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LEADERSHIP

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

Name: Madison Boiros


Date Enrolled: 2018
Date of Graduation: May 2021

*The Outcomes & Evidence Progress Inventory is the intellectual property of the Center for Student Leadership Development (CSLD)
at the University of Rhode Island and cannot be reproduced in part, or in its entirety, without the written permission of the acting
Assistant Director of the CSLD.

Leadership Inventory Revised 08/22/2017 1


CONTENTS
ABOUT THE MINOR & CENTER FOR STUDENT LEADERSHIP DEVELOPMENT (information included)
 Center for Student Leadership Development Information
 Minor Information
 Developmental Model

ADVISING INFORMATION (students will include own documentation)


 Tracking Sheet / Advising Updates
 Syllabi of Minor Classes (Core and Electives)
 Internship
o Guidelines
o Syllabus
o Mid-term
o Final

OUTCOMES
 Outcomes (Self-Leadership, Interpersonal and Organizational, Leadership Theories, Inclusive Leadership,
Critical Thinking)
 Targeted Classes
 Experiences
 Evidence

Leadership Inventory Revised 08/22/2017 2


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

CSLD Mission Statement


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

CSLD Vision Statement


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

CSLD Values Statement


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

MINOR IN LEADERSHIP STUDIES


At URI, we are among only a handful of colleges and universities across the country that offers a Minor in Leadership Studies and one that is customized for each student. We
utilize a cross-disciplinary approach to leadership education designed to complement your academic studies. All courses utilize a variety of teaching methods but ultimately include
some form of experiential learning, practical application, and reflective learning. Employers, now more than ever, are seeking candidates with exceptional skills in the areas of
interpersonal and group management, problem solving, critical thinking and effective communication. We can help with all of the above.

GENERAL INFORMATION
 Regardless of your major, you can minor in Leadership Studies.
 Requirements may be satisfied by completing 18 or more credits related to leadership and offered by more than one department.
 Twelve (12) of the 18 credits must be at the 200 level of instruction or above. A course grade of “C” or better must be earned in each graded course. At least 12 of the credits
must be earned at URI.
 No course may be used to apply to both the major and minor fields of study. Courses in General Education or for other minors may be used for the minor* (*this does not
apply to students in the College of Business). With the exception of internship credit, all courses for the minor must be taken for a grade. The Introductory class must be taken
before the internship and the capstone course.
 Application for the minor must be filed in your academic dean’s office no later than the beginning of the final semester or term.
 Approval of the minor does not guarantee that the suggested courses will be available to you on a schedule correlated with your graduation plans nor guarantee space in any
required course.
Leadership Inventory Revised 08/22/2017 3
CORE REQUIREMENTS- 9 Credits
Required Element Class options Notes
Introductory Course HDF 190: FLITE Only offered in spring for first-year students
3 credits or
HDF 290: Modern Leadership Issues Offered Fall and Spring for sophomores & juniors

Internship HDF 417: Leadership Internship Requires 40 hours/credit with a min. of 80 hours & a max. of 120 hours of documented
3 credits or internship experience for graded credit
Experience through Office of Experiential Learning & Community Engagement
or
Internship Class in Academic Major The only time the major and minor can overlap

Capstone HDF 412: Historical, Multi-ethnic & Alternative Leadership Offered only in the fall with preference given to seniors
3 credits or
COM 402: Leadership & Motivation Offered in the spring and summer with Dr. Leatham
or
BUS 441: Leadership Skills Development Offered in the fall and spring with Dr. Cooper
or
HPR 411/412: Honors Senior Seminar Must be in Honors or have GPA of 3.3

Portfolio HDF 492: Leadership Minor Portfolio Taken last spring semester of enrollment (some exceptions)
1 credit

MINOR ELECTIVES-9 credits


*Additional classes may be appropriate and therefore added to the list; see CSLD for the most updated list or bring a class that you think should be an elective

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

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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

Leadership Inventory Revised 08/22/2017 6


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

Leadership Inventory Revised 08/22/2017 7


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, HDF 415 SOLC In general, I must be on top of all of the work that both my students and I must submit. In a personal
organizational, and academic examples of sense, I must have the discipline and responsibility to keep up with both my assignments in my major’s
self-discipline rigorous curriculum, as well as the work for the Leadership Studies Minor. On top of this, I work hard to
also attend meetings for Student Organization of Leadership Consultants, where in the meetings we do
even more preparation and planning for retreats for other clubs on campus. I have set aside time for
each of my tasks, and religiously use my daily planner for organizing my meetings, due dates, and time
with friends. I used to struggle with remembering when things were due, or what time I had to be in
meetings. I’ve since learned that organizing my thoughts into a compact book, with a daily To-Do list,
makes it so much easier to see into the future.

For example, the HDF 190 retreat required many hours on a weekend, preparation, and attempting to
get complete strangers to open up about personal issues. I know that I was very nervous for this
retreat, because I typically want people to like me, but I did not want to lose credibility as a leader for
being too light-hearted or silly. There was facilitation of conversations regarding active listening and
privilege in society, as well as forming a creative full values contract. These conversations all had to
have a debrief, and at the time I was very concerned with how that would go because I was not strong
in the area. I remember asking friends to roleplay what a conversation would be like for the students
and looking up how to debrief conversations and activities. Prior research really did not help much and
experiencing it hands-on was the true learning experience. Overall, I feel it was successful, and I look
back on it wondering what I was so nervous about.

Combining mechanical engineering and leadership studies is no easy task, yet somehow, I manage to
turn in my assignments, keep track of my students’ work, and have time to participate in organizations
on campus. This takes conscientiousness, diligence, and organization, and I have finally found a
method that suits my personal needs.

SEE EVIDENCE #2
3. Student will demonstrate the ability to
manage emotions
4. Student will demonstrate knowledge of
stress management methods
5. Student will demonstrate the ability to
manage stress
6. Student will express a personal code of
leadership / membership ethics
7. Student will demonstrate practice of the
personal code of ethics
8. Student will express a personal values HDF 190 VIA institute, Four Vs Model, Gallup According to the Values in Action quiz we took in HDF 190, my top five values include forgiveness,
statement (Sources = VIA, values Strengths humor, fairness, kindness and honesty. Using the “four V” model we discussed in class, I came up with
clarification exercises, etc.) a personal values statement (also called Voice in the model). I want people to speak and act with
integrity, as well as consider compromise tolerance towards others. The integrity aspect comes from
the fairness and honesty values. The compromise comes from the kindness and forgiveness as well as
fairness. Everyone has something to say and it should be expressed with honor. I hope to see more

Leadership Inventory Revised 08/22/2017 8


compromise and integrity in my own self as well as day to day life, as my top Gallup Strength is
Harmony. The harmony aspect really feeds into the compromise portion of my personal values as I am
uncomfortable in times of conflict. For example, I use try to use integrity in my life as much as possible
in doing the right thing when no one is looking. I use compromise in working with others and coming up
with new solutions to issues that I may face. Using both together allows me to work towards being
more progressive and active as a leader, and to move forward by leading by example.

VIA Institute on Character. (2001). Learn Your 24 Character Strengths: Free VIA Character
Survey. Retrieved from http://www.viacharacter.org/www/Character-Strengths
Gallup. (n.d.). Learn What the 34 CliftonStrengths Themes Mean | Gallup. Retrieved March 25,
2019, from https://www.gallupstrengthscenter.com/home/en-us/cliftonstrengths-themes-
domains

Center for Ethical Leadership. (n.d.). “Ethical Leadership”. Retrieved March 25, 2019 from
http://ethicalleadership.org/about-us/philosophies-definitions/ethical-leadership

SEE EVIDENCE #8
9. Student will demonstrate practice of the
personal values statement
10. Student will demonstrate the ability to HDF 190 Social Change Project, Tuckman’s During FLITE, we were assigned a group project that was quite involved. We were asked to participate
lead a project from start to finish (follow- Theory in an event that promotes social change, as social change is collaborative, not simple, and addresses
through) the root cause of the issue. Specifically, the collaborative aspect is crucial. Our group went through the
Tuckman Group Development Model, almost by definition. Initially forming, we were careful of what we
said around each other and more reserved as we did not know one another. As we progressed into
storming, we had conflicts with our plan and idea. We were attempting to establish roles, and there was
inevitable conflict for leadership roles. Once we came to compromises, we began the norming stage,
where we began to trust one another and established respect all around. At this point, we divided up
the workload of the project and formed our ideas into cohesion. The performing stage is where we
finished the assigned work collaboratively. We had roles and we all fulfilled them, from writing the
essay to presenting the slideshow and working out all the kinks in between. Once we gave the
presentation we moved to the adjourning stage, where we debriefed and concluded the project.
Personally, I was heavily involved in the project, as I provided much of the compromises and
unfortunately the conflict. However, we completed the project as a team and we concluded on a
positive note, despite initial setbacks and problems.

