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: Kendall Dionisio

Date Enrolled:
Date of Graduation:
*The Outcomes & Evidence Progress Inventory is the intellectual property of the Center for Student Leadership Development (CSLD)
at the University of Rhode Island and cannot be reproduced in part, or in its entirety, without the written permission of the acting
Assistant Director of the CSLD.
Leadership Inventory Revised 08/22/2017 1

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

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

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
minimized need for approval
2. Student will demonstrate personal, URI 101 First-semester freshman year, URI 101 set the precedent for how an effective and successful college student will succeed by
organizational, and academic examples of Greek life practicing personal, organizational and academic examples of self-discipline. College is a new
self-discipline experience for all freshman students, so the main objective of this one credit course was to focus on
academic planning while also trying to learn how to transition into the college lifestyle. At first, I was
overwhelmed with the workload I had during my first semester since it was completely different from
the workload I had in high school. It was easy enough to get by in high school by doing the bare
minimum because I never felt it was that challenging. College turned out to be a completely different
experience. For example, during one of my first weekends at URI I had to write two papers and study
for an exam. My friends all went out one night, but I decided to stay in to get work done because I knew
I would not have had the time to get everything done otherwise. I proved to myself that I had personal
self-discipline and that I could multitask to ultimately do what was best for my academic performance. I
take pride when I do well in school, so I needed to make the decision that school was more important
than some social aspects. The main type of organizational self-discipline that I demonstrate frequently
is to fully document everything I need to get done and by when. I am a very organized person, so
making to-do lists and writing down events in my planner is one way that I stay up-to-date with
everything going on in my life. Between being a part of Greek life, a couple of clubs, classes, work and
internships, and having a social life, I find it easier to have everything written down in an organized
place. Greek life, especially, needs to be organized since my chapter is involved with many events that
I constantly take part in. I try to delegate my time so that I spend enough time with each organization
that I am a part of. In terms of academic self-discipline, I always try to stay up-to-date with all my
classes. I designate an allotted time for each class in my spare time to study or work on assignments.
The end of the semester is always the busiest time for me, so it’s extremely important to plan every day
strategically. If I follow my to-do lists and plans, I know that I will gets things done accordingly.
See Evidence #2
3. Student will demonstrate the ability to
manage emotions
4. Student will demonstrate knowledge of PSY 113 BUS 341 PSY 113 focused on several ways to manage stress by explaining why and how stress comes to be.
stress management methods When humans get stressed out, it affects our mental, emotional and physical health, including our
brains. There are several healthy and easy methods that psychologists have come up with to manage
stress. Taking a break from the stressor is one way to limit one’s level of stress. When an individual
has a lot of work or duties that they need to complete, it can quickly become overwhelming for some. It
sometimes might be effective to just walk away from whatever you need to finish, and then come back
to it later because having a clear head can help with relieving stress. Exercising is also a helpful tool to
relieve stress. Exercise has found to relieve not only the mind, but the body as well. This technique can
also relieve stress from the body and mind for a larger amount of time. Meditating also has many
effects on the mind and body as well. Meditation allows an individual to relax and focus, which could
ultimately relieve stress. This specific unit in PSY 113 helped me to understand how the brain and body
works when faced with stress and how we can practice relieving those stresses.
BUS 341 discussed problem-focused and emotion-focused coping mechanisms for dealing with
specific stressors. Problem-focused behavioral methods include working harder, seeking
assistance, and acquiring additional resources. Emotion-focused behavioral methods include
engaging in alternative activities, seeking support, and venting anger. Problem-focused
cognitive methods include strategizing, self-motivation, and changing priorities. Emotion-
focused cognitive methods include avoiding, looking for the positive in the negative, and
reappraising.
See Evidence #4
http://www.apa.org/helpcenter/manage-stress.aspx
5. Student will demonstrate the ability to PSY 113 Group Fitness Programs In PSY 113, we learned about different ways to manage and handle stress. With having a better
manage stress understanding of those methods from that course, I am now able to find my own methods that work
specifically for me when I feel stressed. Some of those methods include exercising and being active.
Just the idea of getting to move around allows me to relieve stress. Since my freshman year, I have set
the goal for myself to participate in at least two group exercise classes a week at one of URI’s fitness
and wellness facilities. Some of my favorite classes to attend are Yoga and Pilates. These two classes
are more slow-paced classes that focus on refreshing the body through a series of meditating and
breathing exercises. I like to participate in fast-paced classes that require a lot of movement and
energy when I have stress to relieve. I have found that after taking these classes, I feel less stressed
and am able to concentrate with more of an open mind. I’m extremely grateful to have found specific
ways that work for me to relieve stress because it allows me to continue to do well in my classes, as
well as do something when I’m not focusing on school.
See Evidence #5
6. Student will express a personal code of
leadership / membership ethics
7. Student will demonstrate practice of the
personal code of ethics
8. Student will express a personal values HDF 290 HDF 290 Retreat, During our HDF 290 retreat, we evaluated the results to our VIA Institute on Character strengths test.
statement (Sources = VIA, values VIA Institute Strengths Test According to my results, my top five strengths are prudence, fairness, teamwork, honesty, and
clarification exercises, etc.) perspective. Prudence means that I am a careful person and that I do not enjoy taking risks I might
regret. I believe in fairness because I like to treat everyone the same, no matter the personal feelings I
may have towards someone. I work well with teams and others, as I will stay loyal to my group and will
always do my own share of the work. Honesty is another value of mine because I try to always present
myself in a genuine, honest way. I also have perspective on many aspects in my life, as I try to make
sense of the world in a way that makes sense to me. When we took the time to discuss our results
during the retreat, we had a specific exercise to list which strengths we value the most. This exercise
was presented in our House of Values worksheet. We began with the strength that we believed formed
the foundation of our own lives. I chose to form my foundation on perspective. I believe that I if have
the right perspective on life, then I will be able to continue with how I want to. Perspective gives me the
knowledge to know what is going on, and then forms how I make life decisions from there. With our
foundation value in place, we then layered the rest of our top strengths with how we believe others see
us. I put honesty at the top, followed by teamwork, fairness, and then prudence. I believe that when
others think of me, they find me to be an honest person. I always try to say what I feel, while being civil
at the same time, and offer my own input. If I’m not honest, I feel that people won’t be able to get to
know who I am. I value honesty in myself, as well as in others. I don’t like being lied to, and I usually
have a pretty good idea when I know someone is lying. I think that aspect comes from the perspective I
have on the world. I put teamwork as the second value in my House of Values because I believe others
see me as a good team player. I also value encouraging others on my team because I believe we will
ultimately be a better team because of that. This coincides with fairness because everyone deserves
the same treatment. If everything is fair, then everything and everyone is considered equal. The final
value on my list is prudence. I believe that not many people would recognize how much of a careful
and cautious person I am. I don’t like to typically take risks since I would rather have everything play
out as smoothly as possible. I believe these five strengths accurately describe who I am, but they also
present what I value the most in myself and in others.
See Evidence #8
9. Student will demonstrate practice of the HDF 492 Leadership Minor Portfolio, In HDF 492, we designed and presented our final Leadership Studies Minor Portfolio that
personal values statement Department of Marine Affairs encompassed our knowledge of theoretical and experiential applications of leadership
Alumni Campaign development, including experiences we have had over our four years at URI. In my portfolio, I
included my personal values statement from the VIA Institute on Character strengths test as
one of my greatest learnings from the five core skills because I believe those strengths have
guided my way of thinking throughout many experiences. After learning these strengths my
sophomore year, I have used them to my advantage when it came to choosing my career path. I
would like to pursue a career in PR account management, where I would be responsible for
managing a portfolio of clients and promoting their brands to their target audiences. This career
path is what I chose to focus my portfolio theme around. I believe my Values in Action
strengths are demonstrative examples of the skills I need to succeed in this type of career, and I
have practiced them in a variety of projects and experiences I’ve had to try my best to master
them. Some of the most prominent skills a PR account manager needs to have is the ability to
be open to new perspectives and build relationships. These skills relate much back to my VIA
strengths because they are the foundation of what I value most in life and in my career.
Prudence, fairness, teamwork, honesty, and perspective are all valuable strengths that are
needed in this work, and that is why I decided to highlight my personal values statement in my
portfolio. Perspective gives me knowledge on a variety of social and cultural cues that help me
make informed decisions. Honesty, fairness, and teamwork are all powerful strengths when
working and building relationships with clients and co-workers. Prudence allows me to step
back and recognize a situation before taking undue risks.
Practices of my personal values statement have led me towards great success throughout
several experiences, including during a course project for the Department of Marine Affairs. For
the campaign, we designed and pitched a proposal to increase alumni communication
processes within the department. In groups of seven, we had to research and interview 15
undergraduate alumni of the program to gain enough background information to create a
successful campaign. I utilized my values of fairness, teamwork and honesty to lead a
productive team to accomplish our goals by working together and respecting each other’s
specific strengths. Perspective and prudence were utilized in the process of making informed
and appropriate professional decisions to follow a specific idea or change that idea. Like
account management, this course project was great experience for a PR professional while
strategizing my valued strengths to the fullest.
See Evidence #9
10. Student will demonstrate the ability to COM 471 Harrington School Media Agency, For my internship credit in COM 471, we practiced a variety of projects where we were to share
lead a project from start to finish (follow- “Show Your Love” Campaign our experiences in leading a project from start to finish. Perhaps the greatest project I led was
through) the Harrington School’s “Show Your Love” challenge campaign in my internship with the
Harrington School Media Agency. This campaign involved brainstorming and creating a social
media campaign to increase Harrington School online traffic by allowing students the chance to
compete for tickets to see a taping of The Ellen DeGeneres Show. My advisor was in contact
with one of the show’s executive producers, who also happens to be a URI graduate, so he
allowed us free reign to really execute this campaign. As the chosen representative of the
Harrington School (there was a group of eight of us), I was chosen to also participate in the trip
and spearhead the campaign. The process involved brainstorming sessions with the group to
determine the rules and expectations of the challenge, strategizing a social media campaign,
executing the campaign to choose the winners, determining the success of the campaign to use
for other campaigns, and continuing to promote the experience during and after the trip. On the
trip, I acted as the news and media liaison. I continued to follow through with the campaign
even after the trip when I spent the following weeks promoting the activities we experienced
during the trip on social media, writing an article for the Harrington School newsletter, and
reaching out to the several professionals we spoke with on the trip. This campaign has been the
greatest PR experience I have gained thus far, and it was a tremendous learning experience for
me as someone pursuing a career in the public relations field to lead a successful PR campaign
from start to end.
See Evidence #10
11. Student will describe goals and objective Independent Greek life, study abroad, Over the course of my four years at URI, I have learned more about myself than ever before
statements regarding personal issues, Research COM 351, WRT 304 through a variety of courses and experiences. Individually, I had a few major personal goals
career issues, and community issues that I wanted to accomplish when beginning my college career. Most of my personal goals were
to gain new perspectives on experiences I never thought I would take part in. As I have learned
in my values, even though I was aware of this before, I am a very careful and prudent person. I
don’t take risks naturally or step outside my comfort zone. So, one personal goal that I decided
on was to join a sorority where I would have the opportunity to meet new people and build
relationships that would last after I graduated. This experience became the stepping stone for
me to join other groups and organizations. Another personal goal that I set for myself was to
broaden my perspective even more by studying abroad. I have always been very dependent on
my family and home life, so taking this chance to explore the world and myself was something I
set out to do from the beginning.
In terms of my career, I did not know what I wanted to pursue after college until late in my
senior year. During my COM 351 course, I learned to embrace my values and strengths enough
to the point where my future career would highlight what I love to do and what I’m good at.
Some of those strengths include teamwork, creativeness, organization, and building
relationships. From that point, I continued to search for career opportunities that valued my
strengths. That is why I applied to be an assistant to an event manager for a summer and join
the Harrington School Media Agency. I plan to continue to search for opportunities that
appreciate and utilize my strengths where I can also truly enjoy what I do.
During my WRT 304, Writing for Community Service, course is where I could reflect upon the
community issues I valued most. Our first assignment of the semester was to write an
engagement narrative that explored our own history of community work as a foundation for
what we would like to accomplish in the future and for the work we would complete for the
class. In summary, I chose to write about my past community service work with animal shelters.
As an animal lover, working with animal shelters is something I have always been passionate
about. While writing about my experiences, we were to reflect upon how these meaningful
events shaped our ethical development and perspective on how we see the community. What I
learned from this assignment was how the community issues that have affected us in the past
lead us to understand ourselves. Like my personal and career goals, I strive to utilize my values
in form of the greater good.
See Evidence #11
12. Student will show evidence of goals and
objectives that were planned and
achieved
13. Student will show knowledge of the COM 221 During one of my first classes in COM 221 is when we learned about Maslow’s Hierarchy of Needs.
“Hierarchy of Needs” theory by Maslow COM 221 deals with interpersonal communication, and my professor felt that it was important to begin
the semester with learning about the basic needs we possess as individuals. Maslow’s Hierarchy of
Needs is a pyramid-based structure that shows how we progress through our lives and how we build
upon what we already have. At the base of the pyramid are our basic needs, such as food, water, air,
shelter and sleep. We typically will not worry about the other parts of the pyramid until these basic
needs are met. Next is safety and security. If we don’t have our basic needs, the hierarchy of needs
suggests that we will be willing to risk our safety to ultimately meet the lower needs. The third level is
belonging and connections, as we humans have a need to feel connected to anything and anyone.
Fourth is our esteem needs, or our wish to accomplish something. Lastly, there is self-actualization. At
this point, individuals have become all that they have ever wanted to be. Ultimately, this stage needs to
coincide with happiness to feel completed.
See Evidence #13
http://www.simplypsychology.org/maslow.html

