LEADERSHIP

DEVELOPMENT
Outcomes&Evidence
ProgressInventory*

MINORINLEADERSHIPSTUDIES
CenterforStudentLeadershipDevelopment
MemorialUnion
UniversityofRhodeIsland

Name:AlexFuoco
DateEnrolled:2015
DateofGraduation:2019

*TheOutcomes&EvidenceProgressInventoryistheintellectualpropertyoftheCenterforStudentLeadershipDevelopment(CSLD)atthe
UniversityofRhodeIslandandcannotbereproducedinpart,orinitsentirety,withoutthewrittenpermissionoftheactingAssistantDirectorofthe
CSLD.

LeadershipInventoryRevised8/30/2013

CONTENTS

ABOUTTHEMINOR&CENTERFORSTUDENTLEADERSHIPDEVELOPMENT
(informationincluded)
CenterforStudentLeadershipDevelopmentInformation
MinorInformation
DevelopmentalModel

ADVISINGINFORMATION
(studentswillincludeowndocumentation)
TrackingSheet/AdvisingUpdates
SyllabiofMinorClasses(CoreandElectives)
Internship
o Guidelines
o Syllabus
o Midterm
o Final

OUTCOMES

Outcomes(SelfLeadership,InterpersonalandOrganizational,LeadershipTheories,InclusiveLeadership,
CriticalThinking)

TargetedClasses

Experiences

Evidence

LeadershipInventoryRevised8/30/2013

CENTERFORSTUDENTLEADERSHIPDEVELOPMENT
Office:MemorialUnionRoom210Phone:(401)8742726
Fax:
(401)8745317

CSLDMissionStatement
ToenhancethemissionoftheUniversityofRhodeIsland,TheCenterforStudentLeadershipDevelopmentaimsto:

Providedevelopmentalopportunitiesforallstudentstobecomeinformed,inclusive,effective,andethicalleadersintheglobalmarketplacethroughtheimplementationoflearnercentered
academic,experiential,andcocurricularprogramming.

Engageinresearch,assessment,andadvancementinordertopositivelyimpacttheexpandingfieldofleadershipstudies.

CSLDVisionStatement
TheURICenterforStudentLeadershipDevelopmentwillpromotedynamicstrengthsbasedleadershipdevelopmentthroughmultipledeliverymethodstopreparestudentstobecompetitiveinthe
workplaceandglobalmarketplace.TheCSLDseekstoprogressasinnovatorsforexperientialengagementandenrichingassessment.

CSLDValuesStatement
GroundedintheSocialChangeModelofLeadershipDevelopment(HigherEducationResearchInstitute),RelationalLeadershipModel(Komivies,Lucas,&McMahon),andServantLeadership
(Greenleaf),theURICenterforStudentLeadershipDevelopmentvalues:

Engagedandexperientiallearningthroughaconstructivistapproach

Inclusion,SocialJustice,andCivicEngagement

EthicalandValuebasedLeadership&RelationshipBuilding

InnovativeAssessmentandPresentationModels

MINORINLEADERSHIPSTUDIES

AtURI,weareamongonlyahandfulofcollegesanduniversitiesacrossthecountrythatoffersaMinorinLeadershipStudiesandonethatiscustomizedforeachstudent.Weutilizea
crossdisciplinaryapproachtoleadershipeducationdesignedtocomplementyouracademicstudies.Allcoursesutilizeavarietyofteachingmethodsbutultimatelyincludesomeformofexperiential
learning,practicalapplication,andreflectivelearning.Employers,nowmorethanever,areseekingcandidateswithexceptionalskillsintheareasofinterpersonalandgroupmanagement,problem
solving,criticalthinkingandeffectivecommunication.Wecanhelpwithalloftheabove.

GENERALINFORMATION

Regardlessofyourmajor,youcanminorinLeadershipStudies.
Requirementsmaybesatisfiedbycompleting18ormorecreditsrelatedtoleadershipandofferedbymorethanonedepartment.
Twelve(12)ofthe18creditsmustbeatthe200levelofinstructionorabove.AcoursegradeofCorbettermustbeearnedineachgradedcourse.Atleast12ofthecreditsmustbeearnedat
URI.
Nocoursemaybeusedtoapplytoboththemajorandminorfieldsofstudy.CoursesinGeneralEducationorforotherminorsmaybeusedfortheminor*(*thisdoesnotapplytostudentsin
theCollegeofBusiness).Withtheexceptionofinternshipcredit,allcoursesfortheminormustbetakenforagrade.TheIntroductoryclassmustbetakenbeforetheinternshipandthe
capstonecourse.
Applicationfortheminormustbefiledinyouracademicdeansofficenolaterthanthebeginningofthefinalsemesterorterm.
Approvaloftheminordoesnotguaranteethatthesuggestedcourseswillbeavailabletoyouonaschedulecorrelatedwithyourgraduationplansnorguaranteespaceinanyrequiredcourse.

COREREQUIREMENTS9Credits
RequiredElement

Classoptions

Notes

IntroductoryCourse
3credits

HDF190:FLITE

Onlyofferedinspringforfirstyearstudents

OfferedFallandSpringforsophomores&juniors

or

HDF290:ModernLeadershipIssues

LeadershipInventoryRevised8/30/2013

Internship
3credits

Capstone
3credits

HDF417:LeadershipInternship
or

ExperiencethroughOfficeofExperientialLearning&CommunityEngagement

Requires40hours/creditwithamin.of80hours&amax.of120hoursofdocumentedinternship
experienceforgradedcredit

or

InternshipClassinAcademicMajor

Theonlytimethemajorandminorcanoverlap

HDF412:Historical,Multiethnic&AlternativeLeadership

Offeredonlyinthefallwithpreferencegiventoseniors

OfferedinthespringandsummerwithDr.Leatham

OfferedinthefallandspringwithDr.Cooper

MustbeinHonorsorhaveGPAof3.3

Portfolio
1credit

HDF492:LeadershipMinorPortfolio

Takenlastspringsemesterofenrollment(someexceptions)

or

COM402:Leadership&Motivation
or

BUS441:LeadershipSkillsDevelopment
or

HPR411/412:HonorsSeniorSeminar

MINORELECTIVES9credits
*
AdditionalclassesmaybeappropriateandthereforeaddedtothelistseeCSLDforthemostupdatedlistorbringaclassthatyouthinkshouldbeanelective

AAF300:CivilRightsMovementintheUS
BUS341:OrganizationalBehavior
BUS342:HumanResourceManagement
BUS441:Leadership&Motivation(capstoneoption)
BUS443:OrganizationalDesign&Change
BUS448:InternationalDimensionsofBusiness
BUS449:Entrepreneurship
COM100:CommunicationFundamentals
COM202:PublicSpeaking
COM208:ArgumentationandDebate
COM210:Persuasion:TheRhetoricofInfluence
COM221:InterpersonalCommunication
COM250:SmallGroupCommunication
COM302:AdvancedPublicSpeaking
COM308:AdvancedArgumentation
COM322:Gender&Communication
COM351:OralComm.inBusiness&theProfessions
COM361:InterculturalCommunication
COM383:RhetoricalTheory
COM385:CommunicationandSocialInfluence

COM402:LeadershipandMotivation(capstoneoption)
COM407:PoliticalCommunication
COM415:TheEthicsofPersuasion
COM421:AdvancedInterpersonalCommunication
COM422:CommunicationandConflict
COM441:Race,PoliticsandtheMedia
COM450:OrganizationalCommunication
COM461/462:ManagingCulturalDifferencesinOrganizations
CSV302:URICommunityService
GWS150:IntroductiontoWomensStudies
GWS310:Race,Class,SexualityinWomensLives
GWS350:InternationalWomensIssues
HDF190:FirstYearLeadersInspiredtoExcellence(FLITE)
(introductorycourseoption)
HDF290:ModernLeadershipIssues(introductorycourseoption)
HDF291:RoseButlerBrowneProgramPeerMentoringProgram
HDF412:Historical,MultiEthnic,&AlternativeLeadership(capstone
option)
HDF413:StudentOrganizationLeadershipConsulting
HDF414:LeadershipforActivismandSocialChange
HDF415:FLITEPeerLeadership

HDF416:LeadershipinOrganizations
HDF417:LeadershipMinorInternship
HDF437:Law&FamiliesintheU.S.
HDF450:IntroductiontoCounseling
HPR118:HonorsCourseinSpeechCommunications
HPR203:ThePreparedMind
HPR412:HonorsSeminar(capstoneoption)
MSL101:IntroductiontoMilitaryLeadership
MSL201:Leadership&MilitaryHistory
MSL201:MilitarySkillsandHistoryofWarfare
MSL202:Leadership&TeamBuilding
MSL301:Leadership&Management
PEX375:WomeninSportContemporaryPerspectives
PHL212:Ethics
PSC304:IntroductiontoPublicAdministration
PSC369:LegislativeProcessandPublicPolicy
PSC504:EthicsinPublicAdministration
SOC300/WMS350:WomenandWork
THE221:StageManagement
THE341:TheaterManagement

LeadershipInventoryRevised8/30/2013

BECOMINGAPOSITIVELEADERTHROUGHDEVELOPMENT&INVOLVEMENT

Wilson,1998(URIMemorialUnion/CenterforStudentLeadershipDevelopment)
RevisedafterthepublicationofExploringLeadership:forCollegeStudentsWhoWanttoMakeaDifferencebyKomives,McMahonandLucas,1998.

