LEADERSHIP

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

Name: Cara Megill

Date Enrolled: Fall 2017
Date of Graduation: May 2021

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

Leadership Inventory Revised 08/22/2017 1

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

ADVISING INFORMATION (students will include own documentation)

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

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

Leadership Inventory Revised 08/22/2017 2

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

CSLD Mission Statement

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

CSLD Vision Statement

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

CSLD Values Statement

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

MINOR IN LEADERSHIP STUDIES

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

GENERAL INFORMATION
 Regardless of your major, you can minor in Leadership Studies.
 Requirements may be satisfied by completing 18 or more credits related to leadership and offered by more than one department.
 Twelve (12) of the 18 credits must be at the 200 level of instruction or above. A course grade of “C” or better must be earned in each graded course. At least 12 of the credits
must be earned at URI.
 No course may be used to apply to both the major and minor fields of study. Courses in General Education or for other minors may be used for the minor* (*this does not
apply to students in the College of Business). With the exception of internship credit, all courses for the minor must be taken for a grade. The Introductory class must be taken
before the internship and the capstone course.
 Application for the minor must be filed in your academic dean’s office no later than the beginning of the final semester or term.
 Approval of the minor does not guarantee that the suggested courses will be available to you on a schedule correlated with your graduation plans nor guarantee space in any
required course.
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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
BUS 341: Organizational Behavior
BUS 342: Human Resource Management
BUS 441: Leadership & Motivation (capstone option)
BUS 443: Organizational Design & Change
BUS 448: International Dimensions of Business
BUS 449: Entrepreneurship
COM 100: Communication Fundamentals
COM 202: Public Speaking
COM 208: Argumentation and Debate
COM 210: Persuasion: The Rhetoric of Influence
COM 221: Interpersonal Communication
COM 250: Small Group Communication
COM 302: Advanced Public Speaking
COM 308: Advanced Argumentation
COM 322: Gender & Communication
COM 351: Oral Comm. in Business & the Professions
COM 361: Intercultural Communication
COM 383: Rhetorical Theory
COM 385: Communication and Social Influence
COM 402: Leadership and Motivation (capstone option)
COM 407: Political Communication
COM 415: The Ethics of Persuasion
COM 421: Advanced Interpersonal Communication
COM 422: Communication and Conflict
COM 441: Race, Politics and the Media
COM 450: Organizational Communication
COM 461/462: Managing Cultural Differences in Organizations
CSV 302: URI Community Service
GWS 150: Introduction to Women’s Studies
GWS 310: Race, Class, Sexuality in Women’s Lives
GWS 350: International Women’s Issues
HDF 190: First‐Year Leaders Inspired to Excellence (FLITE)
(introductory course option)
HDF 290: Modern Leadership Issues (introductory course
option)
HDF 291: Rose Butler Browne Program Peer Mentoring Program
HDF 412: Historical, Multi‐Ethnic, & Alternative Leadership
(capstone option)
HDF 413: Student Organization Leadership Consulting
HDF 414: Leadership for Activism and Social Change
HDF 416: Leadership in Organizations
HDF 417: Leadership Minor Internship
HDF 437: Law & Families in the U.S.
HDF 450: Introduction to Counseling
HPR 118: Honors Course in Speech Communications
HPR 203: The Prepared Mind
HPR 412: Honors Seminar (capstone option)
MSL 101: Introduction to Military Leadership
MSL 201: Leadership & Military History
MSL 201: Military Skills and History of Warfare
MSL 202: Leadership & Team Building
MSL 301: Leadership & Management
PEX 375: Women in Sport ‐ Contemporary Perspectives
PHL 212: Ethics
PSC 304: Introduction to Public Administration
PSC 369: Legislative Process and Public Policy
PSC 504: Ethics in Public Administration
SOC300/WMS350: Women and Work
THE 221: Stage Management
THE 341: Theater Management
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HDF 415: FLITE Peer Leadership

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BECOMING A POSITIVE LEADER THROUGH DEVELOPMENT & INVOLVEMENT
Wilson, 1998 (URI Memorial Union / Center for Student Leadership Development)
Revised after the publication of Exploring Leadership: for College Students Who Want to Make a Difference by Komives, McMahon and Lucas, 1998.

You need to have your own act together before you can lead others:

2. Lead Yourself

 Time management
 Organization
1. Know Yourself  Self care
 Self discipline
Lead Others  Strengths  Perseverance
 Weaknesses  Develop and maintain family,
 Values PROGRESS
interpersonal, and intimate relationships
 Needs  Academic, social, personal goals and
P  Styles
R objectives
o Learning
O o Teaching
G o Personality P
R o Membership R
E o Leadership O
S G
RE-EVALUATE R
S
former stages E
as you progress S
4. Develop and Refine
Skills S

