Outcomes

Outcome Category: Self-Leadership
Outcome
Target class
1.
Student will demonstrate autonomy and a

minimized need for approval
2.
Student will demonstrate personal,

organizational, and academic examples
of self-discipline
Gender and
Womens Studies
150
3.
Student will demonstrate the ability to

manage emotions
Psychology 235
4.
Student will demonstrate knowledge of

stress management methods
Psychology 232
5.

manage stress
6.
Student will express a personal code of

leadership / membership ethics
Student will demonstrate practice of the
personal code of ethics
Student will express a personal values
7.
8.
Additional Experiences
2014-2015 academic school year

(senior year of high school)
HDF 190
Spanish 102
Spanish 102
Theater 100
HDF 190
Psychology 235, A.P. Psychology
Descriptive notes regarding learning and practice
Of all the courses I have taken thus far in my college career, my GWS 150 class has taught me the
most about personal, organizational, and academic examples of self- discipline. The professor for the
course gave us a minimum of six hours per week, but sometimes gave us more. Before every class,
we were assigned readings and videos to read/ watch and understand prior to coming to class. The
professor often gave pop quizzes. In addition, we had a midterm, a final, a final project, and a final
essay. Simply doing this work required me to be organized so that I was not doing work for the class at
the last minute, however, I took more classes than this one, so I really had to become organized. I took
the detailed syllabus she gave us, and I would look at it every day to make sure I would be prepared for
the next class we had. In addition, to make sure that I gave myself time to accomplish all of the work I
was given (in other classes as well) and take care of my physical well- being, I began using a calendar
to help stay more organized. Because I did this, I was able to make sure that I had time for workouts
and schoolwork, and it kept me accountable to myself.
In Psychology 235 (Theories of Personality), we had to write an essay about how we think that our
personalities were shaped by the experiences we have had in our pasts. We learned previously about
how reflected schemas affect who we become as people, and that those experiences make us who we
are. My essay had some moments in it that were personal and discussed certain situations that made
me the young woman I am today. One of these moments was my upbringing with my older sister, but I
wrote about how I learned to manage my emotions of anger and sadness in the event of different
situations after having to tolerate my sister being mean to me and still interacting with other people.
In my Psychology 232 course, we had a lecture on stress and stress management. We watched Ted
Talks about how to manage stress, Youtube videos on things that cause stress, and we watched more
Ted Talks and read articles about how to manage stress. We even did a meditation video. One way to
manage stress is through deep breathing techniques. Other ways to help alleviate some stress is
through using tools such as stress balls. Yoga and meditation are also good ways to alleviate some
stresses. When it comes to stresses caused by academics, it is recommended to try and get work done
early so that you are not as stressed out. Talking to someone, either a professional or just someone
who you trust, can also help to relieve stress.
I had to use a lot of the stress relief techniques that I learned in my Psychology 232 class in my
Spanish 102 class. Spanish has always been difficult for me to grasp, even though I have been taking
Spanish courses for five years. In addition to the subject being a challenging one for me, my professor
always gave a lot of homework and did not explain the material that was placed on tests and quizzes.
With all of these things together coupled with a lot of personal stress that I encountered over the
semester, I had to use the stress management techniques to stay sane. I used the deep breathing
exercises when I was in class about to take a test. When I was at home after a stressful class day, I
would do some yoga in my living room to help myself calm down. I also spent a lot of time talking to
friends about what I was going through, and that helped me get through the semester,
After taking the values test in HDF 190 and learning about personalities and how they stem partially
Leadership Inventory Revised 8/30/2013
statement
9.
Student will demonstrate practice of the

personal values statement
Theater 100
HDF 190
10
.

