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DEVELOPMENT
Outcomes & Evidence
Progress Inventory*
MINOR IN LEADERSHIP STUDIES
Center for Student Leadership Development
Memorial Union
University of Rhode Island
Name:
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.
2. Student will demonstrate personal, MTH 142 North woods challenge course
organizational, and academic examples of HDF417 SOLC Some personal experience of self-discipline is easy to describe, one that really stuck out was when I
self-discipline was facilitating a group at the Northwood’s challenge course. The self-discipline wasn’t with the group
being facilitated, but one of my fellow co-facilitators. We got paired up together since less people
showed up than what we expected. He was fine on the first activity, but I told him I would take the lead
on the second element, and he said he was fine with that. This was mainly because we had someone
show up injured and we didn’t want her to be disengaged, so one of us had to make sure she was
feeling included, and he took the reins on the first activity. By the time he showed up I had finished
explaining the safety things for the element being used, and had started to describe the objective. He
decided in the middle of my explanation to say, that it wasn’t challenging enough, they are high
functioning, and that they should be doing a more challenging version of what I had described. I
couldn’t think of anything in the moment to say no without sounding insulting to the group so I went
along with it. When the activity finished, he decided to start a debrief that I never saw before, and
essentially leaded the debrief. I really wanted to go off at him for undermining me by changing what I
had planned for the element. But I just smiled and kept going with it because arguing in front of group
is a great way to get them to be disengaged from the activity.
In SOLC I believe that I hold great organizational discipline. For one, I have attended every meeting
since I joined, as well as tried to be an active participant when we are doing any activities. The main
responsibility of SOLC is to run retreats for organizations at URI. The objectives of the retreats is along
the lines of growing closer as an organization or help with finding and relieving any tension in the
organization. Whenever signing up to work a retreat there a few important responsibilities that come
with it. They are planning the retreat, making sure we have what is needed for the retreat, and showing
up to facilitate the retreat. The most important is the planning of the retreat, because every retreat must
be tailored to the organization. By this I mean chose activities that go along with what they want to
accomplish, and seeing if they would be activities that the groups would enjoy. It’s not a lengthy
process, but every facilitator needs to know the plan, this way no one is ever at a lost for what to do. I
always try to be there for the planning process, but every facilitators schedule is different, making it
difficult to make the planning meetings for every retreat. If that happens, I make sure to reach out a few
days before the retreat to make sure I have a copy of the agenda and to review the activities being
done. Checking to see if we had enough materials for a retreat can be done by any facilitator. I make
sure never to be late to any pre-retreat meetings, that occurs right before the retreat. With that I always
make sure to fulfil my responsibilities as an SOLC facilitator.
3. Student will demonstrate the ability to CHM 192 I am always proud when I do my school work, but nothing makes me more upset then when I do not
manage emotions get a good grade for anything that I studies for. There was one quiz in CHM 192 specially got to me. I
studied for hours for this one quiz and thought I did well on it. When I got it back I saw I did not do well
on it. I was furious at first, but decided to keep my anger in until after I saw what I did wrong. After a
minute of looking the quiz over I saw that what I did was wrong. I used a method that was for a
completely different process. This made me even more furious at myself. I took a couple deep breaths
and thought, “well he drops the lowest quiz, so one blunder won’t get to me.” Those were the words I
kept telling myself to calm down and not be angry at myself. In the end I walked out of class with a
smile knowing U would have study harder next time.
4. Student will demonstrate knowledge of HDF 190 There are many ways to deal with stress, and not every method works for everybody. In the past I have
stress management methods heard of stress balls and some other similar devices, but I feel those work for more anger related stress
than stress itself. Also, you can avoid what is getting you stressed, but if that is school work it is hard to
avoid without there being severe consequences. The first thing that needs to be done before trying to
reduce stress is to identity what is stressing you out. After that all that needs to be done is to find what
destressing strategy works best. One way to cope with stress is to exercise regularly. Exercise
releases endorphins which gives you a better mood and helps reduce daily stress. Another great way
to help reduce stress is to just everything that is causing stress, and just walk away for a bit or taking a
nap. One way that usually helps reduce stress is by making time for fun and relaxation. This is easily
done with properly managing time, and making sure to a have set interval of time for it.
5. Student will demonstrate the ability to CHM 191 MTH 142, CHM 192 As a laid back type of person I rarely ever get stressed out. The only times when I do get stressed is
manage stress when I have too much work, not enough time to do it, when nothing goes as planned, or when I just
can’t figure something out. Especially in CHM 191 Whenever I realize that I am incredibly stressed out I
do few things to try an alleviate it. The first thing I do is just stop what I’m doing, if doing it stresses me
out the first thing I do is take a deep breath and put it down. Walking away from the work may not be
the best thing to do, but not having t in front of me just lifts a lot of the stress. If I’m incredibly stressed
and know it, I just take a nap. When I take a nap I just pretend nothing else exists, just me and my
pillow. Not thinking about and waking from a nap gives me the energy I need to finish studying or work.
Leadership Inventory Revised 08/22/2017 3
Not to mention, coming back with a clear mind is much better than to continue working thinking I
cannot do this.
6. Student will express a personal code of HDF417 During my internship, I learned the importance of ethics in terms of a lab setting. When recording data
leadership / membership ethics for any experiment, it is important to make sure the data is accurate and precise, and report when
errors that are present. This is so that anyone would repeat the experiment, or does a similar version,
would yield the same results, or close enough that it falls within a range of expected error. When the
experiment is repeated and the results that were reported or not the same as the published paper,
whoever was performing the experiment would assume they are the ones at fault, when it is the paper
that is wrong. It is rare that a published paper like this would occur, but when doing personal research,
it is just as important. For example, following a procedure and if there is step that was ignored, or not
done correctly, the results will be affected. Unless that is made note of, it will be assumed that the
result is a possibility of the procedure, when it was the result of a mistake. Another example would be
using contaminated samples for an experiment. The outside material can affect the experiment taking
place from the foreign material. When any sample is contaminated, it must not be used for analysis.
7. Student will demonstrate practice of the HDF417 During my internship, I practiced my personal of ethics daily. I did this whenever I wrote down anything
personal code of ethics inside my notebook. My notebook is filled with all kinds of data and information that I have amassed
over the course of my internship. The only record information that I know to be true based on my
observations and include as much info needed to prove there is no mistake within it, or if there was one
it can be easily spotted. For example, when I was working on the Jet lap 4 printer, a liquid printer that
prints pico-liters of material, I always made sure to write down the parameters for whatever material
was printing. This was invaluable, because over time I noticed that parameters that worked one day
would not work the next. After sending the tip back to the company, they stated it was cracked on the
inside. From this, I learned that all my data from the tip used was inaccurate, but explained the
behavior of the drops from that tip. The other tips that were used had parameters that were very
similar, only needing to slightly change 1 or 2, because of how sensitive the machine is when inserting
solution to be printed.
8. Student will express a personal values HDF 190 VIA assessment The VIA survey I took in HDF 190 helped me recognize some of my values. The most important value
statement (Sources = VIA, values that I have is honesty. The main reason this is important to me is that I cannot stand lying in general. I
clarification exercises, etc.) understand how it I sometimes better to not know something, but no matter how bad it is I would want
to know. Another value that I have is perseverance. I deeply value this because giving up is something
I would never do under any normal circumstances. When I finish anything that has been giving me a
hard time it gives an overwhelming sense of accomplishment. Being dependable is another thing that is
of great importance to me. I understand it when an emergency comes up, but when there is no reason,
it just makes me angry. Especially since I always try to make every appointment that I make, and I
always give a heads up ahead of time if I can’t. The thing I value that can never be replaced is my
friends. The memories I get when being with being with any of them are irreplaceable. I may not enjoy
some of the things that we do together, but I would not do any of them over because I made the choice
to them with my friends.
9. Student will demonstrate practice of the HDF 190 For HDF 190 we had to an activity called the tree of purpose. On this “tree” were all the strengths that I
personal values statement HDF417 had that were important to me. After making it I realized, everything that I put on it defined who I am,
what I find important. I said I was rooted in my strength of honesty, which is very true. I hate lying and
cheating, I would match rather know the truth and be hurt by it rather than live in ignorance. The root of
my values is humor and kindness, which I feel works hand in hand. Being kind is more than just helping
someone, I see it as taking the next step and getting involved with the trying to help someone. Not to
mention, trying to brighten everyone’s day is something that I love doing, which explains why I value
humor so much. The values that hold me up are fairness and perseverance. I always try to give
everyone an equal opportunity, because I hate it when anyone has a big advantage. The one thing I
don’t like more not being fair is giving up. It’s not about failing over and over again, it’s about seeing
how far you can go without giving up. These are the traits that I value more than anything else, and I
refuse to not follow them.
Leadership Inventory Revised 08/22/2017 4
To be a respected member of the lab, I must an ethical person, look up to the more experienced
members, and utilize my strengths.