 Leadership theory and

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

Leadership Inventory Revised 08/22/2017 6

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

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Outcome Category: Self-Leadership
Outcome
1. Student will demonstrate autonomy and a
minimized need for approval
2. Student will demonstrate personal,
organizational, and academic examples of
self-discipline
3. Student will demonstrate the ability to
manage emotions
4. Student will demonstrate knowledge of
stress management methods
5. Student will demonstrate the ability to
manage stress
6. Student will express a personal code of
leadership / membership ethics
Target class Additional Experiences Descriptive notes regarding learning and practice
PSY 103 COM 100H/CHM 112 This semester I had to miss a full week of classes due to competing in the A10 Championship for
swimming and diving. Within this week I missed two exams, one quiz, and a couple homework
assignments. When I got back I was extremely stressed as to how I was going to make up all this
missed work. On my desk I have a whiteboard where I write down all of the work or tests I have for
the week. This was a technique I learned in my psychology class (PSY 103) that was all about
learning how to handle yourself correctly. One of the sections in the class was about stress
management. My professor spent a long time going through different ways to handle your stress
when there is a lot to be done and I took a lot out of this part of the class. One of the methods she
suggested was getting a sort of planner to lay out all of the things you need to do, so I decided to try
that out this semester. So, once I got back from Ohio, I sat down at my desk and wrote down
everything I missed from the previous week. Looking at all the work that needed to be done was
very overwhelming but I took it one step at a time and one Post-It Note at a time. I decided to start
with sending emails out to my professors for my COM 100H and CHM 112 classes who I needed to
reschedule tests for. Once this was done I was able to start on my other work and finish those
assignments. The way I handled getting all my work finished was one of minimal stress. At the
beginning I was so overwhelmed but by taking it one step at a time I was able to feel more relaxed
and complete my work to the best of my ability.
Evidence: Post-It board To-Do List (#5)
HDF 190 URI Women’s Swimming and Diving This semester at the HDF 190 Retreat, as a group we composed a contract that contained all of our
Team personal and combined thoughts of how our group should lead. The overall contract is a bulleted list
of strong words or phrases that says what qualities and/or actions we should take to being our best
selves. It is our code of leadership ethic. We put resilience as our first code of ethics because it is
important to have the ability to let things wash over you and not effect you in harsh ways. Resilience
is important when being a leader because you can not let what people are doing and saying against
you distract you and hurt you from reaching your goal. Next, we put open-minded because being
open-minded to all people and all ideas allows one to expand their horizon and gives them the ability
to work well with lots of different types of people. The next point on our code of ethics is trust. Trust
is important when it comes to working with others. If there is no trust, then the work is not getting
done the way it should be. Then we put adaptability. We wrote this because we think it is important
to be flexible with whatever obstacles are thrown your way. By being able to stay focused and
change certain plans with still having a set goal in mind is extremely important when leading others.
The last three points all go together and have to do with accepting all types of people you meet,
being kind and courteous to them and to never be rude or disrespectful. This code of ethics we
developed matched up with my personal code of ethics. I was glad to be paired with a group that
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7. Student will demonstrate practice of the
personal code of ethics
8. Student will express a personal values
statement (Sources = VIA, values
clarification exercises, etc.)
9. Student will demonstrate practice of the
personal values statement
has the same morals as myself. This is also the case on my swim team. On the team we all have a
certain standard that we are held to and I make sure to use my code of ethics (just like the one stated
before) to work well with these girls and present myself in the best way possible.
Evidence: Water Tribe Contract (#6)
HDF 190 HDF 190 In HDF 190, we took part in an initiative that tested our ethics in a certain situation. We were each
given a new “identity” that we were supposed to be and were told that a meteor was headed to
destroy Earth. Only 5 people were allowed to board a spaceship and fly to another planet to start a
new life. In this game it was extremely hard to tell people the truth if your character was not the ideal
person. It was also extremely hard to tell someone they were not allowed to go or that they were not
good enough to start a new colony on a different planet. My ethics were tested in the situation.
Specifically, my trust in others was tested because I could not rely on everyone to tell the truth and I
had to choose whether or not to be entirely truthful with everyone else too. Also, one code I live by is
to always treat everyone fairly and with respect but in this situation, unfortunately I was not able to do
that since we had to tell some people they weren’t good enough to board the ship. In this situation I
really had to think through my code of ethics trying to figure out if I should use them or not.
Evidence: “New Identity” from game (#7)
HDF 190 HDF 414 My top 5 VIA values are Bravery, Perseverance, Perspective, Self-Regulation, and Hope. All of
these values made sense and fit with who I am. Bravery explains the fact how I am not afraid to
stand up and say what I believe in. Perspective has always been inside of me because I have
always noticed that I am able to see the world in multiple different ways and decide which is the best
for me or someone else. I persevere when times get tough but I still keep sight of the end
goal. When I get upset or angry I try to regulate my emotions and put out positive vibes so I do not
bring others down with me. And also everything I do is to make sure that I am the best I can be and
my future is bright, so by always having hope inside of me I know I can achieve that.
Throughout my life and in my life moving forward, I know each of these top values have been
prominent with what is/was happening in my life. Overall though, the value that I most identify with is
my top one, bravery. I use this strength not by being the hero in situations but by always pushing my
mental and physical limits. I like to push myself whether that be in classes, or in my sport. I am not
afraid to try things I know I do not like doing or things I know I might not be able to do. Pushing
myself to be the best (or even better than that) person I can be is how I can use my value of bravery.
Evidence: VIA Results (#8)
HDF 414 Social Change Project In HDF 414, we were working on a project for social change. This project was to advocate for a
certain target group that is facing injustices from society. I chose homeless families. During the
development of the project, we did a worksheet to connect our values to the project in order to show
how we can apply them. On the worksheet I wrote, “I can use my perseverance Character Strength
to keep my project on target.” Using my perseverance value, like stated, I can stay on task and
always push through to the end. In the case of this project, I was able to persevere and get all
aspects of this project done in a timely manor. Also on the worksheet, I wrote, “I can use my
perspective Character Strength to help me gain information insight from my contact.” Using my
perspective value, like stated, by being able to see the world from other people’s views I am able to
understand the responses from my contacts and know exactly what they mean when they talk about
things happening to my target group. Finally, on the worksheet, I wrote, “I can use my hope
Character Strength to assist me with developing my project.” Hope is a great value to have because
it helps me always keep an open mind and want the best to happen. In this case, throughout the
project I was able to keep an open mind when doing research and getting responses from my
contacts in order to hope that I will definitely make change with my final project.
Evidence: VIA/Project worksheet (#9)
Leadership Inventory Revised 08/22/2017 9
10. Student will demonstrate the ability to lead a
project from start to finish (follow-through)
11. Student will describe goals and objective
statements regarding personal issues,
career issues, and community issues
12. Student will show evidence of goals and
objectives that were planned and achieved
HDF 414 HDF 414 In HDF 414, we were assigned a project at the beginning of the semester to select a “target group” (a
group of people that need advocating for) and create a program to advocate for these people.
Starting out it was difficult to even choose just one group of people, but I eventually decided that the
target group I would advocate for is homeless families. To begin putting the project together, I first
did research on this group to see what support this group needed the most. I found a bunch of
articles talking about how the children in these families are suffering academically because they do
not have the same quality or availability of resources as other students in their classes do. So, I
came up with the idea that for my project I am going to design a program for our campus where, at
the end of every semester, students can donate the school supplies (e.g. folders, binders, pencils,
etc.) they do not need anymore. I then, contacted two different professionals that work in places
closely related to people of my target group. I asked them interview questions I had developed
specifically for the organizations they were a part of and received responses from both of them that
really helped me put together my full project. After collecting information from both the articles and
my contacts, the final aspect of this project was to write a research paper and also made a poster
presentation. These two parts came together very easily since I had collected a bunch of data.
Once the poster presentation was put together, I presented it to the rest of the class. Overall, this
project went very well and I was able to complete it all in a timely manor.
Evidence: Poster Presentation Handout (#10)
BIO 360 The goals and objectives I have for myself are written on a board in my room. This board changes
periodically based on what is going on in my life but it mostly remains with the same themes. Right
now the goals I have for myself are:
Wake up everyday with a smile.
Try not to stress (take a breath).
Do not let people effect you.
Also in my room I have a board where I hang up anything related to my major. Right now my goal
and objective for my major/career is to get an internship this summer where I can gain experience in
the field of marine biology/oceanography.
As for my goals for community issues, this goal has almost already been achieved. My goal for the
community was to finish my social change project and get my program for a school supply drive to
advocate for homeless people developed and I have completed that. Now my goal is to actually take
this a step further and sometime in the future actually implement this at the university.
Evidence: Goal board, Contact board (#11)
URI Women’s A10 Championships At the A10 Championship meet that the URI Women’s Swimming and Diving team competed in, our
Swimming and team, at the start of the meet, hung up two poster boards. One was labeled “Rhody’s Goals” and the
Diving Team other was labeled “Rhody’s Accomplishments.” On the one that was specified for goals, all members
of the team were supposed to write down goal times for the week and any other specific goals we
had and wanted to reach before the competition was over. When, and if, any of these goals were
accomplished, you were supposed to write what you had done on the other poster board deemed for
our accomplishments. On the way to the meet, I took time to really think and plan out what I wanted
to accomplish at the meet. Knowing what I was swimming and the amount of work I put into this
meet, I knew I could push myself with my goals. So, on the first day we arrived at the meet I wrote
down the three goal times I had for the three events I was swimming that week. My first two goals I
unfortunately did not accomplish, but on the last day of competition, I reached my goal time for my
mile event. I had written down that I wanted to swim somewhere in the 17 minute, 30 second range
and ended up going exactly that. It was very satisfying to achieve one of my goals. Working hard for
an entire season and having it pay off was an amazing opportunity. Now I know that next season I
can work even harder and rewrite my goals to make them even better.
Evidence: Goals and Accomplishments Boards (#12)
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13. Student will show knowledge of the
“Hierarchy of Needs” theory by Maslow
14. Student will show application of Maslow’s
theory to own life
15. Student will show knowledge of the theory of
Superleadership by Manz & Sims
16. Student will show application of Manz &
Sim’s theory to own life
17. Student will describe StrengthsQuest HDF 190
Signature Themes, shadow side of HDF 414
Strengths and/or weaknesses, and
examples of application (Source = Gallup)
18. Student will describe personal leadership HDF 414
style and/or personality style including
strengths and weaknesses and examples of
application (Sources = Leadership style
inventories, the L.P.I., Type Focus (MBTI),
LAMP, DISC, and other career inventories,
etc.)
Outcome Category: Leadership Theories
Outcome Target class
19. Student will show knowledge of the
“Authority and Bureaucracy” theory of
leadership Weber
Social Change Project In HDF 190 and HDF 414, I took the test to discover my StrengthsQuest Signature Themes. My top
five results were futuristic, empathy, belief, deliberative, and relator. After seeing my results, I was a
little confused by a few but after reading through their definitions, talking to some friends and family,
and thinking about how they would apply to my life, they make much more sense to me. By being
futuristic I am always focused on the end goals. When one thing starts, I am already thinking about
what needs to be done next. Seeing empathy as one of my strengths is not a surprise. Throughout
my life I have noticed that I am very in tune with other people and how they are feeling. I use
empathy everyday in order to know how others are that day and also to know how to act around
them if they need some laughter or just someone to listen. Having belief on my list made a lot of
sense to me also because I am a very strong headed person and have set my core beliefs with no
room for change. Being deliberative explains to me how when I do certain tasks, I do them to
completion and with a set purpose. Finally, by being a relator I like to stick with people I am
comfortable with, and I have definitely found this throughout my life. Coming to college I found
myself gravitating towards the same types of people I spent all my time with in high school, whether
that be my teammates or people just like me. With these strengths, I wish to lead with a purpose and
with passion.
Evidence: StrengthQuest results(#17)
Strengths Quest In HDF 414, we were working on a semester long project which really tested and stretched my
futuristic, empathy, and belief strengths related to my personality. Since we started the project in the
beginning of the year, I always was using my futuristic strength by thinking ahead and planning for
the final presentation. Every step I took for this project; I was always planning how it would help me
for the future. This project was all about social change and working with a target group to advocate
for them. I used my empathy strength to understand the injustices these people were facing and to
put myself in their shoes. This really helped me plan out the project in the best way possible
because I was taking in account the group I was working for and not just doing what I wanted to do.
Also, this project really stretched my belief strength because I had to believe in myself to get the
project done. The one thing though, that I need to work on would be my stress. This is definitely my
biggest weakness. Throughout the project my stress levels were very high trying to get things done.
Evidence: Social Change Program Planning Worksheet (#18)
Additional Descriptive notes regarding learning and practice
Experiences
Leadership Inventory Revised 08/22/2017 11
20. Student will describe personal
application of the above theory
(Weber)
21. Student will show knowledge of the
“Scientific Management” theory of
leadership by Taylor
22. Student will describe personal
application of the above theory (Taylor)
23. Student will show knowledge of the
“Management by Objectives” theory of
leadership by Drucker
24. Student will describe personal
application of the above theory
(Drucker)
25. Student will show knowledge of
“Theory X and Theory Y” theory of
leadership by MacGregor
26. Student will describe personal
application of the above theory
(MacGregor)
27. Student will show knowledge of the HDF 414 HDF 190 In HDF 414 and HDF 190, we learned about the Servant Leadership model. The servant leadership model is
“Servant Leadership” theory of a model of leadership where the leader is a servant first. The leader must have a “natural feeling that one
leadership by Greenleaf wants to serve” (Greenleaf). The model consists of 10 key components. 1. Listening: a servant leader must
listen intently to others and respectively listen to what is being said and unsaid. Listening must be coupled
with periods of reflection in order to grow as a servant leader. 2. Empathy: a servant leader must try to
understand others and empathize with them. A servant leader understands that everyone is unique in their
own way. 3. Healing: a servant leader understands and tries to mend the broken spirits of those who may
have suffered from various emotional hurts. 4. Awareness: a servant leader brings awareness, mainly self-
awareness, to others as a way to strengthen oneself. “Awareness helps one in understanding issues
involving ethics, power, and values.” 5. Persuasion: a servant leader understands that in order to be a good
leader, one must persuade others rather than demand others. Servant leaders convince others rather than
forceful compliance. 6. Conceptualization: a servant leader seeks “to nurture their ability to dream great
dreams.” A servant leader must think to the future and think beyond day-to-day operations. 7. Foresight: a
servant leader has the ability to foresee the outcome of a situation that is difficult to define but easy to
identify. 8. Stewardship: a servant leader is able to trust others and put the needs of others at the top of their
priority list. 9. Commitment to the growth of people: a servant leader is committed to helping others grow
individually. A servant leader realizes that it is a tremendous responsibility and they must do whatever is
within their power to help others. 10. Building community: a servant leader seeks to identify some aspect that
will help to build a community among those who work within the community.