lead a project from start to finish (followthrough)
Junior Year Science

Fair Project
Senior Year Science Fair Project,

Senior Portfolio Presentation
11.
Student will describe goals and objective

statements regarding personal issues,
career issues, and community issues
Student will show evidence of goals and
objectives that were planned and
achieved
Student will show knowledge of the
Hierarchy of Needs theory by Maslow
A.P. Psychology
Psychology 232
12
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13
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from what people value, I learned a lot about myself and what I value in myself and others. I learned
that I believe in honesty and humility, because both of them allow me and the people I am with to
establish a trustworthy and meaningful relationship. I value love, forgiveness, and hope, because
without them, there can be no true happiness, and no one can fully devote themselves to another
person. These values have shaped me to be the person that I am, and I use these values on a daily
basis by trying to be honest with those around me, loving people unconditionally, forgiving others and
myself when things have gone wrong, and always believing that with hope, all things are possible.
In my Theater 100 class, I have come into contact with all types of people. Some people I instantly
connected with, and some relationships took more time to cultivate, but are still not great. There is one
person in particular who really made me put my personal values statement into effect. There is a girl
who is the complete opposite of me, and we did not click immediately. Even though some of her
actions are offputting to me, I put my values into action. We needed to work together to successfully
put on a play for my theater 100 class. When she was rude, I practiced my value of honesty by
explaining to her that she was not behaving politely, and trying to give her an alternative way to
express her feelings. I always try to forgive her when she says insulting things or does insulting
actions. I still have hope that one day, she and I can be friends, or that we can work together again and
it will be a smoother relationship than it was this time.
In my high school, science fair is an individualized, student- drafted project. The student chooses an
area in which to complete their project. After they decide the discipline that they want to work in, we
have to outline our project, find sponsors for our projects, complete the project, write a research paper
on the project, and present it when it is finished. In my junior year of high school, I decided that I
wanted to see if there was a correlation between student cumulative grades in math and science and
curriculum changes to the math and science programs over a five year period of time. I first drafted my
project and decided to examine data from freshmen, sophomores, juniors, and seniors from the 20082009 school year to the 2012-2013 school year. My sponsor for the project was my high school science
teacher. After I examined the data and changed it from a letter scale to a number scale, I had to
interview the teachers who taught math and science to see if there had been any changes in
curriculum over the five year period that I was analyzing. To do this, I had to obtain copies of the
curriculums that they had over the five year period and see if there were any changes in the written
curriculum. Once I finished that analysis, I ran t- tests to see if there was a statistically significant
differences between the different grades and the classes they took each year. My data yielded no
support to my hypothesis that curriculum change had a negative effect on student grades over that five
year period. Once I had my data and conclusions established, I had to create a tri-fold board to present
my findings. Initially, I only presented at my school science fair, but I was then chosen to be one of ten
high school students to represent my school at the Rhode Island State Science Fair. I presented my
project again at the State Science Fair, was awarded a Best in Fair award, and later was asked to
address a panel of teachers and parents deeply invested in the well- being of students.
Maslows theory of the Hierarchy of Needs is split into different categories. There is a base level of
needs that must be met, beginning with the physiological needs such as the needs for food, water,
sleep, breathing, and warmth. No other needs can be met until these needs are met. After physiological
needs are met, safety needs must be met. After those needs are met, safety needs can be achieved.
These include safety of the physical body, of a persons family, employment, and resources. After
safety needs are met, people can strive to meet their needs for love and belonging, which includes the
needs for friendship, family, and sexual intimacy. Next comes the need for esteem. This includes the
14
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Student will show application of Maslows

theory to own life
Psychology 232
Psychology 235
15
.
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., StrengthsQuest,
Type Focus (MBTI), LAMP, and other
career inventories, etc.)
HDF 150
Leadership Day of Discovery
16
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17
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Student will show knowledge of the theory

of Superleadership by Manz & Sims
need for higher levels of self -esteem, high confidence, a need for achievement, and a need for respect
from others. The last level that many people dont reach according to Maslow is the need for selfactualization. This level includes the attainment of uninhabited creativity, a lack of prejudice towards
others, and an embracing of morality.
Typically, my physiological and safety needs are taken care of which I am very thankful for. However, I
often find myself trapped in the levels of esteem and love/ belonging. Recently, I went through a very
difficult relationship in a personal sense, and it left me feeling unloved and like I didnt belong. It took
me a very long time to relearn that I had friends and family who loved me no matter what I went
through. Once I did that, I had to rebuild my levels of self- esteem. Between this experience and my
psychology class, I learned how much isolated situations that people encounter in life can affect the
quality of the life that someone is living. I also learned that people can move up and down the
hierarchy.
In HDF 190, we had to take inventories to find our strengths and values so that we could learn how to
utilize those in everyday life, but primarily in leadership for the focus of the course. After taking the
Values in Action inventory, I learned that my top leadership values are: honesty, love of learning,
perspective, humility, and judgment. My top leadership strengths are: intellection, being deliberative,
being an achiever, being a learner, and engaging in competition. I always try to be honest with the
people around me, even if it will not necessarily make them or myself feel better. I am always
interested in learning new things, which is why I decided to take a Gender and Womens Studies
course this semester. I try to take the time to examine all sides of a situation prior to forming a
conclusion about a person or a situation, and I try to show that to other people when I am working with
them. I have always been a very deliberative person. I weigh all of my options carefully before deciding
to follow through with someone or something. For example, it took me from the time of attending the
Leadership Institute to the week before spring semester began to commit to joining the leadership
minor, because I wanted to make sure that it would be a beneficial decision for me and my career
choice.
Student will show application of Manz &

Sims theory to own life
Outcome Category: Leadership Theories

Outcome
18
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19
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22
Target class

Authority and Bureaucracy theory of
leadership Weber
Student will describe personal application
of the above theory (Weber)
Scientific Management theory of
leadership by Taylor
of the above theory (Taylor)
.
23
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24
.
25
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26
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Management by Objectives theory of

leadership by Drucker
of the above theory (Drucker)
Student will show knowledge of Theory
X and Theory Y theory of leadership by
MacGregor
of the above theory (MacGregor)
Servant Leadership theory of leadership
by Greenleaf
27
.