Youneedtohaveyourownacttogetherbeforeyoucanleadothers:

LeadershipInventoryRevised8/30/2013

OUTCOMES
In this section, you will track your progress toward the
outcomes. Each class in the minor targets different outcomes all of the
classes list these
outcomes on the syllabi (the words goals or curriculum areasmaybeusedinstead). Inmanyofourclasses,theassignmentscanserveasyour
evidence. Periodically, and not less than at the end of each semester, you should update youroutcomesprogress. Inthe
additionalexperiences

column, name additional classes or experiencesthat contributedtoyoubecomingproficientinthatoutcome. Asthesemesters pass,youwillthinkof

things from recent semesters and semesters further in the past, or people or jobs, etc. in your past that also influenced your progress on that
outcome. Do not let that ambiguity upset you. Reflectingondevelopmentisnotalinearprocess,butitdoeshelptoreflectoften.Inthe
descriptive
notes
column, share insights about your growth, lack of progress, successes, stumbling blocks, etc. At the endof eachsection,youneedtoinclude
evidence that supports your development toward the outcomes. Copies of papers, grading sheets, evaluation lettersanything that shows that
someone has determined thatyouhavedemonstrated proficiency(ornot,oraremakingprogress). Makesuretokeepelectroniccopiesofallofyour
evidencetoincludeinyourPortfolio.

LeadershipInventoryRevised8/30/2013

OutcomeCategory:SelfLeadership

1.

Outcome

Targetclass

AdditionalExperiences

Descriptivenotesregardinglearningandpractice

Studentwilldemonstrateautonomyanda
minimizedneedforapproval

HDF190
URI101

Therapy

2
.

Studentwilldemonstratepersonal,
organizational,andacademicexamples
ofselfdiscipline

HDF190
URI101
BIO101

3
.

Studentwilldemonstratetheabilityto
manageemotions

HDF190
PSY232

Therapy
Headspaceapp

Theneedforapprovalisatitshighestinmiddleschoolandhighschool.AsIgotolderandIhad
manydifferentexperiencesthataidedinmyminimizedneedforapproval.Manyseektheapprovalof
theirparents,whetherwiththeirpotentialcareerandstudiesorwithrelationships.Personallymy
parentsarenotfullyacceptingofmyacademicchoicesofbeingapsychologymajor,becauseitdoes
nothavethepotentialtomakeanextremeamountofmoney.Thisdecisionofwhattostudyincollege
wasmyownbasedonwhatmyinterestsareandhowIwanttospendtherestofmylife.Iunderstand
thatmyacademicandcareerchoicesarebasedoffofwhatwillmakemehappyandtheonlyapproval
Ineedinthisareaismyown.IknowthatIamhappywithmyownchoicesofstudybecausethiswill
bemylifenotanyoneelses.Thisrejectionfrommyparentsbasedonmyacademicchoicesgaveme
thefreedomnottobelatchedontoneedingtheirapproval,thusmakingmegrowimmenselyasa
person.
Comingtocollegehasgivenmeagreatersenseofresponsibilityandhasgivenmegreat
opportunitytogrowasaperson.Ihavealwaysstrivedtobeindependentformyselfandnottakencare
ofbyanyone.ButbeingthatweliveinAmericathereisnopossiblewayforan18persontogoto
schoolfulltimeandnotbesomewhatfinanciallydependentontheirparents.Thishindersmytrue
independencebutIhavediscoveredindependenceatcollegethroughotherways.Ihaveshownmy
autonomywithtakingcareofmyselfthroughvariousdifferenttasks.Havingmentalhealthissueshas
taughtmehowtotakecareofmyself.Dealingwithdepressioncanbedebilitatingattimesbutknowing
howtohavegoodselfcaretechniquesisvitaltobeingprosperouslivingwithdepression.BeforeI
enteredcollegeandafterIlearnedthesedifferentselfcaretechniquesonmyown.Takingmymental
healthintomyownhands,Iwenttoseeatherapistandapsychiatristforthefirsttime.Thisallowed
metobemoreindependentthaneverbeforebytakingmymentalhealthintomyownhands.
SelfDisciplineisaneededskillwhenincollege.Transitioningfromhighschooltocollegelifetested
howIcouldusemyselfdisciplineinallaspectsofmylife.BeforecollegeIneverreallyhadtobudget
allofmytimeandplanfortheextremescheduleofmyupcomingweeks,butcomingtocollegethat
wasdifferent.Ihadtopracticemyselfdisciplineinmyacademics,balancingmybusyscheduleoffive
classesandalabrequirednoslackingoffrightfromthestart.Utilizingallmyresources,fromtalking
withprofessorstolookingatthesyllabusmadeiteasiertoplanoutmytimeforwhatIhadto
accomplish.ButmymostdifficultclassbeingBIO101Ihadtosetasidemoretimeforthisclassthan
mostothers.WiththeuseofmyIpadasapersonalagendaithelpedmetoplanoutwhatIhadtodo
fortheupcomingday/week.Bywritingdownmyplanforthedayhelpedmestayorganizedandon
trackwithwhatIhadtogetdone.ItalsohelpedmetosetupatimetableforwhatIhadtogetdoneby
acertaindate.Forexample,having30outcomeswithevidenceforHDF190wasataskthatcannotbe
donewithoutplanningahead.Iplannedtoaccomplishatleast5outcomesperweekforthemonthof
Apriltohelporganizemyselfandspreadoutmyworkload.Butevenwithalltheplanningtherewere
timesthatIhadnotmetmytimetableIsetformyself.OnApril21stIhadplannedtogototheURI
theatre'splay,LegallyBlonde.ButIhadtoomuchworkonmyplateandhadtomakethedecisionto
domyworkinsteadofgoingtotheplaywithmyfriend.Havingtomakedecisionsliketheseandplan
aheadarekeyexamplesofhowIusedmyselfdiscipline.(SeeEvidence#1)
Managingemotionsisaverycomplicatedprocess.Ihavedealtwithmentalhealthissuesformany
years,suchasdepressionandanxiety.Thismakesmanagingemotionsamorecomplextask.Inthe
springof2015Istartedattendingtherapyformydepressionandanxiety.Thiswasagreatlearning
experiencebecauseIbegantohaveskillstodealwiththesedifferentemotions,suchasanxiety.One
skillIlearnedwasmindfulness,whichistheconsciousfocusingofyourmindontothepresent.Ithelps
LeadershipInventoryRevised8/30/2013

4.

Studentwilldemonstrateknowledgeof
stressmanagementmethods

HDF190

ServiceLearningProjectStress
Pamphlet

5.

Studentwilldemonstratetheabilityto
managestress

HDF190

GroupMarshmallowChallenge

6.

Studentwillexpressapersonalcodeof
leadership/membershipethics

HDF190

VIAvaluesstrengths

7.