If we had worked together more during this group project, we would have been more
successful. Many times, only some of the members could meet at once, or members had to
leave our group meetings early to fulfill prior obligations. This led to uneven workloads and
miscommunications on our content. When we presented, we went over the time limit that was
given, and despite knowing it was none of our faults, we still felt disappointed and thought we
could have done better. However, members who could not make all of the meetings still wanted
to do their share of the work and tried to make their schedule open for the rest of the group.
Overall, we successfully executed the project and I’m quite satisfied with what our result was.

SEE EVIDENCE #10


11. Student will describe goals and objective
statements regarding personal issues,
career issues, and community issues

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12. Student will show evidence of goals and HDF 415 Tuckman’s Theory, Gallup Strengths My goal as a peer leader in HDF 415 was initially to improve in areas that I personally needed work on,
objectives that were planned and Domains such as facilitation, presentation, and debrief techniques. While these have improved greatly, the goal
achieved has since shifted to see my group of students bond, make change, and to find their love of leadership
and passion for what they do here on campus. I planned to choose my group from a variety of
strengths domains, but along the way I found that I gravitated towards students who were bright and
exuded a passion for something in their lives. I really followed Tuckman’s group development theory.
From an outside perspective, seeing the group tackle forming, storming, and norming was easy. They
breezed through these phases. I truly saw them come alive in performing. Working on their group
project and presenting it to the class in an original and creative way gave me such pride. I worked hard
using my Gallup Strengths and their domains to guide my group through their development. Four of my
strengths are in “relationship-building”, and this really helped with making the group into a cohesive
unit. Throughout this process, I have developed my own skills in facilitation, debriefing and
presentation/public speaking. While I typically excel in interpersonal and small group communication,
standing in front of a large group gave me a general unease. Through my time as a FLITE peer leader,
I see myself now with a confidence and poise when directing a larger group in an activity. I still have
lots more of growing to do, I can already see what has changed and what to change next. My goals of
showing my students a passion for leadership on campus and personal growth have been exceeded by
even my own expectations, and I can not wait to see what my students and I can tackle next.

Ramsey, D. (2017, March 20). Tuckman's Stages of Group Development. Retrieved March 25,
2019, from https://www.adventureassoc.com/tuckmans-stages-of-group-development/

SEE EVIDENCE #13


13. Student will show knowledge of the PSY 113 Maslow’s “Hierarchy of Needs” theory was explained and expanded upon in General Psychology. The
“Hierarchy of Needs” theory by Maslow professor demonstrated its practicality as well as its disadvantages. This theory went along with the
motivation section of the course. In this context, someone would be motivated to complete a task and
move up in the hierarchy of needs in order to reach “self-actualization”. The tiers of Maslow’s Hierarchy
are Physiological, Safety, Love/Belonging, Esteem, and Self-actualization (Maslow, A. H. (1943). A
theory of human motivation. Psychological Review. Washington D.C). Physiological refers to basic
human needs such as food, water and shelter. Safety is self-explanatory in that as humans we must
feel safe before pursuing the next level. Love/Belonging is a sense of community and all forms of love,
whether it be platonic, familial or intimate. Esteem is not only respect and status but also recognition of
self-strength and freedom. Self-actualization is becoming the best version of oneself possible.
Maslow’s theory claims that someone cannot advance to the next level without having already
completed the previous. The professor also made the claim that most people are in the cognitive or
aesthetic level because the other needs, such as psychological, safety, and belonging have already
been achieved. The disadvantage of this model is that there is no way to numerically measure how
“satisfied” a person is. The model is also an extremely western take on a person’s needs. It does not
account for other cultures’ needs and their ways of living. For example, a person living in a first would
country may not feel the same satisfaction with a pair of shoes or a meal than a person in a third world
or impoverished country.

Gleitman, H., Gross, J., & Reisberg, D. (2007). Psychology (8th ed.). New York, NY: W.W. Norton.

SEE EVIDENCE #13


14. Student will show application of Maslow’s
theory to own life
15. Student will show knowledge of the theory
of Superleadership by Manz & Sims

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16. Student will show application of Manz &
Sim’s theory to own life
17. Student will describe StrengthsQuest HDF 190 Gallup Strength Finder, FLITE In HDF 190, we completed the Gallup Strength finder test. I found that my top five strengths, based on
Signature Themes, shadow side of retreat the test, are harmony, adaptability, positivity, empathy, and woo. During the FLITE retreat, I noticed
Strengths and/or weaknesses, and that I used my strength in “woo” to get along with the other members of my small group and my peer
examples of application (Source = Gallup) leader. These connections were established early on and set the tone for the rest of the semester. Four
of my strengths fall in the “relationship builder” category. The group dynamic really benefitted from this,
as our relationships are much stronger. Harmony prevented conflicts among the group in that I seemed
to provide a compromise for many issues. Adaptability really benefitted the group in that I was willing to
do whatever was asked and didn’t have a particular preference in any sort of component of the
assignments. Many of my group members have positivity, which help us all keep the tone of the group
light and upbeat, rather than an obligation. Empathy, in addition to woo, helped me understand my
peers better as we all come from different backgrounds and perspectives. These strengths can also
have their disadvantages. For example, if I am too stressed out by a conflict, I would consider stepping
away and ignoring the issue rather than solve the issue head-on. My go-with-the-flow attitude that is
linked to my adaptability strength can also cause problems in that it makes me indecisive and likely to
procrastinate. My woo characteristic is also detrimental on occasion in that I would rather attempt to
build relationships rather than complete the goal of the group. I would much rather sit and talk than do
the work that is required. Positivity sometimes tends to lead to goofing off and fooling around, rather
than getting assignments done. Before knowing these strengths, I thought I had a good gasp of myself,
but since taking the Gallup test, I feel as though an aspect of myself has been unlocked and I can
really reach my full potential.

Gallup. (n.d.). Learn What the 34 CliftonStrengths Themes Mean | Gallup. Retrieved March 25,
2019, from https://www.gallupstrengthscenter.com/home/en-us/cliftonstrengths-themes-
domains

SEE EVIDENCE #17


18. Student will describe personal leadership
style and/or personality style including
strengths and weaknesses and examples
of application (Sources = Leadership style
inventories, the L.P.I., Type Focus
(MBTI), LAMP, DISC, and other career
inventories, etc.)

Outcome Category: Leadership Theories

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
19. Student will show knowledge of the
“Authority and Bureaucracy” theory of
leadership Weber
20. Student will describe personal application
of the above theory (Weber)
21. Student will show knowledge of the
“Scientific Management” theory of
leadership by Taylor

Leadership Inventory Revised 08/22/2017 11


22. Student will describe personal application
of the above theory (Taylor)
23. Student will show knowledge of the
“Management by Objectives” theory of
leadership by Drucker
24. Student will describe personal application
of the above theory (Drucker)
25. Student will show knowledge of “Theory
X and Theory Y” theory of leadership by
MacGregor
26. Student will describe personal application
of the above theory (MacGregor)
27. Student will show knowledge of the HDF 190 Servant leadership, founded by Robert Greenleaf, is a leadership theory based on the concept of
“Servant Leadership” theory of leadership serving others’ needs in order to best lead others. For example, encouraging involvement and support
by Greenleaf within a group, as well as addressing every members’ opinion and ideas. The servant leader model has
ten main characteristics that are widely viewed as fundamental to be a servant leader. These traits are
listening, empathy, healing, awareness, persuasion, conceptualization, foresight, stewardship,
commitment to the growth of people, and community building. They are categorized into three
categories: relationship building, future oriented, and community oriented. These characteristics
tend to be naturally-occurring in leaders and are enriched through practice and experience.

