HDF 492 Outcomes

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

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

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

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

Experiences
Evidence

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

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

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

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

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

*Additional classes may be appropriate and therefore added to the list; see CSLD for the most updated list or bring a class that you think should be an elective
AAF 300: Civil Rights Movement in the US COM 402: Leadership and Motivation (capstone option) HDF 416: Leadership in Organizations
BUS 341: Organizational Behavior COM 407: Political Communication HDF 417: Leadership Minor Internship
BUS 342: Human Resource Management COM 415: The Ethics of Persuasion HDF 437: Law & Families in the U.S.
BUS 441: Leadership & Motivation (capstone option) COM 421: Advanced Interpersonal Communication HDF 450: Introduction to Counseling
BUS 443: Organizational Design & Change COM 422: Communication and Conflict HPR 118: Honors Course in Speech Communications
BUS 448: International Dimensions of Business COM 441: Race, Politics and the Media HPR 203: The Prepared Mind
BUS 449: Entrepreneurship COM 450: Organizational Communication HPR 412: Honors Seminar (capstone option)
COM 100: Communication Fundamentals COM 461/462: Managing Cultural Differences in Organizations MSL 101: Introduction to Military Leadership
COM 202: Public Speaking CSV 302: URI Community Service MSL 201: Leadership & Military History
COM 208: Argumentation and Debate GWS 150: Introduction to Womens Studies MSL 201: Military Skills and History of Warfare
COM 210: Persuasion: The Rhetoric of Influence GWS 310: Race, Class, Sexuality in Womens Lives MSL 202: Leadership & Team Building
COM 221: Interpersonal Communication GWS 350: International Womens Issues MSL 301: Leadership & Management
COM 250: Small Group Communication HDF 190: FirstYear Leaders Inspired to Excellence (FLITE) PEX 375: Women in Sport Contemporary Perspectives
COM 302: Advanced Public Speaking (introductory course option) PHL 212: Ethics
COM 308: Advanced Argumentation HDF 290: Modern Leadership Issues (introductory course 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, MultiEthnic, & 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 lettersanything that shows that someone has
determined that you have demonstrated proficiency (or not, or are making progress). Make sure to keep electronic copies of all of your evidence to
include in your Portfolio.

Outcome Category: Self-Leadership
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
1. Student will demonstrate autonomy and a
minimized need for approval
2. Student will demonstrate personal, URI 101 CBA Alumni Career Day In URI 101, my mentors taught me time management and how to manage my involvement. As a class,
organizational, and academic examples of Career Beam we went over learning styles and study strategies. Overall, I learned how to set and meet goals
self-discipline because of my good time management skills. I learned how to be self-disciplined when it came to
organizing my personal and professional life. I started using a daily planner to help me keep track of all
my academic due dates as well as my work schedule and meeting times for organizations. As a class,
we then worked with our professors; we had an interview with Deborah Rose (accounting), who talked
to us about career building, learning styles and strategies to help us succeed. We did a Career Beam
survey as well to help lead us in the right direction if we were undecided or unsure about where we
wanted to focus our studies. Later, my class went to CBA Alumni Career Day where we could speak
with many experienced adults and ask any questions we had about their field. This shows a
combination of how I learned to be self-disciplined in both an organizational and academic manner.
Solely for academics, we had a presentation with Kathy Bowser, one of our advisors, who showed us
how to create a balanced schedule and plan all the details out to graduate on time with an
average/above average GPA. We watched a video online as well. As for personal examples of self-
discipline, we had a presentation by the Peer Advocates about health and safety. We could understand
their perspectives on sex, sexual relations, drugs and alcohol because we respected them as our
peers. It was not like the typical health class talk about do not do this or that, more of an open
discussion on how we felt about the topics at hand and what to do when they got dangerous. At this
age, they are not going to preach at us and tell us what to do, but rather help us out by providing
resources for when things do not go the way we necessarily planned.
Evidence: handout on how to register for classes from URI 101
3. Student will demonstrate the ability to
manage emotions
4. Student will demonstrate knowledge of These fifteen stress management techniques will not only have you feeling more relaxed within
stress management methods minutes, but they are powerful enough that regular practice can help you reduce your stress levels
permanently.
1. Diaphragmatic Breathing
Stress reduction doesnt get any easier, or more fundamental, than learning how to breathe properly.
When youre under stress, your chest feels tight and your breathing becomes shallow and rapid. This is
a hardwired response to danger that is supposed to be temporary, but most adults breathe this way all
the time which unfortunately keeps us in a flight or fight mode. The most basic breathing exercise is
to consciously breathe from your diaphragm. As you slowly inhale and exhale, concentrate on keeping
your chest still while expanding and contracting your stomach A few minutes of diaphragmatic
breathing will lower levels of the stress hormone cortisol and stimulate the parasympathetic nervous
system to evoke a state of calm.
2. Meditation
Meditation is undoubtedly one of the best stress management techniques known. It makes you more
resilient and less reactive to stress by decreasing the number of neurons in your amygdala, the area of
the brain associated with fear, anxiety, and stress. It increases levels of the calming neurotransmitter
GABA (gamma-aminobutyric acid). GABA puts the brakes on brain activity, letting you relax. Meditation
helps you quiet your mind and master negative thought patterns which are often the root cause of

stress. Listen to guided meditations or audio files that incorporate binaural beats or brainwave
entrainment. These approaches will help induce a relaxed state very quickly.
3. Mindfulness Meditation
There are many kinds of meditation, and one that stands out for stress relief is mindfulness meditation.
Its the meditation of choice among those facing unusual levels of on-the-job stress such as Wall Street
brokers, Silicon Valley entrepreneurs, and US military personnel. Mindfulness builds a bigger and
better brain. It increases the amount of gray matter, the volume of the hippocampus, and the thickness
of the cortex while it decreases the size of the amygdala, the fear center of your brain. It also improves
connectivity between various regions of the brain.
4. Yoga
Its estimated that more than 15 million Americans practice yoga regularly. One reason for the
explosion in interest in this 5,000-year-old practice is that people are looking for a way to de-stress.
Any kind of physical exercise will reduce stress, but yoga excels at it. Yoga slows your breathing and
heart rates, lowers blood pressure, and increases heart rate variability. Just a single one-hour session
of yoga can increase GABA by 27%. If you want to target feelings of stress or anxiety, you can find
yoga poses specifically for stress. If youre concerned you arent flexible enough, give the ancient
martial arts tai chi or qi gong a try instead. They offer similar relaxation benefits but flexibility is not
required.
5. Guided Imagery
Guided imagery is a powerful technique that uses your innate power of visualization to achieve goals
and improve performance. Its most commonly used for stress reduction, healing, and changing
behaviors. Legendary sports figures and Olympic teams use it to achieve peak performance. Over 200
studies have proven its many health benefits. Its so beneficial, its even covered by some insurance
plans, but theres no reason you cant use guided imagery on your own.
6. Self-Hypnosis
Hypnosis is a trance-like state characterized by extreme relaxation, increased suggestibility, and
heightened imagination. Self-hypnosis occurs when you intentionally put yourself in this state without
the help of a hypnotherapist. If youve ever found yourself entranced by a crackling fire or ocean
waves, youve experienced self-hypnosis. A huge volume of research confirms the benefits of hypnosis
for anxiety and other disorders with a stress-related component. There are self-hypnosis scripts that
you can perform from memory or record and follow along to your own voice. There are also
prerecorded self-hypnosis MP3s and apps. For maximum benefits, stick to audio files developed by a
professional with hypnosis training and accreditation.
7. Autogenic Training
Autogenic training is a little known but highly effective type of self-hypnosis that teaches you to regulate
functions that are normally under subconscious control, such as heart rate, breathing, and blood
pressure. It works by calming down your overactive stress response. It puts you in a relaxed brain
wave state like meditation. More than 60 studies have found autogenic training beneficial for stress-
related disorders including anxiety, insomnia, and high blood pressure.
8. Personal Biofeedback
Biofeedback is a powerful technique that teaches you how to manage your breathing, heart rate and
blood flow to stop the stress response in its tracks. It enables you to monitor what your body is doing in
real time by measuring functions like heart rate, blood pressure, brain wave state, skin temperature
and muscle tension. Traditional biofeedback is expensive and time-consuming, but now there are
effective personal biofeedback devices that work by measuring various functions such as blood
pressure, heart rate variability, or galvanic skin response. Biofeedback devices that measure brain
waves are called neurofeedback devices and require you to wear a headset. With the assistance of a
personal biofeedback device allows, you can relax anytime, anywhere.
9. Progressive Muscle Relaxation

When you get stressed, your muscles get tight and they are not only caused by stress, they contribute
to stress. Progressive muscle relaxation is a simple technique that involves tensing and relaxing
specific groups of muscles in a systematic way to break the vicious cycle of stress and muscle tension.
10. Emotional Freedom Technique (Tapping)
Emotional Freedom Technique (EFT), also called tapping, is a form of acupressure that works by
stimulating meridian points with your fingertips. Tapping can be used for pretty much anything that ails
you physically or emotionally including instant stress relief. One session of tapping can lower
levels of the stress hormone cortisol by up to 50%.
11. Aromatherapy
Aromatherapy is a healing and relaxation technique that makes use of the scent of essential oils.
According to the US National Library of Medicine, more than 15,000 scientific research studies have
been done on essential oils. Dozens of essential oils deliver stress relief, but you cant go wrong with
lavender. Lavender is the most studied and possibly the most versatile of all essential oils. Put a few
drops on your wrists, dab some under your nose, or diffuse it into the air for instant stress relief.
Besides being generally relaxing, lavender also has anti-anxiety, antidepressant, and mood stabilizing
properties. If you arent keen on the fragrance of lavender, two other top essential oils for stress relief
are bergamot and chamomile.
12. Enjoyable Pastimes
Creating art, listening to music, or getting absorbed in your favorite hobby are all legitimate stress
management techniques. Hobbies as diverse as knitting, woodworking, gardening, or home repair
reduce stress and put you in a relaxed state. Anti-stress coloring books a recent trend can
significantly reduce stress and depression. Engaging in these activities before going to bed can help
you relax and fall asleep faster than using your laptop or tablet which emit sleep-disruptive blue light.
13. Nature
Go outside and spend some time in nature. It will lower your cortisol, blood pressure, and pulse rate
while increasing heart rate variability. It doesnt have to be a major outing simply spending a few
minutes at a park on your lunch break can help and when you go, leave your smartphone behind or at
least turned off. Research has confirmed what most of us suspect anyway that trying to do more
than one thing at once is stressful. Heart rate and cortisol levels go up when you constantly check your
email and if you cant get outdoors, take a few minutes to look at pictures of nature. Even that can help
reduce your stress levels, anger, and fear and put you in a better mood.
14. Gratitude
Expressing gratitude creates a surge of feel-good brain chemicals that will make you feel happier and
more relaxed. A common way of expressing gratitude is by journaling writing about things you are
grateful for or sharing grateful thoughts with others even better. That benefits both you and the
recipient. You can thank a friend by phone, text, email, or put pen to paper and write a genuine thank
you note for words of encouragement, act of kindness, or any other gift youve received. Feeling and
expressing gratitude reduces stress and increases emotional resilience and it will help you relax and
sleep better if you do it right before you go to bed.
15. Green Tea (Instead of Coffee)
This one is a little different that all the other stress reduction techniques listed here, but caffeine is such
an integral part of our always-on-the-go society, its role deserves special consideration. Millions of
people get through the day not on naturally generated energy but on the artificial boost they get from
caffeinated beverages. While caffeine can be part of a healthy lifestyle, it also increases stress
hormones and reduces calming brain chemicals, while restricting blood flow to the brain. Caffeine is
even linked to four recognized psychiatric disorders. So, if you are feeling stressed, grabbing a
caffeine-laden cup of coffee, a soda or an energy drink is the totally wrong thing to do - instead, make
your next drink a cup of green tea. Green tea contains a little caffeine about 25 mg per 8-ounce
serving which should be enough to keep you from full-blown caffeine withdrawal. Green tea provides
focus and energy while it relaxes you, thanks to l-theanine and EGCG (epigallocatechin gallate). L-
theanine is an amino acid that increases your resilience to stress. It causes an increase in alpha
brainwave activity thats like that experienced during meditation. EGCG is a polyphenol that normalizes
activity of the calming neurotransmitter GABA. Like theanine, EGCG also changes brain wave patterns
to put you in a relaxed yet attentive state.
Evidence: print out of research
5. Student will demonstrate the ability to
manage stress
6. Student will express a personal code of HDF 190 To me, some of the most unethical choices are not being faithful when in a dating relationship,
leadership / membership ethics discussing a confidential student issue from class with a friend outside of class, and posting personal
and derogatory information about another person on-line. Other individuals may feel strongly that
hiding a book in the library so that no one else can find it except for you is extremely unethical.
However, a big aspect of being ethical is being the same person at work, at school and the community.
Although how I hold a conversation and how I socialize in various environments differ, I always stay
true to myself. I carry all my morals, beliefs, values and experiences with me everywhere I go. Ethical
means being morally correct and I only involve myself in organizations where ethics play an important
part. I think people can learn to be more ethical if they want to; I strongly believe that people only
change if they want to and they are ready. A lot of ethics has to do with the way one was raised. If
someone was born in a household were ethical decisions were not made regularly, they might not
know if they are doing anything wrong to begin with because being unethical is all they know. A
common challenge that college students face as they try to make ethical decisions usually has to do
with cheating, whether it be academically or personally. There is two main reasons why these slip ups
occur: 1. Doing things the easy way - cheating is easier than spending time studying. 2. New
opportunities - freedom can encourage trying new things that can have negative outcomes like
cheating in a relationship or using drugs and alcohol. Regardless, I have the courage to live out your
values when there is pressure to compromise or rationalize because whenever I am uncomfortable in a
situation, I think about how I will feel about my actions the later that day or night. If I know I will have a
pit in my stomach and I might toss and turn in my bed about my decision, I will not do it. I always trust
my gut instinct. I can only hope that by living out my values and putting them in action that it will inspire
others to make change in their own lifestyles. I believe that leading by example is a strong source of
influence to others. I do not tolerate hypocrites who say one thing and do another. Hopefully, my values
of honesty, kindness, love, fairness and spirituality can positively affect the lives of others. As a
student, knowing myself better and holding myself accountable through my values will help me reach
my goals. Only I can exceed my own expectations that I set and by learning about myself, I can further
prioritize my time in a more effective way that will help me succeed. As a leader, by living more
ethically, while staying true to my values and beliefs, I can provide myself as a strong, influential factor
in others lives. I can inspire change and hope for the future of others as I help them make positive
changes in their lives when they are ready to do so.
Evidence: ethics in action dialogue worksheet from HDF 190
7. Student will demonstrate practice of the HDF 190 ENG 243 An ethical issue I am worked through is when I had to work on a group project in my English class and
personal code of ethics one member was not pulling her weight. It is an ethical issue because it is not fair if all members do not
submit equal amounts of work and if one specific member feels that she does not have to put forth
same amount of effort, but still receive the same credit. I did not know her personally so it was difficult
for me to analyze the situation further as I do not know how she has acted in past group project
settings. For my action plan I had decided that I could talk to her 1 on 1 and see what her expectations
of the group are versus her expectations for herself and why she feels the way she does. I could have
also talked to other group members to hear about their opinions and views on the matter. I could have
talked to my professor about the subject to see if her past experiences could shed some light on how I
can handle the situation in a mature, calm and efficient manner as well. I decided to approach her 1 on
1 if things did not change after the next class, however I did not even have to act on my choice after all.
Evidence: Sakai discussion post about ethics for HDF 190
8. Student will express a personal values HDF 190 VIA assessment In HDF 190, we learned about our top five values and mine are honesty, kindness, love, fairness and
statement HDF 412 spirituality. I think these results are a very accurate portrayal of the person I am. I live an honest life. I
try not to keep secrets and I always let it be known how I feel. Honesty is the best policy; I could never
live a life of lies. I am about open communication! I also see myself as a very kind person. Although I
think it is my responsibility to make myself happy first, I always have others in mind when making
decisions. I would never do anything to intentionally hurt someone. Fighting fire with fire gets you
nowhere. I am loving person as well. Anyone who knows me will say how happy I am when sharing my
positive feelings towards others. I like to love and be loved in return. It's a very nice feeling! I care
about those I'm close with and they all definitely know it. Never take time for granted; let your love be
known! Continuing on, I do feel as if I am a fair person. It's not always easy to say no to someone,
especially when it's a friend or family member, however, business is business, it's not personal! I
always try to think of what would be of the best benefit to my team or group I am working with at the
time. There are no exceptions. My last value is spirituality. It's not always a religious topic, but for me it
is. I am very connected with God and I thank Him for all the blessings I have received in life. I am
extremely grateful for the life I live and all the opportunities presented to me. Some ways in which I am
connected with my spirituality is by reading the bible, going to church, working and volunteering at my
church, wearing a cross and praying every day.
Evidence: print out of VIA assessment for HDF 190
Revision: For HDF 412, we were challenged to retake our VIA assessment. When I did, my new
values were honesty, love, curiosity, hope and leadership. I lost kindness, fairness and
spirituality, but I gained curiosity, hope and leadership. Honesty means speaking the truth but
more broadly presenting myself in a genuine way and acting in a sincere way, being without
pretense, and taking responsibility for one's feelings and actions. Love is valuing close
relations with others, in particular those in which sharing and caring are reciprocated and being
close to people. Curiosity is taking an interest in ongoing experience for its own sake, finding
subjects and topics fascinating and exploring and discovering. As the saying goes, curiosity
killed the cat, but I happen to love this value. Hope is expecting the best in the future and
working to achieve it and believing that a good future is something that can be brought about.
Last but not least, leadership is encouraging a group of which one is a member to get things
done and at the same time maintaining good relations within the group and organizing group
activities and seeing that they happen.
Evidence: print out of new VIA results
9. Student will demonstrate practice of the HDF 190 VIA assessment In HDF 190, I took a Values In Action (VIA) Assessment online which helped determine what our top
personal values statement HDF 412 High school soccer team captain five values were. My results showed that mine are honesty, kindness, love, fairness and spirituality. I
P.I.N.K. Women definitely own the values I have previously discussed; I see them in everything I do. A specific example
would be when I was captain of my high school soccer team. I constantly had to utilize my strong
communication skills to effect work with my team, I had to motivate them to want to work hard and
succeed together, and I ran practices in way that was going to improve their skills and relationships
with one another. I developed personal relationships with each teammate so I could see their individual
strengths and challenges and how we could work together to overcome them. I loved my team so
much. I was always honest, kind and fair with them. An instance where I was brutally honest with them
is when I had to have a sit down meeting with them and had to talk to them about their attitude towards
a particular practice. A majority of the girls were goofing off, fooling around and not having a mature
focus, especially when we had a very important away game the following day. I did not want to
reprimand them, but I had to take it upon myself and tell them why their behavior was unacceptable. I
used kind words when speaking to them because they are my peers and I respected them. I would
never curse at them or use inappropriate language to bring them down because that would be
detrimental to the whole atmosphere and would lessen my credibility as a leader. Treating my team
with fairness was just as crucial. What I say to them applied to myself as well. I also made it clear that I
would always love to hear criticism and feedback so I could change and work on things that were not
going as planned or to keep doing some of the same techniques and practices. All in all, the years we
spent together and the experiences have really helped shape who I am today.
Evidence: picture of my high school soccer team
Revised: My senior year, I am Vice President of the student organization called P.I.N.K. Women.
I can very clearly see my trait new top five VIA traits being shown through my actions with my
sisters. With over eighty women in the sisterhood, I have no choice but to be 100% at all times.
During my speech for elections, I told them I would always be my authentic, genuine,
transparent self and that they would never have to doubt my intentions. I love all of them so
much because they truly care about me and have my back. I love how they have given me the
confidence to truly love myself too. As for curiosity, I am always thinking outside the box and
questioning the norms. If we want out sisterhood to be more successful than it has been in the
past, then we need to do something we have never done before. I encourage collaborating
within our different committees (sisterhood, academics, mentoring, community service,
womens awareness and fundraising) instead of always working with other organizations. I have
hope for our sisterhood, that it will grow and we will all have a close-knit bond, be known in the
community, and be known as independent individuals that will make change in the workforce as
women. Using my leadership skills, I have already made progress within all three of these areas
and I plan on using my connections with other leaders next semester to complete them while at
URI.
Evidence: print out of my speech
10. Student will demonstrate the ability to Girl Scout Gold Award For my Gold Award Project, I had to pick a project that helped serve the community and right away I
lead a project from start to finish (follow- knew that I wanted to repair a bridge and running trail that is behind my high schools soccer field that
through) all the athletes and students use. I decided to reroute the running trail by starting at the end of the
previous trail and creating a new one by clearing a path and by building a bridge extension, The entire
project took several years to complete starting in the planning process. I had to fill out many forms for
the Girl Scout Council as well as talk to many adults in my community such as the athletic director of
my high school. I did several site surveys to determine what needed to be done and what materials I
would need. I sought donations from local businesses after researching and compiling a list of specific
materials I would need. I set up work dates and back up dates in case of inclement weather. I had to be
very organize and keep all the details arranged. I recorded everything I did do on the day I did it and
how much time it took. Then I took advantage of technology and use social networking sites to recruit
volunteers and get information and permission to move forward. By sending emails and texts, making
phone calls, and using Facebook and Twitter as resources helped me to send quick messages for
reminders or approvals for anything regarding my project. During work days, I broke up all my
volunteers into groups and gave them all different tasks such as removing rocks and sticks, clearing
weeds and raking, and picking up garbage. Before the working date, (I had three), I would pick up food
and beverages for the volunteers as well as the needed materials for that days activities. After the
work days were completed, I got interviewed by local newspapers over the phone as well as emailed
them pictures for publicity. I had the woodshop teacher make a sign that I stained to put up near the
entrance of the trail as well as with a laminated map. I opened the trail in September 2012 after
working on it for two years. I also made a PowerPoint of my journey and presented it to the Town
Council and many executive administrative adults in the school system. I made two informational
binders as well to help future Girl Scouts or for anyone in the town that was interested in reading it and
donated them to my school and town library.
Evidence: article from local newspaper and PowerPoint for town council
11. Student will describe goals and objective URI 101 The Matty Fund In URI 101, we had to do a civic engagement project in which we serve the community together as a
statements regarding personal issues, class. For business students, we already had a predetermined project picked out for us, the Matty
career issues, and community issues Fund, which the College of Business has been working with since 2008. We raise funds for The Matty
Fund, which provides family resources, raises epilepsy awareness, promotes patient safety and
improves the quality of life for children and families living with epilepsy. The Matty Fund is named in
memory of Matthew Siravo who passed away on Mother's Day in 2003 at the age of five from a
prolonged and uncontrolled grand mal seizure. To help other parents of children with epilepsy, Debra
and Richard Siravo created the Matthew Siravo Memorial Foundation which today is known as The
Matty Fund. They offer many programs such as monthly support groups, college scholarships for those
living with epilepsy, lectures, research, workshops for parents, and other special events. For example,
Camp Matty, which is a therapeutic horseback riding day camp that is held twice a year, as well as
Matty Hatty Day, which is an epilepsy awareness program in school. This is an important community
issue because it originated in Rhode Island and there was a need for a program like this. I even got the
pleasure of meeting with Matty's mother and heard about the passing of Matty and why the foundation
is special to her. My URI 101 class sponsored a young girl named Daphne Cardillo and we each
pledged to sell at least five t shirts to show our support for her and her family. I relate to this personally
in that this directly correlates with my career aspirations of being a marketing major. A huge part of
marketing is the selling aspect. For my contribution to this project, my class broke into groups and
individually, we made goals of how many t shirts we were committed to sell to raise funds. One of my
selling techniques/tactics was utilizing technology and sending friends, family and colleagues emails
informing them about the organization and asking them to consider donating. An issue that did occur
with my group was that some of my fellow members were not as motivated to sell, most likely because
they were not passionate marketing majors like myself. As for career goals, this project helped me gain
more experience and insight in how to go about selling successfully and appropriately. As for
community goals, clearly this project gives back and it connected and unified my URI 101 class
because together, as a whole, we were able to set and accomplish a goal.
Evidence: information pamphlets on The Matty Fund
12. Student will show evidence of goals and URI 101 The Matty Fund In URI 101, we had to do a civic engagement project in which we serve the community together as a
objectives that were planned and class. For business students, we already had a predetermined project picked out for us, the Matty
achieved Fund, in which we raise funds for The Matty Fund, which provides family resources, raises epilepsy
awareness, promotes patient safety and improves the quality of life for children and families living with
epilepsy. My URI 101 class sponsored a young girl named Daphne Cardillo and we each pledged to
sell at least five t shirts to show our support for her and her family. I relate to this personally in that this
directly correlates with my major, marketing. A huge part of marketing my group pledged to each sell
five t shirts to raise money for The Matty Fund. As a marketing major, I felt as if I was most suited to
share my selling techniques with the group, pointing out one of the most obvious and successful tactics
of utilizing social media. All members used Facebook, Twitter, Instagram, Tumblr and their email as
well as some other platforms to spread the word about this charity. We asked many individuals to
consider donating to the fund after we full informed them of the organization and what our classs
mission was for URI. We also worked through many ideas and planning sessions of possibly hosting a
three on three basketball tournament in Mackal or to have a bake sale in Hope. We spent a lot of time
brainstorming and we all decided to break up individually and compete with other another in hopes to
upsell our other classmates, as a fun initiative to help out The Matty Fund. We all bought a shirt to
support and ended up fulfilling our goals, with some group members going above and beyond and
selling twice as many shirts as originally proposed. As a whole entire class, we had a goal for shirts
sold, which we reached as well with flying colors, as we had wanted to beat the other business URI
101 classes.
Evidence: print out of the email asking for contributions for The Matty Fund
13. Student will show knowledge of the Independent research Maslows theory is about the hierarchy of needs. First, he states that biological and physiological needs
Hierarchy of Needs theory by Maslow are most important: air, food, drink, shelter, warmth, sex, and sleep. Then comes safety needs:
protection from elements, security, order, law, limits, stability, and freedom from fear. Third is social
needs: belongingness, affection and love, - from work group, family, friends, and romantic
relationships. Then comes self-esteem needs: achievement, mastery, independence, status,
dominance, prestige, self-respect, and respect from others. Lastly, is self-actualization needs: realizing
personal potential, self-fulfillment, seeking personal growth and peak experiences (Maslow, 1943).
14. Student will show application of Maslows HDF 190 One of my fellow classmates, Vanessa, closed class one day with a scenario using Maslows theory,
theory to own life although no one knew it then. So Vanessa had us take a personality quiz out loud. You are in the
desert and have to get rid of one animal each step of the way in order to escape. We all wrote down
which animals we kept each time and by a show of hands, we saw what animal everyone ended up
keeping. The whole scenario was symbolism, which we had not yet learned. This activity relates to
Maslows theory in that each animal represented a step in the hierarchy of needs. The cow represents
physiological, the lion represents safety, the sheep/monkey represents belonging, and the horse
represents self-actualization. By doing this exercise, I learned that physiological needs are the most
important to me because I realize my necessities are the most vital aspect of my life rather than my
emotional needs. The way Vanessa described it, the deserts hardship, the lion represents pride, the
monkey represents your children, the sheep represents friendship, the cow represents basic needs,
and the horse your passion. I got rid of the monkey first, then the sheep, then the lion, then the horse,
and finally I was left with the cow. First, I got rid of the monkey and it does not relate to my own life
currently because I do not have children. Then, I got rid of the sheep because would not need it for
warmth, since the desert is extremely hot. Related to my own life, the sheep (my friends) would not be
necessary because even though I treasure all of my friendships, I do not need them to survive. I do
value emotional connections, but I do not rely on anyone so much that I cannot be independent. Next, I
got rid of the lion because I figured I would not need protection since there is mostly just scorpions and
cactus. In relation to my own life, I do not need the lion in that I am not a prideful person. I appreciate
myself in that I am always humble and do not look to be the center of attention or in the spotlight. I do
what I do for other people and myself because I want to, not because of the praise I am looking to
receive for those actions. I got rid of the horse after that because I am physically lazy sometimes and
usually lethargic so I figured I could ride it around. In my own life, I naturally see passion in almost
everything I do. It is of value to me and something I feel like I carry around in that it is contagious and I
hope that everyone is passionate about at least one thing in their own life. Lastly, I ended up with only
the cow. It completely makes sense that it represents basic needs because I actually decided to keep it
for the milk to stay hydrated. Basic needs are essential in that I automatically thought of what I logically
needed to survive.
Evidence: notes from the activity, print out of activity
15. Student will describe personal leadership HDF 190 LPI Inventory MY LPIs (leadership practice inventory) that I scored highly in are encourage the heart and challenge
style and/or personality style including HDF 412 Institute the process, while the ones I scored moderately in are model the way, enable others to act, and inspire
strengths and weaknesses and examples StrengthsQuest a shared vision. After taking the assessment, I completely agreed with results and was happy that I
of application (Sources = Leadership style now had phrases that expressed my behaviors accurately. I always praise people for a job well done,
inventories, the L.P.I., StrengthsQuest, am very encouraging, continuously express my appreciation for contributions made, publicly recognize
Type Focus (MBTI), LAMP, and other others for their accomplishments, and find creative ways to celebrate them as well (encourage the
career inventories, etc.) heart). For challenge the process, I actively look for ways to challenge my skills and I take initiative in
trying out new ideas. A time where I demonstrated my strength there was when I dedicated a lot of time
to finding the most intense college soccer camp I could go to so I could improve to help my team be
successful in the upcoming season. I am constantly looking for ways to be a better me, especially
when it can be of benefit to the greater good. For model the way, I lead by example, I follow through on
commitments I make, and I seek feedback about how my actions affect others performances. A
specific example where I modeled the way was when I completed my Girl Scout Gold Award Project. I
met with the athletic director of my high school, the principal, the superintendent, the board of
education, the town council, and many other adults in respective positions for feedback and thoughts
on what I did for my town. I sent out emails with a PowerPoint presentation and made binders with all
my project information for the local libraries. For enable others to act, I actively listen to diverse points
of view and I treat others with respect. For my last LPI, I am upbeat and positive when talking about
what my specific group aspires to accomplish. I find it very easy to encourage the heart, but it is
extremely difficult for me to be inspiring. It is one thing to motivate someone, but it is another to excite
someone. In HDF 190, we also learned about our signature themes of talent through StrengthsQuest.
My top five strengths are restorative, individualization, responsibility, communication and competition. I
think these results are a very accurate portrayal of the person I am. However, I did not even realize
what restorative meant even though it is my top strength. When I read into it a little more, I realized that
it really is me. I always want to fix processes to make them more efficient and I am very into self-
improvement. I want to be criticized because I am ready to grow. For individualization, I believe
everyone is important on a team; each piece of the puzzle matters. I strongly believe in working with
others who are different and utilizing all the unique strengths to work together and succeed as one. For
responsibility, I see that in myself a lot. A lot of people trust me because they know I will always follow
through. It is not always easy to hold yourself and others accountable, but that is what it means to be
responsible. I do not make promises, but my word is true. When I say something or commit to
something, I will follow through. For example, I was voted to be treasurer for my high schools chapter
of National Honor Society, a position which holds a lot of responsibility. I was trusted with taking care of
the finances of the club and held hundreds of dollars for banquet fees and other activities. For
communication, my whole life I have constantly seen poor communication in practice and it kills me. It
can have negative effects on others and it is just detrimental to growth, together or individually. It is of
extreme importance to me to have others know how I feel regardless of the situation. I hate
misunderstandings and I work hard to make it so that they do not occur very often. They are just
setbacks to progress and can hurt others in the process. Be impeccable with your word! Competition is
my last strength and it is very relevant in my life. All my life, I have wanted to win no matter what I was
doing. In high school, I was a three season athlete, however, winning was not everything, but it is
important to me. I like being challenged because it forces me to grow. Sometimes I have to step
outside my comfort zone, but it takes me to where I need to be and I succeed. I get very motivated to
beat someone because I feel like I achieved a lot personally. I have learned that there is always
someone who is going to be better than you, but that does not mean you just give up and stop trying to
grow. Always strive to be the best self you can be.
Evidence: information on LPIs from Institute
Revised: My leadership style has changed a lot since freshman year as many of my experiences
have matured and shaped me. I retook my StrengthsQuest Assessment fall semester of my
senior year for HDF 412 and I found that my strengths had changed. They are now Competition,
Includer, Activator, Communication and Woo. Previously, Competition was my fifth strength,
and Communication stayed the same as my fourth strength. For Competition, I measure their
progress against the performance of others. I strive to win first place and revel in contests. This
shows with my dedication to the URI Powerlifting Team, that I joined in February 2016. I have all
the team, state and national records for women written down to motivate me. My new found
strength of Includer is shown in how I am very accepting of others. I show awareness of those
who feel left out, and make an effort to include them. With Activator in me, I can make things
happen by turning thoughts into action. Once a decision is made, I want to act quickly. With
Communication, I generally find it easy to put my thoughts into words. I feel like I am a natural
conversationalist and presenter. Last but not least. I never thought I would say it, but I am a
Woo. (Winning Others Over). I love the challenge of meeting new people and winning them over.
I get satisfaction from breaking the ice and making a connection with another person.
Evidence: new StrengthsQuest results printed out
16. Student will show knowledge of the theory SuperLeadership describes a management style that emphasizes the importance of having individuals
of Superleadership by Manz & Sims lead themselves. According to Manz and Sims superleaders are not like traditional leaders in that
their strength does not rest solely in their own abilities but rather in the abilities of those who surround
them. Superleadership focuses on the growth and development of the self-leadership abilities in others.
This is done by providing praise along with constructive criticism and feedback. Superleaders are
expected to exemplify both strong self-leadership and high moral standards. The four main goals of
superleadership are as follows: developing environments that promote positive attitudes, enabling
employees to set personal goals, encouraging observation and comment amongst subordinates and
encouraging members of a group to support and motivate one another. Manz and Sims state that the
best way to begin understanding Superleadership is to understand the way each of us influences

