Outcomes & Evidence Progress Inventory : Leadership Development

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

Date Enrolled: 2014
Date of Graduation: May 2020 (Minor completed 2018)
*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 04/20/2018 1

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

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

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

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

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

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

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

*Additional classes may be appropriate and therefore added to the list; see CSLD for the most updated list or bring a class that you think should be an elective
AAF 300: Civil Rights Movement in the US COM 402: Leadership and Motivation (capstone option) HDF 416: Leadership in Organizations
BUS 341: Organizational Behavior COM 407: Political Communication HDF 417: Leadership Minor Internship
BUS 342: Human Resource Management COM 415: The Ethics of Persuasion HDF 437: Law & Families in the U.S.
BUS 441: Leadership & Motivation (capstone option) COM 421: Advanced Interpersonal Communication HDF 450: Introduction to Counseling
BUS 443: Organizational Design & Change COM 422: Communication and Conflict HPR 118: Honors Course in Speech Communications
BUS 448: International Dimensions of Business COM 441: Race, Politics and the Media HPR 203: The Prepared Mind
BUS 449: Entrepreneurship COM 450: Organizational Communication HPR 412: Honors Seminar (capstone option)
COM 100: Communication Fundamentals COM 461/462: Managing Cultural Differences in Organizations MSL 101: Introduction to Military Leadership
COM 202: Public Speaking CSV 302: URI Community Service MSL 201: Leadership & Military History
COM 208: Argumentation and Debate GWS 150: Introduction to Women’s Studies MSL 201: Military Skills and History of Warfare
COM 210: Persuasion: The Rhetoric of Influence GWS 310: Race, Class, Sexuality in Women’s Lives MSL 202: Leadership & Team Building
COM 221: Interpersonal Communication GWS 350: International Women’s Issues MSL 301: Leadership & Management
COM 250: Small Group Communication HDF 190: First‐Year Leaders Inspired to Excellence (FLITE) PEX 375: Women in Sport ‐ Contemporary Perspectives
COM 302: Advanced Public Speaking (introductory course option) PHL 212: Ethics
COM 308: Advanced Argumentation HDF 290: Modern Leadership Issues (introductory course option) PSC 304: Introduction to Public Administration
COM 322: Gender & Communication HDF 291: Rose Butler Browne Program Peer Mentoring Program PSC 369: Legislative Process and Public Policy
COM 351: Oral Comm. in Business & the Professions HDF 412: Historical, Multi‐Ethnic, & Alternative Leadership PSC 504: Ethics in Public Administration
COM 361: Intercultural Communication (capstone option) SOC300/WMS350: Women and Work
COM 383: Rhetorical Theory HDF 413: Student Organization Leadership Consulting THE 221: Stage Management
COM 385: Communication and Social Influence HDF 414: Leadership for Activism and Social Change THE 341: Theater Management
HDF 415: FLITE Peer Leadership
BECOMING A POSITIVE LEADER THROUGH DEVELOPMENT & INVOLVEMENT
Wilson, 1998 (URI Memorial Union / Center for Student Leadership Development)
Revised after the publication of Exploring Leadership: for College Students Who Want to Make a Difference by Komives, McMahon and Lucas, 1998.
You need to have your own act together before you can lead others:
2. Lead Yourself
 Time management
 Organization
1. Know Yourself  Self care
 Self discipline
Lead Others  Strengths  Perseverance
 Weaknesses  Develop and maintain family,
 Values PROGRESS
interpersonal, and intimate relationships
 Needs  Academic, social, personal goals and
P  Styles
R objectives
o Learning
O o Teaching
G o Personality P
R o Membership R
E o Leadership O
S G
RE-EVALUATE R
S
former stages E
as you progress S
4. Develop and Refine
Skills S
 Leadership theory and

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

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

Outcome Category: Self-Leadership
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
1. Student will demonstrate autonomy and a -CVS employee Autonomy is something I believe to be very important in a leader. Being able to start and complete
minimized need for approval tasks and be confident in one’s ability to do so is critical to being successful and respected as a leader.
I have always been a very independent individual and take pride in that quality of mine. When
something is mentioned or asked I take it upon myself to find out more or answer the question. When
given an assignment I don’t wait for a deadline, but rather I start to work on it right away. Being able to
demonstrate this independence in school and personal life is something that I have always done
whether it is getting ahead on my school work or plan a trip for a group of friends. People often have
asked me advice on planning assignments or trips because they know that I have experience in doing
all these on my own. However, when starting in a new company or new position it is always difficult to
establish this autonomy at first. At CVS, I began my work in summer 2017 as an intern. As an intern, I
wore a white jacket and people often to looked to me for the answers. When I was training and in the
first month of this job I began flustered and frustrated when people would ask me for help and I could
not help them. Instead I was the one asking for advice and looking to others for how to do things. This
is normal inn a new position, but I was determined to learn the information fast. Once I became
comfortable in the position I was able to do most things and answer questions by myself. After a while
I started to create my own systems and ideas for doing thing. One notable example of my autonomy
was my introduction of a daily and nightly checklist to the store. In my Rhode Island placement, the
store had a checklist each day to help get everything completed in a timely manner. At the other store
I work at in Connecticut, they were more unorganized and struggling through miscommunications. I
took it upon myself to obtain a copy of the checklist and bring this technique to the store. I did not
suggest that someone make this, but rather introduced it myself and explained it to the team. I did not
look for approval or ask permission, but took the opportunity myself to change an ongoing problem I
saw and improve the store flow. By introducing this to the store I showed my independence and I
became the resource for questions and organization of this process.
Evidence:
-CVS daily and nightly checklist
2. Student will demonstrate personal, HDF 190 -StrengthsQuest results In HDF 190 I took an online assessment to evaluate my strengths using GALLUP’s StrengthsQuest.
organizational, and academic examples of -fitbit Two of my top strengths are Achiever and Responsibility; I always try my hardest with new tasks and I
self-discipline -planner, lists, and calendars always do my best follow through with what I do. I use these strengths and self-discipline in several
-BIO 121 (Anatomy) aspects of my life. I show personal self-discipline through my dedication to a healthy lifestyle. I have
-CHM 227 (Organic Chemistry) made a promise to myself and followed through with a healthy diet and regular exercise. I moderate my
eating habits by only having one cheat day a week where I can eat “junk” food. And I stick to my
workout schedule even if it means improvising in my dorm room when I don’t have time to go to the
gym. I also have a fitbit that I wear every day to keep track of how many steps I am taking and how
much I work out. I have a goal set for everyday through the fitbit app and make sure I complete it.
I am very organizationally self-disciplined. I stay organized with my planner, sticky notes, and the
apple calendar on my phone and computer. I use my planner to write down all my homework and
meetings I have and some important dates, and when that homework or meeting is completed, I
highlight it. I use sticky notes for everything from reminders to marking the important pages in a book
to shopping and to-do lists. To further distinguish these notes, I use different colors for different
purposes. For example, blue signifies a to-do list, purple is used for shopping lists, and orange is used
as reminders. Then to keep up to date with my schedule, I use my calendar on my phone and
computer. I find the apple calendar very useful because of the ease of use and accessibility with my
iPhone. This app also allows me to color code the different “events” I create; I use pink for classes,
orange for meetings, and for social related events. This compiles all my plans in one place where I can
prioritize them as well as keep track of the balance I have of all these different aspects of my life.
Having this on my both my phone and computer is helpful for when I make plans with someone
whether it is in person or over e-mail because I just have to pull up another page and check my
schedule. Using all these tools keeps me organized and up to date with all my work and activities.
I keep myself self-disciplined in academics by committing myself to always going to class and
preparing by reading over the material before. Then in my more challenging classes such as Anatomy
and Organic Chemistry, I go over the material we talked about in class and create an outline before we
move on to the next topic. This helps keep me up-to-date on the material and make sure I understand it
before moving on. If I don’t understand it, I make sure to go to the SI sessions or see my teacher to
clarify the topics that I haven’t mastered. I also make sure to leave enough time to complete all of my
academic assignments by prioritizing and planning out how long each assignment takes. So far it has
paid off well and I finished my first semester in the pre-pharmacy program with a 3.95 GPA and got A’s
on my first two exams for both Organic Chemistry and Anatomy. I am pleased that my academic self-
discipline has helped me be successful thus far.
Evidence:
-Planner
-Sticky Notes
-Apple Calendar
-Anatomy outline
-SI worksheet
3. Student will demonstrate the ability to -classmate passing away Death is never an easy thing to face, especially when you are close to that person. I, along with my
manage emotions entire high school student body, faced a large amount of emotions when a student named Nick
Coleman passed away in a car accident his senior year of high school. At the time of his passing I was
a junior, but he was in my chemistry class. Although we were not very close, I knew him at a personal
level and when I received the news I felt a lot of emotions. I was upset, scared, confused, and worried.
Everyone in my school came together for a vigil to honor nick on the night that he passed and his
family and friends shared stories and thoughts about him. On this night I cried a lot and was very upset,
but then a friend of Nick who was also in our class came to talk to me and reminded me that Nick
wouldn’t want me to think about the bad situation but rather remember the good times. The next day in
school was a very somber day in my high school, but I was able to handle my emotions to get through
the day. The school had many different programs and options to help people mourn in different ways.
For me, I did not focus on the death, but on the positive impact he made on so many people. I did not
talk about him or the situation because that is what brought all the emotions to mind. For me, dwelling
on and talking about a bad situation is not helpful and rather than sharing with everyone I prefer to
share with a select few people and try to make light of the situation. It is important that deaths like
Nick’s are recognized, but it is also important to me to help those that were close to him. One of my
teachers gave us the option to write a paragraph about Nick and what he meant to us for his parents.
This activity helped me a lot. I was able to put my feelings in to words and share the great memories I
had with Nick with his family and close friends. I know that they appreciated all that everyone had to
say and although this was an extremely hard time for them, they showed their gratitude for all of our
support and that was reassuring for me. Being able to help others through the bad situation helped me
manage my emotions as well. Instead of dwelling on the death of Nick, I thought about the happy times
I had with him and tried to look on the bright side and this helped me manage my emotions and stay
focused and happy throughout the next few weeks at school.
Evidence:
-Article about Nick

4. Student will demonstrate knowledge of AP English 12 -Stress handout My senior year of high school was the first time I ever became stressed and I wasn’t alone. I was
stress management methods taking 3 AP classes and had all my senior projects to do. My AP English class was a very close group
of people and when my teacher noticed that we were all stressed out about the work she gave us some
tips. In class one day she gave us a worksheet from Santa Carla University of ten stress management
strategies. The first stress management technique is to organize yourself; take time to plan out what
there is to do and when it has to be done. Being aware of what exactly needs to be done and the
timeline of due dates makes it easy to prioritize the tasks. Staying organized reducing the feeling of
being overwhelmed, which often accompanies stress. Another technique to manage stress is to
control your environment. Everyone thrives in a different environment and it is important for each
person to know where he or she works the most efficiently. Some people like to be alone in a quiet
area while some like to be around a lot of people listening to music. To reduce stress it is important to
be in an environment that is comfortable and preferable to that person. The third technique is to give
yourself positive feedback. Stress can bring down the mood of any situation, but it is important to
recognize when this is happening and try to stay positive. Positive feedback influences a higher
motivation, which is critical when someone is stressed and discouraged. The next technique is to plan
leisure activities. Taking time to relax and do something enjoyable gives the brain rest and refreshes it.
Exercising can also be used as a stress management technique. Exercising is a good way to take the
mind off studying and boosts productivity by circulating oxygen and food in the body. Exercise can
refresh the body for energy and release stress built up. When stressed another technique to use is to
simply take time to relax and breathe. Taking a break from everything to focus on breathing and
positivity can provide a sense of relief for many people. Taking time to stop thinking about everything
can help many get rid of stress. Getting an adequate amount of sleep is also critical to stress relief.
Your body can only retain a certain amount of information at a time so studying for hours straight does
not improve how much information a person retains. Taking a ten-minute break every hour is a good
rule of thumb to keep stress low. Being aware of your health is another part of stress relief. It is
important to monitor oneself for insomnia, headaches, upset stomach, lack of concentration, or cold/flu
symptoms to prevent development of more serious conditions. A balanced diet and feeding the body is
another way to manage stress. Drugs can be dangerous including caffeine, which can make it hard to
concentrate, contrary to popular belief. High-calorie junk foods also can also worsen stress because
they cause lethargic actions. The last stress technique is to try to enjoy oneself. People that are happy
and positive are proven to be more productive than those that are not and have less physical problems.
All of these stress relief techniques are great reminders for me that help me de-stress and be more
productive when I am stressed and busy.
Evidence:
-stress technique handout
5. Student will demonstrate the ability to AP English 12 -College final exams The transition from high school to college was a big change for me and the workload is much more
manage stress stressful. I did occasionally use the stress techniques I learned in English class throughout my last few
months of high school, but I have learned that in college stress builds up a lot more. Last semester for
my first experience with finals I became pretty stressed out. I didn’t know what class to study for first
and how much time to take for each one. However, whenever I found myself becoming stressed out I
would take a break and go to the gym to run where I could relax and figure out what I was going to do
next. I was able to organize myself and exercise to reduce my stress- techniques one and five from
the SCU handout I received in my English Class. Also, doing the same thing for hours makes me
unfocused so between each section I would go see my friends or go watch TV or listen to music –
anything to give my mind a break from studying which is another technique from the stress hangout-
plan leisure activities. It may take “study time” away, but I have found that when I take breaks I
become less worried about my work. Taking a break to do activities I enjoyed and switch up the
atmosphere helped me focus when I did have work to do. Another key point for me managing my
stress is the environment I am in. As the second technique on the handout states, you should “control
your environment by controlling who and what surround you”. I like to work in a quiet, spacious
environment. When I am in a room full of people such as at the library, I get distracted easily so a
study lounge or my dorm room is the best places for me to do my work. All the techniques that I chose
to use from the list of stress techniques have proved to be very successful for me so far this year and I
get all my work done. I have had an academically successful first year at college thus far.
Evidence:
-semester 1 grades
6. Student will express a personal code of HDF 190 -VIA results My personal code of ethics is something that has grown with me over the years. I have always
leadership / membership ethics -Ethics Quiz valued honesty very highly and I think that ethics should be centered around honesty. Ethics describes
whether something is morally right or not. One should always be honest in their approach to a situation,
whether good or bad. I have learned how highly valued honesty is to me throughout my college career.
In HDF 190, we did a VIA Institute values assessment and my top value was honesty in the results.
Honesty has also influenced my relationships that I have built and organizations that I have joined.
When one is trying to do the right thing in a difficult situation it is important to be honest in the making
of decisions and communicating them. This trait is also shown through my results on the ethics quiz
done in HDF 190. In the activity, the situation I ranked as the most unethical is not being faithful in a
dating relationship. A majority of the other things I chose to be unethical had to do with deceiving and
lying because it is extremely important to me. My personal code of ethics would be to be honest in
one’s approach above all else. This applies to group leadership and membership because one must be
open with everyone in a group in order to form a strong coalition. Trust is key to strong relationships
and in order to gain member’s loyalty one must share critical information and not withhold anything
from others longer than necessary. When one discovers dishonesty in a group the perspective and
involvement in the group may be affected. For this reason, my personal code of ethics as I move
forward in my career and within organizations is to remain honest in all situations.
Evidence:
-VIA results
-Ethics Quiz
7. Student will demonstrate practice of the -CVS employee My personal code of ethics is essentially to be honest in one’s approach above all else. This stems
personal code of ethics from my great value that I have in honestly and therefore is something that I use every day without
effort. This personal code of ethics is especially important in the career I am pursuing as a Pharmacist.
Being involved in the healthcare field and interacting with patients puts pressure on many to create an
experience of satisfaction and positivity. I have seen people lie to customers and patients in order to
make them happy in the moment. They do this in order to avoid conflict and keep patients happy.
However, this approach will usually cause the issues to come back later in time or will make the
healthcare member look less competent for withholding important information from a patient in order to
keep them happy. One example of when I was able to remain honest in a difficult situation is when a
mother came in asking me questions about her son. He was 19 and because of this I was not able to
disclose information about his medications. She was very concerned as the son still lived in her house
and was acting different. She explained to me her difficult situation and although I wanted to help her to
help her son it was not my place. I remained honest and told her I simply could not tell her the
information without his consent. I urged her to talk to him and try to get his consent by sharing a few
techniques. I did not lie and tell her he was healthy as that is what she wanted to hear. I told her by law
that I could not share and gave her advice on how to approach him personally. This was difficult
because I know that if I told her I could possibly help the family, but obeying the law and the privacy of
the son who was our patient was the ethical and correct thing to do.
Evidence:
- CVS intern badge