Listening refers to the commitment to be actively involved in the conversation. Active listening is
especially important in that social cues can be seen through body language and things that are not
being said. The group dynamic benefits greatly when all members feel that they are being listened to.
Empathy, in this context, is defined as striving to understand others despite differences. Empathy and
listening are tied together in that to empathize we must be able to listen and successfully understand
what another person is trying to convey. Healing attempts to remedy others’ pain and mend
relationships. It is most effective to move through conflict in order to make progress on a common goal.
Awareness, with emphasis on self-awareness, intends to allow us to lead from a more complete point
of view. This includes mindfulness of self as well as social intelligence. Persuasion is defined in the
model as a form of communication to make decisions rather than using authority. The goal is not to
force others to submit, but rather explain why the decision is the best for the group. Conceptualization
refers to the see past short-term goals and look towards bigger and greater goals that take more time
and more effort. This implies a balance between daily and conceptual thinking. Foresight is closely
related to conceptualization in that they both aim to see into the future rather than the present.
However, foresight includes synthesizing a solution from patterns and past experiences. Stewardship is
arguably the most important, in that it is the main goal of the model: serving others’ needs.
Commitment to the growth of people is fairly self-explanatory, in that in encourages involvement in the
growth of others. This is similar to the relational leadership model in that they both foster a personal
connection with someone. Building community leads the group to have a stronger and more stable
dynamic in that the group feels like a part of a higher cause, rather than one person in a crowd. Each
individual has a perspective to add and they should be heard. Servant leadership is more popular than
ever due to its success in many organizations.

Greenleaf, R. (1970). The servant as leader. Paulist Press. New York; NY.

SEE EVIDENCE #27


28. Student will describe personal application HDF 190 Servant Leadership speech In FLITE, we had to prepare and give a speech defining servant leadership and how we used it in our
of the above theory (Greenleaf) daily lives. We also had to reference our majors and our potential careers. For my presentation, I
referred to servant leadership as helping yourself by helping others. In my life, I use this as being polite
and helpful. I tend to go out of my way to help others. Holding doors, sending compliments and other
Leadership Inventory Revised 08/22/2017 12
small acts of kindness go a long way and I try to make that as clear as possible. For example, I was
involved with both the Multicultural Overnight Program as a day and night host and the Leadership
Ambassador program. This led me to have extremely busy weekends throughout the month of April. I
only needed one for my Learning Contract, but I decided to be a part of both to serve as many people
as possible. I wanted to be a part of something that would benefit others, in this case it was potential
students coming to URI. I devoted to my weekends to volunteering with the various events to serve the
incoming freshmen community. I’m not a traditional servant in that I don’t typically go out of my way to
volunteer, but these projects have made me more apt to actively seek positions where I can serve
others.

SEE EVIDENCE #28


29. Student will show knowledge of the
“Principle Centered Leadership” theory by
Covey
30. Student will describe personal application
of the above theory (Covey)
31. Student will show knowledge of the “14
Points / TQM” theory of leadership by
Deming
32. Student will describe personal application
of the above theory (Deming)
33. Student will show knowledge of the HDF 415 In HDF 415 we learned the Transformational Leadership model, which was first conceived by James
“Visionary Leadership” (now often cited Downton in 1973. The model is based on the idea that change in ideas and methods makes for more
as “Transformational Leadership”) theory efficiency and benefits the good of the people. Leaders act as the “coach of the team” and provide the
by Sashkin motivation and skills that the group needs. There are various expectations of the group and the leader
themselves. The leader is expected to be well organized, team oriented, respected, as well as give
respect, responsible, and generate a sense of respect through influence and relationship building. The
group is expected to be creative, work together, and have a feeling of responsibility for the team and
each member. The main goal of Transformational leadership is to remove past ideas and methods that
no longer suit the needs of the group and replace them with fresh ideas that benefit the greater good of
each member. Transformational Leadership is noted as one of the most effective forms of leadership in
business.

St. Thomas University. (2014, November 25). What is Transformational Leadership? How new ideas
produce impressive results. Retrieved March 15, 2019, from
https://online.stu.edu/articles/education/what-is-transformational-leadership.aspx

SEE EVIDENCE #33


34. Student will describe personal application HDF 415 Gallup Strengths As a peer leader for the FLITE Students, using transformational leadership is how the students receive
of the above theory (Sashkin) information. I’ve already taken HDF 190, so they will ask me questions about assignments and models
we talk about in class. Like the model says, I provide them with the motivation and skills, and in return
the students provide me with respect and teamwork. For example, many of the students had questions
about their servant leader speeches. I made myself available to help them practice and review their
outlines in order to fit the rubric. I feel that this gave me credibility as their peer leader and made them
feel like they were being heard. They took my feedback extremely well and have mentioned to me that
they felt more comfortable giving their speeches. While I was not present to watch them, I know that
they were critical of themselves. However, they all seemed more confident than they had walking into
their class that day.

As all of my Gallup strengths fall into the relationship building and influencing categories, I use this to
generate my sense of credibility and respect among the students. I am not going to be their friend at
Leadership Inventory Revised 08/22/2017 13
this point in time, but rather a resource for any questions they may have. We work to create a more
efficient system. For example, we created a means of messaging each other outside of class in order
for me to relay any messages. This way was more convenient than me emailing them, and more
instant, so they can know the information right away.

Using transformational leadership as a peer leader in HDF 415 has really benefitted me by making me
seem more of a credible leader, rather than just a student in the minor.

SEE EVIDENCE #34


35. Student will show knowledge of the
“Individuals in Organizations” leadership
theory by Argyris
36. Student will describe personal application
of the above theory (Argyris)
37. Students will demonstrate knowledge of HDF 190 The four V’s model is based on the values, vision, voice and virtues of a group. The
the “4 V’s” theory of leadership by Grace values and visions of each group member should align, therefore easily leading to a
(Center for Ethical Leadership)
clear common goal. The voice is what sets the group apart for others, acting as a
platform for making change and vocalizing how the change will be made. The
virtues are the beliefs of the individual members. While these do not have to match
exactly, it is assumed that within the group everyone’s beliefs should be similar. The
four V’s model is a basis for creating a vision statement for a group. It is founded in
human, moral, leadership and community development, where each is named by
one of the four components. Grace later defined three additional components.
Service, which connects “vision” to “values” and demonstrates that through using
values in service to others, the vision is revealed. Polis, which connects voice and
vision, essentially means through the act of politics and advocation, voice and
vision are both used. The final component, Renewal, connects voice and values,
and means that reflection is necessary to review if values and vision align with
our actions, or voice.

(Grace, B. (1991). Center for Ethical Leadership. Seattle; Washington.).

SEE EVIDENCE #37/38


38. Student will describe personal application HDF 190 Using the “Leadership Crest” model, I determined that my virtue and vision are
of the above theory (Grace) aligned with the justice and transcendence. The specific values I most closely relate
to were fairness and humor. These are my top two, and they lead to the voice
concept, where I want to be able to solve serious problems in a lighthearted way. I
hope to use my fairness to create a more understanding and tolerant society, where
people will turn to compromise, rather than conflict. The leadership crest and four
v’s model organized my values and led to ease in creating a personal vision
statement. Personally, I want to be an advocate for diverse women entering the
STEM field. The margin between women and men in the field is quite large, and I
hope to reduce it through my voice and vision statement.

SEE EVIDENCE #37/38


Leadership Inventory Revised 08/22/2017 14
39. Student will show knowledge of the
“Situational Leadership” theory by Hersey
& Blanchard
40. Student will describe personal application
of the above theory (Hersey & Blanchard)
41. Student will show knowledge of the HDF 190 Four Agreements The Relational Leadership Model is composed of five components. To follow the
“Relational Leadership” model by model, a leader must be inclusive, empowering, ethical, purposeful and process-
Komives, McMahon & Lucas
oriented. Along with these elements are the three basic principles of knowing, being
and doing. The entire model is a comprehensive one, in that the steps cannot be
completed alone. All of them must be used to have an effective team. The three
general principles of knowing, being and doing are more internal to the leader. The
aspects are intended to bring inherent knowledge, so the leadership position can
more effectively performed. Knowing refers to how we must know ourselves, as
well as being mindful of others and how their viewpoints may differ. This also
considers how change occurs and what has to happen for change to be meaningful.
Being indirectly references the Four Agreements, in that we must be “ethical,
principled, open, caring and inclusive”. The Four Agreements encourage honesty,
integrity, communication, and growth, similar to the change aspect of Knowing and
the theme of discipline in the Being category. Doing is putting these ideas into action
and following through with what we say. In acting on our word., we must always
be responsible for ourselves and our promises. This has been compared to a “head,
heart and practice”, where each should be separated from each other in order to be
most effective. To achieve the common goal, understanding someone else is made
easier by knowing ourselves and others and valuing their different viewpoints. The
five components of the model are intended to exemplify a “great” leader, with
respect to diversity, motivation and team-building. The model is expected to use
each of the components in tandem with the three basic principles. The inclusive
component focuses on respecting and understanding group members’ strengths and
developing them, so each member has something to contribute. This involves people
of all races, genders, and statuses. The empowering aspect expects positivity and in
return encourages members to be a part of the team and feel involved in the
community atmosphere. This is further broken down into two subsections: self and
environmental empowerment, where self-empowerment comes from within and
environmental comes from others. According to the ethical feature, the leader
should also have a strong moral code and lead by example. This ties into the Doing
principle, as both require social responsibility and a high standard of behavior for
each person. Being purposeful is being committed to a goal set by the group and
acting as a mediator when conflict arises. Perhaps the most important aspect of the
five is thinking in a process-oriented manner. This includes awareness of the group
dynamic and how it affects the quality of work completed. In the Relational
Leadership Model, completing the task relies on proper decision making and
membership, which encompasses all of the other five components. The three main
principles, along with the five aspects of a leader only work if they are used
together.
Leadership Inventory Revised 08/22/2017 15
Komives, S. R., Lucas, N., & McMahon, T. R. (1998). Exploring leadership. Jossey-Bass.
San Francisco; CA.

