LEADERSHIP DEVELOPMENT Outcomes & Evidence Progress Inventory*

Center for Student Leadership Development Memorial nion niversity of !hode Island
Name: Tayra Melendez Date Enrolled: September of !" Date of #rad$at%on: May of !"&
'T(e O$t)ome* + E,%den)e Pro-re** In,entory %* t(e %ntelle)t$al property of t(e .enter for St$dent Leader*(%p De,elopment /.SLD0 at t(e Un%,er*%ty of R(ode I*land and )annot be reprod$)ed %n part1 or %n %t* ent%rety1 2%t(o$t t(e 2r%tten perm%**%on of t(e a)t%n- A**%*tant D%re)tor of t(e .SLD3

MINOR IN LEADERSHIP STUDIES

Leadership Inventory Revised 1/25/2010

CONTENTS
A4OUT THE MINOR + .ENTER 5OR STUDENT LEADERSHIP DEVELOPMENT "information included# M%nor Informat%on .enter for St$dent Leader*(%p De,elopment Informat%on De,elopmental Model ADVISIN# IN5ORMATION "students $ill include o$n documentation# Tra)6%n- S(eet 7 Ad,%*%n- Update* Syllab% of M%nor .la**e* /.ore and Ele)t%,e*0 Intern*(%p o #$%del%ne* o Syllab$* o M%d8term o 5%nal OUT.OMES O$t)ome* /Self8Leader*(%p1 Interper*onal and Or-an%zat%onal1 Leader*(%p T(eor%e*1 In)l$*%,e Leader*(%p1 .r%t%)al T(%n6%n-0 Tar-eted .la**e* E9per%en)e* E,%den)e

MINOR IN LEADERSHIP STUDIES

T(e m%nor %n Leader*(%p St$d%e* at URI %* ba*ed on a broad1 )ro**8d%*)%pl%nary p(%lo*op(y of leader*(%p3 T(e m%nor 2%ll prepare *t$dent* 2%t( opport$n%t%e* to de,elop and en(an)e a per*onal p(%lo*op(y of leader*(%p: $nder*tand%n- of *elf: $nder*tand%n- of and ab%l%ty to relate to ot(er*: )omm$n%ty and t(e
Leadership Inventory Revised 1/25/2010 2

a))eptan)e of re*pon*%b%l%t%e* %n(erent %n )omm$n%ty member*(%p3 T(e )$rr%)$l$m fo)$*e* on e9pand%n- *t$dent*; 6no2led-e1 *6%ll*1 and $nder*tand%n- of *pe)%f%) leader*(%p t(eor%e*1 )on)ept*1 model*1 and modern leader*(%p %**$e* %n appl%ed *ett%n-*3 T(e -oal %* to prepare *t$dent* for leader*(%p role* and re*pon*%b%l%t%e* on )amp$* and %n )areer1 )omm$n%ty1 fam%ly leader*(%p role* and f%eld of *t$dy3

SPECIAL FEATURES
5O.USED .ORE8courses that cover a %readth and depth of leadership theories& concepts& and models S<ILLS8leadership training directed at s'ill development in personal perseverance& effective communication& pu%lic spea'ing& group development& values development& diversity and inclusion& critical thin'ing& decision(ma'ing& and pro%lem solving APPLIED LEARNIN#8academic and co(curricular e)periences and reflection intended to empo$er students to develop greater levels of leadership comple)ity& integration& and proficiency& such as group mem%ership and leadership& internships& portfolio development& and *ournaling+ 5LE=I4ILIT>8electives may %e selected from over ,- classes from ./ academic departments INTERNSHIP8re0uired $or' in an internship focuses on the application of leadership 'no$ledge and s'ills in a $or'(li'e setting E=PERIENTIAL LEARNIN#8Each year& students in the minor participate in meaningful e)periences& such as the 1irst 2ear Student Leadership !etreat& the Sophomore !etreat& the 3unior Day "career preparation and eti0uette#& and the Senior E)pedition+ PORT5OLIO8guarantees that students $ill analy4e and synthesi4e their e)periences %efore they graduate+ Serves as visual documentation of their e)periences+

ENROLLMENT
Under-rad$ate *t$dent* at URI may de)lare a m%nor %n Leader*(%p St$d%e* no earl%er t(an *op(omore year3 Enrollment form* )an be p%)6ed $p d$r%n- an %n%t%al appo%ntment 2%t( a Leader*(%p *taff member3 T(e .enter for St$dent Leader*(%p De,elopment /.SLD0 %* lo)ated %n Memor%al Un%on Room "!1 p(one ?@A8 & & On)e a *t$dent de)lare* a m%nor %n Leader*(%p St$d%e*1 t(e maBor A)adem%) Ad,%*or m$*t be %nformed and *%-n t(e Enrollment 5orm1 and t(e form %* ret$rned to t(e .SLD3 A *t$dent 2%ll 2or6 2%t( a .SLD *taff member a* t(e%r CPro-ram Ad,%*orD3 T(e Pro-ram Ad,%*or 2%ll fa)%l%tate t(e *t$dent;* pro-re** t(ro$-( t(e m%nor and (elp en*$re t(at t(e ne)e**ary reE$%red and ele)ted )o$r*e* are )ompleted3

GENERAL INFORMATION FOR STUDENTS

ReE$%rement* may be *at%*f%ed by )omplet%n- "? or more )red%t* related to leader*(%p and offered by more t(an one department3 To de)lare t(%* m%nor1 yo$ m$*t (a,e appro,al of yo$r maBor a)adem%) ad,%*or and a *taff member of t(e .SLD 2(o 2%ll *er,e a* yo$r CPro-ram Ad,%*or3D On)e appro,ed1 t(e m%nor 2%ll be l%*ted on yo$r tran*)r%pt3 E%-(teen )red%t* are reE$%red for t(%* m%nor1 t2el,e of 2(%)( m$*t be at t(e !! le,el of %n*tr$)t%on or abo,e3 A )o$r*e -rade of C.D or better m$*t be earned %n ea)( -raded )o$r*e3 At lea*t t2el,e of t(e )red%t* m$*t be earned at URI3 No )o$r*e may be $*ed to apply to bot( t(e maBor and m%nor f%eld* of *t$dy3 .o$r*e* %n #eneral Ed$)at%on or for ot(er m%nor* may be $*ed for t(e m%nor' /'t(%* doe* not apply to *t$dent* %n t(e .olle-e of 4$*%ne**03 F%t( t(e e9)ept%on of %ntern*(%p )red%t1 all )o$r*e* for t(e m%nor m$*t be ta6en for a -rade3 T(e Introd$)tory )la** m$*t be ta6en before t(e %ntern*(%p and t(e )ap*tone )o$r*e3 Appl%)at%on for t(e m%nor m$*t be f%led %n yo$r a)adem%) dean;* off%)e no later t(an t(e be-%nn%n- of t(e f%nal *eme*ter or term3 Appro,al of t(e m%nor doe* not -$arantee t(at t(e *$--e*ted )o$r*e* 2%ll be a,a%lable to yo$ on a *)(ed$le )orrelated 2%t( yo$r -rad$at%on plan* nor -$arantee *pa)e %n any reE$%red )o$r*e3