Finding ethical decision making in a lab is not that hard. I have not seen this for myself, but an ethical
decision would be faking data. Faking data from an analysis is not allowed in any way shape or form. If
data could not be collected, then the experiment must be repeated, or stated that it could not be
completed. Other than that, the other ethical decision would be not selling any of the energetic
materials that the lab has. The way our site promotes ethics is by promoting how important it is to not
fake data, and the consequences for those that do.
In the workplace, I have not seen myself adjusting to my supervisor’s style. This is mainly due to how
little we need to interact for both of our jobs. I help out the graduate students with what they are doing,
the only time I do something on my own is if I deal with stable substance. Not to mention, my
supervisor serves a more administrative side of the lab, with the graduated students doing the manual
labor for the experiments and report it to my supervisor.
My strengths have played an integral part of being in the lab. The strengths that I have noticed that
much more prominent than the others are strategic and learner. Learner I use almost every time I start
something new, because I learn every part of what I need to know. Using the knowledge, I acquire now
will help me later when I get assigned to more difficult projects. I use strategic to manage my time, and
plan how to go about projects that have more freedom than others.
10. Student will demonstrate the ability to HDF 190 . When I was in high school I poured more than 300 hours into planning and executing my eagle scout
lead a project from start to finish (follow- project. The plan was to build a bocce court for my local park, and it was much more difficult than
through) people may think. Bocce is a game where you throw one small ball a good distance away, and then
each player alternates throwing 4 balls that much bigger than the small ball. The objective is to get as
many as your balls as close to the small ball as possible closer than any of your opponent’s balls. The
most difficult part wasn’t the budget, but organizing how to change the foundation. It took careful
planning to get the materials for the foundation delivered and to schedule and excavator to come and
help lay out the foundation. What the excavator did was dig up the ground so it was flat, then laid out
the stone and made each layer as flat as possible. The excavator could not bring the sod that as dug
up into the designated spot for pick up, so the fellow volunteers used wheel barrows and brought it to
the spot where it would be picked up and transported of later. Then, after each layer of stone was put
down we checked to see if it was as flat. The excavator was massive and could flatten the majority of it,
but there were a few uneven patches each layer. Without the excavator it would have taken multiple
days just to get the foundation to be level instead of a few hours. After that one day it was all smooth
sailing from there, because all that was left was to put down the borders and flatten out the court.
Layering down the borders was more tedious than hard. The court was 80’ by 12’ each 6x6 piece of
wood need to be 2 holes drilled in for the rebar poles to keep the court in place if a flood happens. The
courts that were there had been swept away a flood a year prior, and we wanted to make sure that
wouldn’t happen this court. When all that was done the stone dust on the court needed to be flatten,
with about 920 square feet to flatten it took just as long as it to complete the border around the court.
Making the court and setting up the borders only took 1 weekend to my surprise. While we had to come
back the next weekend to flatten out the court. When it was all over I just felt and indescribable sense
of accomplishment because only a couple weeks prior this bocce court was a just grass and I felt I had
accomplished something bigger than myself.
11. Student will describe goals and objective HDF417 Before college, the most exposure I had for forensic chemistry was through television programs. Upon
statements regarding personal issues, learning more about the field, I learned how much television programs made chemistry look easier than
career issues, and community issues what it is. With knowledge of how forensic chemistry was in reality, the best solution to find out if I
would enjoy the career as a forensic chemist was to expose myself to it firsthand. The closest
opportunity to work in a forensic lab as an undergraduate on campus, without experience, was with the
Smith-Oxley lab. Although not a forensics lab, as an analytical that works with explosives, it is the next
best office. Within the lab I hope to gain real world experience along with increasing my network.
18. Student will describe personal leadership HDF 416 LAMP In HDF 416, I learned a great deal about myself and my leadership style. I discovered this through the
style and/or personality style including MBTI activities that we did throughout the course of the class. The first example would be from the LAMP
strengths and weaknesses and examples activity. LAMP is a short assessment to show whether you identify more as a leader or as a manager.
of application (Sources = Leadership style From my LAMP, I identify heavily with the leadership side compared to the management side for every
inventories, the L.P.I., Type Focus aspect of it. The assessment determines this by giving two options, and asks which you would rather
(MBTI), LAMP, DISC, and other career do. Out of the 32 questions, I answered 24 of them as what a leader would do. When presented with
inventories, etc.) my LAMP I was not surprised by the result especially after I read the descriptions. The Leadership side
of Lamp is creating, facilitating, empowering, and organization centered, compared to managements
side of planning, organizing, controlling, and job centered. Being a leader, in terms of LAMP, is
someone who imagines the picture, can inspire to join it, while guiding them along the way, and cares
more about the people involved compared to the job at hand. This was my own interpretation of what
they describe a leader to be from this activity.
A second activity that we did in HDF 416 was MBTI, or the Myers-Briggs Type Indicator.
This is a personality test that puts people in 1 of 16 different types of personalities that exist. This
Leadership Inventory Revised 08/22/2017 7
doesn’t mean that people fall into 1 of 16 categories, it is that people identify with 1 of the 16
personalities more than others. Like LAMP, there are 8 categories, but a person can fall into 4 of them:
extroversion or introversion, sensing or intuition, thinking or feeling, and judging or perceiving. My
categories were introversion, intuition, feeling, and judging, more commonly known as INFJ. The
description for an INFJ is that they trust their judgment, quietly exert influence, are compassionate,
insightful, and seek harmony. All I can say on that is that it is not wrong. Other aspects of it that I do
agree with are prefer jobs that require me to work alone and concentrate on them, organize complex
interactions between people and tasks, win cooperation, harmonious, and quiet. There are other
descriptions, but these are the ones I feel most strongly describe myself. The weaknesses that it gives
for this personality type I also agree with. I am not direct with criticism, keep to myself too much, and
find my ideas overlooked because I am not that great at explaining them.
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
19. Student will show knowledge of the
“Authority and Bureaucracy” theory of
leadership Weber
20. Student will describe personal application
of the above theory (Weber)
21. Student will show knowledge of the
“Scientific Management” theory of
leadership by Taylor
22. Student will describe personal application
of the above theory (Taylor)
23. Student will show knowledge of the
“Management by Objectives” theory of
leadership by Drucker
24. Student will describe personal application
of the above theory (Drucker)
25. Student will show knowledge of “Theory
X and Theory Y” theory of leadership by
MacGregor
26. Student will describe personal application
of the above theory (MacGregor)
27. Student will show knowledge of the HDF 190 There is no set definition for what servant leadership is. To describe someone who is a servant leader
“Servant Leadership” theory of leadership is a person who is a person who serves first. To elaborate it is someone who has the feeling to serve
by Greenleaf first, then have the conscious choice to lead. There are currently 10 characteristics to a servant leader:
listening (hear what others have to say), empathy (understand and share the feelings of another),
healing (trying to mend the broken spirits of others), awareness (being aware of yourself and
surrounding), persuasion (not being authoritative), conceptualization (being able to think of a plan),
foresight (understanding the consequences of your actions), stewardship (holding something in trust of
another), commitment to the growth of people (making sure others grow as a person and not just
yourself), and building community(building a community with those within a given institution). These
traits usually occur naturally in many individuals, and can be enhanced through learning and practice.
Not many people have the drive for it.
28. Student will describe personal application HDF 190 I feel I applied the servant leadership when I was with my group in HDF 190 making our presentation
of the above theory (Greenleaf) on recycling. We all agreed that not recycling plastics is a major problem a URI, but it is not URI’s fault
Leadership Inventory Revised 08/22/2017 8
but the students. We feel that the students did not know the benefits of recycling or thought it too
incontinent to do. Based on personal experience recycling is rather difficult because I don’t want mold
in the recycle bin from the wet stuff that ends up in it, and I feel I’m not alone on that. Creating the
recycling club would help with the awareness of recycling as a whole and help create better ways to
recycle. Creating awareness, persuading the populace, and trying to create a better tomorrow all fall
under the leader aspect of servant leadership. While listening to the populace, and trying to heal the
planet fall under the servant aspect of servant leadership. I feel my group members and I were
stewards because the mission of the club was to recycle and make it convenient, nothing else. The
commitment to making recycling aware and the benefits of it to the everybody makes us committed to
the growth of people. Finally, as more and more people recycle starts to create a sense of community
to everyone that is involved.
29. Student will show knowledge of the Flite peer leader Principled centered leadership is a theory created by Stephen R. Covey. This theory revolves around
“Principle Centered Leadership” theory by interview the four principles: security, guidance, wisdom, and power. Security our sense of worth, identity,
Covey emotions, self-esteem, and personal strength. Guidance is the direction we receive in life, or how we
take life when it throws anything at us. Wisdom is our sense of balance, judgement, discernment,
comprehension. Power is our capacity to act, or the strength and courage to accomplish something.