SEE EVIDENCE #43


42. Student will describe personal application HDF 415 In HDF 415, I use relational leadership for almost every class we meet in, especially
of the above theory (Komives et al) during small group discussions and activities that require teamwork and
communication. The five components, inclusive, empowering, ethical, purposeful
and process-oriented, are all used to both challenge and support the students as they
find their footing in the minor and their fit on campus. As each member of my small
group is different and unique, to empower and motivate each of them, I must be an
inclusive leader. By using inclusive language and encouraging a response to posed
questions from each member, this changes the dynamic of the group and hopefully
demonstrates that each person has a voice and an opinion, of which they are all of
equal importance. Doing what is good and being ethical for the groups common
goal is essential, as I hope each member of my small group can take away a common
theme or message from each class. We often say in the minor to “trust the process”.
While the outcome is important, many times the act of getting to the finish line is
equally important to the learning process.
43. Student will show knowledge of the HDF 415 “Constructivism”, coined by Jean Piaget and John Dewey, is a theory of how people
concept of constructivism learn. Students are encouraged to form their own opinions based on experiences and
reflection on said experiences. The theory says that we comprehend things based on
our own understandings of ourselves and our experiences. Because of this, we create
our own knowledge and can choose to accept, or discard information given to us,
depending on if it fits our preconceived notions. In order to continue to learn and
expand on experiences, we have to be curious about and reexamine what we know
and what we have done.

Constructivism is rooted in the students’ interest, reflection and the process of


learning itself. If a student is uninterested, they will block out the information and
choose to disregard it, rather than absorb it. In constructivist classrooms, students
are encouraged to work in groups and their learning is interactive. This contrasts a
traditional classroom’s repetitive learning approach and solitary behavior.

Most leadership studies students first learn of this model in HDF190, however I
truly understood its content in HDF415, while reviewing the upcoming information
and readings for the students.

Educational Broadcasting Corporation. (2004). Constructivism as a paradigm for


teaching and learning. Retrieved from
http://www.thirteen.org/edonline/concept2class/constructivism/index.html

SEE EVIDENCE #43/44


Leadership Inventory Revised 08/22/2017 16
44. Students will describe personal examples HDF 415 Community Build activity As a peer educator/leader in HDF 415, we rarely have traditional classroom aspects
of implementing constructivism in the HDF 190 lecture with our students. We always pose questions to the students
and try to lead them to their own conclusion, rather than supply the answer to them.
We place special attention to the debrief of any activity we do. During debriefing,
we check in on their emotions and opinions while also reflecting on the “why” of the
activity. Whether this be in a large group or just our smaller groups, we always
strive to hear everyone’s opinion and not just one voice. For example, during the
community build activity, I did not facilitate, but rather led my small group through
the debrief. During this, I posed the students questions. This was not the time for my
opinion, but theirs.

Our classroom always sits in small groups, rather than desks or in rows. This allows
for collaboration and conversation. As a peer leader, allowing students to ask
questions, work in groups, and communicate with peers during class time has
benefitted me in that they typically answer each other’s questions, which lessens the
burden on not only me but my professor and other peer leaders. Implementing
constructivism, especially in a leadership setting, seems common sense, but as I’ve
seen in my classes for my major, it really does promote a different tone that
encourages teamwork and collaboration.

SEE EVIDENCE #43/44


45. Student will demonstrate knowledge of HDF 415 Kolb’s Experiential Learning model (1984) is based on 4 main components: concrete
the Experiential Learning Model (Kolb) experience, reflective observation, abstract conceptualization, and active
experimentation. The model is a cycle, where we can not leave out one
characteristic; they are all equally important. Each of the characteristics can be
simplified into easier to understand terms. Concrete experience, or “feeling”, is the
start of the cycle, where students will have a physical activity and debrief. The
debrief, in essence, is the feeling, and the reflection of feelings. Reflective
observation, or “observation”, is noticing the feelings associated with the
experience. Abstract conceptualization, or “thinking”, is analyzing and mentally
forming the theory or purpose of the experience or activity. Active experimentation,
or “doing”, is using the preparation and lessons learned from the experience in
practice. Kolb’s model is used as a comprehensive approach “that combines
experience, perception, cognition, and behavior” (David).

David L, "Experiential Learning (Kolb)," in Learning Theories, February 13,


2007, https://www.learning-theories.com/experiential-learning-kolb.html.
46. Student will describe personal application
of the Experiential Learning Model (Kolb)
47. Student will show knowledge of the HDF 190 The social change model involves seven different components that work together to
“Social Change Model of Leadership lead to change for the common good. The seven components are consciousness of
Development” by Astin et al
self, congruence, commitment, collaboration, common purpose, controversy with
civility, and citizenship. These are grouped into three categories, community, group

Leadership Inventory Revised 08/22/2017 17


and individual values. In the group values, collaboration, common purpose and
controversy with civility are the basis for a group in general. Collaboration is self-
explanatory, in that a team works together to make the change. Common purpose
refers to goal that the group is trying to achieve. Controversy with civility is the
inevitability of conflict within a group when making plans and progress.
The individual values involve how a leader chooses to guide the group, where
leadership is a process, not a position. This category includes consciousness of self,
congruence and commitment. Consciousness of self is having self-awareness and
being mindful of others. Congruence is acting as one says they will. Commitment is
being devoted to the common goal. The final category, community values, only has
one aspect. Citizenship stands alone as it brings the leader and the group members
into a larger whole and see themselves as something bigger than one person. The
model is a cycle and social change cannot be made unless all of the components are
met.

Komives, S.R., Wagner, W., & Associates. (2009). Leadership for a better world:
Understanding the social change model of leadership development. San Francisco:
Jossey-Bass.

SEE EVIDENCE #47


48. Student will describe personal application HDF 190 Social Change Project In FLITE, we defined social change and gave examples of social change. We talked
of the above theory (Astin et al) about social change in our own lives and how it affected people in a grander
scheme. After completing a whole-class activity, we talked in smaller groups about
how we can implement social change in our own lives, and where we drew the line
between social change and an act of kindness. We also discussed the “Seven C’s”
model and how each value is connected to one another, as well as in a cycle,
implying they are not meant to be used separately.

In our Social Change project, we addressed all of the seven C’s through our time
spent with the Walk a Mile in Her Shoes event. Within the individual values, I
specifically used the Commitment component. I was present and available to pick
up the slack. I always volunteered to do extra work if needed. Our group used
collaboration the most, as we didn’t want to work on anything without the other
members’ support. We tried to get together with all seven members as much as
possible and worked around our busy schedules to meet. We used Citizenship from
the community values in that we advocated for a cause that would better society.
Throughout the experience I used the social change model heavily; not only was it
required but it was also extremely relevant.