ourselves to enhance our own satisfaction and performance. They also suggest that widespread self-
leadership needs to be filtered down from the top of organizations to be properly engrained within their
culture. As a universal theory, superleadership recommends the use of a single style of leadership
within organization, however this is only truly applicable in long-term scenarios. Certain prerequisites
are also present in the theory, such as the assumption that employees' activities are self-directed.
17. Student will show application of Manz &
Sims theory to own life
Outcome Category: Leadership Theories
18. Student will show knowledge of the Authority is having power or control and it is rational-legal, traditional and charismatic. There are three
Authority and Bureaucracy theory of types of authority: charismatic, traditional and legal-rational. Charismatic authority refers to an
leadership Weber individual who portrays certain traits that make them an excellent leader. Weber believed that this
person should inspire and lead a group of people through their charisma. He believed a person of this
authority should contain a certain quality of an individual personality, by virtue of which he or she is set
apart from ordinary men or women and treated as endowed with supernatural, superhuman, or at least
specifically exceptional powers or qualities. Weber favored this style the most. Traditional authority
indicates the system of authority doesnt change or evolve overtime. This type of authority is based
solely on tradition and the right to rule being passed down through hereditary Legal-rational authority is
grounded by the legal system and a set of uniform laws. Weber though the best example of this was
political or economical bureaucracy. Bureaucracy is a particular type of administrative structure
developed through rational-legal authority system of power where leaders exercise control over others
a system based on disciple. It involves the specialization of jobs, sub-division, hierarchy, rules and
regulations, technical competence, and impersonality (Weber).
Evidence: print out of PowerPoint
19. Student will describe personal application
of the above theory (Weber)
20. Student will show knowledge of the There are four principles of the scientific management theory. 1.) Replace rule-of-thumb work methods
Scientific Management theory of with methods based on scientific study of the tasks. 2.) Scientifically select, train, and develop each
leadership by Taylor worker rather than passively leaving them to train themselves. 3.) Cooperate with the workers to
ensure that the scientifically developed methods are being followed. 4.) Divide work nearly equally
between managers and workers (Taylor, 1911).
of the above theory (Taylor)
22. Student will show knowledge of the Management by objectives (MBO) is a management model that aims to improve performance of an
Management by Objectives theory of organization by clearly defining objectives that are agreed to by both management and employees.
leadership by Drucker According to the theory, having a say in goal setting and action plans should ensure better participation
and commitment among employees, as well as alignment of objectives across the organization. A key
point of management by objectives is the establishment of a management information system to
measure actual performance and achievements against the defined objectives. Some benefits are that
it improves employee motivation and commitment, and ensures better communication between
management and employees. However, it emphasizes the setting of goals to attain objectives, rather
than working on a systematic plan to do so. Peter Drucker set forth several principles. Objectives are
determined with the employees and are challenging but achievable. There is daily feedback, and the
focus is on rewards rather than punishment. Personal growth and development are emphasized, rather

than negativity for failing to reach the objectives. MBO was not a cure-all, but a tool to be utilized. It
gives organizations a process, with many people claiming the success of MBO is dependent on the
support from top management, clearly outlined objectives, and trained managers who can implement it.
MBO calls for five steps that organizations should use to put the management technique into practice.
The first step is to either determine or revise organizational objectives for the entire company. This
broad overview should be derived from the firm's mission and vision. The next step is translating the
organizational objectives to employees. Drucker used the acronym SMART (Specific, Measurable,
Acceptable, Realistic, Time-bound) to express the concept, which is widely known today. Step three is
stimulating the participation of employees in setting objectives. After the organization's objected are
shared with employees, from the top to the bottom, employees should be encouraged to help set their
own objectives to achieve these goals. This gives employees greater motivation since they have
greater empowerment. The next to last step is to monitor the progress. In step 2, a key component of
the objectives was that they are measurable for employees and managers to determine how well these
were met. Lastly, progress is evaluated and rewarded. This step includes honest feedback on what
went well and what did not (Drucker, 1954).
of the above theory (Drucker)
24. Student will show knowledge of Theory HDF 412 The theory is based on the beliefs that a leader has of their team members/employees. How a leader
X and Theory Y theory of leadership by feels about the people they lead affects their leading style. There is two type, X and Y.
MacGregor Theory X (Authoritarian Management):
Authoritative form of management.
Leader looks at those they lead as people who must be told exactly what to do.
They micro-manage to get the job done and done correctly.
They believe that the average person does not like to work. To motivate them they need to
be given punishments.
The theory presumes that the average person likes to be directed on how to complete tasks
because they want to avoid responsibility.
Those who are not in the leadership role seek security and are unambitious.
We are motivated mainly by money and job security.
Theory Y (Participative Management):
More of the optimistic side of the theory.
States that peoples effort in their everyday job is as natural as work and play.
Individuals are willing to take on responsibility because they enjoy doing meaningful work.
Team members/employees are capable and welcome to bring creativity and ingenuity to the
workplace.
Individuals are willing to work through methods like self-control and self-direction.
Theory Y leaders believe that their team members/employees are motivated by self-esteem
and self-fulfillment rather than material things.
Leaders give those they lead more authority over themselves and their work, broaden the
scope of their position and allow them to voice their opinion when making decisions.
(McGregor, 1960)
Evidence: descriptive notes hand out from HDF 412
25. Student will describe personal application HDF 412 Dicks Sporting Goods Different types of people prefer different approaches when it comes to their work. I personally prefer
of the above theory (MacGregor) Theory X because I desire more control in the workplace. They work better when their boss tells them
exactly what to do with little freedom. This is what I prefer, although I normally like as much freedom as
possible, the work place is not the environment that I feel comfortable being creative in, for the most
part. For instance, a person working as the visual merchandising manager in a retail store is
responsible for setting up all displays in the store and creating the overall set up to promote the
product. A person in this position who prefers Theory X would want more control over their work. They
would like for a manager above them to give them specific instructions on where each display should
go and how it should look. They would want the security of exact direction because then they would be
less likely to mess up. They would be motivated by money and have little creativity in their job, for they
would only function off direction. However, a person working in the same position that prefers Theory Y
would thrive off freedom. They would want to design the whole store themselves, accept responsibility,
and then tell others how each display should look. They would enjoy their job and coerce themselves
with little need for motivation to do it. They would be highly creative to do their job without instructions
from a boss. Whether a person desires Theory X or Theory Y, it is important to realize that both people
can excel in their work. They simply work better with different forms of leadership. There can also be a
person who works best by mixing and matching with both theories. They may want authoritarian
management at first to guide them and want performance appraisal to know that they are doing their
job well.
Evidence: resume showing work experience at DSG
26. Student will show knowledge of the HDF 190 In HDF 190, we learned about Robert K. Greenleafs servant leadership theory. Theres ten
Servant Leadership theory of leadership characteristics of a servant leader: listening, empathy, healing, awareness, persuasion,
by Greenleaf conceptualization, foresight, stewardship, commitment to the growth of people, and building
community. Listening entails being active and not only passive as well as completely listening to all
sides of the story before making a decision. Empathy means being able to separate a person from their
work, to walk a mile in their shoes, and to be personable with appropriate individuals. Healing is being
able to help your staff become whole by considering their history and then focusing on building a future
together. Awareness is being aware of oneself and the organization one is working with. Persuasion is
the opposite of positional authority and being able to convince others and build consensus quickly. For
conceptualization, that I just making time to strategize. Foresight is recognizing the consequences of
present decisions on future outcomes. Stewardship is serving the needs of others and emphasizing the
use of openness. Commitment to the growth of people is having a leader that is deeply committed to
the growth of each and every individual within his or her organization. Building a community is as
simple as seeking to identify some means to create a unit among those who work within a given
institution (Greenleaf, 1970).
Evidence: pages 34-6 from FLITE packet
27. Student will describe personal application HDF 190 StrengthsQuest In HDF 190, we did a speech on servant leadership for our assessment instead of a traditional written
of the above theory (Greenleaf) VIA assessment exam. I discussed how listening, empathy, healing and awareness describe how I focus on serving and
leading others. Some ways that I utilize those characteristics is with my strengths and values. For
instance, one of my top strengths that I learned from doing StrengthsQuest is communication in which I
continually practice active listening and empathy. A lot of people think communication is being able to
talk well in front of a big crowd or knowing how to get your point across, but it is also about being able
to understand where someone is coming from. I like to listen to all sides of the story before making a
decision and I can separate a person from their work and see how their past affects the present. I view
all people as individuals, as one of my top strengths being individualization, and always take that into
perspective. Another strength of mine is individualization, which relates to building a community in that
I see everyone in unique ways, but they all are a piece of the puzzle and they all matter. I like to
celebrate each individuals abilities so we can all appreciate diversity and then connect and share unity.
Everyone has something to offer and each team member is important. Another strength I possess is
responsibility and that connects to commitment to the growth of people. I feel like it is my moral
responsibility to use my strengths to help individuals grow both personally and professionally in that
they learn about what leadership means to them so they can create their own definition of it and then,
in turn, use it in practical application in their everyday life. Another strength of mine is competition and
that connects to conceptualization in that I can easily visualize the future. In high school, I played
soccer and I was able to see my competitors trying to play out moves because of the angles they were
at and would anticipate the persons next move to stop them before they can make it. As for my values
which I learned through the VIA assessment, one of my top ones is kindness which goes hand in hand
with empathy in that I am willing to take the extra step to make someone feel accepted. Another one of
my values is love, which matches up nicely with healing. It is important to love one another because
everyone needs someone to care for them and I am willing to be that person for anyone who wants it. I
have the biggest heart and I welcome everyone with open arms so I can only hope that they accept me
and what I have to offer. As for my field of study, I am a marketing major and the characteristic of
listening is extremely important in that I am trying to create a product that will fit the target market and
to sell it to the customer, I have to listen to them. To identify their needs and wants it is crucial that they
feel special and validated so what they say really does matter. Moving on to leadership involvement, I
recently became a north woods challenge course facilitator and one of the leader characteristics I can
apply to this experience is awareness. I have to be aware of myself and my role as well as what the
organization I am working with is looking for from me. Every group comes to us with different goals
such as team work, trust building, conflict resolution, or improved communication. I have to keep that in
mind when choosing activities that will best suit them. Another one of my values is spirituality and that
connects to stewardship in that I try to put my belief systems into action. For example, I should always
be taking care of Gods earth and the fuels my passion to get volunteers to pick up garbage or even
learn about what can and cannot be recycled.
Evidence: picture of NWCC information manual
28. Student will show knowledge of the HDF 412 The model helps to explain the statement that your character represents how you lead and the values
Principle Centered Leadership theory by you hold are what create the leading style represented in this theory. The moral compass is the best
Covey metaphor to describe this model. With the strong values on has created to guide their life, one leads in
their personal, interpersonal, managerial and organization in ones way of doing things. Principles that
include ones values are: Security, Guidance, Power and Wisdom. Security is the way one knows their
worth, identify and self-esteem. Guidance is the direction one receives in life. Power is the courage to
accomplish something and Wisdom is the sense of balance and judgement.
(Covey, 1989)
Evidence: hand out
of the above theory (Covey)
30. Student will show knowledge of the 14 TQM is a customer focused management approach used for long term success through customer
Points / TQM theory of leadership by satisfaction. All members in an organization participate in all aspects such as processing, products,
Deming services, and the work space environment. The 14 points are:
1. Create constancy of purpose for improving products and services.
2. Adopt the new philosophy.
3. Cease dependence on inspection to achieve quality.
4. End the practice of awarding business on price alone; instead, minimize total cost by
working with a single supplier.
5. Improve constantly and forever every process for planning, production and service.
6. Institute training on the job.
7. Adopt and institute leadership.
8. Drive out fear.
9. Break down barriers between staff areas.
10. Eliminate slogans, exhortations and targets for the workforce.
11. Eliminate numerical quotas for the workforce and numerical goals for management.
12. Remove barriers that rob people of pride of workmanship, and eliminate the annual rating or
merit system
13. Institute a vigorous program of education and self-improvement for everyone.
14. Put everybody in the company to work accomplishing the transformation.
(Deming, 1982)
of the above theory (Deming)