8. Student will express a personal values HDF 190 -VIA results In HDF 190 I took an assessment from VIA Institute to determine my value strengths. My top five
statement (Sources = VIA, values -Leading with Lollipops values from VIA were honesty, gratitude, love, perseverance, and hope. My top value of honesty is
clarification exercises, etc.) very important to me because I am a very honest person and look for honesty in all my relationships. I
show this value through my genuine actions and integrity to follow through with my word. This was also
shown in the activity I did in HDF 190 when we had to choose 4 values important to us and then
choose one to keep in the end and my last value was honesty over family and friends, love, and
education.
Gratitude is important to me and I am thankful for everything that I face in life. I recognize the good
times when I have them, and I always take the time and effort to appreciate people and what they have
done for me. I think it is important to tell others when they have helped change your life because as
Drew Dudley said in his video “Leading with Lollipops” that I watched in HDF 190 people may not know
they have changed your life. For example, when people give me “lollipop moments” -that is make a
difference in my life- I make sure I take the chance to let them know and thank them.
Love is also one of my top values; I strive for close and personal relationships with people. I seek to
form relationships in which there is a mutual comfort and trust between us. When I form a relationship
with anyone, I become very close to them and value that relationship. If anyone hurts someone I love,
I take it personally and I would never hurt those that have been kind and true to me. The value I have
for love was also shown through the “4 Values” activity because I put both love and family/friends as
my top values, and when I had to decide, they were more important to me than education.
My perseverance causes me to always work hard at the task at hand and I rarely get distracted.
When I start a project, I have a strong drive to complete it in the most efficient way possible. My family
is my biggest inspiration to do my best. Both my mother and father came from broken families and did
not have much as they grew up. However, they both persevered and are now very successful. They
made the most of the chances they were given and didn’t let their backgrounds change their success
or happiness. They taught me to never give up and do my best so I can achieve my goals.
My fifth value of hope explains how I always think about the future and set time-based goals for
myself. I believe that the future is something that can be influenced by others and is conquered by
those that attain their goals. I believe strongly in the things that I do and that even difficult situations
can be solved. My parents also taught me to never give up because of their strength and how their
hard work paid off for them. I believe that every goal is attainable if you work hard and I do not
appreciate those that give up when they are behind and following through on projects is very important
to me. These five values are things that I hold very close to me and they influence my decisions and
actions. I honor these values before all else.
Evidence:
-VIA results
-Four values activity
-lollipop wrapper
9. Student will demonstrate practice of the CSV 302 -Level 10 Life goal sheet My personal value statement is centered around my top values from the VIA Institute assessment
personal values statement which were honesty, gratitude, love, perseverance, and hope. Honesty has shown to be powerful and a
key role in all my relationships. My friends and significant other know how important trust and honesty
is in my relationship and have expressed this to me. All of my relationships are built on trust and
honesty. I also use these values when deciding which organizations that I want to join on campus. The
level of honesty within a group helps me determine if that is a group of people I want to be associated
with.
I have tried to incorporate more gratitude into my interactions because I believe that it helps form
more solid relationships. Gratitude is something that makes everyone feel good by showing
appreciation and for that reason I think it is critical in a successful organization. Whether it be within my
family, friend group, or organization, I always try to tell people when they have made a positive impact
on me. For example, when I was abroad I volunteered in local Italian schools through my CSV 302
class. By the end of this experience I had formed a strong connection with the students in each of my
classes and it was hard to say goodbye. I had formed relationships filled with curiosity and trust with
many of the children. During my last week I gave the children a picture of us together with a message
on the back and they all made me cards to show their appreciation for the months I spent helping them
learn English. This is an example of my values of love as I built strong relationships with these students
and my value of gratitude as we both thanked each other at the end because showing and appreciating
the positive impact someone made on your life I believe is very important.
My final two values were perseverance and hope. I have shown these through my actions by
keeping promises I make and doing what is asked of me. Being able to overcome obstacles and
believing in yourself and your organization is critical to obtaining goals. I try to keep myself on track
with this by setting goals and making to do lists that are attainable. I write goals that I believe are
attainable and that I hope to achieve and in turn I am more likely to achieve them. I will periodically
check in to see if I am meeting my goals, and if I am falling below what I planned for myself I will work
harder and persevere in order to obtain my goal and complete what is expected of me. By following
through to reach this goal I kept a promise to both myself and others by holding myself accountable for
my words and actions.
Ethics is about doing what you believe is morally right and I try to do this each day when living out
my values. I think it is important to be honest and to show gratitude and love. Perseverance and hope
are also values I hold close to me and exhibit. These help me follow through on my actions and keep
my word which is important in leadership. Being able to be held accountable and stay true to your
promises shows good moral and builds loyalty and relationships with others involved.
Evidence:
-cards (love and gratitude)
-Level 10 life goals (perseverance)
10. Student will demonstrate the ability to An example of when I was able to lead a project from start to finish is when I was the head person for
lead a project from start to finish (follow- the Back-to-School Supply Drive at Traveler’s. I was a summer student intern and participated in the
through) Traveler’s Employee club to help with volunteer work. With this project, I saw a chance to become
more involved since it would only take place during the summer when I was there. I volunteered to
organize the events and meetings for the supply drive. I was in charge of creating flyers, coordinating
a bake sale to raise money for backpacks, and organizing the large quantities of school supplies that
we received from the Traveler’s community. I co-hosted meetings with the committee that was involved
in the drive to talk about progress and next steps. After the supply drive was completed we all drove to
a location where NBC Connecticut was collecting them for schools in the greater Hartford area and
donated them. This supply drive is continued still with growing success each year.
Evidence:
-E-mail for Traveler’s Back-to-School Drive
11. Student will describe goals and objective -Level 10 Life After completing one year of pharmacy school I realized that my life had gotten away from me. I was
statements regarding personal issues, struggling to keep a balance of all the components of my life. During school I focused on my grades
career issues, and community issues and let other parts of my life slip away slightly. I found there were periods of time where I forgot about
my dedication to a healthy lifestyle or times where I didn’t have time to see my friends and family. At
the start of Summer 2017 I found a goal tracker called “Level 10 Life”. I originally found the idea on
Pinterest and after reading about it more found out it was first proposed in a book by Hal Elrod called
The Miracle Morning. The concept simplified is based on the fact the hope to become successful and
satisfied in each area of life with full satisfaction given the label “Level 10”. There is a wheel with 10
slices and 10 inner circles. The idea is to color in your level of satisfaction (1-10) for each slice of your
life. I completed this activity for the following 10 categories: family and friends, personal development,
spirituality, finances, career, romance, fun and recreation, giving and contributions, physical
environment, and health and fitness. I was able to more visually see the strong points and weak points
of my life and this developed a base for me to improve these lacking areas. I then wrote goals for each
of the 10 components of my life.
From most satisfied to least satisfied I ranked the following: health and fitness (8), Romance (7),
family and friends (6), fun and recreation (6), physical environment (5), personal development (5),
finances (4), career (3), giving and contributions (2) and spirituality (1). Within each of these aspects of
my life I have strengths and weaknesses, and therefore in each I have room for improvement. Based
on my results I believe I have the most development to do personally. I lack spirituality and have set
goals to help me find this and become more connected to it. I also have low satisfaction in giving and
contributions and a moderate score in personal development. I believe that I should give more to the
community as well as to my loved ones to show my appreciation and what they mean to me more
often. I am blessed to have what I do in life and one of my main goals is to express that and give back
in the local community. As far as overall personal development I wish to open up more to others and
focus more on physical interactions with people rather than technology and communicating over it.
Career and community issues also are present and acknowledged in my life. I am still beginning my
professional career in pharmacy and do not have as much experience as some other classmates of
mine. My goal for the summer is to form more connection in the health field at my workplace (CVS) and
at my IPPE placement (Walgreens) as well as with other companies I may have the chance to interact
with. With all of these situations I will be new and less experienced and I know it will be important for
me to be proactive in my learning in order to develop myself and get the most out of the experience.
I hope to make an impact on the community with my giving and contributions, mainly with my giving
of time to serving my community. I currently participate in my philanthropy committee of my sorority
and was previously involved at Travelers Insurance my previous summers, but for the coming years I
hope to make a bigger impact and find volunteer opportunities on my own related to the healthcare
industry and making the planet a cleaner and safer place to live for all beings. As I work toward and
complete these goals I hope that my success and satisfaction in each of these areas will increase and
have decided that as this happens I will continue to color the Level 10 wheel to reflect this change
throughout the year.
Evidence:
-Level 10 Life wheel and goals
12. Student will show evidence of goals and -Level 10 Life As I checked in with my goals after the fall semester is complete, I have been able to realize
objectives that were planned and which goals I have made progress on and which I need to spend more time and effort on. At the end of
achieved the semester I got a blank wheel and without looking back to my old completed wheel I rated each
category based on the current place I was in my life. This allowed me to compare them side by side
and look at them along with my list of goals to see if my completion of goals related to satisfaction in
that aspect of my life.
Based on my new wheel I found that my domains of family and friends, personal development,
spirituality, career, giving and contributions, and physical environment showed more satisfaction. My
place in finance and romance stayed the same. My domains of fun/recreation and health and fitness
decreased. This change in my life wheel showed me that maybe it is more of a give and take. The
ideal outcome would be for all to increase, but rather now I am going to aim for balance in the wheel. It
is important to prioritize what is important to me and focus on those goals because often not everything
can be done.
Now in the future, instead of putting my goals in a safe place to check in on, I want to keep them in a
place that I look every day so that I don’t lose track or progress on any of them in the next semester.
Each day I will have reminders of what it is that I want in life and what goals will help me get there. This
will make it more likely that I will make positive progress on all goals that I have in all aspects of my life.
Evidence:
-Level 10 Life wheel and goals
-Level 10 Life wheel #2

13. Student will show knowledge of the HDF 492 Maslow’s “Hierarchy of Needs” theory is a theory about the needs and motivation of a person. The
“Hierarchy of Needs” theory by Maslow bottom of the pyramid of life is basic needs. These are what people need to live - biological needs. This
includes food, water, air, shelter, sleep, and other physiological needs in life. The next level of the
pyramid is safety needs. These include security, law, and stability. These two levels are all things that
people need to live and therefore will motivate them greatly. After basic needs, there are physiological
needs. This includes family, friends, and relationships. These give people a sense of belongingness
and love in their life. There are also esteem needs. People are motivated psychologically by a feeling
of accomplishments and recognition. This will motivate people to do better and have that feeling of
achievement. The final top of the pyramid of needs is the feeling of self-actualization. This is people’s
desire to achieve their potential and have self-fulfillment. This theory of motivation states that a person
will seek to fulfill the basic needs and once those are fulfilled they will seek to gain the next level of
needs. The hierarchy of needs gives a basic understanding of what people need physically and
mentally and rates the general importance of these needs to people.
Evidence:
-Maslow’s Hierarchy of Needs Slide
Source: Maslow, A. (1943). A Theory of Human Motivation. Psychological Review, 50(4), 370-396.
http://dx.doi.org/10.1037/h0054346
14. Student will show application of Maslow’s Maslow’s “Hierarchy of Needs” is a theory that has been used for a long time and will never lose its
theory to own life validity. Without knowing it each person follows their own hierarchy of needs and having knowledge of
the theory can help gain involvement from others. One way that I have used this theory is when looking
for members of a committee for a Back-to-School Supply Drive. People in the company and
organization all had a solid base of biological and safety needs. These employees had stable jobs that
allowed them to live a comfortable life and they had stability and safety from the company benefits.
One can target these needs for involvement if they are not fulfilled but in my case I aimed higher for
pieces that I knew more people would be drawn to. I advertised involvement in the committee as a way
to be a part of a smaller community in a small company and one that would help make a big difference
in the community. I shared the difference in the community and pictures from previous years along with
stories of the children that received the school supplies. This targeted the relationship level of the
hierarchy as well as the esteem and self-actualization levels. People were drawn to be a part of the
committee I believe because it would give them a better feeling of belongingness in the large Traveler’s
community and because it would give them the satisfaction and accomplished feeling of helping others
and making an impact in their community. The pictures and numbers gave proof of this impact, and for
people that are focused on evidence of their work and accomplishments, this gave them hard proof of
the influence they could make if they joined. And by targeting these higher levels of the hierarchy of
needs in the community I was in, I was able to recruit people to help join my committee.
Evidence:
-E-mail summary of Traveler’s Back-to-School Drive
15. Student will show knowledge of the theory PHP 464 The theory of Superleadership presented in the book by Charles Manz and Henry Sims is
of Superleadership by Manz & Sims summarized by the subtitle of the book:” Leading Others to Lead Themselves”. There are many
theories to leadership and many of the more contemporary theories include the idea that being a
successful leader involves developing other people. Leading is longer about taking control of a
situation. Leadership is more people-centered rather than task-based. This new type of leadership is
important because of the high demands of many organizations today. Superleadership allows one to
develop the members of the group in a way that can free more time for those in charge. This form of
leadership teaches others self-management and self-leadership which means that the manager has
more time to focus on their tasks rather than watching and enforcing rules onto the team members.
This type of leadership can make an organization much more effective and also develops a larger
population of talented and well-versed individuals. A superleader works mainly by leading by example
also known as a “pace-setter”. By leading others to lead themselves, this creates a stronger team and
one that will succeed independently in a time of crisis such as if the leader must step down. If a new
leader is needed on short notice, there will be several well-trained and practiced candidates ready to
take the place if they were previously lead properly by a superleader. Superleadership is one of the
more revolutionary and effective ways to lead a group and create a successful, efficient organization.
Evidence:
-read The New SuperLeadership book
16. Student will show application of Manz & HDF 190, PHP 464, -Recruitment Counselor Manz and Sim’s theory of SuperLeadership is one that I connect to strongly because of my goal to
Sim’s theory to own life HDF 492 improve others through leadership. The theory of Superleadership focuses on leading others to lead
themselves. As explained in the book, this is often done through pace-setting and coaching tactics. My
strengths of inclusive and individualization have developed the relational leadership side of me and
influenced my approach to leadership. In my class PHP 464: Pharmacy Leadership and Political
Advocacy, we took a quiz to determine our leadership style mix. This analyzed our development in 6
different types of leadership. Coaching was one of my well-developed leadership styles and one that I
use frequently. It explains that this is the bets for long-term staff employment and requires one to have
strong skills in developing others. I think this stems from my strengths as a leader and also my passion
to make a difference as a leader not as much by changing policies and completing tasks but more so
by making an impact as others. From freshman year in FLITE to my senior year as I completed my
Leadership Portfolio my favorite leadership quote has remained the same. It is: “Leadership is
unlocking people’s potential to become better.” I strive to make an impact on others and teach them to
become a strong and independent leader of themselves.
One example of when I was able to do that was as a Recruitment Counselor. I was responsible for
helping new potential members of Greek Life find a chapter that they would be a part of. I had to be
inclusive of all members and guide them on their choices. I could not lead and give each individual
person their own advice as each of my 20 members had different schedules and paths. Instead I could
show them how to make the right decision and have a good experience through teaching them the
skills they needed to guide themselves through the process. I shared my experience as well as gave
them certain positive and negative examples. I was still there as a resource for them to ask questions
and advice, but I also empowered the group of girls to lead themselves through their new membership
and their time at URI. Confidence in themselves was key and I believe that this helped them all pick the
correct organization for them as an individual.
Evidence:
-Leadership Style Quiz (PHP 464)
-Recruitment Counselor picture
17. Student will describe StrengthsQuest HDF 190, PHP 464 -StrengthsQuest results In HDF 190 I was asked to take an online assessment to evaluate my strengths with GALLUP’s
Signature Themes, shadow side of StrengthsQuest. My top 5 strengths are restorative, achiever, responsibility, includer, and
Strengths and/or weaknesses, and individualization. My top strength of restorative means I am a problem solver and I always look for the
examples of application (Source = Gallup) logical solution. I look for evidence that can explain the correct answer and check for any problems
before reaching a decision. This strength drives me academically in my school and work because I put
full effort into all my work. I rarely guess on problems, but instead take the time to research and find the
answer to create high quality work. My friends and family also recognize this strength in me and often
ask me for advice. I am someone that my friends come to with personal issues when they need help,
and I do my best to determine the best and most logical solution for them.
My strength as an achiever means that I have a constant desire to achieve a new goal each day. I
always have at least one task on my mind and a day that I have not made progress is a day wasted in
my eyes. I am always trying to improve myself and prove my strengths. My strength as an achiever
also ties in academically and contributes to the high quality work I put in. I have always been one of the
top students in my class and challenge myself with hard courses. I love the feeling of accomplishment
and never take the easy way out. My strength achiever drives me to do more than is asked of me in
group projects, get assignments done before they are due, help others with concepts they struggle on,
and check over all my work several times to ensure high quality. This also helps me be a top achiever
when it comes to organizations, athleticism, and friendships because I put in more than is asked of me
and people recognize that.
My third strength is responsibility meaning that if I make a promise to do something, I always follow
through. I am someone that finishes all the tasks at hand and completes each to the best of my ability
because I know that each action reflects back upon me. My responsibility drives me to help others and
maintain a loyal and hard-working image for myself. This strength also plays in to academics largely
because I do all my work to the best of my ability and on time so I can get the most out of it. I don’t take
the easy way out or cheat because I realize the consequences this could have. People also see me as
a trustworthy and loyal person. I always keep my promises to others so people believe that I am
someone that they can count on when they need help.
My strength as an includer is related to my desire to always expand groups wider. I include as many
people as possible in the task at hand so that the new members can benefit from the experience as
well as the group benefit from the other individual’s strengths because everyone has something to
contribute. This helps me when working on group projects because I make sure that the work is
distributed evenly and everyone is involved. I also include people outside of class to get to know more
people and possibly form new relationships. My strength as an includer is driven by my belief that
everyone has something to offer. I do not want to miss out on any opportunities to learn from others nor
do I want others to miss out on opportunities to develop their skills. Because of this, I always include
others in activities for the best development and outcome of the group.
My final strength is individualization and I think that this one is very important to my personality. The
different aspects of every personality intrigue me. Even in large groups, I seek to get to know each
member at a personal level so that I can see their true character. I tend to disregard generalizations
about groups of people and make my own judgments individually. This allows me to recognize the
strengths of each group member and build a productive team. My individualization allows me to see the
potential of everyone in a group and form close relationships with people I can trust with anything.
These top five strengths I have as a leader are what form my own personal leadership style, which
revolves around hard work and building relationships with others.
My strengths and weaknesses are what make me a unique leader, but it is important to recognize
both of these and how to be the most effective leader. Some weaknesses I have as a leader are that I
am hesitant to voice my opinion sometimes, I like to do things on my own rather than ask for help, and
its hard for me to forgive people once they have made a mistake. I can overcome my hesitance in
powerful groups by surrounding myself with people that encourage me and by speaking up even when
I’m uncomfortable. I can work on asking for others help when it is needed more often because I have
realized that nobody is great at everything and people all have different strengths. Asking others for
help can create a better outcome and knowing this will encourage me to ask people for help more often
in order to make the best possible outcome. I can work on forgiving people by looking at the situation
from their perspective or thinking about when I may have made a similar mistake. This will help me
understand the other person’s reasoning behind why they made decisions that led up to the mistake
they made. These weaknesses are all things that hold back my potential but I continue to try to apply
my strengths as well as overcome my weaknesses to become a more well-rounded and successful
leader.
Evidence:
- StrengthsQuest results
18. Student will describe personal leadership PHP 401 DISC Assessment In my pharmacy resources class PHP 401, I took the DISC assessment. My results showed that my
style and/or personality style including adapted style was CS meaning I am conscientious and steady. These are both indirect styles and I
strengths and weaknesses and examples believe fit me more than the dominance and influence domains. The adapted style comes most into
of application (Sources = Leadership style play when I am focused on work or school. My natural style was very similar with an added persuasive
inventories, the L.P.I., Type Focus influence, coding to Sci. When I am comfortable with people, my supportive quality tends to dominate.
(MBTI), LAMP, DISC, and other career I have been told by many people that I am good at dealing with difficult situations and giving advice. I
inventories, etc.) believe that the combination of these domains that I have is what helps me respond well to others in
critical situations. I am able to listen and support the person, analyze the problem, and give them
advice that is well thought out and valuable.
The combination of CS or Sci are both more specifically classified as supportive and analytical.
These qualities, I believe, do come out in me both in school and at home. As seen from other
personality tests that I have done, I am analytical and think through decisions before acting. I also tend
to prioritize building relationships over being in charge or making people think my way. I am more
receptive and inward than I am outward and influencing. This, I believe, is one trait that I would like to
work on more so throughout my career. In order to make a change in healthcare, I need to be able to
share my ideas in a way that influences others to join me and my views. I also believe that I could
improve my self-assertive qualities which fall more under the dominance domain. I take time to learn
and form ideas, and I would like to spend more effort sharing these with others.
Evidence:
-DISC results

Outcome Category: Leadership Theories
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)
“Scientific Management” theory of
leadership by Taylor
of the above theory (Taylor)
“Management by Objectives” theory of
leadership by Drucker
of the above theory (Drucker)
25. Student will show knowledge of “Theory HDF 492 The Theory of X and Theory of Y for leadership were developed by Douglas McGregor and they
X and Theory Y” theory of leadership by describe the theories of behavior of people at work. Theory X is that the average worker dislikes work
MacGregor and will avoid it if they can. This theory of worker behavior means that the management and leadership
over these people must exercise firm control over their people and tough management. In order to get
the X type people to work, they must use threats of punishments and assert their power over the
person so that it is not easily avoidable. It does not require motivation and encouragement to make
these people work, but rather pressure and authoritarian leadership. This leadership and theory of
workers does not have a strong creativity input or freedom, but it is highly efficient for large scale
operations. It would be best implemented in manufacturing plants or engineering operations or similar
type large scale step-wise processes.
Theory Y is on the other end of the spectrum compared to Theory X. This theory is based on the
fact that motivation for work comes from learning, job satisfactions, and creativity. This implies that
involvement is what people desire in the workplace and that they enjoy working. In this type of
environment, participation must be encouraged and collaboration is the key for success. This is the
theory most often used in administrative teams and professional teams. When you have multiple
people of power and strong perspectives you must be inclusive during decision making. Control is not
required for success in Theory Y workers. This type of leadership and theory of work is the most
efficient for problem solving and critical thinking to develop new innovative ideas and is therefore why
these professional and administrative people that have a Type Y personality often escalate quickly in
the system. These people do not need to be controlled or threatened into work; they enjoy their job and
make meaningful contributions. The quality of the work is high because that is what their satisfaction
depends on. These two theories describe the different type of working individuals that were observed,
where they are often used most, and the most effective leadership styles and techniques to use for
success in these environments.
Evidence:
-Theory X and Y slide
Source: Value Based Management.net. (2010). Theory X Theory Y – McGregor. Retrieved from
http://www.valuebasedmanagement.net/methods_mcgregor_theory_X_Y.htm