SEE EVIDENCE #48


49. Students will demonstrate knowledge of
the “Leadership Identity Development
Model” by Komives et al

Leadership Inventory Revised 08/22/2017 18


50. Students will describe personal
application of the above theory. (Komives
et al)
51. Students will demonstrate knowledge of
the Strengths-Development Model by
Hulme et al
52. Student will describe personal application
of the above theory (Hulme et al)
53. Student will demonstrate knowledge of
behavior theories of leadership from
Michigan and Ohio State
54. Student will describe personal application
of the above theories (Michigan & Ohio
State)
55. Student will demonstrate knowledge of
Charismatic leadership
56. Student will describe personal application
of the above theory
57. Student will demonstrate knowledge of
contingency approach to leadership by
Fiedler
58. Student will describe personal application
of the above theory (Fiedler)
59. Student will demonstrate knowledge of
Path-Goal theory by House
60. Student will describe personal application
of the above theory (House)
61. Student will demonstrate knowledge of
Leader Member Exchange (LMX) theory
by Dansereau, Graen & Haga; Graen &
Cashman; Graen
62. Student will describe personal application
of the above theory (Dansereau, Graen &
Haga; Graen & Cashman; Graen)
63. Student will demonstrate knowledge of
Leadership Substitutes Theory
64. Student will describe personal application
of the above theory
65. Student will demonstrate knowledge of
Models of leader emergence
66. Student will describe the impact of traits
on leadership emergence and
performance
67. Student will demonstrate knowledge of
Chaos approach to leadership by
Wheatley
68. Student will describe personal application
of the above theory (Wheatley)

Leadership Inventory Revised 08/22/2017 19


Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
69. Student will demonstrate how cultural
anthropology / paradigms relate to
leadership
70. Student will describe personal example
of using cultural anthropology /
paradigms as a leader
71. Student will demonstrate knowledge of
the “Cycles of Socialization” (Harro)
theory and its uses in leadership
72. Students will demonstrate personal
application of the “Cycles of
Socialization” (Harro)
73. Student will demonstrate knowledge of
the “Cycles of Liberation” (Harro) theory
and its uses in leadership
74. Student will demonstrate personal
application of the “Cycles of Liberation”
(Harro)
75. Student will demonstrate knowledge of
the “Configuration of Power” (Franklin)
and its relationship to leadership
76. Student will demonstrate personal
application of the “Configuration of
Power” (Franklin)
77. Student will demonstrate knowledge of
racial identity development (Cross &
Fhagen-Smith; Rowe, Bennett &
Atkinson; Ferdman & Gallegos; Kim;
Horse; Renn etc.)
78. Student will demonstrate personal
application of model(s) of racial identity
development above
79. Student will demonstrate knowledge of
models related to gender / identity /
gender identity development (Lev;
Bussey; Bussey & Bandura; Bilodeau;
Gilligan; Belenky et al; etc.)
80. Student will demonstrate personal
application of model(s) of gender identity
above
81. Student will demonstrate knowledge of
additional social identity development
model(s): Sexual ID, Faith & Spirituality,
Disability, Social Class (Dillon et al;
Fowler; Parks; Astin et al; Peek; Smith;

Leadership Inventory Revised 08/22/2017 20


Johnstone; Gibson; Forber-Pratt &
Aragon; etc.)
82 Student will demonstrate personal
application of additional social identity
development model(s) above
83. Students will demonstrate knowledge of
McIntosh’s theory of privilege and its
relationship to leadership
84. Student will demonstrate personal
application of McIntosh’s theory
85. Student will describe the differences and
similarities of individual and institutional
oppression and relationships to
leadership (Source = Three Dimensional
Matrix of Oppression)
86 Student will demonstrate knowledge of
relevant laws and policies related to
issues of equity and its relationship to
leadership (i.e., Title IX, Affirmative
Action, Protected Classes, etc.)
87. Student will show knowledge of effective
leadership as it relates to change agency
88. Student will describe personal examples
of being a change agent
89 Student will demonstrate knowledge of
the “Model of Intercultural Sensitivity” by
Bennett and its uses in leadership
90. Students will demonstrate personal
application of the “Model of Intercultural
Sensitivity” by Bennett
91. Student will demonstrate knowledge of
the ally Action Continuum by Griffin &
Harro
92 Student will demonstrate personal
application of the Action Continuum by
Griffin & Harro
93. Student will show knowledge of the
Multicultural Organizational Development
Model (Jackson)
94. Student will show personal application of
the Multicultural Organizational
Development Model (Jackson)
95. Student will show knowledge of the
Multicultural Change Intervention Matrix
(Pope)
96. Student will show personal application of
the Multicultural Change Intervention
Matrix
97. Student will create a personal code of
inclusive leadership
Leadership Inventory Revised 08/22/2017 21
Outcome Category: Critical Thinking

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
98. Student will show knowledge of principles
of critical thinking and fallacies (logic is
used in this minor)
99. Student will demonstrate proficiency of
critical thinking
100. Student will show knowledge of
metaphorical analysis to critically analyze
self and leadership situations
101. Student will demonstrate proficiency of
metaphorical analysis to critically analyze
self and leadership situations
102. Student will show knowledge of at least five
decision making methods
103. Student will describe personal examples of
having used five decision making methods
104. Student will show knowledge of at least five
problem solving / conflict management
methods, as well as understanding the
roots of conflicts
105. Student will describe personal examples of
having used five problem solving / conflict
management
106. Student will demonstrate the ability FLM101H In FLM101H, we were assigned a project which involved researching and writing our own film
to synthesize multiple knowledge proposal. In the course, we learned about the history of film, as well as analyzation techniques and
perspectives (course work), competencies symbolism commonly used in modern films. One of the requirements for the assignment was that
(communication, writing, information there must be an international aspect to our original film pitches. For example, the main character of
literacy or mathematical/statistical skills) mine was an immigrant from the Philippines. To accurately represent an immigrant in my film, I had to
and responsibilities (global, diversity & research about populations and cultural nuances of Filipino immigrants. This contributed to the setting
inclusion or civic knowledge) as well as her cultural background. I also researched about drug dealing culture, as the protagonist
was involved in a drug-dealing ring. I had to look up specific names of drugs as well as slang terms,
and how they are used. I received an 85 on the assignment, which synthesized originality, and
completion of all components, including the involvement of the multicultural aspect. The course
completes the C2 general education requirement (Global Responsibilities), implying that the course
includes aspect of diversity in it. Writing this film pitch seemed like a creative writing assignment more
than anything, but we had to include elements of symbolism that we had previously learned in the
class, as well as film transitions and camera angles. Merging creative writing, international themes,
and film vocabulary was difficult for me, as I am not creative in a traditional sense, however writing
this film resulted in a project that I am proud of.

SEE EVIDENCE #106


107. Student will demonstrate knowledge of
leadership that is used in crisis (i.e., James
& Wooten; Garvin; Covey; Frohman;
Leadership Inventory Revised 08/22/2017 22
Lalonde; Schoenberg; Joni; Braden et al;
etc.)
108. Student will describe examples of
leadership in crisis situations (i.e.,
application of James & Wooten; Garvin;
Covey; Frohman; Lalonde; Schoenberg;
Joni; Braden et al; etc.)

Outcome Category: Interpersonal and Organizational Concepts & Skills

Outcome Target Additional Experiences Descriptive notes regarding learning and practice
class
109. Student will demonstrate knowledge of HDF 190 FLITE retreat During the day of discovery, we talked heavily about how to use active listening techniques. We also
active listening techniques talked about how body language also greatly contributes to active listening. Listening is more than
understand what others are saying, it is about how they say it and in what context. This set us up for
success in both our small groups and in class in that we were able to effectively respect and provide
feedback to others’ ideas.

There are five main components of active listening: encouraging, restating basic ideas, reflecting
feelings, clarifying, and summarizing. These are intended to show that the stated idea is confirmed.
They are typically self-explanatory. Each of the five components, based on PSU’s 1990 Mediation
Handbook, has a few goals for each. To encourage someone, we must show interest and maintain the
conversation. Restating ideas is to confirm understanding and meaning. Reflecting feelings is
empathizing and reflecting the stated ideas. Naturally, clarifying and summarizing are specifying and
concluding on the presented topics.

Active listening is crucial to interpersonal communication. Not only is it polite, but it is critical to leading
a group. Learning this at the beginning of the retreat helped us set a tone for the rest of the semester
and the rest of our college experiences.

