Inventory 2018

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

Date Enrolled: Fall 2014
Date of Graduation: Spring 2018
*The Outcomes & Evidence Progress Inventory is the intellectual property of the Center for Student Leadership Development (CSLD)
at the University of Rhode Island and cannot be reproduced in part, or in its entirety, without the written permission of the acting
Assistant Director of the CSLD.
Leadership Inventory Revised 08/22/2017 1

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

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

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

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

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

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

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

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

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

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

Outcome Category: Self-Leadership
… = 492 Outcomes
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
1. Student will demonstrate autonomy and a HDF 190 Sailing Team In HDF 190 we are taught to be leaders. Before leading others we have to first know ourselves. This
minimized need for approval gives us the ability to take our skills and strengths to a place that they have not been before. Even all
throughout college students are experiencing a sense of autonomy that none of us have felt before.
This is applied in all classes and activities. My top Gallup strength is self-assurance, and this strength
gives me an advantage with autonomy because I have a strength that allows me to make quick
decisions and stick to them. I follow my gut and it is usually right. In HDF 190, there is little need for
approval. There is not a right or a wrong way to do things. As long as we get the task done it doesn’t
matter what is done to get to it. I learned that it is really important not to hover over people while they
are getting a group project done. My top VIA value is self-assurance, which means that my preferred
method of leadership is to be slightly controlling a taking charge. This can lead to the downfall of some
things, which is why I have to keep it under control. The additional experience that I this skill the most
is on the sailing team. There are multiple different times where our coach may not be around even
when we are traveling. This means we have to take charge and take control. We make decisions
without our coach. A lot of the time it is a gut feeling especially in the middle of a regatta. That is the
primary way I use the skill of demonstrating autonomy and the minimized need for approval. See
Evidence #1
2. Student will demonstrate personal, HDF 190 All classes and extra curricular When first stepping into college, there is an expectation that is required of you before a professor even
organizational, and academic examples of activities knows your ability. This forces me to step up to the plate and earn the grades that I want. The key to
self-discipline HDF 415 earning great grades is spending your own time studying and doing homework. This will not come from
Major classes and Sailing Team other people telling me to do the work but me providing self-discipline. Being organized comes with
academic success. It is very hard to be academically successful without the self-discipline to be
organized. Another one of my Gallop strengths is consistency, meaning that I like to have things be
consistent in both the academic world and farther. This also leans me in toward the side of executing
and getting work done, which is academic self-discipline. I spend lots of time keeping all of my school
supplies organized and my planner up to date with everything that is going on. This always me to stay
up to date with classes and extra curricular activities. See evidence #2
As time goes on and my responsibilities as a student become greater and greater, it becomes more
important to have self-discipline in all aspects of personal, organizational and academic examples of
self-discipline. In my academic side of self-discipline, I am learning that it is very important to prioritize
all things because I am continuing t o run out of time to get certain tasks done. Having more things to
have to do with classes I am then coming to realize it is almost just as important to keep my mind at
ease. This then ties in immediately to my personal side of self-discipline. By letting my mind rest and
allowing myself to do the things I love it is like hitting the reset button. If I did not do this, I would be
very overwhelmed and thus not getting all of my work and tasks done with quality. Some of these
things I do to reset my mind are enjoying the outdoors, playing guitar, and exercise. It allows me to
escape for a short period of time then I am able to get tasks done with quality instead of just quantity.
To continue succeeding in my academics, I feel it is incredibly important to keep a strong discipline in
my organizational skills. Some of the things that are really important to keep organized are simply just
planning out the days ahead. I have my electronic calendar planned out for a few months in advanced
so I know what is to come. This keeps me from forgetting about important meetings or windows that I
have free time. I also have to keep my classes and the things I am apart of organized by keeping
everything together within each class. I do this by having multiple folders and multiple notebooks to
have a specific place for information depending on the class. These also are very important when I
relate to the sailing team because my commitment to it is becoming greater as time goes on. I have to
make sure I have time for schoolwork but also to keep full commitment to the team to be competing
and practices everyday. My evidence shows a physical example of my self-disciplinary skills. See
Evidence #31
3. Student will demonstrate the ability to HDF 190 Extra curricular and group activities College is some of the most stressful time of a new students life, especially the first semester. It can
manage emotions become very overwhelming all of the sudden having freedom then work catching up fast. Any student
needs to have the ability to be able to manage emotions. College was a big change for me, and it did
take time for me to figure out what was right. When I first came to college I did not have the ability to
control the stress and emotions, until I found techniques and things to do that relieved my emotions
that put a brick wall in front of getting tasks done. Now that I have the ability to control these emotions,
there is nothing that can stand in my way. The best way I control my emotions are to keep reminding
myself why I am here. It is all to better myself. I first taught myself this skill from a challenging class that
I took in the first semester of college. If I kept that brick wall in front of me I would not have had a
chance to pass, but I was able to keep control and make it through. Within the four agreements there
are very effective emotion-managing techniques that can be used anywhere. Don’t take anything
personally, and don’t make assumptions are very effective ways to manage emotions with oneself and
others. See evidence #3
4. Student will demonstrate knowledge of HDF 190 Deciding another minor, Any Everyone has stressful times in his or her lives, and there are many different ways to handle them.
stress management methods possible stress in future, Helping There are some stress management methods that I know of through personal experience and from
people others experience. One very effective tool for stress management is to learn how to properly manage
time. One of the primary reasons people get overwhelmed and stressed is procrastinating on things
that have a deadline. These then pile up and result in late stressful nights trying to get things done. It is
key not to procrastinate and to start working on tasks as soon as someone were to know about them.
Another very important way to manage stress is to make room and time for fun activities that people
like to do. This keeps a clear head and rehabilitates the mind to then jump right back into the task at
hand. See evidence #4
5. Student will demonstrate the ability to HDF 190 Large assignments, Group projects Everyone handles stress differently. Some people really don’t even get stress. Upon my arrival to
manage stress college, I had to learn stress management methods fast. In the first semester of my college career, I
was taking a bio 101 course. It was one of the more challenging courses I have taken, which was very
stressful. One of the first things I found that is a great way to manage stress is to exercise. But
sometimes there is not time to exercise, which does happen plenty of the time. Another very effective
tool of stress management that I am still using is prioritizing. It is very easy to get over whelmed looking
at all the tasks that have to be done. It is most effective to see what must be done first, and then move
on to the other things. As soon as the stress starts to overwhelm me with large amounts of work I take
a step back, stare out the window then after a little break, I break down the assignments and prioritize.
This is a skill that I can use through my entire life. See evidence #5
6. Student will express a personal code of HDF 190 Day of Discovery In HDF 190 I had the chance to really reinforce my personal code of leadership and membership
leadership / membership ethics ethics. One of the first major events that took place with FLITE was the Day of Discovery. This was a
one-day event that took place in the Memorial Union That really taught me a lot about others and
myself. I was told to make a collage to bring to this retreat. It was full of things important to me, the way
that I lead others and things that are meaning full. Some of these things that were on this collage can
depict me perfectly with the way that I follow my personal code of leadership. One of the very important
things of which are family. Family always come first and they will be by your side through thick and thin.
One picture that is on the collage is a small kitten looking into a mirror and seeing a lion. I feel that this
picture describes my top strength very well. My top VIA strength is self-assurance and one of the major
ways that I use it is to be confident in what I am saying and myself. This is the basic skeleton to the
way I lead others, and myself and I encourage others to be the same. Confidence is key to leadership
because that is how people take you credibly and trust you. Another very significant quote that I put in
the collage that I have followed all throughout High School is “The true test of a man’s character is
what he does when no one is watching.” This quote by John Wooden really stood out to me. I follow
this quote all through leading of others. This was a fantastic activity that took place that day that
reinforced my personal code of leadership / membership ethics which was there all along. See
evidence #6.
7. Student will demonstrate practice of the HDF 190 Group within FLITE In FLITE, we were put into groups of seven that we later found out we were together for the entire
personal code of ethics Marshmallow challenge semester. This gave us a sense of belonging and we were all there to look out for each other. I applied
my personal code of ethics within the group by staying positive and to make everyone feel comfortable
with themselves and everyone else in the group. By doing this we ended up turning into a small family
within the class. We were there for each other, we looked out for one another, and if someone needed
help or had a question we were all there to help. By being comfortable in our own skin, we were not
worried about what others thought. We were not too shy to share our own voice. This made us excel in
all the things we did. For example, one of the things we had to do was the marshmallow challenge in
FLITE. The objective was to build the tallest structure possible with a full marshmallow on top by only
using a piece of tape, string, and pasta. We ended up building the tallest structure in the class. We
achieved this by listening to each other and being confident in ourselves. This only can lead people to
success. See Evidence #7
8. Student will express a personal values HDF 412 4 Years of University As I have spent more time in the University and understood who I am as a person, I have developed a
statement (Sources = VIA, values personal values statement that I find I consciously live by every day. I stay honest with myself and
clarification exercises, etc.) others. As a leader, it is incredibly important for people to trust and accept you. As I go about my
everyday life, I keep those values true everyday with every step I take. Though I always find joy and
satisfaction, I still need to put myself first and provide myself with the mental and physical things I need
before I take care of others. This will always be a work in progress but I have come to terms with it the
most through the four years of university. With this being said my personal values mission statement is
as follows…
When truth, honesty, self-care, and happiness all sing in harmony together, I preform the best. I can
feel it when I wake up in the morning, it can be seen in my personal connection with others, the work I
produce and my everlasting love for the ocean. This is where I find the best happiness and preform at
my best. I can lead, support, work, and be truly happy. It will forever be a work in progress with my
always manipulating mind, but these are the roots that will never change and keep me ground.
9. Student will demonstrate practice of the HDF 412 Full Time Employment As I have begun my full-time job search after college, I find myself asking if the career I am looking at is
personal values statement lining up with my personal values statement. Working in the shipping industry is a demanding job
where a lot of time is spend working with people. If the people that I would be surrounded with don’t