26. Student will describe personal application -CVS employee The Theory of X and Y leadership describes the two types of working individuals and outlines what
of the above theory (MacGregor) leadership style and type of work these individuals work best with. This theory can help when handling
a new group or workers. Type X people dislike work and require tough management while type Y
workers are motivated by job satisfaction and learning. Once you can determine which type of worker
someone is it can help to assign tasks to those. For example, I work at a pharmacy and there are
different stations and tasks that a technician can do while scheduled. As an intern, I sometimes have
the task of making the schedule for the following day. When making this schedule I strategically place
people at the station that I believe they will work best at and provide the most benefit to the pharmacy
workflow. For type X workers I will put them at the production station or pick up station as this is very
structured and does not require creativity. There is a set of tasks to do and a step-wise approach to
doing them. For theory Y workers, I often place them at the drop-off station or have them completing
other tasks such as inventory. These tasks require more problem solving and take more motivation.
Solving issues for customers will motivate type Y workers to continue to work hard and the assignment
to a more unique job such as inventory provides motivated workers with new experiences to learn from
and accomplishment to encourage further development and hard work. Learning about and
determining which type of worker each employee is proved to be critical in successful station board
assignments while working at CVS.
Evidence:
-CVS intern badge
-CVS workstation example
27. Student will show knowledge of the HDF 190 In HDF 190, I learned about the Servant Leadership Model by Robert Greenleaf. Servant-leadership
“Servant Leadership” theory of leadership is a broad definition of leadership that does not depend on positional authority. As Greenleaf said, “The
by Greenleaf servant-leader is servant first. It begins with the natural feeling that one wants to serve.” Many people
practice servant-leadership when they participate in philanthropic events or help others on a day-to-day
basis. There are ten characteristics that are specific to a servant-leader: listening, empathy, healing,
awareness, persuasion, conceptualization, foresight, stewardship, commitment to growth of people,
and community growth. Each of these is categorized as a servant quality, leader quality, or both.
The servant qualities are listening, empathy, and awareness. Active listening is critical to being
servant-leaders because the goal is always to generate the best outcome for the group rather than for
oneself. Servants listen to all opinions and facts in order to determine the will of the group before
making a decision. The quality empathy is also seen in servants as they strive to understand others.
Servants realize that everyone is unique and although they may not agree with the actions of someone,
it is important to look at these situations from his or her point of view. Servants assume the good within
others because they have the ability to empathize with others. Healing also occurs when one is a
servant because they realize that they have the ability to make broken relationships and hurt people
whole. Servants help those in need so that they can grow and use all their potential. A servant thinks
of the good of others when making decisions and this is a critical part of being a servant-leader.
There are also four characteristics of a leader in this model, which are awareness, persuasion,
conceptualization, and foresight. Awareness of oneself and of the community is key when leading a
group. When one is aware, they are informed about current issues involving ethics, power, and values.
A leader must have their own set of values that are important to them and be able to relate that
unbiasedly to the community issues. They must recognize when others cross the line between ethical
and unethical and take action upon that knowledge. Persuasion refers to the ability to convince others
to make a favored decision rather than coerce them to comply based on positional authority. Servant-
leaders are able to convince and build consensus quickly solely by persuasion. Servant-leaders also
have the quality of conceptualization. They are able to think beyond the reality of the situation in order
to achieve broad, long-term goals. This is different than traditional leaders who usually set short-term
reachable goals. Servant-leaders bring conceptualization to groups by creating a balance between
conceptual thinking and the operational approach to problems in order to establish the best decision.
Foresight is the final characteristic of a servant-leader that is categorized as a leadership quality.
When one uses foresight they must “understand the lessons of the past, realities of the present, and
the likely consequences of a decision in the future” (Greenleaf). A servant-leader is able to apply their
experiences and knowledge to make reasonable predictions about the consequences of their future
actions; this creates high quality decisions. Leadership qualities are important to servant-leadership
because one must have the ability to make an influence on others in a group.
The characteristics stewardship, commitment to the growth of people, and community growth all
categorize both servants and leaders. Stewardship refers to when one makes the greater good of
society and serving a priority. Servant-leaders commit to serving others before serving themselves.
They also have a commitment to the growth of people. Servant-leaders believe that everyone in a
group has valuable contributions and because of that they encourage the growth and development of
everyone in the group. They do this by making information available for others, having an interest in
everyone’s ideas, and encouraging others to be involved in the decision-making process. Along with
helping others grow, they build the community. Servant-leaders demonstrate their commitment to a
group and lead the way for others to do the same, and when enough people put their liability and trust
into a community, it becomes unified. All of these characteristics of a servant-leader help identify what
servant-leadership is: impacting the community for the better in way that influences others to do so.
Evidence:
-Servant Leadership section from packet
Source: Greenleaf, R. K. (1997). Servant leadership: A journey in the nature of legitimate power and
greatness. New York: Paulist.
28. Student will describe personal application HDF 190, PHC 316, Servant leadership is one of the leadership models that I was initially very drawn to. Its title “servant
of the above theory (Greenleaf) PHC 317 leadership” contains two qualities I strive for each day. In HDF 190 I did a short speech on how I was a
servant leader and in this I included how I would incorporate the components of servant leadership into
my major and one day career of pharmacy. Now that I have finished my first professional year in the
pharmacy school I have been able to applies these already. The application of this model has been
most apparent in my interactive labs in Pharmacy.
Three qualities of a servant leader are listening, empathy, and healing. These three components
encompass the servant portion of this model. In patient encounters, both in lab and in real life, these
three qualities become essential to providing proper patient care. One must actively listen to the patient
to show that they care and decipher what the patient needs exactly. Empathy is important to make the
patient comfortable and more open with you as the caregiver. It is important to look at each person’s
point of view with each new encounter and understand where they are coming from to give them the
best care. Healing is also essential both in the literal sense and more psychological sense.
Pharmacists provide medications and recommendations to help patients heal from illnesses and
maintain their health. Through this process they also can help the patient feel more whole and at peace
by giving them proper guidance. I was able to practice all of these during patient counseling activities
in PHC 316 and 317.
The leader qualities of this model are awareness, persuasion, conceptualization, and foresight.
Awareness is critical in any medical field as you must be aware of your surroundings and of all the
patient’s current conditions in order to give them the best attention. Persuasion has proven to be critical
in healthcare teams. There is never one single medical professional working on a patient’s care routine.
In order to achieve optimal patient health teamwork is critical. Being able to persuade other team
members of a certain decision in patient care that you know is correct is critical to being a leader in the
health field. Conceptualization and foresight are critical in determining the long-term effects for
patients. It is simple enough to look in a book and find the answer to a medical question, but in realty a
professional must think about the individual and past experiences to apply their knowledge clinically
and get the best outcome in the future for the patient. These leader qualities were demonstrated best
in the simulation and OSCE parts of my P1 lab as I worked in a group.
The last three qualities of this model apply to both the servant and leader portions. These include
stewardship, commitment to growth of people, and community growth. Every decision that a servant
leader makes is towards the betterment of others and the society. A servant leader is selfless in their
acts and puts caring for others at the top of their priorities. This is a quality I think that every health care
professional, including pharmacists must have in order to be successful. One must strive to get the
best outcomes for their patients and set standards to improve the quality of care overall. Health care
professionals are always looking for new information that could help their patients and the community
and that is what makes them great servant leaders is successful in this. These qualities can apply to
every patient encounter and every new lesson learned because as one strives to learn more about
patient care they are committing themselves to their patient and a better health for the future society.
Evidence:
-Patient Counseling feedback and grades
-OSCE feedback and grades
29. Student will show knowledge of the PHP 464 Covey is a strong writer and leader in the academic world today. He was recognized by Time
“Principle Centered Leadership” theory by magazine as one of the top 25 most influential Americans. His Book, The Seven Habits of Highly
Covey Effective People, as well as many others are read in several colleges and corporate training programs
throughout the nation. I first learned about Covey through this book and was intrigued by his insights.
In the book, he mentions this theory of “Principle Centered Leadership.” This theory suggests that if
one can focus on principles rather than leading, you can empower those around you without having
direct control over them. The Principle centered leadership empowers others to lead themselves by
understanding what an organization’s focus and goals are. There are four levels to this leadership:
organizational, managerial, interpersonal, and personal. Organizational refers to team building and
problem solving. Managerial involves the relationship that leaders have with their members, and
interpersonal involves the communication one has with others. Personal focuses more on self-
development and self-leadership.
Within these four levels, there are 8 characteristics of principle centered leadership. These include
continual learning, service, positive energy, believing in others, having a balanced life, synergy, self-
renewal, and realization that life is an adventure. By following this theory of leadership and promoting
these characteristics in an organization, one can promote a highly effective team that does not require
constant direction or supervision. Principle-center leadership develops an independent team with a
common goal and vision. This leads to a successful and efficiently run organization. By helping others
to realize their potential and lead themselves we create leaders out of them, just as someone once did
for us.
Evidence:
-read Seven habits of Highly Effective People

of the above theory (Covey)
31. Student will show knowledge of the “14
Points / TQM” theory of leadership by
Deming
of the above theory (Deming)
33. Student will show knowledge of the PHP 464 Transformational Leadership is one of the main six Leadership Styles classified in my class PHP
“Visionary Leadership” (now often cited 464: Pharmacy Leadership and Political Advocacy. Transformational leadership focuses on a shared
as “Transformational Leadership”) theory vision within the group. This leadership style is most helpful when one wants to make a positive
by Sashkin change and wants to convince others to help and move towards this vision of the future with them.
Visionary leaders set achievable goals and encourage the involvement from others. They convince
others to participate through genuine actions and goals and by showcasing the passion and
commitment that they have for the cause. They most often have influential strengths and have a strong
ability to inspire others to join their team.
Evidence:
-PHP 464 Theory PowerPoint slide
34. Student will describe personal application PHP 464 In my Pharmacy Leadership and Advocacy class, I first realized my power as a visionary leader
of the above theory (Sashkin) when we took a quiz to determine our mix of leadership styles. Visionary was one of my well-developed
styles and throughout the class I was able to employ this method. Advocacy as it relates to leadership
is about building a coalition and strong membership for a cause. One example of when I used my
visionary leadership style is for my Legislative Project. This involved writing a paper, making a
presentation, and writing a letter to a Senator. I did research on the “opioid epidemic” and did a
comparison of the New England states. I used the legislation each state had and the opioid overdose
deaths for the correlation. Based on my presentation I got a lot of support and convinced more people
to write to the legislators about changing the legislation in Rhode Island for opioids. My main
suggestion was to require valid identification for opioid prescriptions. I hope that me and my
classmates get a reply from the legislators about making a positive change in response to Rhode
Island’s rank in the top 10 for opioid overdose-related deaths.
Evidence:
-Leadership Style Quiz results (PHP 464)
-Legislative Letter
35. Student will show knowledge of the HDF 492 Argyris developed a theory of the thought processes one goes through when making decisions on
“Individuals in Organizations” leadership how to act in a situation. He simplifies his theory into a 3-step map describing how one plans,
theory by Argyris executes, and responds to their actions. The 3 elements of the model are governing variables, action
strategies, and results or consequences. The governing variables are components that may influence
one’s decision such as their beliefs, values, and goals. The action strategy is what the person actually
does, and the consequences includes the results of the action including anything lost or obtained.
These three elements are what guide actions in both single and double-loop learning. Single-loop
learning is the more simple and common learning style in which one acts, sees the results, and
changes their actions based on the result. Single-loop learning is often used for problem-solving and
does not involved governing variables. Double-loop learning is more complex and involves the
reevaluation of goals and values based on the results of actions. Not only does one’s actions change
with double-loop learning, but also their beliefs and frameworks. These learning loops can be used to
understand the processes one’s mind goes through guiding their actions.
Evidence:
- Agryis Learning Processes slide
Source: Smith, M.K. (2001) Chris Argyris: Theories of action, double-loop learning and organizational
learning. Retrieved from http://www.infed.org/thinkers/argyris.htm

of the above theory (Argyris)