Evidence: Notes on Relational Leadership (#27)

https://www.greenleaf.org/what-is-servant-leadership/
28. Student will describe personal HDF 190 Building a Community Activity In HDF 190, we participated in an activity where we were all given one out of three different colored stickers.
application of the above theory Then we were told to get into groups based on the color we had. The group with the red stickers was told to
(Greenleaf) sit inside the large box, the group with yellow stickers (including me) was told to sit inside the middle box,
and the group with white stickers was told to sit inside the smallest box on the floor. When everyone was
together in their groups, the leaders of the activity gave everyone a notecard and told us to decide and write
down what we thought an ideal community would consist of. My group wrote down things like housing, a
school, and a hospital/emergency services. After our discussion session, each group was given a set of
materials that consisted of things like straws, paper, tape, scissors, and cups. We were also given a bag full
Leadership Inventory Revised 08/22/2017 12
 of “money.” Next came the instructions that we were supposed to use the materials we had to construct our
ideal community we had come up with before within the 20-minute time frame. In order to build anything, we
had to go to the desk and bargain with the workers there for a “building permit.” But, the catch to this was
that only one person from each group was allowed to roam and go up to the desk. If anyone else left the box
we were placed in, they would be sent to jail by the police officers. Once the time began, my group was
frantic to decide what to build first. We decided on a hospital and continued on from there. Throughout the
activity I could see the white group was having a tough time building anything because members of their
group kept getting thrown in jail for no reason, and the members of the red group were easily getting building
permits and creating this huge community. When this applies to the real world, the white group represents
the less fortunate in our society, the yellow group represented the middle class, and the red group represents
the upper class. This activity showed me that no matter what “class” you are from, people are people and
some will need more support than other. It should not matter what status you are, if you have the ability to
help, then you should.