14. Student will show application of Maslow’s COM 221 First semester freshman year When any student first gets to college, their need to fulfill the hierarchy of needs is very prominent.
theory to own life First, we need to meet our basic needs. For me, this included adjusting to a new living arrangement
where I had two other roommates, eating at dining halls instead of my own kitchen with my family, and
getting used to an unusual sleep schedule. Then we need to become comfortable and learn to live
without the safety of our parents. I know that during my first semester in college, I had to call my mom
for every little thing that I needed. At one point my mom told me that I was just going to have to start
figuring things out on my own because that will make me more confident and comfortable in myself.
Once we are settled and comfortable, we begin to make new friends that start to fulfill our connection
and belonging needs. Once I found the right group of friends, I knew that my experience at college was
going to be a lot easier, as well as more fun. Then when you find your niche, you begin to set and
achieve goals that lead you toward self-actualization. I knew that when I was completely comfortable
and happy with where I was, college became a lot more of an effective experience. I began to join
clubs, as well as a sorority, and I was doing well in my classes. Every new experience in your life calls
for a new evaluation of what you want to accomplish, and I remember recalling a lot of what I went
through when we were learning about Maslow’s Hierarchy of Needs in COM 221.
See Evidence #14
15. Student will show knowledge of the theory Independent Manz and Sims describe Superleadership as a leader who can lead others to lead themselves.
of Superleadership by Manz & Sims Research True leadership comes mainly from within a person, not from outside. This perspective
suggests for one’s ability to maximize the contributions of others through recognition of their
right to guide their own destiny, rather than the leader’s ability to bend the will of others to his
or her own. Manz and Sims present seven steps that they believe it takes for one to become a
SuperLeader
Step 1 – Becoming a Self-Leader: We must first learn how to lead ourselves; possess
behavioral-focused strategies, which include self-observation, self-goal setting, cue
management, self-reward, constructive self-punishment, and rehearsal, and cognitive-focused
strategies, which include natural rewards from the enjoyment of doing the job itself and
“opportunity thinking”
Step 2 – Modeling Self-Leadership: Develop subordinate self-leadership on a day-to-day basis
to establish new behaviors amongst employees and to strengthen the probability of previously
learned self-leadership behaviors.
Step 3 – Encouraging Self-Set Goals: Goal setting is a learned behavior, so the role of the
SuperLeader is to serve as a model, coach, and teacher to help employees learn to effectively
set specific challenging goals for themselves
Step 4 – Create Positive Thought Patterns: One role of the SuperLeader is to transmit positive
thought patterns to subordinates and facilitate positive self-expectation in those subordinates
Step 5 – Develop Self-Leadership Through Reward and Constructive Reprimand: Conventional
viewpoints about using organizational rewards tend to focus on extrinsic rewards as a means
of reinforcing performance, including incentive pay systems. On the other hand, treating a
mistake as a learning opportunity will help employees’ self-esteem be enhanced long-term.
Step 6 – Promote Self-Leadership Through Teamwork: One of the more interesting indicators of
self-leadership culture is the presence of teams, including product teams, ad hoc teams, and
self-managing teams. Self-leadership in teams help the group level function correctly.
Step 7 – Facilitate a Self-Leadership Culture: Organizations will find it difficult to obtain
initiative and innovation from employees without providing a pervasive environment that
facilitates those elements of self-leadership. SuperLeaders focus on on-on-one relationships.
https://pdfs.semanticscholar.org/bbc6/8829286adc534769ad61e454dda2f0330746.pdf
16. Student will show application of Manz &
Sim’s theory to own life
17. Student will describe StrengthsQuest HDF 290 HDF 290 Retreat, In HDF 290, we completed Gallup’s StrengthsFinder Inventory. According to the results, my top five
Signature Themes, shadow side of StrengthsFinder strengths are discipline, harmony, consistency, analytical, and individualization. Having discipline
Strengths and/or weaknesses, and means that I enjoy routine and structure, and that I will plan everything so I am able to reach a given
examples of application (Source = Gallup) deadline. For me, I have found that I always work better if I am given specific direction on what I need
to do, and when it needs to be done by. Working like this really helps me in school because I can
organize my assignments and their due dates so that I stay on track. Harmony is the kind of strength
that looks for a consensus in life, while trying to avoid conflict. I feel like this really describes me
because I do not like being involved in any sort of conflict. If there is an issue, I will typically try to take
the easy way out by looking for common ground to make everyone around me satisfied. Consistency,
like harmony, is a strength that values balance. I believe that everyone deserves to be treated equally
because I will always go back and reflect on how I would like to be treated. I am the kind of person that
overanalyzes everything in my mind before I speak. I need to make sure that what I’m saying is the
right thing to say. Overanalyzing also connects back to my next strength which is analytical. This
strength looks for reasons and causes in situations, as well as a bit of curiosity. I like to know
everything about certain situations, and I will continue to ask questions until I feel that I am satisfied
with the answer. I like to be knowledgeable when it comes to facts, so I need to make sure that I am
getting accurate information. My final strength is individualization. This strength values the unique
qualities of every person without judging. I feel that one of my greatest strengths as a friend is my
listening skills. I like to know about how the people in my life are feeling, as well as have them trust me
enough to know that they are able to say anything. I value the different relationships I have with
different people because we’re not all the same.
During our HDF 290 retreat, we took time to discuss each of our strengths. At one point, we went
through the list of all possible strengths and each raised our hands to acknowledge each strength that
applied to us specifically. At the end, we could see how many people in the class categorized with each
strength. I found that some of my strengths were well shared with many other students, but some of
them were not. This had me realize that we all have different attributes that make up who we are and
how we utilize our strengths differently to help us in life. I am now glad that I have a knowledge of my
strengths so that I can use them to assess myself and my goals for the future.
See Evidence #17
http://www.strengthsquest.com/home.aspx
18. Student will describe personal leadership BUS 441 Business Leadership Style In BUS 441, Business Leadership, we completed several leadership questionnaires and quizzes
style and/or personality style including Questionnaire, Type Focus to determine specific skills and strengths. One was a behavioral style questionnaire to measure
strengths and weaknesses and examples two major leadership behaviors: task and relationship. My results stated that I scored in the
of application (Sources = Leadership style moderately low range for task, which refers to the degree to which I help others by defining
inventories, the L.P.I., Type Focus their roles and letting them know what is expected of them. I scored in the high range for
(MBTI), LAMP, DISC, and other career relationships which refers to the degree to which I try to make subordinates feel comfortable
inventories, etc.) with themselves. I think that these scores accurately described my leadership behavior. I knew I
would score in the higher range for the relationship behavior, which is a strength, because I like
to make others feel comfortable when in a group setting, but I also knew that I would score
lower in task, which is a weakness, because I don’t like to be dominating.
Another major personality assessment that has determined my strengths and weaknesses is
TypeFocus. My personality theory is ISFL, which stands for Introversion, Sensing, Feeling, and
Judging. People with a preference for introversion focus their attention inwards and so are
drawn to the inner world of understanding. Because their focus is inwards, they tend to become
more thoughtful and their interests are deeper. One major weakness of this preference is that
while we think much inside our minds, it is sometimes difficult to speak our words aloud.
People with a preference for sensing learn about their world through experience. Because they
focus on what they have seen or heard or touched, they develop a practical and realistic
outlook on the world. I typically do not take risks, which I a trait I sometimes I find as a
weakness when I feel the need to step outside of my comfort zone. People with a preference for
feeling make decisions based on their own personal values. This often means considering the
impact that decision will have on someone's life. Because they treat everyone individually, they
tend to become empathetic and compassionate. Lastly, people with a preference for judging
want their lives to be predictable so they make decisions quickly. Judging-types tend to be
organized, which is how I would accurately describe myself. These results have confirmed what
I have always known about myself. After learning more about what I believe and where it comes
from, I take those strengths to better myself and those around me.
See Evidence #18
Outcome Category: Leadership Theories
Outcome Target class Additional Descriptive notes regarding learning and practice
Experiences
19. Student will show knowledge of HDF 290 Inclusion in the Workplace In HDF 290, the Authority and Bureaucracy theory was one of the theories that was presented by a student in our class.
the “Authority and Bureaucracy” Case Study Chelsleigh covered the definitions of the two terms, different examples of those types of leaders, the characteristics,
theory of leadership Weber and some difficulties that arise because of those types of leaders. Weber’s theory of authority and bureaucracy talks
about how leaders incorporate different styles of leadership into their everyday lives. There are three types of authority:
traditional authority, which is based on traditions, rational-legal authority, which is based on normative rules, and
charismatic authority, which shows devotion to heroism and character of person. Charismatic authority also arises from
crisis. Weber proposed that rational-legal is the main type of authority portrayed in society. Bureaucracy is based upon
the authority system of rational-legal. Weber views this as a simplified form of traditional authority where rules are set
and leaders cannot change what has already been established. It’s described as a structure where leaders have control
over other people and that these people will follow this control.
In HDF 290, one of our assignments was to act as a consultant for a new business owner. The case study explained
how Tom, the new owner of a large grocery store, wanted to diversify his store so that it would be more welcoming for
people of different races, cultures, and religions. Before Tom took over, the store had only employed white people. To
make a change, Tom decided to only hire people of color until at least half of the staff was made up of people of color.
Because of this, many managers of the store quit and others began segregating themselves from the newly hired
employees. The changes that Tom made had caused several issues among the workplace. When I was considering all
the possible leadership theories that could apply to the kind of leader that Tom portrayed, I had concluded that Tom
represented many qualities like an authority leader. In specific, I found that he showed qualities of a rational-legal
authority figure. This type of authority considers following the “normal” or correct way of doing something, as the person
conducting this authority has their own set of standards to follow. While Tom’s decisions might not have been the most
well-received decisions, he is showing that his authority is guiding him to make the specific decisions that he wants to
make. To recognize these qualities in Tom, I had to be familiar with the characteristics that define what an authority
leader is.
See Evidence #19
http://faculty.babson.edu/krollag/org_site/encyclop/authority.html
http://faculty.babson.edu/krollag/org_site/encyclop/bureaucracy.html
20. Student will describe personal
application of the above theory
(Weber)
21. Student will show knowledge of HDF 290 In HDF 290, one of my fellow students presented on Scientific Management. The main topics that Corey covered were
the “Scientific Management” the history and background information behind this theory, the current developments of management theories, and the
theory of leadership by Taylor four principles that define Scientific Management. Frederick Winslow Taylor proposed that the use of the Scientific
Management theory in the workplace will greatly improve and expedite productivity. The theory uses four major
principles:
1. Replace all methods not based on scientific study with those that are
2. Train and develop workers in the most scientific way possible
3. Create a good rapport to make sure methods are being followed
4. Divide work evenly between managers and workers so all are functioning with scientifically based methods
The goals of this theory are to maximize efficiency while minimizing cost. It works by putting people into divisions of
labor, assembly lines, and standardized work. Some of the issues that I have found with this theory are that it leaves
little to no room for innovation. It makes technology and machines to do the work, replacing manpower.
See Evidence #21
https://www.mindtools.com/pages/article/newTMM_Taylor.htm
(Taylor)
23. Student will show knowledge of HDF 290 Gabriel presented on Drucker’s Management by Objectives (MBO) theory in our HDF 290 class and covered about
the “Management by Objectives” every aspect of this theory. MBO is a five-step model that helps managers set goals to be achieved by lower-level
theory of leadership by Drucker employees to help them understand what is expected of them. This helps to keep employees’ personal goals in line with
the organization’s goals and targets. The process starts when the organizational objectives are set. These objectives
are then expressed to the employees while the managers monitor how well the employees perform their assigned
duties. The employees’ performances are then evaluated. If the objective was met by the manager’s standards, there is
a reward for performance. When this is finished, the cycle begins again. MBO’s goals follow the SMART goal method—
where goals are supposed to be specific, measurable, achievable, realistic and time-related. Specific means to have a
goal that is clear and understandable. Being able to measure progress is also important to the MBO theory. Attainable
expresses the importance of having goals that are realistic and that can be achieved. Choosing relevant goals that
matter is also vital to the overall achievement in success within any team. Time-related goals have a timeframe where
certain events must be met, and it stresses the importance of commitment to those timeframes. These aspects help to
ensure that the goals can be met with success.
See Evidence #23
http://www.valuebasedmanagement.net/methods_smart_management_by_objectives.html
24. Student will describe personal Independent Event Manager Assistant When I was an assistant to an event manager for a summer, my “training” involved shadowing the event
application of the above theory Research manager around the facility to learn the ropes. She expressed her objectives for each event and the routine she
(Drucker) likes to follow. Most of the events were quite similar because we worked at a country club where there were
only so many types of events available. My manager was very specific in the way things were handled and she
constantly evaluated my work. If I followed her routine procedures, I would most likely be successful. When I
earned more responsibility as the summer went on, I found that I used this similar tactic myself. When I would
be in contact with external parties, like venders or entertainment professionals, I would detail every piece of
information I had to make sure they fully understood what we needed. As the person planning the event, I was
responsible for it all running smoothly. I would also be setting goals for other members of the staff at the club.
If they were helping with the event, I had to express what we needed and monitor the event to make sure
everyone was on the same page. The reward for our successful performances would always be when an event
ran smoothly. I would make sure to personally thank every individual who helped after every event.
25. Student will show knowledge of HDF 290 Among several theories, we learned about the Theory X and Theory Y methods of leadership by McGregor. Both
“Theory X and Theory Y” theory theories look at how managers act based on how they perceive their workers to be. Theory X managers believe that
of leadership by MacGregor workers are inherently lazy and dislike work. They need to be micromanaged and told exactly how to do everything or
else nothing will get done. Theory X workers need a lot of supervision and guidance from their leaders. Theory Y
managers believe that work should be natural, and workers should be self-motivated. Theory Y managers believe that if
you give your workers the freedom to be creative, they will produce positive results that never would have been
achieved if you had told them explicitly what to do. They also trust that if you give someone a task, they will do it to the
best of their ability and not need constant praise. Both types of workers can perform tasks correctly and perform
satisfactory jobs, but they just go about completing the tasks in different ways. Jedd was assigned to present this
leadership theory to our HDF 290 class, and the main points that he focused on were the different characteristics that
make up both Theory X and Theory Y, and then comparisons between the two.
See Evidence #25
https://www.mindtools.com/pages/article/newLDR_74.htm
26. Student will describe personal HDF 290
(MacGregor)
27. Student will show knowledge of HDF 290 In our HDF 290 class, Sahmi and Patricia presented the Servant Leadership theory and they focused on the basic
the “Servant Leadership” theory definition of the term, the 10 characteristics, and some examples of people who are servant leaders. Greenleaf
of leadership by Greenleaf proposed that servant leaders are individuals that put themselves before others. Servant leaders do what is best for the
group, not just what will benefit themselves. They do not seek power; they work to benefit the whole. There are ten
characteristics that servant leaders hold.
1. Listening – Servant leaders seek to identify the will and goal of a group and then help clarify that will. The leader
seeks to listen receptively to what is being said by everyone in the group.
2. Empathy – Servant leaders strive to understand and empathize with others. It is the responsibility of the leader to
recognize and accept everyone for different and/or unique qualities or characteristics.
3. Healing – Servant leaders have the potential to heal one’s self and others. They recognize that they have an
opportunity to help make whole the individuals they come in to contact with.
4. Self-Awareness – Servant leaders can look at themselves and see how their own behaviors and actions may affect
others around them
5. Persuasion – Servant leaders motivate others by using persuasion, not authority. They also want to create a sense of
agreeance within a group so that everyone supports every decision.
6. Conceptualization – Servant leaders tend to look at the “bigger picture” in situations. They want to have clear visions
about what they need to get done to accomplish goals.
7. Foresight –Servant leaders have foresight about what has happened in their past to predict and make decisions
about what will happen in the future. They understand the consequences of past decisions and work on them to make
them better.
8. Stewardship – Servant leaders take responsibility for the performance of their group. They distribute roles for each
member of the group to play.
9. Commitment to the Growth of People – Servant leaders take into concern the well-being of everyone in their group
and whether everyone is making some sort of development in either their professional and personal lives.
10. Building Community – Servant leaders want to build a sense of community within their group, as well as provide
opportunities for them.
See Evidence #27
https://www.mindtools.com/pages/article/servant-leadership.htm
28. Student will describe personal Independent Project Hand Up When a group of other students and I decided to partner with Project Hand Up in West Warwick for our Writing
application of the above theory Research for Community Service course, we had no idea of the partnership that would soon arise. We partnered with the
(Greenleaf) program for a semester to create several community service writing projects for our course, but we wanted to
continue volunteering after the semester was over. After spending so much time getting to know the people at
the program and the work they do, we knew it was right to continue to help because they needed the help. We
no longer were benefitting scholastically from the volunteer work with did with them, but we benefited in so
many other ways. One of the major challenges we help Project Hand Up with was their organizational structure
throughout the store. We had noticed the months before that there was a lack of movement by the shoppers
through the store because the organizational structure of the store caused the line to become overcrowded.
We came up with an idea to restructure the store so the line would move quicker. We continually manage and
update the inventory, which the store never did before, and create a set of documents that could be distributed
to shoppers and on the program’s website to increase the pace and organization. As servant leaders, we
listened to and empathized with our partners and reflected upon our own experiences with the program to
know exactly what they needed. They were more than happy to let us help because they knew of our
commitment to the program from the past. After becoming a part of this community, we wanted to work with
them to benefit this incredible program that helps so many others in need.
See Evidence #28
29. Student will show knowledge of HDF 290 Covey stated that trust, or the lack of it, is the root cause of success or failure in relationships. Principle centered
the “Principle Centered leadership focuses on personal principles to have the ability and trust to lead others. Some of the characteristics of this
Leadership” theory by Covey theory include continually learning, being service-oriented, believing in others, leading balanced lives, seeing success
on the far side of failure, seeing life as an adventure and exercising self-renewal. This theory is practiced from the
inside out on four levels. These four levels are categorized by personal, interpersonal, managerial and organizational. A
personal relationship is one that an individual has with themselves. Being able to connect with yourself is a great
starting point for communication. Interpersonal relationships are the interactions that you have with others. Managerial
refers to the ability to work with others, and then ultimately succeed with working together. Organizational relationships
show how principle centered leaders can problem solve—with themselves or in a group—and then team build while
solving the problem. Nardina and Meghan described the characteristics and the different levels of this theory very well
in their presentation to our HDF 290 class. One aspect that I was also able to learn a lot from was when they connected
principle centered leadership to servant leadership. These two theories share several similarities, as both focus on
principles and leading others in a way where they trust you.
See Evidence #29
https://www.greenleaf.org/what-is-servant-leadership/
30. Student will describe personal Independent Work experiences, I find that Principle Centered leadership is extremely utilized in the working world. To have a successful and
application of the above theory Research Course experiences effective work life, you must be in line with your values and principles. I have learned this from several working
(Covey) experiences I’ve had. Once I discovered the career path I would like to pursue, it was easier to frame my
mindset and work values to my goals. This was the personal relationship I formed with myself. The
interpersonal relationships are the priorities I make at work so I feel that I am in a comfortable and supportive
space. These relationships lead into managerial, which is how I perform based off my comfortability. I believe
that when you have your values in order, you can then operate between organizational relationships.
31. Student will show knowledge of HDF 290 In our HDF 290 class, Shannon presented on the Total Quality Management theory. She explained that Deming
the “14 Points / TQM” theory of designed the 14 points to implement total quality management. Total quality management is a new business philosophy
leadership by Deming that develops a new appreciation for the effect of quality production and price. The 14 points demonstrate the reasoning
behind this movement.
1. Create a constant purpose toward improvement – this point covers the ability to plan and predict long-term plans to
achieve goals better
2. Adopt a new philosophy – this point predicts change and focuses on preparing for the change in an organization or
business
3. Stop depending on inspections – this point focuses on finding what you did wrong and fixing it, and focus on
improving the quality of all products
4. Use a single supplier for any one item – this point wants you to focus on consistency and to look at suppliers as your
partners and quality
5. Improve constantly and forever – the point focuses on improving all systems and continuously to make them the best
they can be
6. Use training on the job – this point wants you to build a foundation on the knowledge you already have, and to
encourage everyone to learn from one another
7. Implement leadership – this point doesn’t want you to expect anything from workers or employees, it wants you to
encourage others to do their best
8. Eliminate fear – this point encourages to not be fearful in wanting to express opinions; let everyone know that
opinions are valued and considered always
9. Breakdown barriers between departments – recognize that each department serves a different function and focus on
collaborating instead of competition
10. Get rid of unclear slogans – let people know exactly what you mean because it is better to get your vision across as
clearly as possible
11. Eliminate management by objectives – This point focuses on another leadership theory, management by objectives,
but it wants you to not just look at the numbers; you should provide supports and resources along with your results
12. Remove barriers to pride of workmanship – this point focuses on treating everyone the same, as well as encourage
everyone to take pride in their work without any worries of comparison to others
13. Implement education and self-improvement – always encourage and improve your own education, and continue to
gain skill to help organization or business
14. Make “transformation” everyone’s job – the point focuses on quality, and having that focus drives you to succeed;
analyze each step to improve
See Evidence #31
https://www.mindtools.com/pages/article/newSTR_75.htm
(Deming)
33. Student will show knowledge of Independent BUS 341 In BUS 341, Organizational Behavior, we discussed Transformational Leadership in terms of leader
the “Visionary Leadership” (now Research effectiveness. This leadership model reflects a pattern of behaviors that inspires followers to commit to a
often cited as “Transformational shared vision that provides meaning to their work and sets the leader up as a role model, who helps followers
Leadership”) theory by Sashkin reach their potential. It comprises four types of behaviors:
1. Idealized influence (charisma): Transformational leaders must embody the values that the followers should
be learning. Leaders guide followers by providing them with a sense of meaning and challenge. They foster the
spirit of teamwork by leading by example, showing strong commitment to goals, and promoting a vision.
2. Inspirational motivation: Leaders with an inspiring vision challenge followers to leave their comfort zones,
communicate optimism about future goals, and provide meaning for the task at hand. Followers are willing to
invest more effort in their tasks and they are optimistic about the future and believe in their abilities.
3. Intellectual stimulation: Leaders encourage followers to be innovative and creative. Intellectual stimulation
springs from leaders who establish safe conditions for experimentation and sharing ideas. They tackle old
problems and inspire employees to think about their conventional methods critically and share new ideas.
4. Individualized consideration: This is the degree to which the leader attends to each follower’s needs, acts as
a mentor or coach to the follower, and listens to the follower’s concerns. This includes making interpersonal
connections, showing genuine compassion, and encouraging professional development.
See Evidence #33
https://courses.lumenlearning.com/boundless-management/chapter/types-of-leaders/
34. Student will describe personal Independent
application of the above theory Research
(Sashkin)
35. Student will show knowledge of HDF 290 The Individuals in Organizations Theory was one of the theories presented in our HDF 290 course. Rebeca was
the “Individuals in Organizations” assigned this theory, and she described that the theory incorporates terms that are defined as both a single loop and
leadership theory by Argyris double loop style of learning. Single loop learning occurs when you detect an error and look for another strategy that will
work within the same goal structure and rule boundaries. Double loop learning occurs when the individual questions the
goal structures and rules when detecting an error, and then wants to change both to make it more successful. These
two models emphasize on the idea that human reasoning, not just human behavior, can become the basis for this sort
of thinking and action. There are also two other processes that this theory goes by, which are categorized by Model I
and Model II. Model I involves “making inferences about another person’s behavior without checking whether they are
valid and advocating one’s own views abstractly without explaining or illustrating one’s reasoning.” Exposing actions,
thoughts and feelings can make people vulnerable to the reaction of others. Model II includes the ability to look at good
quality data and to make inferences. It wants to include the views and experiences of participants, rather than look to
impose different views upon the situations.
See Evidence #35
http://infed.org/mobi/chris-argyris-theories-of-action-double-loop-learning-and-organizational-learning/
(Argyris)
37. Students will demonstrate HDF 290 In HDF 290, our entire class was split up into small groups to present on different leadership theories. I was assigned to
knowledge of the “4 V’s” theory of research the 4 V’s, along with another student. The 4 V’s Model of Ethical Leadership is a leadership model created by
leadership by Grace (Center for Dr. Bill Grace that focuses on a journey of integrity and commitment to the common good. The Four V’s are values,
Ethical Leadership) vision, voice, and virtue. Values are the cornerstone of ethical leadership. This requires discovering values at the four of
one’s identity to apply them for a greater good. Vision is defined as the ability to create a plan of action to serve others
better. Voice involves articulating vision eloquently and convincingly to motivate others to act. Virtue is the ability to
integrate the three previous V’s in a way that that strives to act better. Working together with the 4 V’s is service, polis,
and renewal. These aspects supplement the development of ethical leadership as well. Service connects vision and
values, which indicates that one’s values are projected through their vision of service. Polis connects voice and vision,
to engage in political situations honestly. Renewal connects values and voice, which involves self-reflection to ensure
the balance of action and values.
See Evidence #37
http://participedia.net/en/organizations/center-ethical-leadership
(Grace)
39. Student will show knowledge of HDF 290 BUS 365 Situational Leadership looks at how high or low levels of supportive and directive behaviors impact an individual’s
the “Situational Leadership” leadership style. There are four categories that determine the situational leadership model: delegating, supporting,
theory by Hersey & Blanchard coaching and directing. Within these four categories, individuals are compared to their levels of competence and
commitment. Delegating involves low levels of both support and directive behavior. It is used for leading people who
have high competence and high commitment. The goal of a leader in this type of situation would be to assess each
person’s capabilities and then delegate jobs based on that. The supporting style has low directive behavior and high
supportive behavior. This aspect is used for leading those with high competence and varying degrees of commitment.
This style doesn’t involve much supervision because the leaders are accessible to the opinions of their employee.
Coaching uses high levels of support and directive behaviors, and is used on those with low competence and low
commitment. This would involve close supervision over employees because they still need some sort of guidance.
Lastly, directing has high levels of directive behavior and low levels of supportive behavior. This is used on those with
low competence but high commitment. This is often used with newly hired employees as they need the most direction
for their work. Bobby and Lucy presented this theory for our HDF 290 course, and I found their explanations to be easy
to recognize the different styles of behaviors in a type of situational leader.
During one of the first classes in BUS 365 is where my professor explained the main objective for the course.
We were to follow the Hersey & Blanchard leader behavior model to guide through the semester. The focus of
that model revolved around tasks and relationships. My professor explained that we begin with low task and
low relationship, followed by low task and high relationship, followed by high task and high relationship, to
ultimately reach high task and low relationship. The leadership definition that we followed was that leadership
is the activity of influencing people to strive willingly for group objectives. It involves accomplishing goals with
and through people. The leader must be concerned with tasks and human relationships. The follower’s
maturity to the task begins low without a proper relationship built. Over time with relationships, the maturity to
the task becomes higher.
See Evidence #39
https://situational.com/the-cls-difference/situational-leadership-what-we-do/
40. Student will describe personal BUS 365 American Eagle BUS 365 is a course that spent a semester following the Hersey & Blanchard leadership model. My professor
application of the above theory Marketing Campaign found this model to be the most effective for the goals and objectives we were to accomplish by the end of the
(Hersey & Blanchard) course. He explained that our low relationship with him would result in a low follower maturity to the task. Over
time, we would build relationships to reach a higher follower maturity to the task. The beginning of the
semester focused on smaller lectures and quizzes to build upon our knowledge of the subject. We did not have
strong relationships and our maturity to the task was low. During the middle of the semester is when we began
to give presentations on chapters in groups to deliver the knowledge we had to learn on our own; representing
a higher relationship and higher maturity to the task. The end of the semester called for a final group
presentation where we had to take what we had learned and form a comprehensive marketing presentation for
a specific company. At this point, we no longer depended on our professor and that relationship for the
information. We were well informed enough where we had a low relationship, but a very high maturity to the
task. In the end, we presented a successful marketing presentation by following this leadership model and
becoming the leaders.
See Evidence #40
41. Student will show knowledge of HDF 290 Relational leadership is a key model of leadership that is used in everyday life. There are three basic principles that
the “Relational Leadership” model make up relational leadership. The first is knowing, whether it is knowing yourself, others’ views, how changes occur, or
by Komives, McMahon & Lucas how people process situations. The second is being—being ethical in one’s actions, using their core principles and
morals, and being an open and inclusive person. The third and final principle is doing. An excellent relational leader will
act in socially responsible ways and will be perceptive of others’ needs and thoughts, acting and deciding along with
their morals and the group’s desires. The purpose of the relational process is getting people to accomplish, change, or
make a difference to benefit the common good. In addition to the three basic principles of relational leadership, there
are five components that bind them all together. These five components are purpose, inclusive, empowering, ethical,
and process. In the diagram, purpose is at the center, surrounded by inclusive, empowering, and ethical, and above all,
is process. Purpose is when you establish a common reason to identify clear goals. Inclusive is when you are fair and
treat everyone the same, and when you capitalize on individuals’ unique qualities and skills. To empower is when you
know your effect on the people following you and can encourage others to perform a specific action. Ethical is when you
know your moral values. This includes being socially responsible for each person, and having them put complete trust
in you. Process, which includes all four other components, means to understand that the process of working toward a
common goal is more important and meaningful than the outcome itself. Ryann and Stephen in my HDF 290 class were
the first people to introduce the concept of relational leadership to me as they were assigned to present this theory.
First, they defined what relational leadership was and who found it, then went on to explain the components that make
up this theory in detail. They also included the diagram that represented this theory for the audience to visualize all the
components.
See Evidence #41
https://www.uta.edu/leadership/_downloads/The-Relational-Model.pdf
42. Student will describe personal Independent Kids & Teens Program, Relational leaders allow their life and spirit to be the message above their words. They demonstrate the attitude
application of the above theory Research Camp Counselor and mindset that they want to see in their group. They act as a role model in some sense. These characteristics
(Komives et al) remind me of the time I spent many summers as a camp counselor/program assistant at a local Kids & Teens
Program. I utilized my individual knowledge of myself and my interest and passion for children to spend my
summers leading them. The program valued inclusiveness and empowerment as children ages ranged from
about 6-16. When leading a class of children, my process incorporated all the components that make up
relational leadership. My main purpose was for the children to have fun while learn something at the same time
by remaining inclusive, empowering, and ethical in my intentions towards the children. That process what
covered by the main objective of the program.
See Evidence #42
43. Student will show knowledge of Independent Constructivism is based on the observation and scientific study of how people learn. In this method, people are
the concept of constructivism Research thought to construct their own understanding and knowledge of the world, through both experiencing things
and reflecting on those experiences. When we learn something new, we process that new information in the
context of what we already know, who we are, and our own unique experiences. As a result, our new ideas or
knowledge might change what we previously believed or knew to be true. Or we could make a rational decision
to discard the new knowledge we have learned as irrelevant or unimportant to us. Either way, individuals are
the creators of their own knowledge in this view. To learn, we must ask questions, explore, research and
continually re-assess what we know.
http://www.theedadvocate.org/constructivist-theory-and-school-leadership/
44. Students will describe personal
examples of implementing
constructivism
45. Student will demonstrate Independent Kolb states that the Experiential Learning Model involves the acquisition of abstract concepts that can be
knowledge of the Experiential Research applied flexibly in a range of situations. In Kolb’s theory, the drive for the development of new concepts is
Learning Model (Kolb) provided by new experiences. The theory works on two levels: a four-stage cycle of learning and four separate
learning styles. The learning cycle follows the stages of Concrete Experience (feeling), when a new experience
or situation is encountered or a reinterpretation of an existing experience, Reflective Observation (watching) of
the new experience, which reviews the experience to determine any inconsistencies between experience and
understanding, Abstract Conceptualization (thinking), which gives rise to a new idea or a modification of an
existing abstract concept, and Active Experimentation (doing), when the learn applies what they have learned
to the world around them to see what results. It is possible to enter the cycle at any stage and follow it through
its logical sequence. However, effective learning only occurs when a learner can execute all four stages of the
model. No one stage of the cycle is effective as a learning procedure on its own. Kolb also describes four
distinct learning styles, which are based on a four-stage learning cycle. Whatever influences one’s choice of
style, the learning style preference is the product of two pairs of variables, or two separate 'choices' that we
make, which are presented as lines of an axis, each with 'conflicting' modes at either end. One axis is called
the Processing Continuum (how we approach a task), and the other axis is called the Perception
Continuum (our emotional response, or how we think or feel about it). Kolb believed that we cannot perform
both variables on a single axis at the same time. The four learning styles are diverging (feeling and watching),
assimilating (watching and thinking), converging (doing and thinking) and accommodating (doing and feeling).
https://www.simplypsychology.org/learning-kolb.html
application of the Experiential
Learning Model (Kolb)
47. Student will show knowledge of HDF 290 After Jordan and Brandon presented on the Social Change Model of Leadership Development in our HDF 290 class, I
the “Social Change Model of could acquire what this model represented. The Social Change Model is an approach to leadership focused on the
Leadership Development” by process of enacting social change from multiple perspectives. The model can be further explained with the 7 C’s, which
Astin et al include Citizenship, Collaboration, Common Purpose, Congruence, Controversy with Civility, Conscious of self and
Commitment. Furthermore, the 7 C’s are broken up into three different groups. The first group is individual values,
which contains conscious of self, congruence and commitment. The second group is group values, which include
collaboration, common purpose and controversy with civility. The last group is societal values, which includes
citizenship. Each of these groups are in a constant cycle of working with one another to complete the social change
model of leadership. Conscious of self means to be well-aware of your own beliefs, values and emotions. These
concepts encourage individuals to act. Congruence is the ability to understand and be in line with your own beliefs,
values, and emotions. This could also consider knowing your own limitations. Commitment is the concept that motivates
people to the work they want/are supposed to do. Collaboration is the process of working together as a group. Leaders
should excel with collaborating with others. Common purpose are the shared morals and values that individuals share
to find a common ground. Controversy with civility are the differences and conflicts that are worked upon by individuals
to ultimately be resolved. This can be done by open and honest communication between parties. Citizenship is the
activeness you engage within a community. While these are broken apart into individual, group, and community-based
categories, they all come together to work to make a change.
See Evidence #47
http://www.mu.uri.edu/leadership/pdfs/The%20Social%20Change%20Model%20of%20Leadership%20Development.pdf
48. Student will describe personal Independent Project Hand Up My time volunteering with Project Hand Up has incorporated many factors involved in the Social Change
application of the above theory Research Model. Specifically, I found the group values to have the most effect on my experience. The group values
(Astin et al) include collaboration, common purpose, and controversy with civility. When looking for community partners,
we partnered with Project Hand Up because there was a huge sense of collaboration and common purpose.
Controversy with civility came about later in the partnership. We had a specific goal when looking for
community partners and we thought the leaders at Project Hand Up would be a great fit. We met several times
before working with them to see if our goals and values lined up, and during those meeting is when we
discussed the projects we could work on for them. For the conflicts that we came across, we discussed proper
solutions to the issues by discussing the best course of action with the leaders of the project.
See Evidence #48
49. Students will demonstrate Independent The Leadership Identity Development Model is all about yourself, and how you can achieve different levels of
knowledge of the “Leadership Research leadership. Leadership identity is the cumulative confidence in one’s ability to intentionally engage with others
Identity Development Model” by to accomplish group objectives and be perceived by others in that context. There are six stages: awareness,
Komives et al which is being aware of national figures, exploration/engagement, which focuses on membership in groups,
self-awareness and self-confidence, leader identified, which is about positional roles or member roles,
leadership differentiated, which is about how leadership is a process, generativity, which is the concern for
sustainability, and integration/synthesis, which is about leadership as a life-long developmental process.
These all tie into developing self, which is about building self-confidence. There is also a group influence like
engaging in groups that helps changing view of self and others by being dependent or independent.
Developmental influences like peer or adult surround your whole identity. Broadening view of leadership either
as external other or as positional all ties back into the six identities.
http://journalofleadershiped.org/attachments/article/
50. Students will describe personal
application of the above theory.
(Komives et al)
51. Students will demonstrate
knowledge of the Strengths-
Development Model by Hulme et
al
(Hulme et al)
53. Student will demonstrate
knowledge of behavior theories of
leadership from Michigan and
Ohio State
application of the above theories
(Michigan & Ohio State)
55. Student will demonstrate Independent Charismatic leaders gather followers through personality and charm, rather than any form of external power or
knowledge of Charismatic Research authority. Charismatic leaders are the searchlight of attention. They pay a great deal of attention in scanning
leadership and reading their environment, and are good at picking up the moods and concerns of both individuals and
larger audiences. They then will hone their actions and words to suit the situation. Charismatic leaders use a
wide range of methods to manage their image and, if they are not naturally charismatic, may practice
developing their skills. They will show great confidence in their followers. They are very persuasive and make
very effective use of body language, as well as verbal language. Charismatic leaders who are leading a group
will often focus on making the group very clear and distinct, separating it from other groups. They will then
build the image of the group, in the minds of their followers, as being far superior to all others. Conger &
Kanungo (1998) describe five behavioral attributes of charismatic leaders: vision and articulation, sensitivity to
the environment, sensitivity to member’s needs, personal risk taking, and performing unconventional behavior.
http://changingminds.org/disciplines/leadership/styles/charismatic_leadership.htm
57. Student will demonstrate Independent Fred Fiedler’s contingency approach to leadership consists of leaders with good personal relations that are
knowledge of contingency Research matched to a poorly structured task environment. It is also for leaders who are impersonal; they are usually
approach to leadership by Fiedler placed in well task-structured environment. This theory states that effective leadership depends not only on the
style of leading but also on the control over a situation. For this contingency theory to work, there needs to be
a good leader-member relationship, tasks with clear goals and procedures, and the ability for the leader to
dispense rewards and punishments. Fiedler created the least preferred co-worker (LPC) scale. This is where a
leader is asked what traits can be ascribed to the co-worker that the leader likes the least. A high score on the
LPC indicates that you exhibit a positive orientation toward human relations. A low LPC indicates that the
respondent relies on the nature of the task to drive leadership. The LPC scores can be used to identify the
appropriate leader for a specific situation.
https://www.mindtools.com/pages/article/fiedler.htm