of the above theory (Greenleaf)
28
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29
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30
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Principle Centered Leadership theory
by Covey
of the above theory (Covey)
HDF 190
GWS 150
HDF 190
GWS 150
Servant leadership is a theory that was developed by Robert Greenleaf. In essence, this theory
requires that a person want to serve a group of people prior to attempting to lead them. There are ten
characteristics that identify someone as a servant leader. These ten characteristics are: listening,
empathy, healing, awareness, persuasion, conceptualization, foresight, stewardship, commitment to
the growth of people, and building community. Listening gives a servant leader the ability to understand
what the people they are serving really need from them. Empathy is the ability to understand and
accept other people for who they are, including things that are unique. Healing is necessary as a
servant leader because a servant leader will use this ability to mend broken relationships in the lives of
the people that they are serving. By healing these relationships, the servant leader is improving the
quality of life for the people they are serving. Awareness of others and of the self is very beneficial to a
servant leader. It gives the servant leader the opportunity to understand issues of power and ethics.
Persuasion is sometimes necessary for a servant leader to utilize without trying to coerce the people
the servant leader is working with. Conceptualization allows servant leaders to look forward and see
what they can do with their service in the future, including how they can continue to serve more people
in the future. Foresight gives a servant leader the ability to look to see the outcome that is most likely of
a situation. This is useful because it allows the servant leader to re-determine a course of action should
the current situation not work out. Stewardship is necessary because it forces the servant leader to
commit to serving the needs of others before trying to serve their own needs. Commitment to the
growth of people is what drives servant leaders. By serving others, servant leaders are building others
up. Finally, building communities is one of the goals of a servant leader. By serving others, we help
them grow. Once people grow, they can help the people that they know grow by serving them like they
were served first, and this builds a healthy community of servant leaders.
I personally applied servant leadership to my life by going with my small group to a beach cleanup. We
served our community by cleaning the beach and the water to provide cleaner beaches for human
entertainment and a cleaner habitat for the wildlife that resides in and on the beach. I enacted the
healing characteristic by cleaning up trash on the beach. Even though humans created the problem of
dirty and polluted beaches, I tried to heal the relationship between people and the polluted beaches by
cleaning the trash with my small group. We also used the awareness characteristic by being aware of
the issue that humans cause to the beaches and being aware that we could help by cleaning.
Student will show knowledge of the 14

Points / TQM theory of leadership by
Deming
of the above theory (Deming)
32
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33
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34
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35
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36
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37
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38
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39
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40
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41
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Visionary Leadership (now often cited
as Transformational Leadership) theory
by Sashkin
of the above theory (Sashkin)
Individuals in Organizations leadership
theory by Argyris
of the above theory (Argyris)
Students will demonstrate knowledge of
the 4 Vs theory of leadership by Grace
(Center for Ethical Leadership)
of the above theory (Grace)
Situational Leadership theory by Hersey
& Blanchard
of the above theory (Hersey & Blanchard)
Relational Leadership model by
Komives, McMahon & Lucas
HDF 190

of the above theory (Komives et al)
HDF 190
Communication 100
The Relational Leadership model by Komives, McMahon & Lucas is about utilizing the three
categories of knowing, being, and doing to be an effective leader. In this leadership model, there are
five components of relationship building that join together to form effective leadership: inclusiveness,
process- oriented, ethical, empowering, and purposeful. For each component, one must know
understand a crucial concept of the component, believe something positive about the people or the
environment they are attempting to thrive in, and actively work in a manner that will benefit the group.
For example, people who are inclusive leaders must know about themselves and others, believe that
everyone can make a difference, and they must listen when other people try to communicate with
them. Someone who uses empowering leadership needs to understand the concept of self- esteem
and how it can be nurtured or destroyed, needs to believe that everyone has something to offer, and
must encourage others. Someone practicing purposeful leadership must know how to change
processes and models in the event that things arent going the way that they need to, they need to
believe that both individuals and groups can make a difference, and they need to think creatively.
Ethical leaders need to understand how values develop, need to believe that actions and decisions that
benefit others are more important that actions that culminate in self gain, and they must be reliable and
responsible. Finally, process- oriented leaders need to understand a sense of community, need to
believe that the process is as important as the outcome, and need to be skilled in the art of
collaboration.
I have learned that I am a purposeful leader. When I decide to do something, I have a commitment to
the job that I am supposed to do and the people that I am doing the job with. Because I am a
deliberative person, I always spend time analyzing what the vision or mission is of the job that I am
supposed to do. I am not a very optimistic person, but I believe that having a positive attitude helps
everyone work together better, and I enjoy identifying the goals that need to be met in a project to
make sure that everything that the group wishes to accomplish will get accomplished. Last semester, I
worked on a group project in Communication 100. The mission of the project was to inform our
audience of classmates about animal abuse in the industries of food, entertainment, and cosmetics. At
one point, some of my group members seemed pessimistic about the project, declaring it stupid and
42
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concept of constructivism
43
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44
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45
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46
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Students will describe personal examples

of implementing constructivism
47
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of the above theory (Astin et al)