32. Student will show knowledge of the Visionary leadership is a theoretical synthesis of concepts from transformational leadership integrated
Visionary Leadership (now often cited with elements from motivational, power, and learning theories. A visionary is said to demonstrate
as Transformational Leadership) theory certain leadership that their followers gain, creating followers gain, creating a leader within the
by Sashkin followers. Qualities such as sharing ones values and beliefs, leaders self-confidence, use of power.
The idea that the followers will adopt the leaders leadership qualities. There are eight different types of
leadership: communications, credible, caring, enabling, confident, follow-centered, visionary and
culture-building. Communications leadership involves paying close attention to what others say. The
leader is clear when communicating their main concerns ad listens to their followers feelings along
with their ideas. When dealing with complicated issues, the leader communicates effectively so
everyone listening can comprehend. They focus on the main points in the discussion as well as being
able to grab peoples attention. A credible leader should be reliable and trustworthy. They should stick
to their word, keep their promise and do what they say they are going to do. A caring leader is
inclusive, cares about others wants and needs, treats everyone with respect, treats everyone equally,
accepts other difference and shows a deep interest and concern for their followers. Enabling leadership
shoes people how to learn from their mistakes. It sets up their followers for success, aids people to
achieve their goals and allows people to fulfill their responsibilities. A confident leader is in control of
their life and they know the consequences of their actions. They are confident in ones abilities, know
their actions have an impact and make a difference. Follower-centered leaders help people reach their
goals, uses their power for good and shares their power with others. Visionary leaders look at the long-
term end result, envisions long term goals and plans, and looks at how the end result will benefit
people. A visionary leader is a leader over a long period of time, such as several years. Culture
building leadership encourages people to stay true to their values and beliefs as well as their core
values. It focuses on whats important to everyone involved and believes everyone should work
together to achieve goals. Visionary leadership is looking towards future goals that people want to work
for. The idea that followers will become the leaders. Transformational leadership is the basis from
which visionary leadership begins and is expanded by describing leader traits and behaviors within the
situational contexts of leading. It is defined as a theory that deals with the leaders and followers that life
each other up to improve. Transformational leaders require self-confidence. They must know how to
use power and influence to attain goals that benefit others, not just themselves. They must be able to
see complex cause-and-effect relationships. They have charisma, vision & inspiration. The important
personal characteristics needed are empowering others and self-confidence (Sashkin & Sashkin,
2003).
of the above theory (Sashkin)
34. Student will show knowledge of the People have mental maps with regard to how to act in situations. This involves the way they plan,
Individuals in Organizations leadership implement and review their actions. Furthermore, they assert that it is these maps that guide peoples
theory by Argyris actions rather than the theories they explicitly espouse. There are three elements that help segment
how people do this and they are governing variables, action strategies, and consequences.
Characteristics required from the individual include: throw happiness, morale, and satisfaction out of
the discussion, it is important to have individual competence, commitment, self-responsibility, the focus
is to have healthy individuals, healthy individuals look for responsibility, develop commitments, and
establish challenges, Characteristics required of the organization are: active, viable, and vital, having
superiors who act as a helper, trainer, consultant, coordinator, and an instrument/arm of reality, and act
as a superior to the subordinate and be able to direct them without creating defensiveness (Argyris,
1974).
of the above theory (Argyris)

36. Students will demonstrate knowledge of HDF 412 Developed by Dr. Bill Grace, the 4-V Model of Ethical Leadership demonstrates all sides of ethical
the 4 Vs theory of leadership by Grace leadership. The 4-V Model of Ethical Leadership is a framework that aligns the internal factors, i.e. the
(Center for Ethical Leadership) beliefs and values, with the external factors, i.e. the behaviors and actions, in service of approaching
the common good. The model includes 4 sides of the ethical leadership, including values, vision, voice
and virtue. Firstly, values act as the primary factor within the model. To develop ethical leadership, the
leader should begin with understanding the individual core values. Secondly, vision is the ability that
the leader possesses to incorporate his or her actions within the frame of what ought to be. As the third
side, voice should be claimed as to articulate the vision to others so that they can be motivated to
action. Fourthly, virtue, i.e. the common good, is fostered by the leaders through practicing virtuous
behavior and striving to do the right things. As the founder of 4-V model, Dr. Grace identifies three
additional key elements to ethical leadership, including service, polis and renewal. Service connects
vision to values, which means that when values are tested through service, the vision is often revealed.
Polis, standing for politics, indicates that an organization is engaged in the art of politics when voice is
given to vision in the public context. Renewal is the territory where voice returns to values, illustrates
that since voice can be expressed in various ways, the leaders should regularly consider whether
actions are consistent with values and vision (The Center for Ethical Leadership, 2014)
Evidence: pages 21-2 from FLITE packet
of the above theory (Grace)
38. Student will show knowledge of the HDF 412 The Hersey-Blanchard Situational Leadership Theory has two pillars: leadership style and the maturity
Situational Leadership theory by Hersey level of those being led. To Hersey and Blanchard, there leadership styles stem from four basic
& Blanchard behaviors, designated with a letter-number combination:
S-1 Telling
S-2 Selling
S-3 Participating
S-4 Delegating.
The leadership style, itself, manifests itself as behavior related to the task and behavior as to
relationship with the group. "Telling" behavior simply is a unidirectional flow of information from the
leader to the group. Do this task in this manner because of [whatever] at this location, and get it
finished by [whenever]. Transactional leadership techniques operate here. In the "selling" behavior, the
leader attempts to convince the group of that the leader should lead by providing social and emotional
support to the individual being convinced. There is two-way communication, but it is clear that the
leader is leading. With "participating" behavior, the leader shares decision making with the group,
making the system more democratic. There is less of an emphasis on accomplishing an objective than
building human relations. The fourth type of behavior in leadership style, "delegating" is reflected by
parceling out tasks to group members. The leader still is in charge but there is more of an emphasis on
monitoring the ones delegated with the tasks.
Four maturity levels of the group are posited by Hersey and Blanchard with letter designations:
M-1: basic incompetence or unwillingness in doing the task
M-2: inability to do the task but willing to do so
M-3: competent to do the task but do not think they can
M-4: the group is ready, willing, and able to do the task.
Each type of task may involve a different maturity level, so a person with an overall maturity level of M-
3 might be only an M-1 with respect to specific work. According to Hersey, ability level and willingness
to do work can be cultivated by a good leader by raising the level of expectations. Blanchard overlays
four permutations of competency-commitment, again, with a letter designation:
D1 - Low competence and low commitment
D2 - Low competence and high commitment
D3 - High competence and low/variable commitment
D4 - High competence and high commitment
Evidence: hand out
39. Student will describe personal application BUS 36
of the above theory (Hersey & Blanchard)
40. Student will show knowledge of the HDF 412 Just as the name implies, Relational Leadership involves relations, or connections between people.
Relational Leadership model by There are 5 leadership components to this model:
Komives, McMahon & Lucas 1. Inclusive
2. Empowering
3. Purposeful
4. Ethical
5. Process Oriented
Each component is further broken down in the three categories of Knowing, Being, and Doing.
Knowing deals with having knowledge and understanding in certain areas, Being deals with having
certain beliefs, and Doing deals with having skills in certain areas. The Inclusive component to the
relational leadership model refers to all students, staff, or members of a group. This component
requires knowledge and understanding, or Knowing, of oneself and others. It also requires
understanding of citizenship as well as culture, and stresses the need for an open perspective and
open mind. The Inclusive leadership component means that you believe in the extreme value of
differences, fairness and equality, and the idea that all group members should be included and valued.
The skills, or Doing, involved are listening, developing, building coalitions, and participating in civil
discourse. The Empowering component involves empowering yourself, group members, and other
related individuals. The Knowing of this component is understanding the concepts of power,
empowerment, and self-esteem. Empowerment requires the Being or belief that every individual
within the group has something to offer, that personal growth is important, and that knowledge, power,
and decisions are made collectively. The Doing for the empowerment component is balancing power,
encouraging, and praising others to become self led. The Purposeful component within this leadership
model involves having a commitment to a person, group of people, or cause. The knowing is
understanding the concept of change and value of having clear goals. Within the Being, there is the
belief that optimism and confidence within a cause can make an impact. Skills involved in this
component are envisioning, creativity, and goal making. The Ethical aspect of the model is the drive to
do what is morally right. It requires knowledge and understanding of core values and the decision-
making process. Ethical requires one to believe in social responsibility, moral integrity, and to possess
an altruistic attitude. The Doing for Ethical is using trust, responsibility, and courageousness to make
ethical decisions for the betterment of others. The last component is Process-Oriented, which is
building and maintaining a group while also achieving the goals of the group. The knowing of Process-
Oriented is understanding the concepts of community, team-building, and multiple-perspectives. This
component values the importance of processing, high quality effort, and trust in the process. The skills
in Process-Oriented are collaborative, reflective, and the ability to both give and receive feedback (both
positive and negative).
Evidence: hand out
of the above theory (Komives et al)
42. Student will show knowledge of the Constructivism is basically a theory -- based on observation and scientific study -- about how people
concept of constructivism learn. It says that people construct their own understanding and knowledge of the world, through
experiencing things and reflecting on those experiences.
Constructivism differs from traditional ideas about teaching and learning.
Traditional classroom:
Curriculum begins with the parts of the whole. Emphasizes basic skills.
Strict adherence to fixed curriculum is highly valued.
Materials are primarily textbooks and workbooks.
Learning is based on repetition.
Teachers disseminate information to students; students are recipients of knowledge.
Teacher's role is directive, rooted in authority.
Assessment is through testing, correct answers.
Knowledge is seen as inert.
Students work primarily alone.
Constructivist classroom:
Curriculum emphasizes big concepts, beginning with the whole and expanding to include
the parts.
Pursuit of student questions and interests is valued.
Materials include primary sources of material and manipulative materials.
Learning is interactive, building on what the student already knows.
Teachers have a dialogue with students, helping students construct their own knowledge.
Teacher's role is interactive, rooted in negotiation.
Assessment includes student works, observations, and points of view, as well as tests.
Process is as important as product.
Knowledge is seen as dynamic, ever changing with our experiences.
Students work primarily in groups.
Evidence: hand out
43. Students will describe personal examples
of implementing constructivism
44. Student will demonstrate knowledge of HDF 413 In HDF 413, otherwise known as Student Organization Leadership Consultants or SOLC, I learned
experiential learning in leadership about Kolbs Experiential Learning Model. He suggests that we come to new information in one of two
development (Kolb) ways: by doing something (concrete experience) or by thinking about something (abstract
conceptualization). We then process that information either by reflecting on the experience (reflective
observation) or by applying that information (active experimentation) [Komives, Lucas, McMahon,
2013, 32].
Evidence: copy of Exploring Leadership textbook page 32
45. Student will describe personal application HDF 413 Leadership Institute A past leadership experience that I can relate to Kolbs model is when I went to the Leadership Institute
of experiential learning in leadership HDF 412 Welcome Day Ambassador for before my freshman year of college, which is my concrete experience. I frequently think back to my
development (Kolb) BUS 365 CSLD weekend at Alton-Jones with many vivid memories of growth, which is my abstract conceptualization. I
learned so much about myself, others, and the many different variations and styles of leadership. It
was very eye opening to me because looking back now, I feel like the state of mind I came in with was
extremely nave compared to how much I know now from that particular experience. I enjoy reflecting
on it because that particular weekend was life changing and kick started my leadership journey. I have
never been more self-aware and I feel more mature, established and knowledgeable from going to the
Leadership Institute. For me, it is nice knowing that I have a start to this path to leadership in the way
that I can always look back to my eighteen year old self and compare myself to my mind set then and
to how it is now. It is a happy, peaceful reflection for me that takes me on a roller coaster of good times
with friends that I can rely on. This, in turn, motivated me to set a goal for myself and that was to use
my signature strengths to help individuals grow both personally and professionally in that they learn
about what leadership means to them so they can create their own definition of it and then, in turn, use
it in practical application in their everyday life; that was my reflective observation. I then learned about
an opportunity to help me achieve my goal and that was to volunteer to be a CSLD ambassador at the
three Open Houses and Welcome Days URI hosts in the fall and spring for prospective and accepted
students. I got to share my experiences with them and told them about my leadership journey that
started at Institute. I am very passionate about this minor and encouraged all to try it out and to apply
to Institute since it had changed my life.
Evidence: name tag from Welcome Day
Revision: Spring semester of 2016, I did a directed study under Dr. Mitchell, who works in the
College of Business Administration here at URI. Both parts of Kolbs model of experiential
learning was seen through this course. My concrete experience was the course itself. It was
basically an internship, where I worked with a client (Wickford Village), who needed my group to
help them reach goals in terms of awareness and perception. I came up with an event idea
(Wickford Date Night) and planned it from start to finish, The majority of my time was spent
running the social media campaign across both Facebook and Instagram platforms. After the
final presentation was delivered to both Dr. Mitchell and the client liaison, was then the
reflective observation came into play. Dr. Mitchell is very big on having his students frequently
reflect on our projects so we can learn and grow, so this was no surprise to me. We hand in
reflections before during and after projects for him to review. I have really grown to appreciate
them now as I can see their purpose and definitely benefit from them.
Evidence: Reflection print out
46. Student will show knowledge of the HDF 412 Established in 1994, the Social Change Model approaches leadership as a purposeful, collaborative,
Social Change Model of Leadership values-based process that results in positive social change. The model was built upon the following
Development by Astin et al assumptions: leadership is socially responsible, it impacts change on behalf of others, leadership is
collaborative, leadership is a process, not a position, leadership is inclusive and accessible to all
people, leadership is values-based and community involvement/service is a powerful vehicle for
leadership. The Social Change Model looks at leadership through three perspectives: the individual,
the group, and the society. The 7 Cs are the critical values of the model. Under Individual Values is
consciousness of self, which is the awareness of the beliefs, values, attitudes, and emotions that
motivate one to take action. Then there is congruence, which is thinking, feeling, and behaving with
consistency, genuineness, authenticity, and honesty. The last one under Individual Values is
commitment, which is the motivational energy to serve and that drives the collective effort.
Commitment implies passion, intensity, and duration. For Group Values, there is three Cs.
Collaboration is working with others in a common effort. It constitutes the cornerstone value of the
group leadership effort because it empowers self and others through trust. Common Purpose is
working with shared aims and values. It facilitates the groups ability to engage in collective analysis of
the issues at hand and the task to be undertaken. Controversy with Civility means recognizing two
fundamental realities of any creative group effort: that differences in viewpoint are inevitable, and that
such difference must be aired openly but with civility. For Community/Societal Values, there is only one
C. Citizenship is the process whereby the individual and the collaborative group become responsibly
connected to the community and the society through the leadership experience. The eighth C is
Change, which gives meaning and purpose to the 7 Cs. In other words, change is the ultimate goal of
the creative process of leadership - to make a better world and a better society for self and others. The
7 Cs are approached through one of the three perspectives and all 7 values contribute to the ultimate
goal of change (Astin, Komives, 1994).
Evidence: hand out
of the above theory (Astin et al)
48. Students will demonstrate knowledge of There are six stages in the Leadership Identity Development model. They are awareness,
the Leadership Identity Development exploration/engagement, leader identified, leader differentiated, generativity, and integration/synthesis.
Model by Komives et al Stage one involves beginning to recognize that leadership is happening out there somewhere.
Students might learn about authoritative leaders in history or on a national level. They may recognize
their principal or their moms as leaders. In stage two, students begin to experience themselves
interacting with peers by seeking opportunities to explore their numerous interests. They seek new
friendships in group settings such as scouts, choir, sports, band, dance lessons, and religious youth
groups. In stage three, students in this stage believe that leadership was a position, and therefore, the
person in that position was the leader. If one was not the positional leader, then one was a follower
or group member and looked to the leader for direction. They believe the responsibility of
the leader was to get the job done. All participants hold these leader-centric views while in high school
and enter college in stage three. In stage four, participants differentiate their view of leadership and see
it as what an individual does as a positional leader, but also see leadership being exhibited by non-
positional group members. In stage five, 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 make
based on their interests in stage three become commitments to more transcendent
purposes. The students in stage six had integrate their view of themselves as effective in working with
others and have confidence they could do that in almost any context. They do not need to hold
positional leader roles to know they were engaging in leadership.
49. Students will describe personal
application of the above theory. (Komives
et al)
50. Students will demonstrate knowledge of A strengths development approach involves the concept of learning about success by studying
the Strengths-Development Model by success and noticing what is right with people and working effectively. Building hope in the academic
Hulme et al advising process involves helping students in three areas: identify an educational goal that is
meaningful and realistically attainable for them, develop multiple pathways for reaching the goal, and
brainstorm how to handle obstacles and remain motivated along the way. The strengths that students
have identified through instruments and dialogue through the advising process become pathways for
reaching their goals. Advisors can help students reframe potential obstacles to success as challenges
that can be overcome with effort, providing the essential encouragement and support that can sustain
the motivation necessary for reaching their goals.
There are three consistent characteristics of high achievers: they spend most of their time in their areas
of strength, they focus on developing and applying their strengths while managing their weaknesses,
and although they do not necessarily have more talents than other people, they have developed their
capabilities more fully and have learned to apply them to new situations.
There are five specific strengths-oriented strategies to foster students engaged learning and academic
determination. They are: 1. Create a sense of community in the classroom by emphasizing the
strengths that each student contributes. 2. Design active-learning experiences that are connected to
students current interests and that capitalize on students strengths and learning styles. 3. Develop
meaningful assignments in a context of clear expectations, choices, and an optional level of challenge.
Self-determination emerges when students needs are met in three key areas: competence, autonomy,
and relatedness. 4. Communicate to students that there are strategies for success and that learning is
under their control. 5. Provide feedback that is timely, frequent, and constructive.
There are two similar approaches to advising that integrate a strengths perspective: strengths-based
advising and appreciative advising. Strengths-based advising is dereived from an interdisciplinary
approach grounded in the fields of social work, positive psychology, and positive organizational
scholarship. Appreciative advising emerges from positive psychology and the organizational
development theory of appreciative inquiry and is a helpful approach in the senior transition to life after
college.
There are three steps in strengths-based advising. They are 1. Identifying and affirming students;
strengths. 2. Helping students envision their future. 3. Designing a plan for reaching the students
goals.
These phases of strengths-based advising address key issues that are during important transitions in
college students; lives, such as a) their ability to accurately and positively appraise the situations they