have the similarities then it will be challenging for me to see myself being happy there. As I continue
the search, I am looking broader than I ever thought I would sense a job originally lined up
unfortunately fell through. Looking back on what it would have been, I realized that It was not for me.
Spending the summer working with them made me see that it is not what I was looking for in a job. I
am confident that my personal values statement will bring me to success and happiness of where I
want to be. Evidence for this outcome is a photo of where I see myself working within the future and
what setting it will be from my own past experience over the most recent summer working with a
shipping company. See Evidence # 62
10. Student will demonstrate the ability to HDF 190 Receiving housing for the The project that I recently lead from start to finish was the process of receiving housing for the
lead a project from start to finish (follow- Sophomore year upcoming year. I received acceptance into the apartments at the top of campus, which is a huge
through) process to receive them. I was in charge of leading our group into receiving acceptance into the
condos. It is a competitive place to receive acceptance so it was important to make sure that our group
had everything done on time and correctly. As the group leader, I spent a lot of time communicating
with our landlord and to make sure I stay on top of the members in my group to get all of their parts
done so we can receive the condos. It is also important to continue to follow up with the landlord even
after we had gotten the condos. It was a long tedious process that is going to be worth the effort. I was
the first to find Zach (the landlord) and it was also pretty important to find people to live with that I know
will be able to follow through and who are good strong leaders themselves. This is a very important
process that I lead from start to finish and followed through the entire way through. See evidence #8
11. Student will describe goals and objective HDF 190 Summertime Employment, This year I made one big goal to achieve summertime employment in my field of study. I decided that I
statements regarding personal issues, Leadership Institute Mentor, wanted to move away from the type of labor-intensive work that I was doing in the past, which was
career issues, and community issues Keeping grades high great, but it is time to broaden my experience in my field. My primary objective for a fair amount of time
was to achieve summertime employment in my field of study. A few months ago I got the phone call
after a long full day of interviews that I have gotten the job at the Pequot Yacht club as a paid
internship. This is a very big position that is very selective, so as imagined it was a big deal to get the
part. Another recent goal of mine was to make it to the Leadership Institute as a Mentor. I did not go to
the Leadership Institute as an incoming freshman, so getting the chance to go as someone who helps
incoming freshman with his or her transition and to be comfortable with his or her own skin is a huge
accomplishment. That is an experience that not very many people get the chance to do. One personal
objective that I had was to strive to do the best I can with my grades. I am striving to do better then I
ever have in High School. By doing this it makes me better as a person and more confident as a
leader. I can rely on my word even more and be able to think in many different ways. See evidence #9
12. Student will show evidence of goals and HDF 190 Summertime Employment, Some of the goals I have made were achieving summertime employment in my field of study. This was
objectives that were planned and Leadership Institute Mentor achieved when I received the phone call and follow up email saying that I have gotten the internship
achieved position at the Pequot Yacht Club. This was a serious goal that I did not give much of an option for
myself not to receive employment in my field of study. Another goal I set for myself was to make it to
the Leadership Institute as a mentor. This one I thought was a little more of a stretch. It was a long
interview process that was very competitive consisting of a variety of very qualified applicants. It was
an honor to be selected out of all of those applicants and I know I will be able to make a difference in
peoples lives. These goals were planned out over a long period of time and have been achieved. See
evidence #10
13. Student will show knowledge of the HDF 190 Sailing Team, NJROTC In HDF 190 we learned that Maslow’s Hierarchy of needs is a theory of human motivation and what
“Hierarchy of Needs” theory by Maslow keeps people going. His depiction of the hierarchy is a pyramid structured with less important things at
the bottom and most important at the top. This pyramid consists of physiological needs; safety needs,
love and belonging, esteem, self-actualization and lastly self-transcendence. Each of these has a
different meaning and purpose in someone’s life. Physiological needs are the physical needs that a
human needs for survival. If these requirements do not end up being met, the basic human survival will
not be able to function. When those needs are met, then the human moves onto the safety needs of
ones self and others. Some of these safety and security needs include personal safety, financial
security, health and wellbeing and lastly safety against illness or accidents. When all those safety
needs are met then the next level of the pyramid comes into play. The Third level of the pyramid is love
and belonging. This need may be the strongest in childhood but is still very prevalent through the rest
of a human’s adult life. Sometimes it may take priority over other levels in the pyramid especially in
young children. Friendship, intimacy, and family are the key components to having love and belonging.
Humans are social and we are hard wired to have a since of belonging. When we don’t is when things
can go very wrong. When all those other needs are met then the next level of the pyramid to move on
to is esteem. All humans need to have a since of respect and dignity from peers and others. People
tend to participate in many different things such as hobbies or professions to gain recognition and
respect through peers. These activity’s give a person a since of belonging and self. Maslow states
there are two levels of esteem, a lower and a higher. The higher version is the need for self respect
and the lower version of that but relying on an inner thought of past experiences. When all those needs
are met then Self-actualization comes into play. This level is referring to a persons full potential and
what they are fully capable of. Maslow is describing this level as a person being everything that he or
she can be and striving to do their best all the time. When all those needs are met then the last most
important level comes in, Self-transcendence. This is the thought of making progress in multiple
different fields and becoming as close to an expert as can be in that particular area. Striving for the
best all of the time. I was first taught about Maslow’s Hierarchy of needs in High School in NJROTC.
We were taught then when leading people especially High School students, this pyramid has to be in
your mind to see where all of human kinds priority’s are. I still use it today in multiple activity’s that I
participate in such as the Sailing Team when in a leadership position away from the normal
environment that we normally are in. See evidence #11
14. Student will show application of Maslow’s HDF 190 Sailing Team, NJROTC One of the primary ways that I use Maslow’s theory and keep it in the back of my head is when I was
theory to own life first taught Maslow’s theory; I was in High school as a leader. With High school students especially it is
important to know the hierarchy to be able to apply it. Younger students tend to think of their own
needs before they think about others needs. This helped me make certain decisions as well as know
how to handle different situations. I also use it on the sailing team because Maslow’s theory can be
used in high stress situations as well. These means if there was a confrontation on the water or even
communication on the water. There is a sense of safety that has to be met as well, which is a large
portion of the hierarchy. When I was participating in NJROTC I attended a dinner with an admiral and a
few others in my graduating class. While talking to others and the admiral himself it was important to
understand what the hierarchy meant especially with some of the stories he was explaining as well as
some of the lessons he was teaching us. See evidence #12
15. Student will show knowledge of the theory
of Superleadership by Manz & Sims
16. Student will show application of Manz &
Sim’s theory to own life
17. Student will describe StrengthsQuest HDF 190 URI 101 In HDF I took the VIA strength quest survey. I learned that my top five strengths were Self Assurance,
Signature Themes, shadow side of Analytical, Harmony, and Achiever. These strengths matched me completely. My top strength being
Strengths and/or weaknesses, and HDF 415 FLITE Peer Leader Self Assurance I realized that it is exactly how I am. I feel that it is best to be confident in my voice and
examples of application (Source = Gallup) even how I carry myself. Another I took was the strength quest survey which showed me my top priority
DHF 412 is being fair to people. I do not treat one person better or worse then the other. I am also a very honest
person to others and myself. This is very important to me because I feel that not being truthful to
yourself and others leads you nowhere beneficial. By taking the personality survey I learned that some
of my weaknesses are spirituality, love of learning and zest. These are some things that I need to pay
extra close attention to so that I can keep building myself higher instead of just taking the things that I
know I am good at. See evidence #13
As I have been continuing to get the chance to use my strengths and really understand how I use
them, I have learned that I really need all of my top strengths to be the leader that I have become
today. I used to view my strength of Self- Assurance as standing alone, separate from the rest of my
strengths. But after working with people who have the self-assurance strength, I have realized that it is
my strengths of achiever, analytical, consistency and harmony that really reinforce the sometime
overpowering strength of self-assurance. I have learned that my strengths when working together
create a perfect orchestra for creating success for myself and the other people I am working with
especially with my FLITE group. On the first few days of class, I noticed that some students were just in
the class to soak it up like a sponge and did not have a lot of interest in it. Some of those students I
took into my group and I also took in some students that seemed like they needed some confidence
building and teamwork building. Within the next couple of weeks I have connected with them and I feel
that even some of my skills of applying my specific strength have rubbed off on some students. We
ended up turning into a very powerful group that is nearly unstoppable. I feel that the group and I would
not have been this powerful if it wasn’t for the orchestra of strengths that I have and the way I use
them. This also correlates to the strengths that my student have and how they used them. All of our
strengths sing in harmony with each other and turned us very strong and even have achieved the
performing stage of the group development model. My Evidence attached is a chart of my strengths
and my student’s strengths. This shows how they all work together well and makes up the perfect
team. See Evidence #32
My top five Gallup strengths are Restorative, significance, analytical, competition, and focus. My
strengths have changed sense the first time I have taken the survey. I relate more closely to my
strengths then my values. As I have spent time thinking about my strengths, I realize that they say a lot
about me and the use of the strengths in my carrier. I find joy and excitement when solving problems
and the steps taken to get there, which correlates specifically to the strength restorative. This is a very
valuable strength in the work place because the shipping industry is constantly developing and
morphing. No one voyage is the same and each one comes with its own obstacles and challenges,
which is exactly how I would want the work place to be. A constantly changing and dynamic field is
where I will find the most happiness, which leads into my next strength significance. I find enjoyment
out of being a leader in other people’s eyes. I always want to be someone for people to look up to in
the work place and in social settings. As quoted by Gallup “you want your work to be a way of life
rather than a job, and in that work, you want to be given free rein, the leeway to do things your way,
and in that work, you want to be given free rein, the leeway to do things your way” (Gallup 2012.) This
is a powerful strength in the work place because I want to enjoy my work. When I do enjoy my work, I
perform at a much higher level and provide quality work and leadership. Analytical is my next strength
and it has followed me all through college. This strength will continue to hold value to me in the work
place because the work and product I produce will be of quality. I will always want things to be done
the right way and I won’t be satisfied until they are. Competition is my next strength which doesn’t
speak to me as well as the others. It is a valuable asset in the work place because I will always strive to
perform at my best. My last strength is focus and one that I know will be used in my future. The
strength always will provide me a direction and a finishing goal. The work place is very objective
oriented. The strength will keep my inner compass pointed in the right direction and to accomplish
goals. This may be one of the more valuable strengths that I will use in the work place.
See evidence #63