These four principles should act like compasses; they point us in the right direction and show what we
need to accomplish in our everyday lives. To be more specific, there should never be a time these
principles are not being applied, or how Covey would word it, “Principle-centered leadership is based
on the reality that we cannot violate these natural laws.” (p. 19). This theory emphasizes how it should
be practiced from the inside out. This is to create a level of interpersonal trust, for yourself and others
in your organization. To create a level of trust in yourself means to commit to the long term and be
responsible with your decisions and actions. Because it impossible to control the actions of others, it is
encouraged to build a trusting and communicative relationships with others in the workplace. This is so
you know you have others that you know you can rely on. Another important aspect of principled
centered leadership are the 8 characteristics. The 8 characteristics are: they are continually learning,
they are service-oriented, they radiate positive energy, they believe in other people, they lead balanced
lives, they see life as an adventure, they are synergistic, they exercise for self-renewal. In simpler
terms, principled centered leaders are positive people that get along, believe, and help others, are
always learning and trying to better themselves, and see life as an adventure. A key aspect to
principled centered leadership is that there are four levels to the four principles: organizational, need to
organize people; managerial, responsibility to get a job done with others; interpersonal, relationships
and interactions with others; personal, relationship with myself. This is more to show how this theory
can be applied to yourself and others. I believe there to be 4 main messages that come out of a
principled centered leadership: to build your character from within, to create a trusting and effective
communication in others, empowering others, and it is not just about you, it is about those around you.
During my Internship, principled centered leadership displayed on more than one occasion. The way I
saw myself using it was creating more interpersonal relationships with those in my workplace,
especially the graduate student that I have been working with. To better our relationship, I have been
keeping positive attitude, and constantly updating him on what parts of the project that I have
completed, and what I step I will be completing next. I am constantly showing him what I have
completed, and what I will be doing next. Due to the nature of the lab, most the work that I do is done
independently, with constantly giving updates on my progress, unless I am working with material that
requires me to be supervised. It is difficult to build interpersonal relationships within the lab because of
how independent everyone is, so whenever I get the chance to work with someone new, I try build as
much of a professional relationship that I can.
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 of HDF 190 Individual research The 4-v model is a frame of internal beliefs and values along with external behaviors and actions come
the “4 V’s” theory of leadership by Grace together for the purpose for advancing the common good. In simpler words, it means you need integrity
(Center for Ethical Leadership) and commitment to do what is right, and make the world a better place. The first v, values, is about
understanding what is important and making decisions based around what’s important. This is the core
to your identity and once you know what your values it is easy to determine vision. Vision refers to what
actions need to be taken to accomplish a goal. The vision and values are what identify the group,
because these two v’s are the purpose and direction of the group. The third v, voice, is how making
vision into action. Another way to word it is how the group goes about turning their value and vision into
an action. Because the ability to give voice to value and vision are the signs of effective leadership.
Finally, the last v, virtue, is the understanding that we become what we practice. Virtue, by definition,
means to have high moral standards. Putting the 4-V’s model into practice virtue becomes the center of
it all, which is why it is at the center of the model. Some additional elements to the 4-vmodel is service,
polis, and renewal. Service connects to vision and values, because through the service of others our
values are tested. Service also refers to putting values into actions. Polis refers to how voice and
vision. This is the more political side to the 4-v model, because in the vision of public context, voice is
given to vision. Finally, renewal is taking a break and looking at how actions are in line with voice and
Kar, S. (n.d.). Ethical Leadership: Best Practice for Success. IOSR Journal of Business and
Management, 112-116. Retrieved December 1, 2016, from http://iosrjournals.org/iosr-
jbm/papers/ICIMS/Volume-1/14.pdf
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 HDF 190 The relational leadership model is a model that focuses more on the relationship between those
“Relational Leadership” model by involved. Within this theory, the participants have mutual respect and appreciate each other. The
Komives, McMahon & Lucas model has five main traits to be a relational leader: inclusive, empowering, purposeful, ethical, and
process- oriented. Being inclusive isn’t just saying “come here and do this.” It is about listening to your
fellow participants, seeing how they are all different, and treating everyone fairly. While empowering
can be summed up as encouraging others to do better, it is also encouraging them to grow as a
person. Being purposeful is knowing what you want to accomplish, in a positive way and having a
positive attitude. Being ethical is very important because it is about knowing what your values are,
being trustworthy, and encouraging that in others. Finally, being process oriented is all about the group
process. It can be summed up as why you come together as a group, how you maintain the group, and
what is the group’s goal.
42. Student will describe personal application HDF 190 Northwoods challenge course Relational leadership when compared to servant leadership and the social change model in the fact
of the above theory (Komives et al) HDF417 that it doesn’t need to lead to change. Relational leadership focuses on the leader and the group traits.
I feel that I exhibited multiple applications of the relational leadership model when fulfilling my learning
contract. For my learning contract I decided to become a challenge course facilitator at North woods
challenge course. When facilitating you meet a new group of people every time who have no idea who
I am and vice versa. The first thing we do together is try to build trust between me and the group, which
falls under the ethical component of relational leadership. Every activity has a purpose to it, and that
purpose is to complete whatever objective is set before them. As the group is doing activities, they are
building trust in each other and more. All the activities require some form of teamwork, and careful
planning. As the group plan whatever they are doing for the activity, they listen and include every
member of the group to make the plan perfect. As they perform the plan they encourage each other to
see it through. These are examples of the inclusive and empowering components of relational
leadership. Throughout the day they are always exhibiting the process-oriented component of relational
leadership by communicating amongst themselves. While I’m not directly involved with group other
than giving them their goal, the group unknowingly learns many aspects of the relational leadership
model based on the activities that they do.
During my internship working in a lab, I was able to experience being on the receiving end of relational
leadership. Of the 5 traits, inclusive, empowering, purposeful, ethical, and process-oriented, inclusive
and empowering are the traits that stand out the most. I see inclusive constantly because of the
graduate students that I work with. They ask me questions of what I have been doing and listen to what
I have to say. When I finish speaking, I am either told to keep working in it, or give a tip to how to
approach the subject if I am at a standstill in a project. The response that they give helps empower
myself to finish working on the project. Being ethical is almost second nature to me at this point
because that is the nature of the lab. Within the lab, it has been hammered into my head at this point to
not write down any data that is false or incorrect, but if I find later that the data was incorrect, to make
note of what error(s) have been made, or anything that could affect the experiment at all alongside it in
Leadership Inventory Revised 08/22/2017 11
my notebook. Purposeful comes with what project that I assign too. In the lab, busy work is not part of
the culture within it. Rather than waste resources on a project that is not yielding any results, it is better
to table it and work on a different one. Finally, on the surface there does no appear to be a process-
oriented culture within the lab because everyone looks to be working independently. That culture in the
lab is divide and conquer for all projects. Having multiple people on one project does not mean it will
get done faster, and everyone has their area if expertise in the lab, so when projects overlap is when
you see teamwork happen.
43. Student will show knowledge of the COM 246H In COM 246H the teacher said at the beginning of the semester that this class would focus on a
concept of constructivism constructivist style of learning. Constructivism is a philosophy of education that describes learning is an
active, constructive process. For constructivism the teacher acts more as a facilitator to the class than
an actual teacher. To elaborate the teacher leads the students in the right direction, but doesn’t do any
actual teaching. For example, having a group lead a discussion on a topic, and only chiming in when
what the students are saying is wrong, or leading to false knowledge. Essentially, what the teacher is
doing is helping the students gain understanding to a topic, with the students creating their own
knowledge on the subject. Constructivism focuses on how learning is more social than anything else.
The students should only have the background information, and from that background information they
come up with answers to the questions that they have been asked, or created themselves.
44. Students will describe personal examples COM 246H HDF 413 In my COM 246 class was taught using the constructivist learning theory. Taught may also be the
of implementing constructivism HDF417 wrong word since the teacher did not really teach us anything. All he did was give us scholarly articles
to read and summarized them in class. We had all the necessary information in our heads already, but
we didn’t know what to do with all. What he did was give asked us questions about the articles. The
questions that he asked had no real right answer, but could only be answered in the form of an opinion.
For example, gamification was a topic brought up and he asked what we thought it was. At first, I
thought it was taking anything and making it into a game where you either win or lose, like the
variations of monopoly. Then the teacher brought up MMO’s, massive multiplayer online, like world of
Warcraft. That is indeed a game that you can’t win or lose but keep playing until you get tired of it. This
caused me to revise my opinion on what gamification is. I now see gamification as when a you take
anything, a person, place, or thing, and making it into a game. By game I mean where there are rules
and some form of objective. The key thing about objective is that it doesn’t necessarily mean to win, it
could be as simple as keep going from point A to point B. The teacher also didn’t tell me this answer
directly, he gave me some information that I had not previously thought about and I arrived at the
answer on my own, which is the basis of constructivist theory.