Evidence: Community from Activity (#28)

29. Student will show knowledge of the
“Principle Centered Leadership” theory
by Covey
30. Student will describe personal
application of the above theory
(Covey)
31. Student will show knowledge of the “14
Points / TQM” theory of leadership by
Deming
32. Student will describe personal
application of the above theory
(Deming)
33. Student will show knowledge of the
“Visionary Leadership” (now often cited
as “Transformational Leadership”)
theory by Sashkin
34. Student will describe personal
application of the above theory
(Sashkin)
35. Student will show knowledge of the
“Individuals in Organizations”
leadership theory by Argyris
36. Student will describe personal
application of the above theory
(Argyris)
37. Students will demonstrate knowledge HDF 190 HDF 190 In the beginning of HDF 190, we talked about ethical leadership and the 4 V’s that went along with leading
of the “4 V’s” theory of leadership by ethically. The four V’s of the model are Values, Vision, Voice, and Virtue. Value is the first V because one
Grace (Center for Ethical Leadership) must first discover what values they live by. This V is the first step in a process of integrating our values into
our decision making skills. The next V, Vision, is the ability to frame the actions that we take when we are in
service, and connect these actions to others within the big picture. The next V, Voice, is that inner voice to
drive others in a convincing way. This is the internal and physical voice that one uses when they lead. The
last V, Virtue, is the ultimate goal of an ethical leader. Virtue is what we become when we practice ethical
leadership. Connecting Vision and Virtue is Service. Service is when our values are tested through the
course of serving others. Connecting Voice and Vision is Polis. Polis, meaning city in Greek, is learning to
use one’s voice for public acts and engage in politics. Connecting Voice and Values is Renewal. Renewal is

Leadership Inventory Revised 08/22/2017 13


38. Student will describe personal
application of the above theory (Grace)
39. Student will show knowledge of the
“Situational Leadership” theory by
Hersey & Blanchard
40. Student will describe personal
application of the above theory
(Hersey & Blanchard)
41. Student will show knowledge of the
“Relational Leadership” model by
Komives, McMahon & Lucas
42. Student will describe personal
application of the above theory
(Komives et al)
the expression of our voice and the continuation of considering if our actions match our values and vision.
Evidence: “4V Model of Ethical Leadership” (Grace) (#37)
http://www.ethicalleadership.org/concepts-and-philosophies.html
HDF 190 Leadership Crest Activity When filling out the Leadership Crest in HDF 190 that contained all four V’s of the “4 V’s” theory, I filled them
in with my own personal scenario and how the four V’s: Value, Vision, Voice, and Virtue apply to what I want
to do with my life. Under the Values section of the crest I wrote down three of my top VIA values that I
believe will help me achieve my career goal. These three values were bravery, hope, and self-regulation. I
chose these three because I am going to need to be brave throughout my journey, take risks, and not be
afraid to speak about what I believe in. Also, I chose hope because I want to inspire others to follow along
with me and push me to where I need to go and self-regulation because I need to control my thoughts and
emotions and not get too ahead of myself. For the Vision section of the crest I wrote “to change the way
people treat the environment and the ocean.” This has always been a passion of mine and now it is my
career goal. That is what I want to spend the rest of my life trying to do. Then, for the Voice I wrote down
how I want to go around to companies and educate them on what they are doing to effect the environment. I
want to use my voice and spread the word about effects on the oceans. Finally, for Virtue I wrote down
courage and justice because I want to have courage to make the change and use justice to do the right
thing.
Evidence: Leadership Crest (#38)
HDF 190 HDF 190 This model of Relational Leadership incorporates five different leadership components that when put
together, becomes a process that can be used by a group of people in order to accomplish a common goal.
The five parts include process-orientation, ethical, purposeful, empowering, and inclusive. The first one,
process-oriented, is how the group will work together to reach the final goal. Ethical is the values and
standards the group considers “good” morally and holds themselves to throughout the process. Then,
purposeful is the component of having an actual goal that is common and clear throughout all of the group
members. It is also the individual/group’s commitment to this goal. The next part, empowering, is inspiring
others to achieve the goal and feel excited to go through the process of getting to that goal. The last part,
inclusive, is making sure everyone’s voice is heard and recognized and being aware that everyone is being
treated fairly. Within these five components are three basic principles knowing, being, and doing. Knowing
is knowing yourself on a deep level, knowing how change occurs in a group, and knowing that others may
have different points of view than you have. Being is how you hold yourself. You must be ethical to yourself,
principled, open, caring, and inclusive of others. And finally doing is the act of doing what you say you are
going to do (Komives et.al.).
Evidence: Relational Leadership Model Notes (#41)
https://www.uta.edu/leadership/_downloads/The-Relational-Model.pdf
HDF 190 VIA Values/Gallop Strengths In HDF 190, we did an activity where we placed what strengths and values we possess into categories based
on the three principles of the Relational Leadership model. The point of this exercise was to identify which
strengths and values we would use to execute each of the three principles. Under the “Knowing” category I
put my strengths of deliberative and belief and my value of self-regulation. By being deliberative, I do things
with a specific reason and purpose. I know what I am doing and why I am doing it. Having belief in this
category is important to me because I have very strong beliefs and am well aware of what they are. I know
what I stand for and will always think in a certain way. Self-regulation connects well with knowing because I
Leadership Inventory Revised 08/22/2017 14