CORE REQUIREMENTS- 9 Credits

One introductor course /G )red%t*0: HD5 "H!: 5LITE /5%r*t >ear Leader* In*p%red to E9)ellen)e0 8 5or f%r*t year *t$dent* %n t(e *pr%n- *eme*ter only HD5 H!: Modern Leader*(%p I**$e* 8 5or *op(omore* and B$n%or* only: offered %n t(e fall and *pr%n- *eme*ter* One c!"stone course /G )red%t*0: HD5 A" : leader*(%p .ap*tone 8 H%*tor%)al1 M$lt%et(n%)1 + Alternat%,e 8 Preferen)e -%,en to *en%or*: fall only .OM A! : Leader*(%p + Mana-ement /Leat(am0 8 Spr%n- and *$mmer only
Leadership Inventory Revised 1/25/2010 3

4US AA"7M#T A! : Leader*(%p and Mot%,at%on /4ea$,a%*7.ooper08 Spr%n- only HPR A" : Honor;* Sem%nar /4ea$,a%*0 8 Spr%n- only: G3I #PA reE$%rement Interns#i" /m%n%mally )red%t*: ?! (o$r*0: HD5 A"@: Leader*(%p M%nor Intern*(%p 8 Spr%n-1 *$mmer1 and fall Intern*(%p appro,ed t(ro$-( t(e *t$dent;* a)adem%) department or t(ro$-( t(e Off%)e of E9per%ent%al Ed$)at%on 8 m$*t al*o be appro,ed for )red%t %n ad,an)e by a .SLD *taff member Port$o%io c%!ss /" )red%t0: HD5 AH : Leader*(%p M%nor Portfol%o J Spr%n- only

MINOR ELECTI&ES-9 credits

*5dditional classes may %e appropriate and therefore added to the list6 see CSLD for the most updated list or %ring a class that you thin' should %e an
elective
AA5 G!!: .%,%l R%-(t* Mo,ement %n t(e US 4US GA": Or-an%zat%onal 4e(a,%or 4US GA : H$man Re*o$r)e Mana-ement 4US AA": Leader*(%p + Mot%,at%on "capstone option# 4US AAG: Or-an%zat%onal De*%-n + .(an-e 4US AA?: Internat%onal D%men*%on* of 4$*%ne** 4US AAH: Entreprene$r*(%p .OM "!!: .omm$n%)at%on 5$ndamental* .OM ! : P$bl%) Spea6%n.OM !?: Ar-$mentat%on and Debate .OM "!: Per*$a*%on: T(e R(etor%) of Infl$en)e .OM ": Interper*onal .omm$n%)at%on .OM I!: Small #ro$p .omm$n%)at%on .OM G! : Ad,an)ed P$bl%) Spea6%n.OM G!?: Ad,an)ed Ar-$mentat%on .OM G : #ender + .omm$n%)at%on .OM GI": Oral .omm3 %n 4$*%ne** + t(e Profe**%on* .OM G&": Inter)$lt$ral .omm$n%)at%on .OM G?G: R(etor%)al T(eory .OM G?I: .omm$n%)at%on and So)%al Infl$en)e .OM A! : Leader*(%p and Mot%,at%on "capstone option# .OM A!@: Pol%t%)al .omm$n%)at%on .OM A"I: T(e Et(%)* of Per*$a*%on .OM A ": Ad,an)ed Interper*onal .omm$n%)at%on .OM A : .omm$n%)at%on and .onfl%)t .OM AA": Ra)e1 Pol%t%)* and t(e Med%a .OM AI!: Or-an%zat%onal .omm$n%)at%on .OM A&"7A& : Mana-%n- .$lt$ral D%fferen)e* %n Or-an%zat%on* .SV G! : URI .omm$n%ty Ser,%)e HD5 "H!: 5%r*t8>ear Leader* In*p%red to E9)ellen)e /5LITE0 "introductory course option# HD5 H!: Modern Lead3 I**$e* "introductory course option# HD5 H": Peer Leader*(%p 8 Ro*e 4$tler 4ro2ne Pro-ram HD5 A" : H%*tor%)al1 M$lt%8Et(n%)1 + Alt3 Leader*(%p "capstone option# HD5 A"G: St$dent Or-an%zat%on Leader*(%p .on*$lt%nHD5 A"A: Leader*(%p for A)t%,%*m and So)%al .(an-e HD5 A"I: 5LITE Peer Leader*(%p HD5 A"&: Leader*(%p %n Or-an%zat%on* HD5 A"@: Leader*(%p M%nor Intern*(%p HD5 AG@: La2 + 5am%l%e* %n t(e U3S3 HD5 AI!: Introd$)t%on to .o$n*el%nHPR ""?: Honor* .o$r*e %n Spee)( .omm$n%)at%on* HPR !G: T(e Prepared M%nd HPR A" : Honor* Sem%nar "capstone option# MSL "!": Introd$)t%on to M%l%tary Leader*(%p MSL !": Leader*(%p + M%l%tary H%*tory MSL !": M%l%tary S6%ll* and H%*tory of Farfare MSL ! : Leader*(%p + Team 4$%ld%nMSL G!": Leader*(%p + Mana-ement PE7 89:; <omen in Sport(Contemporary Perspectives PHL " : Et(%)* PS. G!A: Introd$)t%on to P$bl%) Adm%n%*trat%on PS. G&H: Le-%*lat%,e Pro)e** and P$bl%) Pol%)y PS. I!A: Et(%)* %n P$bl%) Adm%n%*trat%on SO.G!!7FMSGI!: Fomen and For6 THE ": Sta-e Mana-ement THE GA": T(eater Mana-ement FMS "I!: Introd$)t%on to Fomen;* St$d%e* FMS G"!: Ra)e1 .la**1 Se9$al%ty %n Fomen;* L%,e* FMS GI!: Internat%onal Fomen;* I**$e*

CENTER FOR STUDENT LEADERSHIP DE&ELOPMENT

Off%)e: Memor%al Un%on Room "! P(one: /A!"0 ?@A8 @ & F!'( /A!"0 ?@A8IG"@ T#e Center $or Student Le!ders#i" De)e%o"*ent #!s ! t+o "ron,ed *ission( "3 To en-a-e %n re*ear)( and a**e**ment %n order to )ontr%b$te to t(e f%eld of leader*(%p *t$d%e*3 3 To pro,%de de,elopmental opport$n%t%e* for *t$dent* to be)ome %nformed1 %n)l$*%,e1 and effe)t%,e leader* %n t(e%r )areer*1 )omm$n%t%e*1 and fam%ly l%,e*3 -e stri)e to #e%" our students .eco*e( A)t%on8or%ented1 .o$ra-eo$*1 .reat%,e1 .r%t%)al1 Empat(et%)1 Et(%)al1 Hone*t1 In)l$*%,e1 Informed1 Opt%m%*t%)1 Pa**%onate1
Leadership Inventory Revised 1/25/2010 4