face, b) the provision of support and challenge that sustains students energy and motivation through
the change process, and c) the use of effective strategies at the appropriate time.
A strengths-oriented leader has at least two-central objectives: a) to understand his or her own
strengths and assume responsibility for developing them and b) to recognize and cultivate the strength
of others.
Successful transition experiences are characterized by having three components: a) an individuals
positive cognitive appraisal of the transition, b) the use of helpful strategies for navigating the transition,
and c) the presence of the kind of support, whether informational or interpersonal, that facilitate
effective coping.
of the above theory (Hulme et al)
52. Student will demonstrate knowledge of As leadership studies that were aimed at identifying the appropriate traits didn't yield any conclusive
behavior theories of leadership from results, a group of people from Ohio State University developed a list of 150 statements from their
Michigan and Ohio State generated responses that included 1,800 hundred statements. The list was designed to measure nine
different behavioral leadership dimensions. The resulting questionnaire is now well-known as the
LBDQ or the Leaders Behavior Description Questionnaire. As part of the study, the LBDQ was
administered to various groups of individuals ranging from college students and their administrators,
private companies including military personnel. One of the primary purposes of the study was to
identify common leadership behaviors. After compiling and analyzing the results, the study led to the
conclusion that there were two groups of behaviors that were strongly correlated. These were defined
as Consideration (People Oriented Behavioral Leaders) and Initiating Structure (Task Oriented
Leaders). The task concerned leaders are focusing their behaviors on the organizational structure, the
operating procedures and they like to keep control. Task-oriented leaders are concerned with their staff
motivation, however it's not their main concern. They will favor behaviors that are in line with: initiating,
organizing, clarifying, and information gathering. The people oriented leaders are focusing their
behaviors on ensuring that the inner needs of the people are satisfied. They will seek to motivate their
staff through emphasizing the human relation. People oriented leaders focus on the task and the
results, they just achieve them through different means. Leaders with a people focus will have
behaviors that are in line with encouraging, observing, listening, coaching and mentoring.
The leadership studies at the University of Michigan identified three characteristics of effective
leadership; two of which were previously observed in studies that had been conducted at Ohio State
University. The study showed that task and relationship-oriented behaviors weren't of major
significance within the world of organizational psychology. However, it was the third observation that
introduced a new concept, one of participative leadership. Participative leadership, also known as
democratic leadership Style, is a method of leadership that involves all team members in terms of
identifying important goals as well as developing strategies and procedures to achieve the goals. From
this point of view, participative style of leadership can be perceived as a leadership style that rely
primarily on functioning as facilitator that the one who simply issues commands or orders or making
assignment for each member of the team. This kind of leadership style could be utilized in volunteer
setting, business setting and even in home. One of the primary advantage of participative or
democratic leadership is that it allows to have another possible leader that can prosper within the
organization over time. Many leaders prefer this style because it involves an active participation of
every team member, which makes them to demonstrate their creativity, abilities and talents. This
makes a team to discover hidden assets that can eventually help the team or organization grow. It also
helps every member to have an opportunity for them to exert their skills, so that they can also share
their abilities in the team. Participative leaders also increase the range of possibilities for a certain
team. When leadership styles that significantly leave the entire decision making and direction in one
person, it is somewhat difficult to see in a particular angle. So, if the leadership management
encourage other member to be involved in the process of decision making, a given course of action
can be seen or approach in different perceptions. It can also point out the strength and weaknesses to
certain approach and can be resolved by the team working hand in hand to come out with the best
decision for a certain company. A downside of participated leadership is the aspect of time because it
usually engages the requirement of time before a certain action is taken. On the other hand, this is just
the natural side of the participative style of leadership, which allows every team member to have an
input. In addition, the extra time required for this process is usually leads to a decision that eventually
benefit every team member. This is ideally best means for your team or organization to be effective.
of the above theories (Michigan & Ohio
State)
54. Student will demonstrate knowledge of There are three assumptions when people think of charismatic leadership. They are charm and grace
Charismatic leadership are all that is needed to create followers, self-belief is a fundamental need of leaders and people follow
others that they personally admire. The charismatic leader can have many styles. For instance,
charismatic leaders tend to gather followers through personality and charm, rather than any form of
external power or authority. They like to 'work the room' and move from person to person. They give
their undivided attention to the person they are talking to at any one moment, making that person feel
like they are the most important person in the world. Charismatic leaders also pay a great deal of
attention in scanning and reading their environment and are good at picking up the moods and
concerns of both individuals and larger audiences. They then will hone their actions and words to suit
the situation. Charismatic leaders use a wide range of methods to manage their image and if they are
not naturally charismatic, may practice developing their skills. They develop trust through visible self-
sacrifice and take personal risks in the name of their beliefs. They will show great confidence in their
followers and are very persuasive. Charismatic leaders make effective use of body language as well as
verbal language. It is crucial to realize that the charismatic leader may not want to change anything.
Despite their charm and apparent concern, the Charismatic Leader may well be somewhat more
concerned with themselves than anyone else. A typical experience with them is that while you are
talking with them, they are very convincing. Yet afterwards, you may begin to question what they said
or even whether they said anything of significance at all. However, the values of the charismatic leader
are highly significant. If they are well-intentioned towards others, they can elevate and transform an
entire company, but they can also be self-absorbed and need for admiration and worship.
Evidence: Print out of research
of the above theory
56. Student will demonstrate knowledge of The Fiedler Contingency Model was created in the mid-1960s by Fred Fiedler, a scientist who studied
contingency approach to leadership by the personality and characteristics of leaders. The model states that there is no one best style of
Fiedler leadership. Instead, a leader's effectiveness is based on the situation. This is the result of two factors
leadership style and situational favorableness (later called situational control). Identifying leadership
style is the first step in using the model. Fiedler believed that leadership style is fixed, and it can be
measured using a scale he developed called Least-Preferred Co-Worker (LPC) Scale.
The scale asks you to think about the person who you've least enjoyed working with. This can be a
person who you've worked with in your job, or in education or training. You then rate how you feel
about this person for each factor, and add up your scores. If your total score is high, you're likely to be
a relationship-orientated leader. If your total score is low, you're more likely to be task-orientated
leader. The model says that task-oriented leaders usually view their LPCs more negatively, resulting in
a lower score. Fiedler called these low LPC-leaders. He said that low LPCs are very effective at
completing tasks. They're quick to organize a group to get tasks and projects done. Relationship-
building is a low priority. However, relationship-oriented leaders usually view their LPCs more
positively, giving them a higher score. These are high-LPC leaders. High LPCs focus more on personal
connections, and they're good at avoiding and managing conflict. They're better able to make complex
decisions. Next, you determine the situational favorableness of your particular situation. This depends
on three distinct factors: 1) Leader-Member Relations This is the level of trust and confidence that
your team has in you. A leader who is more trusted and has more influence with the group is in a more
favorable situation than a leader who is not trusted. 2) Task Structure This refers to the type of task
you're doing: clear and structured, or vague and unstructured. Unstructured tasks, or tasks where the
team and leader have little knowledge of how to achieve them, are viewed unfavorably. 3) Leader's
Position Power This is the amount of power you have to direct the group, and provide reward or
punishment. The more power you have, the more favorable your situation. Fiedler identifies power as
being either strong or weak. There are three steps to applying the model: 1) Identify your leadership
style, 2) Identify your situation. Answer the questions: Are leader-member relations good or poor? Is
the task you're doing structured, or is it more unstructured, or do you have little experience of solving
similar problems? Do you have strong or weak power over your team? 3) Determine the most effective
leadership style. For instance, imagine that you've just started working at a new company, replacing a
much-loved leader who recently retired. You're leading a team who views you with distrust (so your
Leader-Member Relations are poor). The task you're all doing together is well defined (structured), and
your position of power is high because you're the boss, and you're able to offer reward or punishment
to the group. The most effective leader in this situation would be high LPC that is, a leader who can
focus on building relationships first. Or, imagine that you're leading a team who likes and respects you
(so your Leader-Member relations are good). The project you're working on together is highly creative
(unstructured) and your position of power is high since, again, you're in a management position of
strength. In this situation, a task-focused leadership style would be most effective.
of the above theory (Fiedler)
58. Student will demonstrate knowledge of While Path-Goal Theory is not a detailed process, it generally follows these basic steps:
Path-Goal theory by House 1. Determine the employee and environmental characteristics
2. Select a leadership style
3. Focus on motivational factors that will help the employee succeed
There are three main sections of the theory employee, task and environmental characteristics and
goals. Employees interpret their leader's behavior based on their needs, such as the degree of
structure they need, affiliation, perceived level of ability, and desire for control. For example, if a leader
provides more structure than what they need, they become less motivated. Thus, a leader needs to
understand their employees so they know how to best motivate them.
Overcoming obstacles comes under task and environmental characteristics. If an obstacle becomes
too strong, then the leader needs to step in and help the employee select a path to work around it.
Some of the more difficult task characteristics that often arise are: design of the task, formal authority
system and work group. The design of the task might call for the leader's support. For example, if the
task is ambiguous, then the leader might have to give it more structure or an extremely difficult task
might call for leader support. Moving on, depending upon the task authority, the leader can provide
clear goals and/or give the employee some or all control. Moreover, if the team is non-supportive, then
the leader needs to be cohesiveness and provide comradeship, enthusiasm, and devotion to all team
members.
House and Mitchell (1974) defined four types of leader behaviors or styles: Directive, Supportive,
Participative, and Achievement (explained in detail below). They are based on two factors that were
identified by an Ohio State University study behaviors (Stogdill, 1974): consideration (relationship
behaviors, such as respect and trust) and initiating structure (task behaviors, such as organizing,
scheduling, and seeing that work is completed).
The first behavior listed below, Directive, is based on initiating structure. The other three (achievement,
participative, and supportive) are based upon consideration.
The four path-goal types of leader behaviors are:

Directive: The leader informs her followers on what is expected of them, such as telling them what to
do, how to perform a task, and scheduling and coordinating work. It is most effective when people are
unsure about the task or when there is a lot of uncertainty within the environment.
Supportive: The leader makes work pleasant for the workers by showing concern for them and by
being friendly and approachable. It is most effective in situations in which tasks and relationships are
physically or psychologically challenging.
Participative: The leader consults with his followers before making a decision on how to proceed. It is
most effective when subordinates are highly trained and involved in their work.
Achievement: The leader sets challenging goals for her followers, expects them to perform at their
highest level, and shows confidence in their ability to meet this expectation. It is most effective in
professional work environments, such as technical, scientific; or achievement environments, such as
sales.
Evidence: print out of diagram
of the above theory (House)
60. Student will demonstrate knowledge of The leader member exchange theory, also called LMX or Vertical Dyad Linkage Theory, describes how
Leader Member Exchange (LMX) theory leaders in groups maintain their position through a series of tacit exchange agreements with their
members Leaders often have a special relationship with an inner circle of trusted assistants and
advisors, to whom they give high levels of responsibility, decision influence, and access to resources.
This in-group pays for their position. They work harder, are more committed to task objectives, and
share more administrative duties. They are also expected to be fully committed and loyal to their
leader. The out-group, on the other hand, are given low levels of choice or influence, which also puts
constraints upon the leader. If these relationships start very soon after a person joins the group and
follow three stages. The first stage is role taking, in which the member joins the team and the leader
assesses their abilities and talents. Based on this, the leader may offer them opportunities to
demonstrate their capabilities. Another key factor in this stage is the discovery by both parties of how
the other likes to be respected. Stage two is role making, where the leader and member take part in an
unstructured and informal negotiation. A role is then created for the member and the often a promise of
benefit and power in return for dedication and loyalty takes place. Trust-building is very important in
this stage, and any felt betrayal, especially by the leader, can result in the member being relegated to
the out-group. This negotiation includes relationship factors as well as pure work-related ones, and a
member who is similar to the leader in various ways is more likely to succeed. This perhaps explains
why mixed gender relationships regularly are less successful than same-gender ones (it also affects
the seeking of respect in the first stage). The same effect also applies to cultural and racial differences.
The last stage is routinization, which is when a pattern of ongoing social exchange between the leader
and the member becomes established.
of the above theory
62. Student will demonstrate knowledge of The 'substitutes for leadership' theory proposes that, under some circumstances, situational factors
Leadership Substitutes Theory may substitute for leadership. In addition, there are situational factors that may neutralize leadership,
i.e., prevent the leader from taking action. Leader substitutes may be situational or organizational
factors (such as job design, or a cohesive work group) or follower characteristics (such as ability,
training and previous experience). Well-designed jobs that provide clarity, meaning and intrinsic
motivation should require little guidance and inspiration from a leader. A highly cohesive group will also
be capable of working without close supervision. Things that can obstruct good leadership are called
leadership neutralizers. For instance, a leader who has insufficient formal power to make changes or
provide resources. The model's 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 relationships are often difficult to
demonstrate. The substitutes-for-leadership model recognizes the role of followers in the leadership
process, rather than just the characteristics and behavior of the leader. As teams develop over time,
emergent states arise, such as group cohesion. A further emergent state is shared leadership, which is
a process in which team leadership is shared across team members. Unlike other forms of leadership,
much of the influence processes are lateral (between team members), rather than hierarchical (leader-
subordinate). It is important to understand that leadership goes beyond a focus on the leader him or
herself (Kerr & Jermier, 1978).
of the above theory
64. Student will demonstrate knowledge of The model of leadership emergence is a model of leadership development that originated out of
Models of leader emergence research of the formation of leadership in biblical leaders and in significant historical ministry figures,
and is specifically applicable to a Christian view of leadership. Clinton describes this theory as the
concept that all of life is used by God to develop the capacity of a leader to influence, including
internal processes, external processes, and divine processes, both formal and informal. The leadership
emergence theory divides the leadership formation and emergence process into phases over the
lifetime of the leader. Phase I, the Sovereign Foundations phase, is the initial stage that God
providentially works with the foundational items in the life of the leader-to-be in preparation for future
leadership, beginning from birth. Phase II is the Inner Life Growth phase. In this stage, the emerging
leader receives both informal and formal training and there are four predominant means through which
the training takes place which are imitation modeling, informal apprenticeships, mentoring, and
academic study. Phase III is the Ministry Maturing phase. In this stage, emerging leaders serve in
ministry as their prime focus and get further training and it is also during this phase that the discovery
of giftedness takes place. Phase IV is the Life Maturing phase in which the emerging leader is able to
identify and begin using his/her combination of gifts, training, and experience (called gift-mix) with
effectiveness and impact, and learns to develop its use to its full potential. Phase V, the Convergence
phase, is when the leader becomes most effective in his/her role as a leader and in his/her ministry, as
his/her potential is maximized and exercised. Only a few leaders ever experience this phase in their
lifetime. Even rarer is the final stage, Phase VI, or Afterglow. This phase follows the active ministry of
a leader by influencing a community based on a lifetime legacy of leadership. In addition, there are
three variables which are essential to the explanation and formation of this theory: the process
variable, the time variable, and the response variable. The time variable refers to the previously defined
phases of leadership development. The time spent in each of those phases can vary, and in some
instances, can overlap, from person to person. The response variable refers to the way in which the
leader responds to people, processes, and events that God brings into the life of the leader. Often, the
response directly affects the progression and spacing of the time variable. There are also three
concepts that are foundational to understanding the analysis of a persons life: patterns, process items,
and principles. Patterns deal with the overall framework, or the big picture, of a life and describe a
repetitive cycle in leadership development that may involve periods of time, combinations of process
items, or combinations of identifiable concepts. Process items deal with the ways and means used by
God to move a leader along in the overall pattern - those events, people, circumstances, special
interventions, and inner-life lessons that can be Gods way of indicating leadership potential. Principles
deal with the identification of foundational truths within processes and patterns that have a wider
application to leaders. In the emergence of a persons leadership, these three items provide an
understanding of the shaping of that leadership and provide application to further personal leadership
development and to the development of others (1988).
65. Student will describe the impact of traits
on leadership emergence and
performance

66. Student will demonstrate knowledge of Margaret Wheatley (2006) explores leadership through emerging discoveries in systems theory, chaos
Chaos approach to leadership by theory, and quantum mechanics and argues that traditional leadership models are ineffective in
Wheatley complex and dynamic social systems of the 21st century. To Wheatley, the clockwork universe
presented by Newtonian physics is an adequate model in a static world that thrives on predictability.
The hierarchical structures of modern organizations and contemporary models of leadership tend to
reflect a mechanical Newtonian perspective. The Newtonian universe offers an objective reality that
leaders can measure and control by carefully planning to predict the future, partitioning people and
processes into parts and organizing them hierarchically, providing sufficient rewards and punishments
to get people to implement the plans, and isolating cause and effect to correct direction. However,
Wheatley argues that the turbulence of global society and culture is forcing organizations to realize that
the models and habits developed for a stable environment may not work in a dynamic world. Imposing
static and mechanical processes on an organization in a turbulent environment can submerge the
organization until it implodes under pressure. To survive in a turbulent environment, the complexity
perspective holds that organizations must continuously change and adapt with their environments.
Imposing a model on an organization stifles change. Reality exists only in the context, and reality
changes with the context. One expert interpretation or best practice does not apply in all situations.
This means that organizations and their members must continuously adapt with or co-evolve by
interacting with the environment.
Where the Newtonian perspective attempts to understand the system by isolating its parts, the new
science takes a holistic perspective that attempts to understand the system by seeing the relationships
within the networks. Understanding the landscape of connection presents a view of the behaviors that
emerge from the interacting elements within dynamic processes. At this point, the new science of
leadership starts to sound like the old religion and the ancient wisdom. In a quantum universe,
relationship is the key determiner of everything; nothing exists separately from another.
Understanding leadership is no longer a matter of isolating elements, behaviors, traits, or situations. In

the new science, building blocks disappear and the unseen connections among separate entities
become the fundamental ingredient of creation.
The weakness of chaos theory for leadership applications is that it accounts for neither adaptation nor
intelligent behavior. In her attempt to apply chaos theory to leadership, Wheatley offered an analogy of
a river that has ability to adapt to and change the environment. She suggests that the river knows how
to make things happen because it has a need to flow. The river holds a clear mission and multiple
strategies for dealing with obstacles because it realizes that many ways exist for reaching the ocean,
and has the faith that it can achieve its mission. Anthropomorphizing a river in attempt to define
leadership applications of chaos theory has a key limitation: a river is neither human nor conscious,
and the rivers environment is a natural system not a social system (2006).
of the above theory (Wheatley)

Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership
68. Student will demonstrate how cultural
anthropology / paradigms relate to
leadership
69. Student will describe personal example
of using cultural anthropology /
paradigms as a leader
70. Student will demonstrate knowledge of HDF 412 The Cycle of Socialization helps us understand the way in which we are socialized to play certain roles,
the Cycles of Socialization (Harro) how we are affected by issues of oppression, and how we help maintain an oppressive system based
theory and its uses in leadership upon power. The Cycle is comprised of 3 arrows, 3 circles, and a core center. Each of these
components represents the following: 1. The beginning of the cycle, depicted by the 1st circle,
represents the situation into which we were born. We have no control over this. We are also born
without bias, assumptions, or questions. We are either lucky to be born into a privileged situation or
unlucky to born into an underprivileged situation. 2. The 1st arrow represents that fact that our
socialization process begins immediately. We are given a pink blanket if we are a girl or a blue one if
we are boy. The rules and norms are already in place and we subtly (and in many cases not so subtly)
are made aware of the rewards of conforming and the consequences of rebelling. 3. The second circle
represents the institutions that help shape our views and beliefs, and help instill within us prejudice or
acceptance. 4. The second arrow represents the way in which the instilling of ideas, beliefs, and
behaviors reinforce the cycle of oppression. Behaving differently is not as simply as most of us think.
We are rewarded for good behavior conforming to the norms and standards. By the same token, we
are punished for bad behavior questioning or rebelling against oppressive societal norms. 5. The
third circle represents the devastating result upon all of us that this self-perpetuated cycle of
oppression produces. 6. The final arrow represents a point at which we all arrive the results of the
cycle. We are forced to make a decision, even if that decision is to do nothing. Doing nothing is the
easier choice, especially for those who benefit from the perpetuation of the cycle: we are all victims of
the cycle and we are all hurt by it. Oppression hurts the oppressed and the oppressor. 7. And finally, it
is the wheel that turns or enables any cycle. At the center or core of the cycle of socialization are fear,
misunderstanding, insecurity, confusion, etc. (Adams, Bell, Griffin, 1997)
Evidence: hand out
71. Students will demonstrate personal HDF 412 Module II Assessment The beginning of Harros Cycle of Socialization starts with being born into the world. I was born with
application of the Cycles of white privilege and I should not feel guilty about it because I had no choice. I am not to blame (Harro,
Socialization (Harro) 1997). Honestly, I do remember any negative messages early on in my life. My kindergarten teacher
was black and so was my best friend in second grade. Although I do remember realizing that they were
some differences, for instance, how my friends mom did her hair and some of the food they ate, I
never thought anything less of her or her family because of their skin color. My parents never told me
that people of color were less important than white people or anything of that nature. However,
because I was unaware that the social identity group is oppressed, I thought everyone was treated
equal. Now I see that I was blinded by my privilege, thinking that being colorblind was a positive
attribute. Although I cannot remember my relatives ever speaking about race to me, I noticed that no
one in my family dated people of color. All the spouses and girlfriends and boyfriends were always
white. It was not until my brother dated a girl who was half Filipino that I realized my grandfather was
prejudice towards people of color. It was never meant to be rude or disrespectful, but he would ask
what she was, and that was not right. She was American of course, she was born in New Jersey and to
assume that she was not, is something that no one ever challenged him on. I saw it continue when my
brothers next girlfriend was Guatemalan. Continuing on, my brothers best friend is half black. His
mother is white and he never knew his father so he assumed he was black because of his skin color;
he identified as bi-racial. My grandfather saw a picture of my brother and his friend on Facebook and
the next time he saw my brother, he asked, Hows your black friend? My brother, who was not so
much shocked as he was irritated, asked who he was referring to. As my papa tried to explain himself,
my brother responded by telling him he did not know who he was talking about. He then continued on
to say, Oh maybe you mean Andrew. But hes white. His mom is white. That made my grandfather
confused and quiet. Another experience I had when I was younger was when I was in fourth grade.
The only black boy in my class got in trouble by the teacher for drawing vulgar images of women on the
chalkboard. I was surprised as I had never seen anyone do that before or even how they knew what to
draw or how to draw it, and then immediately associated that kind of acting inappropriate behavior
with kids who were black. I was nine. No one reinforced that message, but it was then unconsciously in
the back of my mind after that experience. Even riding the bus to school when I was in first grade, I
noticed that there were a few fifth graders that I was afraid of because they were black and they used
inappropriate language. I feel like I was scared because I never had heard inappropriate language be
used before. Since it happened to be black boys that were saying it, I associated it with people of color.
Had it been white boys, I most likely would have still be afraid, but we cannot know that now. Moving
on to culture and additional institutions, I grew up in a predominantly white school system as well as
neighborhood. One thing I noticed was that all the minorities or people of color would hang out
together, whether it be in lunch, in the hallways, on the bus or after school. My junior year of high
school, I became friends with a guy named Chris, who was black/Guyanese. By the time prom came
around, I wanted to bring him as my date. When I told my parents, my mom had no issue with it, but
my dad did. It was 2012 and that surprised me. He said that he had no problem with me being friends
with him, but I was not allowed to date any guy of color. My dad went on to say that it had nothing to do
with his character, but rather solely his skin color. He continued, asking me, What do you think other
people will think about if you if a white girl brings a black guy to prom? I did not care what others
thought, I did not know anyone who was openly racist and I figured the people who did care, were not
the kind of people I would want to associate with anyway. My dad then brought up the point of showing
possible co-workers or other colleagues my prom pictures in the future. He stated his concern was that
others would judge me, and although unfair, it was the reality of the world we live in today. I then
realized how much distain I had for the society I lived in where I could lose opportunities by even
associating myself with someone who was part of an even more oppressed social identity. My dad
brought up the point that I already had to deal with my own inequality issues as a woman and that this
would only make things harder for me. I decided that I was not going to give into the cycle of
oppression and conform to society, but rather I would fight for justice and equality for all walks of life.
Even media, especially television, depicts a stereotypical picture of a black person as being a
combination of uneducated, unhealthy, homeless, an addict and a criminal. This goes along with typical
song lyrics of rap music who artists are predominantly black when they talk about drug use, rehab,
skipping school, and gang life, amongst other themes. This music is also typically filled with
inappropriate language that is normally always bleeped out on the radio. Even todays legal system,
white people are much less likely to be arrested, charged, tried, convicted, and sentenced to jail than
people of color. With these kinds of messages constantly bombarding everyone, I have seen my
friends that identity as people of color feel angry. A lot of times, what one may consider a simple
injustice, such as not getting served or seated first at a restaurant, can anger a person of color more
than one might think. I never realized to even think about a situation like that because of my privilege. I
remember thinking, not everything is because youre black, because I honestly felt that no matter if
something went wrong or where my friends were, they would complain, is it because Im black? Now I
am in the direction for change section of the cycle because I want to raise awareness, question and
educate others, and take a stand. There is no longer ignorance and confusion in my core (Harro,
1997).
Evidence: Module II Assessment