43. Student will show knowledge of the
concept of constructivism
44. Students will describe personal
examples of implementing
constructivism
45. Student will demonstrate knowledge of
the Experiential Learning Model (Kolb)
46. Student will describe personal
application of the Experiential Learning
Model (Kolb)
47. Student will show knowledge of the
“Social Change Model of Leadership
Development” by Astin et al
48. Student will describe personal
application of the above theory (Astin
et al)
am well aware of my thoughts and actions and am able to control them. For the “Being” category I wrote
down my strength of empathy and my values of hope and perspective. I put empathy here because I am
able to tell how others are feeling and perspective because I can see things through other people’s minds
and understand how they work. Hope fit in this category because I love to inspire others to do great things.
In the “Doing” category I had put my strength of futuristic and my values of perseverance and bravery. I feel
that futuristic fits into this category because when I act, I think towards the end goal and reach for that.
Perseverance allows me to follow through with whatever I start and by using bravery, I am not afraid to act
on something if I need to.
Evidence: Relational Leadership + Strengths (#42)
HDF 414 HDF 190 The Social Change Model of Leadership focuses on the root causes of the problems rather than on the
surface-level problems. This model is collaborative in nature with the participants and is by no means simple.
This model consists of seven C’s: consciousness of self, congruence, commitment, collaboration, common
purpose, controversy with civility, and citizenship. Consciousness of Self means to be aware of your beliefs,
values, emotions, and actions. Congruence refers to when you act in consistency with your beliefs and
values. This means Consciousness of Self and Congruency are interdependent. The next C, commitment,
is when someone has passion and drive for what they are acting upon. Collaboration happens when all
members and people work together towards the same goal which is then called the Common Purpose. Next,
Controversy with Civility address the fact that there will be different view points within groups but this can be
mediated by mutual respect. Finally, the last C, Citizenship, is when individuals and groups become
connected with the community and society. These all bring about change. The C’s are grouped into three
groups: Group values (collaboration, common purpose, and controversy with civility), Individual values
(consciousness of self, congruence, and commitment), and Society/Community values (citizenship). These
three groups are all interconnected and go back and forth between each of them. Social change is used to
provide a personal connection to a problem, connections between others, an interconnectedness of
community problems, and the satisfaction that is derived from making a difference. Social Change is socially
responsible leadership (Astin et al.).
Evidence: Social Change Model of Leadership Development (#47)
https://www.cmich.edu/ess/ResLife/Leadership_Opportunities/Leadership_Camp/Pages/Social_Change.aspx
HDF 414 Social Change Project In HDF 414, we really developed upon the Social Change Model of Leadership. I found that I connect with
this model the most. In this class, we had to do a project that followed this model. We were supposed to
select a group and plan a program in order to help bring about social change for them. I chose homeless
families. Throughout this project I made connections with myself, others, and society. On the individual
level, I knew my strengths and values before starting this project, but now as I reflect back, I have developed
these strengths and values even more than I thought I had before. I now know how to apply them in order to
serve others instead of just knowing how they apply to my every day life. On the group level, I was working
with others in the class on this project. We were sharing resources and contacts and also giving input on
each others projects. On the societal level, I finally developed the school supply drive as my final project,
that way, people on this campus can learn about the hardships this group faces, and at the same time, we
Leadership Inventory Revised 08/22/2017 15
 are able to collect resources, which are usually limited to them, for them to use in school and hopefully help
better their education. After completing this project though, I definitely follow the Social Change model of
leadership most closely. I like to focus on the root causes of the problems rather than on the surface-level
problems which is what this model is about. That description is exactly the way I have developed this
project.

Evidence: Poster Presentation Invitation (#48)

49. Students will demonstrate knowledge

of the “Leadership Identity
Development Model” by Komives et al
50. Students will describe personal
application of the above theory.
(Komives et al)
51. Students will demonstrate knowledge
of the Strengths-Development Model
by Hulme et al
52. Student will describe personal
application of the above theory (Hulme
et al)
53. Student will demonstrate knowledge of
behavior theories of leadership from
Michigan and Ohio State
54. Student will describe personal
application of the above theories
(Michigan & Ohio State)
55. Student will demonstrate knowledge of
Charismatic leadership
56. Student will describe personal
application of the above theory
57. Student will demonstrate knowledge of
contingency approach to leadership by
Fiedler
58. Student will describe personal
application of the above theory
(Fiedler)
59. Student will demonstrate knowledge of
Path-Goal theory by House
60. Student will describe personal
application of the above theory
(House)
61. Student will demonstrate knowledge of
Leader Member Exchange (LMX)
theory by Dansereau, Graen & Haga;
Graen & Cashman; Graen
62. Student will describe personal
application of the above theory
(Dansereau, Graen & Haga; Graen &
Cashman; Graen)

Leadership Inventory Revised 08/22/2017 16

63. Student will demonstrate knowledge of
Leadership Substitutes Theory
64. Student will describe personal
application of the above theory
65. Student will demonstrate knowledge of
Models of leader emergence
66. Student will describe the impact of
traits on leadership emergence and
performance
67. Student will demonstrate knowledge of
Chaos approach to leadership by
Wheatley
68. Student will describe personal
application of the above theory
(Wheatley)

Leadership Inventory Revised 08/22/2017 17

Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership
Outcome
69. Student will demonstrate how cultural
anthropology / paradigms relate to
leadership
70. Student will describe personal example
of using cultural anthropology /
paradigms as a leader
71. Student will demonstrate knowledge of
the “Cycles of Socialization” (Harro)
theory and its uses in leadership
72. Students will demonstrate personal
application of the “Cycles of
Socialization” (Harro)
73. Student will demonstrate knowledge of
the “Cycles of Liberation” (Harro) theory
and its uses in leadership
Target class Additional Experiences Descriptive notes regarding learning and practice
HDF 414 HDF 414 In HDF 414, we talked about the Cycle of Socialization. This cycle starts at the beginning when we are
born, with no choice on our part, into social identities related to gender, class, religion, sexual
orientation, or ability. We are also born into a world where all mechanics, rules, and assumptions have
already been set. There is no guilt, consciousness, or choice about it, it is just how history, traditions,
stereotypes, and habit have been built previous to our birth. The cycle then moves through a process
of “first socialization” right after our birth where we begin to socialize with the people close to us and
are taught on a personal level. They shape our expectations, norms, values, roles, rules, and also
model how to live. Then as we grow up, these messages are reinforced by institutions we belong to
and also by our culture. This then results in trouble when or if there is a difference in what we
experience and what society believes. Then, this can cause stress, low self-esteem, lack of reality, or
even violence especially if why we disagree is because we are a target for all the prejudice or
stereotyping. This cycle relates to leadership because as a leader, you can either make this cycle
continue to go around with fear, ignorance, and confusion, or you can make change and take a stand
and change the way people perceive others (Harro 1999).
Evidence: Cycle of Socialization (#71)
HDF 190 Social Change – Crossroads RI For a project in HDF 190, my group signed up to volunteer with the children at Crossroads RI located
at Kingston Crossings. The point of this project was to experience social change first hand.
Crossroads RI is a homeless shelter that supports families in need. The organization helps these
families by providing them with hundreds of affordable housing units, a case manager to help get them
back on their feet, education and employment services, and 24-hour emergency services. As a group,
we decided to visit Crossroads RI at the Kingstown Crossing development in order to provide the
children there with some happiness and spirit for a day. Going to Crossroads initially I was slightly wary
of the situation because, unfortunately, I was raised with a stigma against homeless people. I was
preparing myself for the worst and was expecting to be dealing with troublesome children all afternoon.
Once we got there though, my group and I started to play with the kids and they were a little hesitant to
open up to us at first, as I was with them. After a while, though, I started to become more comfortable
with the kids and them with my group and I as well. We were able to hear first hand how their lives
living at Crossroads is and understand the hard times them and their families were going through. I
realized that my view on these people was all wrong and that I need to change.
Evidence: Photo of group and I playing with kids (#72)
HDF 414 HDF 414 In HDF 414, we learned about the Cycle of Liberation. This cycle begins with the “waking up” phase
where one begins to experience themselves differently than before. This is when something that never
made sense before, now does. The cycle then moves into the “getting ready phase” where we
dismantle our wrong beliefs, discriminatory attitudes, and behaviors that limit ourselves or others. In
this phase we would want to educate ourselves, and start to make sense of our surroundings. Next is
the “reaching out” phase which is a movement of the self toward others in order to broaden our
horizons and experience. Then comes the time where you build community by working with others that
have similar experiences to you and also working with others that are different than us to build
Leadership Inventory Revised 08/22/2017 18
 coalitions. Moving into action comes next where you can start to move into the leadership phase and
organize and plan certain things or help educate the public in order to advocate for the things you
previously had stigma against. Change is then created because you are creating a new culture for
yourself and also influencing others. The cycle continues as you maintain this change and eventually
become the one others look to for information and insight on this topic (Harro 2008).