(Fiedler)
59. Student will demonstrate Independent The Path-Goal theory of leadership was developed to describe the way that leaders encourage and support
knowledge of Path-Goal theory Research their followers in achieving the goals they have been set by making the path that they should take clear and
by House easy. The variation in approaches will depend on the situation, including the follower's capability and
motivation, as well as the difficulty of the job and other contextual factors. The theory describes four styles of
leadership supportive, directive, participative, and achievement-oriented. Supportive leadership considers the
needs of the follower, showing concern for their welfare and creating a friendly work environment. It includes
increasing the follower’ self-esteem and make the job more interesting. Directive leadership tells the followers
what needs to be done and gives appropriate guidance along the way. This includes giving them schedules of
specific work to be done at specific times. Participative leadership consults with the followers and takes their
ideas into account when making decision and taking actions. Achievement-oriented leadership sets
challenging goals, both in work and in self-improvement. High standards are demonstrated and expected.
http://changingminds.org/disciplines/leadership/styles/path_goal_leadership.htm
60. Student will describe personal BUS 441 Teaching the Class In my BUS 441 class, Business Leadership, one of our biggest semester grades was to teach the class about a
application of the above theory specific leadership theory. We chose the topic of strategic leadership. We were in smaller groups of 2-3 people
(House) and it was our responsibility to choose what we wanted to discuss and do for the entirely of a 75-minute class.
We had weeks to prepare before we acted as the leaders in front of the class teaching our followers what we
needed them to learn about our topic. Upon reflection, I believe that I had incorporated the Path-Goal theory
into our presentation. The main objective of our presentation was to inform our classmates on a specific topic
and create a lesson plan to encourage them to accomplish a set of activities towards the end. We created the
path that they needed to follow to gain the knowledge for them to achieve at the lesson. Supportive leadership
was displayed when creating the work plan. We wanted to interestingly inform our classmates on the topic
while asking questions to gain their perspectives and supporting their thoughts and ideas. We displayed
directive leadership while informing our classmates on the topic and our expectations for what we wanted
them to know and practice by the end of the class. In addition, a separate part of teaching the class was to
send out a homework assignment for our classmates to complete before they came to our presentation day.
We had them complete a short reading assignment before the class. Participative leadership was displayed
when we had our classmates engage in several oral activities. We gave them time to discuss amongst
themselves and then shares their ideas or corners with the class. Their ideas led to different tactics towards
the next activity. Achievement-oriented leadership was displayed when we asked them to consider a one-
minute question about how they were going to incorporate our theory topic into their professional lives. We
wanted to know the goals thy would set for themselves.
See Evidence #60
61. Student will demonstrate Independent The Leader-Member Exchange theory explores how leaders and mangers develop relationships with team
knowledge of Leader Member Research members and how those relationships can either contribute to growth or hold people back. The theory states
Exchange (LMX) theory by that all relationships between managers and subordinates go through three stages: role-taking, role-making,
Dansereau, Graen & Haga; and routinization. Role-taking occurs when team members first join the group and managers use that time to
Graen & Cashman; Graen assess the new members’ skills and abilities. Role-making occurs when the new team members begin to work
on projects and tasks as part of the team. Managers typically sort the new team members (subconsciously)
into one of two groups during this stage: in-group and out-group. In-group is made up of the members that the
manager trusts, giving them more challenging and interesting work, where out-group is made up of
untrustworthy members where the work is often restricted or unchallenging. Routinization occurs when
routines between team members and their managers are established and the classification of the members (in-
group or out-group) affect how the managers relate to the members. The Leader-Member Exchange theory is
used to identify and validate any perceptions that one might have of people on their team.
https://www.mindtools.com/pages/article/leader-member-exchange.htm
(Dansereau, Graen & Haga;
Graen & Cashman; Graen)