HDF 413 is very similar in this aspect in that the majority of the time we are teaching ourselves during
class. There a few times we get a whole lecture, but that was about 1 or 2 classes the whole semester,
not including our safe zone work shop. One example that fits is when we did an activity called magic
carpet ride. The goal of this activity was to flip the tarp that all the students were standing on over,
without any of us getting off the carpet. Our teacher gave us the objective and let us do the rest.
Afterwards, she debriefed the activity and asked all of how the activity went. She only asked questions
and waited for us to answer, the textbook definition of a facilitator. The whole class didn’t consist of
activities like this, but rather the same process. The teacher gives an objective, the students discuss it
with little to no input from the teacher, then she comes in at the end sees what we did.
In my internship, almost everything that I learn in the lab is taught through constructivism theory, even
though the graduate students may not be familiar with the theory. The only exceptions would learn how
to operate an instrument, or safety. The reason being you want to know how they work beforehand,
and not risk breaking the instrument or hurting yourself. When at a standstill in a project that I am
working on. A graduate student asks me to explain what I have done. As I am explaining, they ask
questions in the middle of it for me to explain myself. I am not allowed to continue explaining until after
I answer the question, if I do not know the answer I have to figure it our before I can continue. This
simple technique helps me learn immensely because they are asking hard questions that I usually do
Leadership Inventory Revised 08/22/2017 12
not know the answer too, but the answer almost always help me get back on track with the project that
I am working on.
45. Student will demonstrate knowledge of HDF 413 Individual research In HDF 413 a theory that was discussed was experiential learning in leadership development. Kolb’s
the Experiential Learning Model (Kolb) theory of experimental learning is more of a cycle of learning. The four main points for this theory are
concrete experience, reflective observation, abstract conceptualization, and active experimentation.
The concrete experience is what is done initially, like field or lab work. The reflective observation is how
a person would reflect on their concrete experience. The abstract conceptualization is a fancy way of
saying how can improve or change upon what I have done. The active experimentation is testing what
was thought upon in the previous change. After the test, it goes back to the feeling stage and the cycle
starts over. Concrete experience and abstract conceptualization fall under the perception continuum,
because in these two stages are when we think during the process of the learning. Active
experimentation and reflective observation are in the processing continuum because in these two
stages are how we do things. People may want to put reflective observation in the perception
continuum, but it is poor wording because in this stage you are only observing. The styles for this
theory are more what people fit in between the stages of cycles: diverging, assimilating, converging,
and accommodating. People who are fall under diverging tend to gather information and use their
imagination to solve the problem. Assimilating learners are better when they have a clear explanation,
or can take lots of information and organize it in a logical format. The people who are converging are
those that prefer a technical task, and are not as concerned about others. The accommodating learning
style are those that take other’s analysis and use it to take a practical approach.
I would describe the diversity of the lab the I work in as diverse that it can be. The employees that work
in the lab are graduate students working on their PHD’s. As a result, the students working in the lab are
possess a minimum degree of knowledge. However, the current graduate students come for all walks
of life. Be it from a foreign country or just being older than most average graduate students. The lab
only cares if you have the knowledge to be there, not where you come from.
The culture of the lab is very experiential learning focused, because all we focused on research more
than anything. The model most commonly used would have to be Kolb’s experiential learning cycle.
Leadership Inventory Revised 08/22/2017 13
Then cycle most closely reflects what we do in the research lab. We start by wanting to test something,
the concrete experience. Then we conduct an experiment and observe what we want to test, the
reflective observations. After observation what we were testing, we conclude our findings and record
what we were testing. From the conclusion of the experiment, we then try to implement what we learn
in the future. However, we also try to repeat the experiment over using a different method, or the same
again, just to prove the repeatability of the experiment. Repeatability is necessary to for proving the
conclusion made during any experiment, because if the result is not repeatable, then it is not a correct
to say that it is the result.
47. Student will show knowledge of the HDF 190 The social change model is a model that examines leadership development from three levels:
“Social Change Model of Leadership individual, group, and society. These three levels are constantly giving feedback to each other.
Development” by Astin et al Associated to the model is the 7 C’s: consciousness of self, congruence, commitment, collaboration,
common purpose, controversy with civility, and citizenship. Each of these C’s falls under one of
individual, group, and society. At the individual level, the C’s associate are consciousness of self,
congruence, and commitment. consciousness of self is about being aware of your personal beliefs, not
those of other people’s. Congruence is similar, but it is about knowing your personal values and acting
upon those values. Commitment is about the passion and energy that is used when acting upon your
values. For group portion of the social change model is collaboration, common purpose, and
controversy with civility. Collaboration is about interacting with other individuals and capitalizing on
everyone’s strengths, while creating a connection with the individuals in the process. Common purpose
is about having trust in your group, and a collective responsibility towards the goal that is being
accomplished. While controversy with civility seems like the opposite of all the C’s it is necessary, civil
discourse is one of the key components to making a change. The civil discourse helps create multiple
perspectives on what is trying to be changed. The final C is citizenship, which falls under the society
portion of the social change model. This is when you feel connected to the community around you, and
are actively working to make it better than what it is. This model defines what is known as a social
change. A social change is trying to solve a very complex problem from the roots, for example
segregation and pollution.
48. Student will describe personal application Creating a social change sounds simple on paper, but when trying to make one is another story. For
of the above theory (Astin et al) HDF 190 me and my group created a theoretical recycling club for URI. The mission statement for us
was, “As a club our goal is to make a social change within the community and environment of URI by
educating and promoting the impact recycling has locally and globally.” We talked about how recycling
helps reduces pollution and can create more jobs. When the presentation ended, we saw that we
opened the eyes of a few students. For making a social change this is a good start. The next step is
implanting what we talked about around campus: more convenient recycle bins, plastic water bottle
ban, and refillable water bottle stations. This will be difficult because it would require lots of fundraising,
but making any kind of change will meet resistance in some form or another. By continuing to push for
our goal of making URI recycle, we can then expand our goal to a bigger audience, like the US or the
world. It has to be taken 1 small step at a time but eventually we will make a social change.
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)
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
69. Student will demonstrate how cultural
anthropology / paradigms relate to
leadership
70. Student will describe personal example
of using cultural anthropology /
paradigms as a leader
71. Student will demonstrate knowledge of
the “Cycles of Socialization” (Harro)
theory and its uses in leadership
72. Students will demonstrate personal
application of the “Cycles of
Socialization” (Harro)
73. Student will demonstrate knowledge of
the “Cycles of Liberation” (Harro) theory
and its uses in leadership
74. Student will demonstrate personal
application of the “Cycles of Liberation”
(Harro)
75. Student will demonstrate knowledge of
the “Configuration of Power” (Franklin)
and its relationship to leadership
76. Student will demonstrate personal
application of the “Configuration of
Power” (Franklin)
77. Student will demonstrate knowledge of
racial identity development (Cross &
Fhagen-Smith; Rowe, Bennett &
Atkinson; Ferdman & Gallegos; Kim;
Horse; Renn etc.)
78. Student will demonstrate personal
application of model(s) of racial identity
development above
79. Student will demonstrate knowledge of
models related to gender / identity /
gender identity development (Lev;
Bussey; Bussey & Bandura; Bilodeau;
Gilligan; Belenky et al; etc.)
80. Student will demonstrate personal
application of model(s) of gender identity
above
81. Student will demonstrate knowledge of
additional social identity development
model(s): Sexual ID, Faith & Spirituality,
Disability, Social Class (Dillon et al;
Fowler; Parks; Astin et al; Peek; Smith;
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
98. Student will show knowledge of principles HDF 416
of critical thinking and fallacies (logic is In HDF 416, one of the most important topics discussed in class was how to critically think. Critical
used in this minor) thinking is, “intelligent reasoning with supporting evidence to help make wise decisions,”
(interpersonal communication, Caputo, Hazel, and McMahon). To put simply, critically thinking is
using the information that you do, or do not have, or inferences that are sound to come to a factual
conclusion. This information comes from analyzing, criticizing, or advocating ideas using logic to make
Caputo, J. S., Hazel, H. C., & McMahon, C. (1994). Interpersonal Communications: Competency
Through Critical Thinking. Allyn & Bacon
99. Student will demonstrate proficiency of HDF 416 Throughout HDF 416, Critical thinking was one of the most common assignments done in the class,
critical thinking HDF417 due to it being heavily discussion based. It was heavily applied in two of the papers that were written
in the class. The topics of both papers were to find the fallacies in an article. In my first paper, the
article was supposed to be about how sorority houses are not allowed to have guys inside the house.