Evidence: Cycle of Liberation (#73)

74. Student will demonstrate personal HDF 414 Social Change Project In HDF 414, we did a project for social change. My project was on homelessness. After my
application of the “Cycles of Liberation” experience at Crossroads last semester, I figured this project was my opportunity to really educate
(Harro) myself on the issue of homelessness and move out of the Cycle of Socialization and into the Cycle of
Liberation. My trip to Crossroads really put me through the waking up phase so to start this project I
moved directly into the reaching out phase. I started to research homelessness but, in order to get the
best information on it I contacted Jill Hall-Stinson, the Director of Housing for Crossroads. I asked her
a few questions regarding homelessness and she answered them very honestly. This gave me a much
better understanding of homelessness. Then, I moved even further in this cycle because I started
planning ways to advocate for this group and also to educate other about this group. I developed a
program for our campus where, at the end of every semester, students can donate the school supplies
(e.g. folders, binders, pencils, etc.) they do not need anymore and then they will be donated to a local
homeless shelter. I feel much better after educating myself about this group because I now do not
have any negativity towards this group.

Evidence: Contact Card (#74)

75. Student will demonstrate knowledge of
the “Configuration of Power” (Franklin)
and its relationship to leadership
76. Student will demonstrate personal
application of the “Configuration of
Power” (Franklin)
77. Student will demonstrate knowledge of
racial identity development (Cross &
Fhagen-Smith; Rowe, Bennett &
Atkinson; Ferdman & Gallegos; Kim;
Horse; Renn etc.)
78. Student will demonstrate personal
application of model(s) of racial identity
development above
79. Student will demonstrate knowledge of
models related to gender / identity /
gender identity development (Lev;
Bussey; Bussey & Bandura; Bilodeau;
Gilligan; Belenky et al; etc.)
80. Student will demonstrate personal
application of model(s) of gender identity
above
81. Student will demonstrate knowledge of
additional social identity development
model(s): Sexual ID, Faith & Spirituality,
Disability, Social Class (Dillon et al;
Fowler; Parks; Astin et al; Peek; Smith;

Leadership Inventory Revised 08/22/2017 19

 Johnstone; Gibson; Forber-Pratt &
Aragon; etc.)
82 Student will demonstrate personal
application of additional social identity
development model(s) above
83. Students will demonstrate knowledge of
McIntosh’s theory of privilege and its
relationship to leadership
84. Student will demonstrate personal
application of McIntosh’s theory
85. Student will describe the differences and
similarities of individual and institutional
oppression and relationships to
leadership (Source = Three Dimensional
Matrix of Oppression)
86 Student will demonstrate knowledge of
relevant laws and policies related to
issues of equity and its relationship to
leadership (i.e., Title IX, Affirmative
Action, Protected Classes, etc.)
87. Student will show knowledge of effective
leadership as it relates to change agency
HDF 414 HDF 414 In HDF 414, we talked about McIntosh’s theory of privilege. She pioneered “putting the dimension of
privilege into discussions of power, gender, race, class and sexuality in the United States.” Both of the
papers she wrote are about personal examples of unearned advantage that McIntosh says she
experienced in her lifetime. She encourages people to reflect on and recognize their own unearned
advantages and disadvantages as parts of immense and overlapping systems of power. McIntosh
describes her understanding of "white privilege" as unearned advantage based on race, which can be
observed both systemically and individually, like all unearned privileges in society. She also relates
this to what she calls “male privilege,” the same things as white privilege but for gender. This applies
to leadership because when in a role of power and influence, one should not take advantage of the
privileges they are given based on race, status, or gender. All people should be treated as equals.
Evidence: McIntosh’s essay (#83)
https://www.racialequitytools.org/resourcefiles/mcintosh.pdf
HDF 190 Social Change – Crossroads RI For a project in HDF 190, my group signed up to volunteer with the children at Crossroads RI located
at Kingston Crossings. The point of this project was to experience social change first hand.
Crossroads RI deals with homeless individuals and families in need. The organization helps these
individuals and families by providing them with hundreds of affordable housing units, a case manager
to help get them back on their feet, education and employment services, and 24-hour emergency
services. As a group, we decided to visit Crossroads RI at the Kingstown Crossing development in
order to provide the children there with some happiness and spirit for a day. We were able to hear first
hand how their lives living at Crossroads is and understand the hard times them and their families were
going through. That day all privilege and class went away. I was just making sure the children there
were having the best time they could possibly be having. My experience there was one I will never
forget. I got to experience a day where no class, race, gender or any type of privilege mattered and
proved that anyone can get along.
Evidence: Picture of group at Crossroads (#84)
HDF 414 Social Change Model of In HDF 414, when we talked about the Social Change Model of Leadership, we talked about what it
Leadership/Self Research means to be a change agent. To be a change agent means that one has the “understanding,
motivation, and the skills to create a positive change.” The five characteristics of a change agent
include 1) a clear vision 2) being patient yet persistent 3) asking tough questions 4) knowledgeable and
leads by example and 5) has strong relationships built on trust. Also a change agent understands that:
change is a process, resistance will occur at all levels, and the change agent should understand
strategies to overcome the resistance. A change agent should have: positive perceptions on change,
comfort with ambiguity and transition, self-confidence and patience, and a willingness to step outside of
Leadership Inventory Revised 08/22/2017 20
 a comfort zone. And finally, a change agent should demonstrate: an ability to influence systems, the
creation of a sense of urgency, an ability to articulate a vision, and the willingness to take risk to make
a difference.

Evidence: 5 Characteristics of a Change Agent Poster (#87)

88. Student will describe personal examples
of being a change agent
https://georgecouros.ca/blog/archives/3615
HDF 414 BIO 346 In HDF 414, we had to look through a list of statements regarding change agents. I selected the
phrase, “A change agent is passionate.” I identify with this the most because two of my value strengths
are hope and perseverance and one of my Gallop strengths is belief. I use these strengths by being
passionate about everything I do. When it comes to my major, I have set beliefs on what I want to
work to change in the world. My hope that I and the people I work with can accomplish this is what
drives me and my perseverance to actually execute and accomplish my goal is what makes me so
passionate.
In BIO 346 (Plant Physiology), we had to do a project on genetically modified crops. My partner and I
developed a project to advocate against this type of farming. Our research included examples about
how genetically modified crops can harm animals and also humans. So, for this project we went
around the library asking people certain questions about GMOs and collected all of their responses.
Then, when all of our research and data collection was done, we created a presentation that we
delivered to students and staff at URI about how we should not use genetically modified farming
techniques. Later that week, I received a few emails from professors at the university telling me how
they are now cautious of items in stores that are genetically modified.