Studentwilldemonstratepracticeofthe
personalcodeofethics

HDF190

EthicsHandout

whenyourmindovertakesyouandbadthoughtsorfeelingsareabsorbingyou.Thepracticeof
mindfulnessisdonebyconcentratingyourthoughtsontoaphysicalsensation.Thepracticeof
mindfulnessthatIuseisdonewithraisins.Whatyoudoisyoucloseyoureyesandputaraisininyour
mouth.Youdonotswallowitbutallowtheraisintodisintegrateinyourmouth.Youphysicallysense
howtheraisinchangesshapefromwrinkledtosmooth.Trackinghowtheraisinchangesmakesyou
focusonthepresent.Therearemanydifferenttechniquestohowyoupracticemindfulness.Ieven
haveanapponmyphone,headspace,thathelpswithguidedmindfulness.Thisskillhashelpedme
withcontrollingmyfeelings,nowIdonotallowmythoughtstorunoutofcontrolasIhavethe
necessaryskillstotakecontrolofmyemotionsandthough.(SeeEvidence#2)
Stressistheresponseofphysical,emotional,mentalsortstoanytypeofchange.Thisincludesboth
negativeandpositivechange.Collegeisatimeofhighstressduetoacademic,social,orfinancial
responsibilities,andfutureplanning.Dealwithstresscanbedoneinmanyways.Takingabreakto
clearyourheadisagreatwaytohandlestress.Suchasexercising,goingforawalkorjusttakinga
deepbreathe.Focusingyourbreathinghelpstofocusyourattentionelsewhere,awayfromstress.For
longerlastingwaystodealwithstressyoucanhaveagoodsupportsystem,aswellasthinking
positivelyhelpstokeepyoulessstressed.Anotherwayistoprioritizeyourtasksyouhavetogetdone.
(SeeEvidence#3)
InHDF190Ihadmanyopportunitiestoshowmyabilitiestohandlestress.Oneactivitywedidin
FLITEwasthemarshmallowchallenge.Onlygive20sticksofspaghetti,ayardoftapeandstring,and
onemarshmallowwehadtobuildthetalleststructureinonly15minutes.Giventheshortamountof
timethestresskickedinfromthestart.Dealingwiththisprojectasagrouponewaswedealtwiththe
stressandtimeconstraintwasweplanned.Prioritizingwhatwehadtodosowewerenotaffectedby
thetimecrunch.Althoughwewere.Thismadeithardforustofinish.Duringtheendwewererushing
anditmadeourtowereventuallycollapse.Althoughwedidnothaveasuccessfultoweritwasagreat
experiencetopracticedealwithstress,aswellasdealingwithstressinagroupsetting.(SeeEvidence
#4)
MypersonalcodeofethicsandleadershiphavehadtheopportunitytoformthroughFLITE.Learning
abouttheRelationalleadershipmodelhasshownmehowIcanuseleadershipthrougheverycontact
withanyone.ThisshapedhowIinteractwithpeople,fromempoweringthemtousetheirstrengths,or
beinginclusiveofeveryonenomatterwhatbackgroundtheyhave.Aswellasmyvaluestrengthof
honestyalsodictatesmyethics.Usinghonestyallowsforminimalpeopletogethurtandhelps
everything.(Evidence#6)
InHDF190,wehadagroupdiscussionevaluatingourethicsandhowweuseourcorevalues.Our
dialoguewasstartedbyalistofdifferentactionsandwehadtoratethemfromleasttomostunethical.
Decidingwhethertheseactionswereunethicalshowedmypersonalcodeofethicsinactionwhilein
thegroupdiscussion.Thesevariousdifferentsituationsrangedfromplayingajokeonafriendtolying
toapoliceofficer.Mypersonalcodeofethicsarestemmedfrommytopgallupstrengthof
individualization.Individualizationmeanstomethateveryoneisdifferentandshouldbetreatedas
equallyimportant.IndividualizationisconnectedtomyethicsbyhowIamintriguedwitheachperson,
whattheyfeel,howtheywork,andwhatmakesthemtick.Thisdrivesmyethicsbywitheach
interactionwitheverybodyIstrivetomakethemfeelcomfortable,included,andvalued.Somy
behaviorandethicshavebeenshownthroughthisactivityinHDF190fromjudgingeachaction.The
mostunethicalactionsIlistedwere,notbeingfaithfulinadatingrelationship,postingpersonaland
derogatoryinformationaboutanotherpersononline,discussingaconfidentialstudentissuefromclass
withafriendoutsideofclass.Eachoftheseactionsdirectlygoagainstmyethicsbyharminga
person,whetheremotionallyorbybreakingthetrustofothers.(SeeEvidence#5)

LeadershipInventoryRevised8/30/2013

8
.

Studentwillexpressapersonalvalues
statement

HDF190

VIAValueStrengths

9
.

Studentwilldemonstratepracticeofthe
personalvaluesstatement

HDF190

VIAValueStrengths

MelissaEmail

10
.
11
.
12
.

Studentwilldemonstratetheabilityto
leadaprojectfromstarttofinish
(followthrough)
Studentwilldescribegoalsandobjective
statementsregardingpersonalissues,
careerissues,andcommunityissues
Studentwillshowevidenceofgoalsand
objectivesthatwereplannedand
achieved

TakingthedifferentstrengthsteststhissemesterinHDF190FLITEmademereallyunderstandwhat
somekeyvaluesofmineare.TheGallupStrengthsTestandtheVIAstrengthstestbothhelpedmeto
reachaconclusionofwhatmyvaluesare.MytopVIAstrengthwasJudgement.WhichItakeasIhave
theabilitytoputjudgingothersasideuntilIhaveallinformation.Tomejudgementdealswithnot
makingassumptionsorhavinganopiniononsomeone/somethingwithoutgettingtoknowor
understandthesituation.ItalsomeanstomethatIhavetheabilitytojudgewhatisappropriatefor
differentsituations.JudgementdrivesmyvaluesbecauseIthinkthateveryoneshouldbegivenan
opportunitytoshowthemselvesandwhotheyaretheirownway.Anotheroneofmyvaluestrengthsis
fairness.Fairnesstomereallyisrepresentativeofequality.ThewayIshowmyvaluestrengthof
fairnessisthroughtreatingeveryoneequally.Whichdrivesmyvaluesbelievinginequalityforall.My
lastVIAstrengththathasdefinedmyvaluesiskindness.Thiscangofromhelpingafriendcarryabox
orbeingsomeone'ssupportsysteminatimeofneed.Whenyoushowkindnessitmakestheworlda
lessisolatingandcoldplace.Doingakinddeedcanchangesomeonesdayandhelpstoconnectwith
others.(SeeEvidence#6)
Ithinkthatcollegehasallowedmethechancetopracticemyvaluesthroughvarioussituations.
Comingintotheleadershipprogramorevencollegeitselfsomepeoplealreadyknewofeachother.
WhileIdidnotknowmanypeoplewhenfirstbecominginvolved,thisgavesometheopportunityto
forcetheiropinionsofothersontome.Thathasclearlygoneagainstmyvalues.Ivaluenotletting
othersopinionsorjudgementofsomeoneaffectmyjudgementofthem.Usingmyjudgementwasalso
demonstratedthissemesterduringFLITE.Itcameupthatinonesectionstudentsweregoingtoclass
undertheinfluence.WhileIwasnotapartofthatitshowsmypersonaluseofmyvaluesbyusingmy
judgementandseeingthatitwouldgoagainstmyvalues.(SeeEvidence#7)

HDF190

TourGuiding

LearningContract(Completed)

13
.

Studentwillshowknowledgeofthe
HierarchyofNeedstheorybyMaslow

PSY113,HS
Psych

DuringmyfirstsemesterhereatURIIhadagoalofbecomingatourguide.Thisprocessinvolved
goingthroughmultipleinterviews.AfterachievingthisgoalIbegantosetanotherone,usingmy
variousgallupstrengthsandVIAvaluestrengthstobecomeabettertourguide.GoingthroughFLITE
mysecondsemesterhereatURIwastheperfecttimingtobelearningmydifferentstrengthstoapply
themtoTourGuiding.Havingatwomonthperiodoftrainingbeforegoingonactualtoursgaveme
timetoimplementmydifferentstrengths.Amainaspectoftouringisthatitshouldbeaconversation
betweenyouandtheguests.Onegoalofminewastomakemytoursabletohaveanopenflowof
communicationforthemtoaskwhateverquestionstheyhave.Usingmytopstrength,individualization,
Icangettoknowmyguestsandhelpinformthemofthepossibleopportunitiestheycouldhavehere.
AlsousinghonestybeingoneofmyviavaluestrengthsIwasableusethatbygivingatrueandhonest
depictionoftheschool.WithinputandlearnerbeingtwoofthefiveGallupstrengthsIusethattomy
advantageintourguidingbygettingeveryoneItourthemostaccurateinformationIcantohelpthem..
Beingatourguideputsmeinmanydifferentsocialsituationsfilledwithinteractionandcommunication
thatwillhelptobettermytourguidingskills.Frommyfirsttourtonowtherehasbeenadrastic
improvementfrommytours,asIamnowmuchmoreinteractivewithmytourstryingtogivethebest
tourIcantothepeoplewhocameoutwithme.(SeeEvidence#8)
Maslowshierarchyofneedsisthetheoryregardingpeople'smotivationofreachingcertainneeds.
Theneedsstartoffwiththeirinstinctualbiologicalsurvivalneed.Thisleveldealswithhavingaccessto
food,water,sleep,theabilitytobreath,aswellasexcretion.Thisincludeshavingcleandrinkingwater.
Thesecondlevelisthesafetylevel.Whichoutlinestheneedforsafetyandsecurity,needingshelter,
protection,andbeingfreefromfear.Thethirdlevelistheloveandbelonginglevel.Thisistheneedto
LeadershipInventoryRevised8/30/2013

14
.