Pat%ent1 Proa)t%,e1 Self8d%*)%pl%ned1 Tena)%o$*1 T(o$-(tf$l1 and Tr$*t2ort(y3 -e +or/ to #e%" our students de)e%o" !nd re$ine t#e $o%%o+in, s/i%%s( T(e ab%l%ty to analyze1 )r%t%)%ze1 *ynt(e*%ze and $t%l%ze %nformat%on to t(e%r )areer1 )omm$n%ty1 and fam%ly leader*(%p role*3 T(e or-an%zat%onal and %nterper*onal *6%ll* to %mplement t(e%r 6no2led-e3 T(e ab%l%ty to $t%l%ze (%*tor%)al 7 m$lt%)$lt$ral 7 alternat%,e t(eor%e* and met(od* T(e ab%l%ty to be %n)l$*%,e1 not by be%n- an e9pert on all )$lt$re* /ra)e1 et(n%)%ty1 -ender1 rel%-%on1 *e9$al or%entat%on1 a-e1 ab%l%ty01 b$t by (a,%n- a -eneral 6no2led-e and re*pe)t d%fferen)e and ,ar%ed per*pe)t%,e*1 and by be%n- able to )on*%der and %n)l$de )$lt$ral d%fferen)e* %n member*(%p and leader*(%p role*3 T(e ab%l%ty to t(%n6 )r%t%)ally: ne%t(er to man%p$late 2(en )omm$n%)at%n- nor to be man%p$lated3 Su""ortin, &!%ues !nd T#eories( Fe bel%e,e t(at all *t$dent*1 no matter 2(at t(e #PA or pre,%o$* leader*(%p7member*(%p e9per%en)e1 de*er,e a )(an)e to en-a-e %n leader*(%p de,elopment opport$n%t%e* Fe bel%e,e t(at *t$dent* *(o$ld )reate t(e%r o2n def%n%t%on* of *$))e** Fe bel%e,e t(at Cno one per*on (a* all of t(e tr$t(1 2e ea)( (a,e a p%e)e of %tD3 Fe *tr%,e to broaden t(e ba*e of *o$r)e* from 2(%)( *t$dent* dra2 t(e%r 6no2led-e by e9po*%n- t(em to a* many type* of leader* and )%t%zen* a* po**%ble3 Fe bel%e,e t(at *t$dent* learn be*t %n t(e%r )(o*en )onte9t* /)on*tr$)t%,%*m01 *o 2e )reate )la**e*1 pro-ram*1 and *er,%)e* t(at meet *t$dent* 2(ere t(ey are: are pro-ram* are or-an%zed %nto tra)6*: !0 Emer-%n- Leader*(%p /HD5 "H! + H!0 .0 Or-an%zat%onal Leader*(%p /#ree6 L%fe J HD5 A"&1 ROT.0 c0 Leader*(%p for A)t%,%*m and So)%al .(an-e /HD5 A"A0 d0 E9per%ent%al Leader*(%p /.(allen-e .o$r*e1 HD5 A"G0 e0 O$trea)( and Peer Leader*(%p /HD5 A"I0 T(e .SLD tea)(e* a ,ar%ety of leader*(%p t(eor%e*1 b$t fo)$*e* on t(ree: So)%al .(an-e Model1 A*t%n et al: Relat%onal Leader*(%p1 <om%,e*1 M)Ma(on + L$)a* + Ser,ant Leader*(%p1 #reenleaf Fe 6no2 t(at *t$dent* (a,e d%fferent learn%n- *tyle*1 and t(erefore1 o$r met(odolo-%e*7peda-o-%e* m$*t refle)t t(e*e *tyle*3 Fe bel%e,e t(at *t$dent* are better ed$)ated 2%t( a balan)e of )(allen-e and *$pport%,e me)(an%*m* /Sanford0 Fe m$*t a**$re an effe)t%,e frame2or6 by pro,%d%n- pro-ram* and *er,%)e* %n fo$r del%,ery )ate-or%e* /Robert;* + Ullom0: !0 tra%n%n- /preparat%on for )$rrent role*0 .0 ed$)at%on /re-ard%n- leader*(%p and leader* %n -eneral0 c0 de,elopment /*6%ll %mpro,ement0 d0 e9per%ent%al learn%n- /pra)t%)e0

Leadership Inventory Revised 1/25/2010

1ECOMING A POSITI&E LEADER THROUGH DE&ELOPMENT 2 IN&OL&EMENT

Wilson, 1998 (URI Memorial Union / Center for Student Leadership De elopment! Re ised after the pu"li#ation of $%plorin& Leadership' for Colle&e Students Who Want to Ma(e a Differen#e ") *omi es, M#Mahon and Lu#as, 1998+

You need to have your own act together before you can lead others:
2. Lead Yourself
Time management Organization Self care Self discipline Perse erance !e elop and maintain family" interpersonal" and intimate relationships #cademic" social" personal goals and ob$ecti es

1. Know Yourself Lead +t"ers

Strengths Weaknesses Values Needs Styles o Learning o Teaching o Personality o Membership o Leadership

PR+,R#SS

P R + , R # S S

4. Develop and Refine Skills

Leadership theory and practice %ommunication &roup !e elopment 'nclusion %itizen #cti ist Skills %ritical Thinking Teaching and Programming

R#$#%&L!&'# for(er sta)es as *ou pro)ress

P R + , R # S S

3. Broaden Your Perspectives !nderstand ot"ers PR+,R#SS

(ierarchy of needs )acial" cultural" gender" se*ual orientation" religious" class" ability" etc+ di ersity and commonalities Po,er" pri ilege" oppression" liberationindi idual and institutional discrimination

OUTCOMES
In this section& you $ill trac' your progress to$ard the outcomes. Each class in the minor targets different outcomes6 all of the classes list these outcomes on the sylla%i "the $ords =goals> or =curriculum areas> may %e 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 e)periences that contri%uted to you %ecoming proficient in that outcome+ 5s the semesters pass& you $ill thin' of things from recent semesters and semesters further in the past& or people or *o%s& etc+ in your past that also influenced your progress on that outcome+ Do not let that am%iguity upset you+ !eflecting on development is not a linear process& %ut it does help to reflect often+ In the descriptive notes> column& share insights a%out your gro$th& lac' of progress& successes& stum%ling %loc's& etc+ 5t the end of each section& you need to include evidence that supports your development to$ard the outcomes+ Copies of papers& grading sheets& evaluation letters?anything that sho$s that someone has determined that you have demonstrated proficiency "or not& or are ma'ing progress#+ Ma'e sure to 'eep electronic copies of all of your evidence to include in your Portfolio+

Outco*e C!te,or ( Se%$-Le!ders#i"

Outco*e T!r,et c%!ss Addition!% E'"eriences Descri"ti)e notes re,!rdin, %e!rnin, !nd "r!ctice

1. 2.