experiential learning in leadership
development (Kolb)
of experiential learning in leadership
development (Kolb)
Social Change Model of Leadership
Development by Astin et al
Personal
Research
HDF 190
HDF 190
a waste of their time. I told them that even if they felt that way, as long as we completed the goal of
disseminating the information to our audience, they didnt have to be bored. I encouraged them to
simply complete their part of the project, and then they would have no reason to be continually bored.
After that, the girls who claimed to be bored quickly completed their section of the project. They were
relieved to be finished, and I was glad that our goal had been reached.
I learned a little bit about Jerome Brumers constructivist theory. This theory is based in studies of how
people learn, and it claims that since learning is an active process, people will learn best by
understanding ideas from past experiences that they will use to shape the interpretation of future
knowledge of the world. This theory differs from other theories that are about learning because it asks
an instructor to allow for the student to take the time to internalize the situations that they experience in
order to give them a basis for further learning, instead of continually feeding information to the learner
without giving time for reflection.
The social change leadership model was created by Alexander and Helen Astin. According to the HDF
190 course packet, the social change model attempts to solve problems at their source instead of
solving little issues that occur because the root of the problem is still intact. The social change model
requires active leadership from three places: an individual, a group, and society. In each circle, there
must be development occurring so that each of the groups can work together. Each group brings
unique strengths to what will become the social change. The individual brings self- awareness and
knowledge of what they value, while the group works to try and foster collaboration between all parties
involved. Finally, on the societal level, the drive to bring about change for the common good (HDF
course packet) must be present. When all of these levels converge, the social change model is
enacted. There are seven values that begin with c that are typically associated with the Social
Change Model. These cs are: consciousness of self, congruence, commitment, collaboration,
common purpose, controversy with civility, and citizenship. One other value that is not included on the
list but is thought to be equally important as the rest of the values is change. Consciousness of self is
when someone is aware of the things that make them want to act, such as what they believe in and
what they value. Congruence is someones consistency to the things that they say they believe in and
value. Without consciousness of self, no one can have congruence. Commitment is the dedication to
continue serving and enacting the change that someone claims to want to see. To be fully committed,
one must have a passion for what they are changing. Collaboration is when people can work together
as a group to reach their goal, while still learning to identify more of their values and passions. The
common purpose is necessary to use in the social change model because if the individual, group, and
society are not working with shared aims and values, they cannot have a shared goal, and that means
that they cannot effectively work together. Controversy with civility occurs when differences exist in the
group. This moment gives the group an opportunity to accept each others differences and to resolve
conflicts while keeping their common goal in mind. Citizenship is an active engagement in the
community that has been established. This involves the individual community, the group community,
and the community made up of society. The last c, change, is what will happen if the three sections of
the model come together and use the seven critical values needed for success.
I experienced the social change model personally in the HDF 190 class. Our classes were split in half,
so we had to work with people from the other FLITE section. Our new class was split into groups of
three. One group represented the individual, one group represented groups, and one group
represented society. We each received a hula hoop and some colored floor dots with some of the
critical values of the social change model written on them. The hula hoops were placed in the floor in a
triangular format, and there was an additional hoop placed in the middle of the three that the class was
given. Our objective was to get our group from our initial starting hoop through the other two hoops and
back to our home hoop. Although this sounded easy, we were given limitations, such as if someone
was standing at the hula hoop, they had to have at least one foot in the hoop at all times, and a body
part had to be in contact with the colored floor circles at all times. If either of these rules were broken,
the group lost one of the floor circles, and there was no guarantee we would get it back. The only way
that we could travel from hoop to hoop was to step on the colored floor circles, and we were only given
four per group initially. After many minutes of people falling over, floor circles being taken away, silly
songs being sung to get them back, and people being blindfolded and silenced, the whole class
completed the task by working together. Initially, each group tried to only rely on the people in their hula
hoop to get where they needed to go. As time wore on, however, we learned that it simply was not
possible to achieve your own goal if someone was blocking your way trying to reach theirs. We had to
use consciousness of self to be aware of what we needed to achieve, and collaboration to achieve the
goal. It was hard to collaborate until we realized that we all had a common goal: to get to where we
started by going through other peoples space. Once we realized our common purpose, it was much
easier to commit to the goal we had set, even when we were faced with controversy with civility. There
were some moments of dissension in the room when some people would get impatient or the class
would experience a setback because a group lost one of their floor circles. When we rationally
discussed the issues we were having, we realized that we could easily overcome the problem of not
having enough circles to get to another hula hoop by engaging in more collaboration. We ended up
forming a human chain and passing the floor circles around in a circle so that people could get where
they needed to go. Once all of that was done, we realized how important it is for an individual, a group,
and a society to work together to effectively enact change. If we hadnt applied the social change
model to our situation, I would still be standing in the union with one foot stuck inside my hula hoop.
48
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50
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51
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52
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56

the Leadership Identity Development
Model by Komives et al
Students will describe personal
application of the above theory. (Komives
et al)
the Strengths-Development Model by
Hulme et al
of the above theory (Hulme et al)
behavior theories of leadership from
Michigan and Ohio State
of the above theories (Michigan & Ohio
State)
Charismatic leadership
of the above theory
.
57
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58
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59
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60
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61
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62
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63
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65
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66
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67
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contingency approach to leadership by

Fiedler
of the above theory (Fiedler)
Path-Goal theory by House
of the above theory (House)
Leader Member Exchange (LMX) theory
of the above theory
Leadership Substitutes Theory
of the above theory
Models of leader emergence
Student will describe the impact of traits
on leadership emergence and
performance
Chaos approach to leadership by
Wheatley
of the above theory (Wheatley)
Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership

Outcome
68
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69
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70
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71
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72
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73
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74
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75
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76
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77
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78
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79
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80
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81
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Target class
Student will demonstrate how cultural

anthropology / paradigms relate to
leadership
Student will describe personal example
of using cultural anthropology /
paradigms as a leader
the Cycles of Socialization (Harro)
theory and its uses in leadership
Students will demonstrate personal
application of the Cycles of
Socialization (Harro)
the Cycles of Liberation (Harro) theory
and its uses in leadership
Student will demonstrate personal
application of the Cycles of Liberation
(Harro)
the Configuration of Power (Franklin)
and its relationship to leadership
application of the Configuration of
Power (Franklin)
racial identity development via the Cross,
Helms or other models (Ferdman &
Gallegos; Kim; Horse; Wijeyesinghe etc.)
application of model(s) of racial identity
development above
McIntoshs theory of privilege and its
relationship to leadership
application of McIntoshs theory
Student will describe the differences and
similarities of individual and institutional
oppression and relationships to
leadership
Student will show knowledge of effective
leadership as it relates to change agency
HDF 190
In HDF 190, I have learned many theories that utilize effective leadership to create change in different
ways. In Komives et als theory of relational development, I learned that there are many types of
leaders, and that the things that each of them think, do, and believe allow them to create change in the
best way that they can. To create change, a leader must embody a personal style of leadership
82
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Student will describe personal examples

of being a change agent
Gender and
Womens Studies
150
HDF 190
83
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Student will create a personal code of

inclusive leadership
HDF 190
Communication 100
84
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85
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86
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87
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the Model of Intercultural Sensitivity by
Bennett and its uses in leadership
Students will demonstrate personal
application of the Model of Intercultural
Sensitivity by Bennett
the ally Action Continuum by Griffin &
Harro
application of the Action Continuum by
Griffin & Harro
(inclusive, empowering, purposeful, ethical, and/ or process oriented) and find a way to show the
people they are working with that they believe change is possible to achieve and will be achieved.
I have been a change agent through an action project I completed in my gender and womens studies
class and in my HDF 190 class. In GWS 150, my groups action project was to research gender
inequalities in the workplace, in sports, and in the armed forces. We looked at the background of each
area, statistics from each section, and how things can be changed in the future. The goal of this project
is to create awareness across our society, so that social change can be implemented. Similarly in my
HDF 190 class, my group did a beach cleanup as part of a servant leadership project. We wanted to
actively assist the change and show others that they can serve their community to make it a better
place as well. Info
Everyone deserves to be a part of something. To ensure that people I interact with are included in
activities I take part in, I will listen to others when they speak to me with their voices, and with their
silence. I believe that everyone should be given equal opportunities and should be treated with
fairness, so I will give everyone equal opportunities to share their thoughts and ideas while remaining
aware that other people see the world through different frames than I do.
Outcome Category: Critical Thinking

Outcome
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90
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91
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92
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Target class
Student will show knowledge of principles

of critical thinking (logic is used in this
minor)
Student will demonstrate proficiency of
critical thinking
Student will show knowledge of
metaphorical analysis to critically analyze
self and leadership situations
metaphorical analysis to critically analyze
self and leadership situations
Student will show knowledge of at least five
decision making methods
10
93
.
94
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Student will describe personal examples of

having used five decision making methods
Student will show knowledge of at least five
problem solving / conflict management
methods, as well as understanding the
roots of conflicts
Communication
100
95
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having used five problem solving / conflict
management methods (if student has been
trained in mediation, that information goes
here)
Communication
100
96
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Student will describe what it means to