StudentwillshowapplicationofMaslows
theorytoownlife

PSY113,HS
Psych

15
.

Studentwilldescribepersonalleadership
styleand/orpersonalitystyleincluding
strengthsandweaknessesandexamples
ofapplication(Sources=Leadership
styleinventories,theL.P.I.,
StrengthsQuest,TypeFocus(MBTI),
LAMP,andothercareerinventories,etc.)

HDF190

16
.

Studentwillshowknowledgeofthe
theoryofSuperleadershipbyManz&
Sims

feellovedandasenseofbelonging.Thismeanshavingalovingfamily,friendships,and/orasexually
intimaterelationship.Thenextleveldealswithyourselfesteem,needingastrongsenseofselfand
achievement.Thismeansfeelingconfidentandcompetentinyourabilities,aswellasbeingrespected
byothers.Afterachievingthisstagethefinalstageisselfactualization,reachingapointwhereyouve
attainedyourfullpotentialandarereadytogivebacktoothers.Thislevelisthehardesttoachieve.
Attainingthislevelmeansyouhavespontaneity,havingyourownsenseofmorality,andlackof
prejudice.Thistheoryalsostatesthatyoucannotdealwiththeissuesinahigherlevelunlessyou
havecompletelyaccomplishedeverytaskwithinthelowerlevel.(Evidence#9)
WhenanalyzingthelevelsofMaslowsHierarchyofNeedsitshowedthatIaminthethirdlevelof
searchforloveandbelongingandhavefulfilledthebottomtwotiersofmyneeds.Ihavebiologicaland
survivalneedsfilled,thisincludeshavingfood,water,breathing,sleepandexcretion.Iamphysically
healthyenoughtonothaveanyproblemswhileachievingthesegoals,alsoIhaveaccesstoclean
waterandfood.SoIhavenobarriersachievingthislevel.WhileIhavealsofulfilledthesafetyneeds
level.Ihaveastablesourceofshelterandprotection.AswellasIdonothaveanyfearofdanger
whereIlive,havingastableandsafehome.IamalsophysicallyhealthysoIhavesuccessfullygone
throughthislevel.ButIamstillonthethirdlevelofLoveandbelonging,needingtofeellove,
friendshipandconnectedinmyrelationships.AlthoughIhavefamily,friendshipandintimate
relationshipstheyhavenotfullydevelopedandsurroundedmewithloveandbelonging.Thisincludes
havingastableandlovingfamilymakingmefeelasenseofbelonging.Idonotfeelatruesenseof
belongingsothereforeIamstillinthislevel.
MypersonalleadershipstylewasshownthroughtheStrengthsQuestandtheVIAvaluestrengths
referencemodels.ThesemodelswhichIusedinHDF190showedhowIusemyuniquequalitiesIuse
inmyleadership.FrommyStrengthsQuestmodelmytopstrengthwasindividualization.Using
individualizationasastrengthallowsmetoseeindividualsfortheuniquequalitiestheypossessand
helpstoefficientlybringtogetheragroupbyseeingtheirdifferentqualities.Iusedthisspecificstrength
whileinmygroupformyServiceLearningproject.Throughseeingeveryonesuniquequalitiesand
skillsallowedforamorecohesivegroupenvironmentbyallowingustosplituptheresponsibilitiesof
theproject.BeingabletoutilizingmystrengthofIndividualizationreallyhelpedforourgrouptocome
togetherandperformthemostefficiently.
AnotherwayIleadisthroughmyrelationshipsandthedecisionsImake.Havingrelationshipsbe
abackboneofofallhumaninteractionIunderstandhowvitaltheyareforprosperityinagroupsetting.
ThroughthisIusemytopthreeVIAstrengths.Theyarefairness,beingabletotreateveryonethe
sameregardlessofwhatfeelingsyouhavetowardsthem.Aswellaskindness,doinggooddeedsand
takingcareofothers.Lastlyperspective,theabilitytolookattheworldinaclearview.Allofthese
valuesIhaveusedwhileinthegroupfortheservicelearningprojectaswell.Iusedfairnessthrough
howIinteractedwithmygroup.Therewereindividualswhowereactinginappropriatelyandoffensive
towardsotherbutusingmyfairnessIwasabletotreatthemwiththesamerespectaseveryoneelse.I
usedmykindnessthroughcaringformygroupmembers,whenonewasgoingthroughahardtime
duringthetimeoftheprojectIshowedthemthattheyhavesupporthere.Itwasmyattempttohelp
themhaveonelessstressorbynothavingtoworryabouttheprojectasmuch.Lastlywasmy
perspective,thisallowedmyselftohaveabetterunderstandingoftheelderlypeoplewewereworking
withduringourservicelearningproject.Understandinghowtheyviewtheworldincomparisontous
madeforabetterinteractionbetweenusbyallowingmoreeffectivecommunicationknowingtheir
viewpoints.(Evidence#10)

LeadershipInventoryRevised8/30/2013

10

17
.

StudentwillshowapplicationofManz&
Simstheorytoownlife

OutcomeCategory:LeadershipTheories

Outcome

Targetclass

AdditionalExperiences

Descriptivenotesregardinglearningandpractice

18
.
19
.
20
.
21
.
22
.
23
.
24
.
25
.
26
.

Studentwillshowknowledgeofthe
AuthorityandBureaucracytheoryof
leadershipWeber
Studentwilldescribepersonal
applicationoftheabovetheory(Weber)

Studentwillshowknowledgeofthe
ScientificManagementtheoryof
leadershipbyTaylor
Studentwilldescribepersonal
applicationoftheabovetheory(Taylor)

Studentwillshowknowledgeofthe
ManagementbyObjectivestheoryof
leadershipbyDrucker
Studentwilldescribepersonal
applicationoftheabovetheory(Drucker)

StudentwillshowknowledgeofTheory
XandTheoryYtheoryofleadershipby
MacGregor
Studentwilldescribepersonal
applicationoftheabovetheory
(MacGregor)
Studentwillshowknowledgeofthe
ServantLeadershiptheoryof
leadershipbyGreenleaf

HDF190

TheServantLeadershiptheoryofleadershipbyRobertKGreenleafisdescribedasbeingaservant
first.Theservantleaderhasanaturalfeelingthattheywanttoserve.WithintheServantLeadership
theorythereare10characteristicsthatmakeaservantleader.Theyincludelistening,whichistheability
tothoughtfullyandintentlylistentoothersthroughskillssuchasactivelistening.Empathy,whichisthe
abilitytounderstandandfeelanother'semotionsandperspective.Healing,theabilitytomendyourself
aswellasyourrelationshipswithothers.Thisincludesbeingabletohaveaneffectonsomeone'slife
whoisemotionallyhurtbyhelpingthemtoresolvetheirdifferentproblems.Awareness,thisincludesself
awarenesswhichisthisabilitytorecognizehowyouareaffectingtheothersaroundyouwithyour
actions.Thishelpsyoutounderstandothersaroundyoumoreeffectively.Persuasion,theabilitytouse
communicationtoinformandconvinceothersratherthanusingyourpowertoforceothersintoyour
pointofview.Conceptualization,Thisabilitytorecognizeyourgoalsanddreamsandthinkaheadtothe
future.Thisincludesreachingshorttermgoalsaswellaslongtermgoals.Foresight,theabilitytosee
howanactionorsituationwillresolveorendupinthefuture.Stewardship,whichisthecharacteristicof
puttingthecommunityfirstanddedicatingyourselftotheserviceofothers.Commitmenttothegrowthof
people,whichisdoingeverythingyoucantohelpnurturethegrowthofeveryoneyoucomincontact
with.Thishelpsthemtobecomethebestversionofthemselves.BuildingCommunity,whichisthebelief
thatcreatingcommunitieswithinlargesocietalorbusinessinstitutionsisnecessaryforservant
leadership.Theservantleadershipmodelstendifferentcharacteristicsincorporatetheservantside,the
leadershipside,andtheinbetweencharacteristicsintoservantleadership.(Evidence#11)
LeadershipInventoryRevised8/30/2013

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27
.

Studentwilldescribepersonal
applicationoftheabovetheory
(Greenleaf)

HDF190

PictureatBrookdale

28
.
29
.
30
.
31
.
32
.