72. Student will demonstrate knowledge of HDF 412 The cycle of liberation is the cycle in which one is freed from the cycle of socialization. It is how one
the Cycles of Liberation (Harro) theory breaks free from maintaining an oppressive. The Cycle is comprised of 3 arrows, 3 circles, and a core
and its uses in leadership center. There is one small arrow in the beginning that I did not count, but it represents Waking Up.
This is in regards to a critical incident that creates cognitive dissonance. Moving on, each of the
components represents the following: 1. The beginning of the cycle, depicted by the 1st circle,
represents the Getting Ready. This includes Empowerment of Self, Gaining, Dismantling, and
Developing. Under Empowerment of Self, this includes areas of introspection, education and
consciousness raising. For Gaining, it relates to inspiration and authenticity. Dismantling involves
collusion, privilege, and internalized oppression and Developing deals with analysis and tools. 2. The
1st arrow represents Reaching Out. This is the movement of self towards others, seeking experience
and exposure, speaking out and naming injustices, taking stands, using tools, and exploring and
experimenting. 3. The second circle represents Building Community. This involves working with
others A. People like us: for support. B. People different from us for building coalitions, questioning
assumptions, rules, roles, and structures of systems. 4. The second arrow represents Coalescing.
This involves organizing, action planning, lobbying, fund raising, educating, renaming reality, refusing
to collude or take privilege, being a role model/an ally, transforming anger, and moving into action. 5.
The third circle represents Creating Change. This involves critically transforming institutions and
creating a new culture. This is done by influencing: policy, assumptions, structures, definitions, rules,
taking leadership risks, guiding change, healing, and power shared. 6. The final arrow represents
Maintaining. This involves integrating, spreading hope and inspiration, living our dreams, modeling
authenticity, integrity and wholeness, and taking care of self and others. 7. And finally, it is the wheel
that turns or enables any cycle. At the center or core of the cycle of liberation are self-love self-esteem,
balance, joy, support, security, and spiritual base. There is also an additional three sections of the
model labeled Intrapersonal, Interpersonal and Systemic, which is how change can be made as in what
areas. Intrapersonal means change within the core of people about what they believe about
themselves. Interpersonal is the change in how they value others and see the world. Systemic change
is the change in structures, assumptions, philosophy, rules and roles.
Evidence: hand out
73. Student will demonstrate personal HDF 412 Module II Assessment I started progressing into the path of liberation when I joined P.I.N.K. Women my freshman year of
application of the Cycles of Liberation P.I.N.K. Women college. That was my waking up as indicated in Harros model; my cognitive dissonance came about
(Harro) when I realized I was privileged. Looking back on it, it is embarrassing to admit, but before college, all
eighteen years of my life, I had no idea that I was privileged. Now with all the knowledge that I do have,
I think, how can anyone not know? Now, I am happy to say that I have been a part of intrapersonal and
interpersonal change, and I have the skills necessary to work towards systemic change as well.
Intrapersonal change is defined as the change within the core of people about what they believe about
themselves. In my core, I have a balance of self-love, self-esteem, joy, support, and security; I realize it
is not healthy to feel guilty about being white and I have come to terms with that notion. Moving on,
reaching out is the next step in the cycle of liberation. This is when one helps others who are seeking
experience by exposing them to taking a stand by speaking out and naming injustices. I feel as though
I have helped others explore those concepts by leading by example. I am proud to say that in recent
years, I have unapologetically been quick to call out someone who says the n word or other derogatory
language towards oppressed groups. I figure it is always worth it, even if some uncomfortable,
awkward dialogue follows. I now see that as an opportunity to educate others and hopefully even have
them consider rethink their actions and how it affects people of those social identity groups.
Interpersonal change comes into play when one moves into the next section of liberation, which is
building communities; interpersonal change is change in how we value others and see the world. There
are two steps in building communities, working with others who, 1) are like us for support, and 2)
different from us for building coalitions, questioning assumptions, rules, roles and structures of
systems. This can be seen in two different ways for me individually. I consider working with like-minded
people meaning two things, one meaning working with people who look like me (white people), and the
other, working with people who have the same goals as me (my P.I.N.K. sisters). Same concept when
it comes to those who are different there are those who look different than me (people of color), but
there is also people who think different than me (those who are not on the same section of the Action
Continuum than I am on). I consider my P.I.N.K. sisters as a group that I have built a community within
because I have shown them that not all white people are racist and that I can be supportive of their
needs and consider myself an ally. I feel like my presence as the only white girl in the organization has
challenged them and their perspectives, as I tracked that people of color are quick to make
generalizations such as all white people just like white people are quick to do the same towards
minority groups. Moving on, I feel as though my participation in P.I.N.K. Women has opened my eyes
to the injustices in the rules, roles, and structures of systems, especially when my sisters speak upon
personal experiences in school before college. When I realized I could not relate to a lot of what they
were saying, I became to see how divided I was because of my privilege. This has motivated me to
want to transform my anger into action and become a role model for social change on behalf of those
who do not have the same privilege as I do. Right now, in the coalescing stage of the cycle of
liberation, I only am in the educating and refusing to take privilege areas, however I am confident that
through more workshops and discussions I can push myself to the organizing, action planning,
lobbying, fundraising and renaming reality areas as well. Next in the cycle, is how to go about systemic
change, which is change in structures, assumptions, philosophy, rules and roles. Creating change is
critically transforming institutions and creating new culture. I am struggling with that right now because I
do not see the injustice on my own and do not experience it for the most part. This is where I rely on
my P.I.N.K. sisters and my other friends of color to speak up and tell me and others what is going on at
the University that needs to be changed. Creating changed is to influence policy, assumptions,
structures, definitions, rules, taking leadership risks, guiding change, healing, and shared power. The
last step in the cycle of liberation is maintaining. This includes integrating what one has learned,
spreading hope and inspiration, living out ones dreams, modeling authenticity, integrity and
wholeness, and taking care of self and others. Although I feel like I incorporate all these factors into my
everyday life, I do not feel comfortable saying I am at this stage yet, because I have not fully gone
through the coalescing and creating change sections of the cycle. I do dream of a world where
everyone is treated equally, but if I do not actively work toward achieving that goal, I cannot say I can
reap the benefits of it coming true. I feel as though I live a genuine and transparent life, which helps
others to hold me accountable when I claim to model the way, educate others, and take care of myself
and others (Harro, 2000).
Evidence: Module II Assessment
74. Student will demonstrate knowledge of HDF 412 Franklins Power of Configuration is a model that has four circles: Economics, Politics, Bureaucratic
the Configuration of Power (Franklin) Management, and Controllers of symbols. Economics -- at the core: Who controls the wealth and the
and its relationship to leadership means of production in the community? Who employ, fires people? Are the control of these resources
shared; Who owns land? Politics -- second layer; deals with issues of power, protecting ruling
economic interests. Manufacture conflict which preoccupy the populace (Budge deficit) from
addressing root causes of social problems. Bureaucratic Management -- third layer; employed by
politicians. Manage law enforcement, penal institutions. Help to protect politicians. Controllers of
symbols -- fourth layer; Media, Education, Religion, Popular Culture: train new blood to maintain
configuration.
Beyond these circles are: Minorities, Women, Gay/Lesbians, Counter-Culture groups and institutions
(offering paradigms different from above), Grassroots religious communities. Generally the question
about the existing organization come from these personal groups, creating a crisis. These groups
challenge this configuration which is responsible institutional racism.
(Franklin).
Evidence: hand out
75. Student will demonstrate personal HDF 412 Module III Assessment For the Module III Assessment for HDF 412, my group talked about crisis management within the
application of the Configuration of Virginia Tech shooting that took place in 2007. In the Economics circle, the associate vice president for
Power (Franklin) University Relations would be a good fit. He had the authority and capability to send a message from
anywhere that was connected to the web. Him and the director of news information were the only two
people who had the codes to send out messages to the alert system. After reading the review
presented to the governor, we realized the control as not shared. The police had no authority to make a
decision regarding safety of students at that time. Moving on to the politics circle, the Policy Board
would be the group that is most related because they were responsible for crafting the message to
students to make sure the urgency level was appropriate and chaos did not ensue. The Emergency
Response Resources Group (EERG) would be second to them. This includes campus law enforcement
and appoints an Emergency Operations Coordinator at time of incident in order to choose someone
who is most fit it handle the crisis. The next layer is bureaucratic management, which starts with the
Policy Board since they make the decision and craft the message to the campus community. After this,
two people are responsible for the enforcement of officers on site at the time: police chief at the
university and Blacksburg Police Department. The police department had the authority to send out a
message, but technically were held back from doing so because they had no means to get it out there.
VTPD and Blacksburg PD were equipped to handle the situation, as it states in the report that both
teams not only train together, but received shooter training together and worked flawlessly once on the
scene. The fourth, final layer is controllers of symbols. The media controlled what the incident meant
afterward along with the surrounding college administration population nationally. As a result, many
schools evaluated and enhanced their emergency policies. Many schools implemented a cellular
emergency alert system after this. Finally, media coverage was large, which told people how to feel
about the incident (Franklin).
Evidence: model from PowerPoint presentation
76. Student will demonstrate knowledge of
racial identity development via the Cross,
Helms or other models (Ferdman &
Gallegos; Kim; Horse; Wijeyesinghe etc.)
77. Student will demonstrate personal
application of model(s) of racial identity
development above
78. Students will demonstrate knowledge of HDF 412 Peggy McIntosh made a list identifying the daily effects of white privileges. The ones chosen are meant
McIntoshs theory of privilege and its to attach somewhat more to skin color privilege than to class, religion , ethnic status, or geographical
relationship to leadership location, however, all of the factors are intertwined.
1. I can if I wish arrange to be in the company of people of my race most of the time. 2. I can avoid
spending time with people whom I was trained to mistrust and who have learned to mistrust my kind or
me. 3. If I should need to move, I can be pretty sure of renting or purchasing housing in an area which I
can afford and in which I would want to live. 4. I can be pretty sure that my neighbors in such a location
will be neutral or pleasant to me. 5. I can go shopping alone most of the time, pretty well assured that I
will not be followed or harassed. 6. I can turn on the television or open to the front page of the paper
and see people of my race widely represented. 7. When I am told about our national heritage or about
civilization, I am shown that people of my color made it what it is. 8. I can be sure that my children will
be given curricular materials that testify to the existence of their race. 9. If I want to, I can be pretty sure
of finding a publisher for this piece on white privilege. 10. I can be pretty sure of having my voice heard
in a group in which I am the only member of my race. 11. I can be casual about whether or not to listen
to another persons voice in a group in which s/he is the only member of his/her race. 12. I can go into
a music shop and count on finding the music of my race represented, into a supermarket and find the
staple foods which fi t with my cultural traditions, into a hairdressers shop and find someone who can
cut my hair. 13. Whether I use checks, credit cards or cash, I can count on my skin color not to work
against the appearance of financial reliability. 14. I can arrange to protect my children most of the time
from people who might not like them. 15. I do not have to educate my children to be aware of systemic
racism for their own daily physical protection. 16. I can be pretty sure that my childrens teachers and
employers will tolerate them if they fi t school and workplace norms; my chief worries about them do
not concern others attitudes toward their race. 17. I can talk with my mouth full and not have people
put this down to my color. 18. I can swear, or dress in second hand clothes, or not answer letters,
without having people attribute these choices to the bad morals, the poverty or the illiteracy of my race.
19. I can speak in public to a powerful male group without putting my race on trial. 20. I can do well in a
challenging situation without being called a credit to my race. 21. I am never asked to speak for all the
people of my racial group. 22. I can remain oblivious of the language and customs of persons of color
who constitute the worlds majority without feeling in my culture any penalty for such oblivion. 23. I can
criticize our government and talk about how much I fear its policies and behavior without being seen as
a cultural outsider. 24. I can be pretty sure that if I ask to talk to the person in charge, I will be facing a
person of my race. 25. If a traffic cop pulls me over or if the IRS audits my tax return, I can be sure I
havent been singled out because of my race. 26. I can easily buy posters, post-cards, picture books,
greeting cards, dolls, toys and childrens magazines featuring people of my race. 27. I can go home
from most meetings of organizations I belong to feeling somewhat tied in, rather than isolated, out-of-
place, outnumbered, unheard, held at a distance or feared. 28. I can be pretty sure that an argument
with a colleague of another race is more likely to jeopardize her/his chances for advancement than to
jeopardize mine. 29. I can be pretty sure that if I argue for the promotion of a person of another race, or
a program centering on race, this is not likely to cost me heavily within my present setting, even if my
colleagues disagree with me. 30. If I declare there is a racial issue at hand, or there isnt a racial issue
at hand, my race will lend me more credibility for either position than a person of color will have. 31. I
can choose to ignore developments in minority writing and minority activist programs, or disparage
them, or learn from them, but in any case, I can find ways to be more or less protected from negative
consequences of any of these choices. 32. My culture gives me little fear about ignoring the
perspectives and powers of people of other races. 33. I am not made acutely aware that my shape,
bearing or body odor will be taken as a reflection on my race. 34. I can worry about racism without
being seen as self-interested or self-seeking. 35. I can take a job with an affirmative action employer
without having my co-workers on the job suspect that I got it because of my race. 36. If my day, week
or year is going badly, I need not ask of each negative episode or situation whether it had racial
overtones. 37. I can be pretty sure of finding people who would be willing to talk with me and advise me
about my next steps, professionally. 38. I can think over many options, social, political, imaginative or
professional, without asking whether a person of my race would be accepted or allowed to do what I
want to do. 39. I can be late to a meeting without having the lateness reflect on my race. 40. I can
choose public accommodation without fearing that people of my race cannot get in or will be mistreated
in the places I have chosen. 41. I can be sure that if I need legal or medical help, my race will not work
against me. 42. I can arrange my activities so that I will never have to experience feelings of rejection
owing to my race. 43. If I have low credibility as a leader I can be sure that my race is not the problem.
44. I can easily find academic courses and institutions which give attention only to people of my race.
45. I can expect figurative language and imagery in all of the arts to testify to experiences of my race.
46. I can chose blemish cover or bandages in flesh color and have them more or less match my skin.
47. I can travel alone or with my spouse without expecting embarrassment or hostility in those who
deal with us. 48. I have no difficulty finding neighborhoods where people approve of our household. 49.
My children are given texts and classes which implicitly support our kind of family unit and do not turn
them against my choice of domestic partnership. 50. I will feel welcomed and normal in the usual
walks of public life, institutional and social.
Evidence: hand out
79. Student will demonstrate personal HDF 412 Based off a privilege activity in class that was inspired by McIntosh, I chose to discuss one of my
application of McIntoshs theory identities. A dominant social identity that I have is that I am white. Some privileges I personally have
because I am white include, but are not limited to, I have never been followed into a store because of
my skin color, I see my people of my race reflected in popular media images, I have never been asked
to speak for my race (i.e. What do white people think?), I generally do not have to think about my race
on daily basis, I never have to answer questions from strangers such as Where are you from? (with
the assumption that I am not from the United States, and I never have to justify why I have/deserve
the label U.S. Citizen.
Evidence: class activity worksheet
80. Student will describe the differences and
similarities of individual and institutional
oppression and relationships to
leadership
81. Student will show knowledge of effective HDF 190 Social Change Model A change agent is a person or persons who have the understanding, motivation, and skills to create
leadership as it relates to change agency positive change. A change agent should have the value of change deeply embedded in them and there
are certain things they need to understand, have and demonstrate as well. A change agent should
understand that change is a process, resistance will occur at all levels, and some strategies for
overcoming resistance. A change agent should have positive perceptions on change, comfort with
ambiguity and transition, self-confidence and patience, and a willingness to step outside of a comfort
zone. A change agent should demonstrate an ability to influence systems, the creation of a sense of
urgency, an ability to articulate a vision, and the willingness to take a risk to make a difference (Astin,
1996).
Evidence: page 30 from FLITE packet
82. Student will describe personal examples
of being a change agent
83. Student will create a personal code of HDF 190 To me, being inclusive means being aware of yourself and others in that one has to be understanding
inclusive leadership of different views and multiple perceptions. The world is very diverse and although each person is
unique, they all need to feel valued and accepted. It is important to firmly believe that everyone can
make a difference and that everyone is treated fairly and equally. With that comes being able to listen
as well as being able to come to a consensus when working with a group.
Evidence: relational leadership grid from HDF 190
84. Student will demonstrate knowledge of HDF 413 Content Assessment Paper In HDF 413, otherwise known as Student Organization Leadership Consultants or SOLC, I learned
the Model of Intercultural Sensitivity by about Bennetts Model of Intercultural Sensitivity. This is a framework to help individuals to examine
Bennett and its uses in leadership our own growth in how to bring diversity to an organization or rather how to be an effective leader or
participant in a diverse organization. As individuals, we need to develop an openness and appreciation
of various cultures and aspects of how others many differ. That being said, we all have to develop
awareness, knowledge and skills to be able to work effectively in a multicultural environment. The
model has six stages, where people move from having minimal contact with others who are different
through various stages to seeing difference as wrong to eventually reaching a state of having a strong
sense of who they are as cultural beings and an appreciation of how cultures and similar and different.
Stage One is Denial of Difference: people with this predominant experience are in denial about
culture difference they are unable to experience differences in other than extremely simple ways.
Stage Two is Defense against Defense: people with a predominant experience of Defense experience
cultural difference in a polarized way - us and them. Stage Three is Minimization of Difference: the
predominant experience of Minimization is that of having arrived at intercultural sensitivity. The
polarized experience of Defense has given way to a recognition of the common humanity of all people
regardless of culture (We are the world). Stage Four is Acceptance of Difference: when Acceptance is
the predominant experience, people experience cultural differences in context. Stage Five is
Adaptation to Difference: adaptation is the application of Acceptance, and it is likely to become the
predominant experience when there is a need to actually interact effectively with people of another
culture. Stage Six is Integration of Difference: the experience of Integration is of being a person who is
not defined in terms of any one culture - typically a person who is bicultural or multicultural (Komives,
Lucas, McMahon, 2013, 202-4).
Evidence: copy of Exploring Leadership textbook pages 203-4
85. Students will demonstrate personal HDF 413 Content Assessment Paper In HDF 413, we had to write a content assessment paper which included referring to the Model of
application of the Model of Intercultural HDF 412 P.I.N.K. Women Intercultural Sensitivity and discussing where I believed I currently stand in the model, what stage best
Sensitivity by Bennett BUS 460 describes me and what experiences will help me grow in regards to my cultural competence. I would
say that Stage Four Acceptance of Difference best describes me currently because I believe that
everyone needs to be aware of cultural differences because they are all relevant, especially if one
happens to study abroad. To be a more effective communicator, one needs to understand that others
have different values and should be respectful of that. It does not mean you should give up your own
values, but it is exciting to learn about others in a distinctive cultural context that differs from my own as
well as behavioral patterns. I am very curious about what other cultures should offer and although I do
not always agree with them, I do not necessarily prefer my way of living in that the way I live is not the
only way or the right way (Komives, Lucas, McMahon, 2013, 209). My experience being a member of
the student organization P.I.N.K. (Powerful, Independent, Notoriously, Knowledgeable) Women has
helped me grow in regards to my cultural competence in so many ways. I joined fall semester of my
freshman year completely blindsided to the fact that I was surrounded by women of many different
cultures not like my own. I went to a predominantly white high school with mostly all European
nationalities, while many of the women in the organization are from African descent or of
Hispanic/Latina backgrounds. I have learned a lot about the variety of cultures my sisters are from; for
example, one of them was born in Venezuela while the other was born in Cape Verde. Spending time
with them and discussing some of their traditions and celebrations at home have opened my eyes. I am
glad that they have shared with me knowledge of their values and morals instilled in them from growing
up in a different home style than I did. It has helped me to be more understanding, look at situations
from other views and has overall given me a new perspective on what it means to be accepting. I look
forward to learning from them in the years to come.
Evidence: content assessment paper from HDF 413
Revision: Fall semester of my senior year (2016-2017) I took a Global Supply Chain Management
course, BUS 460, with Professor Douglas Hales. Throughout the semester, we frequently had
guest speakers to come in to our class to present. Two really stuck out to me and it was on
foreign business practices in China and Kuwait. Although I still believe I am in the Awareness
stage of the model, I believe these experiences are more concrete in gaining factual knowledge,
than my previous experiences within P.I.N.K. I tend to lean farther to the Adaption stage of the
model now. The information I learned about would affect me if I traveled overseas to other
countries for business practices, as the presenters spoke about appropriate behavior and
sensitivity. It helped with gaining easier communication skills as well as the ability to see the
world from the point of view of other cultures (Komives, Lucas, McMahon, 2013).
Evidence: print out of China presentation
86. Student will demonstrate knowledge of HDF 412 In this model, there are eight action stages that include: actively participating, denying/ignoring,
the ally Action Continuum by Griffin & recognizing/no action, recognizing/action, educating self, educating others, supporting/encouraging,
Harro and initiating/preventing. Allies are most effective when in stage eight. Actively Participating: telling
derogatory jokes, putting down people from targeted groups, intentionally avoiding targeted group
members, discriminating against targeted group members, verbally or physically harassing targeted
group members. Denying: Enabling discrimination and injustice by denying that targeted group
members are oppressed. Does not actively discriminate or oppress, but by denying that oppression
exists, colludes with oppression. Recognizing, No Action: Is aware of oppression actions by self or
others and their harmful effects but takes no action to stop this behavior. This inaction is the result of
fear, lack of information, confusion about what to do. Experiences discomfort at the contradiction
between awareness and action. Recognizing, Action: Is aware of oppression and injustices, recognizes
oppressive actions of self and others and takes action to stop them. Educating Self: Taking actions to
learn more about oppression and privilege, and the life experiences affected by unjust social relations
by reading, attending workshops, seminars, cultural events, participating in discussions, joining
organizations or groups that oppose injustices, attending social action and change events. Educating
Others: Moving beyond only educating self to questions and dialogue with others too. Rather than only
stopping oppressive comments or behaviors, also engaging people in discussion to share why you
object to a comment or action. Supporting, Encouraging: Supporting others who speak out against
injustices or who are working to be more inclusive of targeted group members by backing up others
who speak out, forming an allies group, joining a coalition group. Initiating, Preventing: Working to
change individual and institutional actions and policies that discriminate against targeted group
members, planning educational programs or other events, working for passage of legislation that
protects excluded groups from discrimination, being explicit about making sure members of historically
marginalized groups are full participants in organization or groups (Harro, Griffin, 1997).
Evidence: hand out
87. Student will demonstrate personal HDF 412 Race and Ethnicity Advanced Safe On the Action Continuum, I feel that I am in the Educating Others section. In that section, one is
application of the Action Continuum by Zone Training moving beyond only educating self to question and dialogue with others too. Rather than only stopping
Griffin & Harro P.I.N.K. Women oppressive comments or behaviors, also engaging people in discussion to share why you object to a
comment or action. I used to shy away from confrontation and felt uncomfortable challenging others
views, but now I embrace it. I am genuinely curious as to how other people draw their individual
conclusions and how their personal experiences have shaped their lens. By not attacking others with
different viewpoints, but rather inquiring about how they reached the stance they are at now, myself
and the one who I am engaged in discussion with, can hopefully learn about both contrasting
viewpoints. For instance, I recently had a productive conversation with one of my residents, as I am a
Resident Advisor in Butterfield Hall. The resident identifies as a white male and disclosed to me that he
voted for Donald Trump in the presidential election. In response, I told him that I voted for Hillary
Clinton. Although I am very passionate about my choice of candidate, I wanted to create an open, safe
space where my resident felt he could talk about why he selected the candidate he did without being
judged. The conversation flowed naturally and it stayed dialogue the whole time. This happily surprised
me as I realized that I was at the Educating Others section of the Continuum. For a few years now, I
have had no problem to correct someone when they say phrases such as, thats so gay, or thats so
retarded. Similarly, once I became an RA my sophomore year, I became even more aware of inclusive
language such as using gender neutral pronouns. However, objecting to comments, is different than
acting by engaging others in discussions and questioning their dialogue, which is why I am proud to
say that I am in the section I am. Moving forward, two specific and tangible strategies or action items
that I can commit to taking is going to the Race and Ethnicity Advanced Safe Zone Training workshop
as well as supporting my P.I.N.K. sisters who are currently planning to do a lot in terms of speaking out
against racial oppression that has come to light after the results of the election. While I feel as I have
always been inclusive of their backgrounds and their stories, I will work with them and back them up
when attending peaceful protests, discussions and other Black Lives Matter movements. Nothing has
been set in stone as of right now, but I have shown up and been active in the conversations that have
been conducted. I actively ask how I can help, as I now realize I can use my white privilege to initiate
change, prevent further oppressive comments and behaviors, as well as encourage others to listen to
understand, not to reply (Harro, Griffin, 1997).
Evidence: Race and Ethnicity Advanced Safe Zone Training packet
Outcome Category: Critical Thinking
88. Student will show knowledge of principles of Critical thinking is the objective analysis and evaluation of an issue in order to form a judgment. Much
critical thinking (logic is used in this minor) of our thinking is biased, distorted, partial, uninformed, or prejudiced. However, the quality of our life
depends on the quality of our thought. Critical thinking is that mode of thinking about any subject,
content, or problem, in which the thinker improves the quality of his or her thinking by skillfully
analyzing, assessing, and reconstructing it. Critical thinking is self-directed, self-disciplined, self-
monitored, and self-corrective thinking. To analyze thinking, identify its purpose and question the
information, inferences, assumptions, main concepts, and point of view. To assess thinking, check it for
clarity, accuracy, precision, relevance, depth, breadth, significance, logic, and fairness. A well-
cultivated critical thinker will gather and assess relevant information, use abstract ideas to interpret it,
come conclusions, test them against criteria, think open mindedly, recognize their assumptions, and
communicate effectively with others in figuring out solutions to complex problems
Evidence: print out
89. Student will demonstrate proficiency of
critical thinking
90. Student will show knowledge of
metaphorical analysis to critically analyze
self and leadership situations
metaphorical analysis to critically analyze
self and leadership situations
92. Student will show knowledge of at least five There are five steps to the process of making a good decision and they are as follows:
decision making methods
Step 1: Identify Your Goal
Keep an eye on your goal - identify the purpose of your decision by asking yourself what exactly is the
problem that needs to be solved and why does this problem need to be solved? Figure out whats most
important to you. When you know the reason why you have making a particular decision, it will better
serve you in staying with it, and defending it.
Step 2: Gather Information for Weighing Your Options
Only gather necessary information that is directly related to the problem. Doing this will help you to
better understand what needs to be done in solving the problem and will also help to generate ideas for
a possible solution. Make a list of every possible alternative and seek the opinions of people that you
trust or speak to experts and professionals, because it will help you to come up with a variety of
solutions when weighing all your options for a final decision. Gather as many resources as possible.
Step 3: Consider the Consequences
Ask yourself what is likely to be the results of your decision. How will it affect you now and in the
future? Review the pros and cons of the different options. You should feel comfortable with all your
options and the possible outcome of whichever one you choose.
Step 4: Make Your Decision
Make a choice and execute your final decision. Trust your instincts. Ask yourself, does it feel right?
Does this decision work best for you now and in the future? You should feel good about the answer to
those questions.
Step 5: Evaluate Your Decision
It is necessary to evaluate the decision and the steps you have taken to ensure that it works. This final
step is probably just as important as step one, if not more important, because it will help you to further
develop your decision-making skills for future problems. Additionally, it may require you to seek out
new information and make some changes along the way/ It may take some time to see the final
outcome so be patient. Recognize that if the first decision is not working, you may have to go back to
step two and choose another option. Always look for and anticipate unexpected problems to help
alleviate stress, if and when a problem occurs.
93. Student will describe personal examples of
having used five decision making methods
94. Student will show knowledge of at least five There are five strategies to resolving a conflict accommodating, avoiding, collaborating, competing or
problem solving / conflict management compromising. Accommodating refers to smoothing things over. The goal with this tactic is to preserve
methods, as well as understanding the harmony and relationships at all costs, although sometimes this means ignoring the issue at hand,
roots of conflicts which can be detrimental to a long-term solution. It may be used effectively when youve realized
youre in the wrong, when the issue is clearly more important to the other party than it is to you, and
when you want to build goodwill and demonstrate that youre reasonable. However, if you use this style
too often, you may be seen as weak, ineffective, or fearful of change. Avoiding conflict is not generally
advised. Yet even this tactic can be used strategically, for example to create a delay that allows people
to cool down or gather more information. Experts recommend using avoidance only when the issue is
of small importance, when you know you cant prevail against a more powerful opponent, or when the
potential damage of a confrontation outweighs the benefits. Collaborating is true problem solving. The
goal is to find a mutual solution when both sets of interests are too important to be compromised. The
process of collaborating involves high amounts of both assertiveness and cooperation, as parties with
different perspectives attempt to merge their insights and work through the conflict. This is generally
considered the most effective style of managing conflict, yet it also has pitfalls use it for everything
and youll find yourself spending exorbitant amounts of time sorting out trivial issues. Competing is
generally a negative way to manage conflict. The goal is to win at all costs and the style is
characterized by high assertiveness and low cooperation. Yet it might be a useful tactic in an
emergency when quick, decisive action is vital, or where an unpopular course of action must be
implemented. A manager who uses this tactic too often, however, will likely end up with a team of
unempowered nurses who are indecisive, slow to act, and prone to withhold feedback. Compromising
refers to a bargaining process that often results in a less-than-ideal solution as concessions are made
as one party may be willing to give up something on this issue to gain leverage for another. Still, this
tactic may be useful in arriving at a temporary settlement on a complex issue, or a quick fix when time
is of the essence. Its best used for issues of mild to moderate importance. It may work well when both
parties have equal power in the hierarchy and are equally committed to their position. Overuse of this
style can have negative consequences, however. Parties may lose sight of long-term goals or become
cynical as concessions are made to keep people happy without resolving the original conflict. A
frequent compromiser may be seen as having no firm values.
having used five problem solving / conflict
management methods (if student has been
trained in mediation, that information goes
here)
96. Student will describe what it means to
analyze, criticize, synthesize and utilize
information as a leader
97. Student will demonstrate knowledge of HDF 412 Independent research Common crisiss that put a damper on companies reputation are natural disasters, product recalls,
leadership that is used in crisis HDF 413 corporate fraud, widespread sexual harassment and employee discrimination. Many communications
and public relations teams are not prepared to handle the negative consequences are that can have
long-term effects such as the firms profitability, reputation, market position and human resource
management system. The key is to focus on being reactive when it comes to a crisis within the
organization and to demonstrate a knowledge of the five stages of recovery: signal detection,
preparation and prevention, damage control and containment, business recovery, and reflection and
learning (James, Wooten, 2008).
Revised: The Crisis-Life Cycle Model is presentative of a single event that is defined over both
time and disequilibrium. There are three phrases in it: the preparation phrase, emergency phase
and adaptive phase, which are on the horizontal axis. Prior to any crisis, an organization is in
the preparation phase. During this time, leaders should be cognizant of tremors or signals of
misplaced values and behaviors. Complacent organizations are ripe for crisis. The transition
point from the preparation phase into the emergency phase begins with an eruption followed by
institutional awareness of the crisis. Stress and disequilibrium become intolerable and the
organizations very survival may be at stake. The transition point from the emergency to
adaptive phase is often hard to recognize and occurs when the immediate danger is contained.
Unfortunately, leaders and followers often dont want to face these hard challenges, especially
after overcoming the immediate crisis. They ignore urgency, attention, and opportunity gained.
Staying in the learning zone after crisis is the most difficult, least understood and largest
delineator of leaders who successfully navigate crisis. The vertical disequilibrium axis
illustrates the amount of stress or chaos felt by the members of the organization. This axis can
be divided in to the comfort, learning, and danger zones. The comfort zone is considered the
status-quo, and is here most organizations prefer to remain in a state of equilibrium or even
stagnation. Most organizations will try to dissipate conflict or stress to maintain the status quo.
Unfortunately, organizations that remain locked in the comfort zone keep their values, culture,
or operating paradigm static in relation to the ever-changing environment. Above the comfort
zone is the critical area between equilibrium and organizational danger - the learning zone. The
line between comfort and learning zone is described as the minimum amount of stress needed
for an organization to change. Moving into this zone causes organizational stress and conflict.
People are often afraid of change and its accompanying pain. But it is the conflict associated
with change that allows an organization to grow. The size of the learning zone is directed
related to an institutions ability to handle stress. Responsive and flexible organizations have
larger learning zones and are better able to handle organizational chaos and conflict. Large
organizations are less capable of handling change and therefore have small learning zones.
Crossing the line above the learning zone leads to the danger zone. The line between the
leaning and danger zone is represented by the amount of stress that may cause an organization
to collapse. Crisis typically causes the organizations stress level to leap in the danger zone. A
difficult and illusive key to leadership is creating enough disequilibrium to keep the
organization tin the learning zone but out of danger. (Braden at al, 2005).
Evidence: print out of research and model
98. Student will describe examples of HDF 412 Module III Assessment For the Module III Assessment in HDF 412, my group picked the Virginia Tech shooting as an example
leadership in crisis situations of crisis management. The leaders in that event were the police officers, U.S. Department of
Education, panel hosted by state governor, and former president George Bush. The U. S. Department
of Education fined Virginia Tech because the emergency message was too vague and did not indicate
there had been a murder or that the gunman was still at large. The panel hosted by Virginias state
governor Tim Kaine was assembled to review the incident. Former President George Bush raised the
issue across the nation.
Evidence: print out of PowerPoint slides, graded rubric
Outcome Category: Interpersonal and Organizational Concepts & Skills
Outcome Target Additional Experiences Descriptive notes regarding learning and practice
class
99. Student will demonstrate knowledge of COM 100 Some techniques for effective active listening include looking at the speaker directly and using your
active listening techniques own body language and gestures to convey your attention. Nod occasionally, smile and use other facial
expressions. Make your posture and make sure it is open and inviting and encourage the speaker to
continue with small verbal comments like yes, and uh huh. Reflect what has been said by
paraphrasing. "What I'm hearing is," and "Sounds like you are saying. Ask questions to clarify certain
points. "What do you mean when you say." "Is this what you mean?" Finally, allow the speaker to finish
each point before asking questions and don't interrupt with counter arguments.
100. Student will describe examples of using RA Being a Resident Advisor for a freshman building for three years has provided me many opportunities
active listening skills to practice using active listening skills. Freshmen year is a transition for first year students and with a
brand-new environment and experiences, many conflicts can arise. As RAs are trained to know how to
properly mediate peers, I have had my fair share of conversations with residents where active listening
skills were key. For instance, my senior year one of my residents (girl B) message because she
wanted to talk about an issue with one of her roommates. We scheduled a time to meet either in my
room or in the RA office to discuss it in person as I thought that would be the best way. When we met, I
made sure to sit at her level to make her comfortable, rather than sitting on my bed which is elevated or
standing. The problem was that girl B dyed a some of her hair and didnt want to wash it out and she
hadnt showered in days so the whole room smelled bed. The heat in the room made it worse and girl
B wouldnt let girl A open the window because she has spring allergies. In addition, girl B was sick and
constantly sneezing and coughing. Girl A and girl C (other roommate) had been avoiding their own
room because they didnt know how to handle it without coming off as rude or mean. While she was
talking, I made sure to nod and encourage her to continue by maintain eye contact and making sure
my body language as inviting, rather than closed off. After she was finished telling me everything, I
asked a clarifying question regarding girl B and whether she had gone to health services. I brought up
the point that if she was on medication then she at least wouldnt be contagious. Furthermore, I didnt
interrupt her while she was speaking and I reaffirmed that I was listening with small comments such as
that makes sense or I understand why you feel that way.
Evidence: screenshot of message
101. Student will demonstrate knowledge of HDF 412 Independent research This model shows how and where a group decision starts, forms, and concludes. Groups normally
functions of group communication by begin by identifying and assessing a problem, the Probable entry. Here the group asks a variety of
Hirokawa questions like: What happened? Why? Who was involved? What harm resulted? The next step is to
gather and evaluate information about the problem or decision, Assessment of situation. Next, the
group creates a variety of alternative proposals for handling the problem and discusses the objectives it
desires to accomplish the given problem, Identify Alternatives and Identify Objectives. Lastly, the
objectives and alternative proposals are evaluated, and a decision is made, Choice (Hirokawa, 1983).
Evidence: print out of model
102. Student will describe personal application P.I.N.K. Women In the student organization P.I.N.K. Women, I am the Vice President and one of the executive boards
of functions of group communication duties as outlined in our Constitution is to let our members know if they are being put on probation.
(Hirokawa) When a member is put on a probation, it is because of one of two things; they either received three
strikes or their violated the alcohol and drug policy, which is that they cannot be under the influence
while wearing our letters. To receive strikes, a member would have to miss a general meeting,
executive board meeting (if they are on the executive board), committee meeting or event. If a member
cannot attend, she has to let the secretary know 24 hours in advance. If notifies her less than24 hours
in advance or not at all, she will receive a strike. That is the most common way girls earn strikes. When
the secretary (who keeps track of all the members trikes), tells the executive board that a girl is to be
put on probation, we fall under the Probable entry phase. We ask if the member received 3 strikes and
if so what were they for, for instance. In the next step, Assessment of situation, we discuss whether or
not we want to give this member a warning instead, put them on probation, to completely terminate
their membership. Once the executive board meets with the member, we ask some questions about
why they earned the strikes and if there is anything we can do to help them. Usually, it is an underlying
issue that we were unware of. We ask the girl to step out of the office so we as an executive board can
discuss what consequence we would like to go through with and ask her to come back in when we
have reached a conclusion, which would be the Identify Alternatives and Identify Objectives. Our goal
is never to kick people out, however if we feel that a member I s not adding to our sisterhood,
negatively affecting our growth, doing more harm than good, then termination will be done. We always
try to be as accommodating as we can, while still remaining fair and professional.
Evidence: print out of probation form
103. Student will show knowledge of techniques COM 100 Feedback is just as important in giving recognition as it is in correcting behavior. The goal is to provide
regarding giving and accepting of feedback information on how that person is doing, their impact on the group, and to encourage positive future
behavior. When giving feedback, ask yourself, What useful information do they need? What
information would help them be more successful in their jobs? Approach them from the standpoint that
you recognize their desire to perform effectively in their jobs. Whatever it is that they have done, craft
your response that you believe their intent was positive. So, you might start out by saying I know that
youre committed to maintaining a professional manner or I know that developing close relationships
is very important to you. Address specific, observable behaviors instead of making broad judgments.
Consider the difference between I just observed you walk past a resident who looked visibly upset,
and Youre insensitive to residents well-being. In addition, make sure to confirm that your message
was received. As part of your conversation should make sure that they heard, and understood, the
message that you wanted to convey. A good example of this would be, Just so I know were on the
same page, could you tell me what you understand our next steps to be? Another technique that can
be helpful to ensure that the conversation doesnt escalate is empathetic assertion. Empathetic
assertion involves making a statement (assertion) that expresses your understanding (empathy) for the
other persons point of view. One important point is that there are no buts. Especially when inserted
after a compliment or positive remark, the word but negates the entire first part and may actually
increase defensiveness when giving feedback. Replacing but with yet, can help to soften the impact
of what youre saying. For receiving feedback, try to suppress any defensive responses that you might
naturally feel. Most people have had negative experiences with receiving feedback at some point or
another and our initial reaction may be a fight or flight response. Try to keep your emotions in check.
Think to yourself: This is information. The point of it is to provide you with new insights or
understandings about how you or your behaviors are perceived by others. You are always in control of
your own response so you get to choose whether you are going to respond emotionally, defensively, or
whether you will focus on the feedback as useful, character-building information. Ask for details if you
would like, but use a non-defensive tone and body language. Im sure you know that maintaining a
professional manner is very important to me, so I want to make sure I understand more about how I
came across in this situation. Could you give me a specific example about what you observed?
Furthermore, state your understanding of the conversation. Just as you want to seek confirmation of
your message when youre the sender, when youre the receiver you want to confirm that you
understood the message. For example, you might say, What I hear you saying isIs that correct? It
is also good to thank the person giving the feedback to show that you understand that it is a growth
opportunity.
104. Student will describe examples of giving RA Every semester RAs are evaluating by their supervisor (Graduate Assistant Hall Director or Hall
and accepting feedback. Director) to obtain feedback on if they are exceeding, meeting or failing to meet the expectations that
were presented to us upon being hired. There is also an option for areas of growth. There are three
main sections that are on the evaluation such as growth and development, interpersonal and
communication skills, and administrative responsibilities. There is also room for comments under each
section. At the end, there is a space for an action plan and goals and then both the RA and the
supervisor signs, print their name and date the document. Each receives a copy. I meet with my
supervisor every other week so during our last meeting, we go over my evaluation. Under growth and
development, there are nine statements to be evaluated on. They role model appropriate education
and life behaviors, actively seeks out opportunities to promote professional growth, actively seeks out
opportunities to learn about people of diverse backgrounds, assists and supports the other staff
members, demonstrates a commitment to the position, sets and worlds towards short and long term
goals, reflections on experience in order to enhance understanding, and responds appropriately to
supervisor and fellow staff member feedback. Under interpersonal and communication skills, there
are14 statements to be evaluated on. They engage in positive and productive interactions with
residents, is visible and available to residents, understand and practices confidentiality, executes
problem solving and conflict management skill sin an effective manner, confronts and appropriately
documents inappropriate behavior, knows and implements crisis procedure as necessary,
communicate clearly and appropriately with other student staff and professional staff, builds productive
relationships with other staff members, deomonstat4es a willingness to support and challenge fellow
staff members, maintains a positive relationship and ongoing communication with relevant constituents,
such as housekeeping staff, maintenance, URIPD, etc., facilitates community growth through
programming, floor meetings, an personal interactions, maintains personal and professional
relationship boundaries, maintains a positive attitude, projects a positive image of housing and
residential life. Under administrative responsibilities, there are12statments to be evaluated on. They
are fulfills expectations related to on-call/duty shifts, is timely with office hours and office tasks, is able
to manage their time adequately, is timely in replying to messages, provides residents with necessary
information in a timely manner, thoroughly and accurately completes all paperwork, routinely meets
deadlines, communicates and participates in staff meetings, actively participates in weekly one-on-one
supervisions, appropriately uses and takes care of equipment and supplies, is knowledgeable about
campus resources, and provides formal and informal feedback in terms of assessment and evaluation.
Evidence: last semesters evaluation
105. Student will demonstrate knowledge of HDF 413 NWCC Being a North Woods Challenge Course facilitator as well as a member of Student Organization
facilitation and de-briefing techniques SOLC Leadership Consultants (HDF 413) I have learned a variety of techniques on how to de-brief. There are
many different techniques for de-briefing such as asking open-ended questions such as how was that
for you? To focus on feelings, one could ask how did you feel? To repeat feelings, one could state it
sounds like you felt... and then say an emotion that was observed. To draw out learning, a facilitator
could ask what key learning can you take for this experience? To focus on one issues at a time, a
facilitator could ask before we move on to that, are there any other comments on this topic? To
monitor verbal and non-verbal behavior, one could look for signs of confusion, boredom, anger, or
people talking. To test out perceptions and appropriate self-disclosure, a facilitator could ask how do
other people feel? To ask the group to summarize, one could ask where have we gotten to so far?
To review, one could say we seem to have covered (insert topic here), does that sound right? Does
anyone have anything else to add? To focus on behavior, one could ask what was he or she doing
that made you feel that way? To explore more deeply, one can ask can you say more about that?
What would be an example? To ask the group to diagnose itself, one could ask what is happening
right here right now? Finally, to diagnose, one could ask does the large amount of joking suggest
avoidance of a particular issue? (Schoel, 2002).
Evidence: information on de-briefing from the NWCC information manual
106. Student will demonstrate proficiency of HDF 413 NWCC When I co-shadowed for the second time as a facilitator for the North Woods Challenge Course, I led
facilitation and de-briefing techniques HDF 412 SOLC the element Islands. It was clear to me after seeing them interact with each other in the beginning that
they were very disconnected and needed to work on communication immediately. There were many
ideas being suggested, but also multiple not being heard because of lots of members talking over
another, which was counter-productive. What I saw was a group with a lot of potential and although
they were not succeeding, they did not know why or how to make a change in the right direction. They
improved on listening and even asked questions which was a big help for them. I lead the de-brief by
asking what was one word to describe the activity and words cannot be repeated, that way everyone is
involved and can voice their unique opinion. Then I asked what just occurred, why it happened and
how they are going to use what they learned from the element in the future with their organization or
personal life. They were willing to participate in open discussion about team roles as well. After my
facilitation was done, we talked about their group returning in the fall and they even expressed interest
in coming once a semester.
Evidence: pictures of Alpha Chi Omega at the North Woods Challenge Course
Revised: In SOLC, I recently facilitated two retreats for the Fall 16 semester UHURU SASA
and womens lacrosse. For the UHURU SASA, I facilitated a small group debrief where I had the
members trace their hand on a p large piece of paper and on the inside of the hand, they wrote
one thing they can bring to the organization and on the outside they wrote something they
would like to see in the organization that they do not already have. It was anonymous, but after
everyone was finished, they all volunteered to share what they had written down. It turns out,
they all had a lot of similar goals that they wanted for their organization. At the end of the
retreat, a facilitator led a de brief with the feelings cards. Although I did not lead it myself, I got
a feel for how it was done just by watching. The feelings cards were all laid out in the floor, face
up, so everyone could see them. We gave everyone about five minutes to walk around and
visually scan the cards. They were told to pick one up to represent how they were feeling either
before the retreat or now, that it was nearing the end. After everyone had theirs picked out, we
all sat in a circle. We quickly introduced the talking chicken, so if a member did not have the
rubber chicken, it was not their turn to speak. Whoever felt comfortable sharing what they
picked up volunteered to speak. Facilitators added to the conversation here and there just to
stimulate it enough to keep going. Many members wanted to discuss once they heard what their
other members had to say. A majority of the members talked about their feelings and it came to
a good sense of adjournment.
Evidence: UHURU SASA retreat agenda
107. Student will demonstrate knowledge of
framing and breaking the frame
framing and breaking the frame
109. Student will show knowledge of organizing HDF 413 SOLC In HDF 413, which is also known as Student Organization Leadership Consultants (SOLC), I have
meetings / setting agendas / and leading learned how to organize and lead a meeting as well as set an agenda. For retreats, we have to have a
meetings planning meeting at least a week before the retreat with the lead facilitator, all the co-facilitators and
the shadows. We go over the goals that the organization we are facilitating the retreat for want to work
on such as communication, teamwork, community building, mission/vision work, exploring values,
clarifying roles, goal setting, transition planning, group development/dynamics or conflict resolution. We
then pick out initiatives that help them meet those specific goals as well as energizers. In addition, we
gather all materials and supplies that will be needed to do those activities. We brainstorm solutions to
potential, reoccurring issues we see frequently with groups that want to work with us such as lack of
attendance.
Evidence: SOLC agenda
110. Student will describe personal examples of HDF 190 P.I.N.K. Women In HDF 190, my class was assigned a group project and I was one of the more vocal leaders of the
organizing meetings / setting agendas / group, always making sure my ideas were heard and understood by all. I frequently reminded others of
leading meetings personal due dates set by the group and of the meeting times. If someone could not make it, I would
follow up and know why. I made sure the meeting time was used efficiently and effectively. I was aware
of my role in the group and that although I is generally used to always being in charge, I can step
back let others fulfill and thrive in those positions as well. I was supportive and actively listened to
everyones ideas. My job responsibilities included communicating everyone else their responsibilities
and providing them access to resources in the google drive to complete the assigned work. I was in
charge of creating the google docs for the PowerPoint and the group paper; I served as one of the
primary note takers for the meetings twice a week. Also, I occasionally facilitated the meeting and
distributed the work among other members.
Sophomore year, I am the Vice President of Fundraising in an organization called P.I.N.K. Women
(Powerful, Independent, Notoriously, Knowledgeable) Women. The president of the fundraising
committee often had to miss meetings because of her busy academic schedule so I would have to run
the meetings myself. Essentially, I would meet with the president of the committee and discuss what
needed to be on the agenda for the upcoming week. I would then type that up and send it out to our
members so they could look it over and bring any new ideas to the weekly meeting. During the
meeting, I took attendance and then typed up the minutes, which I sent out to our members after via
email.
Evidence: notes from group project meetings, agenda from fundraising meeting
111. Student will show knowledge of HDF 412 Delta Sigma Pi If an organization's established rules do not specify an order of business, parliamentary law provides
Parliamentary Procedure the following standard agenda for a meeting: call to order, reading and approval of minutes, reports of