Center for Creative Leadership. (n.d.). The Big 6: An Active Listening Skill Set. Retrieved March
25, 2019, from https://www.ccl.org/multimedia/podcast/the-big-6-an-active-listening-skill-set/

SEE EVIDENCE #109/110


110. Student will describe examples of using HDF 190 FLITE retreat, social change project, Active listening was crucial to working together on our FLITE social change project. Initially, we did not
active listening skills Tuckman’s Stages, Gallup Strengths know what we were interested in pursuing, as we had conflicting schedules, varying interests and an
unclear group dynamic. There was a bit of a power struggle due to the conflict, but ultimately, using the
active listening techniques learned in the FLITE day of discovery, we came to a compromise and
worked to find a solution that everyone agreed with. As my top strength is harmony, this conflict made
me uncomfortable; I felt that it was a bad start to our group relationship. However, this is natural
according to Tuckman’s stages of group development (in the “Storming” category). As a group, we
have moved past that and eventually found our roles. This has led to a much more successful group
project and leaves us with lasting bonds and connections.
Leadership Inventory Revised 08/22/2017 23
Ramsey, D. (2017, March 20). Tuckman's Stages of Group Development. Retrieved March 25,
2019, from https://www.adventureassoc.com/tuckmans-stages-of-group-development/

SEE EVIDENCE #109/110


111. Student will demonstrate knowledge of
functions of group communication by
Hirokawa
112. Student will describe personal application
of functions of group communication
(Hirokawa)
113. Student will show knowledge of techniques
regarding giving and accepting of feedback
114. Student will describe examples of giving
and accepting feedback.
115. Student will show knowledge of the 7D
coaching model (Knott)
116. Student will demonstrate personal
application of the 7D Model (Knott)
117. Student will show knowledge of elements
of a Crucial Conversation and steps to
maintain dialogue and move to action
(Patterson, McMillian & Switzler)
118. Student will describe examples of
engaging in a Crucial Conversation
119. Student will demonstrate knowledge of
facilitation techniques
120. Student will demonstrate proficiency of
facilitation techniques
121. Student will demonstrate knowledge of de-
briefing techniques
122. Student will demonstrate proficiency of de-
briefing techniques
123. Student will demonstrate knowledge of
framing based on psychology and its use in
group facilitation
124. Student will demonstrate proficiency of
framing based on psychology and its use
in group facilitation
125. Student will demonstrate knowledge the
four frames of organizations, and the
meaning of reframing by Bolman and Deal
126. Student will describe personal application
of organizational analysis using the four
frames of organizations, and breaking the
frame / reframing (Bolman and Deal)
127. Student will show knowledge of organizing
meetings / setting agendas / and leading
meetings

Leadership Inventory Revised 08/22/2017 24


128. Student will describe personal examples of HDF 415 Leadership Ambassadors As a peer leader in HDF 415, one of the requirements of the role is to hold one on one meetings for
organizing meetings / setting agendas / each of the students in our small groups. To make the process as organized and concise as possible, I
leading meetings decided to make my schedule as open as possible to accommodate each students’ individual needs.
The students knew that each meeting was to be fifteen minutes long but could go longer if they chose.
Each meeting was about 15-20 minutes to we kept to our schedule fairly well. I started each one on
one by setting the tone. I would say that the meeting is not about class, but to get to know them
personally, and if they had questions about class, I would answer them at the end. I chose to base
each meeting as an intentional conversation. I lead our conversation by asking questions about
themselves, like what they do for fun or what they’re involved in on campus. One of my students had
just come back from a trip to Disney where she took classes at Disney world, so I asked her many
questions about those courses and her trip as a whole. This changed our dynamic for the better as
before I really did not know much about her and now she is very open and participates in conversation
with the rest of the group, as compared to before the one on one meeting.

As the Leadership Ambassadors student coordinator, my responsibilities included planning training


dates that fit the schedules of myself, the students, and the co-coordinator. Another training date was
added to accommodate all of the students who wanted to participate. We had an agenda of topics we
needed to discuss with the students, and we tried to condense the information as to be conscious of
the students’ time. Both coordinators worked together, as we had different insight to contribute. We led
the students through conversation, an example of a potential conversation, and then encouraged them
to roleplay with each other to get a feel for what would happen the day of.

These experiences have taught me credibility and responsibility as a leader, as well as establish trust
with the people I work with.

SEE EVIDENCE #128


129. Student will show knowledge of
Parliamentary Procedure
130. Student will show knowledge of techniques
for working with difficult people
131. Student will describe personal examples of HDF 415 Challenge and Support One of the students in my HDF 415 small group has proven to be a challenge for me, but in an
using techniques to work effectively with untraditional way. This student was very quiet and reserved in his behavior, as well as not being
difficult people involved on campus, and still living at home and commuting to school. He was in a fixed mindset rather
than a growth mindset and it was negatively affecting him in our class. He rarely participated, found
nothing to add to conversations and was overall hard to reach. During our one on one session, I had
learned he was focused on his job outside of school, which was completely different than his major at
school. I used the Challenge and Support theory from Sanford, where challenge provides the
motivation and support is the assistance. I knew that this student needed a challenge to be out of his
comfort zone, so the small group was chosen around him. I attempted to pair him with more chatty
students in hopes to break him out of his shell, but initially I think this may have backfired. However, I
feel after he got to know the seven other students he felt more comfortable and he even said how
much he liked our group. I then supported his participation and inclusion in the group. I had heard that
the students had made a group message without him, just because he didn’t have a certain brand of
phone. I told everyone that they need to include him, and I made sure to say it to everyone, but not
mention it to him. I didn’t want him to know what had happened or feel upset that I had to step in. At the
end of the semester, he was definitely much more comfortable with the group and the leadership minor
as a whole.

Neill, J. (2004, June 4). Growth = Challenge Support. Retrieved April 28, 2019, from
http://www.wilderdom.com/theory/GrowthChallengeSupport.html#GrowthChallengeSupport

Leadership Inventory Revised 08/22/2017 25


SEE EVIDENCE #131
132. Student will show knowledge of the stages HDF 190 Social Change Model, Relational In FLITE, we learned about Tuckman’s Stages of Group Development. The model is based on five key
of group development (Tuckman/Tuckman Leadership Model components: Forming, Storming, Norming, Performing, and Adjourning. Forming refers to creating a
& Jensen, Bennis or others) group of likeminded individuals who aim to complete a common goal. Storming references the idea that
finding a role in a group will lead to conflict, but this is completely natural to the process, according to
the model. Norming is a transition phase, where leadership roles are found, and roles are made clear.
Performing is actually working towards the goal of the group and making strides toward the goal.
Adjourning is the conclusion of the project, where a group debriefs and may choose to go separate
ways. Adjourning also recognizes achievements and discusses future projects to improve of the
reaching of the goal. As the stages progress, respect and trust among team members increases and it
becomes much easier to work together once the relationships have been formed. Connections among
group members only strengthens the meaning of the completed goal. As we learned about this and the
Social Change Model simultaneously, we can connect working as a team to making lasting change to a
community, using the SCM’s components: working collaboratively and to address root problems.
However, I feel that the connection and trust aspect of Tuckman’s model fits well with the Relational
Leadership Model, in that to achieve something, the members must trust and respect mutually, creating
interpersonal and group bonds. The Tuckman model is relevant to modern leadership in that groups
almost always follow the stages word for word.

Camba-Kelsay, M. J. (2018). Overview of the social change model of leadership development


[PowerPoint slides]. Retrieved from (https://sakai.uri.edu/access/content/group/7fc8cca7-0c78-46db-
b00c-f5772f5bfbaa/Unit%203%3A%20Social%20Change%20Model/Overview%20of%20SCM.pdf)

Komives, S. R., Lucas, N., & McMahon, T. R. (1998). Exploring leadership. Jossey-Bass.
San Francisco; CA.

Komives, S.R., Wagner, W., & Associates. (2009). Leadership for a better world:
Understanding the social change model of leadership development. San Francisco:
Jossey-Bass.

Ramsey, D. (2017, March 20). Tuckman's Stages of Group Development. Retrieved March 25,
2019, from https://www.adventureassoc.com/tuckmans-stages-of-group-development/

SEE EVIDENCE #132


133. Student will describe personal examples of HDF 190 Social Change Project, HDF 415 In our FLITE social change project, one of the topics required for our presentation was how our group
group development in use developed into a cohesive team. Our group followed Tuckman’s model, almost by definition. Initially
(Tuckman/Tuckman & Jensen, Bennis or when the group was formed, we were careful of what we said around each other to avoid offending
others). each other. We barely knew each other, and it was a challenge to begin opening up. As we
approached Storming, there was a bit of a power struggle to determine who would fill what role in the
group. We had conflicting ideas and schedules, and to make it work we had to implement many
compromises. Once we made changes to our attitudes and began to get to know one another, we
entered the Norming stage, where we started to trust one another and for connections to each other.
We defined our place in the group and even began to divide the workload. Once we started our event
for the social change project, we were performing as a cohesive team. We were all equal in terms of
leadership roles and how we can contribute our strengths to the project. For example, we made sure
those less comfortable with public speaking were not put in a position to be uncomfortable presenting
our slideshow. At the end of the presentation, we concluded by congratulating one another and
celebrating our successes. Even our peer leader expressed how proud she was to be involved with our
Leadership Inventory Revised 08/22/2017 26
group, and how much we had changed since our first meeting. I hope that these bonds are not broken
in the future, as I truly enjoy each of my group members and I enjoyed getting to know them and
executing our project. My group completed all five stages and ended on a positive note. While
making connections we also successfully completed our project and were satisfied with our
final grade.