Studentwillshowknowledgeofthe
PrincipleCenteredLeadershiptheory
byCovey
Studentwilldescribepersonal
applicationoftheabovetheory(Covey)

IhaveusedtheServantLeadershiptheoryinmylifethroughmanyexperiences.Theservicelearning
projectinHDF190allowedmetogooutintothecommunityandpracticeservantleadership.
ThroughouttheentireexperienceofvolunteeringoutsideoftheclassroomatBrookdaleseniorhomeI
usedservantleadership.WhileatBrookdale,onecharacteristicoftheServantLeadershiptheorythatI
showedwaslistening.WhentalkingwiththeresidentsofBrookdale,activelisteningclearlytookplace;
infact,oneinstancewaswhenKathy,aresidentwhoisabouttoturn100inlateMayof2016,talked
aboutherexperiencesofrationingfoodandgasduringWorldWarII.MygroupandIwereall
captivatedbyheraccountoflivinginatimesodifferentfromours,asourchildhoodshadverydissimilar
lenses.Atthesametime,wedemonstratedtheempathycomponentofServantLeadershipbecause
wealltrulyunderstoodandfeltherperspectivefromthattimeperiodofextremedistress.Theuseof
empathyandlisteningtogetherishowIseemyselfutilizingservantleadershipthemost.(Evidence#12)

Studentwillshowknowledgeofthe14
Points/TQMtheoryofleadershipby
Deming
Studentwilldescribepersonal
applicationoftheabovetheory(Deming)

Studentwillshowknowledgeofthe
VisionaryLeadership(nowoftencited
asTransformationalLeadership)theory
bySashkin
Studentwilldescribepersonal
applicationoftheabovetheory(Sashkin)

Studentwillshowknowledgeofthe
IndividualsinOrganizationsleadership
theorybyArgyris
Studentwilldescribepersonal
applicationoftheabovetheory(Argyris)

Studentswilldemonstrateknowledgeof
the4VstheoryofleadershipbyGrace
(CenterforEthicalLeadership)

HDF190

The4VsofEthicalLeadershipisatheorythatbringsyourvaluesandinternalbeliefsto
yourbehaviortohelpthecommongood.Therearefourmainpoints.Values,whichisthe
understandingofyourcorevaluesandincorporatingyourvalueswithyourchoicesinallparts
ofyourlife.Vision,whichishavingagoalorideaofyouractions,inservice.Voice,
articulatingyourvisioninatrueandconvincingway.AndLastlyVirtue,understandingthat
yourvaluesandactionsbecomewhoyouare.Practicingvirtuousbehaviorandstrivingto
whatisrightandgood,standingforthecommongood.Usingthistheoryinactionrequires
threedifferentelements.Whichincludeservice,theactualactofputtingyourvaluesand
visiontoactionthroughservice.Polis,whichistheconnectionofvoiceandvisionthrough
howyouexpressyourvirtuetothecommunity.LastlythereisRenewal,whichisthe
connectionofyourvoiceandvalues.Thismeansthatyoushouldfrequentlyreexamineyour
actionstoseewhethertheyareinlinewithyourvalues.(Evidence#13)

33
.
34
.
35
.
36
.

LeadershipInventoryRevised8/30/2013

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37
.

Studentwilldescribepersonal
applicationoftheabovetheory(Grace)

HDF190

39
.
40
.

Studentwillshowknowledgeofthe
SituationalLeadershiptheoryby
Hersey&Blanchard
Studentwilldescribepersonal
applicationoftheabovetheory(Hersey
&Blanchard)
Studentwillshowknowledgeofthe
RelationalLeadershipmodelby
Komives,McMahon&Lucas

Ihavepracticedthe4Vstheoryofleadershipinmylifethroughanexaminationof
personalvalues.Examiningthatthecoreofmyvaluesareequalityandgettingridofsocial
biasesandpredispositionsaboutpeople,suchasracismorsexism.Alsoastrivingfor
resourcesandbasichumanrights,suchashealthcareandeducation.Myowncommon
goodwouldbethestrivingforsocialjustice,equality,andpeaceofallpeople.Startingmy
journeywiththroughthe4VstheoryofleadershipIhavelearnedthroughmyexperiences,
suchaswhenIhavemadedecisionsthathavegoneagainstmymyvalues.Forexample,Iwas
inanaccidentandtappedacar,decidingtoleaveandnotacknowledgeitwentagainstmy
values.LearningfromtrialanderrorIanalyzedmyactionsthroughtherenewalelementof
the4Vsseeingthatmyvoiceandactionswerenotaligningwithmyvalues.Thisshowed
methatmyactionsneedtochangetobemorecohesivewithmyvalues,throughmywhy
whatandhow.(Evidence#14)

HDF190

41
.

Studentwilldescribepersonal
applicationoftheabovetheory(Komives
etal)

HDF190

TheRelationalLeadershipModelshowshowtouserelationshipsandtheimportanceofthem
inleadership.Therearefivecomponentstorelationalleadershipthatyouneedtoknow,do
andbelieveintobeaneffectiverelationalleader.Oneaspectisinclusive,youhavetoknow
yourself,believethatdifferencesinpeoplearevaluableandwhatyouneedtodoislisten.
AnotherisEmpower,youhavetoknowaboutselfesteem,believethateveryonehas
somethingtooffer,andyouneedtoencourageandaffirmothers.Youhavetobepurposeful,
youhavetoknowthemission,believeinanattitudethatishopeful,positive,andoptimistic,
andyouhavetodoidentifygoals.Alsoyouhavetobeethical,youhavetoknowyourvalues,
believeinsociallyresponsiblebehaviorfromeveryone,andyouhavetoacttrustingand
trustworthy.Thefinalaspectofrelationalleadershipmodelisprocessoriented,youhaveto
knowthecommunity,believeintheprocessbeingjustasimportantastheoutcome,andyou
needtocollaborateinrelationalleadership.Aswellaswithinrelationalleadershipthe
practiceofputtingothersfirstisused.(Evidence#15)
TheRelationalLeadershipmodelisthebiggestwayIusemyleadershipthrough.As
relationshipsdriveeveryhumaninteractionthismakesmeconnectwithRelational
Leadershipthemost.OnewayIuserelationalleadershipisthroughthecomponentof
empowering.Iknowthatmywordscanimpactsomeoneinapositivewayandempowerthem
soIalwaystrytobuildpeopleup.Inacollegesettingwhereintelligenceiscovetedand
competitionisveryhigh,manystrugglewithconfidenceanddonotfeelconfidentintheir
abilities.Whileworkingonagroupprojectonepersoninparticularwasmakingmany
commentsaboutthemselves,abouthowtheywerenotcapableorsmart.Throughmyuseof
empowermentIencouragedthemandremindedthemoftheuniqueandgreatqualitiesthey
have.AnotherwayIusedtheRelationalLeadershipmodelwasthroughthecomponentof
processoriented.IusedthisintheservicelearningprojectwhileinHDF190.Whenwewere
inthestormingphaseofourgroupdevelopmentwereweretryingtofigureoutwhattodofor
ourproject.Iusedthiscomponentthroughourdiscourseofwhatweweretryingto
accomplishwiththisproject.Webothcollaboratedonwhattodobutalsohadconfrontation
inwhatwewantedtodo.Usingtheprocessorientedaspectofrelationalleadershipallowed
ustocreateagreatprojectthatwewereallhappywithinourgroup.(Evidence#16)

LeadershipInventoryRevised8/30/2013

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42
.

Studentwillshowknowledgeofthe
conceptofconstructivism

HDF190

43
.

Studentswilldescribepersonal
examplesofimplementingconstructivism

HDF190

44
.
45
.
46
.

Studentwilldemonstrateknowledgeof
experientiallearninginleadership
development(Kolb)
Studentwilldescribepersonal
applicationofexperientiallearningin
leadershipdevelopment(Kolb)
Studentwillshowknowledgeofthe
SocialChangeModelofLeadership
DevelopmentbyAstinetal