Student will demonstrate autonomy and a minimized need for approval Student will demonstrate personal, organizational, and academic examples of self-discipline HDF raveling due to my responsi!ility wit" !as#et!all, w"ile still #eeping wit" my wor#. H$S, %S& 2'2 and %S& 2'( Due to my commitment wit" !as#et!all $ missed t"e first wee# of classes and days later missed more classes, t"e ) courses $ consistently missed were HDF,H$S, and !ot" of my %S& courses. $ "ad to learn to organize all of my wor# write down all my assignments in order to ma#e sure $ #ept up wit" t"em. "e first wee# $ was not organized t"erefore $ fell !e"ind in class and learned t"e "ard way t"at $f $ did not ma#e myself do t"e wor# w"en $ was on traveling wit" t"e team $ would not !e successful in class. Some specific tools t"at $ learned t"roug"out t"is process is !eing a!le to communicate wit" my professors, staying in contact wit" classmates, and most important #eeping up wit" assignments t"at are due anytime $ am away. *y professors were my tool of "anding in my wor# wit" different options. *y classmates were t"e tool t"at "elped me staying connect to t"e class and t"e class discussions. "ey were a!le to #eep me updated wit" everyt"ing, and even w"en $ was not in class t"ey made me feel as if $ were. Staying updated wit" every assignment, $ was a!le to do t"roug" sa#ai and my sylla!us. $ learned t"at w"en $ do not organize everyt"ing and do not write down my assignments $ do not perform as well as $ do if $ were to write t"em down. *y wor# would !e turned in late if $ do not write it down a"ead of time. +lt"oug" traveling and missing class was "ard $ was a!le to stay on top of my wor# wit" t"e "elp of ot"er !ut also t"roug" my own responsi!ility. "e reflection attac"ed to t"is outcome was one t"at was done w"ile $ was away and $ need to email it to my friend w"o t"en "anded it in for me using my sa#ai. $ was una!le to "and it in myself due to a lac# of internet connection !ut needed to find a way of "anding it in. S,, ,-$D,./, 0 1alt"oug" $ could not find one from last year t"is s"eet s"ow and example of t"e wor# t"at needs to !e done w"ile traveling2

'. ). (.

Student will demonstrate t"e a!ility to manage emotions Student will demonstrate #nowledge of stress management met"ods Student will demonstrate t"e a!ility to manage stress

%S& 2'(

H$S and %S& 2'2

Due to t"e lac# of days $ was in class, $ was una!le to fully learn t"e material given in class. For %S& 2'( $ missed a lot of 3uizzes and t"e professor called to my attention t"at $ was not doing well in t"at class. *eanw"ile $ "ad a researc" paper due in %S& 2'2 and a H$S midterm. +t first $ tried very "ard to no let everyt"ing affect "ow $ was performing in t"e class room, !ut $ found myself !eing more and more s"y and less engaged in class. "e !iggest "elp for me during t"ese "ard times was my academic advisor. S"e and $ were a!le to meet at least two or t"ree times a wee# to ma#e sure t"at $ was not only spea#ing to my professor !ut #eeping up wit" my wor#. $ was a!le to ma#e a list of everyt"ing $ "ad to do and cross t"em off t"e list every time one assignment was completed. +lt"oug" it seemed c"ildis" at first, it really "elped me complete my wor# !ut also cross off one more t"ing off t"e stress list. ,very completed assignment was one less worry w"ic" resulted in less stress. $ was a!le to !reat" and ta#e eac" class a day at a time

4.

Student will express a personal code of leaders"ip 5 mem!ers"ip et"ics

6. 7.

Student will demonstrate practice of t"e personal code of et"ics Student will express a personal values statement HDF 281 9as#et!all, coac"es, 0ne of t"e very few HDF classes re3uired us to ta#e all of our values and narrow t"em own to ' alt"oug" $ was una!le to participate in t"is activity due to !as#et!all, w"en $ found out a!out t"e activity $ was a!le to go "ome and try t"e activity alone and realized "ow difficult it was to narrow down your values due to "ow many you are !ased on ot"er peoples values. 9efore doing t"is activity in HDF $ remem!er "aving a conversation wit" one of my assistant coac"es a!out my values and w"at $ t"oug"t was more important and after spea#ing wit" "er $ was a!le to prioritize my values. . *y assistant coac" is li#e a friend to me t"erefore, $ was a!le to spea# to "er as a friend and not as a coac". :e agreed t"at we !ot" value respect a lot more t"an we t"oug"t. *any !elieve t"at respect comes wit" age !ut $ !eg to differ respect comes !y itself. 9eing older does not mean you deserve respect it is not somet"ing t"at will !e "anded to people. 0ne needs to demonstrate respect in order to receive it. During my fall semester $ too# =H/ 1;) and "ad to do a ' part pro<ect w"ic" re3uired me to do a lot of researc" and write a!out an advertisement. "e first part was a!out w"at you p"ysically saw and "ow you could interrupt w"at you saw. "e second part consisted of loo#ing deeper into "ow t"e people w"ere standing, w"at t"ey were wearing w"at t"e real message was !e"ind t"e advertisement and t"e final part was too create a spoof of t"e advertisement. +nd $ "ad to c"oose w"ic" $ was going to write a!out, write a!out it and t"em !e creative for t"e spoof.

8. 1;.

Student will demonstrate practice of t"e personal values statement Student will demonstrate t"e a!ility to lead a pro<ect from start to finis" 1followt"roug"2

=/H 1;)

11. 12. 1'. 1). 1(.

Student will descri!e goals and o!<ective statements regarding personal issues, career issues, and community issues Student will s"ow evidence of goals and o!<ectives t"at were planned and ac"ieved Student will s"ow #nowledge of t"e >Hierarc"y of .eeds? t"eory !y *aslow Student will s"ow application of *aslow@s t"eory to own life Student will descri!e personal leaders"ip style and5or personality style including strengt"s and wea#nesses and examples of application 1Sources A Beaders"ip style inventories, t"e B.%.$., Strengt"sCuest, ype Focus 1*9 $2, B+*%, and ot"er career inventories, etc.2

Outco*e C!te,or ( Le!ders#i" T#eories

Outco*e T!r,et c%!ss Addition!% E'"eriences Descri"ti)e notes re,!rdin, %e!rnin, !nd "r!ctice

14. 16.

Student will s"ow #nowledge of t"e >+ut"ority and 9ureaucracy? t"eory of leaders"ip Student will descri!e personal application

of t"e a!ove t"eory

17.

Student will s"ow #nowledge of t"e >Scientific *anagement? t"eory of leaders"ip

HDF 28;

18.

Student will descri!e personal application of t"e a!ove t"eory

:or#ing at :algreens

2;.