knowledge of Leadership
Substitutes Theory
knowledge of Models of leader
emergence
66. Student will describe the impact
of traits on leadership emergence
and performance
knowledge of Chaos approach to
leadership by Wheatley
(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 Independent The Cycle of Socialization theory created by Roberta L. Harro explains how people interact and
the “Cycles of Socialization” (Harro) Research grow in a social society. When a person is born, he or she has no choice to what their race,
theory and its uses in leadership ethnicity, gender, class, religion, or sexual orientation is. Since there is no control over this, we
have no consciousness about who they are. The next part of the theory is known as the first
socialization. This socialization is with the ones who love us most in the world, like our parents
and family. They shape our beliefs, concepts and perceptions of the world. They are our first
role models and they teach us the basics on how to behave in society. The next part of the
cycle is our institutional and cultural socialization. This is where the people around us in school
and in religious aspects shape our personality. We also first learn about stereotypes and how
they affect our way of thinking. The next part is enforcements. This is where people are
rewarded for doing good, or punished for doing bad. We learn the difference between right and
wrong. Next are the results. This socialization leads to bad outcomes for those with and without
power. The next part of the cycle is the continuation. There are actions that we can take after
completing the cycle. Most people do nothing and let the stereotypes and cycle stay the same,
but there are actions that we can take to make a difference in the world.
https://geography.washington.edu/sites/geography/files/documents/harro-cycle-of-
socialization.pdf
72. Students will demonstrate personal Independent Both of my parents are teachers. When I grew up, I was raised with a sense of respect and
application of the “Cycles of Research cultural knowledge of other people. I live in northern New Jersey, right outside of New York
Socialization” (Harro) City, where there is a diverse population. My hometown alone has both an Armenian elementary
school and a Jewish temple. I never was raised with a sense of categorizing people of other
races or ethnicities. Looking back in hindsight now, I believe the way I grew up really
differentiated myself from other people. I know that because when I came to college, I came
across people who had not much interaction with people of different cultures than them. I think
the way I was raised was a huge reward for how I will live the rest of my life because I don’t tend
to see others as different based off their race or ethnicity. I am an easy person to get along with,
so I’ve never seen the need to differentiate others. I owe my parents every recognition for
raising me as the person I am today. My mom, specifically, is a preschool director at a local
community college. Her dedication to teaching and guiding children has been her life-long
passion.
See Evidence #72
73. Student will demonstrate knowledge of Independent The Cycle of Liberation is a model that combines theory, analysis, and practical experience. It
the “Cycles of Liberation” (Harro) theory Research describes the cyclical process of successful social change efforts, leading to liberation from
and its uses in leadership oppression. There is neither a specific beginning or end, nor a specific sequence of events in
the cycle. One can enter the cycle at any point. The process of liberation begins with waking up.
This is a critical incident that creates cognitive dissonance. Then it moves towards getting
ready which consists of empowerment of self, gaining inspiration, and dismantling.
Empowerment of self includes introspection, education, and consciousness rising. Gaining
inspiration has authentic connections. Dismantling entails diminishing beliefs, collusion
privilege, internalized oppression, and developing analysis and tools. Reaching out the first
arrow includes movement of self toward others, seeking experience and exposure, speaking
out and naming injustices. It also includes taking stands, using tools, and exploring and
experimenting. One can have interpersonal change in how they value others and see the world.
Building community is the next section which is working with others including people “like us”
for support, and people “different from us” for building coalitions, questioning assumptions,
rules, roles and structures of system. Coalescing can include being a role model, an ally,
transforming anger, fostering leadership of targets and beginning to move into action.
Systematic change in structures, assumptions, philosophy, rules, and procedures and rules.
Creating change critically transforms institutions and creates new culture influencing: policy,
assumptions, structures and rules. Maintaining is integrating the concepts of spreading hope
and inspiration, living our dreams, and taking care of self and others. At the core of the model is
self- love, hope, self-esteem, balance, joy, support, security, spiritual base, and authentic love
of others.
https://geography.washington.edu/sites/geography/files/documents/harro-cycle-of-
liberation.pdf
74. Student will demonstrate personal
application of the “Cycles of Liberation”
(Harro)
75. Student will demonstrate knowledge of
the “Configuration of Power” (Franklin)
and its relationship to leadership
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
models related to gender / identity /
gender identity development (Lev;
Bussey; Bussey & Bandura; Bilodeau;
Gilligan; Belenky et al; etc.)
application of model(s) of gender identity
above
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
McIntosh’s theory of privilege and its
relationship to leadership
application of McIntosh’s theory
85. Student will describe the differences and
similarities of individual and institutional
oppression and relationships to
leadership (Source = Three Dimensional
Matrix of Oppression)
86 Student will demonstrate knowledge of
relevant laws and policies related to
issues of equity and its relationship to
leadership (i.e., Title IX, Affirmative
Action, Protected Classes, etc.)
87. Student will show knowledge of effective Independent A change agent is someone who promotes and enables change to happen within an
leadership as it relates to change agency Research organization or group, whether it’s the use of a new process, the adoption of a new
management structure or the transformation of an old business model. Change agents can be
considered internal or external: internal change agents are workers with the right mix of skills,
characteristics and authority to make a change, and external change agents are often a
consultant hired to help with a change effort. Whether a change agent comes from within or
outside an organization, they are typically well-respected and well-informed about the various
facets of the project. Five of the most important characteristics/skills that a change agent
possesses are:
1. Clear vision – Change agents do not have to be the person in authority, but they do have to
have a clear vision and be able to communicate with others. It is essential to note that a clear
vision does not mean that there is one way to do things; in fact, it is essential to tap into the
strengths of the people you work with and help them see that there are many ways to work
toward a common purpose
2. Patience, yet persistence - To have sustainable change that is meaningful to people, it is
important to realize that change does not happen overnight. Many people can get frustrated that
change does not happen fast enough and they tend to push people further away from the
vision. The persistence comes in that you will take opportunities to help people get a step
closer often when they are ready, not just giving up on them after the first try. Change agents
just help to make sure that people are moving ahead
3. Able to ask tough questions – Don’t be afraid to come in and tell others how things should
be, or ask why they are that way. It is when people feel an emotional connection to something is
when they will truly move ahead and become more curious. Asking questions and helping
people come to their own conclusions based on their experience is when you will see people
have ownership in what they are doing. Keep asking questions to help people think, don’t
alleviate that by telling them what to do.
4. Knowledgeable and able to lead by example - Someone who stays active in not necessarily
teaching, but active in learning and working with learners and can show by example what
learning can look like will have much more credibility with others. If you want to create change,
you must not only be able to articulate what that looks like, but show it to others.
5. Have strong relationships built on trust – Change agents are extremely approachable and
reliable and should never be unapproachable based on their authority. They build relationships,
but that doesn’t mean that they aren’t willing to have tough conversations to build trust.
https://searchcio.techtarget.com/definition/change-agent