However, most of the arguments that the article offered were fallacies. For example, it stated that the
national organization Panhel, was non-progressive in the rules that it has. The only argument that the
author presented was how men are not allowed in sorority houses. Saying a whole organization is
non-progressive solely off one point does not present a good enough argument, for me, to believe the
entire organization is not changing with the times. My second paper in the class was discussing the
fallacies in an old 5 Cent Cigar article, about how URI should get rid of its alcohol policy. The main
argument of the article, “Bring back the booze,” (not all initial letters capitalized in the title) used
fallacy. The article did present a few facts, but not many. When writing the papers on these articles I
tried my hardest to make sure I did not add any fallacies of my own, but just point out the fallacies
within the articles, as stated in the assignment directions.
During my internship, one of the projects I worked on was creating a process for making possibly
energetic material. I was given a molecular structure of what the product looked like, and my job was
to find a process to find a process to make the structure. Critical thinking came in because there was
no process to make these molecules. I had to research how to make these molecules from the data
base Scifinder, home to just about every reaction that has been recorded. In Scifiinder I would record
reactions that could be used to make the molecule 1 step at a time. For this project I had to adopt the
method of making parts of the molecule to combine, rather than have 1 base part of the molecular
structure and build off it, because the reaction taking place could affect other parts of the molecule, in
a addition to the target area. For example, ozonolysis, a reaction that cleaves alkenes (double bonded
carbons), would react with any alkene within the molecule to create carbonyl groups, rather than
Leadership Inventory Revised 08/22/2017 20
target 1 alkene in each molecular in the solution. When creating processes, I constantly had to
abandoned reactions that I found because it would conflict with other parts of the molecular.
The most difficult part of creating a process was figuring out what reactions were possible to use. The
reason I say this is because there were no recorded reactions with exact structure that I required. For
these, I researched if it was possible to even make the structure. Sometimes it was possible but
needed to get creative with how many steps needed, has not been recorded, or required catalysts so
expensive that finding reactions revolving around it were not cost effective. From these, I had to infer
whether or not it was worth continuing to research on how to make the molecule. These were not easy
decisions with all the time and effort I used to get as far as I did.
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 190 Whenever I need a to make a decision there is 1 thing I do before I decide, figure out what I am
decision making methods HDF417 deciding on. Then I pick which method to decide based on that. One way to decide is with a simple
coin flip. IT is quick and easy and has a 50% probability to land on heads or tails. Another way to
decide is with a dice. Dice are situational, but are good for when there is an even amount of decisions.
When more than one person is involved in a decision that’s when things get tricky. A way to decide
amongst a group is to have a vote. Majority rule is a good way to go, most the time. If the group is
does not like this way because they think their side would lose, It is best to make a consensus style
decision. This means that everyone keeps voting until everyone votes for 1 side. This is especially
good if it is a high stakes decision as well. Finally, here is consult style decision making. This should
be used only when there is tough decision you have to make yourself, but are unsure what to do. This
style involves talking to other people and getting their perspective, or asking experts what to do.
Asking them will most likely help on what the final decision is because there is new information to
evaluate.
During my internship, there were a few decision-making methods that were utilized for a lab
environment, the most common being trial and error. Trial and error is when you keep trying until it
works, or until no more options can be used. This is how most experiments operate when wanting to
test hypothesis. Another decision-making method that is used whether or not to decide if an
experiment is worth doing is risk vs reward. The lab is an explosives lab it is utilized more often
among the professor that runs the lab, as well as the graduate students. The risk vs reward is utilized
for deciding what experiments should be run in the lab, because the risk would be wasting time
and/resources for an experiment that could/ could not work.
103. Student will describe personal examples of HDF417 In the lab I have used the trial and error, as well as risk vs reward. Trial and error were used primally
having used five decision making methods for an experiment I was working on with an itemizer, a machine used to detect explosives. I was
experimenting what swabbing method would be the best for explosives to detect on the itemizer. For
weeks I would be performing hundreds of swabs, using about 10 different swabbing methods to see
what would yield the most detection strength. I used risk vs reward for the same project when I
noticed the machine was not being as responsive after using one of the swabbing techniques. The
machine would take over 10 minutes to clear, reset the machine so it detects nothing, a sample. This
was bad because the average clear time is roughly 40 seconds. I talked to my graduate student I was
working with, and concluded the time it took to clear the sample was not worth using the swabbing
method for the machine.
104. Student will show knowledge of at least five Com 100 Conflict management is a very good skill to have, but hopefully not a skill that need to be utilized to
problem solving / conflict management HDF417 often. The best method for conflict management is collaboration. Collaborating is about making a
methods, as well as understanding the mutually beneficial agreement. Most the time collaborating does solve the problem and is great in the
roots of conflicts long term, but it does have a few cons. One is that it can take lots of time and stress until an
Leadership Inventory Revised 08/22/2017 21
agreement is made. The biggest problem is that both parties need to commit to trying to collaborate,
otherwise her is no point in trying. Another method to problem solve is compromising, which is similar
to collaborating. The difference between the two is that when compromising, most the time, the parties
are not fully satisfied. Compromising is appropriate when a temporary solution is needed or when both
parties do not have a high level of trust. This process is quicker than collaborating but it is also
possible that no one ends up satisfied and the problem is back where it started after a short time. A
more aggressive approach to solving problems is forcing or competing, where an individual pursues
his or her own concerns despite the resistance of the other person. This is appropriate for when you
need a quick resolution, like to stop an aggressor, stand up for yourself. The positive side of this is
that it it creates a quick resolution, but it may negatively affect the relationship with the other party in
the long run and cause the other party to get aggressive. Another conflict management that is not very
effective is withdrawing, or as most people know it avoiding. This is usually done one party sees the
conflict as trivial, do not have time to deal with it, and are just unable to deal with the problem in
general. A couple advantages to the party withdrawing is that they may can wait for more favorable
conditions, gives time to focus, and better collect information. The downside is that avoiding may
weaken the position the party has and when multiple parties are involved it can negatively affect the
relationships with other parties. Another conflict management method is about as affective as
withdrawing is smoothing. Smoothing is when other people are priority over yourself. It is appropriate
to help by time to get into a better position, if the issue is not that important to you, or when continuing
the conflict would be detrimental. Smoothing can help protect the bigger interests by sacrificing some
smaller ones, but there is risk of being abused, negatively affect confidence and makes it harder for
collaborating to happen in the future.
While working in the lab, when an issue occurred there was a strict process that would be followed
when there is a possible safety hazard, or unintended consequences of an experiment. The first step
is to ensure everyone is unharmed, because that is what is most important in the lab. This would be
followed by writing down what happen before, when and after the issue occurred, along with collecting
evidence when necessary. Once the report is written the safety hazard or unintended consequence is
cleaned up. The issue would then be discussed in an orderly manor with the intention to figure out
why the issue had occurred, what happened because of it, and how to prevent it in the future.
105. Student will describe personal examples of HDF417 When employed by the lab, there was one incident that resulted in an unintended reaction, that
having used five problem solving / conflict resulted in a reaction exploding and combusting the paper towels inside a fume hood. The graduate
management student who was responsible for the hood was not present for the reaction, but was quickly informed.
They were dumbfounded that a detonation had occurred, because there was nothing, he put in the
hood that would cause a detonation. After writing a report and cleaning up the professor was informed
of the incident. The detonation was brought up again at group meeting, because everyone was trying
to come up with reasons why the detonation occurred. When describing the incident beforehand, it
was made clear that an aqueous solution was being boiled, when suddenly there was a flash, loud
noise, and fire in the hood. It was mentioned that there was also a purple substance throughout the
hood as well. The only substance that was ever used in the hood that would result in purple being
formed after detonation is permanganate, which was used quite frequently in the hood by the previous
owner. The accepted theory of the incident was that the permanganate in the aluminum panels behind
the hood reacted with the gaseous solution causing the explosion. The result of the incident was to
not leave paper towels in the hoods anymore, because that was the only reason why there was a fire
in the first place.
106. Student will demonstrate the ability
to synthesize multiple knowledge
perspectives (course work), competencies
(communication, writing, information
literacy or mathematical/statistical skills)
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
109. Student will demonstrate knowledge of COM 100 HDF 190 During Com 100 there was a whole unit about active listening. The basics of active listening are quite
active listening techniques simple. The very first step to becoming an active listening is to first pay attention. Give whoever is
speaking undivided attention and make sure to take note of their non-verbal. This is done avoiding
distractions, looking at the speaker, and not thinking about anything else. The next step is to show that
you are listening, mainly using body language. An occasional nod or positive facial expressions are it
takes. The third step is to provide feedback every once in a while if the conversation is long, or when
the speaker finishes talking. This is more of reflecting or clarifying what the speaker said. Also, while
the speaker is speaking do not interrupt while they are in the middle of making a point. It would cause
aggravation in the speaker and may limit a full understanding of the message. The most important
thing to do when actively listening is to give an appropriate response. Active listening is about gaining
perspective or information, there is nothing to gain from attacking the speaker. It is easy, all that has to
be said is an honest response. Also, to make sure the response is given respectfully to avoid any
conflict.