Student will s"ow #nowledge of t"e >*anagement !y 0!<ectives? t"eory of leaders"ip

HDF28;

21.

Student will descri!e personal application of t"e a!ove t"eory

DE$ !as#et!all team

22.

Student will s"ow #nowledge of > "eory F and "eory &? t"eory of leaders"ip

HDF28;

"e Scientific *anagement t"eory was introduced !y Fredric# :. aylor. "e t"eory was meant to emp"asize efficiency and insure "appiness and productivity. He t"oug"t t"at less was more. $n ot"er words if someone could do less wor# !ut still get t"e same, if not !etter results t"at was a great <o!. "e scientific management is made of four main points. "e first point is replacing rule of t"um! met"ods for scientific study of t"e tas#. "e second point is follow scientifically selected, trained and developed met"od. "e t"ird concept is cooperating wit" wor#ers to ma#e sure t"e met"ods are understood and followed correctly. "e last point is to divide t"e wor# e3ually !etween wor#ers and managers in order to plan t"e wor# and perform t"e tas# to its !est a!ility. S,, ,-$D,./, 1 :"ile wor#ing at :algreen t"e managers and employees too# aylor@s t"eory and put it into place. *y stepfat"er as t"e manager of t"e store li#es to get t"e tas# done as 3uic#ly and efficiently as possi!le. $n order for t"at to "appen "e splits t"e tas# !etween all employees, t"us getting t"e tas# done as efficiently as possi!le. "is only "appens if !ot" t"e managers and employees are all on t"e same page, if not t"is t"eory does not wor# well !ecause different people "ave different goals. %eter Druc#er introduced *anagement of o!<ectives, also #nown as *90, in 18(). +n system t"at is ran under t"e *90 t"eory "as clear goals t"at are agreed upon. *90 gives people t"e c"oice of attain t"e o!<ective in t"e way t"ey !elieve is !est. Druc#er !elieves t"at t"e !iggest concern is accomplis"ing t"e goal, w"ile assuming t"at t"e !est way people perfume is !y giving t"e expectations. *90@s step include =oal setting, managers- su!ordinate involvement, matc"ing goals and resources, implementation of plan and review of performance. =oal setting is simply it re3uires setting an attaina!le goal t"at everyone #nows of and agrees upon. *anagers-su!ordinate involvement is ma#ing sure t"at managers and su!ordinates are communicating individual goals t"at way everyone is involved. *atc"ing goals and resources, ma#es sure t"at t"e manager is providing t"e tools for t"e su!ordinates to attain t"e common goal. "e implementation of t"e plan is ma#ing sure t"at t"e managers are providing guidance if needed. Finally t"e review of t"e performance includes progress of every su!ordinate. S,, ,-$D,./, 2 +lt"oug" t"is experience is not <o! related $ find t"at t"e similarities are o!vious enoug" t"at t"e t"eory is reflected of our !as#et!all team. $n t"is case t"e managers can !e similar to my coac"es and t"e su!ordinates are e3uivalent to our players. During t"e !eginning of t"e season we all sit down and "ave discuss a common goal for t"e end of t"e season. $n t"is season we agreed upon getting a "ig" standing in t"e +1; tournament. Similar to manager-su!ordinate involvement, t"e coac"es give eac" player a specific individual goal t"at will "elp t"e team attain its goal. "e coac"es t"en provided practice plans to !etter attain t"e goal. Finally "e coac"es guide t"e players w"en needed and t"roug"out t"e season maintain communication to see t"e progress of eac" player and t"e progress of t"e greater goal. S,, ,-$D,./, ' "e F and & t"eory !y Douglas *acgregor was in place to "elp employers !est classify t"e type of wor#er eac" person is and w"at <o! !est fits t"eir description. +n employee t"at is #nown to !e a t"eory F employee "as t"e c"aracteristics of !eing lazy, avoids responsi!ilities, does not put effort and need to !e controlled and told w"at to do. Someone w"o is #nown as t"eory & is said to !e responsi!le, li#es to wor#, accepts c"allenge and needs "is or "er space to develop t"eir own imagination of getting tas#s accomplis"ed. S,, ,-$D,./, ) "e servant leaders"ip t"eory was introduced !y Eo!ert =reenleaf. $t is said to !e a t"eory t"at "elps leader grow over time on t"eir own w"ile serving ot"ers. "e >servant leaders"ip t"eory "elp leader find t"eir true power and moral aut"ority to lead.? 1=reenleaf2 :"ile leaders are finding t"emselves t"ey are

2'. 2).

Student will descri!e personal application of t"e a!ove t"eory Student will s"ow #nowledge of t"e >Servant Beaders"ip? t"eory of leaders"ip !y =reenleaf

HDF28;

"elping t"ose around t"em !ecome more free, wise and "ealt"ier. "ere are ten principles of servant leaders"ip. "e ten principles areG listeningH empat"yH "ealingH awarenessH persuasionH conceptualizeH foresig"tH stewards"ipH commitment to growt" of peopleH !uilding community. "ree principles t"at stic# out to me are listening, awareness, and commitment of growt" of ot"ers. $n order for any leader to !ecome a great leader t"ey need to listen t"ose around t"em not only to "elp t"ose around t"em !ut also to !ecome an even !etter leader. "e principle of awareness is one t"at !est fits t"is t"eory !ecause a good servant leader needs to !e aware of t"e needs of t"ose around t"em. "e t"ird principle t"at $ t"oug"t well exemplifies w"at servant leader do is t"e commitment of growt" of ot"ers. Servant leaders"ip mainly emp"asizes leader development !ut also growt" of t"ose w"o are !eing served. S,, ,-$D,./, (

2(. 24.

Student will descri!e personal application of t"e a!ove t"eory Student will s"ow #nowledge of t"e >%rinciple /entered Beaders"ip? t"eory !y /ovey

HDF 28;