37. Students will demonstrate knowledge of HDF 190 In HDF 190 we learned about a theory called the “4 V’s” which are Value, Vision, Voice, and Virtue.
the “4 V’s” theory of leadership by Grace Values are the core of a person’s identity. Each person has there own defined set of values, which is
(Center for Ethical Leadership) reflected in their decisions. People make choices based on the degree to which it supports their
values. Vision is the ability to pursue a vision and make it a reality. This refers to the alignment of
actions in service to others and what the actions ought to be. Voice is the third V and it is the relaying
information about a vision to others in a true and convincing way that motivates people to action. The
last V is virtue, which is related to the practice of virtuous behavior in order to become a righteous and
fair person. When one strives to do what is right and for the common good, they develop virtue. These
“4 V’s” are what guide the leaders to work for the betterment of the community.
There are also 3 additional elements that are key to ethical leadership and these are service, polis,
and renewal. Service connects too both vision and values; when one acts on their values and serve
others, the vision within them is revealed to others. Polis is the Greek word for city and the root of the
word politics in English. As one voices their opinions and shares a vision with the public, they are
engaged in and impacting politics. Renewal connects voice and values; as one uses their voice to
share their opinions they must be sure that they are in congruence with their values and vision.
Renewal requires one to step back and take a break to think about their words and actions and if they
reflect the image they want others to perceive. All of these elements connect to each other and create
a balance that promotes virtuous actions, and therefore ethical leadership.
Evidence:
-Ethical Leadership section form packet
Source: Center for Ethical Leadership. (2007). The four –v model. Retrieved from
http://www.ethicalleadership.org/philosophies/ethical-leadership
38. Student will describe personal application PHP 450 -CVS (award and recognitions) I use the “4 V’s” theory of leadership by Grace each day working at the pharmacy as I motivate each
of the above theory (Grace) -VIA values assessment patient to motivate themselves. This theory is centered around value, vision, voice, and virtue. My
values of love and honesty are what drive me to bring the best care to that patients that I encounter
and what helps me form relationships with them. The goal of this relationship is better health outcomes
and this is a shared vision between the patient and me. To guide the patient, it is important to use an
empathetic yet knowledgeable voice to persuade the patient and convince them to make the best
decision that will benefit them long-term. And with each new encounter with a patient virtue is used
because in the health field one must always do what is right and just to the patient. Moral is very
important in giving the patient fair and optimal care. When one is virtuous and sincere the patient will
recognize this and have full satisfaction in service knowing that they are making the best decisions and
getting the best care.
The three other elements of this theory are service, polis, and renewal. All in all, pharmacy is a
career of service and is very patient-centered rather than selfish. And as pharmacist become educated
and share their visions with patients and the public they are beginning to affect the society and
therefore politics or “polis.” Through the daily life in the pharmacy it is very easy to get caught up in the
functional tasks and trying to perform the actions as mechanically efficient as possible. This however
must be noticed and one must step back to realize the larger impact they are having with each move
and decision they are making. This is referred to as renewal and helps leaders and all people make
sure that they are getting the correct message across and influencing the outcomes they had hoped
for. These three elements along with the 4 V’s all tie together to encompass the health system and I
have been able to use this model many times throughout my workplace at CVS and my IPPE for
community at Walgreens when interacting with customers. My success in implementing these theories
is shown through the awards and recognition I received during my first few months at CVS.
Evidence:
-“You’ve got heart!” award
-Colleague Recognition
39. Student will show knowledge of the HDF 492 Situational Leadership is a theory developed by Paul Hersey and Ken Blanchard. This theory
“Situational Leadership” theory by Hersey suggests that successful leaders will change their leadership style in different situations based on the
& Blanchard members and task. The leadership style chosen depends on the maturity of the group of people one is
leading and the difficulty of the task at hand. Based on each of these factors the leader must determine
the amount of support and direction they should be employing. The two factors that influence the
leadership style can be plotted on a graph and develop a bell curve of ideal behavior. When a group of
people is matured and a task is simple, delegating leadership is the best style to be using for the most
efficient results. However, if the group is mature, but the task is more difficult, the leader should be
more supportive. If a task is difficult and the group is less mature, support and direction are needed for
them and the leadership style of coaching should be used the most. Finally, if the task is simple and the
group is immature, one must be very directing in the approach to leadership. Based on this theory, a
leader should be able to judge each group and task and be able to adapt their leadership style
appropriately to create the best outcomes for that particular situation.
Evidence:
-Situational Leadership slide
Source: Hersey, P. & Blanchard, K. H. (1969). Life-cycle theory of leadership. Training and
Development Journal, 23, 26-34.
40. Student will describe personal application CSV 302 An example of a time when I was able to employ situational leadership was when I completed
of the above theory (Hersey & Blanchard) service learning abroad at local Italian primary schools. I taught several classes of different grades and
subject matter. At one school, I taught math and science to 4th graders in English. I would teach them a
lesson they had already completed in Italian language in order to expand their understanding and
vocabulary in the English language. This group of students were matured in their ability to speak
English and the exercise was more about learning new complex vocabulary. For these students, I used
a more supportive leadership style. They were knowledgeable and motivated students, but this activity
proved to be difficult for them. I encouraged them to participate and taught them different strategies for
discovering what words meant, such as context clues. They were able to draw conclusions and learn
the meanings of new words with my support and encouragement, but it was done in a way that made
them take control of their learning.
At a different school, I was responsible for teaching simple English words to a class of 1st graders for
the first time. These students were not familiar with the English language and they were full of energy.
They proved to be more difficult to control and teaching them a new language was much more difficult.
As a teacher in this classroom, I had to adapt my leadership style to be more direct. I told them exactly
what to do and worked closely with them as a class for each activity. This class required more support
and more directions in order to learn than my other classes, but by changing my leadership to fit this
classroom environment I was successful in teaching them simple greetings, numbers, colors, and
animals. This experience teaching in multiple different classrooms with different levels of students and
different subject matter allowed me to practice my adaptation and employ situational leadership for
each group of students.
Evidence:
-picture with Italian students
41. Student will show knowledge of the HDF 190 -Relational Leadership grid I learned about the Relational Leadership model in HDF 190. It is made up of 5 leadership
“Relational Leadership” model by components: Inclusive, Empowering, Purposeful, Ethical, and Process-Oriented. To successfully use
Komives, McMahon & Lucas one of these leadership styles you must know, believe, and do certain things.
Inclusive leaders are inclusive of all people in a group and all different points of view in a situation.
They understand themselves and others and the different cultures and backgrounds that people have
that define them. They see the differences in people as valuable and believe that everyone can make a
difference in a group. Fairness and equality are important to inclusive leaders and they strive to create
groups like this by developing the talents that others have and building coalitions between team
members so that they all work together efficiently for the best outcome. Listening is also critical to
being an inclusive leader in order to build relationships with all members in a group.
Empowering is the second component of relational leadership. Empowering others involves
knowing the power that one has and how to use that power to benefit others. Knowing the impact that
one’s power has on a community is a valuable strength that relational leaders have. They empower
others because they believe that everyone has something to offer and that value input from all
members in a group when making decisions. This is the best approach to help both organizations and
individuals grow and reach their full potential. One does this by sharing all information with the group
and encouraging and affirming others in order to promote self-leadership.
Purposeful leadership is another relational component, which refers to the commitment that one has
to their position, duties, and other people within their group. Purposeful leaders know what their goals
and mission are and how to change the process and models used within their community in order to
work towards this shared vision. They believe that positivity and hopeful attitudes are more helpful for
everyone and that if everyone works together in an organization a difference can be made. Purposeful
leaders involve others in order to create a shared vision and goals for the group. They think creatively
and make meaning through their actions. Purposeful leaders center all of their thoughts on the goals
the group has defined and what can be done to achieve these.
Ethics are also included in relational leadership as leaders are driven by their values and standards
that are “good” in nature. Ethical leaders have the knowledge of how to influence the systems in place
in society and have god decision-making skills. Ethical leaders have a set of values that they model
themselves and their decisions on. Ethical leaders encourage and expect socially responsible behavior
in all and believe actions that benefit others are preferred over those done for self-gain. They
encourage others to participate in organizations because they believe that is the best development of
character and values. In order to convince others to do this they demonstrate congruence with these
expectations and their personal values to show that they are reliable and responsibly. Ethical leaders
also confront inappropriate behaviors of others and identify issues when others do not follow ethical
thinking. Relational leaders prove they are ethical acting in accordance with their values and trusting
others will do the same.
Process-oriented is the final component of relational leadership. This requires knowledge of the
community and a systematic perspective when approaching problems. Process-oriented leaders
believe that the process on how the group reaches a goal is as important as the outcome and high
quality effort is encouraged throughout the entire process in order to reach the best outcome. To
effectively reach these goal leaders encourage collaboration in groups so that they can work together
to challenge themselves and make meaning of their work. Being able to give and receive feedback
allows groups to learn and improves the process, therefore generating a better outcome. Relational-
leadership involves teamwork and hard work throughout the entire process so that when the goal of a
group is reached it has meaning and there is a sense of accomplishment. Relational leaders use each
of these components of leadership in different ways to create their own leadership style that helps them
create and influence relationships between people to create a stronger and more efficient group.
Evidence:
-Relational Leadership Assessment grid
Source: Komives, S.R., Lucas, N., & McMahon, T.R. (2013). Exploring leadership: For college students
who want to make a difference (3rd ed.). San Francisco: Jossey-Bass
42. Student will describe personal application BIO 498 Relational Leadership is a very logical theory and one that I connect to strongly. I think it is very
of the above theory (Komives et al) logical and found myself applying it several times in the past and present without a targeted effort to do
so. One situation that I found myself using the theory a lot was during my semester as a BIO 103
undergraduate teaching assistant (BIO 498). This model of leadership is centered around 5 qualities:
inclusive, empowering, purposeful, ethical, and process-oriented.
I was a guide for these students to help them complete their lab activities and in order to be
successful I had to be inclusive of all the students. This entailed reaching out to students that may be
more reserved or ones that may have needed more help. Many students are afraid to ask for help so
as a leader it was important for me to include everyone in the lab activity to ensure they were
understanding and learning. By including everyone I was also empowering each student to be in
control of their learning. It was my responsibility to make sure everyone was contributing in group
activities. One time I noticed there was a group of three friends and one was doing all the work. I
approached this by watching them and asking questions to the students not doing work. After realizing
they did not know what was happening and did not earn the information I split up the group in a better
way so that each student could participate and helped encourage them and gave them hints to show
them they knew more than they thought.
Purposeful leadership was also key in this teaching setting in order to ensure all the students were
completing their work and gaining the understanding that they were supposed to based on the lab
activities chosen. A lab accompanying a core class is meaningless without the connection of the
application to the factual material. I used my opportunity to confirm that the students were reaching
their goal and the class was worthwhile. It is one thing to say you have goals as a leader and its
another thing to make actions towards reaching them. This also ties in the process-oriented
component of the leadership theory. How you achieve a goal is as important as achieving it. It is one
thing for the students to complete the worksheets and get the answers right, but this must be done in a
manner that helps them explore the material in a hands on way. Collaboration, feedback, and
participation are all key to making the process of lab effective and as a UTA I encouraged the students
to do this in any way possible.
The last component of this model is the ethical leadership component. As a teacher figure in the
classroom it was important to be fair and just to all students. I could not favor any students by grading
or participating with any differently. I also had to ensure that all the students were being ethical. As a
leader it is important to be ethical, but it is also important to enforce proper ethics and morality in one’s
community. For me this included making sure no students were plagiarizing or cheating in any way.
Together by utilizing and enforcing these 5 qualities in the classroom it allowed me to be a successful
UTA and help my students learn from their lab experience.
Evidence:
-BIO 103 UTA evaluations
43. Student will show knowledge of the HDF 190 In HDF 190 I was introduced to the concept of constructivism as we used it in the classroom.
concept of constructivism Constructivism is a theory on how others learn by constructing their own understanding and knowledge
of a topic based on their experiences and reflecting on those experiences. When people learn
something, they go through a process to understand it based on their own methods of thinking, the
prior knowledge they have on this topic, and their experiences with it. Because people tend to compare
the knowledge they are learning to old this may change the perceptions they have and they may
disregard old or new information each time they have a new experience. Because of this each
individual has their own perceptions and previous information on any given topic, which allows them to
create their own knowledge in their view. Constructivism is centered on the reassessing of prior
knowledge and exploration of new information, which allows each individual to learn effectively in a
unique way.
Evidence:
-Constructivism Sheet
44. Students will describe personal examples PHC 327 Constructivism is key in every career path in order to grow in an organization and be a successful
of implementing constructivism and knowledgeable leader. Constructivism involves reassessing old knowledge and exploring new
information in order to create new ideas and viewpoints. This is critical in the constantly changing field
of medicine. As new research becomes available you have to change the way you practice. I have
experiences the benefits of constructivism throughout my professional years in pharmacy at URI. We
did different research projects and evaluated studies which either supported or challenged accepted
“facts” in the pharmacy curriculum. Then with this knowledge we had to develop our own opinion on
what best practice is. The important part of constructivism I learned was not to erase old and “wrong”
information from the memory, but to be aware of both old and new information and develop an opinion
around that. It is also important to keep in mind that that also may change. Awareness and retention, I
believe are key to constructivism and success.
Evidence:
-Debate topics
45. Student will demonstrate knowledge of PHP 340, PHP 450, Kolb introduces the model of experiential learning as cycle. There are four steps to this approach in
the Experiential Learning Model (Kolb) PHP 451 which the learner will touch all bases of learning and master the concepts. The first step is a concrete
experience, this is when someone is placed into a new situation and must work through it. After this
experience is over the person them is able to reflect on the experience and make observations. This
reflection should help the person to realize what was important about the experience and which
components were different from what they expected and the actual experience. Once the experience is
complete and observations have been made, conclusions can now be made. This third step is referred
to as abstract conceptualization and is a deeper reflection that helps the person develop new ideas and
concepts based on the learning experience. With the new concept and outlook on the experience, one
can employ what they learned through active experimentation. They can apply the information they
learned from the initial experience and any adjustments they have made. This last step of the cycle
can then cycle back to a new concrete experience and restart the cycle of reflection and experiential
learning. This model of learning is powerful and most effective with people that learn through hands-on
tasks and active involvement.
Evidence:
-Experiential Education page
46. Student will describe personal application PHP 340, PHP 450, Experiential learning is a model that is used frequently in the College of Pharmacy. There is an
of the Experiential Learning Model (Kolb) PHP 451 office in the building named the “Department of Experiential Education” and they set up pharmacy
practice experiences for students each year. Through this program I was able to participate in a service
learning IPPE at Hartford Hospital and a community IPPE at Walgreens Pharmacy. Both of these
experiences introduced me to new practices in pharmacy and helped me learn more through a hands-
on approach. I was able to practice in a real pharmacy setting and work with pharmacists to complete
daily tasks. Based on this experience I was able to have better understanding through hands-on work
and observation of how a pharmacy is really run and what the daily workload usually entails. During the
experience, we were responsible for writing down experiences we had counseling patients and work on
patient cases. After the experience, we wrote a reflection and evaluated the experience. Based on the
experience and reflection I was able to determine which skills were necessary and develop those more
for the next time I was put into a pharmacy setting. The classes allowed me to learn and develop my
skills for pharmacy practice through experiential learning.
Evidence:
-IPPE evaluations
47. Student will show knowledge of the HDF 190 In FLITE I learned about the Social Change Model for leadership development. This model involves
“Social Change Model of Leadership development within the individual, the group, and society, which create a feedback loop as they
Development” by Astin et al influence each other. Individual development focuses on the personal qualities of an individual, self-
awareness, and personal values. Group development builds interaction between group members and
encourages collaboration. Society develops to bring about change for the common good. There are
also 7 C’s that are associated with this model of leadership development, and each of these critical
values is encompassed by one the three development levels.
The critical values that promote development within the individual are consciousness of self,
congruence, and commitment. One must be aware of their abilities as a person in order to use their
strengths the most effectively. This also means that one must be aware of how their words and actions
affect those around them. Congruence refers to the alignment of one’s actions with their personal
values as well as with the purpose of the group. Individuals must also be committed to their group and
the change that they are working towards. Commitment is key in any group because when one does
not put full effort into the cause it can cause more uncertainty and complications. In order for the group
to work effectively as a whole, one must be conscious of themself, show congruence, and be
committed to the cause. This connects the individual values the group values.
The group values are collaboration, common purpose, and controversy with civility. Collaboration
within a group refers to the sharing of information and ideas. When a group of people collaborates, it is
usually for a common purpose. In the case of social change, a group of people comes together in the
hopes of making a change for the common good. However, in any group there are disagreements and
controversies. In order to keep the group progressing towards change, the conflicts must be
approached with civility and understanding by all members. These values that a group holds and
practice make an impact on individuals as well as the society.
The values of society are based on citizenship. Citizenship is the compliance with the duties and
responsibilities within a community. Each member of a community has a role that they are expected to
follow in order for things to run smoothly and stay moving towards a positive change. Citizenship along
with each of the other seven C’s in the different levels of leadership development impacts the others
and they all work together to create the eighth C, change.
Evidence:
-Social Change section of course packet
Source: Higher Education Research Institute (HERI). (1996). A social change model of leadership
development: Guidebook version III. College Park, MD: National Clearinghouse for Leadership
Programs
48. Student will describe personal application HDF 190 Stepping Stones Activity In class, we did an activity called stepping-stones in which the class was split into groups based on
of the above theory (Astin et al) each of the three levels of development. We were placed on “islands” and had to get to each of the
other “islands” using only stepping-stones, each labeled with one of the seven critical values. When
something went wrong, a stepping-stone, and therefore critical values was taken away. When this
happened, it made the task of getting around the triangle much more difficult. Eventually we were
unable to move without all the stepping-stones and had to work together to get them back. This activity
showed the importance of all the critical values in keeping society running effectively. Social change
can only happen when each of these values is being used and individuals, groups, and societies work
together for the same purpose.
Evidence:
-picture of stepping stones
49. Students will demonstrate knowledge of HDF 190 Six steps characterize the Leadership Identity Development Model; each step develops the leader,
the “Leadership Identity Development change the view of them within others, and broadens their view of leadership. The first step is
Model” by Komives et al awareness. When one is aware of their abilities as a leader they are more confident in those abilities
and are motivated to use them to make an impact on the community. Then once one knows their
strengths and is motivated to put them into action they explore ways that they can use them and
engage in different parts of the community. When they explore and become involved in different
organizations they are able to apply their newly developed skills. This process helps one identify
themself as a leader and prove their effectiveness as a leader in this way. This leads them to the
fourth step, leader differentiated. The leader takes ownership for their role in their groups and the
community as a whole with confidence. They believe in their own abilities as a leader and use them to
the best of their abilities. Once one can do this they move on to the generativity stage. The leader
deepens their self-awareness and is able to continually put their strength into action. When this occurs
the leader is able to integrate themselves into the community and they are developed into the best
possible version of themselves as a leader. As one grows and situations change, they may repeat
steps and further develop as a leader, because there is always opportunity for growth within individuals
and the community.
How one progresses through each of these steps is unique to them and is influenced by a variety of
development influences. Adults and peers can influence how one develops as a leader in many ways.
As one grows up their main influences are guardians and older siblings, children listen to what their
elders tell them is right and they aspire to be like those that they love. The peers that one surrounds
themself with also influence how they act and how they develop as a person. Other influences on how
one develops leadership include meaningful involvement in organizations and reflective learning.
When one can develop meaning and lessons from the experiences they have, they develop as a
person and gain leadership experience. Group influences also can influence the development of self in
individuals when they participate in these groups or change the perceptions of the groups. The
Leadership Development Model has many components that impact it and because everyone has
different experiences and influences, each leader has a unique path through this development model.
Evidence:
-Leadership Identity Model Handout
50. Students will describe personal PHP 450 I was able to use the Leadership Identity Development Model when creating a place for myself to be
application of the above theory. (Komives a leader at my new job at CVS Pharmacy in summer 2017 as well as at my IPPE placement at
et al) Walgreens. I started this summer with very little job experience in retail pharmacy.
The first step of this model is awareness. I had to be aware of my own skills and be confident in my
pharmacy knowledge. Since I didn't have previous hands-on experience it was critical to recognize that
I was still not going in blind. I had experience from my school and I was going to be able to use it here.
The second step is to explore. I was able to explore new ways to implement my skills as I learned the
systems at CVS and Walgreens. I was able to become comfortable with them which allowed for more
efficient work and I began to explore ways to improve them.
The third step is leader identified. As a newcomer, it is harder to take a leadership role in many
cases, so it was up to me to put myself out there and prove my effectiveness as a leader. I did this at
CVS and got awarded the "You've Got Heart" certificate during my first month of work. This is awarded
for exceptional customer service based on surveys.
The fourth step is leader differentiated. To set myself apart i had to take ownership in my role as an
intern, knowing I had a good deal of pharmacy knowledge and often more than the techs there. I began
to ask for more responsibilities and take on more hours.
The fifth step is generativity. I think this links the first step of awareness with experiences. It is one
thing to experience a problem or situation. The key is to grow from the experience and be continually
improving. To grow one must have motivation and I think my strength of achiever, identified in the
StrengthQuest survey, is what drives me to improve with each experience.
The final step is integration. Integration comes with time and exposure. I have begun to learn the
names and information of patients which helps me give them better customer service and form
relationships with them. As an intern on the path for healthcare I will have many chances to impact the
community and I hope to do so in a positive and helpful way as I continue.
Each leader has a unique path which is developed based on experiences and various influences.
This leadership identity models helps outline this process. This mode helped me find and describe my
path to becoming a leader in my new organizations.
Evidence:
-“You’ve got heart!” award
-Colleague Recognition
51. Students will demonstrate knowledge of HDF 190, PHP 464 Eileen Hulme is the executive director of Noel Academy for Strength-Based Leadership and a
the Strengths-Development Model by professor of many classes focusing on Strength-Based Leadership. She is involved in research for
Hulme et al positive psychology and emphasizes the importance of highlighting strengths rather than weaknesses
to promote educational success and a positive learning environment. There are 4 domains to the
Strengths-Development Model. The model starts with self-theories. Teams must start with individuals
and their own personal awareness of their strengths. In order for proper development, one must
recognize their strengths, accept them, and use their strengths to enhance their role and actions. The
next domain is other awareness. Being aware of one’s surroundings and aware of the strengths that
other possess is important. It is awareness that helps our minds categorize others, which then
influences how we interact with them. Awareness of others allows one to determine the strengths that
they can benefit from working with and those that do not mesh well with them. Collaborative
engagement is the next domain of the model and focuses on working together with others and
optimizing team strengths. Personal strengths influence how people communicate and interact in a
group setting. In order to optimize group dynamics, one must look to individual strengths. The final
domain is self-management and involves the organization of both strengths and weaknesses for the
best results. Recognizing one’s strengths and weaknesses can help to develop approaches to
problems that maximize the use of strengths and can govern which tasks one may need assistance
with. These four domains come together to form a model of strength-based leadership that can
increase the effectiveness of individual and team learning and promote further leadership and team
development.
Evidence:
-Strengths Development slide in PHP 464
Source: Shushok, F., & Hulme, E. (2006). What’s right with you: Helping students find and use their
personal strengths. About Campus, 11(4), 2-8.
52. Student will describe personal application HDF 190, PHP 464 Gallup Strengths Quest Strength-based leadership was first introduced to me freshman year in FLITE, and has been a
of the above theory (Hulme et al) concept that has helped guide me throughout all years of college. GALLUP Strengths Finder was
reintroduced to me during my senior year in a class titled Pharmacy Leadership and Political Advocacy.
The strengths of each class member were shared and analyzed in this class. The professors
encouraged us to share how we use our strengths to guide our actions and work in groups. As part of
this activity we developed a class map of all of our strengths which would help with group-based work.
Balance of the four domains of leadership were emphasized in the class and the professors
encouraged us to form groups that had balance in member’s strengths.
Based on the strength map formed in the class, I was able to form a group for the final project that
was well rounded and efficient. Because of the activities we completed in class I was aware of my
strengths which were concentrated in the relationship-building and executing domains. When forming a
group, I looked for others that had influential and strategic strengths. These were areas that I showed
more weaknesses and based on the Strengths-Development Model I realized that I needed to
collaborate with members that could complement my strengths and fill in the places that I lacked
strengths. I pursued team members that were more influential and creative but lacked the executing
and relationship-building strengths that I possess. I was able to facilitate team work within the group
and the motivation to complete the tasks in a timely manner with high-quality results. This combined
with the innovation and creativity of other team members created a well-functioning team that optimized
all of our strengths.
Evidence:
-Class Map of Strengths
53. Student will demonstrate knowledge of
behavior theories of leadership from
Michigan and Ohio State
of the above theories (Michigan & Ohio
State)
Charismatic leadership
of the above theory
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
by Dansereau, Graen & Haga; Graen &
Cashman; Graen
of the above theory (Dansereau, Graen &
Haga; Graen & Cashman; Graen)
Leadership Substitutes Theory
of the above theory
Models of leader emergence
66. 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
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 HDF 492 Harro’s theory, “Cycles of Socialization “, explains a path beginning at birth and governing how one
the “Cycles of Socialization” (Harro) interacts with others throughout the community in life. The cycle begins when one is born; there is no
theory and its uses in leadership control over the situation that one is brought into. When one enters the world, they are placed into an
environment with pre-decided gender, sexual orientation, socioeconomic status, race, ethnicity, and
other traits. At the start of the socialization cycle, there is also no guilt or blame present for the
individual. The next step is the first socialization. The beginning of one’s life is shaped by the
interactions and relationships with the people around us. This includes family, friends, and educators.
When a child is young they are very impressionable and the beliefs and knowledge from others is
passed down to them through interactions. How parents and other role models behave shapes how
those younger than them do; they share values, goals, and experiences.
After the first socialization, institutional and cultural socialization follows. Institutions include schools,
churches, businesses, media, and other influences. Culture socialization includes the media in addition
to practices, language, songs, and new ways of thinking. As one progresses throughout life they are
influenced by the many places and people they interact with. This happens consciously and
unconsciously. Then as they progress through life, these values and established “social norms” are
reinforced through one’s actions. One can choose to conform to or challenge the messages and beliefs
they have been taught through socialization. How one enforces the norms can lead to discrimination,
stigmatization, rewards, punishments, or persecution. This can cause the individual to feel power and
accomplishment or lead to self-hater and dehumanization.
Based on knowledge and enforcements, actions and change are made in the final step. One can
choose to do nothing and promote the status quo and social norms that have been taught to them. This
silence and lack of action from an individual promotes the cycle of socialization to continue and fails to
challenge the social constructs and stereotypes developed in society. But if the individual wants to
make a change based on their experiences and knowledge they can educate others, question the
actions of leaders, raise awareness about the issues, or change personally. If one challenges society,
they can break the cycle and make a positive change for the future.
Evidence:
-Article by Harro
Source: Harro, B. (1997). The cycle of socialization. In M. Adams, W. J. Blumenfeld, R. Casteneda, H.