analyze, criticize, synthesize and utilize
information as a leader
leadership that is used in crisis
HDF 190
As explained in the Communication Fundamentals by Albert, Martin, and Nakayama, conflict occurs
when interdependent parties perceive that they have incompatible interests related to the distribution of
limited resources (228). Interdependence is when people have to rely on each other. According to the
textbook, the roots of conflict are a misconception on one or all parties that there are no common
interests at hand, or that the resources they are expected to share are too limited. These resources
can vary from material things such as money or time, but can also be abstract things like respect and
power. Other roots of conflict are the opposing behaviors of people who work together, and the
personalities of the people who work together. There are two main conflict management methods
which each have subsets. The two main conflict management methods are direct and indirect conflict
styles. In the direct conflict styles, there is competitive fighting, compromising, and collaborating, while
in the indirect fighting styles, there is indirect fighting, avoiding, and yielding. Compromising is when a
person solves conflict by conceding some of their wishes and having the person they are having
conflict with do the same so that both parties can have some of their needs met. Collaborating includes
open communication and finding solutions to problems that satisfy everyones needs completely.
Avoiding is intentionally ignoring the conflict at hand in the hopes that it will blow over or resolve itself.
Although this strategy does work occasionally, the issues typically will resurface and need attention.
Yielding is when one person gives into another persons requests/ demands by giving up all of the
requests that they had. Competitive fighting is when someone only cares about what they want and not
about a partners needs. This type of conflict management method focuses on getting one point across
and ignoring all other views.
In my Communication 100 class, when I worked in my group project, we had to address conflict and we
managed it in many ways. My group and I compromised when we decided to meet on Sundays. This is
a compromise because I had to leave my house to come to campus on a Sunday and so did my group,
but that was so that we did not have to meet late at night. We collaborated when we decided to have a
group google doc and google slides for when we were working from home, but also to meet in the
library when we met to work because one of the girls in the group needed a quiet place to work so that
she could focus, and the library ensured that no one was favorited by not having to leave their dorm to
work with the group. We avoided dealing with one problem we had, which was that one of the girls in
the group was barely contributing anything. We worked in partners within our group, and one person let
her partner do all of the work. We joked about it a little bit, but tried to ignore the issue. Eventually,
before we presented, we had to deal with the problem and confront the girl who wasnt working, and
she ended up doing her part to help the group succeed. One of the girls in our group had to use
yielding as a form of conflict management when our group was first put together. She wanted to
research animal cruelty in places like puppy mills and pet stores, but no one else in the group wanted
to research that. Instead, she gave up that desire in favor for the rest of the groups idea, which was to
research animal cruelty in entertainment.
Leadership Institute 2015
In the 2015 leadership institute and at HDF 190s Day of Discovery, I was taught about different ways
that people lead. Encourage the Heart is a leader who leads others through encouragement of their
strengths and a strong belief in another persons ability to be great and produce great things, even if
the other person cant see that for themselves. Model the Way is when someone leads through actions
that other people can follow. Since this type of leadership involves completing an action before
expecting others to do it, a trust bond is formed between this leader and the people who are being led
by them. Inspire a Shared Vision is when the leader can encourage others to come together based on
a shared goal that everyone in the group wants to meet. Challenge the Process is a leader who has the
belief and will to try reaching a goal in a way that is often unorthodox. This type of leader enjoys forging
11
98
.
new paths to reach the same goals as other people. Enable Others to Act is a leader who makes very
effective partnerships in which the can convince or inspire other people to actively work towards a goal.
Each of these styles can be used in a time of crisis to lead others in their own way. Encourage the
Heart can be used to reassure other people in a time of crisis by helping them focus on their strengths
or positives of a situation. This can help calm people who are panicked or help people through a tough
situation where they feel like they wont be able to get something accomplished. Model the Way can be
used because this type of leader is giving the other people in a crisis situation a model to act after; if
they are a positive model for whatever crisis is taking place, the other people with them will be better
off for it. Inspire a Shared Vision can be used in a time of crisis because someone using this kind of
leadership style can refocus a group and center them on the goal they were trying to reach but lost
track of. Challenge the Process can be used in a time of crisis because typically, whatever the normal
process is cannot be used in a time of crisis, since normal procedure is established for periods of
normalcy. Someone who leads others by challenging the process can find a new way to achieve a goal
that others may not have thought of. Enable Others to Act can be used in a time of crisis because this
type of leader can create new connections that may have seemed unlikely between them and the
people that they are working with. Creating these bonds with new people (or people who havent
worked together previously) can calm a tense situation.
I led using Encourage the Heart at my job in February of 2016. I was working a Saturday shift with
another employee, and when I went to use the bathroom, a young girl managed to leave the area
where the childcare facility of my job is and went to go sit in the lobby. At the time, he was supposed to
be in a dance class across the hall from the childcare room, and neither I nor my coworker noticed that
she was missing from the dance class. When her father came to pick up her belongings, we went to
collect her, and he told us that she was already upstairs sitting alone in the lobby. Both my coworker
and I felt terrible, and we handled the situation professionally after we recovered the child. My
supervisor was very panicked after the family left for the day, but I helped her look on the positive side
by noting that although my coworker and I made a very big mistake, it taught us a valuable lesson
about the safety practices we had in effect at the time and we learned from our mistakes. My coworker
felt as though she was completely responsible for what had happened and she felt like a failure at the
job, so I helped her by letting her know that it was not an intentional action and that she was still
wonderful at her job. I wrote a letter to the parents of the child as well, and it seemed to make them feel
a little better about the situation. Although there was definitely a crisis, utilizing encourage the heart
helped lead people in a positive direction, and I even ended up getting an award because of how I
handled the situation.
Student will describe examples of

leadership in crisis situations
Outcome Category: Interpersonal and Organizational Concepts & Skills
99.
Outcome
Target class

active listening techniques
Personal
Research
All classes
According to the Mindtools website, active listening can be achieved through some fairly simple
actions. Firstly is to give the speaker your undivided attention by looking directly at them, and putting
aside distracting thoughts and materials. Secondly is to show the speaker that youre listening. This
can be done by physically responding to what the speakers says, such as nodding and smiling if they
say things you agree with. Thirdly, Mindtools recommends providing feedback to the speaker once they
are finished speaking. This can be done by asking questions. Fourthly, to actively listen, one must
12
100
.
Student will describe examples of using

active listening skills
101
.
102
.
103
.
104
.
105
.
106
.
107
.
108
.
109
.
110.