18. Student will describe personal leadership HDF 412 Sailing Team Captain, My personal leadership style has been most enhanced this past senior year. I always thought I had a
style and/or personality style including leadership style of strictly confidence. I soon realized it was a lot more than that. My biggest weakness
strengths and weaknesses and examples Mistake done by the team that I have developed in my leadership style is I become somewhat controlling. I forget that I need to
of application (Sources = Leadership style take a step back and remember that people can surprise me. Performance is always best when there
inventories, the L.P.I., Type Focus performance is based alone and a leader being there for solely guidance. This tendency of wanting to
(MBTI), LAMP, DISC, and other career keep control then reduces my ability to properly delegate tasks. It prevents me from leading rather then
inventories, etc.) working. I have found that my biggest strengths of being a leader are that I am a reliable, confident,
and critical thinking person that all people can look up to. Thankfully I find that my strengths drastically
overweigh my weaknesses this still allows me to perform as the leader I strive to be. My personal
leadership style is confident, adaptive, and resilient. I am fortunate enough to be able to practice my
leadership styles every day when being the captain of the Sailing Team. Every day on, or off season,
there is a new task, challenge, or obstacle that needs to be accomplished by either me personally or as
a team. A specific example of being a confident and adaptable leader is during a fundraiser, the team
as a whole mis-wrote a letter that personally offended an employee that helps us directly. Using my
leadership style, I had the whole team formally apologize. I personally met with the person, and the
president on behalf of the entire team. I was the primary leason between officials and the team. They
could count on me and trust me. As a team, we followed through and the mistakes made were moved
past. The evidence for the outcome shows the email that was sent to me and the steps I initiated to
solve the issue. Evidence for this outcome is the email that was sent to me personally addressing the
team. See evidence # 64
Outcome Category: Leadership Theories
19. Student will show knowledge of the
“Authority and Bureaucracy” theory of
leadership Weber
20. Student will describe personal application
of the above theory (Weber)
“Scientific Management” theory of
leadership by Taylor
of the above theory (Taylor)
23. Student will show knowledge of the HDF 420 Phoenix Bulk Summer Internship The Management by Objectives theory by Druckers is an effective way of leadership and management
“Management by Objectives” theory of which I find I use myself often. Management by objectives is a performance based management
leadership by Drucker approach. It ties the goals that one person, employee, or team mate has with the goal of an entire
organization. The style keeps people motivated to continue to perform. For people that perform better
when tasks can be seen, it is a great way to keep all motivated. Drucker sets conditions that must be
met for the theory to perform at its best. First the objectives need to be determined with the person
quickly. It cannot be assumed that the objective is aware to them. Objectives are produced based off
quality and the quantity. The objectives need to be challenging enough to instill motivation and growth
but not so challenging that a person becomes discouraged and unproductive. Personal feedback from
the leader will provide support and encouragement often. Lastly, reward is granted for performing and
achieving the intended objective. The Management by Objective process instills growth and
productivity in people and becomes a very effective way to complete tasks. When one task becomes
complete, the cycle starts over again and performance continues to grow. The evidence shows a visual
representation of the Management by Objective cycle with conditions that must be met. I have
personally seen the theory used when I worked for a shipping company based out of Newport. I did find
that it was an effective for of getting work done but was not effective when I did not have the adequate
knowledge needed to complete a given task. Evidence of this outcome is a photo of a trip to Charleston
Soutch Carolina working aboard a vessel for work. This is when the management by objectives theory
came into play the most. See evidence #65
of the above theory (Drucker)
25. Student will show knowledge of “Theory HDF 492 HDF 420 Douglas MacGregor formulated the theory X and Theory Y to understand and examine theories of
X and Theory Y” theory of leadership by behavior on the workplace. X and Y account for two different theories. Theory X is the type of person
MacGregor that does not like or enjoy work. It takes a threat, command, control and a tough style of leadership.
This creates more of a driving force to get work done in a workplace environment. This style of
personality is more preferred for a large scale efficient operation. It typically requires an authoritarian
style of leadership. Theory Y is an individual who enjoys work. Threatening and control is not
necessary for learning. The average Y personality finds job satisfaction coming from learning, creativity
and job satisfaction. This style of personality is much more preferred within leaders. They are
conductive to complex problem solving as well as management of professionals. This is a more
participatory style that is ideal for working in teams and leading others. Evidence shows a visual
representation of theory X and Theory Y. (McGregor, 1960) See Evidence #92
of the above theory (MacGregor)
27. Student will show knowledge of the HDF 190 Servant Leadership is a leadership theory that people can relate to the most. As stated by Robert
“Servant Leadership” theory of leadership Greenleaf, “The servant-leader is servant first. It begins with the natural feeling that one wants to
by Greenleaf serve.” Servant leadership is all about wanting to help someone else not because you have to, but
because you want to. There are ten characteristics that make up the servant leadership style. The first
is listening. The servant leader already is usually strong with their communication skills but it is
reinforced by a deep commitment in listening intently to others. It matters what each person has to say.
Listening also means hearing there own voice in relation to theirs for an appropriate response. The
second characteristic is empathy. The servant leader must strive to empathize and understand the
other person’s thoughts. Every person has a unique and special thought process and that needs to be
recognized by the leader. It is not about rejecting the thoughts of that person but listening with empathy
because what they are saying is important. The third characteristic is healing. Everyone is different and
has gone through different experiences in each of their lives. A servant leader can’t understand
everything that the person has gone through. Servant leaders see the fact the person may have some
emotional distress and it is apart of being a human that everyone is there for each other and there to
help. Another characteristic is awareness. Anything from self-awareness to general awareness to the
people around you builds the servant leader stronger. Awareness helps one understand issues
involving ethics power and values. As Greenleaf states “ Awareness is a disturber and an awakener.
Able leaders are usually sharply awake and reasonably disturbed.” Another characteristic is
Persuasion. This has to do with the reliance on persuasion instead of using ones positional authority in
making decisions. The Servant Leader strives to have everyone agree instead of push one thing over
the other. Conceptualization is the servant leader thinking outside of the box beyond day-to-day
realities and the normal habits. Instead of thinking within just one goal, think within boarders so the
possibilities turn endless. Foresight is another characteristic within the servant leadership
characteristics. This is having the ability to foresee the most likely outcomes of a given situation. It is
something that must be practiced and doesn’t come naturally. Stewardship is a characteristic that is
defined as “holding something in trust of another.” In my personal opinion this characteristic is
extremely important because it also builds trust between the servant leader and the group or person.
This trust is for the greater good of themselves and society as a whole. Commitment to the Growth of
People is a characteristic that should never be over looked. This means that each servant leader has a
commitment to the growth of each person because there is knowledge that the person has the ability to
go above and beyond what they are just told to do. Then last but not least, we have the building of a
community. This is the servant leader seeks some means of identity for community building within
those who are in a given institution. This means that everyone looks out for each other and that is the
best way for everyone to work together. See evidence #14
28. Student will describe personal application HDF 190 Leadership Ambassadors One of the ways that recently have applied servant leadership in a formal setting is spending the day at
of the above theory (Greenleaf) accepted students day talking to accepted students about the leadership institute and the leadership
HDF 415 FLITE Peer Mentor minor. Though I do a large amount of speaking to them and what it is all about, I had to listen to their
reactions and listen to what they were going to say, which is one of the traits of servant leadership. I
had to analyze what they were saying a give a proper response to them. Servant leadership is one of
the most important theories in my opinion just because it is our duty to serve if the opportunity is there,
and I took advantage of every opportunity that I could at the accepted students days. See Evidence
#15
At first I always thought that Servant Leadership was more along the lines of making a small difference
in peoples lives. I have come to realize that servant leadership is all about the people. It means a lot to
have the ability to serve yourself before going and serving others and that is what I revolve most of my
focus around when it comes to servant leadership. I have further enhanced this understanding of
servant leadership through being a FLITE Peer Mentor. I have come to realize that it is imperative to
make sure that the students come first. Their growth and development to become the best people they
can be is the top priority when being a Mentor. Another key point about servant leadership through
being a mentor is the growth. I feel this might be the most important job of specifically a mentor instead
of a leader. I realized that Leaders have a more direct way when going about leading students where
mentors have a more indirect way of directing growth in people. This goal would not be accomplished
without and firm grasp and understanding on servant leadership. When helping my students grow
through the servant leadership model, their understanding of new knowledge and the support that
some may need is always the priority in mentoring. When I use the Servant Leadership model when
mentoring there are some characteristics that I can really apply that make the largest impact on me
and the student are listening, awareness, foresight, commitment to the growth of people and building a
community. I feel these are the most important because when I use these it provides just enough
support to get the group going as a single unit but still gives them enough challenge to grow
themselves as leaders. My evidence for this outcome if a picture of the students after completing their
activity of servant leadership giving them a further understanding of what it is and giving me a further
understanding of how I can use it. See Evidence #33
29. Student will show knowledge of the HDF 412 Group work The Principle Centered Leadership theory by Covey is success based off trust or the lack of it which
“Principle Centered Leadership” theory by yields to failure. The style of leadership is focused from the inside out on four different levels. The
Covey personal level is the trusting and reliable connection that I have with myself and my values. This is at
the root of the four levels. The interpersonal level is the connection and trustworthiness I have with
others. The managerial level is my commitment and responsibility to complete tasks with the
partnership or leadership of others. Empowerment being a key trait to key productivity. Lastly the
organizational level is my need to organize people. Alignment is a necessary trait needed for
organizational trust and unity. All our centered around trust and honor, which is the glue to principle
centered leadership. The different characteristics that make up the theory are centered around
learning, service and trust. Continually learning, service oriented, positive energy, believe in other
people, lead balanced lives, see success on the far side of failure, see life as an adventure, have a
fixed principle of flexibility, are synergistic, and exercise for self-renewal are key components needed in
the principle. A value that I always will live by is honesty and trust. As a leader, I do not feel
accomplished unless I am trusted by others, so this theory speaks to me in the sense that I can be
trusted and instill a reliable connection with others in either group work or within my own team.
Evidence for this model is a slide from class that describes what the theory is. The bullet that stood out
to me the most was trust (or the lack of it) is the root of success or failure in relationships and in the
bottom line results of business, industry, education and government” (Covey 1990).
See evidence #66
Boyd, M. A. & Camba-Kelsay, M. J. (2017). Theories and approaches: A review [PowerPoint Slides].
Retrieved from (https://sakai.uri.edu/portal/site/ee932eac-286f-4136-9c47-
a76d98c4b2e0/tool/7afefb9a-0b22-473d-9ac1-1bf128663a5f?panel=Main)
https://keithdwalker.ca/wp-content/summaries/m-p/Principal-Centred%20Leadership.Covey.EBS.pdf