%rinciple centered leaders"ip "as eig"t main principles t"at ma#e up a great principle centered leader. "e eig"t principle are continuously learning, service oriented, radiating positive attitudes, !elieve in ot"ers, "ave a !alanced life, live life as an adventure, !elieve t"e w"ole is great t"an its sum part and finally exercise for self-renewal. + continuous learner is one w"o learns from past experiences, from ot"ers and is willing to as# 3uestions to gain #nowledge. He or s"e w"o is service oriented focus on "ow t"ey can "elp ot"ers. :"ile wor#ing wit" ot"ers t"ey try to maintain a positive attitude, are optimistic, c"eerful, and act as a peace ma#er. + principle centered leader !elieves in ot"ers, giving everyone an e3ual opportunity and not ma#ing <udgments of ot"ers in t"e process. :"ile leading t"ey maintain a "ealt"y and !alanced life meaning t"ey "ave a social life, #eep up wit" t"e worlds news, and also en<oy !eing adventurous. Bastly a principle centered leader stays fit !ot" p"ysically and mentally !ut also !elieves t"at group wor# is !etter t"an individual wor#. S,, ,-$D,./, 4 "e fourteen point@s t"eory created !y :illiam Deming was put in place for a leader to ma#e an effective wor# environment. "e fourteen points areG create and communicate t"e goals and purposes of t"e companyH adapt a new p"ilosop"yH !uild 3uality in productH !uild long term relations"ips on trust and loyaltyH improve 3uality and productivityH institute on t"e <o! trainingH teac" and institute leaders"ip to improve all <o! functionsH create trustH reduce conflictsH eliminate wor# force ex"ortations and focus on system and moraleH ta#e pride in wor#mans"ipH educate wit" self improvement programsH include everyone in t"e company to accomplis" t"e common goal. +lt"oug" all fourteen points are very important in creating an effective wor# environment, t"ere are a few t"at are very fundamental to t"e t"eory. "e first !eing trust wit"in t"e all t"e wor#er s and t"e leaders of t"e company, wit"out trust wor#ers could not wor# comforta!ly toget"er. "e second !eing creating and communicating goals and t"e purpose of every goal, w"ic" "elps everyone, stay on t"e same page. Eeducing conflicts will "elp #eep everyt"ing running smoot"ly. +not"er important point is !uilding long term relations"ips t"at "ave a strong !ase of trust and loyalty, "aving t"at type of relations"ip gives a leader t"e li!erty and of accomplis"ing t"e goal wit" t"e "elp of everyone else. S,, ,-$D,./, 6 "e visionary leaders"ip t"eory was introduced !y Sas"#in. urner !elieved t"at a visionary leader "ave c"aracteristics suc" as, open minded, sensitive, goal oriented, persistent, !elieves in good relations"ips and "as an imagination. 0ne w"o is open minded is willing to listen to ot"er view points and considers ot"ers opinions. 0ne w"o is sensitive is aware of ot"ers feeling w"en ma#ing decisions. + visionary leader sets goals and does not react w"en t"ings go wrong instead reevaluate t"e situation and ma#ing smart decisions. :"en setting goal t"ey do not stop until t"ey attain t"e goal t"ey "ave set for t"emselves and

26. 27.

Student will descri!e personal application of t"e a!ove t"eory Student will s"ow #nowledge of t"e >1) %oints 5 C*? t"eory of leaders"ip !y Deming

HDF 28;

28. ';.

Student will descri!e personal application of t"e a!ove t"eory Student will s"ow #nowledge of t"e >-isionary Beaders"ip? 1now often cited as > ransformational Beaders"ip?2 t"eory !y Sas"#in

HDF 28;

ot"ers. S,, ,-$D,./, 7

'1. '2.

Student will descri!e personal application of t"e a!ove t"eory Student will s"ow #nowledge of t"e >$ndividuals in 0rganizations? leaders"ip t"eory !y +rgyris

HDF 28;

"e individual in 0rganization t"eory created !y +rgyris focuses mostly on t"e different positions t"at are assumed. "e first position is t"e wor#er !ees !eing t"e normal wor#ers t"at due t"e daily <o!. "e second position is t"e creator, t"e man or woman w"o created t"e organization and t"e one w"o is most li#ely going to ma#e important decisions for t"e organizations. "e t"ird position !eing t"ose w"o "ave leaders"ip roles. "e ones w"o "ave leaders"ip roles are t"e one w"o assume responsi!ilities not only for t"emselves !ut also for t"e wor#ers around t"em. "e Beaders esta!lis" goals t"at need to !e set and "elp accomplis" t"ose goals. S,, ,-$D,./, 8 "e four -@s t"eory was introduced !y 9ill =race and w"en creating t"e four v t"eory =race was also #eeping in mind w"at an et"ical leader would loo# li#e. "e four -@s are -alues, vision, voice and -irtue. "e first -, values, incorporates understanding and committing to one@s own core values. "at also in tales discovering one@s values at t"e core of our identity. "e second -, vision, is !eing a!le to see t"e !igger picture of w"at t"e greater tas# is. "e t"ird -, -oice, is ma#ing sure t"at a leader can pro<ect t"eir vision in a way t"at is convincing and motivational for ot"ers. "e last and final - is -irtue in ot"er words, a leader !ecomes w"at "e or s"e practices !ut also understands t"at virtue is also seen as t"e common good. S,, ,-$D,./, 1; "e situational leaders"ip t"eory !y Hersey and 9lanc"ard created in 1847 states t"at t"ere is not specific or correct way of leading. "ere are Four styles of leading according to t"e /enter of Beaders"ip Studies and t"ey are telling, selling, participating and delegating. + telling leader tells t"eir people exactly w"at to do and "ow to do it. + selling leader provides information and direction, !ut t"ere@s more communication wit" followers. + participating leader focuses more on t"e relations"ip and less on direction. "e leader wor#s wit" t"e team and s"ares decision-ma#ing responsi!ilities. + delegating leader passes most of t"e responsi!ility onto t"e follower or group. "e leader still monitors progress, !ut t"ey@re less involved in decisions. "ere are Four main levels of maturity in situational leaders"ip. +t level one a leader is unwilling and una!le to do t"e given tas#. + level two a leader is not a!le !ut willing to do t"e given tas# +t level t"ree a leader is a!le !ut not willing to do t"e given tas# +t level four a leader is a!le and willing to do t"e given tas#. "e t"ird part of situational leaders"ip involves t"e development levels. +t level one t"e leader "as low competence and "ig" commitment. +t level two t"e leader is low in some competence !ut also low on commitment. +t level t"ree t"e leader "as moderate to "ig" competence and varia!le commitment. +t level four t"e leader "as "ig" competence and "ig" commitment. S,, ,-$D,./, 11 $ strongly !elieve in situational leaders"ip !ecause li#e Hersey and 9lanc"ard $ strongly !elieve t"at t"ere is no perfect leader. ,very situation "as a certain leader and one leader does not fit every situation. During !as#et!all $ need to !e a certain leader $ !ecome more vocal. $n my family $ !ecome a different leader $ am a lot more s"y and to myself. $n t"e class room one is different leader !ut wit"in eac" setting and environment t"ere is a leader for every situation. Depending on t"e setting and situation t"at $ am in along wit" t"e people t"at $ am wit" $ c"ange my leaders"ip styles. +t time $ can ma#e decisions on my own and do everyt"ing !y myself, !ut t"ere are also times w"en $ need to communicate wit" my group and get ot"er input on a certain situation. Eelational leaders"ip created !y Jomives, Bucas, *c*a"on is a p"ilosop"y t"at focuses on relations

''. ').

Student will descri!e personal application of t"e a!ove t"eory Students will demonstrate #nowledge of t"e >) -@s? t"eory of leaders"ip !y =race 1/enter for ,t"ical Beaders"ip2

HD5 H!

'(. '4.

Student will descri!e personal application of t"e a!ove t"eory Student will s"ow #nowledge of t"e >Situational Beaders"ip? t"eory !y Hers"ey I 9lanc"ard

HD5 H!