From an outside perspective, I saw my small group in HDF 415 go through each stage, as
expected. The students first went through forming and were uncomfortable with conversation
as they didn’t know each other very well. They then went through storming in terms of
scheduling conflicts and choosing a project topic. Norming occurred when they realized that
they had no choice but to make the best of it. Performing really happened when they went for
their social change project and really bonded outside of class. I watched them come back the
next class and the dynamic had really shifted for the better. During our last class, I gave my
students each a personalized thank you card, as well as have them write something nice about
each student. We adjourned and made sure each student knew that I was available as both a
resource and a friend if they needed. This really opened my eyes, as seeing it from an outside
perspective changed my view on group development.

Ramsey, D. (2017, March 20). Tuckman's Stages of Group Development. Retrieved March 25,
2019, from https://www.adventureassoc.com/tuckmans-stages-of-group-development/

SEE EVIDENCE #133


134. Student will show knowledge of group roles
and how they contribute to group dynamics
(Johnson & Johnson; Benne & Sheats;
Knowles & Knowles; etc.)
135. Student will describe personal examples of
group roles and how they contribute to
group dynamics (Johnson & Johnson;
Benne & Sheats; Knowles & Knowles; etc.)
136. Student will show knowledge of effective
memberships skills in groups
137. Student will describe personal examples of
membership skills in use
138. Student will show knowledge of the HDF 415 Sanford’s Challenge and Support theory (1966) is a leadership model that is used to demonstrate
Challenge and Support theory by Sanford, student development. In context of HDF 415, where I use the model the most. The model is based on
and its relationship to organizations three developmental conditions, readiness, challenge and support. Readiness refers to the maturity of
a student, where students can’t be presented a challenge before they are ready. Challenge is self-
explanatory, where students should be challenged in order to grow. Support is the “help” where it
ensures successful progress and adaptation. Without readiness, a student is stuck in the fixed mindset.
Without challenge, students become complacent. Without support, students will be negatively affected
and not want to continue their growth. Too much support makes students too comfortable, while too
much challenge makes development impossible. This theory is used by organizations to promote
development and growth within its members, for example through mentorship or other means.

Neill, J. (2004, June 4). Growth = Challenge Support. Retrieved April 28, 2019, from
http://www.wilderdom.com/theory/GrowthChallengeSupport.html#GrowthChallengeSupport

SEE EVIDENCE #138

Leadership Inventory Revised 08/22/2017 27


139. Student will describe personal examples of HDF 415 In my HDF 415 small group, I implemented the Challenge and Support theory with all of my students.
using the theory of Challenge and Support Specifically, one of my students proved to be more difficult than the rest, in that he was quiet and did
(Sanford) not participate actively in discussions and class activities. I challenged him to step out and speak in the
discussions. I supported him by not always forcing him to speak, and actively listening when he had
something to contribute. I knew he had the readiness because he had had so much experience
through the leadership institute, and other classes and his part-time job. I didn’t want to treat him any
differently than the other students, but still wanted him to feel included. It was a fine line between
challenge and support but I eventually got through to him and made sure he was comfortable with our
group dynamic and working with everyone else.

Neill, J. (2004, June 4). Growth = Challenge Support. Retrieved April 28, 2019, from
http://www.wilderdom.com/theory/GrowthChallengeSupport.html#GrowthChallengeSupport

SEE EVIDENCE #139


140. Student will show knowledge of the
construction / elements of informative and
persuasive speeches
141. Student will demonstrate proficiency in HDF 415 FLITE retreat, Leadership In HDF 415, one of the core aspects of the peer leader positions is to deliver information and content to
informative and persuasive public speaking Ambassadors the students. This requires knowledge of the material as well as a professional and understandable
tone to make sure the students know what is trying to be conveyed. For example, I facilitated a group
development activity with another peer leader, where we had to be intentional with our word choice as
to not give away any hints about the task. This led to confusion among the students, but that was the
objective. The activity itself did not go very well, however, the role that us as facilitators played was
excellent. The rules that were meant to be clear were explained and the only parts the students
understood. In general, my small group of students found it much more helpful to have me explain it to
them in my own words once we had learned this material. This informative speaking in both a small
and larger group was initially a skill I wanted to work on when I took the per leader role, and now I think
I can say that I have definitely made progress in this area.

A few of my FLITE small group students were unsure if they were going to continue in the Leadership
Studies Minor. I gently reminded them of the great opportunity they have in front of them and it is too
good to pass up. With the small group and one on one conversations, I have changed the minds of
almost all of my students and suggested that they stay on track in the minor. These conversations
changed both my view and their own and has made me consider their perspectives more
empathetically.

SEE EVIDENCE #141


142. Student will show knowledge of planning
and conducting interviews (as the
interviewer)
143. Student will describe personal examples of
planning and conducting interviews (as the
interviewer)
144. Student will show knowledge of preparing
for and effective answers in interviews (as
the interviewee)
145. Student will describe personal examples of
preparing for and being interviewed

Leadership Inventory Revised 08/22/2017 28


146. Student will show knowledge of effective
collaboration / coalition building (Sources:
Cilente/Komives et al; NCBI; etc.)
147. Student will describe personal examples of
working in collaboratives/coalitions
148. Student will demonstrate knowledge of
techniques to communicate and engage in
difficult dialogues related to diversity and
inclusion.
149. Student will demonstrate proficiency in
communicating and engaging in difficult
dialogues related to diversity and inclusion.
150. Student will describe ways to maintain HDF 190 The Four Agreements, In FLITE, one of the first lessons we talked about was the Four Agreements, founded
accountability in leadership / member Relational Leadership by Don Miguel Ruiz. He states that leaders should be impeccable with their word,
relationships
Activity not take anything personally, not make assumptions, and to always do their best. As
a modern leader, this code of conduct can be used, with variations on its meanings.
For example, Allie discussed that the “not taking anything personally” component is
a bit insensitive to racial insults, as these can be intended to hurt someone
specifically. With this in mind, we can choose to take multicultural sensitivities into
account to display credibility as a leader. A different activity we had to do in FLITE
was a role playing activity in which four people were different members of an
organization. We determined that the best way to lead was to be accountable and
reliable. Reliability, in combinations with availability and flexibility, are important
in being a leader in that we must be able to meet the needs of the group. Owning up
to mistakes is a specific topic we talked about in the relational leadership activity,
where we cannot lead without first knowing ourselves. Showing credibility as a
modern leader is to be able to successfully support a group through its goal and the
steps taken to achieve it. With reliability, flexibility, and availability, a leader is both
responsible and accountable.

Miguel Ruiz, D. (1997). The four agreements. Amber-Allen Publishing. San Rafael; CA.

SEE EVIDENCE #150


151. Student will describe personal examples HDF 190 EGR EGR 105, Social Change Using the Four Agreements, I was able to successfully participate in two group
related to maintaining accountability as a 105 Project, projects. In EGR 105, we were assigned a group to create a project that would
leader
“benefit society”. As the instructions were intentionally vague, it was up to the
individual groups to decide on a topic. Initially, we had no idea what to work on,
but eventually we chose to make an alternative shelter to help homeless people. We
had issues with the summary aspect of our project, so I stepped up to edit and
change the entirety of the format. I also was the editor of the powerpoint and I
organized times for the group to meet. This was just an introduction to my group
leadership experience in college.

In FLITE, we worked on our Social Change project for about a month, organizing
and executing our presentation. We all tried to share the work evenly, but when it
Leadership Inventory Revised 08/22/2017 29
came to the end and we had issues, I decided to step up and make sure our project
was the best it can be. I attended every group meeting and work diligently on what
was assigned. I volunteered to make a video showing our development as a group,
because no one else in the group had the time or resources. I also edited our group
paragraph as it had greatly exceeded our page limit. I managed to shrink it down to
half a page less than it was, and I know that my group is grateful for that. I was
adaptable in my work and made sure that no one was overwhelmed or
misinformed. Since we had such a sensitive topic of sexual and domestic assault, I
know that it was crucial to check in with every member. I made sure everyone was
comfortable with our course of action, even messaging people separately to make
sure they were okay with our ideas and concepts.