of the above theory (Covey)
31. Student will show knowledge of the “14
Points / TQM” theory of leadership by
Deming
of the above theory (Deming)
“Visionary Leadership” (now often cited
as “Transformational Leadership”) theory
by Sashkin
of the above theory (Sashkin)
“Individuals in Organizations” leadership
theory by Argyris
of the above theory (Argyris)

37. Students will demonstrate knowledge of HDF 190 Life, NJROTC in High school In FLITE I learned and studied the 4 V’s of leadership, which are Values, Vision, Voice, and Virtue.
the “4 V’s” theory of leadership by Grace Each of which have there own meaning. Values means to understand and commit myself to my core
(Center for Ethical Leadership) values. Vision means the ability to frame our actions within a real picture of what it should be. Voice
means articulating and communicating my vision to others in a convincing and motivating way. Finally,
Virtue means to strive and push myself into doing what I know is right. These values are very
important, especially to be able to use them in everyday life. While I was in NJROTC in high school, I
was also taught the 4 V’s of Leadership. I was able to put these learning’s to use right away as an
upperclassman because I had so many underclassmen below me. It was very important to keep these
values in the back of my head when leading. See evidence #16
38. Student will describe personal application HDF 190 Use of Servant Leadership, The 4 V’s of leadership can be used all through life, and should be. One specific way I can explain
of the above theory (Grace) Participating in group activities personal application to this is through the use of Servant Leadership. To be able to tie the four V’s into
the way that you serve others is key. To commit myself to my core values means I have the need to
serve and do well for others. Vision means to keep it in reality. Don’t serve someone if you don’t see
the vision of what something should be yourself but figure it out together. Using your voice to help
others is very important to articulate what it is your trying to fix. Lastly to use virtue is to apply what I
know is right and bring that to other people. All of these I have also applied into multiple group settings
and projects. For example one group project recently that I have done is the Leadership contract within
HDF 190. I used all of the 4 V’s to work together with everyone and everyone to work together. We
were very successful in the matter and completed the project in a timely and efficient manner. See
evidence #17
39. Student will show knowledge of the HDF 412 Used when leading the Sailing Team The model situational leadership is an adaptive form of leadership that can change depending on the
“Situational Leadership” theory by Hersey standing of the leader’s followers. Based on the model, there are four different styles of situational
& Blanchard leadership that can be used. The first being directive style of leading. This is a high directive and low
supportive style. This style is not always preferred but is used when it is necessary to lead someone
without giving them the freedom of wiggle room to perform as they wish. Low supportive method is
similar to punish and reward style. Supporting is not appropriate for someone who is not putting forth
the effort to succeed. The next leadership style is coaching which is a high supportive and high
directive behavior from the leader. Coaching has the leader very involved in the outcome and direction
of the task but it is a high growth form of leadership. The next form is supporting which is a high
supportive and low directing behavior. This style passes more responsibility and trust in the person.
This is generally used when someone has more experience, confidence, and knowledge in the task at
hand. Feedback is provided to allow for growth and challenge to still occur. Using the supportive
method also builds more confidence in the person if they may feel timid in their work. Lastly, delegating
is a low supportive and low directing behavior. This form is used when someone has the capability of
preforming completely on their own with little to no support needed. It is an effective form of leadership
in few situations when growth and learning is not the primary objective but production is. Of the times, I
have used situational leadership, I tend to be in the coaching to supporting segments. Most of the
goals that I set or strive for other people or growth oriented. Delegating or directing are not growth
focused so I rarely use it. The evidence shows a visual representation of the four leadership styles
used in the situational leadership model. Evidence of this outcome is a visual representation of an old
and new form of situational leadership. See evidence #67
Boyd, M. A. & Camba-Kelsay, M. J. (2017). Theories and approaches: A review [PowerPoint Slides].
Retrieved from (https://sakai.uri.edu/portal/site/ee932eac-286f-4136-9c47-
a76d98c4b2e0/tool/7afefb9a-0b22-473d-9ac1-1bf128663a5f?panel=Main)

of the above theory (Hersey & Blanchard)
41. Student will show knowledge of the HDF 190 All other classes In FLITE, I learned about the relational leadership model. It taught me that relational leadership
“Relational Leadership” model by consists of four major parts such as, inclusive, empowering, purposeful, ethical, and process-oriented.
Komives, McMahon & Lucas Within every leadership component, there is a knowing (knowledge/understanding), Being (believing