88. Student will describe personal examples Independent Community Service, After researching more about what makes a change agent, I was surprised to find that I have
of being a change agent Research Project Hand Up experienced being a change agent at times myself. Perhaps the latest experience I’ve had of
being a change agent was during my community service work with an organization in West
Warwick, RI called Project Hand Up. Project Hand Up is a program where working people who
receive a monthly check can shop for groceries, toiletries, and over the counter medication for
a suggested donation that helps to stretch their pay check to pay their other bills. A group of
students and I worked with this program for a semester doing community service writing for a
course, but continued our relationship with the program after that semester. We continued to
volunteer at the program and even came up with the idea to adopt a new structural and
organizational process within the store to increase and fasten traffic. After becoming well-
informed about the program for several months, we realized that one of their biggest obstacles
was how crowded it gets very quickly. Our group got together with the program’s director and
offered a solution to this issue to document the inventory at the store differently to inform
customers before they enter the store. Our idea was extremely well-received by the director
because of the trust and relationship we built by continuing to stay involved with the program.
Our groups’ clear vision, knowledge of the program, and persistency allowed for our goals to
be accomplished. Making use of this new process has helped the program indefinitely, and has
allowed my group and I to become change agents for an organization we put a lot of effort and
work into.
See Evidence #88
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
93. Student will show knowledge of the
Multicultural Organizational Development
Model (Jackson)
94. Student will show personal application of
the Multicultural Organizational
Development Model (Jackson)
95. Student will show knowledge of the
Multicultural Change Intervention Matrix
(Pope)
96. Student will show personal application of
the Multicultural Change Intervention
Matrix
97. Student will create a personal code of Independent Before coming to college, I did not fully understand the value of inclusivity in leadership. I
inclusive leadership Research considered myself one of those people that would rather do something myself than risk seeing
it done a way I deemed “wrong”. I was very hands-on whenever I took the reins of a group
project and other tasks of a collaborative nature. After being enlightened by a variety of group
projects and courses, I have a much better understanding of the benefits of being an inclusive
leader. It is important to be inclusive of all members of a group and to respect and acknowledge

their various strength sets and diverse points of view. Knowledge of one’s self and others and
valuing the differences between the members of a group is essential. It is also imperative to
listen to the opinions, ideas, and suggestions of all group members. If these rules are followed,
the potential of the group will be maximized. By promoting these differences, a team can truly
succeed because they have deeper resources of strengths, values, ideas, and experiences to
draw from. An inclusive leader should be able to acknowledge his or her personal downfalls
and limitations and allow and encourage others to help the group achieve in any way they can.
Outcome Category: Critical Thinking
98. Student will show knowledge of principles Independent Critical thinking is a mode of thinking about any subject, content, or problem in which the
of critical thinking and fallacies (logic is Research thinker improves the quality of his or her thinking by skillfully taking charge of the structures
used in this minor) inherent in thinking and imposing intellectual standards upon them. A well cultivated thinker
has a set of primary skills and abilities. A critical thinker raises vital questions and problems,
while formulating them clearly and precisely. A critical thinker gathers and assesses relevant
information, using abstract ideas to interpret it effectively to come to a well-reasoned
conclusion. Critical thinkers think open-mindedly within alternative systems of thought,
recognizing and assessing their assumptions. Critical thinkers also communicate effectively
with others in figuring out solutions to complex problems. Critical thinking is self-directed,
self-disciplined, and self-corrective thinking. The biggest misconception about critical thinking
is that it is in our nature or that it is inherent to think critically. That is not true. Much of our
thinking is biased, distorted, or uninformed due to how we were brought up in society. The
way we think is directly impacted by our values and previous experiences. The way we handle
situations depends precisely on the quality of our thought.
http://www.criticalthinking.org/pages/defining-critical-thinking/766
99. Student will demonstrate proficiency of Independent Marine Affairs Alumni Campaign For PRS 441, our semester-long project was devoted to creating a campaign proposal to pitch
critical thinking Research to the Department of Marine Affairs to increase the communication processes between the
department and their alumni. Before developing the campaign, we were responsible for
completing background research and interviewing the department chair for proper information.
We then interviewed 15+ alumni to gain more insight of what they thought of the department as
a student and as an alumnus. With all information collected, we then had to consider possible
campaign tactics. The PR profession involves much critical thinking. The three major concerns
we gathered from the alumni interviews were that they felt the department was not marketed
effectively, that they felt a disconnection from the department after graduation, and that they
were interested in attending more events if held. Having these ideas in mind, my group and I
effectively designed a campaign that involved creating an advisory board made up of alumni
for the department and to introduce this board at next year’s 50th anniversary of the
department. We implemented several other factors to create a stable campaign that could
increase the department’s awareness for years to come. Critical thinking was involved in the
entirety of the project as we had to balance a set of concerns and ideas to create an effective
campaign. Weeks of work included assumptions and questions that had to be answered with a
lot of thought. Our main concern was the department and we took all information we had to
work under their standards and expectations.
See Evidence #99
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 HDF 290 Leadership Issues Case Studies Every person makes decisions every day of their life, no matter how big or small the decision may be.
decision making methods When we make those decisions, we also try to make the best decision possible for us. In HDF 290, a
group of students from our class presented on the topic of decision making. Their presentation
included the definition of what decision making is, the different types of decisions, and the steps to
take to decide. Throughout the rest of the semester in this course, the process of decision making had
come up in several assignments we had to complete. For example, we had to come up with multiple
decision making strategies to incorporate into both of our class case studies. Both case studies
involved many issues, within a family or in the workplace, and we had to implement possible
strategies that could be taken to fix those issues. We acted as a consultant for these case studies, so
we needed to suggest multiple outlets for our clients to possibly take. After researching different
decision making methods, I could incorporate those within my case studies. The first is to make a pro
or con list. This method helps to put things into perspective, but it does not always mean that one is
always better than the other. This leads me to the second decision making method I know, which is to
go with your gut. Teachers and professors tell you this all the time when you take a test, because you
shouldn’t change your initial answer because your first instinct is most likely the correct one.
Eliminating variables is another way to make a choice. Sometimes by eliminating what is wrong, you
end up with only one option left, which is usually the right one. This could also be known as process of
elimination, as you get rid of the choices you know are wrong. Asking a friend, mentor or teacher can
also be a great way to help decide, because sometimes people on the outside can offer a different
perspective you wouldn’t normally see. This aspect also relates back to our leadership case studies.
Resources and experts were other choices that we had to guide our clients to as their consultants.
Communicating with other people who might have some input is always a great resource to have
when you must make decisions. Lastly, there is research. An educated decision is often a smart
decision, so the more you know about a choice or an option, the more likely you are to see the good
and the bad in the decision and decide if it really is the right choice. Research via the Internet is also a
useful tool because you can find just about anything through technology. As the consultant in these
case studies, it was always a good choice to have our clients research before they made big
decisions. Among others, these are only just a few decision-making methods.
See Evidence #102
http://www.inc.com/jayson-demers/7-strategies-for-making-objective-decisions.html
103. Student will describe personal examples of HDF 290 College Decision After learning more about decision making in HDF 290, I could connect the content I learned to past
having used five decision making methods experiences in my life. One moment in time where I utilized these methods was when I first began
looking at what college I wanted to attend. After I had a very large list of potential colleges and
universities I was interested in, I began listing the pros and cons of what kind of environment I wanted
to be in. This included the size of the school, where it was located, how much money it was going to
be, and what kind of course and clubs the school offered. I would eliminate certain schools that didn’t
meet my criteria as I went, and soon I had a short list left. This would qualify as me eliminating certain
variables because for me to find my perfect school, I had to get rid of schools that didn’t offer me what
I wanted. Throughout the process, I would also accept input from other people in my life for their
suggestions. These people included my parents, friends, my school counselors, and other people who
had already been through this process. Gaining other people’s perspectives allowed me to really think
about what I wanted to get out of my college experience. It also helped me gain guidance on what
schools might be good for me. The most important method to my process was the research I did. This
research made me go into detail about each school and all the specifics. It was important for me to
know as much as possible about each school I was interested in because I wouldn’t want to attend
somewhere that was going to turn out completely different from what I thought. At the end, I ultimately
had to use the decision-making method of going with my gut. I was the only person that could make
this decision, so I just had to go with what I felt was right. After learning about all the different aspects
of each of my final schools, I went with the one I knew I was going to have a great experience with. I
know now that if I didn’t go through all those steps, I probably would not have come to the same
conclusion I did because I wouldn’t have gone about making my decision properly.
See Evidence #103
104. Student will show knowledge of at least five PRS 491 BUS 341 For my internship course in PRS 491, we spent a week of discussion around conflict
problem solving / conflict management management in the workplace and the techniques used to resolve those conflicts. We were to
methods, as well as understanding the write a response about which techniques we found most prominent in certain situations,
roots of conflicts specifically at our individual internships. A conflict is a situation when the interests, needs,
goals, or values of involved parties interfere with one another. Different stakeholders (anyone
who holds an interest in the organization) have different priorities and issues evolve between
members. Often, a conflict is a result of perception. Different parties view obstacles and
opportunities in different ways which become the root of all issues and disputes. When
introduced to conflict, it is important to resolve through a variety of techniques. Some
techniques may be more appropriate in certain situations than others.
BUS 341 discussed five different types of conflict management techniques. Competing (also
known as forcing) is when an individual pursues his or her own concerns despite the
resistance of the other party. It is when one is satisfying their own interests and is willing to do
so at the other party’s expense. Collaborating is an attempt to work with the other party to find
a win-win solution that has opportunities to satisfy both. It involves arriving at a solution
agreeable to all through open discussion. Compromising is when both parties mutually accept
a solution by each giving up something. Withdrawing (also known as avoiding) is when a
person does not pursue his or her own concerns or those of the opponent. They do not
address the conflict and simply withdraw. Accommodating is when one is concerned that the
other party’s goals be met and they are relatively unconcerned with getting their own way.
See Evidence #104
105. Student will describe personal examples of Independent Internship vs. Job Search, I’ve have used several different conflict management methods throughout many personal and
having used five problem solving / conflict Research Phi Sigma Sigma PR Chair, professional experiences in my life. Competing is probably the method I’ve used the least, but I
management Event Planning Assistant, have displayed it in certain situations. One example is when I had an argument with my
Living with roommates parents about pursuing an internship. The internship was unpaid, and my parents were very
concerned about me not making money for the summer. They thought it would be better for me
to get a summer job. Even though I agreed with them, I had to do what was best for me in
terms of my professional future. I though the position would be more worth having the
experience than making money. In the end, I had to pursue my individual goals because that
was the best decision at the time.
As the PR Chair for my sorority, I am involved within an organization of over 150 members and
an executive board of 10 members. My position acted as the face of the organization and the
liaison between campus and community events. There were several instances where I had to
collaborate with the executive board on decisions best for the entire sorority. My position
focused on only one aspect, but I used conflicts to speak with them about the right course of
action to collaborate on decisions.
Living with college roommates can cause many conflicts. Even though we are all friends,
problems still arise when things don’t go everyone’s way. To create a safe and fair
environment, we came up with the idea at the beginning of the year to rotate driving when
everyone wants to go out. This would allow the group to always have a sober and safe driver. It
was a compromise to give up some nights, but each person agreed to give that up sometimes.
Other instances with roommates have even called for withdrawing from situations. As friends,
we know how to push each other’s buttons. Sometimes we get in fights, but we know that
something should change. There have been times where it was just the responsible and
respectful thing to walk away and not engage in the conversation because it would be best for
all parties. We don’t mean what we say in those fights so it is best in these situations to ignore
the conflicts and move on.
When I was an assistant to an event planner, I was always working for someone else. My job
was to make everyone else’s easier, so I was constantly accommodating other parties. I had
my set of goals, but I always had to push those aside or alter them when someone else had
something for me to do or change. Accommodating doesn’t always mean not getting your way.
I was accommodating situations for the overall greater good.
See Evidence #105
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 Independent BUS 441 In BUS 441, the class was divided into smaller groups of 2-3 students to create lesson plans to
leadership that is used in crisis (i.e., James Research teach the class on a specific theory or leadership concept. Three students in my class
& Wooten; Garvin; Covey; Frohman; presented on crisis leaderships where they described several characteristics of leaders who
Lalonde; Schoenberg; Joni; Braden et al; deal with crises and steps to handling a crisis. Some of the top characteristics that leaders in
etc.) crises hold are decisive, collaborative, calm, strategic, detail-oriented, and able to multi-task.
As a leader in a situation, the group described three main, simple steps to managing a crisis.
The first is to be honest with yourself and take accountability for the crisis. Step up to the plate
to try your best to solve it. The second is to act carefully, yet quickly. The third is to stay
focused. It is very easy to become distracted or stressed, but leaders in crisis situations keep
their focus on the solution. In addition to the lesson, they also had us participate in an activity
where they gave us real-life examples and we had to discuss what we would have done
differently to solve the issue.
108. Student will describe examples of Independent Study Abroad Studying abroad was one of the biggest learning experiences of my life. I was taken out of my
leadership in crisis situations (i.e., Research comfort zone to a foreign country where I had zero expectations for what I was going to
application of James & Wooten; Garvin; experience. Luckily, I studied with a couple of people I knew. We would always plan our travels
Covey; Frohman; Lalonde; Schoenberg; together because we knew it was the safest option. I typically was the one who organized and
Joni; Braden et al; etc.) planned everything because I was considered the most responsible and trustworthy. There
was one trip that I was not responsible for planning because we were traveling with another
group of girls who had planned it before us. The day we left for this trip, we had received
information from the other group we were traveling with that there was a problem with our
Airbnb reservation. They explained to us that the apartment they booked online was from a
fake account and it wasn’t real. My one friend and I traveled by ourselves to another foreign
and ended up with nowhere to stay. Once we arrived, I took it upon myself to take charge and
solve the situation. The friend I was traveling with does not do well in stressful situations, so I
had to handle everything by myself. Once I received all the information, I took a deep breath
before internally weighing all my options. I reached out to several hotels and people with
information to resolve our issue. I did not let myself get overwhelmed because my friend was
already upset about the situation. It was one of the scariest moments of my life to be stuck in a
foreign country where you don’t know anyone, but it was also one of the biggest learning
experiences I’ve ever had. I had never been in a personal crisis like that where I had to be a
leader and remain responsible for another person as well. Looking back, I think I handled the
situation like many leaders do in crises.