'6.

Student will descri!e personal application of t"e a!ove t"eory

Per*onal e9per%en)e

'7.

Student will s"ow #nowledge of t"e

HD5 H!

>Eelational Beaders"ip? model !y Jomives, *c*a"on I Bucas

'8.

Student will descri!e personal application of t"e a!ove t"eory

4a*6etball1 Fal-reen*

);.

Student will s"ow #nowledge of t"e concept of constructivism

HD5 H"

.oa)( 4lo-ett

)1.

Students will descri!e personal examples of implementing constructivism

HD5 H"

!etween t"e people w"o are wor#ing toget"er towards a common goal. $t emp"asizes t"at relations are important w"en leading. Eelational leaders"ip focuses on five main points, inclusive, empowering, purposeful, et"ical and process-oriented. "e first point includes !eing inclusive of diverse people and opinions, ma#ing sure t"at everyone feels comforta!le and "eard. "e second point emp"asizes t"at t"e leader ma#es everyone feel important, empowered and a part of t"e group. "e t"ird point states t"at a leader s"ould committed to t"eir goal, w"ile feeling comforta!le wor#ing wit" ot"er to attain t"e final goal. "e Fourt" point stresses t"at t"e leader must "ave et"ical c"aracteristics suc" as !ut not limited to, responsi!le, open-minded, "onest, and loyal. "e last and final point states t"at t"e leader s"ould guide t"e group t"roug"out t"e process, maintain group dynamics and attain goal as a group. S,, ,-$D,./, 12 :"en one "as a great relations"ip wit" t"e leader and people t"ey are wor#ing wit" it ma#es everyt"ing run muc" more smoot"ly t"an if one did not "ave good relations. :"ile on a !as#et!all team !ot" coac"es and player must maintain a good relation w"ic" consists of communication and a common goal. "is also applies w"en in a wor#ing environmentH $ "ad t"e fortune to wor# wit" my stepfat"er. He and $ "ave a great relations"ip outside of wor# and w"en wor#ing toget"er we wor#ed very efficiently and communicated well w"at our common goal for t"e day was. S,, ,-$D,./, 12 + During one of t"e HDF classes we "ad a faculty panel, w"ere eac" faculty spo#e a!out t"emselves and t"e experiences t"ey "ad in t"e past w"ic" "elped t"em to !ecome t"e person t"at t"ey are now. "is t"eory is !ased on finding t"e reason w"y people are t"ey way t"ey are and "ow t"eir c"aracter came a!out. 0ne comment t"at stuc# wit" me is a comment t"at Jatrina said w"ere s"e stated t"at women of color "ad a "ig"er tolerance of pain. "is ma#es sense as to w"y women of color endure more suffering !ecause t"ey can tolerate more of it. *y /oac", coac" 9logett, is a prime example !ecause after listening to "er spea# a!out "ow s"e was and w"at "er family is li#e $ was a!le to understand t"e personality s"e "as now. 9efore #nowing "er $ made assumptions solely !ased on t"e fact t"at s"e was a coac" and everyt"ing s"e said $ viewed in t"e perspective of a coac" not as a person. +s time went on s"e and $ !ecame closer and esta!lis"ed a relations"ip off t"e court and $ am not a!le to see "ow confidence comes from not t"e success s"e "as "ad !ut from t"e coac" w"o "ave made !elieve w"at s"e !elieves. $ realize t"at "er "onesty is not intended to !e mean !ut <ust simply t"e trut". $ !elieve t"at "appens wit" all of my close friends. S,, ,-$D,./, 1' +fter writing t"e first personal essay for HDF $ re read my essay and was a!le to realize t"at all t"e trou!le $ went t"roug", alt"oug" it was difficult, in some way or anot"er was a!le to mold me into t"e young lady t"at $ am today. 9eing "omeless alt"oug" it was t"e toug"est time of my life, taug"t me t"e value of a "ome !ut also t"e value of a family. $t in t"ose times w"en $ realized t"at $ could only relay on my mot"er and my family mem!ers w"o were t"ere suffering wit" me. $ learn t"at it does not matter "ow !ig or little a "ome is, it is still a "ome and it is a lot !etter t"an not "aving one at all. ,ac" struggle was a!le to teac" me a lesson and form t"e personality $ "ad today.

)2. )'. )). )(. )4.

Student will demonstrate #nowledge of experiential learning in leaders"ip development 1Jol!2 Student will descri!e personal application of experiential learning in leaders"ip development 1Jol!2 Student will s"ow #nowledge of t"e >Social /"ange *odel of Beaders"ip Development? !y +stin et al Student will descri!e personal application of t"e a!ove t"eory Students will demonstrate #nowledge of

)6. )7. )8.

t"e >Beaders"ip $dentity Development *odel? !y Jomives et al Students will descri!e personal application of t"e a!ove t"eory. Students will demonstrate #nowledge of t"e Strengt"s-Development *odel !y Hulme et al Student will descri!e personal application of t"e a!ove t"eory

Outco*e C!te,or ( Inc%usi)e Le!ders#i" 3 Di)ersit

Outco*e T!r,et c%!ss Addition!% E'"eriences

!nd its A""%ic!tion to Le!ders#i"

Descri"ti)e notes re,!rdin, %e!rnin, !nd "r!ctice

(;. (1. (2.

Student will demonstrate "ow cultural ant"ropology 5 paradigms relate to leaders"ip Student will descri!e personal example of using cultural ant"ropology 5 paradigms as a leader Student will demonstrate #nowledge of t"e >/ycles of Socialization? 1Harro2 t"eory and its uses in leaders"ip

HDF 281

"e cycles of socialization consist of ' lens, your own identity, society and teac"ings and lens of experiences. 0ne attempts to create "im or "er !est self t"in#ing t"at t"ey are doing everyt"ing on t"eir own, w"en in reality t"e person you create w"et"er you li#e it or not is partially created !y society. Society "as !een a!le to create t"is >norm? t"at is supposed to !e lived !y and if it is not lived !y t"an it is loo# at as wrong. +t some point in everyone@s life w"at people say a!out t"em "as some type of importance. :e su!consciously do and say t"ings !ased off w"at we "ear, #now and learn for some ot"er place. +s a leader !eing a!le to create your own identity ma#es you different from everyone else. $f you lead similar to ot"ers t"ere is no reason from someone to follow you over anyone else + great leader according to t"e cycles of socialization is one w"o is a!le to learn from t"eir past experience and !etter t"emselves !ased off t"e mista#es t"ey "ave made.

('. (). (4. (6. (7.

Students will demonstrate personal application of t"e >/ycles of Socialization? Student will demonstrate #nowledge of t"e >/ycles of Bi!eration? 1Harro2 t"eory and its uses in leaders"ip Student will demonstrate personal application of t"e >/ycles of Bi!eration? 1Harro2 Student will demonstrate #nowledge of t"e >/onfiguration of %ower? 1Fran#lin2 and its relations"ip to leaders"ip Student will demonstrate personal application of t"e >/onfiguration of %ower? 1Fran#lin2

(8.