110. Student will describe examples of using COM246H In my COM 246H we mostly discuss broad topics in class. For example, Emancipation vs. Melancholy,
active listening skills HDF417 Connection vs. Distraction, Simulation vs. Narrative, etc. These are not arguments per se but more like
discussing the differences between the two subjects presented with the articles provided. The articles
usually have lots of information, so it is easy to miss something important. When we discuss everything
in our class forum we need to pay extra attention, because the questions that are brought up are
usually asked on the quizzes. The way these forums work is there is a summary of what was talked
about, then we discuss the questions that the people running the forum ask. More often than not the
only way to answer with an opinion. Than is no right answer to these questions, but we are always
listening to each other’s opinions on the subject being discussed and try to pick them apart to the best
of our abilities. Listening to what everyone has to say is vital during the forum because it is very rude to
a person if you claim a point as your own when it was already talked about. After getting really into the
discussion it becomes necessary to reference points that were already made. Personally, I need to
give credit to whoever made the point first so I need to know who said what at any point in time.
A common technique for giving and accepting feedback is by peer review. While working in the lab
peer review is the most common type of feedback given. Peer review is when someone other than
yourself looks at your work. In the lab, it is utilized to see if others can understand how your work is
presented. For example, a paper is used to show the results of your work. Someone would peer review
the paper to make sure the paper is fluid and can understand the results of the work in it. The way a
peer review can give feedback is by marking grammar mistakes in your writing, tell your where more
clarification is needed, what is extraneous information, etc. A peer reviewer can look at your work more
than once to make sure the new paper doesn’t have similar (mistakes). Using more than one peer
review maximizes the chances of increasing the chance more people would understand your work
when the final product is made.
114. Student will describe examples of giving HDF 416 Being a student, I am always accepting feedback from professors about almost everything. I am
and accepting feedback. HDF417 accepting feedback whenever I get a grade on assignments. The reason I am accepting the feedback
Leadership Inventory Revised 08/22/2017 24
is because if it is not a 100, then there is a way to improve upon what I did. One example is in HDF 416
when I gave a presentation at the beginning of the semester. My professor told me what I did well for it,
and what I could do to improve upon the way I presented. I accepted the feedback that he gave me,
and I used that feedback for the next time I presented. He told me that I made a significant
improvement compared to the last time I presented. Without the feedback he gave me, I would have
never improved on how I gave presentations.
One time I gave feedback was in my HDF 413 class. The feedback I gave was how groups
gave presentations to the whole class. I was given a rubric by the professor, and I marked what they
did to follow the rubric. Some groups did better than others, but I gave points based on the rubric. I
added a few comments on my thoughts on how the presentation was given. Each group received
grades based on the feedback the class gave about each presentation.
When working at my internship, I was constantly accepting feedback for the work that I was doing, by
peer review format. I recorded everything that I could within my notebook, and I would often receive
feedback from what I wrote in it. The feedback would be about whether or not the data was clear for
others to read and understand. The reason for this is that the data would not be useful if I was the only
person that understood it. From the feedback I gradually changed the format of how I record in my
notebook. At first, I would write all over the place trying to use as much of the page as I could, but I
learned that makes everything look cluttered. The format I adopted is never writing above anything that
has been recorded, with the exception of adding in small notes for clarity. This has vastly improved my
organization of what I write down and is clear for others to understand what I had written down.
Another example peer review that I received is about the work that I do for the project that I am
assigned on. The feedback is how I know if I am making progress towards the end goal of any project.
As of now, I am not an expert in what I am working on. Therefore, I require the feedback of the
graduate students to know how far along the project I am at, or if the project is worth to continued
pursuing.
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 HDF 413 North woods challenge course As a challenge course facilitator, as part of training we needed to learn how to facilitate and de-briefing.
facilitation techniques SOLC The first thing about facilitating that is necessary is to always be paying attention to the group that is
being facilitated. Keeping in mind any patterns you see in the group or anything that stands out to see if
they are ready, or not, for whatever activities are planned for them. The most common thing to do when
you first meet the group is to perform ice breakers. Just like the name sounds it is to break the ice,
tension, between the group members. An example of this would a name game, doesn’t matter which
one since there are tons of them. Another common facilitation activity is energizers. Energizers are to
help raise the energy level of everybody. An example of this is a rock paper scissors tournament where
the loser follows the winner until there is one person remaining. One more thing that is necessary for
facilitating is creating ground rules. Some that we used at North Woods are “challenge by choice” and
“be safe.” It is best to establish these rules early while everyone is engaged. Debriefing, however, is
what comes after any activity and at the end of the day. A debrief is nothing more than reflecting on
what was done, or not done. One of the simplest debriefing techniques is asking a question, and
having the group answer with a thumbs up, down, or in between. Using this method all depends on the
question. Two that would work is “did you think this went well” or “how did you think your teamwork
Leadership Inventory Revised 08/22/2017 25
was.” Another technique is captain, crew, or cargo, but this only works for the question, “what did you
think you were in the activity. The point of these questions is to ask why they felt this way. They already
answered the question, but the point of debriefing is to get the group to reflect on the what they just
experienced, and to share it with the group, if they feel comfortable.
After spending time in SOLC I have gained a broader perspective on facilitating without elements and
debriefing. Facilitating without elements requires imagination and lots of planning, because not every
activity is appropriate for every group. It is much harder to tell if anybody is breaking a rule set because
it is not as obvious when there’s no element. Also, because the activities usually involve props most
the time, the objective must be clear before the activity starts, or the group will work towards what the
interpreted the objective as. What I learned from SOLC is a emergency debrief, done when something
goes terribly wrong during an activity, or when it seems the group can’t wait until the end to do a de-
brief. These shouldn’t be done often. This is only for when there is a lot of tension building up in a
group and it doesn’t look like it is going to end well if left alone.
120. Student will demonstrate proficiency of HDF 413 North woods challenge course Being a facilitator at North Woods challenge course and being in SOLC has exposed me to many
facilitation techniques SOLC different facilitation techniques. Starting out with North woods, since I did that first, has taught me how
to facilitate with elements. At the course, we refer to elements as pre-made structures that I have a set
activity to them. What can be done on an element is rather limited, but with some imagination they can
last a while. Facilitating with elements has many responsibilities to them. Number one responsibility is
safety, for example, on the element whale watch, it is very easy to fall and hit your head if you are not
careful. After comes explaining the activity, which isn’t set in stone until after a group shows for their
retreat. This is because each element has a trick to them, and once the trick is figured out, then the
difficulty of the challenge must be increased for the group to get anything out of it. Personally, when I
facilitate I will almost never give any input on how a group is doing, unless they are doing a good job or
if they are doing anything unsafe. If they ask a question about what they can or can’t do, most the time
I will repeat the instructions. When they think, they completed the challenge, but didn’t follow the rules,
punishments are in order. I’m never to mean with my punishments, but again they depend on the
element because of safety. Using whale watch as an example again, the only punishment I will give
most the time will be is that they have to start over. Any other punishment will be a safety issue
because whale watch is everyone balancing on a giant board, and there are not many other
punishments for it. The debrief that I do for any element depends on how well the group did on the
element. The most common debrief that I do is What went well, what went wrong, what can be
improved upon, and how can we bring this back to the organization. These questions are generally the
basis of what I would, but I may word them differently depending on the group. Another one that I have
done is captain, crew, and cargo. Captains are the ones who contributed a lot to the activity, crew are
those who did something to help out from time to time, and cargo are those that go with the motions.
After they say why they placed themselves where they did. I will say how what would it be like if a ship
had everyone as a captain. After they discuss that I will say how being cargo is not always a bad thing,
sometimes people do need to go with the motions or people will always be yelling over each other.
Facilitating with SOLC is similar, yet very different at the same time. Unlike the challenge course there
are no pre-built structures making planning an activity much more important. However, there is much
more freedom to facilitating without elements. For example, when co-facilitating for a retreat the original
plan was to do polygon pass, but the day of we had determined that wasn’t as appropriate as focus
ring for the goals of the organizations retreat. After the explanation and them doing the activity, the
debrief was almost difficult. During the activity, there was only one conflict that we went over briefly
when it happened then went more in depth when it was over. What it amounted to was competition vs
cooperation. For focus ring, there were two groups and they both had to get their ball to where the
other group’s ball started. The conflict was that one group had finished and the other needed to reset.
They couldn’t reset because the other group’s ball was where they need to start from. During the mid-
activity debrief, we asked why they would move the ball, there response was along the lines of
Leadership Inventory Revised 08/22/2017 26
because we won. We told them that we never said it was a competition and that the activity won’t be
completed until they both finish. We offered them a chance to start the activity over and try again. The
mid-activity debrief saved us because at the time, there was no other conflict. Which shows how hard it
can be sometimes to debrief with high functioning groups.