officers and standing committees, reports of ad hoc committees, unfinished business, new business,
announcements, and adjournment (Robert, 2011).
1. Evidence: DSP agenda
112. Student will show knowledge of techniques It is important to keep your cool when dealing with difficult people. By maintaining self-control, it helps
for working with difficult people to avoid escalation of problem. When you maintain your composure, the less reactive you are, the
more you can use your better judgment to handle the situation. If you feel angry or upset with
someone, before you say something you might later regret, take a deep breath and count slowly to ten.
In most circumstances, by the time you reach ten, you would have figured out a better way of
communicating the issue, so that you can reduce, instead of escalate the problem. Another technique
is to shift from being reactive to proactive because it helps to minimize misinterpretation and
misunderstanding so you can concentrate energy on problem-solving. When you feel offended by
someones words or actions, try coming up with multiple ways of viewing the situation before reacting.
For example, you might think that my co-worker is ignoring my messages or I can consider the
possibility that shes been very busy. When we avoid personalizing other people's behaviors, we can
perceive their expressions more objectively. People do what they do because of them more than
because of us. Widening our perspective on the situation can reduce the possibility of
misunderstanding. Another way to reduce personalization is to try to put ourselves in the difficult
individuals shoes, even for just a moment. Although empathetic statements do not excuse
unacceptable behavior, the point is to remind yourself that people do what they do because of their
own issues. If were being reasonable and considerate, difficult behaviors from others say a lot more
about them than they do about us. By de-personalizing, we can view the situation more objectively, and
come up with better ways of solving the problem. Furthermore, pick your battles it saves time, energy
and grief because you can avoid unnecessary problems and complications. Not all difficult individuals
we face require direct confrontation about their behavior. There are two scenarios under which you
might decide not to get involved. The first is when someone has temporary, situational power over you
or by putting up with the difficult behavior, you derive a certain benefit. If you have the power to decide
if a situation is serious enough to confront, think twice, and fight the battles that are truly worth fighting.
Another technique is to separate the person from the issue by establishing yourself as a strong
problem solver with excellent people skills so you can win more rapport, cooperation and respect. In
every communication situation, there are two elements present: The relationship you have with this
person and the issue you are discussing. An effective communicator knows how to separate the
person from the issue and be soft on the person and firm on the issue. When were soft on the person,
people are more open to what we have to say. When were firm on the issue, we show ourselves as
strong problem solvers. Also, put the focus on the, by being proactive and equalize power in
communication. Applying appropriate pressure can reduce difficult behavior. A common pattern with
difficult people (especially the aggressive types) is that they like to place attention on you to make you
feel uncomfortable or inadequate. Typically, theyre quick to point out theres something not right with
you or the way you do things. The focus is consistently on whats wrong, instead of how to solve the
problem. This type of communication is often intended to dominate and control, rather than to
sincerely take care of issues. If you react by being on the defensive, you simply fall into the trap of
being scrutinized, thereby giving the aggressor more power while she or he picks on you. To change
this dynamic, ask questions. Keep your questions constructive and probing. By focusing on the difficult
person, you can help neutralize her or his undue influence over you. Changing from following to
leading is another technique as well as it helps to leverage the direction and flow of communication.
When two people are communicating, one does more leading, while the other does more following. In
healthy communication, two people would take turns both leading and following. However, some
difficult people like to take the lead, set a negative tone, and solely focus on whats wrong over. To
interrupt this behavior, change the topic. When you do so, youre taking the lead and setting a more
constructive tone.