W. Hackman, M. Peters,& X. Zuniga (Eds.), Readings for diversity and social justice: An anthology on
racism, antisemitism, sexism, heterosexism, ableism, and classism (pp. 15-21). NY: Routledge.
72. Students will demonstrate personal
application of the “Cycles of
Socialization” (Harro)
73. Student will demonstrate knowledge of HDF 492 The Cycle of Liberation by Harro is the counterpart to Harro’s Cycle of Socialization. Liberation
the “Cycles of Liberation” (Harro) theory involves making a change in society and breaking from the constructs developed. Liberation begins
and its uses in leadership with “waking up”; this involves the person making a critical realization within themselves that they want
to change. Once they have awareness, they must get ready by educating themselves and gaining
critical tools and inspiration. Once a base is built for the change, one moves on to the next step of
reaching out. This involves spreading awareness, seeking experiences, and experimenting with new
concepts. These actions will gain exposure on the cause at hand. With this exposure, one can move
on to the next step of building community. People look to those similar to them for support and those
with different community roles to build coalitions and a strong force for impact. With the team that is
built, one can organize an action plan, lobby for support, and fundraise to gain resources as part of the
coalescing step. Being a role model in the community can cause others to join and take action. The
next step in the cycle is making a change. Change is implemented through new policies, structure, or
definitions. Once a change is made, is can be maintained with integration throughout the society,
modeling authenticity and spreading inspiration to others. This ends the cycle and brings it full circle.
An environment is created that promotes liberation and change.
Evidence:
-Harro’s Cycle of Liberation
Source: Harro, B. (2000). The cycle of liberation. In M. Adams, W. J. Blumenfeld, R. Casteneda, H. W.

Hackman, M. Peters, & X. Zuniga (Eds.), Readings for diversity and social justice: An anthology on
racism, antisemitism, sexism, heterosexism, ableism, and classism (pp. 463-469). NY: Routledge.
74. Student will demonstrate personal
application of the “Cycles of Liberation”
the “Configuration of Power” (Franklin)
and its relationship to leadership
application of the “Configuration of
Power” (Franklin)
racial identity development (Cross &
Fhagen-Smith; Rowe, Bennett &
Atkinson; Ferdman & Gallegos; Kim;
Horse; Renn etc.)
application of model(s) of racial identity
development above
79. Student will demonstrate knowledge of HDF 492 There are many models that describe the development of a person’s gender identity development.
models related to gender / identity / Lev created a binary system model and continuum model. The binary system suggests that the sex of
gender identity development (Lev; a person (male/female) determines their gender identity as a man or woman, which then influences
Bussey; Bussey & Bandura; Bilodeau; their gender role being masculine or feminine, and also influences the group to which they are
Gilligan; Belenky et al; etc.) attracted, making them heterosexual or homosexual oriented. The theory by Lev can also be described
a continuum in which at any category a person can change their behaviors, sexual orientation, or
appearance at any time in a way that creates a fluidity across the categories rather than a concrete
definition.
Another model that can be used to describe gender identity is Bussey and Bandura’s social-cognitive
theory of gender identity development. This theory includes 3 components which interact with each
other: personal, behavioral, and environmental. The personal component involves biological
components as well as the perception of oneself. Behavioral relates to how a person acts and the
alignment with stereotyped gender-related activity patterns. The final component is environmental and
can include outside influences including work or school surroundings, family support, peers, and media
influences. This model suggests that all these components interact in many ways that create one’s
gender identity and they can influence a change in gender identity during a person’s life. Gender
identity is used throughout society to categorize people, but this can be confusing when one has a
change in gender identity components.
An additional model by Bilodeau explains Transgender identity. This defines 6 steps in developing a
transgender identity. This starts with exiting the traditional gender identity that one is born with. Then
there is a process of developing a personal transgender identity. One must learn and accept
themselves in the identity that they have chosen. Once they have developed a personal identity, they
must then develop their transgender identity in a social setting. Once developing a social support for
their transgender identity, one must accept their role as a transgender offspring and work with family
and friends to redefine and form relationships based on the change. Once past relationships are
defined under the new identity, one can develop a transgender intimacy and determine their role in
romantic and sexual relationships. The final step to transgender identity development is becoming part
of the transgender community and making a commitment to social and political change.
Evidence:
-Gender Identity Slides
application of model(s) of gender identity
additional social identity development
model(s): Sexual ID, Faith & Spirituality,
Disability, Social Class (Dillon et al;
Fowler; Parks; Astin et al; Peek; Smith;
Johnstone; Gibson; Forber-Pratt &
Aragon; etc.)
82 Student will demonstrate personal
application of additional social identity
development model(s) above
83. Students will demonstrate knowledge of HDF 492 Peggy McIntosh developed a theory of privilege focused on male and white privilege. She
McIntosh’s theory of privilege and its recognizes that people of privilege are often taught to be unaware of the privileges they have while the
relationship to leadership underprivileged recognize it. Being more aware of one’s privilege in society can help make a more
positive change and spread awareness. She explains that equality cannot be reached if one does not
first address that inequality and privilege exists currently in society. Addressing diversity is one step to
fixing the issues, but one must also acknowledge the advantages that certain races and genders and
positions hold in society. Privilege is often something that is not earned but given, and in order to
erased the inequality in society that privilege creates those with privilege must give theirs up. This
suggestion made by McIntosh is powerful, and one must recognize the difficultly of this request.
Despite the burden that is seen on the underprivileged, people with power do not want to give their
power up in order to level the playing field. Privileged humans do not realize the power they have, and
therefore they do not realize the happiness and ease in life it brings them. If this was recognized by all
privileged, it would difficult for them to overturn their power to others. Peggy McIntosh explains that
privilege allows people to have a larger impact on society and that influence should be used to make a
positive change. White privilege and male privilege are no longer present to the same extent that they
once were, but they still indirectly effect the actions that people make in society. Privilege often carries
a more eased credibility as a leader in society and McIntosh encourages people to use their leadership
to challenge the societal inequalities and make a positive change.
Evidence:
-White and Male privilege article
Source: McIntosh, Peggy. 1995. White privilege and male privilege: A personal account of coming to
see correspondences through work in women's studies. In Race, class, and gender: An anthology, 2nd
ed., edited by M. L. Andersen and P. H. Collins. Belmont, CA: Wadsworth.
84. Student will demonstrate personal Although I recognized that I was not underprivileged in my up-bringing, I used to see my place in
application of McIntosh’s theory society as average. After reading about McIntosh’s work and completing her checklist of white
privilege, this view that I had changed. She developed this list as things that one has daily but does
not have to earn. The checklist is a series of privileges that people that people often have based on
race. Although this is just one type of privilege, it made me realize that I had more power than I
originally believed. Now that I have completed this activity, I see the influence and potential that I have
to make a change more so and I hope to use this to my advantage in the future when serving the
community. I can also better understand the background of people I am serving and help them to get
the best care. By recognizing that privilege exists in our society, I can use the knowledge to be less
biased and more universal in my healthcare approach. I hope that I can share my learnings and use
my knowledge now to encourage others to use their privilege in a positive way as well.
Evidence:
-White Privilege Checklist
Source: McIntosh, Peggy. 1995. White privilege and male privilege: A personal account of coming to
see correspondences through work in women's studies. In Race, class, and gender: An anthology, 2nd
ed., edited by M. L. Andersen and P. H. Collins. Belmont, CA: Wadsworth.
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 HDF 190 In FLITE we learned about the Social Change Model, which requires change agents that lead this
leadership as it relates to change agency process towards change. Change agents are able to relate to each of the 7 C’s in the Social Change
Model and that is what makes them such strong and effective leaders. Growth and change within the
community requires effective change agents that are dedicated to the cause. Change agents must
understand that change is a process and there will always be people that resist change. It is a change
agent’s responsibility to have plans and strategies in place that will overcome the resistance they will
face. Change agents should demonstrate positivity and confidence in the change process and accept
the ambiguity that comes along with making a change to a community. Change agents are the ones
that must set the tone for a change campaign so positivity and courage are essential to leadership in
this situation. The change agents are those that make the first moves in making a change and they
must be able to step out of their comfort zone to take a risk and accept possible rejection and failure
without giving up or slowing down. Change can be a long process that requires patience from all
individuals, and especially leaders, without getting discouraged. Change agents must be able to
persuade others into working towards a shared vision. They are strong leaders that have the ability to
influence the systems in place and lead the community on the path towards change.
Evidence:
-Social change section of course packet
-Change Agent Handout
88. Student will describe personal examples PHP 464 I was able to use the knowledge I had as a change agent ibn my attempt to make a difference in the
of being a change agent opioid legislation for Rhode Island. As part of my Pharmacy Leadership and Political Advocacy class, I
did a presentation and wrote a letter on opioid legislation throughout New England. Through this
project I wrote a paper and did a in class presentation on the topic. I was knowledgeable on the subject
and passionate about making a positive impact in response to the opioid crisis currently devastating
New England. I gained an understanding on what was happening, why it was happening, and the
different risk factors contributing to the rise in opioid-related overdose deaths. I expected that not
everyone would agree with m proposal for stricter legislation, but when I experienced this from my
professor it was interesting. I was almost discouraged from continuing my research on the topic, but
instead realized that if I had strong enough evidence that my project could make an even bigger impact
by changing her perspective. I planned out my paper and presentation, and anticipated questions and
arguments that I would hear as a response to my topic. I prepared for how to answer and convince
others that new legislation could help make a difference in the state of Rhode Island as well as many
others across New England with opioid issues, such as New Hampshire. I remained positive and
focused on the positive impact a new legislation could have on the community rather than focusing on
the negative impact of the epidemic currently in the nation. After I received the feedback from the
presentation and paper, I sent out a letter to the legislator to urge them to make an addition to the
current opioid legislation. Reaching out to a Senator was not something that I had done and making an
impact on that state seemed out of reach for me, but the positive response I received from my
presentation encouraged me more so to go further with the proposal. I recognized the chance that the
legislator may not respond or agree with m proposal, but I met that with a request for a response to
discuss different options. I am still waiting to receive a reply on my letter, but I am hoping that I can
help start a movement of change away from the health risks of opioid medications and make our
community a safer place.
Evidence:
-Legislative Letter
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
the ally Action Continuum by Griffin &
Harro
92 Student will demonstrate personal
application of the Action Continuum by
Griffin & Harro
Multicultural Organizational Development
Model (Jackson)
94. Student will show personal application of
the Multicultural Organizational
Development Model (Jackson)
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 HDF 190, BIO 498, Relational Leadership In HDF 190 I discovered that one of my top strengths was inclusive, and inclusive was also one of
inclusive leadership CSV 302 Gallup StrengthsQuest the relational leadership components that I connected with the most. Before this class I was inclusive
Challenge Course Facilitation because I always tried to include everyone in the group, but FLITE also taught me that there is more to
being inclusive than making someone part of the group. Inclusive leadership is actively listening and
considering everyone’s input and ensuring the participation of everyone in the activity. Being truly
inclusive requires an open mind and respectful point of view. One must respect everyone’s input and
background and value the differences that each individual has. I learned a lot about inclusive
leadership through my training to be a challenge course facilitator. At the North Woods Challenge
Course, one of the main principles they follow is challenge by choice. Before new groups start a
challenge course, the facilitators remind them that they are not forcing the participants to do these
activities and they should only do what they feel comfortable with. In my experiences shadowing as
the challenge course, some participants try to take advantage of this rule and not participate.
However, when facilitators see this they encourage them to participate in other ways such as spotting
their group members or giving them strategies for the activities or simply cheering them on. Some
participants are not able to or comfortable completing an activity, which is acceptable, but the
facilitators encourage involvement in another way when this is the case to include everyone in the
progress towards the goal. This is a great example of inclusive leadership in action, because the
facilitators value that participants have different backgrounds and strengths, so they encourage them to
use their personal strengths in a way that will help the team make progress and keep them involved.
As I have progressed through college, I have continually implemented and further developed this
personal code of inclusive leadership. I have been able to use this strength I have in BIO 498 when I
was a Biology lab undergraduate TA. I served as a resource for the students as the completed lab
activities. I was responsible for overseeing their work and answering questions. But in order to
maximize their learning I tried to use my individualization and includer strengths and integrate the
students into the processes. I encouraged teamwork and full participation in lab activities. If I saw
groups where one or two people were not being included I used the techniques I learned throughout
HDF 190 to bring their inputs into the group. Many times, there are people in a group that are quieter
and being one of those people throughout high school motivated me even more to have the voices of
all the students heard. Lab was an interactive class and learning was only facilitated by involvement by
all students.
Another great opportunity I had to implement my code of inclusive leadership is in my CSV 302 class
I took abroad when in Florence, Italy. As part of the class I completed 100hours of service in local
Italian schools. This proved to be difficult and required a lot of patience and effort. The students were
young elementary schoolers that spoke a foreign language only partially familiar to me. Communication
was critical but also very difficult in this environment. I challenged myself in each classroom I stepped
in and with each activity we did. Teaching at the elementary school level also brought many issues to
light that college students did not have. Many students were reluctant to do work while others were
eager to participate in activities. Finding a balance with these students and challenging those students
that did not want to speak up was what I focused on. I encouraged more outgoing and advanced
students to help their peers and include the more secluded students in their activities.
Although I am a pharmacy major, these teaching experiences helped me greatly to learn about
myself as a leader and practice my inclusive skills. These situations required more patience and effort,
but now when I become a peer leader in organizations or within my career as a pharmacist, I will be
proficient in these aspects and be able to create a positive environment for good outcomes.
Evidence:
-StrengthsQuest results
-Challenge by Choice section of North Woods Challenge Course training guide
-picture with Italian students

Outcome Category: Critical Thinking
98. Student will show knowledge of principles Critical thinking is a highly valued quality but also one that is essential in a leadership position. In
of critical thinking and fallacies (logic is order to make decisions that reflect good judgement and produce positive outcomes one must
used in this minor) analyze the issue at hand and all aspects that can affect it. Many people can make a sound decision
when given time and an outline to do so. The ability to think critically, however is an acquired skill.
One of the main principles of critical thinking is that one must have complete and thorough knowledge
of all the facts of the situation. This may require more research or questioning, but without knowledge
of the background in a situation, the proper decision may not be made. Another important principle to
critical thinking is to understand one’s own biases to a situation and be able to make decisions and
conclusions without any personal influence. Everyone has values but when drawing conclusions or
making critical decisions for a group, the results must be neutral and accurate.
Critical thinking is a skill and should not be confused with logic which is putting things together to
make sense of them. Critical thinking finds the deeper meaning and judging the factual information to
gain a deeper understanding. Logic is a more surface level understanding and evaluation of facts
whereas critical thinking is a deep and balanced understanding of an issue. This can be developed
more with practice and should be mastered for successful leadership.
Evidence:
-Critical Thinking article
99. Student will demonstrate proficiency of -Gallup StrengthsQuest Critical thinking is something that I have continually employed throughout my education. My top
critical thinking strength as found from Gallup Strengths Quest is Restorative. This is characteristic of problem-solving
and finding how things works. Rather than accepting things as fact I look for the evidence behind it
and do research to find the missing pieces of information. I take time to complete high quality work
that reflects balance and understanding of the concepts. This has also helped me be calm in many
complicated situations. People will often jump to an impulsive conclusion or make rash decisions in
times of pressure and crisis. On the other hand, I don’t let this constrain me and think through every
problem fully.
One example of this was when on my family vacation in Hawaii. We made reservations through a
company for a helicopter ride on another island. When we were out to dinner the night before the
plane got cancelled and everyone in my family began to panic and complain and call the company
that made the reservations. They could not find any seats on the flight we already booked. While they
did this, I looked on my phone on the app I learned about abroad called skyscanner and found a flight
for 8 people on the selected day. I realized that the company was not reliable and that if they
cancelled the first flight we should get another one. I found a cheaper flight at the proper day and time
and we were able to go. We got some of the last tickets on the flight and if I had not thought through
the issue and acted fast we would not have been able to get to the other island.
Evidence:
-Hawaii picture on helicopter
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 is an important skill that can produce a more positive outcomes ion one’s life. I was
decision making methods introduced to many components that go into decision making and different methods that can be used
to optimize thinking in the book Thinking, Fast and Slow by Daniel Kahneman. The book introduces
to different processes that the mind goes through in making a decision based on how fast it must be
made. One decision making method is to continuously scan the environment and change your actions
and decisions based on what is happening around you. This helps to make the best decision for that
certain time and place. Another method for decision making is weighing the advantages and
disadvantages of a situation and compare these to the desired outcome. Another decision-making
method is to look to past experiences of yourself or of others and determine if you want the same
outcome that was produced in that situation. This can help determine which approach one may or
may not want to take. In decision making it is also important to think about how one’s decision will
affect others. Thinking about others is often overlooked in decision-making but can help make a
decision that will have more favorable outcomes, especially when in a group. A final decision-making
method is to use logic and determine how realistic the desired outcome of the decision is. If there are
not enough resources to back up a decision for action or there is a low probability of the outcome of
the decision being positive, it can help avoid the mistake of making the wrong decision ahead of time.
This along with many other techniques can be used to help make a thoughtful decision.
Evidence:
-read Thinking, Fast and Slow book
103. Student will describe personal examples of One of the biggest decisions I have had to make for myself is whether or not to get a surgery during
having used five decision making methods my 4th year at school. News of a cyst came to my attention during a doctor’s appointment on spring
break. They gave me options and I had several doctors telling me different information. In order to
make the best decision for myself I used several different evaluation methods. I first considered the
environment I was currently in. I was in the middle of a critical semester and living in Rhode Island for
school mostly. I considered the assignments and stress I had coming up, but also considered that
during he summary my environment would be changing more so with two trips to different countries
and working at hospital and community pharmacy settings. In addition to evaluating the environment I
thought about how my decision would affect others around me such as my parents and friends that
would have to take care of me. But I also considered the stress it would provide them if I waited and
did not get the surgery. Not having the surgery showed no immediate danger but there was always a
risk of complications in waiting. This anticipation surely caused my parents a large amount of stress.
When making the decision I had to focus on the best and logical decision. I weighed the probability of
the surgery going well with the probability of it going well with no complications if I waited a longer
time to get the surgery. With he unpredictably of complications, I would not know when or where
something might happen and this could leave me in a place with lessened resources and a higher
risk. All of these factors contributed to my decision, but I also used past experiences and the
experiences others had as a tool. I had never had surgery so I talked to members in my family about
similar surgeries and what the recovery would entail. Being knowledgeable of real life experiences is
one of the key methods I use in my decision making. Once all the information is gathered I usually put
together a list of advantages and disadvantages of each choice I could make. In this case having the
surgery now outweighed the few disadvantages such as the timing of the event. Using all these
methods brought me to make the best decision for myself at that point in time and I was able to
complete the surgery, complete all my school work, and fully recovery.
Evidence:
-Discharge paperwork for surgery

