interested in
the job.
5. Be able to talk about and explain anything that is on your resume.
6. Dress for the occasion.
In HDF 290, these tips were presented to the class about how to handle an interview.
http://www.jobinterviewquestions.org/interview-guide/how-to-prepare-for-an-interview/
See evidence #144
145. Student will WRT227 As I was preparing for an interview for an internship for the upcoming summer I referred back to the resume and cover letter that I had originally
describe HDF 413 written in WRT 227 last semester. I updated all of the information within the resume and brought it with me to HDF 413 so that my peers could
personal critique and help me improve my chances of scoring the internship. I then updated my resume and met with Allie the day after for extra help with my
examples of resume and also my cover letter. She was able to help me pick out key factors about how I should sell myself to a future employer. She went over
preparing for and certain questions that could come up in the interview. Allie told me to bring two copies of my resume just in case the person who set up the interview
being wasn’t the one interviewing me. She gave me certain questions to ask at the end of the interview to show that I was interested in their company. Allie
interviewed also taught me how to tie my strengths into one of my weaknesses.
I made an appointment with Kathleen Jackson who is the Career Advisor for the College of Business. She gave me some tips as well. She then
conducted a mock interview with me and I took notes of what questions she asked and what she said would be some good answers. She reminded
me to try to relate the question back to the position I am applying for. Kathleen told me to take the business card of whoever interviewed me so I
could email them a thank you letter.
See evidence #145
146. Student will
show knowledge
of effective
collaboration /
coalition building
(Sources:
Cilente/Komives
et al; NCBI; etc.)
147. Student will Ram Ram Fund is split up into the 7 different sectors of the market and in each sector, there is three group members. Throughout the semester, we all
describe Fund work as a three person team to present stocks and voice our opinions to the class. At the end of the semester, we all have to collaborate and work
personal together to make a 100 slide presentation to Fidelity Investments. All semester we work separately pitching stocks to each other separately in our
examples of own team, so at the end of the semester it is a challenge to all agree on what should go into the Fidelity presentation. Because it is the top 15
working in Finance Students, we all had very bright ideas that needed to be voiced. It came together much smoother than I thought and we successfully
collaboratives/co presented our 100 slides presentation to Fidelity analysts.
alitions See Evidence #147
148. Student will
demonstrate
knowledge of
techniques to
communicate
and engage in
difficult dialogues
related to
diversity and
inclusion.
149. Student will
demonstrate
proficiency in
communicating
and engaging in
difficult dialogues
related to
diversity and
inclusion.
150. Student will To be responsible means to be answerable for something within ones powers or control. But to be held accountable means to have the obligation to
describe ways to report, explain, or justify something. A few ways to build accountable organizations between leaders and mentors are:
maintain 1. Clear roles, team leadership and individual ownership: people struggle to be accountable when roles and processes are ambiguous… Removing
accountability in as much confusion as possible about who is doing what and how they will proceed is an important step
leadership / 2. A sense of ownership for team results: each member should have the obligation to seek information, give and receive feedback, and point out the
member need for corrective action at any time.
relationships 3. Freedom, support and control to navigate competing priorities: Most problems have multiple correct answers, so give members the freedom and
control they need to make decisions; support is key
4. It’s not about punishment: No one will be willing to step up, speak out, or try something new if they are in fear of you as a leader
5. It’s about improvement: Accountability is the foundation for creating a learning organization. If you want sustainable high-quality processes, you
need to be able to see what’s working and what isn’t and analyze the cause.