121. Student will demonstrate knowledge of de- HDF417 When working in the lab, the most common way to keep everyone up to date on all projects to debrief
briefing techniques them. It is used more commonly used as a tool within the lab as well. The professor in charge will ask
everyone the same series questions to get the most basic of information about the project in question.
Then she will start to tailor the questions around the goal of the projects, and if there is question that
cannot be answered, that is the topic that will be discussed. This is when a think tank would be created
to figure out the answer, or how to find the answer.
122. Student will demonstrate proficiency of de- HDF417 During my time at the lab, I was in charge of collecting data for a project ion mobility spectrometer
briefing techniques (IMS) on how to improve swabbing techniques for trace explosives. Because I was being sponsored for
this project, I had to create a poster and present at a science symposium about it. However, because
the data was considered sensitive, I could not put any raw data on the poster, and could only give
descriptions about the findings. Because of this, I had to constantly debrief the project with a graduate
student I was working with to make sure what I was saying was ok. To be more specific, not giving out
any sensitive information. The process for this was the graduate student would ask a question, I
answer, and she tells me if what I said was ok, or I should not have answered the question.
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 HDF 413 In HDF 413 we discussed the four frames of organizations. The four frames of organization are a
four frames of organizations, and the theory developed by Bolman and Deal and is used to describe the four different perspectives of
meaning of reframing by Bolman and Deal managers in organizations. The names of these frames are called structural, human resource, political,
and symbolic. The structural frame is mostly scene in a factory type setting, and “depicts a rational
world that organizational architecture, formal relationships, and metrics,” (pg. 14, Bolman and Deal).
Also, structural frames are designed more towards the environment and technology of the organization.
When a problem arises in a structural frame, some form of reorganization or redesign is needed to fix
it. The human resources frame tailors the organization to the induvial. Someone with this perspective
wants to find ways, “for people to get the job done while feeling good about themselves and their work,”
(pg. 15, Bolman and Deal). This focuses on the psychological health of the members of the
organization, because a, “psychologically healthy organization provide adequate wages, and benefits
and make sure employees have the skills and resources to do their jobs,” (pg. 16, Bolman and Deal).
Political is the most aggressive frame to say the least. A political frame views an organization as a
arenas and contests, competing for 2 two things, power and scarce resources. Conflict is very common
in this frame because, “enduring differences in needs, perspectives, and lifestyles among contending
individuals and groups.” (pg. 16, Bolman and Deal). The conflict results to bargaining or compromising
as daily life because issues are solved as they appear. When the power everyone is competing for can
have two main problems to it. If too little people have it, nothing will get done and if it is in the wrong
place then conflicts start to happen. The final frame, symbolic, emphases that the key to an
organizations success is its culture, symbols, and spirit. A unique trait of this frame is, “It abandons the
assumptions of the rationality prominent in other frames and depicts organizations as cultures,
propelled by rituals, ceremonies, etc.” (pg. 16, Bolman and Deal). The time when a problem arises
when the symbols lose meaning, or ceremonies lose their potency and the like. The only way to fix this
problem is to give meaning to a new symbol or rekindle the strength of the original. Learning the four
frames and applying to them to an organization and increase your understanding and appreciation of
organizations. The name for this skill is called multi-frame thinking, and it is a skill because it, “requires
Leadership Inventory Revised 08/22/2017 27
moving beyond narrow, mechanical approaches for understanding organizations,” (pg. 18). The time
for multi-frame thinking is when there is a problem or conflict. This is to think of multiple solutions
looking for the best option to handle the problem. This is because, “managers are imprisoned only to
the extent that their paleete of ideas is impoverished.” (pg. 19, Bolman and Deal)
Bolman,L.G.&Deal,T.E.(2013).Reframingorganizations:Artistry,choice&leadership.(5thed).
SanFrancisco,CA:Jossey-Bass.
126. Student will describe personal application HDF 413 SOLC During HDf 413, I was presented with four frames of organization by Bolman and Deal. Being a part of
of organizational analysis using the four SOLC, I have seen its ups and down, and tried to look at it from many perspectives during my time in it.
frames of organizations, and breaking the Under the structural frame of the four frames of organizations, our basic structure is we have general
frame / reframing (Bolman and Deal) members, e-board, advisor, then everyone above the advisor. The responsibilities the organization
gives to those who will be leading a retreat. Then the pecking order for the retreat goes shadows,
facilitator, lead, then advisor. This is basic of the structural frame. From a human resource perspective,
every retreat is tailored for every organization, but different facilitators do it every time. When picking
the activities for the retreat, we always make sure the facilitator running the activity is comfortable
facilitating it. If a facilitator doesn’t think they can facilitate the activity well, then they will be moved to
one they are comfortable with or a new activity is chosen. To my knowledge nobody has withdrawn
from the organization because of being treated unfairly. There isn’t much to say about the political
frame. In my experience, there is little to no conflict that has come from looking at an organization from
this frame. When on retreats, the lead is in charge, and then everyone does what the lead says. I
haven’t been on a lead where someone should not have been in charge. The only time when power I
dispersed too much is when there are too many facilitators are on a retreat because not as many
people showed up that were supposed to. All the goals were met, but not as effectively as they could
have been. From a spiritual perspective, we have two symbols in SOLC, our shirts and rubber
chickens. Our shirts signify that we are facilitators and we treat each other as such. The rubber chicken
is mascot to say the least. For a reason not known by anybody we all have some attachment to the
rubber chickens.
127. Student will show knowledge of organizing HDF 413 SOLC In SOLC I seen many methods of organizing a meeting, setting and agenda, and leading a meeting are
meetings / setting agendas / and leading all not that hard to do, as long as they are not being done last minute. Organizing a meeting is a very
meetings simple process. If they are going to be weekly meetings for an organization, it is best to set these
meeting times well in advance so people can plan around them in the future. However, if it is a meeting
for a specific objective and needs to meet once, the first step is to find a common time where everyone
is available. If there is none find a time where the most people can meet at once, then make a
secondary meeting time to catch up those that miss the first meeting. The first step to making an
agenda is to first make an outline on what needs to be done. After the outline is created is the time to
fill in the blanks for the outline. For example, for a discussion based agenda fill the blanks in with
agenda’s. Afterwards, make a set time for each blank in the agenda. Let’s say an opening to meeting
will take five minutes, then the time the meeting should start to five minutes on the agenda should say
opening. The most important thing to an agenda is to make sure everything is organized so that no one
is confused. Finally, leading a meeting may appear to be intimidating, but the main responsibility of the
person in charge is to make sure that the agenda is followed, and no one gets off track. Also, leading
the meeting doesn’t mean to be the person always talking during the meeting, but rather a moderator,
someone who is showing the topics being discussed, but not always the one presenting it.
128. Student will describe personal examples of HDF 413 SOLC As of now, the only types of meeting that I have set have always been about completing a group
organizing meetings / setting agendas / assignment, studying with another person, or to meet with a teacher. Every time there was more than
leading meetings one person involved I always asked when they were available. The most common time I did this was
with SOLC to plan out retreats. It was very rare for everyone on a retreat to make it, but it was usually
one or two people when it did happen. The conflict was always due to prior obligations like class and
work. In these SOLC meetings the objective is to make an agenda for an upcoming retreat. We always
a basic agenda set: introductions, energizer, break in small groups (depends on group size), full value
contract, Initiative, break, lunch, initiative, closing. This would be typical for a four-hour retreat. When
Leadership Inventory Revised 08/22/2017 28
planning for the Fitwell staff retreat, because it was a 2-hour retreat we had to adjust the agenda
accordingly. The process for making this agenda took about 20-30minutes. There were many factors
that go in choosing what to do for the retreat, because every group and facilitator are different. Some
facilitators planning may want to do one activity, but what if is not appropriate for the group. Not to
mention, because it was a 2-hour retreat there would only be enough time for 1 initiative, the activity
that is meant to bring the group closer together. We were lucky enough to have a member of the
retreat in the room with us when we made this agenda, so we asked his opinion on the group. Because
we were told they were high functioning, we planned activities accordingly. Name roulette and captain’s
coming because those activates required energy. Stepping stones, because it requires the
organization’s members to communicate with one another As I said, it doesn’t take long to make the
retreat agenda’s, but figuring out what to put on them could be a struggle. We were lucky this to know
that they were a high functioning group, because some initiatives can only be done by high functioning
groups, and if they aren’t they do more harm than good. I have yet to lead any type of meeting in
college. By this I mean a meeting for a committee or an SOLC meeting, I have become the dominant in
a one on one meeting, but I don’t really count those.