functions of group communication by
Hirokawa
of functions of group communication
(Hirokawa)
Student will show knowledge of techniques
regarding giving and accepting of feedback
111.
112.
113.
Theater 100
All classes
refrain from judging the speaker and interrupting them. An understanding that everyone will have a turn
to share their thoughts is great to encourage active listening. Finally, to practice active listening, one
should respond appropriately to whatever was said when it is their turn to respond. Mindtools defines
active listening as a model for respect and understanding. An active listener should be honest when
they respond to a speaker, but they should present their thoughts in a respectful manner.
In all classes, it is important to use active listening to get the best results from my learning. In theater
100, however, it was especially important to use active listening skills because I needed to learn from a
textbook sense and a physical sense when I acted in the class play. Early on in the semester, we had a
class where we first met the TA of our class. During our time together that day, my TA Ray talked to the
class about what would be expected of us over the course of the semester. I looked directly at him
while he was speaking, I nodded and used nonverbal gestures to show that I was listening (such as
laughing when he said something I found funny). Once Ray was finished explaining and sharing what
he felt he needed to share, he gave the class the opportunity to ask questions so that we would be
clear about his expectations. During that time, I practiced active listening by asking questions that were
appropriate to the topic he had brought forward, such as asking for clarification on due dates and
assignments.
Student will describe examples of giving

and accepting feedback.
facilitation and de-briefing techniques
facilitation and de-briefing techniques
framing and breaking the frame
framing and breaking the frame
Student will show knowledge of organizing
meetings / setting agendas / and leading
meetings
organizing meetings / setting agendas /
leading meetings
Parliamentary Procedure
Student will show knowledge of techniques
for working with difficult people
using techniques to work effectively with
13
difficult people
Student will show knowledge of the stages
of group development (Tuckman, Bennis or
others)
group development in use (Tuckman,
Bennis or others).
Student will show knowledge of group
dynamics and group roles
Communication
100
117.

group dynamics and group roles
Communication
100
118.

memberships skills in groups
membership skills in use
114.
115.
116.
119.
In my Communication 100 class, we discussed a lot about group roles in two ways: task roles and
relational roles. According to the Communication Fundamentals textbook written by Jess K. Alberts,
Judith N. Martin, and Thomas K. Nakayama, there are eleven small group task roles and eight
relational roles. The task roles are initiator- contributor, information seeker, opinion seeker, information
giver, opinion giver, elaborator, coordinator, orienter, evaluator- critic, energizer, procedural technician,
and recorder. An initiator- contributor tries to introduce new ways to solve problems, the information
seeker looks for clarification, the opinion seeker looks for other peoples opinions about their ideas. The
information giver is the person who gives facts to the group, the opinion giver shares their opinion with
the group, the elaborator expounds upon information already given to help clarify it. The coordinator
shows the connections between different ideas that are presented, the orienter keeps the group
focused, and the evaluator- critic criticizes the information given. The energizer helps keep the group
motivated and productive, while the procedural technician does physical tasks such as distributing
papers, and the recorder records everything that happens in the group, including the progress that gets
made. Task roles are directly related to the accomplishment of group goals (260). In contrast,
relational roles relate to the social setting that will be established in the group. The relational roles are:
encourager, harmonizer, compromiser, gatekeeper, expediter, standard setter, group observer, and
follower. The encourager encourages the people in their group by praising them for the contribution of
their ideas. The harmonizer brings harmony to group members who may be in the midst of a
disagreement by showing the opposing side to each person and helping end the disagreement. The
compromiser tries to solve disagreements by finding a compromise that both everyone can agree to
use. The gatekeeper tries to include everyone from the group in conversation, especially the quiet
people who do not often participate in discussion. The expediter is kind of opposite to the gatekeeper,
because the expediter attempts to limit the amount or length of contributions that talkative group
members offer to make room for the quiet people. The standard setter sets goals for the rest of the
group. The group observers keeps watch over the group and record what happens in terms of
progression towards the group goal. The follower is someone who agrees with what everyone else
says and does.
In my communication 100 class, we had to do a group project, and at the end, we were asked to
assess the relational and group roles that people fit during the process. My groups topic for
presentation was animal abuse. During the process of putting together our information, I realized that in
my group, I was the elaborator and orienter. I typically tried to explain the ideas that were put forth to
everyone, but in particular to the information seeker, so that she could understand what was going on. I
also kept my group on track by doing a recap of what we had discussed and progress we had made
after a meeting and noting what we needed to have achieved for our next meeting. I was also a
compromiser when it came time to figure out how the group would meet up. Since I was one of two
people in the group that did not live on campus, I had to compromise with the rest of my team. Our
compromise was that we would never meet up too late in the day so that I could get home at a
reasonable time, but that I would go down to the campus on a Sunday in the early afternoon so that we
all could get work done.
14
120
.
121
.
122
.