104. Student will show knowledge of at least five COM 100H In my honors communications class, there was a chapter about interpersonal conflicts and how to
problem solving / conflict management manage these conflicts. Conflict is an inevitable part of having any type of relations with someone,
methods, as well as understanding the because no two people can be in full agreement on everything. Some common roots of conflict are
roots of conflicts behavioral issues, personality differences, and relationship rules. When someone performs an
unfavorable behavior or fails to perform an expected duty, another person may create a conflict out of
the situation. There are many people that will speak up when they disagree with another’s actions and
this is a main creator of problems. When personalities do not match up, that can also lead to serious
issues. Personality problems are caused by criticisms of a person rather than what they do, and this
is not something that can be changed. These conflicts are more difficult to resolve due to their
complications. Not following relationship rules can also create problems in relationships. Every
relationship that someone partakes in has some type of set of rules, whether it is verbally defined or
not. These rules define what is expected and prohibited in a relationship and when one person does
not abide by the rules that were set forth, conflicts usually arise. No matter the cause of the conflict, it
is helpful to have a variety of conflict-management strategies that can help one deal with these
situations.
In COM 100H we learned 6 ways to respond to conflict in a relationship. These conflict styles are
grouped into 2 categories: direct and indirect. The direct conflict styles are competitive fighting,
compromising, and collaborating. The indirect conflict styles are indirect fighting, avoiding, and
yielding. Competitive fighting is when one responds to a conflict with high concern for their own
interests and low concern for others. It is done by direct communication. This conflict response is
aggressive and can cause further problems but it is necessary in certain situations to reach the best
outcome. Compromising conflict style involves moderate concern for self and for others. When a pair
compromise they meet at least one of each of the partner’s needs and each party usually must give
up something they desire in order to get the other. Compromising is a common response to conflict
and it is more efficient than many other approaches. Collaborating is the final direct conflict style,
which is characterized by a high concern for self and high concern for others. Collaboration requires
critical thinking because it requires that each party identifies their main concerns and the solution must
satisfy the concerns of every party. Collaboration gets to the root of each desire one has and causes
people to evaluate what is most important to them. This can take longer to resolve the conflict, but the
solution is high quality.
Indirect fighting is a conflict response in which the person the person has high concern for their
own goals and little for others, but they approach the problem passive-aggressively. One will make
themselves seem accommodating, but then become aggressive in another context. Indirect fighting
can also involve one simply ignoring the other persons concerns. This conflict response is
unfavorable and should be avoided whenever possible. Yielding is an indirect conflict style that is
preferred over indirect fighting. This involves low concern for self and high concern for others. One will
give up their own desires in an argument to meet the other persons. This is often used when one
decides that they do not have high enough interest in the conflict at hand. Yielding should be used
when one is wrong in a situation, but it should not be relied on continually in conflict resolution. The
last indirect conflict style is avoiding. This is when one ignores, jokes about, or withdraws from a
situation. This can be a cooperative or uncooperative styles depending on how it is executed. This
can be used when the conflict at hand is not worth the fight; people often “agree to disagree” when the
conflict is minimal and has no real value or impact. Each of these conflict styles has certain situations
in which they should be used and when they should be avoided and knowing when to use each style
is an important skill.
Evidence:
-COM 100H notes on chapter 10

105. Student will describe personal examples of COM 100H In COM 100H I learned about five conflict strategies that can be used in select situations to reach a
having used five problem solving / conflict good solution. The first technique was competitive fighting which is only necessary in certain
management situations such as when my roommates and I were looking for a house off campus. We started looking
for houses later than expected and the selection of houses was narrowing. When we finally found a
house we all liked we knew there were multiple groups trying to get this same house we applied for. In
order to ensure that we would get the house my friend and I checked up regularly with the realtor to
express our interest. We explained several reasons that we wanted the house and why we would be
better candidates for the house than the other groups. She said our continued interest and
enthusiasm was appreciated and we were leased the house instead of the other applicants. We
directly contacted the realtor office throughout the process and had a high concern for our own
interests over the other applicants, which helped us persuade her to choose us as residents.
The second conflict strategy is compromising, and I have used this technique in several areas of
my life. I also used this strategy when looking at houses with my roommates. After my group signed
the lease for the house, we had to decide who would be getting which bedroom and bathroom. There
were four of us planning to live in the house and the bedrooms were not of equal size and quality. We
all wanted the bigger rooms that were more updated and appealing. Just choosing people to live in
these rooms seemed unfair to us and we all fought for our own wants and needs. No conclusion was
being reached this way, so we decided to compromise. We decided that the person with the biggest
room would pay more than the rest and the two people that were going to live in the updated rooms
would share a bathroom. I compromised having my own bathroom to live in one of the nicer rooms
and each of the other girls decided which aspect was more important to them as well when they chose
their rooms. This was the fairest solution we could find in a relatively short amount of time and each
of us got to have at least one thing we wanted in the house.
The third direct conflict style is collaboration; this is the strategy that reaches the best solutions
because everyone gets what they desire from the situation. One example of a time I collaborated with
others to solve a conflict is during a group assessment in my pre-calculus class. For this assessment,
my teacher decided to put people that did well in her class with those who were doing poorly in hopes
that those that were more skilled could help the others boost their grade. I was among the group of
students that was doing well in her class, so I was paired with someone who was about average in the
course and someone that was doing poorly. This became a problem when the student that was doing
poorly was not motivated to help. They did not understand the material and wanted me and the other
member to do it because it would be easier. I did not find this method fair, so I voiced my opinion and
offered an explanation as to why. In my response I also proposed a new idea that we should all try the
problems individually and go over the responses. This would provide the best results and we could all
learn from each other if we made mistakes. Both of my partners agreed that this approach was fair so
we used it. We ended up getting a good grade on the assessment and the other student who didn't
want to do work said that he learned more from the project than he did from the in class lecture. This
was collaborative because each member of our team received a good grade on the project, and the
student that was struggling in the class learned how to solve each of these problems independently;
we all put hard work into the project and got we desired, which is what made it a collaborative effort,
even though it may have taken longer to complete.
Yielding is another conflict strategy that is more indirect. This technique is useful if one decides
that the issue at hand is not important enough to them to fight over, in which case they give in to the
other person’s desires by giving up their own. One example of conflict that I used the yielding strategy
for is over winter break when I had a disagreement with my parents. They had planned a trip to
Boston when I was supposed to visit one of my friends in New York. At first I was upset that they
didn’t consult with me and did not want to go to Boston with them, but later I realized that this issue
was not as important to me as my relationship with my parents. Especially since I do not see my
parents while at college, I did not want to be fighting with them so I yielded my own interest of visiting
my friend during that time so that I could spend time with them and meet their desires over my own.
This resolved the conflict relatively smoothly and since this issue did not have any great importance or
impact on me, our relationship maintained harmony.
The last indirect conflict strategy is avoiding. In some situations it is acceptable, or even
preferable, to ignore the situation at hand in order to avoid any conflict. One situation that I used this
technique for is when I had conflicts with my roommate in the beginning of the year. My friend and I
had requested to live together, but they added another random person to our room right before we left
for school. After a month at school I realized that this new roommate and I were not compatible in any
way. We were unable to make a roommate contract because we had so many differences, and
instead, she decided to move out. When she made this decision, she did not get to move out right
away and remained living in our dorm room until a new spot opened for her. During this time we had
several conflicts of interests, but instead of fighting about them, we all decided it would be best to
agree to disagree. The conflicts that we were facing had no real solutions and in the future the
outcomes would not matter. In order to keep the tension between us low and avoid unnecessary
fighting, I used the avoiding conflict strategy with my roommate. Each of these strategies has a very
different outcome and it is important to decide to appropriate time to use each conflict strategy.
Evidence:
-house listing
-picture in Boston
-roommate assignment
106. Student will demonstrate the ability
to synthesize multiple knowledge
perspectives (course work), competencies
(communication, writing, information
literacy or mathematical/statistical skills)
and responsibilities (global, diversity &
inclusion or civic knowledge)
107. Student will demonstrate knowledge of Leadership in a crisis situation is crucial and the ability to maintain leadership successfully is a
leadership that is used in crisis (i.e., James difficult strength that sets many leaders apart. Erika James sand Lynn Wooten explained this through
& Wooten; Garvin; Covey; Frohman; their theory in “How to Display Competence in Times of Crisis.” Highlighted are many examples of
Lalonde; Schoenberg; Joni; Braden et al; large national crises and how companies dealt with these situations. For large corporations, it is
etc.) critical to respond in a way that preserves the reputation of the company. These same techniques that
companies use to maintain their public image can be used to maintain accountability and a positive
reputation as a leader.
James and Wooten define 6 competencies for using crises to promote organization change. First
one must build a foundation of trust. This involves being open and honest about a situation but doing
so in a manner that does not reflect poorly. Once the foundation is built, leaders must create a new
mindset for the group. They challenge corporate leaders to provide a base of the company that will
force them to make decisions that reduce the chance of emerging crises. They relate this mostly to
resolving and decreasing discrimination, but the same concept can be applied throughout any
situation. The third competency is to identify the obvious firm vulnerabilities. A leader must be realistic
and be aware of the weaknesses and threats a company has. In order to avoid problem situations and
be prepared to solve them, one must first identify the possible places that mistakes or issues may
occur in the organization and processes. Another key competency for leading in crisis situations is to
be quick and wise in decision making. The leader must not relay the responsibility of responding to
anyone, but rather have an action plan and respond in a prompt manner to minimize any further
damage or mistakes. Another competency of crisis leaders is to take courageous action. Many
leaders will back down in the time of crisis and act on the conservative side to be safe, but a strong
leader in a crisis will take bigger steps forward and take action towards change rather than moving
backwards. the final competency is to learn from the crisis. A strong leader in a crisis will learn from
the situation and make a positive change for the organization because of this.
If a leader is able to master these 6 competencies explained by James and Wooten, they will
undoubtedly take strong and right action in the face of crisis. Being able to turn a crisis situation into a
positive outcome is a difficult but essential skill to learn to be a successful leader in these
circumstances.
Evidence:
-James and Wooten article
Source: James, E. H., & Wooten, L. P. (2005). Leadership as (un)usual: How to display competence
in times of crisis. Organizational Dynamics, 34(2), 141-152.
108. Student will describe examples of I was able to use my leadership in a small crisis situation that my family faced while in Hawaii. We
leadership in crisis situations (i.e., had booked a plane to another island and booked a helicopter ride around that island. The flight that
application of James & Wooten; Garvin; we booked was through an agency and when we were out to dinner that night in Hawaii with little
Covey; Frohman; Lalonde; Schoenberg; resources we got a notification that our flight reservation was cancelled. We did not know why and
Joni; Braden et al; etc.) everyone in my family began to panic and call the company. We had just paid a good amount of
money for helicopter rides but had no way to get there the next morning. While everyone panicked I
used my critical thinking and thought through the situation. In crisis situations, it is important to remain
calm and not rush. The matter may be urgent but everything still needs to be thought through in an
appropriate manner. I realized that the first agency that booked our flight was not reliable and used a
website I had used many times abroad to find us new flights. It was last minute - the night before we
had to leave - but I was able to search and find a flight for 8 of us. I took leadership of the situation
and booked all the flights so fast and calm that my family didn’t even realize it happened. I was able to
make a quick but large decision in this situation because I was confident in my knowledge and
changed our approach. Others were sitting back and worrying about what to do next, but I took control
and made the change. The ability that I had to take control and get what needed to be done in an
urgent situation made my family realize my strength in dealing with critical situations. Now I am
currently planning my family’s next trip to Italy this summer and they are trusting my organization and
leadership to get us through anything the vacation throws at us this time.
Evidence:
-Hawaii pictures
-Italy/Greece itineraries

Outcome Category: Interpersonal and Organizational Concepts & Skills
109. Student will demonstrate knowledge of HDF 190 -Day of Discovery During the day of discovery for HDF 190 we received a worksheet that explained the different
active listening techniques aspects of listening and how to respond to what people say. The first aspect of listening is
encouraging the other person to talk and maintaining the conversation by using a positive tone of
voice and giving opinions on the given situation in a respectful way. This encourages the person to
keep talking and projects interest. Showing interest and understand with different phrases helps
maintain the conversation. Another aspect of listening is restating basic ideas and facts that the
person says to show both active listening and understanding. This shows full understanding of the
facts and is a good way to crosscheck interpretations with others. Actively listening also includes
reflection on what the person is saying. This is done with short replies and statements that try to
explain how they feel. This shows that that you are listening and understanding what the person is
saying. When someone hears his or her feelings as expressed and reflected on by someone else it
causes him or her to evaluate the situation from a different perspective. Clarifying by asking specific
questions is also a good listening technique that helps get additional information on the subject and
helps the person explore all sides of the problem. Restating, summarizing, and reflection on main
ideas of the conversation is also an effective listening technique to tie all the information together and
review the progress. I use all these listening techniques when in a conversation with someone to
make the person feel comfortable and show them I care about what they say.
Evidence:
-Active Listening Worksheet
110. Student will describe examples of using HDF 190 -StrengthsQuest Active listening skills are an important part of every aspect in life. We talked about listening
active listening skills -Day of Discovery strategies at the Day of Discovery for HDF 190; some techniques I already used but the worksheet
also introduced new ideas to me. Listening and understanding is one of my strengths and it helps me
learn more about those I am talking to. One of my GALLUP strengths is individualization, which
means that I like to find the true personality of people and what distinguishes them from everyone
else and I like to know a lot about them. In order to do this, I have to listen intently to what people are
saying. I practice my active listening skills with my friends and many of my friends come to talk to me
when they need advice because I am encouraging and they feel comfortable talking to me. When
they need advice I usually ask clarifying question to get them to see it from different angles and reflect
on the situation kindly with my own opinion. I also used active listening techniques on the Day of
Discovery when we did the community activity. I was on the water 1 team and I did not know many
people in my group. There were a lot of us and we had a specific task at hand. We all had a lot of
ideas and we did not agree most of the time. When other people shared their ideas I would restate
them to show that I listened to their idea, but I would also reflect and give my own opinion on what we
should do base on what they said. I also encouraged those who simply just agreed to the plan to
share their own ideas if they had any additions to our plan.
Evidence:
-picture at Day of Discovery

functions of group communication by
Hirokawa
of functions of group communication
(Hirokawa)
113. Student will show knowledge of techniques HDF 190 Giving feedback can be a difficult task to handle because of the possibility of hurting others
regarding giving and accepting of feedback feelings. When giving feedback it is important to be considerate of others and pair constructive
criticisms with positive feedback. The Four Agreements by Ruiz that I learned in HDF 190 apply to
giving and receiving feedback. The Four Agreements are be impeccable with your words, don’t take
anything personally, don’t make assumptions, and always do your best. Being impeccable with your
words applies mainly to giving feedback. One should speak with integrity and say only what they
mean. The power of words in the form of feedback should be used truthfully and positively. The
second agreement, don’t take anything too personally, aligns mainly with the techniques for accepting
feedback. It is important to take feedback into consideration, but not to take anything people say as a
personal attack or judgment. It is a great quality to be immune to needless suffering by not taking
others opinions or words too seriously. It is important to realize that they are trying to be helpful and
they make suggestions based on their own opinions and reality, which can skew their judgment at
times. The third agreement is don’t make assumptions. This applies to both giving and receiving
feedback I the sense that you must communicate with others clearly to avoid misunderstandings or
misjudgments. When giving feedback, one should ask questions if something seemed unclear before
giving feedback on that piece. When receiving, it can be helpful to ask questions on what other
meant by their feedback. The last agreement is always do your best; this applies to both giving and
receiving feedback and every aspect of life. When someone puts all their effort into something and
tries their best, it shows and that is important to notice when giving feedback and will always better
the outcome when receiving feedback. Doing your best helps avoid self-judgment and regret.
Evidence:
-The Four Agreements by Ruiz
114. Student will describe examples of giving HDF 190 One time that I both gave and accepted feedback was during and HDF 190 assessment on Servant
and accepting feedback. Leadership. For this assessment we gave a speech to the class and our peers gave us feedback in
the form of both commendations and suggestions. When my peers went I also gave them feedback.
When doing this I made sure that I was impeccable with my words and that the way I wrote things
was appropriate and mindful. I also was sure to write both positive feedback and suggestions for the
future when giving feedback in order to keep others positive and ensure them that I am not trying to
criticize them personally. I also received a variety of feedback and there was one comment that was
unclear so I asked my peer Ben who had wrote it what he meant by it and if he had suggestions on
how to improve this. I was also mindful when giving feedback to be truthful and sincere so that it was
helpful to my peers and did the best I could when giving my personal speech as well. All of these
techniques helped me interpret my feedback in a way that I could use in the future as well as give
useful feedback to my peers for the Servant Leadership Model assessment speech.
Evidence:
-Servant Leadership Speech Feedback
115. Student will show knowledge of the 7D

coaching model (Knott)
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 HDF 190 Challenge Course facilitation In HDF 190 I chose to become a trained challenge course facilitator as my learning contract.
facilitation techniques Before becoming a Challenge Course Facilitator, I had to go through training and during this training
they taught us proper facilitation and de-briefing techniques. The purpose of a facilitator is to guide
others in the right direction when completing a task without telling them exactly what to do. This
allows the participants to think critically and learn the process first hand. There are three steps in the
facilitation method I learned. The first step is the warm-up; you begin by introducing the activity,
checking the spatial arrangements of the group, and clearly explaining the purpose of the activity.
After the group fully understands the activity, you begin to carry out the exercise. Explain the
directions and rules of the game slowly and clearly and check for understanding. Then when the
group begins, make sure to keep them on the right path and observe the process they use to attempt
to complete the task. It is the facilitator’s job to keep the participants on task at all times and bring
them back to the activity if not. Then once the group completes the activity, you discuss the process
and exercise with the group. You ask the group their reactions and indicate important points you
observed while watching them. Throughout the reflection process it is the facilitators job to help
students connect to the activity and relate that to the concepts and real-life experiences as well. This
last step is what is called de-briefing.
Evidence:
-Facilitation and De-briefing section from North Woods Challenge Course training guide
120. Student will demonstrate proficiency of HDF 190 Challenge Course Facilitation After training to become a North Woods Challenge Course facilitator each candidate is evaluated
facilitation techniques based on readiness and proficiency in leading and debriefing techniques. At the end of the course I
was able to present and lead my own course and demonstrated what I had learned throughout my
training. After the conclusion of the training program and evaluation period, I received my feedback
which I scored above average in all sections. This demonstrated all that I had learned in facilitation
and de-briefing and that I was able to replicate and apply these when facilitating myself. Once I
shadowed one event and co-facilitated twice my training would be complete.
Evidence:
-North Woods Challenge Course Evaluation
121. Student will demonstrate knowledge of de- HDF 190 Challenge Course Faciliation De-briefing is a very important step and there are many ways to approach it. De-briefing can be
briefing techniques considered a reflection process that follows an experience. Some common topics that can be
reflected upon during debriefs are leadership roles, communication, teamwork, goal achievement,
and group trust. Some important skills to have when leading a de-brief are asking open-ended
questions that focus on feelings that were drawn out during the activity. Being able to develop
meaning and learning through debrief is also important. Some examples of things to ask are “what
was she doing that made you feel that way?” or “How do other people feel about this?” These
questions focus on the behavior of the group and get everyone’s opinions on one issue before moving
on. As a facilitator it is also important to pay attention to people’s reactions both verbal and nonverbal
to see if people are interested, confused, or angry about what someone has said. Throughout the de-
brief it is also helpful to summarize and clarify what people have said or ask other team members too.
This ensures that everyone understands what has been said and it can help people recognize things
they did not before or the meaning behind others’ statements and actions.
While leading a de-brief there are also a few elements that facilitators must remember to keep the
conversation effective and appropriate. The participants must all be open to having a discussion and
feel comfortable with the questions being asked. The facilitator must be careful not to cross
boundaries that can make the members feel unsafe or uncomfortable. The discussion must also be
focused with only one or two topics being discussed that align with the goal of the group. The
facilitator must also have the ability to read the group and keep them focused with a structured
discussion including a variety of question styles that create new perspectives for the group. Other
things to be aware of when planning a de-brief are the time frame available and the environment.
When creating an image as a facilitator, nonverbal communication is as important as verbal, and
honesty without judgment is key to gaining the group’s trust. One final element the facilitator must
ensure is present in these discussions is a shared responsibility for the outcomes in the group and at
the end of the debrief, the facilitator should guide the group to gaining closure on the activity so they
can move on without issues or confusion.
When it comes to leading a de-brief, there are several approaches one can take such as the group
ratings, whips, discussions, or writing. Group ratings is a type of debriefing in which the facilitator
makes a statement about the activity and the group members are given the choice to agree or
disagree to come extent. The whips technique is when you ask the group all to go around and say a
word o phrase that described the activity or that completes a statement you made. Simpler de-
briefing techniques are discussion and writing in which the facilitator simply asks questions and the
members respond in a discussion with each other or writing it down. Descriptive tools and symbols
can also be used to enhance the de-brief. For example, the facilitator may have a stack of pictures or
chiji cards and they would ask each group member to choose one and explain how it relates to the
activity. Symbols work similarly and the group can either build a symbol out of something like play
dough or pipe cleaners or choose one from a collection. All of these de-briefing techniques have
proven to be helpful guides in the reflection process for groups, which create a meaningful ending to
any facilitated activity.
Evidence:
-Facilitation and De-briefing section from North Woods Challenge Course training guide
122. Student will demonstrate proficiency of de-
briefing techniques
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
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
128. Student will describe personal examples of
organizing meetings / setting agendas /
leading meetings
129. Student will show knowledge of PHP 464 In my Pharmacy Leadership and Advocacy class, the professors made a point to familiarize us with
Parliamentary Procedure civics, legislation, and government regulatory procedures. The course focused on using our
professional positions in the community and our knowledge of healthcare to make a positive impact
on patient care. In order to advocate for legislation and obey the laws of pharmacy practice one must
be familiar with how laws are developed and enacted. We read and reviewed legislative procedure
thoroughly. Through this class I learned how a bill is introduced into the government, its path to
committees and the other house, and the main requirements for becoming passed as a law.
Parliamentary procedure is the basis of the government but also of many organizations.
Parliamentary procedure can apply to the meetings and operations of any group of people or