Through the experiences, I wanted to make sure my group members knew that I
was trustworthy and credible as a teammate and a leader. As both assignments were
successful, I would say that I have done my job as an accountable leader.

SEE EVIDENCE #151


152. Student will describe ways to build HDF 415 Gallup Strengths, VIA Values In my HDF 415 small group, my initial goal of the role was to create connections
relationships between leaders and with the students, the other peer leaders, and the Center for Student Leadership
members
Development as a whole. I forged bonds with my students in both a personal and
academic level. I used my Gallup Strengths and VIA Values extensively, as they
were the most relatable way to reach the students. It’s almost like a language that we
both understand, and that lead to a connection. As their leader, I made sure to
answer questions they had, motivate them, and challenge them to growth. I used my
strength in harmony and my value of humor in keeping my students engaged and
actively participating, all while keeping my professionalism, by not letting them see
much of my social media until after our class had adjourned. My students see me as
a leader, a student, and a person above all else, which leads me to believe that I
successfully built a reputable relationship as their leader.

SEE EVIDENCE #152


153. Student will describe personal examples of HDF 190 Gallup Strengths, EGR 105, In FLITE, we defined our Gallup Strengths through the StrengthsFinder Assessment.
building relationships with members as a HDF 415 My results showed that my top four strengths are in the “Relationship Builder”
leader
category. This implies that I am skilled in forming and maintaining relationships. I
used this heavily with my various group projects throughout my first year in
college. My engineering design group was selected at random, as I had missed the
selection date. My other group members had chosen each other, so I had to try my
best to form relationships with them. This was before I knew I was skilled in
relationship building, so everything was slightly uncomfortable and awkward, but
in the end it worked out. I actually work with one of those group members in a
different class, and we frequently ask each other for help on physics problems.

Leadership Inventory Revised 08/22/2017 30


In HDF 190, we were sorted into small groups and I had to define myself as a fun
loving but hardworking leader to both my group mates and my peer mentor. I
wanted to foster a bond with all of the members, especially since I had found out
that I was exceptionally skilled in building relationships with others. My other
strength, woo, also helps to strengthen these connections. Even though it is not in
the “relationship building” category, I use it to win people over and influence them
to start a connection with me. I aim to build relationships with group members in
order to make mandatory work a more enjoyable experience.

As a peer leader in HDF 415, I made connections with my students through one
on one meetings and creating a resource for out of class communication. In my
one on ones, I planned them to be leaning towards getting to know them
personally and forming that relationship where I can ask questions about their
personal lives and things they are involved in. I used my strength in positivity
and my value in humor to keep our group dynamic lighthearted and fun, while
we complete our work to the best it can be. In our group message, I made sure to
remind them of events in class and assignment due dates. This made me seem
like a credible leader, all while keeping the group fully engaged.

SEE EVIDENCE #153


154. Student will describe how credibility applies HDF 415 A credible leader is a leader who earns respect through their actions. In HDF 415, I
to leadership, as well as the characteristics learned that to be a credible leader is one that speaks with intention, honesty,
and skills of a credible leader
commitment, and fairness, among other traits. Communication is essential, and
without communication that is honest and lacks integrity, no one would want to
follow them. Positivity is also crucial in that goal without a little fun is not worth
reaching. Passion and hardworking leaders are especially important, as the people
following them should see the purpose in whatever they are doing. A fair leader is
also important because “playing favorites” is unethical and unprofessional. All of
the positive aspects are crucial and learning of these has made me much more of a
credible leader when I consciously implement them in my life.

Heitzman, A. (2015, March 24). Leadership Credibility: 10 Qualities Every Employee


Looks For in a Leader. Retrieved April 30, 2019, from https://www.inc.com/adam-
heitzman/leadership-credibility-10-qualities-every-employee-looks-for-in-a-
leader.html

SEE EVIDENCE #154/155


155. Student will describe personal examples of HDF 415 In my HDF 415 class, I have had to build my credibility and reputation as a leader
building, maintaining, and repairing his/her from someone who was not confident to someone who is proud of their skills and
own credibility as a leader
knows what they’re doing. For example, I worked hard in improving my knowledge
of the leadership models that the students would learn by reviewing the material
before each class. I made sure that my job as the attendance taker was always done,
and if I forgot I made sure to get the information from the other peer leaders. I
Leadership Inventory Revised 08/22/2017 31
answered all questions my students had about assignments and if I didn’t know the
answer, I made sure to be honest with them and find the answer for them. I made
sure to show that our class had a purpose and attempted to show my commitment
and passion for leadership through my actions and conversations that we had. Since
my one of my top Gallup Strengths is positivity, and one of my top VIA values is
fairness, I made sure our class and group dynamic was light-hearted and treated
each student exactly the same, permitting their unique attributes. There was one
moment where I really had to rebuild my credibility. I had received some criticism,
but I was embarrassed about it, but I didn’t want my students to see me feeling
shameful, so I made sure to deal with my faults on my own time and serve my
students first. I feel this has greatly improved my credibility and made me seem
more reliable and dependable. My students have expressed to me my leadership
skills and they are happy to have had me as their peer leader, which is so kind and
humbling of them to say.
156. Student will describe ethical standards in
influence
157. Student will describe influence applies to
leadership
158. Student will describe principles of effective
mentoring, as well as problems particular
to the mentoring relationship
159. Student will describe personal examples of
mentoring and being mentored
160. Student will describe principles of effective HDF 415 Challenge and Support Being a peer leader has impacts on both the student and the leader, as demonstrated
peer leadership, as well as problems theory by my peer leader role in HDF 415. Peer leading is especially important due to the
particular to peer leadership
nature of it. As the leader is person who is in a similar situation, they are more
relatable, having been through similar situations more recently than a mentor-type
leader or an advisor/counsellor. The peer leader gains experience in leading another
student. This benefits the leader as “practice makes perfect”. The student gains the
knowledge and guidance from the leader in a more relatable manner. They are more
apt to accept this support as the information they receive is relevant to personal and
social norms between peers. This interpersonal communication within the same
generation provides support in a time of transition and change. The peer leader is
accepting a role in that they know includes sharing their knowledge with others,
and truly serving others before themselves. Peer leaders also provide the student
community, resources, and referrals. This is extremely beneficial to an
undergraduate student, as they transition to working adults through their time in
college.

A disadvantage to peer leading is that there is a fine line between challenging the
student and supporting the student. If the student expects too much from the leader,
there will be no development. If the student receives too much challenge, they will
not grow, but rather they shut down. This leads to a divide in what the peer leader

Leadership Inventory Revised 08/22/2017 32


should give and what they student should expect, especially in a time of instant
gratification.

Keup, J. R., & Shook, J. L. (2012). Peer Leadership in Higher


Education. Retrieved April 30, 2019

SEE EVIDENCE #160/161

161. Student will describe personal examples HDF 190 HDF 415 As a student in HDF 190, I was placed in a small group of seven other students and
related to being a peer leader and being a peer leader. My peer leader was excellent, in that she always led us to our own
led by peers
conclusions and supported us when necessary. She led our conversations regarding
the leadership principles presented in our class, as well as debriefed our experiential
activities. She made it clear that even after our class ended, she would still be a
resource for us, and in our one on one sessions, she made sure to get to know all of
us personally, as well as address our academic needs. She was an inspiring and
credible leader and I have the utmost respect for her. She established community
between her students and the leadership studies minor, as well as going above and
beyond to be sure we had what we needed to be successful.

As I have been a peer leader in HDF 415 and seeing what my peer leader had done
for us, I try to implement these traits in my own small group. I made sure that they
knew I would be a resource to them, referred them to opportunities and resources
on campus, and tried to implement community through our group dynamic, our
class and the rest of the Center for Student Leadership Development. I made myself
available to meet outside of class to meet with them before assignments were due,
offered feedback even if I didn’t have to, and showed students where to make the
most of their leadership experience. Through their feedback, I feel as though I was a
peer leader that served them through their introductory leadership course, and I
hope to keep the bonds that we have made throughout the semester.

SEE EVIDENCE #160/161

Leadership Inventory Revised 08/22/2017 33


Leadership Inventory Revised 08/22/2017 34

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