Challenge and Support theory by Sanford,
and its relationship to organizations
using the theory of Challenge and Support
(Sanford)
construction / elements of informative and
persuasive speeches
123
.
Student will demonstrate proficiency in

informative and persuasive public speaking
124
.
125
.
126
.
127
.
128
.
129
Student will show knowledge of planning

and conducting interviews (as the
interviewer)
planning and conducting interviews (as the
interviewer)
Student will show knowledge of preparing
for and effective answers in interviews (as
the interviewee)
preparing for and being interviewed
Communication
100
Communication
100
In my communication 100 course, we learned about informative and persuasive speaking. Informative
speeches are used to inform an audience about a topic. Informative speeches are constructed using a
chronological pattern, a geographical pattern, or a topical pattern. As it sounds, a chronological pattern
puts the main points in order according to when they happened. A geographical pattern organizes
points by physical location. This is useful when informing an audience about a place. A topical pattern
is most common for informative speeches, and it is when the points are organized in an order which
seems logical to speak in. Persuasive speeches are used to influence an audiences attitudes, beliefs,
values, or behavior. To attempt to persuade an audiences attitude, a speakers goal is to appeal to
their like or dislike and try to sway the audience in a way fitting to the speakers own like or dislike. To
impact an audiences beliefs, a speaker must try to persuade the audience to change their beliefs on
what is right or wrong. To impact the values of an audience, a speaker should focus on what people
feel is right and good versus what they feel is wrong and bad. Finally, to impact an audiences behavior,
a speaker should focus on actions that cause a problem, while making the change in behavior the
solution. To organize a persuasive speech, the speech should be put into one of three patterns:
problem- solution- action, claim, or Monroes motivated sequence. The problem- solution- action
pattern allows a speaker to state the problem, propose a solution, and call the audience to action. The
claim pattern is similar to the topical pattern for informative speeches, in that the speaker will order
their main points however they best see them fit to share with an audience. Monroes motivated
sequence requires five pieces to be effective: attention, need, satisfaction, visualization, and action.
First, the speaker needs to get everyones attention. Then, the speaker must prove to the audience that
theres a need for them to be persuaded. Next, the speaker must show a solution to the problem. Once
the solution has been announced, the speaker must help the audience visualize the benefits that they
will receive from being persuaded. Finally, the speaker must call the audience to action.
In my communication 100 class, we had to give an informative speech about a topic of our choosing.
The topic I chose was mental health. I used the topical pattern to organize my speech. My outline and
resulting speech kept to the set- up of a topical pattern. I established my topic, gave my general and
specific purpose, made my thesis statement, and proceeded to share my main and sub-points to
support my thesis statement. I used this outline to give a proficient informative speech, evident by the A
that I received for the assignment.

collaboration / coalition building
15
.
130
.
131
.
132
.
133
.
134
.
135
.
136
.
137
.
138
.
139
.
140
.
working in collaboratives/coalitions
141
.
142
.
143
.
144
.
145
.

mentoring and being mentored

Intercultural communication considerations
Student will demonstrate proficiency in
intercultural communication
Student will describe ways to maintain
accountability in leadership / member
relationships
related to maintaining accountability as a
leader
Student will describe ways to build
relationships between leaders and
members
building relationships with members as a
leader
Student will describe how credibility applies
to leadership, as well as the characteristics
and skills of a credible leader
building, maintaining, and repairing his/her
own credibility as a leader
Student will describe ethical standards in
influence
Student will describe influence applies to
leadership
Student will describe principles of effective
mentoring, as well as problems particular
to the mentoring relationship
Student will describe principles of effective

peer leadership, as well as problems
particular to peer leadership
related to being a peer leader and being
led by peers
Student will describe the four frames of
organizations by Bolman and Deal
of organizational analysis using the four
frames of organizations (Bolman and Deal)
16
17

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Outcome Category: Self-Leadership

Student will demonstrate autonomy and a

Student will demonstrate personal,

Student will demonstrate the ability to

Student will demonstrate knowledge of

Student will demonstrate the ability to

Student will express a personal code of

2014-2015 academic school year

Psychology 235, A.P. Psychology

Descriptive notes regarding learning and practice

Student will demonstrate practice of the

Student will demonstrate the ability to

Junior Year Science

Senior Year Science Fair Project,

Student will describe goals and objective

Student will show application of Maslows

Student will describe personal leadership

Leadership Day of Discovery

Student will show knowledge of the theory

Student will show application of Manz &

Outcome Category: Leadership Theories

Descriptive notes regarding learning and practice

Student will show knowledge of the

Management by Objectives theory of

Student will describe personal application

Student will show knowledge of the

Student will show knowledge of the 14

Student will show knowledge of the

Student will describe personal application

Student will show knowledge of the

Students will describe personal examples

Student will describe personal application

Student will demonstrate knowledge of

Students will demonstrate knowledge of

contingency approach to leadership by

Leadership Inventory Revised 8/30/2013

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

Descriptive notes regarding learning and practice

Student will demonstrate how cultural

Student will describe personal examples

Student will create a personal code of

Student will demonstrate knowledge of

Outcome Category: Critical Thinking

Descriptive notes regarding learning and practice

Student will show knowledge of principles

Student will describe personal examples of

Student will describe personal examples of

Student will describe what it means to

Leadership Institute 2015

Student will describe examples of

Outcome Category: Interpersonal and Organizational Concepts & Skills

Descriptive notes regarding learning and practice

Student will demonstrate knowledge of

Student will describe examples of using

Student will demonstrate knowledge of

Student will describe examples of giving

Student will describe personal examples of

Student will show knowledge of effective

Leadership Inventory Revised 8/30/2013

Student will show knowledge of the

Student will demonstrate proficiency in

Student will show knowledge of planning