129. Student will show knowledge of HDF 416 Parliamentary procedure is a set of rules dictating the conduct of a meeting. The reasoning behind this
Parliamentary Procedure procedure is that while it provides a structure for meetings, it allows everyone to have their voice be
heard while keeping order. It is more commonly known now as Robert’s Rules of Order. During HDF
416, a mock meeting was held to show a live example of how parliamentary procedure works. For this
mock meeting, we were given a small packet titled “The a-b-c’s of Parliamentary Procedure.” To make
sure everyone followed the conduct of the meeting the first thing we received was an agenda for the
meeting. The most basic structure of an agenda for a meeting is 1. call to order, 2. minutes,3. officer
reports,4. committee reports, special orders, 5. special business, 6. old business, 7. new business, 8.
adjournment. The call to order is how the meeting starts, usually by having everyone sit down and
remain quiet, followed by the secretary/ recorder reading or having minutes of previous meeting
approved. Minutes are a more in-depth version of an agenda. Next on the agenda the officer and chair
reports. The difference between the two is that officers are elected by the organization, while the chairs
are appointed by the officers. They all give a report based upon their responsibilities and conclude with
questions from the audience, if any. The special business is any topic that was scheduled to be talked
about that night in advance. One example of this would be the election of new officers, or to discuss a
recent issue related to the organization having the meeting. Old business are topics that were unable
to be discussed or voted on at previous meetings, but usually not imperative for the life of the
organization. New business is when a new topic is brought to the attention of the organization, usually
needs to be voted on, but always discussed. Next, announcements are informing everyone in
attendance about subjects and/or events that will be occurring. These do not have to be related to the
organization at all. Finally, adjournment is when the meeting ends. With these steps, meetings are run
in an organized manner, and usually have little to no hiccups; if everyone knows the rules. The
example agenda was the most basic version of parliamentary procedure; it can be adjusted for different
organizations, but the basic format cannot be changed.
The ways for general members to speak out during meetings are through motions. Motions
are a proposal that everyone present acts on an issue. A motion may be made at the end of a report,
or during special, old, and new business. There are four types of motions: main, subsidiary, privileged,
and incidental. A main motion is the main topic of what is to be discussed, and only one can be
discussed at any point during the meeting. A subsidiary motion is a series of motions that are about
different aspects of the main motion, may be some voting done in this step. A privileged motion is a
motion that concerns a more important subject that must be discussed. Privileged motions will often be
more important than the current motion that is being discussed. Finally, an incidental motion is a
motion that stems from any other motion that has been presented.
130. Student will show knowledge of techniques
for working with difficult people
Another time I gave an informative speech was when I gave an informative speech about principled
centered leadership in an interview. There was a lot of prep before I gave this speech. The first thing I
did was found a reliable source of information about the principled centered leadership. Then I
prepared a presentation and notecards to go along with it. When it came time to give my speech I
reviewed all the subject matter one last time. When giving the speech, I made sure to keep my voice
louder than I usually do to make sure everyone heard me, as well as looking around the room so I was
never staring at one place for a long period of time. Because there was a short time limit to this speech,
I did not stay on a subject for more than a minute. When I initially said the material, I made sure to look
for cues in the audience if they did not understand what I was saying. Lucky for me there were none
this time around. When I finished my speech I gave a short conclusion and asked for questions and
comments.
142. Student will show knowledge of planning HDF 190 One of the assignments given in HDF 190 was to create an interview. The question was, “identify one
and conducting interviews (as the interview question for each of the model’s 5 components to ensure that the candidate is qualified.” This
interviewer) got me thinking long and heard about each question I tried to word each question to apply to the
In order to work in the laboratory for my internship, I had to interview. The only thing I was told to
prepared was my schedule for the semester. Additional prep I did for the interview was look up
questions that are generally asked during interview. The questions I found were along the lines of why
do you want to work here, how will this help you in the future, etc. I made sure I knew the answers to all
these questions the day before the interview. The day of the interview I got up early, dressed nicer than
usual, double checked I had physical copies of my resume and schedule, and set off to the interview.
The interview was short and I was told I started next week. I knew I overprepared for the interview, but
showing up underprepared would have been very detrimental for my credibility.
During my internship, I was able to witness how a leader was able to maintain their accountability
among members. The person maintaining their accountability was my boss, Dr. Oxley. As a part time
undergraduate research assistant, I have different relationship with her compared to the graduate
students that are there full time. She employs some strategies I believe are crucial to maintain
accountability among members of her team of graduate students. The biggest one would be weekly
meetings. Every week the graduate students and her meet for 1-2 hours to discuss what has occurred
over the past week and the upcoming week, along with long term projects. This keeps a set time each
week where there is an open line of communication between the graduate students and her. Dr. Oxley
also walks around the lab a few times a week to see how people are doing on their projects or to ask
question about it, then walk off. This shows that she trusts the judgment what the graduate students
are doing fir their projects. The biggest thing that Dr. Oxley does is make time for anyone that would
like to talk to her. She is a busy woman with little free time, but if you need to speak with her she will
make the time to do it. Most times I walk past her office she is not even there because she is either on
a business trip or in a meeting with someone. Overall, the biggest attributes that I have seen in the lab
setting that are effective are communication and trust among the leader and the team.
151. Student will describe personal examples HDF417 During my time working in the lab, I have had my share of experiences in understanding why Dr. Oxley
related to maintaining accountability as a are the people in charge of the lab. The biggest would be how they had earned the respect of many for
leader her previous achievements, but does not let it go to her head. She is one the leading experts in
energetic material and has down to earth personality. When individuals make a mistake in the lab, or
there are unintended reactions, she will not get angry with you. She was in the same position as other
graduate students. When informed she has been using the wrong information, she will make this clear,
retract what she says, and come back with the right information.
Leadership Inventory Revised 08/22/2017 33
152. Student will describe ways to build HDF417 When working in the lab, there were noticeable actions that professor in charge did that was meant to
relationships between leaders and build the relationship between herself with others. The most common thing she did was constantly ask
members for updates for everyone’s work. The foundation of building relationships is with communication, it is
important to effectively communicate with members of the team. Another way she builds relationships
is by giving members projects/responsibilities that fall in line with the members interests or expertise.
This is so the members do not feel that work is constantly forced on them, and to keep morale up
within the group. Finally, the professor will reward members when they deserve it. Everyone wants to
be recognized for their accomplishments, and the professor knows this. However, she won’t constantly
give out rewards because then they reward will not fell special.
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 CSV 302 Being a mentor to another individual has its own unique experience that goes with it. Being a part of
mentoring, as well as problems particular HDF417 CSV 302 allowed me the chance to learn about being a mentor. Mentoring is when you are taking a
to the mentoring relationship person, or persons, under your wing to educate them on a subject that you have experience with. A
mentor does not teach the mentees, they more guide them in the right direction. That is not to say that
the mentor is not passing on knowledge, they are not teaching the knowledge directly to the student.
From the book Students Helping Students, “peer educator is slightly ahead in experience and
awareness of what a student seeking help may be going through but not so removed as to seem
unable to identify and understand his or her situation,” (pg.8). A peer educator is another way of saying
mentor, and they can relate to the mentee more than a professional would. For example, a trained
professional may be trying to train someone, but the person being trained is not grasping a concept
and the professional does not understand why.
Being a mentor does not come without its problems. The biggest drawback is that a mentor may not
always be a professional, “though effective human relations skills are useful in helping students with
specific levels of need to explore and resolve questions of information, resources, support, and normal
developmental transitions, they do not replace the more in-depth exploration of emotional, mental, or
behavior concerns that require the expertise of a professional,” (pg.9). This is to say, the mentor may
not be able to help with everything the mentee is going through. They can help to a certain point, but
they are not professionals.
During my internship, I gained a new perspective on a mentoring relationship, it is that a mentor is not
always explicitly a mentor. One of the graduate students unintentionally became my mentor in the lab. I
was unaware of it until I started to think about it. He would constantly be asking what I was doing in the
lab. From this I would tell him what I was doing while he listened, or if I was struggling with anything
would offer up some advice. I was never given a specific answer whenever we talk in that setting, only
advice on how to move forward.
159. Student will describe personal examples of CSV 302 In my CSV 302 class, the main responsibility I had throughout the entire class was to be a Greek 101
mentoring and being mentored HDF417 mentor. I started mentoring about one month after class started but the mindset of being a mentor
started on day one. As a mentor, I was educating the new members in Greek life on various subjects
Within my internship, there has been one graduate student that has been acting as my mentor in the
lab. I am constantly receiving feedback from him on how I am doing in the lab, and how to approach
any project that I am undertaking. He will at random intervals ask how my project is going, and I explain
what I have recently accomplished. If I am not clear, or he does not understand, I am asked to
elaborate until he understands. Over time, my ability to communicate about my project has improved
vastly. To the point where I do barely have to make a point clearer. In these conversations if I need to
show data from my notebook he reviews what I wrote down and says whether or not others would be
able to understand what I wrote down. When he could not understand what I wrote, he took the extra
time to help me rewrite the data I recorded to look more appealing and understandable. Although I am
no where near perfect with this yet, he has helped me considerably compared to how I used to write.
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