using techniques to work effectively with
difficult people
114. Student will show knowledge of the stages HDF 190 NWCC The five stages of Tuckmans model of group development is forming, storming, norming, performing
of group development (Tuckman, Bennis or and adjourning. An example of forming is developing ice breakers to help the members become
others) acquainted. An example of storming is providing mediation when conflicts become difficult for the group
to manage. An example of norming is scheduling a more in-depth team-building activity that includes
greater self-disclosure. An example of performing is ensuring that the group and members have a task
and an example of adjourning is developing a closure activity to help members determine what they
learned and benefited from during the time spent together (Dunkel, Schuh, 1998).
Evidence: pages 87-89 from the NWCC information manual, handout from HDF 190
115. Student will describe personal examples of P.I.N.K. Women I am in an organization known as P.I.N.K. (Powerful, Independent, Notoriously, Knowledgeable)
group development in use (Tuckman, Women here at URI. We are a sisterhood and find it very important that we form close connections and
Bennis or others). bonds with fellow members. That being said, we have retreats twice a semester to focus on just that.
The stages of Tuckmans model of group development can easily be related to the activities at our
retreats. For forming, a popular ice breaker type activity we have is called Check In Check Out and that
is where we sit in a circle and each member will take a turn explaining the highs and lows of their day.
For storming, we always have designated facilitators for each activity to help diffuse the situation in
case girls get mad or upset. The facilitators do not participate in said activity so they act as an
unbiased mediator when needed. For norming, we have done an activity called If You Really Knew Me,
which is where girls can share anything they want about themselves, full disclosure. We always
practice whatever is said in the room, stays in the room. This activity usually has girls crying because
they get deep into their emotions. For performing, we like to do scavenger hunts and break the girls
into teams; each member then has several items that are delegated to them to bring back so their team
gets the most points. Finally, for adjourning, we have a debrief of the activities and asked how each girl
felt about them. It is crucial to for our members to take lessons away from these activities so they can
they apply them to our organization.
Evidence: picture of a retreat
116. Student will show knowledge of group COM 100 There is many different types of roles in group such as task roles, relational roles, and individual roles.
dynamics and group roles Some task roles include initiator-contributor, information seeker, opinion giver, information giver,
opinion giver, elaborator, coordinator, orienter, evaluator-critic, energizer, procedural technician and
recorder. An initiator-contributor proposes new ideas or approaches to group problem solving. An
information seeker asks for information or clarification. An opinion seeker asks others for opinions from
others. An information giver provides facts, examples, and other relevant evidence. An opinion giver
offers beliefs or opinions. An elaborator explains ideas, offer examples to clarify ideas. A coordinator
shows relationships among ideas proposed. An orienter summarizes what has been discussed and
keeps group focused. An evaluator-critic judges evidence and conclusions of the group. An energizer
motivates group members to greater productivity. A procedural technician performs logical tasks
distributing paper, arranging seating, etc. A recorder keeps a record of group activities and progress.
Some relational roles include encourager, harmonizer, compromiser, gatekeeper, expediter, standard
setter, group observer and follower. An encourager offers praise and acceptance of others ideas. A
harmonizer mediates disagreement among group members. A compromiser attempts to resolve
conflicts by trying to find an acceptable solution to disagreements. A gatekeeper encourages less-
talkative group members to participate. An expediter tries to limit lengthy contributions of other group
members. A standard setter helps to set standards and goals for the group. A group observer keeps
records of the groups process and uses the information that is gathered to evaluate the groups
procedures. A follower goes along with the suggestions and ideas of group members; serves as an
audience in group discussion and decision making. Some individual roles includes aggressor, blocker,
recognition seeker, self-confessor, joker, dominator, help seeker, and special-interest pleader. An
aggressor attacks other group members, tries to take credit for someone elses contribution. A blocker
is generally negative and stubborn for no apparent reason. A recognition seeker calls excessive
attention to his/her personal achievements. A self-confessor uses the group as an audience to report
nongroup-related personal feelings. A joker lacks involvement in the groups process, distracts others
by telling stories and jokes. A dominator asserts control by manipulating group members or tries to take
over group; may use flattery or assertive behavior to dominate the conversation. A help seeker tries to
gain unwarranted sympathy from group; often expresses insecurity or feelings of low self-worth. A
special-interest pleader works to serve an individual need, rather than focusing on group interests
(Alberts, Martin, Nakayama, 2011, 261-3).
Evidence: copy of pages 261-3 from Communication Fundamentals textbook
117. Student will describe personal examples of COM 100 I had to work with two boys and three girls for a group project and we had to do was pick a chapter
group dynamics and group roles HDF 412 from the textbook and presented to the class. Part of the project was to individually analyze our group
and individual roles in a four page paper. While reflecting on myself and the other members
contributions I came to see that we each possessed multiple roles. Two of the members were both
opinion givers and evaluators for their task roles. They both had no problem sharing their thoughts on
the subject at hand and they made spot on judgments about the value of the information we used and
would, in turn, make suggestions as well. As for another member, Dan, I saw his task role as an
opinion giver as he spoke his mind on all subject matters and made sure his voice was heard. For
another member, she had many roles in our group such as elaborator, opinion giver, clarifier,
harmonizer, information seeker, and compromiser. For her task roles, she was an elaborator in that
she explained, expanded, and developed on any and all ideas the group had. She was also an opinion
giver like the other members I mentioned previously and she was a clarifier like myself. In addition, she
was an information seeker in that she like to have clarification. Her maintenance role was harmonizer
as she help resolve tension and promoted compromise when there was conflict in the group. Her
relational role was compromiser, which is very similar, because she attempted to diffuse any negative
feelings members had towards one another and tried to find solutions to disagreements. Last but not
least, the last member was a follower as a relational role in that she went along with all of our
suggestions and ideas. She did not play a huge part in group discussion or decision making, but she
was still a positive attribute our group and contributed to our success. As for disruptive roles, all of us
sometimes were self-confessors and jokers. We used the group as audience to report non project
related personal feelings such as roommate issues or worries about other classes. We equally lost
focus and would tell stories and make jokes, but we did get everything accomplished in the long run.
Evidence: copy of my group analysis paper from COM 100
Revision: Fall semester of my senior year (2016-2017) involved having group projects in every
single one of my class. Specifically, the one for my BUS 464, Marking Communications class,
worked the best. Overall the dynamic of the group was laid back as it consisted of my best
friend and two of my old residents (I was their RA two years ago). We usually all came to a
quick consensus on what strategy we were going to do, whether the task was a small written
assignment to our semester long final project/paper/presentation. Some members seem more
motivated than others as one of the members took the initiative to divvy up the topics into equal
parts, so everyone has a fair section to work on. A crucial part of group projects is knowing
your place and what role you specifically At the beginning, it is important for all members to be
honest and upfront with the strengths and weakness and just to be overall transparent so there
is no miscommunication later down the line. When people are assigned parts that they know
they will not perform well on, is when problem an arise. To avoid this, group members will all
have different skills, and although some may overlap, the group should find what everyone is
comfortable with. I felt like my role as an activator was starting the process so I started a google
doc, google slide and a group chat with all of us so that we could share our ideas and
communicate outside of class. There will always be members who lay low, keep to themselves,
but as long as the work gets done, the project will end successfully. I am happy to say that it
did. It was the least painful group project experience of the semester.
Evidence: screenshot of the group chat
118. Student will show knowledge of effective The top five effective membership skills in groups are:
memberships skills in groups 1) Respect Your Colleagues
If you are new to team-based projects, it is important to understand that everyone on the team brings
with them unique technical expertise, knowledge, and experience that should be valued by all of the
team members if the team is to be successful. This means that you should make a good effort to listen
to other people's ideas and suggestions respectfully. In turn, you should expect the same from your
colleagues. This doesn't mean that you must become best friends with everyone on your team, i.e., you
don't have to eat together, socialize together, and/or share any personal information with your
colleagues unless you choose to. However, it is important that you are personable and that you make a
good effort to pleasant when interacting with everyone.
2) Be Responsible
Be proactive. If you notice that there is a task that needs to be done and you have the skills to
accomplish it, speak up and take on that task. Be dependable - do your fair share of the work and
strive to accomplish any assignments in a timely fashion so that the team can meet any deadlines. Be
accountable. If you agree to take on a specific task, it is important for you to follow through on your
promise and if you encounter technical difficulties in meeting your obligations to bring this information
to the attention of your group as soon as possible so alternatives can be explored and any goals met.
3) Communicate Effectively
Good communication skills are essential in teamwork. This means you should strive to be open to
other people's ideas. Listen thoughtfully and be enthusiastic in your support of their ideas if warranted.
Take the initiative to share your own ideas and do so respectfully. Bottom line: Assume the best of your
teammates and in turn give your teammates your personal best.
4) Conflict is Inevitable
Whenever you work with people, conflict is inevitable. Each of us brings with us different views on just
about everything. So, it should make sense to you that if the team is to be successful, members cannot
simply ignore or complain about problems that threaten the accomplishment of the team's goals. Team
members need to identify roadblocks to productivity and bring these in a helpful, positive way to the
attention of the team to ensure its success. Being able to deal with emotions and emotional issues in a
productive way for all involved or emotional intelligence is a critical skill in team-based work. Managed
poorly, conflict can stymie creativity, impede teamwork, and even cause the team to fail to meet its
goals and/or deadlines. If members have problems, it is important for them to bring these problems out
in the open for discussion by the group without assigning blame, which does little if anything to solve a
problem. Although tempting, gossiping with colleagues about difficult team members only creates
tension, may get back to them (creating more tension), and erects barriers that won't get the work
done. In concluding this section, it is useful to recognize that conflict isn't necessarily a bad thing.
Conflict, managed productively, can lead to new ideas, more thoughtful decisions, and superior results.
5) Give Credit Where Credit is Due
Team efforts are also different in terms of how credit is apportioned. Consequently, it is important to
support good ideas, to give credit where credit is due, and to assertively speak up when you have
made a significant contribution that merits recognition.
membership skills in use
120. Student will show knowledge of the HDF 190 College students go through significant personal growth and development, much which is influenced by
Challenge and Support theory by Sanford, the college environment, that includes what goes on in the classroom as well as what goes on outside
and its relationship to organizations the classroom. For that to occur, a student needs to have a balance or challenge and support as
appropriate for the task. Too much support and the student will never really learn what they need to
grow and develop. Too much challenge and the student will become frustrated and possibly quit trying
and give up on the task. An individual cannot grow until they are physically or psychologically ready to
grow. For example, trying to each a third grader physics is not a great idea because they are not ready
for it. Another instance would be telling a toddler to start running when they cannot even walk. It would
be setting them up for failure because they are not physically ready. Readiness results from either
internal processes such as normal maturation or from an environment that creates the right
conditions, meaning optimal levels of challenge and support. The point at which a student accepts
change is referred to as readiness (Sanford, 1966).
Evidence: Sanford Challenge and Support diagram from HDF 190
121. Student will describe personal examples of HDF 190 NWCC When I took HDF 190, we learned about Sanfords theory of Challenge and Support, which does not
using the theory of Challenge and Support HDF 413 SOLC imply that students will never experience failure or negative consequences, but when those
(Sanford) Learning Contract consequences take place, there will be individuals and processes in place to support the student as
they learn from the experience. It never really clicked with me until I saw it in action. For HDF 190, we
had to complete an assignment called a Learning Contract, where we came up with a goal we wanted
to accomplished and then eventually followed through with it and showed evidence. Mine was to use
my signature strengths to help individuals grow both personally and professionally in that they learn
about what leadership means to them so they can create their own definition of it and then, in turn, use
it in practical application in their everyday life. With that being said, my activity was to become a North
Woods Challenge Course Facilitator. Many of the theories and models I have learned in HDF 190 as
well as HDF 413 (SOLC), come into play while facilitating. The specific experience that comes to mind
regarding Challenge and Support is when I co-facilitated a NWCC retreat with P.I.N.K. Women. We
were at the element Wild Woosey and two of the members seemed less than thrilled to actively
participate. They did not offer an explanation as to why they did not want to and decided to watch. Mind
you, some of the other members had gone off to the bathroom and said we could start without them.
When they got back and saw that those two members were not participating, they asked why and
persistently, but positively, encouraged them to give it a try. The conversation and the body language I
observed from that moment stood out to me in that it was a terrific example of Challenge and Support.
Everyone is at different levels of where their particular comfort zone is and for those members, they
stepped outside it to try the element. They were verbally motivated and physically spotted so they felt
safe and excited. A major component of that support comes from the encouragement we all give to
each other to keep trying and to ask for help. The members were not afraid to say when they were
scared and that is a normally feeling when balancing on a metal wire above the ground. They were
uneasy and asked for help from spotters when needed. Even during the de-brief after, the members
said they were glad they did and that the conquered a small fear of theirs. Being vulnerable is not
always easy, but I could see that this experience helped them to grow.
Evidence: Challenge and Support model from HDF 190
122. Student will show knowledge of the COM 100 An informative speech aims to inform the audience about a specific topic. A persuasive speech aims to
construction / elements of informative and persuade the audience to perform a certain action or convince the audience to adopt the belief or
persuasive speeches opinion of the speaker. Most informative presentations are delivered for training or education. There
may be a small element of persuasion at the beginning of an educational lecture, for example, as the
teacher tries to persuade students that the topic is worth learning about. However, the teacher wants
the students to understand and remember the content. An informative presentation may be followed by
a test or exercise and the success of the presentation may be determined by how well the students do
on the test or exercise. Another type of informative presentation is the result of research, such as a
presentation at a scientific conference or a market research presentation meant to provide the
information a company needs to make a business decision. The success of the presentation would be
determined by the outcome of the decision. Persuasive presentations are for the purpose of selling a
product or service or an idea. For example, maybe you want approval for a proposal. Or to persuade
people to contribute to a cause. The success of a persuasive presentation is determined by how many
people make a purchase or how many people contribute to the cause. For a proposal, success is
determined by whether or not you get the approval you need. Some characteristics that both types of
presentations share are 1) Your goal is to be clear so that your audience understands and remembers
what you say, 2) Your material should be customized for your specific audience, and 3) You should
engage your audience with questions and answers and other interactive approaches.
Evidence: copy of Communication Fundamentals textbook pages 356-7
123. Student will demonstrate proficiency in Communications My senior year of high school, I took communications as one of my electives. For my informative
informative and persuasive public speaking class in high speech, I opted to do something very informal. My teacher taught us about how to inform others in a
school simple way; she stated we were to do a how to speech. Reluctantly I searched my mind for the
easiest topic and my first idea was how to be a good girlfriend. I did not have to do any research to
back up my information, however my teacher found it really interesting and I got an A. For my
persuasive speech, I persuaded my class, acting as the government, to make non-genetically obese
American citizens to pay more taxes for the increased cost of productivity on the nation. I provided fact
on what being obese means and annual costs such as healthcare, transportation fuel, food and others.
My class was shocked and very attentive after learning what I had to share about our country;
fortunately, I also received an A on that speech. What made me successful was that I understood the
concepts and what it took to reach my goals of not only capturing my audiences attention, but
maintaining that focus throughout my entire presentation. Using my teacher as a resource to fall back
on when I need guidance was especially helpful. Its crucial to reach out to others and ask questions to
further your knowledge to complete the task at hand. Knowing the process I had to go about to finish
my speeches showed me the importance of setting small steps and realizing I had to utilize elements in
my environment to expand my outreach and connection to the audience.
Evidence: speech and PowerPoint printed out
124. Student will show knowledge of planning HDF 190 For HDF 190, we had a relational leadership assessment and part of the test was to identify one
and conducting interviews (as the interview question for each of the models five components to ensure that the FLITE Peer Leader
interviewer) candidate is qualified and to provide an explanation as to why you chose the question. For inclusive,
my question/situation was Lets say you had a foreign student in your group and they not only had
trouble understanding concepts, but also some barriers due to language. How would you see that that
particular student Is still equally involved? I chose that question because being inclusive means
respecting diversity by having the knowledge of world views and multiple frames of reality within
organized cultures. For empowerment, my question/situation was Each group is competing against
one another in a sports contest. Your particular group seems to be a little disappointed that their
strengths do not show through physical standards. How would you get your group excited about the
activity? I chose this question because being empowering cracks down on building up others self-
esteem. It is important to encourage all group members. For purposeful, my question/situation was
Your group has to come up with a creative, one of a kind, unique group name. One particular student
poses lots of different ideas, but keeps getting shut down. How do you keep the student from becoming
discouraged? I chose this question because all students need to know and understand their individual
purpose and the groups purpose as a whole. It is crucial to share the vision of the group so that all
goals can be accomplished and that includes making sure each and every student is involved. Having
a positive and optimistic attitude can help everyone too. For ethical, my question/situation was Youre
having a personal boundary breaking type discussion in your group. Afterwards, you overhear a
student telling their best friend/roommate private information another student disclosed. How would you
address this situation? I chose this question because decision making is a huge part of ethics. As a
leader, one has to hold everyone to a set of high standards one holds themselves too. One cannot talk
the talk and not walk the walk. Being ethical also calls for trusting others and being trustworthy which
has to be expressed. For process-oriented, my question/situation was You are in charge of planning
the ice breakers/bonding exercises for your group. After you explain the first game, one student
complains and asks why they have to do that. How would you respond? I chose this question because
building and maintain a group is integral for accomplishing the groups visions. The process is just as
important if not more important than the outcome. As a leader, it is vital to give and receive feedback to
strengthen the process and future processes.
Evidence: copy of relational leadership assessment from HDF 190
planning and conducting interviews (as the
interviewer)