that), and a Doing (skills in) section within each. All of which have a different meaning in relational
leadership. Inclusive means understanding, valuing and actively engaging diversity of views. Within the
knowing section, I have to know others and myself on top of citizenship. Empowering means to thrive.
It also has two different dimensions. You need to have a since of self that claims ownership, claims a
space and expects to be involved as well as a set of conditions that promotes involvement by reducing
barriers that block development of individual talent and involvement. Within empowering, There must
be knowledge of power and empowerment. I have to believe that everyone has something to offer and
have a since of concern for the growth and development of others. There also must be skills in
gatekeeping as well as sharing information. Purposeful simply means that it has to have a purpose
whether it’s a purpose to a goal or activity. To be purposeful you must know the role of the
mission/vision. For being, you have to have an attitude that is hopeful, positive, and optimistic in which
it helps everyone. There must be skills in making meaning as well. Ethical means to be driven by
values and standards. There must be knowledge in the development of values, and making proper
decision choices. For being, socially responsible behavior is encouraged in all people and character
development happens through participation in groups and organizations. In the doing section, there
must be skills in identifying issues s needing an ethical decision, as well as trusting others and being
trustworthy. Lastly process-oriented Refers to how the group goes about being a group and
accomplishing its purpose. There must be knowledge in the group process (teambuilding,
maintenance, closure) and community. There must be belief that the process is as important as the
outcome. Lastly in there must be skills in collaboration, and making meaning. See evidence #18
42. Student will describe personal application HDF 190 Lollipop moments The above theory states the relational leadership model, with four components of leadership, Inclusive,
of the above theory (Komives et al) Empowering, Purposeful, Ethical, and Process-Oriented. Each of these components comes with the
aspects of Knowing, Believing, and Doing. One way major way that this can be applied in real life is to
make a moment in time that changes someone else’s life, a lollipop moment. This can be anything
from asking someone a question that makes them see the world differently or helping someone
through a tough time in there life. Creating these lollipop moments are what makes the difference in
peoples lives. In HDF 190, there is a large amount of group collaboration, which gives us all the
opportunity to go over or relational leadership components, and to practice them so each of us know it
by heart. This gives us the ability to not even think twice about using these skills in the real world. See
evidence #19
43. Student will show knowledge of the HDF 415 FLITE Peer Leadership The concept of Constructivism is a theory that basis students learning off their past experiences. All
concept of constructivism students and adults have different learning styles and techniques. The thought behind the theory is that
the past and the person’s experiences have a huge impact on the way that they will learn. There are
many ways to be able to have a grasp on this. It is very important to be able to relate with a person to
understand the way they learn. This can be either student teaching the mentor or the mentor teaching
the student. As quoted from the Education Broadcasting Corporation, “When we encounter something
new, we have to reconcile it with our previous ideas and experience, maybe changing what we believe,
or maybe discarding the new information as irrelevant. In any case, we are active creators of our own
knowledge.” I feel that this quote really drives a point home. This is apart of what makes us all different
and how our styles of learning can very dramatically. This makes a big difference in the way I teach as
a peer mentor within FLITE. I think it is very important to be able to connect with my group and
understand the way that each member of the group learns. Everyone has a different style and I even
have a different form of teaching. This can be applied and used in any situation inside and outside the
classroom or workspace. Attached is a exercise we as a group have done during day of discovery. This
signifies how I have started to understand my students past in greater detail. See evidence #34
44. Students will describe personal examples HDF 415 FLITE Peer Leadership, Leadership The first time I heard the concept of constructivism it was early in my high school carrier. One of my
of implementing constructivism Institute peer mentor teachers brought up the theory of constructivism. To really drive the point home he brought up an
optical illusion of either dolphins swimming around each other or from another point of view, a couple
hugging each other. This is a very basic form of constructivism because depending on a persons
previous experiences they would either see the dolphins or the couple. This is a very basic concept of
constructivism but it can be applied in many different ways. Being a peer leader within FLITE, it is a
great concept to have the understanding of. Having brief understanding of my students past, it really
allows me to help make connections educationally and personally. I noticed the same thing within
being a mentor in the leadership Institute. That is the time where so many different people come
together for the first time. All these people are all from so many different locations and backgrounds
that everyone has a different form of learning and understanding. It is a concept that can be used
through anyone’s entire life when dealing with people. Past experience shape people in the way they
think and learn. My evidence for this outcome is an example of My Mosaic which gives a background
on people and who they are as a person. This is important for me because I can further understand the
person and where they come from and it is also great for them because it forces them to further
understand who they are as a person. See Evidence #35
45. Student will demonstrate knowledge of HDF 415 In class strength activity In HDF 415 I spent one of the first classes of the semester teaching students how they can utilize their
the Experiential Learning Model (Kolb) strengths as a group. I spent the first week of classes planning for the activity that the students were
going to participate in once they knew what their strengths were. The primary objective was for the
students to understand what the strengths meant to them and how they can utilize them within a group
and through the rest of their college carrier. The experiential learning that took place was a simple task
of drawing a symbol or picture of what the student’s strengths mean to them and within their small
groups create a story or a timeline of how all of their strengths can work together. This was an
excellent form of developing their leadership identity and allowing the students to understand that the is
no right way to utilize their strengths. It gave me the chance as well to really apply my knowledge of
strengths and be able to spread my knowledge to other students. It was a growing activity for me as
well as for the students. I got the chance to really put reinforcement on all the different ways that
people can facilitate a project or task etc. As a leader I feel that it is important to allow people to find
ways to accomplish a task on their own way. They will be able to find a successful way in doing it. In
some forms they may even be surprising. See evidence #36
46. Student will describe personal application HDF 415 In Class Strengths Activity As stated in the previous outcome, I feel it is very important to allow the students to accomplish tasks in
of the Experiential Learning Model (Kolb) their own way. There is no right or wrong way when accomplishing a given task. The primary reason
for setting up the class activity in the way of letting the students be creative and create their own stories
within the group is because I wanted to see what some of the students were able to come up with. This
was allowing the group to understand who and what each other were and the strengths that they were
able to bring to the table. When they came up with their story, I feel it really further enhanced their
understanding of their own strengths and the rest of the students strengths. Experiential learning is one
of the most valuable ways of learning especially in leadership. There is only so much to learn out of a
book before you have to apply it as a leader and truly understand what the theories mean. This activity
was an intro for the students for them to further look forward to what else is to come in all different
ways. The evidence shows an example of what some of the students came up with in their drawings
then further creating the story with everyone else’s drawings. See Evidence #37
47. Student will show knowledge of the HDF 190 All classes In FLITE we learned about the Social Change Model of Leadership Development. The Social Change
“Social Change Model of Leadership addresses the main causes of problems, and is collaborative between all parties. The Social Change is
Development” by Astin et al within the inclusive component of leadership and it promotes equality, social justice, and knowledge.
This model consists of three different levels each with different parts. First of three is the individual
which is the development of person qualities, self-awareness and personal values. This can relate to
the Consciousness of self and others, as well as bringing into play the strengths of self and others.
There needs to be commitment to the social change and congruence, meaning the ability to relate. The
second is the group, which is emphasis on collaboration and interaction between group and the
individual. It is very important to be able to work effectively with other people, all for a common
purpose. A very important point within the group section of the Social Change Model is to be able to
work with conflict and contradicting points. Society is the last of the three, which is to bring about
change for the common good. To be engaged in the community and topic. Working together for a
common purpose is one of the best ways to bring people closer together and is used in a great way in
the society section of the model. Each of these plays off of each other and can go in any direction.

There cannot be one in the model without the other. See evidence #20
48. Student will describe personal application HDF 190 Volunteering to create a better One of the major ways I used personal application of the Social Change Model is all through High
of the above theory (Astin et al) community school I did a large amount of volunteer work and the main objective was to create a better society
HDF 415 involving the younger people of the small town we leaved in and grow it to something much bigger and
URI Civility Mentors to show the area that we were there to better our community instead of make it more difficult. All three
aspects of the social change model were being used. The group was the organization I was apart of
which was volunteering with the NJROTC program I was apart of. The individual was me and I was
developing personal qualities, self-awareness and personal values. Then of course there is the society,
which we were volunteering for to help bring change about the community for the common good. See
evidence #21
During the end of Sophomore year, I took on the project of rebuilding the URI Civility Mentors program.
It has existed in the past but is a program that has started to fall apart and the reason I took this project
on was because it is something that I believe is very important for students and the school community.
As stated in the definition of social change, “While not a simple process, social change has the ability
to make lasting, positive impacts on those involved with the process” (The Center for Student
Leadership Development). As stated in the quote, this is exactly what the overall impression for that is
to be left for all involved with the Civility Mentors. These positive lasting impressions on people don’t
only effect the one person but it spreads like a wild fire to other students. One small impact on a person
can make a lasting impression on the entire community and that is one of the soul purposes of the URI
Civility Mentors. I feel this is really important because it doesn’t only build a stronger bond within the
community but also with other groups that can get involved. The opportunities are absolutely endless
and the possibilities of creating social change can and will last longer then the students attending the
university. This can turn into the “feel” of the community and be passed down from class to class within
the campus. That would be the ultimate success within social change and I know that URI Civility has
the opportunity to do so. The Evidence is an example of what URI Civility has done in the past by
making a newsletter on what is happening within the program. See Evidence # 38
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
of the above theory (Hulme et al)
53. Student will demonstrate knowledge of
behavior theories of leadership from
Michigan and Ohio State
of the above theories (Michigan & Ohio
State)
55. Student will demonstrate knowledge of HDF 415 FLITE Peer Mentor I feel that charismatic leadership is one of the most important leadership styles that a leader needs
Charismatic leadership know, understand, and apply to be able to be a strong leader. Charismatic leadership means to lead
with personality and charm instead of brute force and authority. Having the ability to lead this way can
really strengthen and reinforce the skills needed to be a leader. Charismatic leadership can also relate
back to a similar style of leadership, which is relational leadership. They are both similar because the
need to relate and connect with people is incredibly necessary to be a leader. This has people follow

you as a leader because they want to, not because they have to. I feel this style of leadership is both
beneficial when leading students or leading people in the working world. To be a good charismatic
leader also means to be great at communicating. This allows the leader to connect at a more personal
level. Once that connection is made people will have much more belief as to follow that leader.
Communication is always an effective tool when connecting with people because as a leader it is very
important to be believed and trusted. I feel that it is always important to be a charismatic leader in
almost any situation. I feel it is especially important when meeting someone for the first time. I have
had experience in doing so when being a FLITE Peer Leader. Wen first meeting the student I wanted
to be sure I was able to connect with the at a more personal and charismatic way by using these
strategies stated above. My evidence for this outcome is a picture of all the folder I have for my
students and showing how I keep a record on all my students. This shows that I am watching out for
them and keeping in mind their best interest. See Evidence #39
56. Student will describe personal application HDF 415 Leadership Institute Peer Leader A large amount of my time leading the students through the Leadership Institute was using both
of the above theory relational and charismatic leadership. When the students first stepped foot off the buses, they really did
not know what to expect and could not initially find their place. I was able to relate to them by showing
talking to them and showing that I was only a sophomore. I was in their shoes only a year ago. That
really allowed me to connect with the students and build a connection with them. This also prepared
the viewpoint of the students growing as leaders. By seeing me as a leader, it proved that they could
have done the same. By being charismatic during the entire institute I feel that it further prepared the
students for college and continued to make them more excited about what is to come and the different
things that they can be involved in to be a great leader. Me being a charismatic leader also encourages
the students to do a similar forum of leading by relating and having a charismatic view point to connect
and lead other students. Attached I have an example of some of the conversations I had with the
students and how I connect with the students. See Evidence #40
contingency approach to leadership by
Fiedler
of the above theory (Fiedler)
Path-Goal theory by House
of the above theory (House)
Leader Member Exchange (LMX) theory
by Dansereau, Graen & Haga; Graen &
Cashman; Graen
of the above theory (Dansereau, Graen &
Haga; Graen & Cashman; Graen)
Leadership Substitutes Theory
of the above theory
Models of leader emergence
66. Student will describe the impact of traits
on leadership emergence and
performance
Chaos approach to leadership by
Wheatley
of the above theory (Wheatley)
Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership
69. Student will demonstrate how cultural
anthropology / paradigms relate to
leadership
70. Student will describe personal example HDF 412 Sailing Team Involvement I find I use the integrative racial attitudes of cultural anthropology the most. I am aware of my race, the
of using cultural anthropology / inequalities that others may face and am fully committed to making a social change for the better. I do
paradigms as a leader not necessarily agree with all attitudes. I always make an effort to reach out to someone of another
race, especially if they seem uncomfortable in any way. I strive to be a part of the change forward. This
may ring true for some of the personalities but the reactive racial attitudes do not discuss change.
Influence on other people are not discussed through the attitudes either. An example that I have is to
keep the sailing team as diverse as possible. Keeping the team involved in campus events, seeking
relationships outside of where they are most comfortable is the way I have been spreading cultural
anthropology without bringing it to the level of conscious. Last year I had the team organize an event
with alumni friends and family for a chance for connections to be built which happened to be during the
80th year anniversary for the team. My evidence is a photo of the flyer that was made for student’s
alumni and parents. See evidence #68
71. Student will demonstrate knowledge of HDF 412 Used in small groups and within The socialization cycle starts from the beginning of anyone’s life. Trust is placed in the people we are
the “Cycles of Socialization” (Harro) society close to such as family and teachers. These people teach us right from wrong, do’s and don’ts. But
theory and its uses in leadership they also teach and train us to be within the socialized lens. When we were children we received all our
expectations, norms, roles, values and rules from them. The lessons that were taught to us then
become driven into our brains when we enter the institutionalized society. At this age, we also become
more aware of our surroundings within a culture. The cultures and institutions that we are a part of
embeds socialization into us unconsciously. These stigmas that we were taught consciously and
unconsciously to believe in are reinforced through multiple different ways such as reward and
punishment, enforced and stigmatized, privileged and persecution, discrimination and empowerment.
All this through the lens of experience develops into a socialized mind. Silence, anger, dehumanization,
guild hatred, stress and violence then become a part of who someone is unless something changes.
The next step forward either turns socialization into an endless cycle or change is made. To create
change, one needs to challenge themselves to make a stand. Interrupt, educate, question reframe and
raise consciousness to the rest of society. If nothing is done, it is promoting the status quo which in turn
starts the cycle all over again. My path through this cycle started when I was very young and first
figured out I had a learning disability. Teachers treated me differently and often set me aside in other
locations separated from the other students. This immediately forced me into my own view of
socialization. This stigma I carried around with me was reinforced as I have gotten older and school
became more difficult. I found that I unconsciously was trained to think that I was un able to perform at
the same level as my peers. I had a fear to move forward and make the change for myself. It wasn’t
until I was older and much more matured that I was able to break away from the cycle of judgment and
assumption and show other students with disabilities that they could do the same as me. At very young
ages, I was not given the harder novels that other students were reading, I was often placed separately
when learning the same topic as other students. At a young age, I believed that is how it was supposed
to be. Once I could break away, I found my true education potential without being viewed different then
everyone else. Though some services may have been helpful, I experienced anger, the feeling of being
silenced, constant disappointment and many others. This developed into my lens of experience and I
knew it needed to be changed. Evidence for this outcome is a visual representation of the cycle of
socialization.
See evidence #69
72. Students will demonstrate personal