Outcome Category: Interpersonal and Organizational Concepts & Skills
Outcome Target Additional Experiences Descriptive notes regarding learning and practice
class
109. Student will demonstrate knowledge of Independent Listening is one of the most vital skills when it comes to job effectiveness and building
active listening techniques Research relationships. The main reasons we listen is to obtain information, to understand, to learn, and
for enjoyment. The way to effectively improve listing skills is by practicing active listening. This
is where one makes a conscious effort to hear not only the words that another is saying but the
complete message that is being communicated. There are five key active listening techniques
one can use to become more of an effective listener: pay attention, show that you are listening,
provide feedback, defer judgement, and respond appropriately. When you are paying attention,
you are giving the speaker your undivided attention and acknowledging the message. You must
also recognize that non-verbal communication here can speak loudly to the other party. Show
that you are listening by using your own body language and gestures to show that you are
engaged, like by nodding your head. It is common for our personal assumptions and beliefs to
distort what we hear, so it is our role to understand what is being said to reflect and provide
feedback. This can include asking questions and summarizing the speaker’s comments
periodically. Deferring judgement is important because you don’t want to interrupt the speaker.
It will ultimately limit the full understanding of the message. Lastly, active listening is designed
to encourage respect and understanding. You are gaining information and perspective.
Respond appropriately by being candid and honest respectfully.
https://www.mindtools.com/CommSkll/ActiveListening.htm
110. Student will describe examples of using Independent Harrington School Media Agency For my internship with the Harrington School Media Agency, a lot of my responsibilities include
active listening skills Research interviewing individuals for news stories to include in the Harrington School newsletter. During
interviews is when I display many active listening skills. When I am interviewing someone, I
need to pay attention to what they are saying so that I have an idea of what to write about later. I
show that I am listening by nodding my head and reacting to what they are saying. Providing
feedback is displayed when I ask follow-up questions based on their responses. I either confirm
what they are saying or ask them to elaborate. I always defer judgement when interviewing
someone because journalists must stay unbiased. I am simply there to get their thoughts on the
subject. Lastly, I always respond appropriately by letting the interviewee finish their thoughts. I
don’t jump in and disrupt. My active listening skills are displayed through the notes I take while
interviewing someone. I can balance the process of taking notes and remain an active listener.
See Evidence #110
111. Student will demonstrate knowledge of Independent Hirokawa’s group communication model shows how and where a group decision starts, forms,
functions of group communication by Research and concludes. Groups normally begin through Probable Entry by identifying and assessing a
Hirokawa problem. They ask questions about what happened and why. The next step is the Assessment
of Situation, where you gather and evaluate information about the problem or decision. Next,
the group Identifies Alternatives and Identifies Objectives by creating a variety of alternative
proposals for handling the problem and discussing the objectives it desires to accomplish the
given problem. Lastly, they reach Choice where the objectives and alternative proposals are
evaluated and a decision is made.
http://zimmer.csufresno.edu/~johnca/spch100/9-5-hirokawa.htm
112. Student will describe personal application COM 251 For my COM 251 course, Small Group Communication, we spent the semester working on
of functions of group communication several group projects that followed Hirokawa’s group communication model. Conflict among
(Hirokawa) small groups is very common. In my group, our conflict arose from misunderstanding and poor
communication. This type of conflict is referred to as pseudo-conflict. There were times where
no one would clarify certain issues, like who would oversee the uploading our projects for
example. Members believed that someone else was responsible for tasks, and there would be a
moment of confusion when it was time to upload the work. To combat these conflicts, our
group made sure to identify and assess that there was an issue before we evaluated specific
solutions. When someone was confused, they would ask questions to the rest of the group.
This process worked very well for our group. For the rest of the semester, our conflicts in
misunderstanding decreased immensely.
See Evidence #112
113. Student will show knowledge of techniques COM 221 In COM 221, we learned about the different ways to give and receive messages, as well as how to go
regarding giving and accepting of feedback about giving those messages. One of the ways that messages are transmitted is through the
Transactional Model of Communication. This model starts with encoding, which is when individuals first
start to think about what they want to say. Then that message that is encoded is passed through a
channel, which is how the message is delivered. The channel you choose can have a huge impact on
the way that that message is interpreted. The third step is decoding, where the person who receives
the message interprets what the message means, ultimately concluding what was transmitted. Then,
you receive feedback. Feedback is the receiver’s response to the message that was delivered. Again,
the way feedback is delivered or expressed can affect the way the message is interpreted.
See Evidence #113
https://www.mindtools.com/CommSkll/CommunicationIntro.htm
114. Student will describe examples of giving WRT 201 Eli Review In terms of giving and accepting feedback in the form of writing, I learned a lot about how to be a good
and accepting feedback. peer editor in my WRT 201 course. A huge portion of this class was devoted to peer editing. For every
writing assignment that we did, a percentage of our grade went to how well we provided feedback to
other classmate’s writing pieces. Since this was a persuasive writing course, the aspects that we had
to review were whether the writer was explicit about who their target audience was, whether they
provided enough adequate evidence to support their case, whether they defined the issue or thesis
clear enough, and any other suggestions or comments that we wanted to make. I found this type of
exercise to be extremely helpful because I had never given specific feedback like that before. My
professor was very adamant about putting time into our reviews because we would want the same kind
of feedback received for ourselves. This exercise also allowed us to work on our writing skills by
accepting the feedback we got on our own assignments. The website that we use for peer editing (Eli
Review) allowed us to rate our peer editor’s comments on how helpful they were. I found that as the
semester went on, I began to provide better and more helpful feedback to my fellow classmates. I know
this because of the ratings I got on several of my peer editing comments.
See Evidence #114
115. Student will show knowledge of the 7D Independent Gene Knott’s 7D coaching model incorporates using leadership coaching with strengths. It
coaching model (Knott) Research helps provide a pathway for strength-focused conversations. The model begins with declare,
where the client states what is to be dealt with in the coaching session or overall relationship.
Next is define, which is a goal statement that focuses on what the desired end for the
conversation is (usually the change he or she seeks). Next is distinguish, which is looking at
what, in the client’s appreciative appraisal, are the key features of the situation (including their
relevant applicable strengths). Next is differentiate, which is exploring possibilities for
alternative directions, choices, and decisions. Next is develop, which is the planning for the
logistics of the pathways chosen. Next is decide, which is choosing concrete and optimal ways
of implementation (including a timetable). Last is determine, which is assessing progress on
the declaration and using that information for the next cycle.
http://elizabethsillman.yolasite.com/resources/The%2B7%2BD%2BModel.pdf
application of the 7D Model (Knott)
117. Student will show knowledge of elements Independent The elements of Crucial Conversations provide multiple tips to put into action when choosing
of a Crucial Conversation and steps to Research to use appropriate communication styles to engage in difficult dialogue. The basic
maintain dialogue and move to action understanding is that the pool of shared meaning is the birthplace of synergy and that is where
(Patterson, McMillian & Switzler) most conversations should strive to be. A shared pool helps individuals make better choices
and since it is shared, people act on the decisions that they make with both unity and
conviction. When first dealing with a crucial conversation, you need to work on yourself first
and ask yourself what you really want out of this conversation. The conversation needs to have
both a mutual purpose and respect to make it a safe environment. This needs to be discussed
between both parties involved. Having a crucial conversation can include sharing facts, telling
personal stories, asking for others’ paths, talking tentatively, and encouraging testing. This will
help me when I have a tough message to share. Not only do I have to state my path but I should
encourage others’ paths to have a successful dialogue in my crucial conversation. This entails
me asking the other people’s views, paraphrasing by listening to someone’s story and restating
what I just learned to show that I understand, and not letting others hold back. Using these
dialogue skills will help create a successful crucial conversation.
https://slooowdown.wordpress.com/2013/06/09/summary-of-crucial-conversations-tools-for-
talking-when-the-stakes-are-high-by-kerry-patterson-joseph-grenny-ron-mcmillan-and-al-
swizler/
118. Student will describe examples of Independent Nominations Committee As part of my sorority, I have been chosen several times to represent my new member class’s
engaging in a Crucial Conversation Research delegate for the Nominations Committee. The Nominations Committee is when two members
from each class get together to form and elect the new Executive Board. This committee is very
important to our chapter because we are electing our new leaders. Part of the responsibility of
being on the Nominations Committee is interviewing for certain positions, specifically the next
president. This interview is considered more of a conversation about how their leadership will
better the chapter. As a senior this past year, I was one of two people leading the conversation.
We asked the candidates about their views and goals for the chapter, looking for specific
examples. It was important for me to share my personal views and expectations because I
wanted the candidates to feel encouraged. These crucial conversations involved figuring out
the right person for the position all the while thinking about the bigger picture of the entire
chapter. They were conversations that needed to take place.
119. Student will demonstrate knowledge of COM 351 In COM 351, Organizational Communication Skills, one of the major course objectives was to
facilitation techniques develop and improve our ability to contribute to a team performance, specifically planning and
participating in productive business meetings. One week of our class was focused on the
techniques and methods of leading an effective and successful meeting in the workplace. As
the facilitator, we are expected to ease the process of the planned meeting. Facilitators are
mean to be objective, taking a step back from your personal views to focus purely on the group
process. The first main role of a facilitator includes designing and planning the group process
and selecting the tools that best help the group’s outcome. Factors involved in this stage
include choose a structured process (open discussion or a different communication method),
designing the agenda of the meeting, and considering other design aspects like materials,
supplies, and room arrangements. The second main role is to guide and control the meeting. To
do this, the facilitator must set the ground rules, set the scene, keep up the momentum, listen
and engage, and monitor and summarize. The third main role is to record the outputs and bring
the key ideas together to make sure they are actioned. Knowing how to facilitate an important
business meeting is extremely useful in the workplace.
See Evidence #119
https://www.mindtools.com/pages/article/RoleofAFacilitator.htm
120. Student will demonstrate proficiency of COM 351 Kids & Teens Program, After learning about the roles of a facilitator in COM 351, we were encouraged to share our
facilitation techniques Harrington School Media Agency experiences during class. I have been a program assistant at a local Kids & Teens Program near
my hometown for the past several summers. I had been a camp counselor at a different camp
before this program, so I have learned how to facilitate programs for your children for many
years. While I was not facilitating business meetings, I was constantly facilitating group
activities and events. There were only a few program assistants, so I typically looked after a
group of about 15-20 children. Designing and planning a new activity every day took much
effort because I had to account for how many children were in attendance that day, how I would
structure the activity, and what materials or supplies I needed. When the activity was planned, I
would then have to set the ground rules of the activity and keep the children engaged.
Recognizing whether the activity was successful or not with the children had a huge impact on
if I would do the activity again.
For my internship with the Harrington School Media Agency, we are constantly organizing
weekly meetings to stay on top of what we need to do that week. While we do have a
supervisor, it is the responsibility of our small group of four to design, guide and record our
meetings. We typically meet over an online program called GoToMeeting. We then plan what we
would like to accomplish and continue to offer feedback and ideas to guide the meeting. As we
discuss over the computer, we record the steps and processes we would like to have
accomplished over the week, like what we will promote for example.
See Evidence #120
121. Student will demonstrate knowledge of de- Independent To debrief a situation means to carefully review a situation upon completion. A leader in charge
briefing techniques Research of a situation may be the one to debrief the execution of a project. There are several steps to
effectively conduct of full debriefing. The first is to set the time, where you determine when the
debriefing will take place before you begin a project. You also need to set the tone. The tone of
a debrief is openness and honesty. The leader should admit their own errors up front if needed
to show that a candid discussion is expected. The leader should also review how the project
was executed in the debriefing. Describe the steps that were taken and analyze every cause of
success or failure. Another point of discussion to be had are the lessons that you learned and
what could have been done differently. The last thing that a leader should always do is end the
debriefing on a high note. Find something positive to focus on.
https://richtopia.com/effective-leadership/how-to-debrief
122. Student will demonstrate proficiency of de- Independent Harrington School Media Agency For my internship, I am constantly checking-in with my supervisor and debriefing her on the
briefing techniques Research progress of my work. The communication device that we debrief through is an online software
called GoToMeeting. This software allows us to speak over the computer by also allowing
others to view our screens for presentations. A lot of the work is done on our own time, but we
still need to be in contact at all time since we are representing a professional organization.
When I debrief with her, I first state what my intended goals were. This technique is a good
reminder of what we discussed previously and helps set the tone. I then explain what methods I
took and how successful or unsuccessful they were. I never want to go into a debriefing with no
ideas to solve the issues I bring up, so I also make sure to express possible solutions. My
internship is a learning experience so my supervisor is always interested in hearing our
problem-solving skills and methods.
See Evidence #122
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 Independent Bolman and Deal’s leadership frameworks help change agents conceptualize different
four frames of organizations, and the Research approaches to an issue. Depending on the circumstances, one approach may be more
meaning of reframing by Bolman and Deal appropriate than another. Most likely, a combination of approaches tend to be more successful.
The four frames or organizations are structural, human resource, political, and symbolic.
Structural leaders are those who make change by focusing on structural elements within the
organization as well as strategy, implementation, and adaptation. Human resource leaders are
those who approach change focused on people. The approach emphasizes support,
empowerment, staff development, and responsiveness to employee needs. Political leaders
facilitate change focused on the political realities that exist within and outside organizations.
The approach emphasizes dealing with interest groups, building power bases, coalition-
building, negotiating conflicts over limited resources, and creating compromises. This
approach is appropriate when resources are scarce or when goals or values are in conflict.
Symbolic leaders make change when they focus on vision and inspiration. Symbolic leaders
feel that people need to believe that their personal work, as well as the work of the organization,
is important and meaningful. Traditions, ceremonies, and rituals are very important to the
symbolic approach. The frames can be used at the planning stage of a change initiative to help
diagnose organizational needs, to identify institutional challenges and contexts, and to devise
appropriate actions. They can also be used to rethink and reframe unsuccessful change
initiatives.
http://bigthink.com/articles/bolman-deal-frameworks
126. Student will describe personal application
of organizational analysis using the four
frames of organizations, and breaking the
frame / reframing (Bolman and Deal)
127. Student will show knowledge of organizing Independent Group Projects For many classes throughout college thus far, I have planned many meetings for group projects, study
meetings / setting agendas / and leading Research sessions and other various events. I have found that when you first decide to have a meeting, you must
meetings plan a day that works with everyone the best. It is better to have everyone in the group be present for
work days because that distributes the work equally and has everyone on the same page. You then
need to create an agenda of what you hope to accomplish at the meeting so you don’t stray from task
and wind up running out of time before you accomplish what needed to get done. It is also important to
have the proper supplies when going into a group meeting. If you are working on a project for a specific
class, then you want to make sure that you have all the proper assignments and paperwork needed for
guidance on the project. If you oversee running the meeting, then there are a few things you must keep
in mind – is there a time schedule to stick to, are there any problems that might arise, etc. Make sure to
keep your audience and/or group engaged so they don’t get bored and zone out. You should stay on
task, ask questions, make sure everyone is on the same page, speak loudly and clearly so everyone
can hear you, and act like an authority figure so people listen to you. These aspects will benefit the
meeting of your organization or group.
http://www.techrepublic.com/article/10-things-you-can-do-to-organize-and-lead-effective-meetings/
128. Student will describe personal examples of PRS 100 Ben & Jerry’s Group Project For one of our projects in PRS 100, we were to pitch a new ice cream flavor to Ben and Jerry’s. We
organizing meetings / setting agendas / had to come up with a community relations event, as well as a social media plan, to go along with our
leading meetings pitch to make sure that our new product would become a success. This was a group project and there
were five of us in the group. We were assigned this project at the beginning of the semester, with our
presentations to be held during the last week of classes. Since we had several months for this project,
our group needed to plan and make sure that we worked accordingly to make progress within our
timeframe. For every working session that we would plan, we would first get out our planners to see
when everyone was free. Setting a definite date and time made it easier for everyone to know where
we had to be and when. Our professor also requested to fill out a worksheet for each working session
that we had to make sure that we were staying on track. This worksheet included the goals we set from
our last working session, the goals we want to achieve for our next one, and who will be doing what.
This was one form of setting agendas for our project. The other form consisted of setting goals within
our own group. We would split the work between everyone and then make sure to have our designated
section done by our next working session. This also helped us stay on track. Sometimes during our
group get-togethers, we would occasionally get sidetracked by starting up other conversations. If I
knew we were get off track, I would try to steer us back to the project. I felt that sometimes I needed to
take the leadership role and focus everyone because I usually just like to get the work done in a timely
manner. Once we set our focus back to work, it was easier to complete the project without any
distractions.
See Evidence #128
129. Student will show knowledge of Independent Parliamentary Procedure can also be referred to as Robert’s Rules of Order. Parliamentary
Parliamentary Procedure Research Procedure ensures that meetings will go smoothly and that order can be maintained throughout
the meeting. Parliamentary Procedure is a guide to how a group can effectively discuss
different topics, hear the issues or benefits of them, and quickly and efficiently vote on them.
This procedure gives democratic rule, flexibility, a protection of rights, and a fair hearing for
everyone. One must enter the speaker’s list first to speak. Other rules are that you can make a
motion to amend the article on the floor or to table the article and save it for another time along
with different rules. Different versions of this vary depending on the type of organization you
are in.
http://octsa.ua.edu/uploads/1/6/6/9/16699238/basics-of-parliamentary-procedures.pdf
130. Student will show knowledge of techniques Independent Learning to work with difficult people is important to know for many personal and professional
for working with difficult people Research situations. The first characteristic I’ve learned is to listen. This is vital because everyone wants
to feel heard. By listening you are acknowledging the other person and focusing on what the
person is saying. Staying calm is also important when working with difficult people. This
technique can help with being involved in emotional conversations and will help you monitor
your breathing to make sure that you are taking slow, deep breaths to help remain at a calm
state. The phrasing of words can make a difference when dealing with a difficult person. Try
using the phrase “Tell me more so I can understand better”, instead of just saying “I
understand”. The next technique is to not return anger with anger. Try to use a calm voice and
do not talk over the person. If you raise your voice, or speak to someone else is a disrespectful
tone, this will just add fuel to the fire. When working with difficult people, an important
technique is to set limits and boundaries for yourself and to also keep space between you and
the other person. The final skill is to try to use problem solving. Come to an agreement that
benefits both parties.
http://www.businessinsider.com/9-useful-strategies-to-dealing-with-difficult-people-at-work-
2011-6
131. Student will describe personal examples of Independent Group Projects I’ve had my fair share of working with difficult people within many school group projects. There
using techniques to work effectively with Research is always at least one person that does not pull their weight or offer any help towards the rest of
difficult people the group. When I am stuck in a group with a difficult member, I typically am the one to take
charge to figure out ways to change the situation. Some of those ways include reminding the
entire group so it doesn’t look like I’m directing my words at one person, focusing on the
phrasing of my words so they are not accusatory, and remaining straight-forward and calm.
One of my classes had a group project where there were seven members of the group.
Everyone had different schedules and agendas, so we found working together to be difficult. In
the end, I suggested the idea of creating a folder on GoogleDocs so everyone could work
separately, but together. This process really helped the group because we each had power and
authority over our own work. Once this process succeeded, I have continued to use this
process for almost all my group project work since then. I found that group projects need
direction to move forward and the only way to do that was the give everyone equal
responsibilities and control over their own work.
See Evidence #131
132. Student will show knowledge of the stages HDF 290 In our HDF 290 class, Matt presented on the stages of group development. He explained that the
of group development (Tuckman/Tuckman stages of group development each describe a certain point that an organization is at when they are in
& Jensen, Bennis or others) process of trying to reach their goals. The first stage of group development is forming, where an
organization is in the process of getting on its feet and having the members get to know each other.
The organization is talking about how and where they want things to go for the future. The next part of
group development is storming, where the implementation of what you are trying to accomplish begins.
There are usually issues that are presented, but it is a vital stage where people are persistently working
toward a goal. The next stage of group development is norming. In this part of the process, there has
been success that has been achieved and people are on board with what is going on. People also
refine their skills during this stage and the next set of goals are set. The next stage is performing. This
is when the group has reached their full potential and are continuing to operate successfully.
Communication, feedback, and bonding within the organization can also increase during this stage.
The last stage is adjourning and this is when disengagement from the group relationships takes
place.
See Evidence #132
https://www.mindtools.com/pages/article/newLDR_86.htm
133. Student will describe personal examples of Independent Harrington School Media Agency My internship with the Harrington School Media Agency requires a lot of group development
group development in use Research and communication. There is a total of four interns that work together on a variety of projects.
(Tuckman/Tuckman & Jensen, Bennis or At the beginning of the internship, all the interns and my supervisor met several times to go
others). over the objectives and goals for the upcoming weeks. This process could be considered the
forming stage. We got to know each other, as well as our strengths and weaknesses, to
determine the best roles for the group. Storming began when we each came up with ideas for
the group to focus on and implement. This included stories and events in the future that we
wanted to cover. We discussed the routes we would take to accomplish those goals and
distributed roles to cover for any conflicts. The process of norming took place when we had
begun our individual projects and began publishing. We figured out a weekly routine of group
communication and check-ins where we would discuss either the success or failure of a
project. A few months into the internship is where I found that we were performing
successfully. We had our routines and individual roles down, and we noticed increase in our
online presence. As I am still interning, we have yet to see the adjourning phase complete.
See Evidence #133
134. Student will show knowledge of group roles
and how they contribute to group dynamics
(Johnson & Johnson; Benne & Sheats;
Knowles & Knowles; etc.)
135. Student will describe personal examples of
group roles and how they contribute to
group dynamics (Johnson & Johnson;
Benne & Sheats; Knowles & Knowles; etc.)
136. Student will show knowledge of effective
memberships skills in groups
membership skills in use
138. Student will show knowledge of the Independent Sanford explains that for growth to occur, a person needs a balanced amount of challenge and
Challenge and Support theory by Sanford, Research support as appropriate for the task. Readiness is crucial here because you need to learn where
and its relationship to organizations to spend your energy. Change is the altered stage; this can be positive or negative, progressive
or regressive. Growth is an expansion, which can also be positive or negative to how
everything overall is functioning. Development is always positive. When both challenge and
support increases, the growth also rapidly increases alongside with them. If there is too much
support, then there is no earning. If there is too much challenge, then it creates frustration. The
challenge is the step that pushes the learner to acquire new growth. Support in an environment
is important to find your own identity in a safe way. The readiness is the ability to meet the
challenge.
https://imjoeboe.wordpress.com/2011/04/28/challenge-support/
139. Student will describe personal examples of Independent Public Relations major, As a senior PR major, I am nearing the end of my coursework. As a last semester PR major, all
using the theory of Challenge and Support Research Marine Affairs Alumni Campaign students take PRS 441, Public Relations Practices. This course is a cumulative course that puts
(Sanford) all our learnings into real-life practices. Our semester-long project was to create a PR campaign
for the Department of Marine Affairs at URI. While we had a professor for the course, it mainly
was our responsibility to create the campaign on our own. Having the support from the years
earlier, we were now challenged to complete a real-life project by ourselves. I found this course