Constructivismisatheoryonhowpeoplelearn.Thisisamethodoflearningbasedoffof
eachpersonsknowledge,astheyconstructtheirownknowledgeorunderstandingofthe
worldbasedoffoftheirownexperiences.Thismeansthatwhenyoulearnsomethingnewyou
processitagainsttheinformationyoualreadyknow,oryourexperiences,orwhoare.So
comparingwhatyouarelearningtowhatyoualreadyknowcaneitherchangeorbuildupon
whatyouknow.Thismakesyouanactivelearnerhavingtoprocessandcompareeverything
youlearnagainstwhatyouknowtobetrue,andyoucreateyourownrealityofknowledge.
Thismakesusactivelearnersthroughtryingtofindthetruthandalwayskeeplearning,
changingwithwhatweexperience.Thisencouragesstudentstotakeanactiveroleinthe
learningprocessthroughcollaborationwiththeteacherandalwaysaskingquestions.This
meansthatlearningneverendsbecauseknowledgecanchangethroughexperience.(Evidence
#17)
ConstructivismhasbeenrecentlydeeprootedintohowIlearn.SinceIhavearrivedatcollege
Ihavetakenanactiveapproachtolearning,consistentlyaskingquestionsandtryingto
understandeverythingIlearnmoreindepth.IdiscoveredthistheoryoflearningbeforeI
knewwhatitwascalled.ThewayIdiscovereditwasthroughmytransitiontocollege,asitis
atimeforgreattransformationandadaptationtoanentirelynewenvironment.When
transitioningtocollegeIfoundsomeofmylearnedtruthstohavechangedwithmy
experience,suchasbeforecollegeIlearnedthatinlifeleadershippositionswereonlytaken
bythepeoplewhowerethebestormostqualifiedfortheposition.Butthroughinstituteand
FLITEitchallengedmyideasofwhatleadershipisandmademereevaluatewhatmakes
someonealeader.Thismademecometotherealizationthatatitledoesnotmakealeaderbut
theiractionsmakealeader.SoIabandonedthepreviousideaofleadershipandadoptedanew
one,alongwithevaluatingmylifetoseeiftherewereanyexamplesofhowmynewideaof
leadershipwaspracticedthroughoutmydifferentexperiences.Thisrealizationofformally
acceptedideaschangingcanhappenwithanythinginlife,soitmademequestionallaspects
oflife.Fromsocietalnotionssuchasthepatriarchytothebestwaytocookanegg.Thishas
ledmetouseconstructivismasalearningaspectthroughallpartsofmylife,toessentially
constructmyownknowledgebyconstantlyquestioningthetruthsoflife.

HDF190

MemotoPresidentDooley

TheSocialChangeModelofLeadershipDevelopmentisbasedoffofcreatingand
encouragingchangeinyourselfandothers.Itdealswithsocialproblemsandhowtoaddress
therootcauseoftheproblemtofixitforalastingpositivechange.Therearethreelevelsthat
socialchangeworksonandsevenvaluesthatarerepresentedwithintheselevels.Thefirstis
theindividuallevel,whereyoudevelopyourselfandyourpersonalvalues.Thevalues
associatedwiththislevelareconsciousnessofself,whichistheabilitytounderstandhowyou
areaffectingpeopleandwhatconsequencesyouractionshave.Aswellascongruence,which
isthatyouractionsarealignedwithyourvalues.Thelastvalueinthisleveliscommitment,
whichmeansthatyouhavepledgedyourselftosomethingorsomebeliefandarewillingto
doanythingforthat.Thesecondisthegrouplevel,whichdealswithinteractionbetweena
groupandtheindividual.Withinthegroupleveltherearethreedifferentvaluesassociated
withit.Oneiscollaboration,whichmeanscomingtogetherwithdifferentpeopleto
incorporatedifferentideasandviewpoints.Anothervalueiscommonpurpose,whichmeans
thatyouandthepeoplewhoarealsotryingtocreatesocialchangemustshareaviewpoint.
LeadershipInventoryRevised8/30/2013

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47
.

Studentwilldescribepersonal
applicationoftheabovetheory(Astinet
al)

HDF190

48
.
49
.
50
.
51
.
52
.
53
.
54
.
55
.

Studentswilldemonstrateknowledgeof
theLeadershipIdentityDevelopment
ModelbyKomivesetal
Studentswilldescribepersonal
applicationoftheabovetheory.
(Komivesetal)
Studentswilldemonstrateknowledgeof
theStrengthsDevelopmentModelby
Hulmeetal
Studentwilldescribepersonal
applicationoftheabovetheory(Hulmeet
al)
Studentwilldemonstrateknowledgeof
behaviortheoriesofleadershipfrom
MichiganandOhioState
Studentwilldescribepersonal
applicationoftheabovetheories
(Michigan&OhioState)
Studentwilldemonstrateknowledgeof
Charismaticleadership

Lastlyinthegroupleveliscontroversywithcivility,whichmeansthestruggletoremain
politeorrefrainfromactingoutwhenupset.Thelastlevelisthesocietallevel,whichdeals
withbringingaboutchangeforthecommongoodofpeople.Thevalueassociatedwiththe
societalleveliscitizenship,whichaddressesthedutiesyouhavefortherightsorthegoodof
thepeople.Withallthreeoftheselevelsyoucancompletesomesocialchange.When
creatingapositivesocialchangeifyouunderstandhowyoucan,havethemotivationandthe
skillsthenyouareachangeagent.(Evidence#18)
IhaveusedtheSocialChangeModelrecentlythroughtheexperienceoftheservicelearningprojectin
HDF190.WhileinHDF190wewereingroupsandassignedthetopicofmentalhealth.Thisgaveme
theopportunitytomakesocialchangeformentalhealthawareness,atopicthatIamextremely
passionateabout.ThroughourstressmanagementboothattheURIHealthServicesWellnessFair,I
usedtheSocialChangeModelofLeadershipDevelopmentthroughaddressingthestigmaassociated
withmentalhealthissues,attemptingtomakechangewithinourcommunity.Mygroupcametogether
foracommonpurposeofwantingtospreadawarenessaboutthepotentialcausesofextremestress
andhowmentalhealthcanoftenbebypassedwhenthinkingaboutyourwellness.Aswecollaborated,
webegantomakesocialchangebybringingtogetherourdifferentideas.Collectivelyweallworked
towardsthesamegoalofbringingawarenesstomentalhealthissuesatURI,sharingacommon
purpose.Ishowedastrongcommitmenttothistopicbyadvocatingforawarenessonmentalhealthfor
years.ThispastfallIalsoattendeda5konsuicidepreventionandmentalhealthawarenessasithas
beensomethingIhavebeenverypassionateabout,showingcongruencewithmyactionsandmy
values.Duringtheserviceprojectatthehealthfair,wehadthevisitorsmakedifferenttypesofstress
ballswhilewediscussedstress,whattoomuchofitcanleadto,andmanydifferenttechniquestorelax.
Byeducatingstudentsaboutstressthroughourbooth,Ihaveactedasachangeagentinmanydifferent
timeswhenadvocatingformentalhealthawarenessandIwishtocontinuetobeoneasitissomethingI
amverypassionateabout.(Evidence#19)

Studentwilldescribepersonal
applicationoftheabovetheory

LeadershipInventoryRevised8/30/2013

15

56
.
57
.
58
.
59
.
60
.
61
.
62
.
63
.
64
.
65
.
66
.
67
.

Studentwilldemonstrateknowledgeof
contingencyapproachtoleadershipby
Fiedler
Studentwilldescribepersonal
applicationoftheabovetheory(Fiedler)

Studentwilldemonstrateknowledgeof
PathGoaltheorybyHouse

Studentwilldescribepersonal
applicationoftheabovetheory(House)

Studentwilldemonstrateknowledgeof
LeaderMemberExchange(LMX)theory

Studentwilldescribepersonal
applicationoftheabovetheory

Studentwilldemonstrateknowledgeof
LeadershipSubstitutesTheory

Studentwilldescribepersonal
applicationoftheabovetheory

Studentwilldemonstrateknowledgeof
Modelsofleaderemergence

Studentwilldescribetheimpactoftraits
onleadershipemergenceand
performance
Studentwilldemonstrateknowledgeof
Chaosapproachtoleadershipby
Wheatley
Studentwilldescribepersonal
applicationoftheabovetheory
(Wheatley)

LeadershipInventoryRevised8/30/2013

16

OutcomeCategory:InclusiveLeadership/DiversityanditsApplicationtoLeadership

Outcome

Targetclass

AdditionalExperiences

Descriptivenotesregardinglearningandpractice

68
.
69
.
70
.
71
.
72
.
73
.
74
.
75
.
76
.

Studentwilldemonstratehowcultural
anthropology/paradigmsrelateto
leadership
Studentwilldescribepersonalexample
ofusingculturalanthropology/
paradigmsasaleader
Studentwilldemonstrateknowledgeof
theCyclesofSocialization(Harro)
theoryanditsusesinleadership
Studentswilldemonstratepersonal
applicationoftheCyclesof
Socialization(Harro)
Studentwilldemonstrateknowledgeof
theCyclesofLiberation(Harro)theory
anditsusesinleadership
Studentwilldemonstratepersonal
applicationoftheCyclesofLiberation
(Harro)
Studentwilldemonstrateknowledgeof
theConfigurationofPower(Franklin)
anditsrelationshiptoleadership
Studentwilldemonstratepersonal
applicationoftheConfigurationof
Power(Franklin)
Studentwilldemonstrateknowledgeof
racialidentitydevelopmentviathe
Cross,Helmsorothermodels(Ferdman
&Gallegos;Kim;Horse;Wijeyesinghe
etc.)
Studentwilldemonstratepersonal
applicationofmodel(s)ofracialidentity
developmentabove
Studentswilldemonstrateknowledgeof
McIntoshstheoryofprivilegeandits
relationshiptoleadership
Studentwilldemonstratepersonal
applicationofMcIntoshstheory

Studentwilldescribethedifferencesand
similaritiesofindividualandinstitutional
oppressionandrelationshipsto
leadership

77
.
78
.
79
.
80
.