6. The expectation of evaluation: In accountable organizations, no one expects to “stay under the radar” People seek feedback because they know it
is intended to improve the process and add to their knowledge.
7. Integrity Counts: People are called out if they don’t do what they say they will do. A sure sign of low commitment and a clue that something is
missing in your culture of accountability.
https://www.forbes.com/sites/ccl/2012/02/28/7-ways-to-build-accountable-organizations/#3425b75d3cd3
151. Student will
describe
personal
examples related
to maintaining
accountability as
a leader
152. Student will Your success as a leader will be judged by your team’s results. There are seven ways to build great relationships to build a foundation and receive
describe ways to outstanding performance.
build 1. Build a culture of listening: conduct meetings in a way that ensures everyone has a voice and feels listened to, create a thinking environment
relationships 2. Learn to recognize emotion in others: Developing emotional intelligence is crucial component of leadership. Recognize and name emotions in
between leaders yourself and in others.
and members 3. Use Praise: Can be a great motivator; fosters positive emotions and can boost performance… The Gallup Organization surveyed over four million
people and concluded that employees who received regular praise and recognition increased productivity, engaged more with colleagues, and were
less likely to leave.
4. Be a Leader: A leader’s role isn’t to be everyone’s best friend and indulge in office gossip. A leader provides a vision and objectivity standing
outside the melting-pot od day-today frustrations. Clarity and a different perspective can be offered by someone who sees things differently and has a
wider, deeper view of what’s happening with the team
5. Set high expectations: Simply tell them what you’re expecting from the team. Set the tone of the team through an agreed approach to adopt the
highest standards of “being”.
6. Ask questions: It signals interest in your team, personally and professionally. Questions can encourage a culture of exploration and innovation
amongst members.
7. Develop shared values: Values are the often unspoken rules by which we act. It builds great relationships between everyone and provides a
common bonds for all members. Building these great relationships is crucial for successful, fast results
https://beleaderly.com/7-ways-to-build-great-relationships-with-your-team/
153. Student will As a manager of the Platinum Entertainment Group (PEG), it is crucial to differentiate my role as a leader and also maintaining a relationship with the
describe other members. As a member of PEG for 3 years prior to gaining a leadership position, I knew exactly how I wanted to be treated as a member, and
personal followed in the previous leaders footsteps. I learned how to be one of the “cool” managers and not just very serious all of the time. I was able to gain
examples of the respect I needed to get the work done for the company leading up to having fun at the events with all of the members and also friends.
building See evidence #154A picture of the 3 managers with the upperclassmen reps and the most recent artist we had perform at URI.
relationships with
members as a
leader
154. Student will
describe how
credibility applies
to leadership, as
well as the
characteristics
and skills of a
credible leader
155. Student will
describe
personal
examples of
building,
maintaining, and
repairing his/her
own credibility as
a leader
156. Student will
describe ethical
standards in
influence
157. Student will
describe
influence applies
to leadership
158. Student will A good mentor is committed to helping their mentees find success and gratification in their choses professions. Overall, good mentoring requires
describe empowering the mentee to develop their own strengths, beliefs, and personal attributes. A good mentor exhibits the personal attributes it takes to be
principles of successful in the field. Good mentors do not take their roles lightly. They feel invested in the success of the mentee. The mentor must be
effective knowledgeable, compassionate, and possess attributes of a good teacher or trainer. Good mentor-mentee relationships are a two way street. Eight
mentoring, as qualities of a good mentor include:
well as problems 1. Willingness to share skills, knowledge, and expertise: willing to teach what they know and accept the mentee where they currently are
particular to the 2. Demonstrate a positive attitude and acts as a positive role model
mentoring 3. Takes a personal interest in the mentoring relationship: Good mentors don’t take their responsibility lightly and feel invested in the success of the
relationship mentee.
4. Exhibits enthusiasm in the field: new employees want to feel as if their job has meaning and the potential to create a good life
5. Values ongoing learning and growth in the field: Mentors are in a position to illustrate how the field is growing and changing and that after many
years there still are new things to learn. Anyone who feels stagnant in their current position will not make a good mentor
6. Provides guidance and constructive feedback: mentee will most likely grow the most by identifying their current strengths and weaknesses and
learning how to use these to make themselves successful in the field
7. Respected by colleagues and employees in all levels of the organization: mentees want to follow someone who is well respected by colleagues
and coworkers and whose contribution is appreciated
8. Sets and meets ongoing personal and professional goals: Set a good example by showing how their habits are reflected by personal and
professional success.
https://beleaderly.com/7-ways-to-build-great-relationships-with-your-team/
159. Student will URI 101 Internship I had to opportunity to be a URI 101 Mentor for 2 semesters my junior and senior year. It was one of the most rewarding experiences helping with the
describe transition of freshmen business students. I love to see their familiar faces around campus involved in many different organizations and they continue
personal to reach out to me with any questions they still have. This shows that as their mentor, I made them feel comfortable enough to come to me with any of
examples of their needs.
mentoring and With my internship at National Financial Network in NYC this past summer, I had the opportunity to gain a mentor. Josh helped me through the
being mentored internship and I knew I could trust and rely on him. He helped me sell insurance to my brother and I continue to keep in contact with him even months
after. He wants me to come work for him post-graduation and is pushing to find a salary job for me within the company instead of just commission. If I
decide not to work for him, he continues to want the best for me and wants me to be happy with any career choice I may make.
See Evidence #159
160. Student will
describe
principles of
effective peer
leadership, as
well as problems
particular to peer
leadership
161. Student will HDF 413 SOLC In high school, I was on many sports teams. With any team, there is always a captain. Sometimes they were my age or maybe a year or two older.
describe Sports in high They were still my peers. When I moved up in the ranking and became a captain, I was leading my peers. I learned from the previous captains on the
personal school correct way to lead a team. This helped me be very successful.
examples related Sorority Before my sorority (Alpha Phi) got kicked off campus, our executive board consisted of the President, Vice President, and many other positions.
to being a peer They led our meetings, and made sure we were informed about upcoming events and fundraisers that we had to attend. If there was an issue, we felt
leader and being comfortable going to them and having them solve it.
led by peers In SOLC, at the first retreat, I was being led by others that have been in the organization for more time than I have. I took mental notes because I
knew as a member, I would eventually would have lead others. As the semester progressed, I was able to facilitate a retreat and lead others. It was
interesting to be on the other side of the retreat and actually facilitating the activities.
See evidence #161

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LEADERSHIP

Name: Gina Giles

Leadership Inventory Revised 08/22/2017 1

ADVISING INFORMATION (students will include own documentation)

Leadership Inventory Revised 08/22/2017 2

CSLD Mission Statement

CSLD Vision Statement

CSLD Values Statement

MINOR IN LEADERSHIP STUDIES

MINOR ELECTIVES-9 credits

Leadership Inventory Revised 08/22/2017 5

 Leadership theory and

Leadership Inventory Revised 08/22/2017 6

Leadership Inventory Revised 08/22/2017 7

Leadership Inventory Revised 08/22/2017 9

Leadership Inventory Revised 08/22/2017 10

Outcome Category: Leadership Theories

Leadership Inventory Revised 08/22/2017 13

Leadership Inventory Revised 08/22/2017 14

36. Student will describe

The 7 C’s of Leadership include:

Leadership Inventory Revised 08/22/2017 21

See Evidence #80

Leadership Inventory Revised 08/22/2017 23

Outcome Category: Critical Thinking

Leadership Inventory Revised 08/22/2017 25

Outcome Category: Interpersonal and Organizational Concepts & Skills

Outcome Target Additional Descriptive notes regarding learning and practice

Leadership Inventory Revised 08/22/2017 27

Leadership Inventory Revised 08/22/2017 28

Leadership Inventory Revised 08/22/2017 29

Leadership Inventory Revised 08/22/2017 30

Leadership Inventory Revised 08/22/2017 34

Leadership Inventory Revised 08/22/2017 37

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