application of the “Cycles of
Socialization” (Harro)
73. Student will demonstrate knowledge of HDF 412 Social change on the university The Cycle of Liberation model by Harro is defined as the “critical transformation”. A person must name
the “Cycles of Liberation” (Harro) theory the model in terms of systematic assumptions, structures and roles or rules that have been faulty or
and its uses in leadership flawed in their construction. The cycle of socialization starts off with the waking up process. This is a
critical incident that creates cognitive dissonance. Next is the getting ready stage which is the
empowerment of self by education, introspection and consciousness raising. Reaching out is the next
step of the cycle which is the movement outside of self and towards others. This expands the thoughts
outward to others. With those people that were connected with, begins the process of building a
community and working with others. To further enhance that community, coalescing process begins.
This is organizing, action planning, fundraising, and educating. This renames reality and the past into
the new future of liberation. Being an ally, and someone that a community can truly trust makes the
process proceed forward. The next step is to create change. This is a big step that works to change
institutions and creating new culture. Influencing the policy, assumptions and structures are the
foundation of creating change that influences more than just self. Once the change is created, the next
step is to maintain it. This is done by integrating, spreading hope, and inspiration. Everything revolves
around the core which is the foundation of self. Characteristics of the core include self-love, self-
esteem, balance, joy, security, support and a spiritual base. Evidence for this outcome is a visual
representation of the cycle of liberation. See Evidence #70
Boyd-Colvin, M. A. & Camba-Kelsay, M. J. (2017). Liberation and intercultural sensitivity [PowerPoint
slides].
74. Student will demonstrate personal HDF 412 Speaking my voice within Disability I came on to the realization that I myself was being socialized, due to my disability it dawned on me
application of the “Cycles of Liberation” assistance that I had the power to break the endless cycle. Recognition of the frame is the first step. Moving
(Harro) forward from that, the change must be initiated. I found this sense by establishing a greater sense of
confidence in myself and other people. Bringing people to a higher level rather then pushed down to a
lower one is the key to liberation. I’ve been a part of this change by expressing my personal opinions to
my peers and showing that I have the ability to make the change and they can too. The chain of guilt
and low self-esteem does not need to stay around and be passed along to anyone. My waking up
moment accord when I realized my voice had weight and I could make change for myself. My cognitive
dissonance made me feel uncomfortable to try and go against all that I have been taught. It added to
the challenge of doing something that was not normal to the community that I was in. My intrapersonal
thought wanted change but the interpersonal thought did not want any part of it. Externally I did not
want to show that I wanted something that what has been trained within me sense I started schooling.
Once I passed the challenge of stepping outside the comfort zone I could make a difference for myself
and other people around me. Evidence for this outcome is the first few paragraphs written by Harro that
had brought this concept to the conscious level for me. It encouraged me to make more of a change
and to do more than I have been doing in the past. See evidence # 71
75. Student will demonstrate knowledge of HDF 412 Summer Internship The configuration of power by Franklin is written as 4 levels. The center of the model is based of
the “Configuration of Power” (Franklin) economical standing of a person. This is the person responsible for the financials and wealth of aa
and its relationship to leadership given community. Following the economics is the level of politics. This level deals with the issue of
power, protecting ruling economic interest. bureaucratic management is the third layer which is
employed by politicians. This manages law enforcement and is set up to protect the politicians. The last
layer, the controllers of symbols are responsible for education, religion, media and pop culture. This
keeps fresh blood within the same system so it then turns into an endless effect of socialization. The
configuration of power stays in the hands and family’s that have held it in the past. Beyond this
configuration of power are the minorities, women, the LGBT community and others. These groups are
the ones who fight back on the process that is in place. This is what is responsible for institutional
racism in a community. The others that are not affected by the power do not stand up and fight for
change. Evidence for this outcome is a visual representation of the configuration of power seen in
class. See Evidence #72
https://sakai.uri.edu/access/content/group/ee932eac-286f-4136-9c47-
a76d98c4b2e0/Module%20II%3A%20Cultural%20Anthropology%20_%20Inclusive%20Leadership/05-
%20Power%20and%20Privilege/Franklin-Configuration%20of%20Power.pdf
76. Student will demonstrate personal
application of the “Configuration of
Power” (Franklin)
77. Student will demonstrate knowledge of HDF 412 Changed view to use within There are 6 different racial identity models that exist. I relate directly to the white racial conciseness
racial identity development (Cross & everyday model. My dominant social Identity is being a white male. Rowe, Bennett and Atkinsons white racial
Fhagen-Smith; Rowe, Bennett & consciousness model (WRID) is comprised of four key concerns, that many WRIDs take into account
Atkinson; Ferdman & Gallegos; Kim; that both white and black people have parallel identity processes. Another concern describes how
Horse; Renn etc.) other WRIDs describe how whites develop a sensitivity to and appreciation of other racial ethnic
groups. The third concern includes other WRID models assume an arbitrarily assigned linear process
that has not been verified empirically. The last point of concern is how other models contextualize
strictly through a black white frame work with no consideration to other racial groups (Patton et al.
2016). The authors consider a person’s awareness of being white and how it applies to those that are
not within that said “group”. As described in the model there is a variety of racial attitudes that come out
within a group. These groups are categorized into two categories, unachieved white racial
consciousness and achieved white racial consciousness.
Within the unachieved white racial consciousness model there are three attitudes that compose it,
avoidant, dependent, and dissonant. Avoidant attitudes represent a person’s lack of thought about their
race. These people avoid confronting their race until they must address their denial. Dependent
attitudes occur when a person submits to a superficial form of white consciousness. The awareness of
being white in unconscious until a reflective thought about race is challenged. Dissonant attitudes have
high levels of uncertainty about being white. They may find themselves confused when presented with
new identities and experiences with people of color (Patton et al. 2016).
Achieved white racial identity is composed of four attitude types. One of which is a dominative type of
personality which have are deeply rooted in stereotypes and believe they have a racial superiority over
people of color. Dominative personalities can either be reserved in their beliefs by avoiding people of
color or they can spread their views with the use of racial slurs, discrimination and violence. Conflictive
attitudes are people who clearly are opposed to “obvious, clearly discriminatory practices yet are
usually opposed to any procedure that is designed to reduce or eliminate discrimination” (Rowe et al
1994). These people believe that all equal opportunity exists already. Putting these procedures in place
would be ignored because people with these personalities believe there is already enough in place to
stop and prevent discrimination. Reactive racial attitudes are aware and understand that certain
advantages and disadvantages exist. People of color take the brunt of the disadvantages and
discriminations. People with these attitudes make an effort to connect with people of color while
challenging the white status quo. Finally, the integrative racial attitude understands the complexities of
a given race and have come to terms with being white. Their commitment to identity gives commitment
to a social change movement. This attitude turns into a lifelong process that can become contagious
and spread. Evidence is the authors first paragraph of introducing the white racial model.
See Evidence #73
78. Student will demonstrate personal HDF 412 Working within white male dominant My dominant social Identity is being a white male. It has brought me privileges that I only recently
application of model(s) of racial identity industry. realized were considered such as this. Being a white male, a privilege that I have is when dealing with
development above law enforcement. I would not have to think twice about my race having to do with the reason I am
dealing with law enforcement. I understand minorities have very different experience with law
enforcement then I have as a white male. I am aware that others do not have the same. This also
relates back to the configuration of power model. Evidence are the stories that I have heard from
people of color and how their experiences are drastically different then of mine.
79. Student will demonstrate knowledge of HDF 412 All other classes The gender identity model is within a person from early childhood. It relates to a person’s masculinity or
models related to gender / identity / femininity and their interactions. Lev speaks of the binary system where sex, gender identity, gender
gender identity development (Lev; role, and sexual orientation are assumed to align. This is a learned and/or taught phenomenon that is
Bussey; Bussey & Bandura; Bilodeau; picked up at a young age. Lev then speaks about the continuum which sex, gender, gender role and
Gilligan; Belenky et al; etc.) sexual orientation as a fluid continuum. Lev states “in any category people can change their behavior,
presentation, or identity and none of these categories represents an immutable entity” (Lev, 2004, p.
96). There is fluidity between the categories which represents a different way of thinking about gender
identity. Social-Cognitive Theory of Gender Identity Development are three fluid and interacting
components. Personal: Biological characteristics, self-concept and perception, and regulation.
Behavioral: Gender-related activity patterns. Environmental: Families, peers, educational settings,
media & digital contexts. Gender remains a powerful organizing concept/filter that effects individuals
and self-perception. Gender identity is ever changing and long lasting and it may see change