LeadershipInventoryRevised8/30/2013

17

81
.

Studentwillshowknowledgeofeffective
leadershipasitrelatestochange
agency

HDF190

82
.
83
.
84
.
85
.
86
.
87
.

Studentwilldescribepersonalexamples
ofbeingachangeagent

Beingachangeagentgoesalongwithvaluingsocialchange.Achangeagentisapersonwho
understandshowtocreatepositivechangeaswellhashasthemotivationtodoso.Beingachange
agentyouunderstandmanythingsaboutchange,includingthatchangeisaprocess.Notonlycanit
bealongprocesstherewillbechallengesthatyouhavetoknowhowtoovercome.Tobeachange
agentyouneedtohavemanyqualitiesthathelpyoutowardsyourpositivechange.Thisincludes
beingverypositiveandhavingconfidencewithyourselfwhenstrivingforchange.Youalsoneedtobe
okaywithsteppingoutofyourcomfortzoneandbeokaywiththeperiodoftransitionanduncertainty
duringyoursocialchange.Whilebeingachangeagentyouractionsshouldshowhowyoucan
verbalizeyourideasofchangeandarewillingtodoanythingtomakeadifference.Beingachange
agentyouhavetheabilitytomakechange,representchange,andunderstandtheprocessthatcomes
withchange.(Evidence#20)

Studentwillcreateapersonalcodeof
inclusiveleadership

Studentwilldemonstrateknowledgeof
theModelofInterculturalSensitivityby
Bennettanditsusesinleadership
Studentswilldemonstratepersonal
applicationoftheModelofIntercultural
SensitivitybyBennett
Studentwilldemonstrateknowledgeof
theallyActionContinuumbyGriffin&
Harro
Studentwilldemonstratepersonal
applicationoftheActionContinuumby
Griffin&Harro

OutcomeCategory:CriticalThinking

Outcome

Targetclass

AdditionalExperiences

Descriptivenotesregardinglearningandpractice

88
.
89
.
90
.
91
.
92
.

Studentwillshowknowledgeofprinciples
ofcriticalthinking(logicisusedinthis
minor)
Studentwilldemonstrateproficiencyof
criticalthinking

Studentwillshowknowledgeof
metaphoricalanalysistocriticallyanalyze
selfandleadershipsituations
Studentwilldemonstrateproficiencyof
metaphoricalanalysistocriticallyanalyze
selfandleadershipsituations
Studentwillshowknowledgeofatleastfive
decisionmakingmethods

LeadershipInventoryRevised8/30/2013

18

93
.
94
.
95
.
96
.
97
.
98
.

Studentwilldescribepersonalexamplesof
havingusedfivedecisionmakingmethods

Studentwillshowknowledgeofatleastfive
problemsolving/conflictmanagement
methods,aswellasunderstandingthe
rootsofconflicts
Studentwilldescribepersonalexamplesof
havingusedfiveproblemsolving/conflict
managementmethods
(ifstudenthasbeen
trainedinmediation,thatinformationgoes
here)
Studentwilldescribewhatitmeansto
analyze,criticize,synthesizeandutilize
informationasaleader
Studentwilldemonstrateknowledgeof
leadershipthatisusedincrisis

Studentwilldescribeexamplesof
leadershipincrisissituations

OutcomeCategory:InterpersonalandOrganizationalConcepts&Skills

99.
100
.

101
.
102
.
103
.

Outcome

Targetclass AdditionalExperiences

Descriptivenotesregardinglearningandpractice

Studentwilldemonstrateknowledgeof
activelisteningtechniques
Studentwilldescribeexamplesofusing
activelisteningskills

HDF190

Studentwilldemonstrateknowledgeof
functionsofgroupcommunicationby
Hirokawa
Studentwilldescribepersonalapplication
offunctionsofgroupcommunication
(Hirokawa)
Studentwillshowknowledgeof
techniquesregardinggivingandaccepting
offeedback

DuringtheservicelearningprojectinHDF190Iusedmyactivelisteningskills.Activelisteningisa
processthatrequiresenergyandattention.Wewenttobrookdaleseniorcenterandspentan
afternoonwiththem.Wetalked,playedcards,andgottoknowthem.Iusedactivelisteningwiththem
whenIwastalkingtooneoftheresidentsthere,Kathy.Shewasabouttoturn100inlatemayof2016.
Wewerelisteningtoherandwerecaptivatedbywhatshewassaying.Ipracticedactivelistening
whenshewastalkingaboutherexperiencesgrowingupasachildduringWorldWarII.Iwastryingto
reallyunderstandandempathizewithhowshemusthavefeltinthattime.AlongwithIaskedher
questionsaboutherexperiencesgoingthroughthat.Icameoutwithabetterunderstandingforwho
shewasorhowherlifewas.Thiswasbecauseofpracticeofactivelistening.(Evidence#12)

LeadershipInventoryRevised8/30/2013

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104
.
105
.
106
.
107
.
108
.
109
.
110
.
111
.
112
.
113
.

Studentwilldescribeexamplesofgiving
andacceptingfeedback.

Studentwilldemonstrateknowledgeof
facilitationanddebriefingtechniques

Studentwilldemonstrateproficiencyof
facilitationanddebriefingtechniques

Studentwilldemonstrateknowledgeof
framingandbreakingtheframe

Studentwilldemonstrateproficiencyof
framingandbreakingtheframe

Studentwillshowknowledgeoforganizing
meetings/settingagendas/andleading
meetings
Studentwilldescribepersonalexamplesof
organizingmeetings/settingagendas/
leadingmeetings
Studentwillshowknowledgeof
ParliamentaryProcedure

Studentwillshowknowledgeof
techniquesforworkingwithdifficultpeople

Studentwilldescribepersonalexamplesof
usingtechniquestoworkeffectivelywith
difficultpeople

HDF190

ServiceLearningProject

InHDF190wegottheopportunitytobeputingroupsandhaveaPeerLeaderassignedtous.From
mypreviousexperienceattendingtheLeadershipInstitute,Iwasnothingbutexcitedtostarttogetto
knowandformcloseconnectionswithmygroup.ButrightfromthestartIknewthatthisexperience
wouldbedifferent.WhenfindingoutwhowasinmygroupattheDayofDiscoveryIwasveryexcited
andreadytostartthesemester.DuringtheFLITEretreatwehadthechancetosplitupandonlywork
withourgroupsforacouplehours,whichallowedusthechancetohaveatalksimilartoBreaking
Boundaries.Wetalkedaboutourpersonalsexuality,cultural,anddifferentexperiencesinanopen
nonjudgementalenvironment.Unfortunatelyonememberofmygroupwasnonresponsivetothisand
wasclearlyjudgingothersactionswhileweweresharingourexperiences.Frommakingjudgemental
commentstoclearlyjudgingotherswhileweopenedupcreatedaveryuncomfortableenvironment.
AlthoughmyPeerLeader,MikeJohnsdidmaketheenvironmentcomfortableandopenforusto
share.ThiscontinuedthroughoutthesemesterintoourServiceLearningProject.Beinginaleadership
classwithvariouspeoplewhohavedifferentstrengthsandvaluesweshouldhaveacknowledgethat
everyonehassomethingtogiveandcontributetothegroup.Butthisindividualrepeatedlymade
commentsabouthowthereweresomeinourgroupwhowerenotleaders.Whenworkingonthe
servicelearningprojecteveryideathatwepitchedwasimmediatelyshotdownandtoldwewould
neverhavetheabilitytodothat.FrustratingmetonoendIhadtocontrolmyangerandstepback
fromthesesituations,thismadeithardformetocontributeknowingthisgroupmemberwouldtryto
controleverything.Ihadtolearntoapproachtheminanonconfrontationalwayandstandupfor
myself.Ihadtoleadmyselfandmygroupinwaystocommunicatewithanunresponsivedictatorlike
individual.ThiswasoneofthehardestaspectsofbeinginFLITE,beingsoexcitedtogetanother
groupIcouldcreateconnectionswithbuthavingthatindividualtakethatopennonjudgementalspace

LeadershipInventoryRevised8/30/2013

20

114
.

Studentwillshowknowledgeofthestages
ofgroupdevelopment(Tuckman,Bennis
orothers)

HDF190

115
.