Student will demonstrate #nowledge of racial identity development via t"e /ross, Helms or ot"er models 1Ferdman I =allegosH JimH HorseH etc.2

HDF 281

+lt"oug" $ am not completely familiar wit" t"is t"eory $ do !elieve it tal#s a!out different stages of racisms t"at people reac" !ased on w"ere t"ey are from and "ow t"ey were taug"t. "ere are 4 stages to t"is t"eory w"ic" ta#e one from a completely o!liviously state of mind in terms of racism to !eing aware and accepting of one@s s#in color and privileges. "e =allegos t"eory is more specifically !ased on Hispanic women. He spea#s a!out different ways t"at Hispanic or Batina women consider or identify t"emselves as. 0ne t"at stic#s t"e most is t"e su! grouped Hispanics, simply !ecause t"at is w"at $ consider myself. +lt"oug" $ was !orn in t"e united states $ do and will always consider myself a %uerto Eican. $ accept ot"er for w"o t"ey are and w"ere t"ey are from !ut will always see myself as a %uerto Eican women and not an +merican women. "ere t"eory is all a!out different ways women can identify t"emselves. S,, ,-$D,./, 1(

4;. 41. 42. 4'. 4). 4(. 44. 46. 47.

Student will demonstrate personal application of model1s2 of racial identity development a!ove Students will demonstrate #nowledge of *c$ntos"@s t"eory of privilege and its relations"ip to leaders"ip Student will demonstrate personal application of *c$ntos"@s t"eory Student will descri!e t"e differences and similarities of individual and institutional oppression and relations"ips to leaders"ip Student will s"ow #nowledge of effective leaders"ip as it relates to c"ange agency Student will descri!e personal examples of !eing a c"ange agent Student will create a personal code of inclusive leaders"ip Student will demonstrate #nowledge of t"e >*odel of $ntercultural Sensitivity? !y 9ennett and its uses in leaders"ip Students will demonstrate personal application of t"e >*odel of $ntercultural Sensitivity? !y 9ennett

Outco*e C!te,or ( Critic!% T#in/in,

Outco*e T!r,et c%!ss Addition!% E'"eriences Descri"ti)e notes re,!rdin, %e!rnin, !nd "r!ctice

48. 6;. 61. 62. 6'. 6).

6(. 64. 66. 67.

Student will s"ow #nowledge of principles of critical t"in#ing 1logic is used in t"is minor2 Student will demonstrate proficiency of critical t"in#ing Student will s"ow #nowledge of at least five decision ma#ing met"ods Student will descri!e personal examples of "aving used five decision ma#ing met"ods Student will s"ow #nowledge of at least five pro!lem solving 5 conflict management met"ods, as well as understanding t"e roots of conflicts Student will descri!e personal examples of "aving used five pro!lem solving 5 conflict management met"ods (if student has been trained in mediation, that information goes here) Student will descri!e w"at it means to analyze, criticize, synt"esize and utilize information as a leader Student will demonstrate #nowledge of leaders"ip t"at is used in crisis Student will descri!e examples of leaders"ip in crisis situations Student will descri!e "ow power applies to leaders"ip 1Fran#lin2

Outco*e C!te,or ( Inter"erson!% !nd Or,!ni4!tion!% Conce"ts 2 S/i%%s

Outco*e

T!r,et c%!ss
H$S

Addition!% E'"eriences
HDF

Descri"ti)e notes re,!rdin, %e!rnin, !nd "r!ctice

For my "istory class $ "ave a pro<ect !ased on an interview $ "ave to do. During one of my classes we "ad a guest come in a explain "is view on listening w"en interviewing someone and "ow responding wit" >yes? or >o#ay? was not t"e !est listening tec"ni3ue !ecause you may well !e interrupting t"e spea#er w"ic" t"en may cause a lost in train of t"oug"t. $ was a!le to interview my aunt, 0lga, t"erefore t"e interview was not as formal as if it were anot"er person. $ was a!le to "ave a normal conversation w"ere s"e did most of t"e tal#ing and $ was a!le to write down as s"e was tal#ing. +nytime t"ere was a pause or a !rea# $ was a!le to as# more 3uestion to ma#e everyt"ing follow a lot !etter. $ attempted to limit t"e amount of times $ interrupted "er. Bearning a!le my aunt was easy !ecause $ loved listening and as a part of my ma<or $ "ave to !e a good listener t"erefore $ found t"is assignment fairly easy. S,, ,-$D,./, 14 For my mentoring pro<ect $ "ad to interview my assistant coac" and learn a!out "er life more in dept". +fter learning w"at $ learned in one of my previous "istory classes $ was a!le to put it into practice and realized "ow smoot"ed t"e interview was !ecause $ was not interrupting t"e spea#er. +s $ was s"owed in "istory $ as#ed a 3uestion and t"en let "er spea# wit"out interrupting "er. +t t"e same time $ was ac#nowledging t"at s"e was spea#ing and gave "er my undivided attention ma#ing eye contact. $ learned "ow to listen for t"e important t"ings, for example if s"e went on a rant $ would only listen and write down w"at was relevant to w"at $ wanted to #now. $ am now a!le to apply t"is concept to any of my conversation wit" friends family and coac"es and see t"e results. S,, ,-$D,./, 16

68.

Student will demonstrate #nowledge of active listening tec"ni3ues

7;.

Student will descri!e examples of using active listening s#ills

HDF 281

H$S. Friends, teammates, coac"es

71. 72. 7'. 7). 7(. 74. 76. 77. 78. 8;. 81. 82. 8'. 8). 8(. 84.

Student will s"ow #nowledge of tec"ni3ues regarding giving and accepting of feed!ac# Student will descri!e examples of giving and accepting feed!ac#. Student will demonstrate #nowledge of facilitation and de-!riefing tec"ni3ues Student will demonstrate proficiency of facilitation and de-!riefing tec"ni3ues Student will s"ow #nowledge of organizing meetings 5 setting agendas 5 and leading meetings Student will descri!e personal examples of organizing meetings 5 setting agendas 5 leading meetings Student will s"ow #nowledge of %arliamentary %rocedure Student will s"ow #nowledge of tec"ni3ues for wor#ing wit" difficult people Student will descri!e personal examples of using tec"ni3ues to wor# effectively wit" difficult people Student will s"ow #nowledge of t"e stages of group development 1 uc#man, 9ennis or ot"ers2 Student will descri!e personal examples of group development in use. Student will s"ow #nowledge of group dynamics and group roles Student will descri!e personal examples of group dynamics and group roles Student will s"ow #nowledge of effective mem!ers"ips s#ills in groups Student will descri!e personal examples of mem!ers"ip s#ills in use Student will s"ow #nowledge of t"e