organization. The procedure is a way to outline how decisions are made and what rules and ethics
should be followed in a group. Although not every group has defined parliamentary procedure, the
methods that they use to come to a mutual decision for the organization can be considered their
informal procedure. Some examples are debates, voting, and majority rules. The state and federal
governments go through several cycles of parliamentary procedure in order to make laws that govern
a large body such as a state or the United States all together. These cycles of decision making
ensure that an ethical procedure is followed to make the just and correct decision for the community
that is impacted.
Evidence:
-PHP 464 Chapter 13 self-reflection
130. Student will show knowledge of techniques CVS employee Before working in customer service, one must be proficient in working with difficult people. As part
for working with difficult people of training for CVS, they taught us many skills on how to provide good customer service, including
how to deal with conflict. The first principle of dealing with difficult people is to remain calm and not
react in the same way that they are. This allows you to maintain control of the situation. When
dealing with difficult people you must also understand why they are upset and relay that to them. If
you don’t listen and show understanding, they will show more resentment and force. In addition to
seeing their perspective, you can also try to explain yours in a way that they will understand and
respect. Maintaining a respectful attitude and professional persona in dealing with difficult people in
the workplace often reflects more positively to others. A final technique for working with difficult
people is to focus only on what can be altered. There is no sense in arguing about something that
neither party can influence. If the controversy is unresolvable, it can be better to accept the difference
in opinion and relay the information on to someone that can have an influence on the current
situation. These principles can help de-escalate a conflict and properly manage difficult people.
Evidence:
-CVS intern badge
131. Student will describe personal examples of CVS employee Working in customer service requires good people skills and there are often many encounters with
using techniques to work effectively with difficult people. As an intern at CVS I had to master the skills of working with difficult people. One
difficult people situation at work that required me to use these skills was when a woman saw her prescription, which
was supposed to be refrigerated, on the shelf to be put away still. This shelf is at room temperature,
but prescriptions are routinely placed there for store members to put away in their next free time from
customers. This short amount of time out of temperature is not harmful to the product, but the woman
was extremely unhappy with the handling of the prescription. She was frantic and upset, which
showed to me the even higher importance to remain calm. Being calm in the situation rather than
fighting back maintained my image as a professional. I validated her concern of the medication not
being refrigerated but also explained that this did not alter the efficacy or safety of the medication in
any way. By listening to her concerns, she was more willing to hear what I had to share about my
knowledge of the situation and the medication. I respected her opinion and gave her the option of us
refilling the medication with new stock. I tried to keep the conversation positive and offered a possible
solution. By working the conflict out with her directly and not fighting back, I was able to satisfy the
customer and maintain my reputation as a professional and the store as a safe and friendly company.
This is one example of many cases that I deal with daily when working with people in the community
pharmacy setting of CVS.
Evidence:
-CVS intern badge

132. Student will show knowledge of the stages HDF 190 In HDF 190, in preparation for our group project, we learned about a model called the Sequential
of group development (Tuckman/Tuckman Group Development Model by Tuckman and Jenson. There are four stages to this model: forming,
& Jensen, Bennis or others) storming, norming, performing, and adjourning. The forming stage is when the goals and objectives
of the group are established and the relationships within the group are tested. It is important to make
sure that the mission and values of the group are clarified and everyone gets to know each other.
This stage is usually done using icebreakers, teambuilding activities, and skill development. Once the
group is oriented with each other, the storming stage begins. This usually involves emotional
responses to the task demands and hostility or other problems within the group. Conflict arises
during this stage, which leads to challenge of leadership and isolation. It is important to be proactive
during periods of conflict and keep the predefined group standards in mind. Flexibility is key to group
work and all members must be aware of where the group is in the process and give equal input. After
the conflicts are all resolved in the storming stage, the group moves onto norming. This is the stage
in which individual opinions do not make as much of an impact and the group begins to think as one.
Group cohesion and harmony are a result of this stage. During this stage skills are further developed
and the group regularly checks in on their progression. As the group continues to work on their tasks,
they enter the performing stage and solutions emerge. The most difficult tasks are performed in this
stage and he most progress is made. The final stage is adjourning when the group completes all of
their tasks. There should be a recognizable ending point and closure for the group. Every group
member should be prepared for and aware of the closure activities. Individual and group goal
evaluations and recognition for achievement are usually included in this stage.
Evidence:
-Tuckman and Jenson’s Model for Group Development Handout
133. Student will describe personal examples of HDF 190 -FLITE Group Project In HDF 190 we were put into small groups with people that we did not know well and were
group development in use expected to work together all semester on a variety of challenges leading up to the group project. The
(Tuckman/Tuckman & Jensen, Bennis or stages that our group went through can be explained by Tuckman and Jenson’s Group Development
others). Model. During the first few days of forming the groups and being assigned this project our group
developed a contract each member would follow to commitment to the project and its success. The
contract set standards for what each member was expected to do and the consequences if the
agreement was broken. This ensured that everyone was on the same page and it clearly identified the
group’s goals and tasks. After the contract was established each member shared their top strengths,
which allowed for better division of roles in the future. The group was formed before the knowledge of
this project so the different exercises, such as the Day of Discovery and in class activities, allowed for
a smooth transition into developing goals for this project as well.
Although the group had past experience working with each other, problems still arose when
developing ideas for the project. These problems align with the storming stage of the Group
Development Model. The project assignment was very broad and since everyone had different
experiences and interests, it was difficult to choose one program as the base of our project. However,
the group was able to reach a compromise by combining input from everyone. Along with the wide
variety of ideas that have been brought up in group discussions, another point of difficulty for the
group was scheduling times that all members could meet. Some members were not able to attend all
group meetings and this left gaps in how the group was working. But even when members could not
attend the meetings, the rest of the group kept them updated on the progress made.
Once the group developed and chose one topic to commit to for the project it was clear that each
member was working towards the common goal of accomplishing set tasks. The norms for the group
were set and everyone was on the same page. Each member would work on specific parts of the
project at different times but there was a common purpose behind each member’s actions. Members
cooperated in smaller teams in order to accomplish similar goals. In order to complete the project and
be successful, we all had to follow an outline for the ideas we created and our thoughts had to be in
cohesion to create a concrete plan. Each member developed individual ideas that would ultimately
benefit the group showing the harmony and cohesion formed between the members. This allowed the
members to work independently while still working towards the common goal.
Once the group was able to develop their shared goals it came down to accomplishing the work
that was presented. Members were given their tasks to accomplish and set out to complete them.
This was the performing stage of group development in which each section of the project was
completed as members worked in pairs on their divided tasks.
The closure and adjourning for this group occurred on the last day of classes when we broke off
into small groups. The closure activity our group did was a form of feedback. We each had a puzzle
piece with our name on it and each group member wrote a comment on it based on the experiences
we had throughout the semester. This activity gave each member the chance to express gratitude for
something they learned from their group members or compliment them on something unique they
brought to the group. As HDF 190 ended and the closure activity was done, the group completed the
Group Development Model with the adjourning stage. Overall, the group developed fairly smoothly
and the project tasks aligned with the Group Development Model well.
Evidence:
-Picture of FLITE small group
134. Student will show knowledge of group roles
and how they contribute to group dynamics
(Johnson & Johnson; Benne & Sheats;
Knowles & Knowles; etc.)
group roles and how they contribute to
group dynamics (Johnson & Johnson;
Benne & Sheats; Knowles & Knowles; etc.)
136. Student will show knowledge of effective PHP 418 In my Self-Care class for pharmacy they introduced a new form of learning for us including group
memberships skills in groups tests and projects as the main assessment tools. We were assigned teams based on a survey we
took and worked with them throughout the semester. Before beginning this process, they shared
information on how to work well in groups and make meaningful contributions. In the article “Being an
Effective Team Member”, five guidelines are introduced for effective team membership. The first rule
is to respect your colleagues. This includes listening to others and maintaining positive interactions
and relationships with everyone in the team even through disagreements. The second guideline is to
be responsible. One must take responsibility for their assignments and follow through with what they
commit to. The third skill for effective membership is communication. Communication skills are
essential for relationships that work effectively together. Another important concept to understand is
that conflict is inevitable. Being prepared for conflict is helpful, and it is important to remain respectful
of others in the face of disagreement. The final guideline for effective membership is to give credit
where credit is due. Positive enforcement of good actions encourages more effort from all team
members. A combination of these skills, when provided from all team members, creates a powerful
and efficient group.
Evidence:
“Being an Effective Team Member” article
137. Student will describe personal examples of PHP 418 An opportunity when I was able to use my membership skills was in my team of classmates
membership skills in use created for group assessments in Self Care. The groups were assigned according to surveys that
each class member took. This resulted in interactions with four new people that I was not very familiar
with. Each of us were very different with values and ideas. In order to successfully work in the group,
we had to remain respectful to all other opinions and listen and communicate in ways that were not
offensive to others. Working with people that were different from me required more awareness.
There were many differences in opinions and they were high stakes as they were reflected in our
grades for the class. As knowledgeable and opinionated students, we had to develop strategies for
dealing with this and our decisions were based mostly on the arguments and influence we had.
Another component that allowed me to be a successful member in this group was to recognize when I
was wrong and give credit when others had major contributions. Taking responsibility for actions and
remaining respectful of all team members is critical in effective team membership and created a
positive environment for all of us. I started the semester with a negative outlook on the new type of
assessment, but as a team we worked well together and were successful in the class.
Evidence:
-Self-care group slide
138. Student will show knowledge of the HDF 190 -Challenge Course Facilitation As part of my learning contract for FLITE I became a North Woods Trained Challenge Course
Challenge and Support theory by Sanford, Facilitator. As part of my training I learned about the Challenge and Support theory by Sanford. The
and its relationship to organizations main concept of this theory is that based on the task one must have the appropriate amount of
balance between challenge and support. Too much support can prevent students from learning all
they need in order to grow and develop. Too much challenge will frustrate students and there is a
possibility that the student will quit. The third factor of the model is readiness; an individual must be
physically and psychologically ready to grow in order to make progress as well.
The college experience is the greatest period of growth in a young adult’s life and students need to
be challenged and supported both inside and outside the classroom. This can be used in
organizations because faculty advisors and members of the group must be in full support of the
program and its process. It is there responsibility to encourage others to be involved in the group
tasks and try their best. Members also must be challenged to use all of their abilities to help the
progress of the group. Every member should put themselves out there for the betterment and
progress of the group and be open to challenges and failure that may happen. Challenges and
conflicts that groups face help individuals learn and help the group progress in the future.
Evidence:
-Sanford’s Challenge & Support Theory from North Woods Challenge Course Training Guide
139. Student will describe personal examples of PHP 340, PHP CVS The theory of challenge and support I believe can be implemented into the healthcare field very
using the theory of Challenge and Support 450, PHP 451 directly. There is a variety of people that one must interact with in the healthcare field and one must
(Sanford) adapt to them appropriately to serve the patients best. As a pharmacy intern in practice I have been
given the chance to interact with many different patient populations in my service learning, community
introductory pharmacy practice experience, and my job at CVS. Patients are sometimes very open
and easy to work with, but other times they are very closed off and reluctant to listen. The theory
focuses on an appropriate balance of challenge and support as well as assessment of readiness.
These are all critical elements in dealing with patients in order to generate a successful outcome. As
a pharmacy intern, I need to assess the physical and mental ability of the patient and if they are open
and ready for treatment. Once determining this I am able to then see how receptive they are to the
information I have and recommendations I am making. It is important for those reluctant to change to
start with baby steps but to not be too supportive. You must challenge the patient a small amount so
that it is achievable but so that there is also progress made. These people require more frequent
follow-ups and adjustments. The opposite would be true with those very receptive and capable of
managing their health. A pharmacist can set larger challenges and conditions for them and only check
in once every. However, the support cannot be gone because this may cause a patient to become
non-adherent and stop taking medications if they think they are better. Appropriate check in times are
made for these patients to ensure proper treatment is continued. For maintenance treatments, this
may mean an annual checkup at the doctor and quarterly picking up of prescriptions.
Evidence:
-CVS Pharmacy Intern badge

140. Student will show knowledge of the COM 100H In COM 100H I learned the basics of the construction of public speaking. There are three types of
construction / elements of informative and public speaking- informative, persuasive, and special occasion- but we focused on informative and
persuasive speeches persuasive. Every speech must have an introduction, body and conclusion. The introduction should
start with an attention-getter such as a question to the audience, a visual, a quote, or a joke. These
all get the audience engaged on your presentation from the start. One also should establish their
credibility on the topic in the beginning of the speech. The introduction should also include a thesis
stating the topic and main points that will be talked about in the body of the speech. The body then
details each of the main points and supports them with evidence such as a personal example,
statistic, or professional quote. Once each point is explained, the conclusion should have a summary
of the main points and end with a memorable takeaway. All speeches should be truthful and
appropriate as gauged by the audience and occasion. The difference between persuasive and
informative speeches is that informative speeches are informal but objective. They avoid trying to
convince the audience of anything, and rather they educate the audience. Persuasive speeches
attempt to persuade others and include a call to action.
Evidence:
-COM 100H notes on chapters 13 and 15
-COM 100H informative speech outline
141. Student will demonstrate proficiency in
informative and persuasive public speaking
142. Student will show knowledge of planning PHP 401 Interviewing is a critical step in the hiring process or in evaluating the competencies of an
and conducting interviews (as the individual. Interviews can also be used to learn more about a person’s background and experiences.
interviewer) In my Pharmacy Resources class (PHP 401), we listened to a guest lecturer Jim Gallagher. He has
the earned the title of manager, professional, and college relations at a corporation in Rhode Island.
As the person responsible for interviewing pharmacists and interns, he shared his insights on
effective interviewing. Gallagher introduced a 3-step model for approaching interviews: prepare,
conduct, and summarize and select. To prepare for the interview one must determine what
competencies are essential for the position. To develop powerful questions in behavioral interviewing
he suggested to determine what experiences, behavior, or skills are required to be successful in the
position. Once the desired behavior for the candidate is determined one must formulate a question
that will ask about the specific related competency and trigger the candidate to tell a story. One must
additionally plan in advance a series of follow-up probing questions to get more details on the specific
example the candidate may share.
Once the questions are developed, the interviewer must conduct the interview. This starts with
setting a successful tone and building rapport with the interviewee. The interviewer must ask
questions and look for specific situations the candidate mentions and record the behavioral
implications of the interviewee’s actions in the situation. Being skilled in probing questions and
getting more details is also something that should be practiced and employed in a successful
interviewing process. Then, once the interview is concluded the interviewer must provide the
candidate with information on decision-making and thank them for their time. It is important to remain
positive as an interviewer because whether the candidate is chosen or not, they will take the
experience they had during the interview as an impression of the company. After several interviews
are completed the interviewee may summarize the competencies of each candidate and make
selections based on those.
Evidence:
-Interview PowerPoint
143. Student will describe personal examples of PHP 401 Monday Morning Mentoring As part of an assignment in Pharmacy Resources, I was responsible for conducting an interview of
planning and conducting interviews (as the someone that I believed showcased exemplary leadership qualities. For this I chose to interview the
interviewer) Vice President of Patient Services at Hartford Hospital. In preparing for the interview I had to create a
set of probing questions to learn more about her experiences. The sets of questions I formulated were
based on a book we read in the class, Monday Morning Mentoring. I used examples provided in class
and techniques discussed in the book to create sets of questions that worked off of each other and
challenged her to tell a story. The main type of interview style I used was behavioral. I asked open-
ended questions that required her to pull on experiences she had previously had and learned from.
By sharing these experiences, I learned more about her journey as a leader and how she attained
some of her skills that make her successful. Overall during the interview, I tried to remain positive
and open to the interviewee. I asked questions that were pertinent to my learning, but also kept the
interviewee intrigued. I expressed my thanks for the time of the interview and summarized some main
points that were made during it.
Evidence:
-Interview questions
-Monday Morning Mentoring
144. Student will show knowledge of preparing PHP 401 Interviewing is something that is critical for professional development and attaining a competitive
for and effective answers in interviews (as position within a company. In Pharmacy Resources (PHP 401), Jim Gallagher gave a guest lecture on
the interviewee) interviewing. He was responsible for pharmacist and intern recruitment within a large pharmacy
corporation and he shared helpful tips on how to prepare for an interview in a competitive setting. He
gave many examples of the types of questions that interviewers ask and the answers and
competencies that they look for. His advice started with learning about the company. In order to know
what skills a company wants and to be successful in the interview, one must show knowledge and
interest in the organization. He also suggested to practice an introduction for the interview. He
explained the first question in most interviews will be to give a background, or “pitch”, for yourself. In
addition to preparing an answer for that he suggested predicting possible questions and formulating
answers to those as well. One should have several examples that prove their value to the company
and key competencies they want to relay to the interviewer. In addition to preparing for the interview it
is important to show up on time, dress professionally, and remain engaged and positive in order to
make a good impression. He gave important advice that even if the interview is not going in a certain
direction as expected or desired, to continue to go along with it as practice and as a learning
experience. Practicing is the key to mastering a skill, interviewing included, and opportunities to do so
should not be bypassed.
Evidence:
-Interview PowerPoint
145. Student will describe personal examples of CVS internship interview Throughout high school and the beginning of college I was interviewed for several positions.
preparing for and being interviewed However, to me these were low stakes and I did not prepare for them or get nervous. This changed
for me when I had my first interview for a pharmacy position. To me this was something that would
make or break my future as a pharmacy student and I prepped in advance to ensure I could give it my
all. I researched CVS and took trips to the store to meet employees and see the environment. I talked
with classmates that worked their currently and asked questions about the job responsibilities and
expectations for the interview. Based on what I learned I then created a list of reasons why I would
be a good candidate for the company and how I could explain these qualities through experiences. I
did not have any experience in pharmacy and had to rely on my office job and brief experience at a
frozen yogurt store to sell my skills to the interviewer. I anticipated questions such as a time that I
failed, an experience in which I was able to solve a difficult issue, and an example of how I dealt with
a difficult customer. These were all simple questions that most interviewers asked and I was able to
take the time to think ahead of time about the best experience that would convince the interviewer I
was fit for the job.
During the interview, I was pleasantly surprised and the dialogue between me and the interviewer
was very fluent. We had a lot in common including the University of Rhode Island, the College of
Pharmacy, and the Leadership Studies minor program here. The interview become more personal
and easygoing for me as an interviewee with these connections. However, I remained professional
and made sure that I still took the time to express all my interests and competencies that I planned
for. The interview went well, I felt well prepared, and I ended up receiving a job offer less than a week
later.
Evidence:
-CVS Pharmacy Intern badge
146. Student will show knowledge of effective HDF 190 -Challenge Course Facilitation As a part of my learning contract for HDF 190 I trained to become a Challenge Course Facilitator.
collaboration / coalition building (Sources: As a facilitator it is important to be able to promote teamwork and build relationships between people.
Cilente/Komives et al; NCBI; etc.) There are many situations in which people meet on the challenge course for the first time and
facilitators must form coalitions between team members so that they can collaborate and trust each
other during activities. The way that is done on the North Woods Challenge course is with a technique
called sequencing. On the first day of training to become facilitators we focused on this technique the
most because it is key to building bonds within teams. Sequencing prepares the group for the
challenges that are coming up. The first activity in sequencing is usually an icebreaker. These are
meant to be casual and allow the participants “let off some steam” before the serious activities
happen while also getting to know each other and keeping the energy up. De-inhibitizers usually
follow any icebreaker activities and these are meant to challenge the participants to go out of their
comfort zones. They involve more risks both emotionally and physical. Trust sequencing is one
example of a de-inhibitizer. These activities not only build trust in the group; they also create a
positive atmosphere in which the participants can feel supported and confident in themselves. These
exercises also require communication between the team members, which promotes them to
communicate more in the future as well. After trust sequencing, some facilitators choose to de-brief
and participants often say that at the beginning of the activity they did not feel comfortable with the
others but the experience helped them gain the trust that was absent before. After de-inhibitizers are
completed and some bonds are formed within the group, skill development of the participants follows.
This is when the team members develop skills that will help them complete the activities to come.
This can be done in several ways to develop both mental and physical skills. When everyone in a
group is taught the same skills and information, it can help make the group more confident in each
other’s abilities. The three main stages of sequencing- ice breakers, de-inhibitizers, and skill
development- all help orient the group with each other and build coalitions within the group so they
are prepared to both support and trust each other.
Evidence:
-Sequencing section from North Woods Challenge Course training guide