to be the biggest growing experience I’ve had in a college course because it demanded our full
focus and knowledge. With just the right amount of support along the way and this challenge, I
felt fully prepared to take on this project as a leader in the PR professional world.
See Evidence #139
140. Student will show knowledge of the COM 202 Informative speeches typically include an introduction, several main points, and a conclusion.
construction / elements of informative and The point of an informative speech is to inform your audience on a specific topic. The
persuasive speeches introduction introduces the reason for the speech and the main ideas you will be covering.
Then you transition into your first main idea by fully explaining the extent of the idea or concept
and continue this throughout all main ideas. It is important to show passion in your speech and
to be clear on your ideas. One way to inform is to include examples or visuals that display the
main idea. You want your audience to walk away feeling that they are now well-informed on
your concept. Persuasive speeches also contain an introduction, several main points, and a
conclusion. Persuasive speeches try to persuade the audience by presenting undeniable facts
and ideas that cannot be disputed. You want the audience to fully agree with your point by
giving them all information needed. Persuasive speeches also heavily use elements of ethos,
pathos, and logos to appeal to the audience. This can include using appealing to emotions and
logic.
141. Student will demonstrate proficiency in COM 202 In COM 202, Public Speaking, we learned about specific types of public speeches, including
informative and persuasive public speaking informative and persuasive. We could choose any topic for each speech and create an effective
presentation and outline. For my informative speech, I chose to present on a celebrity’s life that
I was intrigued by. I created a specific purpose of informing my audience on the life and career
of this person and organized the presentation chronologically. My first main idea focused on
the individual’s early days in their career, followed by their breakthrough album and
recognition, and ended with their early death and legacy. By creating an outline with references
and main ideas, I properly presented the facts and information on this individual’s life and
career. For my persuasive speech, I chose to present on the benefits of online shopping vs in-
store shopping. I created my specific purpose to persuade my audience on the benefits of one
over the other based on my main points of convenience, time-management, and cost-effective.
For my persuasive speech, I backed up my main points with reliable statistics and facts that
proved my statements. In the end, I delivered an effective persuasive speech on online
shopping by proving my points and using different elements of ethos, logos, and pathos.
See Evidence #141
142. Student will show knowledge of planning Independent Good interviewers make a conscious effort to get the most out of the interview process. The
and conducting interviews (as the Research first step to becoming an effective interviewer is to prepare. Know who you will be speaking to
interviewer) and what you will be speaking about. Think of questions beforehand that you know the
interviewee can answer. You don’t want to ask them a question that does not pertain to them.
Look over what they have done so it looks like you are interested in speaking with them about
what they do. You also want to be methodical in the interview. This means choosing questions
where the interviewee can explain themselves in more than just a sentence or two. It allows
more information back without having to have to ask as many questions. You also want to be
prepared for any questions they may have. Take the time to get to know them to see if strengths
and values align.
https://resources.workable.com/tutorial/how-to-be-good-interviewer
143. Student will describe personal examples of GCH 102 Harrington School Media Agency My GCH 102 class freshman year was the first major experience that I had with planning and
planning and conducting interviews (as the conducting an interview. One of our assignments was to interview a recent immigrant to the U.S. and
interviewer) then write a profile on that person to have their voiced heard within our writing piece. The first step that
we had to complete was to find someone to interview. For me, I knew a girl in one of my classes that I
had become friends with that happened to be an immigrant from China. I had asked her if it was alright
for me to interview her. Together in class is where we came up with the basic questions to ask our
interviewees. It was then our duty to come up with follow-up questions based on the answers that our
interviewees might say. My professor recommended recording the interview so we didn’t spend the
entire time writing down the answers. If we had a recording to go back to and reference, it would be
easier to have an actual conversation with our interviewee. After brainstorming all our questions, we
spent a day in class designated to practicing our interviews. We would take turns with different
classmates and perform mock interviews. When it came time to my actual interview, I asked my
interviewee where we should meet. This was to make sure that they were comfortable with the entire
situation. We met in a dorm study lounge, and the interview was informal which I think made it easier
for the girl I was interviewing. I had all my questions with me and we had a normal conversation. This
then made it easier for me to go write my profile afterwards. I quite enjoyed interviewing the girl from
one of my classes because it was the first time I had ever experienced something like that. Knowing
what it takes to interview someone, I feel, will really help me in the future.
As part of my internship with the Harrington School Media Agency, I am responsible for writing
weekly news stories for the newsletter. To do this, I am responsible for researching and
interviewing individuals relevant to the story. One story I was assigned to write was recognizing
a professor in our college that received an award in science communication. To plan for the
interview, I reached out to the professor about my position and what I wanted to do, and asked
for a time to meet with them to ask a few questions. To become more knowledgeable in the
field, I even asked the professor for a description of the award and their research findings.
Challenging myself to gain more background information allowed for me to be more prepared to
conduct the interview.
See Evidence #143
144. Student will show knowledge of preparing HDF 290 For one of our work group presentations in HDF 290, one group was assigned to present on the topic
for and effective answers in interviews (as of interviewing. The group focused on four major steps: Preparation and Research, Practicing, the
the interviewee) Actual Interview, and the Follow Up. Researching and preparing might be the most important step
when getting ready for an interview. This step includes researching what the organization that you are
applying for does, their reputation, what kind of work you will be a part of, and other types of specific
information that you may want to know before you apply. This step also includes preparing which
involves submitting your resume and/or cover letters, letters of recommendation, etc. Practicing a mock
interview is the next step, and this could be very helpful for any interviewee. All you must do is meet
with someone you know so that they can pretend to interview you and ask you questions. This gives
you the opportunity to practice what you are going to say or to work on potential questions that you
might get asked. The next step is the actual interview. You want to always make a good first
impression, so this includes being polite, being dressed appropriately, arriving early, and being
confident. It is also important to stay focused and be yourself because they are going to hire the person
that you present yourself as. After the interview, it would be a good idea to follow up with your
interviewer. Show your appreciation by thanking the person, as well as sending them a thank you letter
afterwards for devoting their time and detailing all the important points that you discussed during the
interview. Knowing these tips and suggestions are great for preparing for jobs interviews that I know I
will have in the future.
See Evidence #144
https://www.pongoresume.com/articles/49/job-interview-preparation.cfm
145. Student will describe personal examples of HDF 290 Internship/Job Interviews After learning much about how to prepare for effective and successful interviews in HDF 290, I
preparing for and being interviewed have taken much from what I’ve learned into my own professional opportunities. One of the
greatest pieces of advice I have been given is to really perform the background information as
much as possible. When going into a job or internship interview, the employer wants to know
that you are truly interested in their company. My latest example was when I went for an
informational interview with an executive manager from CondeNast. She was a graduate of URI
and I obtained her information through my current internship with the Harrington School. I
reached out to her and expressed my interest in the company and her position, as I am looking
for a career in a similar path. She was more than happy to meet with me for an informational
interview. Before I met with her, I did as much research as I could so I would be ready to ask her
the appropriate questions, as well as answer why I was interested. Even though it was more
informal than a job interview, I still had to be prepared. I had all my research done so we could
have an effective and engaging conversation on the industry and my career path. I asked her
questions that would help my career and she gave insightful advice and experiences. Had I not
been prepared for that interview, I could have easily wasted her time with my disinterest.
146. Student will show knowledge of effective
collaboration / coalition building (Sources:
Cilente/Komives et al; NCBI; etc.)
working in collaboratives/coalitions
techniques to communicate and engage in
difficult dialogues related to diversity and
inclusion.
149. Student will demonstrate proficiency in
communicating and engaging in difficult
dialogues related to diversity and inclusion.
150. Student will describe ways to maintain Independent Maintaining accountability as a leader shows that you are not afraid of making mistakes and
accountability in leadership / member Research that you are willing to always learn. You are willingly to take the blame and solve problems,
relationships especially as a leader of a group. Members of a group learn from the accountability you take
and they respect you for it. Accountable leader make great use out of the word “I”. They will not
hide behind the team. Accountable leaders are also specific about the decisions they made and
the results that were achieved from them. They understand that the problem is linked to the
decisions they made, but they are willing to openly discuss that. Accountable leaders also don’t
wallow in self-pity. They learn from their mistakes and hold their heads up high to try and never
do it again. The biggest characteristic of an accountable leader is that they will do whatever it
takes to solve the problem.
https://michaelhyatt.com/leadership-and-accountability/
151. Student will describe personal examples Independent Marine Affairs Alumni Campaign In my PRS 441 course, Public Relations Practices, a group and I were involved in a semester-
related to maintaining accountability as a Research long project where we had to create a PR campaign for the Department of Marine Affairs on
leader URI’s campus. One of my duties was to be the liaison between one of the graduate professors
of the department and my group. I met with the professor several times and then had to relay
information back to my group. My group selected me for this responsibility because they
believed I was the most trustworthy in obtaining this information. At one point during the
semester, there was a miscommunication between myself and the professor. I assumed that he
was going to relay some information to alumni on our behalf, but it later came to my attention
that he was no longer going to do that. During this time, we had wasted a lot of working hours
where we could have been completing the project. I took full responsibility for the
miscommunication and immediately had to reach out to several parties to clear things up. As
someone who was selected into this leadership position in the group, I knew that the issues
had to be handled by myself. I resolved the issue by discussing it with my group and coming to
a consensus on the next plan of action.
See Evidence #151
152. Student will describe ways to build
relationships between leaders and
members
building relationships with members as a
leader
154. Student will describe how credibility applies Independent The defining characteristic of leaders who are effective over long periods of time is that
to leadership, as well as the characteristics Research they behave in ways that cause people to see them as credible. This means that they are