frequently. Evidence is a visual representation of the old gender identity model and the new.
See Evidence #75
Boyd-Colvin, M. A. & Camba-Kelsay, M. J. (2017). Intro to social identity development [PowerPoint
slides]
application of model(s) of gender identity
above
81. Student will demonstrate knowledge of HDF 412 The models effect on me Another major social identity model is the development of faith and spirituality. Though faith is not a
additional social identity development significant portion of my life directly, it is often a major part of someone else’s life. So I find that this is
model(s): Sexual ID, Faith & Spirituality, an important part of learning for the public. Spirituality as defined by Astin and Lindholm states “our
Disability, Social Class (Dillon et al; sense of who we are and where we come from, our beliefs about why we are here - the meaning and
Fowler; Parks; Astin et al; Peek; Smith; purpose that we see in our work and our life - and our sense of connectedness to one another and to
Johnstone; Gibson; Forber-Pratt & the world around us” (Astin, Astin & Lindholm, 2011, p. 4). A person’s spiritual identity is within
Aragon; etc.) themselves and their own personal values. Religious identity is a joint collective value to the spirit that
can be related in similarity with other people. Sense this model effects so many people it is important to
know and understand. The disability model is one that I can personally connect to. It surprises me that
there is no single accepted model of disability identity. The construction of identity is within the person
to the outside of others for their own understanding. Evidence for this outcome is a written description
of how Patton views the faith and spirituality theory of identity development.
See Evidence #76
Boyd-Colvin, M. A. & Camba-Kelsay, M. J. (2017). Intro to social identity development [PowerPoint
slides]
82 Student will demonstrate personal
application of additional social identity
development model(s) above
83. Students will demonstrate knowledge of HDF 412 Within society McIntosh’s theory of privilege is defined in her words as “unpacking the invisible knapsack”. She
McIntosh’s theory of privilege and its quotes, “An invisible package of unearned assets which I [one] can count on cashing in each day, but
relationship to leadership about which I was ‘meant’ to remain oblivious” (McIntosh). To further build on this quote, she exposes
the idea of white privilege. Society is not supposed to see this because it is implements by people of
power which is further explained in Franklins configuration of power. This form of privilege favors a
certain race in front of others, specifically being minorities. We must acknowledge that a system like
this exists to be able to make the change and move forward form it. This same cycle will continue
without recognition from everyone. Our society is trained from the beginning not to see this process in
place but liberation will arise when the wealth of knowledge is spread. Environmental and political
racism is nearly unseen but happens more often then it ever should. An example of the theory of
privilege on the small scale is power company’s supplying certain neighborhoods with power before
others. Or the flint water crisis where many people have died but sense it is a black community, true
justice has not been served. This will be further explained in the next outcome. Evidence for this
outcome is a perfect representation of how some people don’t see the privilege and it must be spread.
This is a video witnessed in class of a person who does not see the privilege in place but becomes
aware of it. See Evidence #77
84. Student will demonstrate personal HDF 412 Direct effect of my home McIntosh’s theory of privilege is incredibly accurate in many different ways. In some forms, it can also
application of McIntosh’s theory be looked at as a form of environmental racism. During October of 2011, a massive snow storm hit the
east coast and my home was in the direct line of fire of carnage. We were left without power in the cold
for a week. To provide a little background, I grew up in Fairfield County surrounded by very wealthy
towns, but my town was no where near comparable. We watched as all towns around us started
receiving power, clearing roads, and grocery stores opening. Bethel, my town, was left last to regain
power and control. There would be no way to prove this was intentionally done by the power company
but one can only assume. See Evidence #78 Another example that did not affect me directly but is a
prime example of the privilege theory is the flint water crisis. This was a catastrophic event that cost
thousands good health and 11 their lives. Lead was being leaked into the water under the execution of
the governor of Michigan. The community effected was a black underprivileged community. Over 50
lawsuits charges were pressed and one official went to prison. It is a prime example of the change and
awareness that must be spread to establish the change. See Evidence # 78
85. Student will describe the differences and HDF 412 The institution I am apart of There are key differences between institutional and individual oppression. The institutional style is
similarities of individual and institutional when there are policies, practices and norms in place that yield to oppression. It is the focus on one’s
oppression and relationships to attitudes and behaviors that maintain one or more forms of the oppression. We used terms like bias or
leadership (Source = Three Dimensional prejudice to refer to terms that refer toward negative attitudes at marginalized groups.
Matrix of Oppression) Macroaggressions are seen at the individual level of oppression. These are an everyday interaction
that either intentionally or unintentionally reinforce a person’s subordinate status within a system of
oppression (Sue 2010). The institutional level of oppression is different in the sense that the oppression
comes from the institutions that we all grew up being surrounded by. Oppression is made and drilled
into the heads over time by subliminally creating policies and regulations that enforce oppression.
Some examples of this occurring are dress codes, Mandatory days off for certain religious holidays,
certain health insurance policies that exclude trans gender people, or as simple as curfews preventing
people under a certain age to be out past a given time. The institutional level can be seen in all levels
of institutions and all ages. Even though institutional oppression and individual oppression have their
differences they are both similar in the fact that they are within people and instilled at a young age.
Both of these forms can be broken in the same way by creating change and making a stand to fix the
issues. It has a close relationship to leadership because it takes leaders to make a stand and bring
oppression into the eyes of everyone rather than just a few. Evidence is the three-dimensional matrix of
oppression model. See Evidence #79
Boyd-Colvin, M. A. & Camba-Kelsay, M. J. (2017). Oppression [PowerPoint slides]
86 Student will demonstrate knowledge of
relevant laws and policies related to
issues of equity and its relationship to
leadership (i.e., Title IX, Affirmative
Action, Protected Classes, etc.)
87. Student will show knowledge of effective HDF 190 Leadership ambassador Effective leadership as through a change agency can be described in many different ways. The primary
leadership as it relates to change agency form of leadership through a change agent is servant leadership. A Change Agent is someone who has
the understanding, motivation and skills to create positive change. To initiate the positive change is the
key to positive leadership as a change agent. But there are some things that they have to know. A
change Agent must understand that change is a process. It is not an immediate thing that occurs.
There will always be some form of resistance at all levels to deal with, but that there are many different
ways to handle this resistance. A change agent should also have positive perceptions on change,
confront with ambiguity and transition. It is also very important to have self-confidence and patience,
otherwise the positive change you are trying to make will get no were. Then possibly most important,
the change agent needs to have a willingness to step outside their comfort zone. There will be many
different challenges that occur with starting a positive change. A change agent should demonstrate an
ability to influence different systems. These systems are who and what will help make these changes.
The creation of a since of urgency, otherwise nothing will get done in a timely manor, which is how
positive changes get forgotten. The ability to articulate a vision into words for others to understand
what it is your trying to change is a very valid point that people need to understand. The ability to take
risks to make a difference is the final point of being a change agent. If someone is not willing to do this,
no change will ever be made for the positive and no one will get out to hear about it. Leadership to
make a change for the positive is all about having these skills as a backbone to being a change agent.
One way that I looked at being a change agent is through the Leadership Ambassadors. I was out
there trying to persuade students to join the minor and leadership institute, which would make a very
positive impact and difference on their lives. They would then take what they heard to someone else to
make that positive difference for them as well. It is all about creating a positive difference for all people.
See evidence #22
88. Student will describe personal examples
of being a change agent
89 Student will demonstrate knowledge of HDF 412 Working with all personalities The Model of Intercultural Sensitivity was created as a framework to explain the reactions of people to
the “Model of Intercultural Sensitivity” by cultural differences. As a person’s experience of cultural differences becomes more diverse and
Bennett and its uses in leadership complex, their competence in intercultural relations increases. The experience of difference can be
categorized into ethnocentric stages and ethnorelative stages. The first step of the ethnoscentric stage
is denial. This is the inability to see or understand cultural differences. The next is defense, which is
when one’s own culture is the only good culture. The last is minimizing which is when differences are
acknowledged but defined as relatively unimportant compared to the similarities. The first of the
ethnorelative stage is acceptance. This is the recognition and appreciation of cultural differences in
behavior and values in cultural context. The next is adaptation, one’s world view is expanded to include
constructs from other world views. The last is integration, which internalizes multiple frames of
reference or worldviews; ability to move in and out of different cultural worldviews seamlessly.
Evidence is a visual representation of the model. See Evidence #80
Boyd-Colvin, M. A. & Camba-Kelsay, M. J. (2017). Liberation and intercultural sensitivity [PowerPoint
slides].
90. Students will demonstrate personal