Studentwilldescribepersonalexamplesof
groupdevelopmentinuse(Tuckman,
Bennisorothers).

HDF190

ServiceLearningProject

116
.
117
.
118
.
119
.
120
.

Studentwillshowknowledgeofgroup
dynamicsandgrouproles

awaywasverydifficult.Althoughlearninghowtocommunicateandworkwithindividualslikethiswas
averyhelpfulexperience.(Evidence#21)
Therearefivedifferentstageswithinthebuildingandmaintaininggroupdevelopment,forming,
storming,norming,performing,andadjourning.Formingistheprocessofthegroupcomingtogether
andtheprocessofgettingtoknowthegroupmates.Thetaskforthisstageistofindyourgroupsgoals
andobjectivesandtestouttherelationship.Inthisstagethereisalotofhesitancyand
uncomfortability.Todealwiththisstageyoushouldgetyourgroupmoreadjustedandfamiliarthrough
icebreakers,teambuilders,andshareyourhistorytogetmorecomfortable.Thenextstageisstorming,
wherethereareconflictswithinthegroupwithpowerassertionandchallengeofleadershiproles.This
stagecanresultinanxiety,apathy,andbitternessfromtheconflictthatwillappearinthisstage.You
candealwiththisthroughmanagingtheconflict,beingflexiblewithyourgroup,andfindingoutwhat
theunderlyingwantsarethatdrivethegroupmembers.Thenextstageinnorming,wherethegroup
performsasmoreofaunitcohesivelyandlessasindividuals.Thisappearswhenthestormingphase
hasbeenhandledcorrectly,ifitwasnotnormingwillnothappen.Inthisstageiswherethegroupfinds
amoreharmoniousandconnectedactions.Duringthisstagejustmakesuretherearenomoreissues
inthegroup.Nextistheperformingstage,wherethesolutionisandthisstageiswherethemost
progresshappens.Youstrivetobeinthissituation.Thefinalstageisadjourning,wherethetaskis
completeandthegroupdisperses.Duringthisstageyoushouldevaluatewhatwasaccomplishedand
recognizetheachievementofthedifferentindividuals.(Evidence#22)
InHDF190Ihadtheopportunityseethecyclesofgroupdevelopmentinaction.Beingputintoagroup
forFLITEweweregiventheassignmentofaservicelearningprojectformentalhealth.Whenwefirst
startedwewereintheformingphasewhenwewerebrainstormingourideas.Nothingwassetinstone
andtherewasnotension,yet.Havingtwomainideasofgoingtoasuicidepreventioncenterorgoing
totheWestKingstonElementarySchool,neitherofthesepannedoutandwebeganthestorming
phase.Wecouldnotdecideonwhattodoandourschedulesconflictedverymuch.Wedecidedtodo
ahealthboothintheuniononstressrelief,butsomeofusdidnotthinkthatitwasenoughorwanted
todomore.Soweaddedanotherparttoourproject,wedecidedtogotoaseniorlivingcenter,
Brookdale.Afterthiswetransitionedintothenormingphase,whereeveryonewasgettingmore
comfortablewiththeirroles.Thisledtotheperformingphase,whenwewenttoBrookdalethisis
whereallofourstrengthsreallytookplace.Youcouldseethatinteractingwiththeresidentsof
Brookdalewaswhatalloftheplanningwasleadingupto.AfterleavingBrookdalewehaddispersed
andeachstartedonthedifferentaspectofthepresentation.Thisstartedtheadjourningphase.With
terminationoftheprojectwehavefinallyadjournedcompletelywithasuccessfulservicelearning
projectbehindus.(Evidence#23)

Studentwilldescribepersonalexamplesof
groupdynamicsandgrouproles

Studentwillshowknowledgeofeffective
membershipsskillsingroups

Studentwilldescribepersonalexamplesof
membershipskillsinuse

Studentwillshowknowledgeofthe
ChallengeandSupporttheorybySanford,
anditsrelationshiptoorganizations

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121
.
122
.
123
.

Studentwilldescribepersonalexamplesof
usingthetheoryofChallengeandSupport
(Sanford)
Studentwillshowknowledgeofthe
construction/elementsofinformativeand
persuasivespeeches
Studentwilldemonstrateproficiencyin
informativeandpersuasivepublic
speaking

PublicSpeaking
(HSclass)

AnitaWilliamsPeckPublic
SpeakingCompetition

124
.

Studentwillshowknowledgeofplanning
andconductinginterviews(asthe
interviewer)
Studentwilldescribepersonalexamplesof
planningandconductinginterviews(asthe
interviewer)
Studentwillshowknowledgeofpreparing
forandeffectiveanswersininterviews(as
theinterviewee)
Studentwilldescribepersonalexamplesof
preparingforandbeinginterviewed

IwroteaspeechonfeminismthatIperformedinapublicspeakingcompetition.Thispublicspeaking
competitionwasforascholarshipandtheonlyrequirementsweretohaveitbeapersuasivespeech.
GoingthroughthefirstroundofauditionsImadeittothefinalten.ThetitleofmyspeechWhy
everyoneshouldbeaFeminist.Iusedmanydifferentspeechandpersuasivetechniquesinmy
speech,suchasusingrhetoricalquestions,visualizationtechniques,andacknowledgingthe
misconceptionsregardingfeminism.PuttingalotofeffortintothisspeechIhadabout10different
draftsandfinalizedwithagreatendproduct.Thiswasagreatopportunitytopracticemypublic
speakingskillsandbeverycommittedtoaspeechIwasverypassionateabout.Iendedupgetting
thirdplacebutIwasstillveryproudofmyeffortsonthespeech.(Evidence#24)

URI101

TourGuiding2ndInterview

Studentwillshowknowledgeofeffective
collaboration/coalitionbuilding

Whenapplyingtobeatourguideinthefallof2015itwasalongandselectiveprocess.Therewere
tworoundsofinterviews,thefirstroundwasagroupinterviewheldwithaboutfourotherpeople.
Duringthisroundthegroupwasinterviewedbytwodifferentpeople.Wewereaskedvariousquestions
suchastellastoryofatimethatyoulovedatURI,ortalkforaminuteabouttworandomwords.This
wasjudgingourpublicspeakingskills.Igotcalledforthesecondroundofinterviews.Thisinterview
washeldwithoneotherpersonandthistimeIhadtopreparea23minutepresentaiton.Iamaswim
lessonsinstructorforchildren310soIpreparedapresentationofteachingthemhowtoswim.Itaught
themhowtodobreaststrokewithatechniqueIusetomystudents.Ibreakdownthearmstrokeinto
simplerlanguageandmimicscoopingicecreamwithyourarms.Itmakesiteasierforeveryoneto
understand.Afterpresentingthisduringthesecondinterviewwegotaskedmorequestions,these
weremoredifficultquestionsyouwouldtypicallygetonatour.Igotselectedaftertheinterviewstobe
apartofURIstourguideteam.Itwasaveryselectiveprocessbeingoneofthe37pickedoutofover
400applicants.(Evidence#25)

Studentwilldescribepersonalexamplesof
workingincollaboratives/coalitions

Studentwillshowknowledgeof
Interculturalcommunicationconsiderations

Studentwilldemonstrateproficiencyin
interculturalcommunication

125
.
126
.
127
.

128
.
129
.
130
.
131
.

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132
.
133
.
134
.
135
.
136
.
137
.
138
.
139
.
140
.
141
.
142
.
143
.
144
.
145
.

Studentwilldescribewaystomaintain
accountabilityinleadership/member
relationships
Studentwilldescribepersonalexamples
relatedtomaintainingaccountabilityasa
leader
Studentwilldescribewaystobuild
relationshipsbetweenleadersand
members
Studentwilldescribepersonalexamplesof
buildingrelationshipswithmembersasa
leader
Studentwilldescribehowcredibility
appliestoleadership,aswellasthe
characteristicsandskillsofacredible
leader
Studentwilldescribepersonalexamplesof
building,maintaining,andrepairinghis/her
owncredibilityasaleader
Studentwilldescribeethicalstandardsin
influence

Studentwilldescribeinfluenceappliesto
leadership

Studentwilldescribeprinciplesofeffective
mentoring,aswellasproblemsparticular
tothementoringrelationship

Studentwilldescribepersonalexamplesof
mentoringandbeingmentored

Studentwilldescribeprinciplesofeffective
peerleadership,aswellasproblems
particulartopeerleadership
Studentwilldescribepersonalexamples
relatedtobeingapeerleaderandbeing
ledbypeers
Studentwilldescribethefourframesof
organizationsbyBolmanandDeal

Studentwilldescribepersonalapplication
oforganizationalanalysisusingthefour
framesoforganizations(Bolmanand
Deal)

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