and skills of a credible leader believed and trusted, both in the specifics of what they say and do. Employees and followers
will watch their leader to look for consistency in the way the leader behaves and their
expressed values. If a follower knows the credibility of their leader, they will be more likely to
follow suit and trust them. Credible leaders are consistent in their words and their behaviors.
They are not constantly shifting courses or reversing their decisions. They are relatively
predictable. Credible leaders are also honest. This does not necessarily mean sharing
everything (since some things often need to remain confidential), but it does mean that will still
be truthful with their followers. Credibility and trustworthiness also occur through personal
contact and effective interpersonal communication. A responsive leader will be perceived as
more credible and trustworthy as compared to a relatively non-responsive leader. A leader who
would rather speak face-to-face than over email or phone is often more credible as well.
http://leadertoday.org/faq/credibility.htm
155. Student will describe personal examples of Independent Phi Sigma Sigma PR Chair, Building my own credibility as a leader in my preferred profession has a lot to do with the
building, maintaining, and repairing his/her Research Harrington School Media Agency, appropriate professional experiences I have gained from several experiences. As someone
own credibility as a leader Course Projects, Resume looking to go into the public relations field, I have had to build skills that reflect what I need to
know for my career. Building the basics and foundation for social media management, which is
a required skill in my profession, I gained a lot of insight during my time as my sorority’s PR
chair. I was responsible for managing social media and acting as a campus/community liaison.
Maintaining these skills was present when I applied for another opportunity to manage the
social media for more of a professional organization, URI’s Harrington School. In this position
is where I maintained my credibility as a leader in social media management to learn more on a
professional level. Repairing my credibility as a leader in this skill was applied throughout
several course projects that implemented PR campaigns from start to finish. I took what I
learned from my past positions to implement social media management in projects that needed
this leadership management skill. All these projects, courses, and experiences can be
represented in my professional resume.
See Evidence #155
156. Student will describe ethical standards in
influence
157. Student will describe influence applies to
leadership
158. Student will describe principles of effective Independent Mentoring is the developmental partnership between a mentor (a leader with expertise in one or
mentoring, as well as problems particular Research more areas) and a mentee (an individual seeking learning and growth in these areas). An ideal
to the mentoring relationship mentor is someone who has experience in their field, interested in helping others, and is
trustworthy and inspires confidence. An ideal mentee is someone who has high potential, is
committed to learning, and is disciplined to execute what they have learned. An effective
mentoring relationship takes place when the mentor is supporting, listening, validating growth
and development, questioning, giving feedback, and guiding and offering perspective.
Problems within the mentoring relationship comes about when there is an imbalance in
support. Too much challenge with not enough support from the mentor can issues. On the
other hand, too much support and not enough challenge can cause an unhealthy growth in the
mentee. If the mentor does too much for the mentee, it could compromise the mentee’s ability
to reach their full potential.
https://www.selfleadership.com/mentor-skills-and-the-principle-of-mentoring/
159. Student will describe personal examples of Independent Event Planning Assistant, One summer I was an assistant to the event planning manager at a local country club in NJ. I
mentoring and being mentored Research Harrington School Mentor applied for this position as I am a public relations major with an interest in event management,
which is a huge part of the career field I plan to go into. As the only assistant, I had one-on-one
interaction with my manager who had been at this club for many years. My daily responsibilities
included interacting and checking in with her to make sure I was on track and achieving things
successfully. Before beginning the position, I was nervous about reporting to only one
individual. As I learned over the summer, I felt more comfortable reporting to her because of the
effective mentoring skills she possessed. She was constantly supportive, willing to listen to my
ideas and concerns, and I felt that she really valued my time and effort. I have learned that I
work better when I feel confidence from others who believe in what I’m doing.
I have also had the opportunity to be a mentor during my time at URI. As part of the Harrington
School Media Agency, I also act as a representative for the Harrington School in other ways.
One of those ways is when I contacted accepted future Harrington School students to speak
with them about my experiences and what they should look forward to upon college. While I
spoke with several students, I remained in contact with one. She is an incoming student from
CT and had many questions about URI and what I’ve experienced. I found that I quickly became
a sort of mentor to her as we exchanged phone numbers and remained in contact about her
major and what classes she is looking forward to taking. Becoming a mentor in this was has
become very beneficial to me because I could learn those specific skills of support, giving
feedback, and offering advice.
160. Student will describe principles of effective
peer leadership, as well as problems
particular to peer leadership
161. Student will describe personal examples
related to being a peer leader and being
led by peers

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LEADERSHIP

Name: Kendall Dionisio

Leadership Inventory Revised 08/22/2017 1

ADVISING INFORMATION (students will include own documentation)

Leadership Inventory Revised 08/22/2017 2

CSLD Mission Statement

CSLD Vision Statement

CSLD Values Statement

MINOR IN LEADERSHIP STUDIES

MINOR ELECTIVES-9 credits

 Leadership theory and

Leadership Inventory Revised 08/22/2017 5

Leadership Inventory Revised 08/22/2017 6

Leadership Inventory Revised 08/22/2017 10

Outcome Category: Leadership Theories

Leadership Inventory Revised 08/22/2017 21

Leadership Inventory Revised 08/22/2017 22

Leadership Inventory Revised 08/22/2017 23

Leadership Inventory Revised 08/22/2017 25

Leadership Inventory Revised 08/22/2017 26

Leadership Inventory Revised 08/22/2017 27

Outcome Category: Critical Thinking

Leadership Inventory Revised 08/22/2017 31

Leadership Inventory Revised 08/22/2017 38

Leadership Inventory Revised 08/22/2017 41

Leadership Inventory Revised 08/22/2017 43

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