Evidence: GMO project final presentation (#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
91. Student will demonstrate knowledge of
the ally Action Continuum by Griffin &
Harro
92 Student will demonstrate personal
application of the Action Continuum by
Griffin & Harro
93. Student will show knowledge of the
Multicultural Organizational Development
Model (Jackson)
94. Student will show personal application of
the Multicultural Organizational
Development Model (Jackson)
95. Student will show knowledge of the
Multicultural Change Intervention Matrix
(Pope)
96. Student will show personal application of
the Multicultural Change Intervention
Matrix
97. Student will create a personal code of HDF 414 URI Women’s Swimming and Diving My personal code of inclusive leadership was developed while taking HDF 414. The class really
inclusive leadership Team showed me how to be inclusive to all groups no matter the circumstances. My personal code of
inclusive leadership is to always be respectful, always be accountable, motivate the people around me,
Leadership Inventory Revised 08/22/2017 21
 and provide support to those that need it. This personal statement also stems from my team. At the
beginning of this season, every girl on the team was instructed to make a poster with four words
spelling out the word “RAMS.” Each word had to be something you were willing to put forward for the
team. I chose respect, accountability, motivation, and support because they describe how I lead and
how I live my life the best.

Evidence: Team Culture (RAMS) Poster (#97)

Outcome Category: Critical Thinking

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
98. Student will show knowledge of principles
of critical thinking and fallacies (logic is
used in this minor)
99. Student will demonstrate proficiency of
critical thinking
100. Student will show knowledge of
metaphorical analysis to critically analyze
self and leadership situations
101. Student will demonstrate proficiency of
metaphorical analysis to critically analyze
self and leadership situations
102. Student will show knowledge of at least five
decision making methods
103. Student will describe personal examples of
having used five decision making methods
104. Student will show knowledge of at least five
problem solving / conflict management
methods, as well as understanding the
roots of conflicts
105. Student will describe personal examples of
having used five problem solving / conflict
management
106. Student will demonstrate the ability
to synthesize multiple knowledge
perspectives (course work), competencies
(communication, writing, information
literacy or mathematical/statistical skills)
and responsibilities (global, diversity &
inclusion or civic knowledge)
107. Student will demonstrate knowledge of
leadership that is used in crisis (i.e., James
& Wooten; Garvin; Covey; Frohman;
Lalonde; Schoenberg; Joni; Braden et al;
etc.)

Leadership Inventory Revised 08/22/2017 22

108. Student will describe examples of
leadership in crisis situations (i.e.,
application of James & Wooten; Garvin;
Covey; Frohman; Lalonde; Schoenberg;
Joni; Braden et al; etc.)
Outcome Category: Interpersonal and Organizational Concepts & Skills
Outcome
109. Student will demonstrate knowledge of
active listening techniques
110. Student will describe examples of using
active listening skills
Target Additional Experiences Descriptive notes regarding learning and practice
class
HDF 190 FLITE Retreat At the day of discovery in HDF 190, we took the time to discuss active listening. I learned that by
partaking in active listening, you are politer and more courteous to the person speaking. It shows them
that you are understanding and listening instead of just hearing them. There are different ways that we
learned to express active listening. These include encouraging, restating basic ideas, reflecting
feelings, clarifying, and summarizing. By doing the encouraging style of active listening, you
encourage the person to continue speaking and maintain the conversation while also maintaining your
interest. When responding to what they are saying you can use a positive voice and say things like “uh
huh...” and “that’s interesting...” Moving on to the restating basic ideas style of active listening, this is
when you let the speaker know that you understand the facts they are presenting and are just checking
that you are on the same page as them as well. By restating what they say and saying things like “In
other words, you think…” you are letting them know that you are interpreting what they are saying.
Then, by doing the reflecting feelings style, you showing that you are listening to the person talking
about their feelings and understanding how they are feeling by saying things like “you feel that...”
Clarifying is when after the person speaks, you ask them specific questions in order to get additional
facts or other sides to a problem. Finally, the last type of active listening technique is summarizing
where you draw together the facts and ideas stated by the person and create a basis for a continued
discussion. Those were the five types of active listening techniques we learned.
Evidence: Active Listening Worksheet (#109)
HDF 190 Group Discussions/Servant When we meet with our groups in HDF 190, we normally discuss models or ask questions on work that
Leadership Panel is due. If we are discussing models, there are normally a certain number of designated questions we
are asked to talk about. Usually, on a standard day, everyone in the group will participate and state
their opinions. While they or our peer leader talk, I use active listening skills to make sure they know I
care about what they are saying and that I am understanding it as well. The techniques of active
listening that I use the most would be encouraging and clarifying. I use the encouraging style of active
listening when someone is giving their answer. To do this I will usually maintain eye contact with the
person, nod my head as they speak, and even make encouraging noises such as “oh” or “uh huh.”
Then, when our peer leader asks us a question or answers one of our questions, sometimes I use the
clarifying active listening skill. By doing this I make sure that he knows I heard what he said but am still
a little unclear on what he wants. Asking things like “can you repeat that?” and repeating their words in
a different way to see if I interpreted them correctly is the way that I show I am listening to the person
but did not completely understand what they are asking for. Another example of when I used active
listening is when in HDF 190 we had the Servant Leadership Panel come in and talk to us. During the
Leadership Inventory Revised 08/22/2017 23
 time they presented I wrote down things the majority of the students said. Even though I did not
verbally say anything to let them know I was actually listening to them, the fact that I was attentive and
engaged into what they were presenting on by taking notes showed them that I was paying attention
and cared about what they were speaking about.

Evidence: Notes about Servant Leadership Panel (#110)

111. Student will demonstrate knowledge of
functions of group communication by
Hirokawa
112. Student will describe personal application
of functions of group communication
(Hirokawa)
113. Student will show knowledge of techniques
regarding giving and accepting of feedback
114. Student will describe examples of giving
and accepting feedback.
COM 100H Informative Speech In COM 100H, for an assignment we had to give a five to seven-minute informative speech. The topic I
chose for my speech was orcas and why they are nicknamed “killer whales.” While I was giving my
speech, five of my classmates were given a grading sheet where they were instructed to rate certain
aspects of my speech from “poor” to “outstanding.” These things included anything from the quality of
my speaking to the information I delivered to the audience. They were also instructed to write down
comments about my speech/what I could have improved upon under each section on the grading
sheet. After these students completed the grading sheets, they handed them into our professor and
she looked at them and then handed them back to me once I got my final grade. Looking at the
comments and the ratings of the delivery of my speech I understand what I need to do now in order to
improve my public speaking skills. All the feedback given, both from my peers and from my professor,
made sense to me and I do not disagree with any of them. My classmates were not the only ones to
have done this though because I had to do the same thing for five of my classmates. I was the one
who was given the grading sheet and had to pay close attention to my classmates’ speeches and give
them good, quality feedback on their speeches as well. Again, after handing the five different grading
sheets into my professor, she gave these students my critique papers as well for them to see and
interpret the feedback.