147. Student will describe personal examples of PHP 464 The healthcare field itself is a large collaborative and in order to make successful impacts on the
working in collaboratives/coalitions community one must be able to work well in a group coalitions with a diverse team of healthcare
professionals. In this career field the main outcome is the patient. In order to provide the best
experience for patients and the community, each member must form a strong bond and trust each
other’s judgement. One example of how I have successfully worked in a collaborative is through the
established collaborative practice agreements that CVS has with a physician office. In order to
administer vaccinations in the community and make them more accessible to everyone, physicians
pair with pharmacies to deliver these vaccines. This collaborative practice allows patients to come
into the pharmacy at any time with no appointment and request a vaccination. I have been able to
vaccinate several members of the community because of this agreement and regulation that was
passed a few years ago and because of this the rate of vaccination has increased in most
communities. There was initial resistance from many healthcare professionals due to the threat of
pharmacists taking away their business. However, as a pharmacy community we were able to put the
situation in perspective and form this coalition with others for the betterment of patients and
community health. This is one example of how the pharmacy profession as a whole developed a
successful collaboration, and in addition to this, there are small coalitions formed within each
organization daily.
Evidence:
148. Student will demonstrate knowledge of COM 100H In COM 100H we did a unit on communication across cultures. Intercultural communication can
techniques to communicate and engage in have many barriers and complications, so there are important considerations to keep in mind when
difficult dialogues related to diversity and communicating with people from different backgrounds. Some ways to improve intercultural
inclusion. communication are increasing motivation, increasing knowledge of self and others, and avoiding
stereotypes. Motivation is key in any relationship because if one is not motivated to communicate
with others from different cultures, that will be reflected and conflicts will arise. Mutual interest from
both parties is essential to communicating effectively and resolving conflicts. Knowledge of self is
important because being aware of one’s own beliefs and actions can help one realize that it is
important to consider situations from other different perspectives as well. Knowledge of others and
their cultures can help communication go more effectively because others will gain respect for you.
Being aware of the history, background, and values of other cultures can help one decide how they
communicate and improve the relations between two parties. When communicating with people from
different cultures it is also important to avoid stereotyping. There are many prejudices present in the
world, but when communicating across cultures, one should not rely on any preconceived notions
they have on the other party. If one can follow these suggestions, intercultural communication should
be effective.
Communication is one of the most powerful tools that a leader can have. This skill becomes more
critical in controversy and being able to effectively facilitate difficult conversations within a diverse
group is important. Before entering a difficult situation, one must prepare for the controversy and
reactions they may receive. Being prepared will avoid any surprised and instinctive reactions that may
be harmful. There will be discomfort and others may start conflict, but realizing this and remaining
calm and open can minimize the negativity. In difficult dialogues, one must also be constantly aware
of the environment and of themselves. Watching for the reactions of others to what you say and
adapting to others is important to remain rapport in a group. You must be mindful of how your words
and actions affect others and keep an open environment for conversation. Providing a safe space for
inclusion and diversity to be discussed is an important learned skill in effective leadership.
Evidence:
-COM 100H Chapter 6 Notes
-Facilitating Difficult Discussions article

149. Student will demonstrate proficiency in -Recruitment Counselor Inclusion has always been one of my strengths as a leader and being able to facilitate
communicating and engaging in difficult communication within a group of diverse people has proven to be a critical quality. A time that I was
dialogues related to diversity and inclusion. able to use my leadership role to engage in difficult dialogues of inclusion and diversity was during my
time as a Recruitment Counselor for Greek Life. I was responsible for being a resource for girls that
were interested in joining Greek Life at URI. As part of this I lead discussions about hazing and
discrimination. I shared experiences and perspectives on different situations one might face when
going through the recruitment process and tried to create an environment that facilitated conversation
and acceptance. I introduced issue such as racism in a classroom filled with many women of different
backgrounds. I watched for reactions including nonverbal communication and made sure to be
mindful of the language and examples I was using. These conversations had positive outcomes and I
was able to form trusting relationships with the members in which they felt they could come to me with
questions and issues. When talking about controversial and potentially offensive issues, it is important
to be mindful and inclusive. The skills I have developed over my years as an includer helped me
facilitate difficult conversations without introducing new issues within the group.
Evidence:
-RC pictures
150. Student will describe ways to maintain
accountability in leadership / member
relationships
151. Student will describe examples related to
maintaining accountability as a leader
152. Student will describe ways to build
relationships between leaders & members
153. Student will describe examples of building
relationships with members as a leader
154. Student will describe how credibility applies PHP 464 Some sense of credibility is often assumed with a leadership role, but it can easily be altered by
to leadership, as well as the characteristics one’s actions. The way that a leader presents their ideas and follow through on their word can change
and skills of a credible leader the view that the community has on the individual. It is important to be cautious in one’s actions and
communications as a leader because they are often under close watch by others. Jim Armstrong
gave a guest lecture in my Pharmacy Leadership and Political Advocacy class on public speaking and
the influence of media. He is a Public Relations Manager responsible for helping executives at
Neighborhood Health maintain their credibility and also has experience as a former TV journalist. In
the role as Public Relation Manager he coaches many people in leadership positions on how to be
credible in the eye of the media. He described tools to gain and maintain credibility as a leader.
Personal image and professionalism is important. How one presents them self directly impacts how
others view them. He explained that is there were two participants in the debate and you had to judge
their assumed credibility before their statements, you would base this off their persona and
professionalism. In addition to appearance, how one interacts with others including their listening and
openness to ideas can influence one’s credibility and honesty is a large component. If a leader is
misleading people or relaying false information, this can negatively impact how others think of them.
Credible leaders often also have strong communication and relationship-building skills. Leaders that
can respond well and create bonds with others increase their projected credibility. Overall, credibility
revolves around how one presents them self, communicates with others, and responds to difficult
situations.
Evidence:
-Jim Armstrong Presentation
building, maintaining, and repairing his/her
own credibility as a leader
156. Student will describe ethical standards in PHP 464 Influencing others to believe or act in a desired way can be a strong tool in making a difference in
influence the community. When using the skill of influence, it is important to remain ethical in the approach.
There is a difference between influencing someone to think the way you do and forcing someone to
do as you do. In order for a cause to be successful and recognized, often there needs to be a large
community of support. In order to gain this following, it is important to remain honest and sincere. In
my Pharmacy Leadership and Political Advocacy class, we had a guest speaker Jim Armstrong who
is a Public Relations Manager for a large healthcare corporation and a former TV Journalist. He
shared skills in public speaking and responding to the media, and through these presentations he
expressed the importance in honesty in the approach to gaining support in the media. This principle
can be applied to all opportunities for influence. Gaining support should not include bribing or
unfulfilled promises. When one uses false information to gain followers it becomes an unethical and
discredited cause. If one has a position of power or skills in influencing, it is important to gain support
through honesty and ethical means.
Evidence:
157. Student will describe how influence applies PHP 464 The most powerful skill that one can possess as a leader is influence. Leadership in an
to leadership organization gives a sense of credibility to that person. When one is given a role of leadership they
then possess a sense of influential power over the group. Being able to properly use influence can
maximize the impact that one has a leader. Being in a leadership role does not give one the power to
make a difference on the community single-handedly, it rather gives them the power to influence
others to join their cause in making a difference on the community. No change can be made without
the support of those involved, and therefore influence is a key component in successful leadership in
those that hope to make a change in an organization.
Evidence:
158. Student will describe principles of effective PHP 464 Mentoring can be a critical component to professional development and individual growth. Mentors
mentoring, as well as problems particular serve as an advisor and model for their mentee. In Chapter 5 of Leadership and Advocacy for
to the mentoring relationship Pharmacy, John Charles Kunich and Richard Lester suggested an acronym for “mentoring”: model,
empathize, nurture, teach, organize, respond, inspire, network, goal-setting. This is a simplified
explanation but it includes all the aspects that create a relationship of effective mentoring. Effective
mentors serve as a model to the mentee by leading by example and sharing experiences they have
had. Empathy and nurturing are important to a successful mentoring relationship to show that the
mentor cares and respects the emotions that the experiences may bring. Mentors most often have
experienced most challenges that a mentee is facing and can provide support to them during this
time. Teaching is almost implied in the mentoring relationship but is also critical. An effective
mentoring relationship will result in positive outcomes and improved knowledge and behaviors in the
mentee. A good mentor will adapt their teaching to the fit the learning style of the mentee in order to
maximize the experience. Organization is also important in a mentoring relationship to ensure goals
are being reached and skills are being developed. Organization involves planning and cooperation
between the mentor and mentee. Response refers to the communications between a mentor and
mentee. Effective mentoring involves listening and responding. Inspiration is a component of effective
mentoring that may be more difficult to achieve but is critical to the relationship. Inspiration can be
easier if the relationship involves people with similar backgrounds and interests as most people tend
to gain inspiration from people they can relate to. A good mentor will also provide opportunities for
networking for their mentee. Networking and relationship-building can help the mentee advance more
efficiently and achieve their goals with the help of others. Mentors are often more experienced in the
specific field or organization and because of this they should share their resources with the mentee.
The final principle of mentoring is goalsetting. A mentor has the optimal relationship to encourage and
monitor goals of their mentee. Creating achievable goals and checking the progress of these is a
measureable way for a mentor to aid a mentee. Mentoring can be a formal or informal relationship,
but the outcomes can be optimized by following these principles of effective mentoring.
Although mentoring relationships are used often and provide a good platform for individual growth,
the relationship is not always successful. Common problems with the mentoring relationship include
the stigma of mandatory mentoring. If someone is assigned a mentor rather than choosing
themselves, they may be less open to the relationship and see it as a punishment rather than
resource. Another problems common in mentoring programs is the lack of time and resources.
Mentoring is often a more individual based type of leadership and can be time-consuming. If either
member of the relationship is limited on their time this can lead to failure in the relationship. Mentoring
can also cause problems with resistant people. Mentoring is a key developmental tool and resource,
but it is not the ideal program for everyone. Forcing someone into a mentoring relationship when they
would benefit more from group development can cause decreased involvement and reverse growth in
some individuals.
Evidence:
159. Student will describe personal examples of -Helping Hands at SHS One of my first real mentoring techniques was sophomore year when I joined a program called
mentoring and being mentored -Alpha Delta Pi Pals Helping Hands. This was a program set up by my high school to help the incoming freshman the
following year fell more comfortable with the transition from middle school to high school and have
someone that they can go to for help and questions. They paired me with an incoming freshman
based on similar interests and I showed her around the school and walked her through her class
schedule. I gave her my number for whenever she had questions and I was her resource for her first
year of high school. I walked my helping hand to class during the first few days of classes, gave her
advice on how to make the academic transition from middle school with new studying techniques, and
answered questions she had about classes and different clubs offered at the high school. I checked
in regularly with my student and made myself available for her throughout the year.
An experience in which I was mentored is when I joined a sorority here at URI. I rushed in the
Fall of 2014 and got a bid from Alpha Delta Pi. On bid day, we all got an older sister that we met
during rush that spent the day with us. My “Pi Pal” was Ashley and she was the first one I talked to in
ADPi and she helped answer all the questions I had about the sorority and pledging process. She
was very helpful and I still talk to her all the time and ask her for advice. She no longer goes to school
at URI but I still look up to her as a mentor and talk to her when I have problems. She started off as
my mentor on my first day I joined my sorority and then she became my big and now we are good
friends.
Evidence:
-Helping Hands information
-pictures of me and Ashley
160. Student will describe principles of effective HDF 190 -Student Advisory Council As I started to become involved in the leadership program at URI, and particularly when I took the
peer leadership, as well as problems class HDF 190. This class was filled with a variety of strong, unique leaders and this intrigued me to
particular to peer leadership learn more about peer leadership. I was in a class with 25 other inspiring leaders as well as peer
instructors and I knew that peer leadership would be used in the class in many ways, so I did some
research on the topic. An effective peer leader has a similar identity to their peers and recognizes
that they are equal. A peer leader is not someone that dominates, they use their connection to help
peers fell understood and listen to their peers. Collaboration is a key to peer leadership because it is
important that the leader is willing to learn from their peers and represent their interests. Peer leaders
are role models in a community and encourage others to contribute through listening and
understanding. The peers must trust and support their leader for proper representation.
Peer leadership is a very powerful role but it can come with some problems. People are often
taught to listen to their elders, but as a peer leader you are not at any level above those you are
leading. For this reason, some people do not take peer leaders seriously and establishing respect
and leadership among peers can be difficult. Being a peer leader is also difficult because you are
expected to be a leader by following and enforcing all the rules but some decisions will upset your
peers. My sophomore year of high school I was elected to be on the Student Advisory Council. We
were in charge of organizing most of the events at Somers High School and one of those events is
March Madness. This is an event in which the 4 classes compete in a series of games and races. As
part of the Student Advisory Council, I had to be one of the referees for these games. Because I was
a referee for one of the events people in my grade assumed that I would not get them in trouble. This
put me in a difficult situation because as a part of the Student Advisory Council I had to be honest and
fair, but that also meant upsetting my peers. I did not want my peers to be upset with me for the
decision, but I had to be honest and report them for cheating in the game. This is one of the main
problems that come with peer leadership: deciding when to be a friend and when to be a leader.
Evidence:
-article on peer leadership
-Student Advisory Council e-mail
-Picture at March Madness
161. Student will describe personal examples HDF 190 -Leadership Institute I was a peer leader in high school as part of the Student Advisory Council. This is a group of 3
related to being a peer leader and being -Student Advisory Council elected representatives in each grade that worked together to promote school community spirit and
led by peers improve the environment both in the school and town. As a member of SAC, I was responsible to
represent my class by listening to them and sharing my information with them. My peers came to me
with questions and suggestions about school policy and I made sure to remain honest and
accommodating with them in order to gain their trust. I also set an example for students to partake in
service and school spirit-oriented events such as pep rallies. I did this in a way that related to my
peers rather than dominate over them. As a member of the Student Advisory Council it was important
for me to relate to my peers but also lead and model the way for them in certain situations. Finding
the appropriate balance between these two was something I was challenged with and mastered
throughout my entire sophomore year, and I used this skill for the duration of my high school
experience.
In college, particularly at the Leadership Institute and in FLITE, I have experienced great
experiences with being led by my peers as well. Before my college experience started at URI I
received a letter in the mail from my Institute leader Becca Tenaglia. She introduced what team I
would be on and important information about the Institute and what we would be doing. Before I even
arrived at Institute she was sharing information with me and orienting me with the Leadership
Institute. Once I arrived at Institute I was introduced to my second peer leader Aaron Chandler. Both
Aaron and Becca were great leaders throughout the entire weekend. They were very open and
welcoming to the entire team. They had more knowledge and experience than the rest of us, but they
did not use this information to dominate us. The peer leaders guided us through the institute and
formed a strong bond with the entire team. They were extremely open to all opinions and
suggestions people had and listened to all that everyone had to offer. Becca and Aaron created an
environment that allowed our group to feel comfortable and grow. Especially when sharing more
personal information, both my leaders and peers proved to be trustworthy and understanding of our
situations. Becca and Aaron made a large impact on my great experience I had at the Leadership
Institute and taught me a lot about myself and leadership. I was able to place my trust in them as peer
leaders after only a day and it is a unique quality to make people feel comfortable in such a short
period of time.
My Peer Instructor in FLITE, Dan Levesque, also served as a great peer leader throughout my
spring semester of my freshman year. From the beginning of the semester I knew that Dan saw my
potential and believed in me. He pushed me in situations in which I was hesitant to speak my opinion,
which is something that helped me learn and grow as a leader. He was able to relate to my
situations, and I knew that he understood my goals in the class. Dan was very helpful and made
himself available to our entire group. He created an environment within our group that made our
group feel comfortable with each other. I was able to place my trust in Dan and followed his
suggestions for me in this class. Dan guided our group in a way that allowed him to relate to us as a
student rather than dominate our behaviors. He facilitated our growth and learned from each of us
too. Dan was an effective peer leader in HDF 190 for me because of his understanding, honesty, and
openness to all ideas and opportunities.
Evidence:
-Student Advisory Council e-mail
-Picture at Institute
-Picture of FLITE group

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LEADERSHIP

Name: Amanda Lefemine

Leadership Inventory Revised 04/20/2018 1

ADVISING INFORMATION (students will include own documentation)

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CSLD Mission Statement

CSLD Vision Statement

CSLD Values Statement

MINOR IN LEADERSHIP STUDIES

MINOR ELECTIVES-9 credits

 Leadership theory and

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30. Student will describe personal application

36. Student will describe personal application

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Source: Harro, B. (1997). The cycle of socialization. In M. Adams, W. J. Blumenfeld, R. Casteneda, H.

Source: Harro, B. (2000). The cycle of liberation. In M. Adams, W. J. Blumenfeld, R. Casteneda, H. W.

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100. Student will show knowledge of

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111. Student will demonstrate knowledge of

115. Student will show knowledge of the 7D

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