126. Student will show knowledge of preparing Intro to Business As a freshman in high school, I took the course Intro to Business. We not only explored many aspects
for and effective answers in interviews (as class in high of the business world today, but we learned professional development such as interview skills. Once
the interviewee) school, we learned the basic concepts, we would have mock interviews in front of the class for practice. Some
COM 100 of the tips I remember strongly included to listen, practice good nonverbal communication, ask
questions, use appropriate language and dress appropriately. When I get ready for an interview, I
prepare mentally many days in advance by thinking about common questions the interviewer might ask
me. I craft responses in my head so I am not completely lost and frantic while coming up with
something to say. I also do my research on the company or organization that I have the interview with
that way I can ask thoughtful questions. Interviews will know if I came up with the questions right off the
top of my head and it is careless not to prepare. As for good nonverbal communication, it is crucial to
appear confident by maintaining eye contact, firm handshake and sitting up straight. I also learned in
COM 100 last semester a lot about nonverbal communication and its significance. For using
appropriate language, do not use derogatory slang words or make any inappropriate references to
race, sexual orientation, age, religion or politics (Alberts, Martin, Nakayama, 2011, 98-9). For proper
dress for women, make sure to wear only one earring in each ear, no excessive or distracting jewelry,
no low cut tops or shoulders showing, heels should not be more than three inches, no open toed shoes
or boots, and skirts should come to mid knee.
Evidence: copy of pages 97-9 from Communication Fundamentals textbook, picture of professional
dress
127. Student will describe personal examples of Intro to Business P.I.N.K. Women interview I have had many interviews in my life time so far, both on the phone and in person. As a senior in high
preparing for and being interviewed class in high Red Cross interview school, I had two interviews for scholarships for college. Even at URI as a freshman, I have had five
school interviews so far and have three coming up. For instance, in the fall I had one for SAA (Student Alumni
HDF 412 Association), orientation leader, tour guide, and P.I.N.K. (Powerful, Independent, Notoriously
Knowledgeable) Women. This semester I have had a group interview for RA and have my individual
interview coming up as well as my interviews for URI 101 mentor and Civic Engagement Leader. My
personal experience I am going to share is how I prepared for my P.I.N.K. interview. I was given limited
information what I would have to know for the interview, however in the weeks before, I was given
information sheets on important facts regarding the organization. I memorized the names of the
founders, all of the executive board and committee heads, the mission statement, and the crest colors
and what they represent. I also had an answer prepared on why I would like to be part of the
organization and what I have to offer if that is different than anyone else. Both of those questions I
have frequently heard in a majority of my interviews. Almost every girl in the organization was in the
room while I was being interviewed, although they did not all speak. This was a completely new
experience to me and I felt overwhelmed, however I did not interrupt anyone as questions were
shouted out from all directions of the room. To top it all off, I got complimented on my outfit which
consisted of a blouse, blazer, dress pants and ballet flats.
Evidence: fact sheets from P.I.N.K. 101 meetings
Revision: At this point, I have lost count of how many interviews I have had. Luckily for me, the
experience is always helpful so I can continue to prepare for real world interviews when they
really count. Over the summer, I had my first full time, paid internship and it as with the
American Red Cross. I was the Mobile Product Management intern. I had to go through a three-
part interview series that started in January 2016, when the internship started in June 2016. It
was different than past interviews and I had gotten prompts almost, as if I had to prepare a
small project for the interview to present to the interviewer. I had to do a lot of research to back
up my ideas as to why I thought they should change their marketing plan the way I was
suggesting. I had never had a one on one interview that went almost a little over an hour before,
but I had a lot of material to go over. My attention to detail proved my passion for the position,
as I ended up getting an offer a few days after.
Evidence: notes in preparation for the interview

128. Student will show knowledge of effective The eight steps of effective coalition building are a framework for engaging individuals, organizations
collaboration / coalition building and governmental partners invested in addressing community concerns. Rather than creating new
projects or programs, effective coalitions can harness existing resources to develop a unique
community approach and achieve results beyond the scope of one single institution or organization.
1) Discuss and analyze the groups objectives and determine coalition need(s)
A coalition is a prevention tool so groups must be specific about what needs to be accomplished. After
the needs have been determined, the group must consider if a coalition is the best approach to meet
the identified needs Groups must ask the following questions: What are we trying to accomplish? What
are our communitys strengths and needs? What are trying to accomplish? What are our communitys
strengths and needs? What are the pros and cons associated with the proposed collaboration? What
are our objectives and what type of activities seem logical?
2) Recruit the right people
The groups objectives will prescribe the type of coalition developed. Some groups may choose to start
small to accomplish specific takes and then strategically expand. Depending on the needs of the
coalition, either program directors or front-line staff shod be encouraged to attend. In addition, invite
community members, youth leaders, and politicians because the size of the group matters. It takes
large groups longer to define and agree on common objectives and activities. Yet large groups may
have access to greater resources that may be required for accomplishing certain tasks.
3) Adopt more detailed activities and objectives suiting the needs, interests, strengths, and diversity of
the membership.
A key to a successful coalition is the early identification of common goals and benefits of working
together. The coalition must avoid competing with its members for funding. An important consideration
for adopting specific coalition activities is to identify some short-term outcomes. For example, if a
coalitions objective is to increase public knowledge about chronic disease as a preventable community
problem, a short-term outcome could be the publication of two editorials in the local newspaper.
4) Convene coalition members
A coalition can be convened at a meeting, workshop, or conference. The lead agency should plan the
first meeting using a time-specific prepared agenda, a comfortable and well-located meeting area, and
adequate refreshments. It is appropriate to prepare a draft mission statement and proposal for coalition
structure and membership. Anticipate that not all invited member will become collation members.
5) Develop budgets and map agency resource and needs
Lead agencies usually provide staff time to keep the collation up and running and to handle detail work.
Though coalitions can usually run on a minimal budget, each members time is a valuable contribution.
6) Devise the coalitions structure
Structural issues of the collation include: how long the collation will exist, meeting locations, meeting
frequency and length decision making processes, meeting agenda, meeting rules and participation
between by subcommittees or planning groups. Templates of different coalition structures should be
collected prior to the meeting and presented for discussion to reduce the time needed to make
management decisions.
7) Plan for ensuring the coalitions vitality
Methods for noting and addressing problems, sharing leadership, recruiting new members, providing
training on identified needs, and celebrating success can help ensure a coalitions viability and
success. It is very important to recognize both the individual and organizational contributions to a
coalition each step of the way.
8) Evaluate programs and improve as necessary
Each coalition activity and event should include evaluations. This can be as simple as a satisfaction
survey or it could be the more formal use of pre- and post- tests of s specific subject knowledge.
Evidence: print out of diagram
working in collaboratives/coalitions

130. Student will show knowledge of COM 100 Some important intercultural communication considerations are:
intercultural communication considerations 1. Know Your Team:
While getting to know as many cultures as possible is great, realistically managers are strapped for
time like everyone else. If your group is diverse, you have recently hired a new group of employees, or
your company is reaching out to more overseas investors, then you have an opportunity to develop
more effective intercultural communication skills that will be most applicable to your team as an
integrated part of your diversity training initiatives.
A consultant certified with significant coursework in intercultural communication can lead a productive
discussion group with managers to elucidate key elements of intercultural communication that can
improve employee/client relations and contribute positively to work productivity. Understanding topics
such as: international nuances regarding the concept of personal space in business interactions, the
connotation of punctuality in meetings and planned interactions, and different perspectives on
maintaining eye contact, can help managers create a more conducive and welcoming work
environment.
Among the more technical skills a manager with intercultural communications can offer his or her team
is an understanding of the fundamental focus of various cultures on the written word (content) versus
the manner and delivery of those words (context). Understanding some of these basic principles can
provide strong insight into selecting the most effective methods of communicating with and managing
your business interactions. Even if you do not get it right all the time, employees and business partners
will appreciate your willingness to meet him or her on common ground, and this motivates all parts of
your team to work cohesively reaching for the highest potential.
2. Do Your Homework:
Just as in any group, there are differences among individuals, and understanding general distinctions
within a cultural group is important. One major area is religious beliefs. After honing their own
intercultural skills, managers should be able to lead effective training sessions to explain several
cultural beliefs that may impact work related situations. If a team members religion requires prayer
during the day, remember not to schedule essential meetings at that time because this will convey the
message that the team member is important. Allowing flexibility around holy days when possible builds
an appreciation of management. Gender balance in groups is important to those who discourage single
women from being alone with men. Creating a workplace where there is not just a tolerance of
difference, but an embracing of it can go a long way to productive business relationships.
Other cultural considerations that could be helped with greater intercultural communication skills
include gender differences, generational differences, and socio-economic differences. Of course, these
components overlap other cultural considerations, so a manager with intercultural training from a
reputable university also generally has an ongoing network of peers who can act as mentors as
intercultural communication challenges arise.
3. The Platinum Rule:
Most current diversity training programs include the tenet that it is no longer good enough to use the
golden rule when dealing with other people in the way you want to be treated. In todays global
workplaces, it is incumbent upon managers to step up their managerial skills to what has been coined
as the Platinum Rule. Managers who want to remain competitive in the global marketplace and who
want to lead effective teams working with heightened synergy know that they must exercise an
understanding of how the other person wants to be treated in a business setting. Taking the time to get
to know the individuals in your group requires a more robust set of managerial soft skills, and effective
ways to implement those skills without making an individual feel singled out.
Evidence: copy of Communications Fundamentals textbook pages 122-3
131. Student will demonstrate proficiency in
intercultural communication
132. Student will describe ways to maintain Here are some of the things leaders can do to help make accountability a key value.
accountability in leadership / member 1) Make accountability a lived value
relationships
Make accountability a part of your teams normal way of operating. Talk about it, share ideas, come to
a common consensus about what accountability means in the workplace, and then use that as a
foundation everyone works from as they make accountability an organizational goal. Most importantly,
make sure that accountability is more than a stated characteristic of how your team operates.
Accountability needs to have consequences which are both positive and negative and those
consequences need to be consistently applied. Research consistently contends that business leaders
lose the most kudos when poor performance isnt dealt with and poor performers are able to continue
without repercussion.
2) Goals are at the heart of accountability
An important step here is to break things down into meaningful goals and measurable metrics for
everyone in the organization. Without proper goals, its also going to be nearly impossible to effectively
enforce accountability. Goals provide clear expectations for everyone on whats expected. The less
room for ambiguity the better goals need to be specific and measurable. In a team environment, this
is especially important because of the dependency on each others work and the exponential impact of
not meeting expectations. Another important outcome of having goals is defining what is not going to
be a priority. One of the biggest reasons we fail to live up to our commitments is because we put too
much on our plate and become de-focused on key priorities. We cant create accountability if what
were asking people to be accountable for isnt realistic or achievable.
3) Show the numbers
There are 3 ways that showing key metrics creates workplace accountability. First, showing the
number declares ownership. Every goal should be measurable and sharing this is a great way to
demonstrate commitment to the result and communicate a clear expectation to other team members.
Second, showing the numbers creates some healthy workplace competition. Achieving goals and
receiving recognition is a positive consequence of accountability. Missing a goal thats openly shared
with the team has the effect of making us double down the next period to do better. Third, showing
goals helps keep people focused on priorities. Its easy to get distracted by new projects, but showing
goals helps you hold yourself accountable and helps others hold you accountable as well.
4) Make accountability everyones responsibility
Ownership is about taking responsibility and taking initiative whether the responsibility is clearly yours.
Theres a tendency in group settings for diffusion of responsibility whereby a person is less likely to
take responsibility for action or inaction when others are present. In the context of accountability, this
may mean you dont see yourself as responsible for holding others accountable for timeliness, quality
and strong communication. Perhaps it isnt your responsibility theres someone more senior in the
meeting or team, but this is where taking ownership becomes important. Resist the temptation to
ignore when someone on your team needs to be held accountable. Owning this aspect of your culture
is key so that others can adopt the same attitude. In terms of having the dialogue, there are likely going
to be uncomfortable moments.
5) Build trust through support and encouragement
Trust is an important factor that contributes to accountability. In low-trust environments, people are
quick to focus on the blame, not the solution. In high trust environments, people focus on the solution,
not the blame. A key reason people avoid accountability is as a self-defense mechanism, because
theyre worried about what might happen if things go wrong. A person with low self-confidence and
perhaps bad past experiences will fear accountability due to fear of messing things up and the
imagined consequences, while a person naturally more confident knows they can get up and try again
if things go wrong. Give praise where praise is due to build up confidence in your staff so people arent
afraid to take things on. One thing you can do to help individuals that resist accountability is to help
them understand the difference between accountability and making a judgement about how well theyre
doing their job. Failure to meet an objective is okay if the individual let the team know with as much
notice as possible, why it happened, how they intend to correct it and to ask for help if its needed.
Approaching failure in this way is demonstrating accountability. Theres an opportunity to learn from it
and seek coaching or support to ensure future success. In this case, the individual is doing their job
well. Its okay to fail from time to time. You just need to be upfront and proactive in your communication
of it.
133. Student will describe personal examples
related to maintaining accountability as a
leader
134. Student will describe ways to build
relationships between leaders and
members
building relationships with members as a
leader
136. Student will describe how credibility applies
to leadership, as well as the characteristics
and skills of a credible leader
building, maintaining, and repairing his/her
own credibility as a leader
138. Student will describe ethical standards in
influence
139. Student will describe influence applies to
leadership
140. Student will describe principles of effective
mentoring, as well as problems particular
to the mentoring relationship

mentoring and being mentored
142. Student will describe principles of effective
peer leadership, as well as problems
particular to peer leadership
143. Student will describe personal examples HDF 412 P.I.N.K. Women A question students in this minor are often asked is, what kind of leader are you? That can be
related to being a peer leader and being answered in a multitude of ways since there is so many unique leadership styles, however my favorite
led by peer way to answer it is to say that I am one that can adapt. That being said, I can easily change my role in
a group to be whatever they need at the time. Usually in a group I am the one that likes to delegate
tasks and be the one to organize everything, but I also know how and am comfortable with sitting back
and having someone else take charge. Thats the thing about being a leader, there is so many different
kinds. Some think that being a leader is being able to stand up in front of a room confidently and speak
well, but its so much more than that. Its about being well versed and about knowing where you fit in;
by that I mean people can still be leaders if they consider themselves introverts. People can still be
leaders even if they dont get all the credit. As a leadership studies minor, Im in classes with leaders
and we have to do group projects and not everyone can be the main point of contact. We all have
learned our place when the time comes. This relates to my life in other ways, such as a sisterhood I am
involved in called Powerful, Independent, Notoriously, Knowledgeable (P.I.N.K.) Women. I love being
in a position where I can influence positive change, however I have never been on the executive board
of this organization. As a freshman, I was nominated for three different position and sophomore year I
was nominated for six, one of them being president, out of the overall thirteen positions available. That
is a lot and I felt happy, yet overwhelmed. Im glad these girls trust me to lead this group, but I declined
all my nominations both years. Although I am extremely passionate, I want other members to step up
and try it out themselves. I have held many leadership positions in the past such as being the captain
of my high school soccer team, treasurer of the National Honor Society and being a Girl Scout Gold
Award recipient. Especially with this as my minor, I feel as if it would be very beneficial for those who
havent to test out their ideas and find out what type of leader they are. I have grown so much
personally since college began and I have been and still am supported so Im not afraid to fail. I want to
watch other members learn and develop as leaders. As much as I love to be in the traditional
leadership role, I will never stop being a dedicated member because I also love to be led my peers.
Thats what helped me grow my freshman year, watching how older students led, whether it be at
Leadership Institute, in FLITE, at Welcome Days, in SOLC or with NWCC and I have a newfound
appreciation for that.
Evidence: print outs of emails with P.I.N.K. nominations
Revision: My junior year in the spring semester, I finally decided to accept the challenge of
running for a position on executive board for P.I.N.K. Women. When I was nominated for Vice
President, I thought it did not seem like that hard of a position. My responsibilities include the
ability to take the presidents position in absence, understand and enforce the guidelines set
forth by the Constitution, delegate tasks among the committees, oversee the committee
meetings and their documentation, office resignation/annulling positions and responsible for
leave of absence. I was wrong. It actually is a lot harder than I thought. The emotional toll of
failing many times for a group of eighty plus women is extremely overwhelming, to say the
least. I would not change this experience for anything. I have grown so much personally and
really have been challenged in this role. I love that I have grown and that my sisters are still
supportive of me, even when I do not perform to the best of my ability. At the end of the day, I
am only one person and I am not perfect, but I am trying my best. Many tears and laughs have
been had in the position, and it is so fulfilling. I do not know what I would be doing or feeling, if I
was still I a general member. I love that I rook this risk and am enjoying it.
Evidence: email print out with election results
144. Student will describe the four frames of HDF 413 Bolman and Deal offer a way to view organizations in simpler format called the four frames which are
organizations by Bolman and Deal structural, human resource, political and symbolic. Structural emphasizes formal processes such as
organizational charts, roles and job descriptions. The human resource frame focuses on the people in
the organization as well as their feelings and motivations. The political frame presents the idea that
there will always be a scarcity of resources so organizations will inevitably be in conflict with one
another, but since they have to continue operating, they form coalitions, which enables them to gain
more. Last but not least, the symbolic frame highlights the ceremonies, stories and heroes that help
define the organization and reveal or reflect its value. It is important to notice how these frames help
operate within your organization since they provide clues as to why some parts are doing well while
others are struggling (Komives, Lucas, McMahon, 2013, 372-3).
Evidence: copy of Exploring Leadership textbook pages 372-3
145. Student will describe personal application P.I.N.K. Women I am in an organization called Powerful, Independent, Notoriously, Knowledgeable (P.I.N.K.) Women
of organizational analysis using the four and I can see perfectly how the four frames fit right in. For structural, we have a Constitution which
frames of organizations (Bolman and Deal) helps construct how to run the sisterhood and how our members are to present themselves. It deals
with behavior expectations in social settings to disciplinary actions. It goes over what is expected of
each member such as attendance for events and meetings and more detailed information about each
committee. All policies are written here and each member is given a copy when they join. For the
human resource frame, we have several retreats each semester to bond and on a deeper, emotional
level because we feel that it is crucial to our organization to become close. For the political frame, we
have thirteen executive board positions and many more members than that get nominated. We hold
elections every spring and each girl prepares a speech; we then vote on one candidate for each
position. It is competitive and demonstrates how there is scarcity of resources which can cause both
conflict and coalition. Lastly, theres the symbolic frame. One of our newest events this year is called
P.I.N.K. Scholars which is an awards ceremony to acknowledge our members of their academic
achievements throughout the year. One of our annual events is called the Unsung Heroine Awards and
thats when we nominate and choose women to celebrate in our community that make a difference, but
might not always be noticed. We greatly appreciate the impact these women have made, especially
when they encompass our values of making connections that exemplify pride, community and respect.
In addition, we started a new annual tradition of holding an induction ceremony for our new members in
the fall.
Evidence: programs from P.I.N.K. Scholars and Unsung Heroine Awards

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LEADERSHIP

Name: Becca Semanski

Leadership Inventory Revised 8/30/2013 1

ADVISING INFORMATION (students will include own documentation)

Leadership Inventory Revised 8/30/2013 2

CSLD Mission Statement

CSLD Vision Statement

CSLD Values Statement

MINOR IN LEADERSHIP STUDIES

MINOR ELECTIVES-9 credits

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Leadership theory and

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Outcome Category: Leadership Theories

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Understanding leadership is no longer a matter of isolating elements, behaviors, traits, or situations. In

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Outcome Category: Critical Thinking

Outcome Category: Interpersonal and Organizational Concepts & Skills

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Leadership Inventory Revised 8/30/2013 54

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141. Student will describe personal examples of

Leadership Inventory Revised 8/30/2013 61

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