Evidence: Student Critiques (#114)

115. Student will show knowledge of the 7D
coaching model (Knott)
116. Student will demonstrate personal
application of the 7D Model (Knott)
117. Student will show knowledge of elements
of a Crucial Conversation and steps to
maintain dialogue and move to action
(Patterson, McMillian & Switzler)
118. Student will describe examples of
engaging in a Crucial Conversation
119. Student will demonstrate knowledge of
facilitation techniques
120. Student will demonstrate proficiency of
facilitation techniques
121. Student will demonstrate knowledge of de-
briefing techniques
122. Student will demonstrate proficiency of de-
briefing techniques
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123. Student will demonstrate knowledge of
framing based on psychology and its use in
group facilitation
124. Student will demonstrate proficiency of
framing based on psychology and its use
in group facilitation
125. Student will demonstrate knowledge the
four frames of organizations, and the
meaning of reframing by Bolman and Deal
126. Student will describe personal application
of organizational analysis using the four
frames of organizations, and breaking the
frame / reframing (Bolman and Deal)
127. Student will show knowledge of organizing
meetings / setting agendas / and leading
meetings
128. Student will describe personal examples of
organizing meetings / setting agendas /
leading meetings
129. Student will show knowledge of
Parliamentary Procedure
130. Student will show knowledge of techniques
for working with difficult people
131. Student will describe personal examples of
using techniques to work effectively with
difficult people
132. Student will show knowledge of the stages HDF 190 HDF 190 In HDF 190, we learned about the stages of group development by Tuckman. There are five steps to
of group development (Tuckman/Tuckman the model: forming, storming, norming, performing, and adjourning. Forming means that the group is
& Jensen, Bennis or others) oriented to the task and objectives at hand. Some ways for the group to work through forming is to do
icebreakers and teambuilding activities so everyone gets to know each other better. The next step,
storming. This step requires the group to have an “emotional response to task demands”. One way to
help the storming process is to create a group contract that outlines responsibilities within the group
and what everyone should be expecting of the other group members. Next is norming. For norming to
occur, the group must cooperate and address any issues that are still arising within the group. One way
to further advance the norming process is to talk with the group to make sure no one is feeling as if
they are not part of the group, and in extreme situations, an outside consultant might be helpful to
make sure sabotage does not occur within the group. Next is performing. Performing means exactly
that, performing the task at hand with the group. Finally, adjourning. Adjourning means that the group
has completed the task at hand and now it is time to debrief and discuss what happened during the
project. One way to further the adjourning phase is to do closure activities with the group and simply sit
down and talk with everyone. Some topics to discuss are: what did you learn about your team from this
experience, how did the team work together as a whole, and did you learn anything about yourself from
this experience?

Evidence: Tuckman Models (#132)

133. Student will describe personal examples of
group development in use
(Tuckman/Tuckman & Jensen, Bennis or
others).
https://med.fsu.edu/uploads/files/FacultyDevelopment_GroupDevelopment.pdf
HDF 190 Spaghetti, Marshmallow, and Tape For class one day in HDF 190, we met in the Memorial Union ballroom. Here, we got into small groups
Activity and were given a couple strands of raw spaghetti, four marshmallows, and about a yard of tape. What
we were instructed to do with these materials was to design and build a structure that would be the
tallest out of all the groups in 20 minutes. Throughout the process of making our structure, our group
Leadership Inventory Revised 08/22/2017 25
 went through the five stages of group development. To begin, we spent a slight amount of time in the
forming stage of the model when we were designating roles to each of the members in the group and
making sure everyone was doing something. Then, we moved onto the storming phase where we
spent the most amount of our time trying to figure out a good design that we could all agree on. There
were lots of great ideas being thrown around during this time and we wanted everyone’s thoughts and
opinions to be heard, but we wasted a lot of time doing this. Eventually, we moved onto the norming
stage and we started to trust each others opinions and finally came up with a solid design that we all
could agree on making. Then came the performing step, which is where we all took up our roles stated
in the beginning of the process and starting putting together the pieces of our design. Lastly, after the
entire structure was built and unfortunately failed, came the adjourning step when we reflected on the
entire process of making our creation. During this phase, lots of frustrated and disappointed thoughts
were going around since our structure was not the tallest and ended up completely falling apart. But,
we were happy about the way we worked together and were satisfied with the work everyone put into
this activity.

Evidence: Picture of spaghetti creation (#133)

134. Student will show knowledge of group roles
and how they contribute to group dynamics
(Johnson & Johnson; Benne & Sheats;
Knowles & Knowles; etc.)
135. Student will describe personal examples of
group roles and how they contribute to
group dynamics (Johnson & Johnson;
Benne & Sheats; Knowles & Knowles; etc.)
136. Student will show knowledge of effective
memberships skills in groups
137. Student will describe personal examples of
membership skills in use
138. Student will show knowledge of the
Challenge and Support theory by Sanford,
and its relationship to organizations
139. Student will describe personal examples of
using the theory of Challenge and Support
(Sanford)
140. Student will show knowledge of the HDF 190 Communication Fundamentals Two types of speeches that are most commonly given are informative and persuasive speeches. For
construction / elements of informative and informative speeches, there are four categories of speeches: objects, process, event, and concept. The
persuasive speeches main goal of an informative speech is to inform or educate the audience on a topic that falls into these
categories. When organizing the speech, be sure to include the topic of the speech, the purpose of the
speech, a thesis, and 3-5 main points. When giving the speech, you must make sure that there is no
bias in the way you are talking about the subject matter. If you want to try to persuade someone to do
something, you must prepare a persuasive speech. The main goal of a persuasive speech is to
obviously persuade someone into doing something. Persuasive speeches impact the audience in one
of four ways: impact their attitude, impact their beliefs, impact their values, or impact their behavior.
When creating the speech, remember that the words you choose to use and how you deliver the
speech are all powerful ways to get your message across.

Evidence: Communication Fundamentals (Alberts, Martin, and Nakayama) (#140)

141. Student will demonstrate proficiency in
informative and persuasive public speaking

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142. Student will show knowledge of planning
and conducting interviews (as the
interviewer)
143. Student will describe personal examples of
planning and conducting interviews (as the
interviewer)
144. Student will show knowledge of preparing
for and effective answers in interviews (as
the interviewee)
145. Student will describe personal examples of
preparing for and being interviewed
146. Student will show knowledge of effective
collaboration / coalition building (Sources:
Cilente/Komives et al; NCBI; etc.)
147. Student will describe personal examples of
working in collaboratives/coalitions
148. Student will demonstrate knowledge of
techniques to communicate and engage in
difficult dialogues related to diversity and
inclusion.
149. Student will demonstrate proficiency in
communicating and engaging in difficult
dialogues related to diversity and inclusion.
150. Student will describe ways to maintain
accountability in leadership / member
relationships
151. Student will describe personal examples
related to maintaining accountability as a
leader
152. Student will describe ways to build
relationships between leaders and
members
153. Student will describe personal examples of
building relationships with members as a
leader
154. Student will describe how credibility applies
to leadership, as well as the characteristics
and skills of a credible leader
155. Student will describe personal examples of
building, maintaining, and repairing his/her
own credibility as a leader
156. Student will describe ethical standards in
influence
157. Student will describe influence applies to
leadership
158. Student will describe principles of effective
mentoring, as well as problems particular
to the mentoring relationship
159. Student will describe personal examples of
mentoring and being mentored
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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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