application of the “Model of Intercultural
Sensitivity” by Bennett
91. Student will demonstrate knowledge of HDF 412 Participating in the continuum Griffin and Harro’s action continuum is split by either supporting oppression or confronting it. Actively
the ally Action Continuum by Griffin & growing each day participation which is as supportive into oppression as one can be is the act of telling oppressive jokes,
Harro putting down people from target groups, intentionally avoiding target group members, discriminating
and verbally or physically harassing a target group members. Denying or ignoring, is enabling
oppression by denying that group is oppressed. One would not actively participate but sense colluding
it would be oppression. Recognizing without action are people that are aware that oppression is
occurring but does not take any action to stop it from happening. This is the result from a lack of
information, fear, or just confusion. Recognizing action is when someone is aware of oppression
occurring and takes action to stop it from continuing. Educating self is the process of taking action to
learn more about oppression and the experiences of target group members. Attendance of seminars,
lectures, events that oppose repression is moving toward the step of educating self. Educating others
is more than just self. This is going beyond and engaging people in discussion as to why oppression is
not approved. Supporting encouraging is supporting others who speak out against oppression or who
are working to be more inclusive as a target group. Forming allies that back up the people that are
speaking out and coincide with groups to further make the point. Lastly, initiating preventing is working
to change individual and institutional actions and policies that discriminate against target group
members. These people work to re write legislation that protect against the target group, plan
educational programs that stop oppression and to ensure that target group members are full
participants in organizations or groups. When one has hit this level, they are fully confronting
oppression. Evidence is a visual representation of the action continuum. See Evidence #81
Boyd-Colvin, M. A. & Camba-Kelsay, M. J. (2017). Action [PowerPoint slides].
a76d98c4b2e0/Module%20II%3A%20Cultural%20Anthropology%20_%20Inclusive%20Leadership/06-
%20Action/Griffin-Harro-Action.pdf
92 Student will demonstrate personal HDF 412 Used within the university I find that I am in the Recognizing, No Action zone and on the way towards Recognizing Action Zone. I
application of the Action Continuum by was raised in a predominantly white neighborhood. I did not see a large amount of oppression in my
Griffin & Harro town but as I started to mature I started seeing more in the outside world. I find that I am educated in
the topic and prepared to take a stand but have to force myself into the habit by noticing these thinks
and making a point to say something to initiate the change. I know I am in this location because I have
not gone out of my way or risked my safety to make a stand to say something to a group of people to
prevent this from continuing to happen. I know I am moving forward and in the right direction. I have
been spending a large amount of time tracking and finding the behaviors to begin with. Then once I am
fully in the habit of recognizing the oppressive acts that is when I know I will make a stand and say
something to who is in the wrong. Once unconsciously recognizing the acts I know that is when I will
have the voice to stand up against oppression.
93. Student will show knowledge of the HDF 412 Creating more diverse organizations “The goal of becoming a Multicultural Organization involves the achievement of both social justice, or
Multicultural Organizational Development an anti-exclusionary objective, and social diversity or an inclusion objective” (Jackson, 2005, p. 8).
Model (Jackson) Monoculturism is the first category of the model. Within this category holds being exclusionary. This is
intentionally and openly exclusive in the underlying values and norms of the organization. Then there is
club which is passive in its acceptance and implementation of a monocultural perspectives, but these
orgs still actively rely on monocultural values, traditions, informal rules, and ways of doing things
through mission, policies and procedures. Non-discriminating, makes initial efforts to integrate others
into the system or organization that is based on the dominant values is the next category of the model
that holds compliance which means to make an effort to comply with federal laws and community
pressure by providing access to previously denied groups. Affirmative is next, which moves beyond
compliance and toward eliminating discriminatory practices. The last category of the model is
multicultural which focuses on embracing the perspectives of diverse individuals, cultures and groups
into a re-envisioned organization. Redefining is the transition from being nondiscriminatory to
embracing inclusion, diversity and equity. Lastly there is multicultural where the organization strives to
place multiculturalism at the core of its mission and strategic process; actively seek to eliminate
oppression and embrace social justice as the core. Evidence is a visual representation of the
multicultural organization development model. See Evidence #83
94. Student will show personal application of
the Multicultural Organizational
Development Model (Jackson)
95. Student will show knowledge of the HDF 412 Leading groups The Multicultural Change Intervention Matrix by Pope has 3 targets of change, the individual, group
Multicultural Change Intervention Matrix and institutional. There are 2 levels of intervention, the first order and the second order. The first order
(Pope) of change is within the system that does not create change in the structure of the system. The second
order of change is any change that fundamentally alters the structure of a system. Within the first order
of change is awareness which is typically focused on sharing content, information. Then there is
membership which change in the composition, not in the structure of a group. Lastly programmatic is a
multicultural programmatic intervention targeting college/university/division. Creating a new position or
new office, or training are important, but does not necessarily alter the underlying institutional
dynamics, values, priorities. The second order of change holds the paradigm shift which is typically
longer in duration and aimed at deeper education or understanding that lead to “ah ha” moment in
which individuals achieve a transformation in their worldview. It I process oriented and challenges an
individual’s assumptions. Next there is restructuring groups with new goals, missions, and members.
Lastly a systematic exploration of the underlying mission, values, goals, and practices is needed that
links them to multicultural values and initiatives throughout the institution for anything to occur.
Evidence is a visual representation of the multicultural change intervention matric. See Evidence #84
96. Student will show personal application of
the Multicultural Change Intervention
Matrix
97. Student will create a personal code of
inclusive leadership
Outcome Category: Critical Thinking
98. Student will show knowledge of principles HDF 190 STA 220, Sailing team Some of the principles of critical thinking are more important then others. Critical thinking is all about
of critical thinking and fallacies (logic is making clear and concise decisions based on knowledge that you already know. A very important part
used in this minor) to Critical thinking is understanding the Who, What, When, Where, Why, and How. The who
represents who made the comment or response? Someone in a position of authority, or maybe a
colleague of some sorts. The What represents what they were saying and what it means. What does
the response or comment consist of? The When represents when the statement was made or even
the thought. Where can represent where they said it? This can matter if it in a professional setting or
casual. Why maybe one of the most important questions. Why is what the person was saying relevant
or significant? Was there opinion stating in the correct manner. Lastly the How represents the way that
they said it. Did they seem stressed, angry, or happy? Was their any type of biased in their response?
Some other basic principles are gathering complete information of the task or objective at hand. There
is no way of knowing what to do or think without knowing the basics first. Another very important
principle to critical thinking is to question the conclusion. By doing this it gets all of the little pieces of
information out that may have been missed in the beginning. When examining critical thinking, it is
very important to bring your own values and strengths into the thought. This can weigh the final
decision differently. All of there principles are very important in understanding critical thinking. This
means now someone is ready to be critical thinkers on the spot. Statistics actually requires a large
amount of critical thinking because there are many different variables that have to be taken into
account. Within the Sailing team there is a large amount of critical thinking done on the racecourse
and within dealing with the people on the team. See evidence #23
99. Student will demonstrate proficiency of HDF 415 Sailing team, Leadership Institute As being a member of the sailing team it is very important to not only have an understanding of critical
critical thinking thinking, but it is important be able to apply it on the racecourse and apply it within the team. One
single race in sailing is never the same as the other, thus it is always important to be able to think
critically through the entire race and apply the knowledge and skill we have to take it to the finish line.
Understanding critical thinking within the team is also very important when having to deal with people
and plan for events. Throughout the year there are many different events that need to be planned for.
Some of these things include planning for the next semester race events, opportunities to make the
team money such as providing assistance with the track team track meets, and many different other
events that occur. Within the leadership Institute it is also very important to have the ability to critical
think. I noticed that when having individual time with students it was incredibly important to take the
knowledge that I already knew and be able to move it around and manipulate into another
conversation about a similar topic. It is similar to a domino effect. I noticed that critical thinking is very
important to have in every day life. My Evidence is a document from the leadership Institute that can
further help me critically think when talking to students and facilitating an activity. See evidence #41
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 NJROTC, Relational leadership There are many different decision making methods that can be used in all situations. It doesn’t matter
decision making methods if you are in a position of authority or even something as simple as deciding to make a phone call. One
of these messages is a command decision. These are decision made by oneself, without any input
from others. This can be done in two different ways. Either outside force put demands on us or we
don’t care to know what the final outcome is and make an easy decision not thinking about any future
consequences. Another method is a consult decision. Consulting maybe one of the best way to make
decision’s because this gives someone the input of others. It is also very efficient because this can
give you different ideas that can add on to your own. Everyone gets to improve on the original thought.
This is a very great way to keep relational leadership in play because it is including everyone’s
decisions and thoughts. We all have voices that deserve to be heard. There are also voting decisions,
in which everyone votes on a thought or idea. If efficiency is the primary concern, then voting is the
best way to make decisions with everyone’s input. This way a topic doesn’t have to be explained
repeatedly and everyone can put their thought in. Another great method that can be used is
consensus decisions. What it means is basically talk about a topic until everyone agrees with the idea
/ topic. This can either be a blessing or a curse. It can provide tremendous unity and high-quality
decisions, but if miss applied it can provide great angst and turn into a waste of time. This is also used
in high-pressure situations and complex issues. Then one final but simple decision-making process
with oneself is to make a pros and cons list. This provides a visual representation of the negatives and
positives to a decision and the weight of each thought. This is a great way to decide on different topics
and thoughts. When I was in High School I was apart of an NJROTC program and as being in a
position of authority we needed to know the best and most efficient ways to make decisions both on
the spot and very thought out. (See evidence #24
103. Student will describe personal examples of HDF 415 Leadership Institute, FLITE Peer My style of leadership is always keeping the floor open to opinions and thoughts. I feel it is always very
having used five decision making methods Leader, Sail Instructing, URI Civility important to have everyone’s opinions in mind and in many cases there is a lot to learn from other
Mentors, people. One method of decision making that I use very frequently is decisions through averaging
people’s opinions or preferences. I personally used this method of decision making when scheduling a
meeting with URI Civility Mentors. I asked what time would work best for everyone to attend and I took
the answer most people said and I then found my answer. Another Method used is Decision by
authority, which is when a fast-educated decision needs to be made when there is not time for others
opinion. I have personally used this style with my FLITE Group when they were deciding on a topic for
their group project. I had them narrow it down to two options and I picked the final one because it
would have been best for the people in the group and the final outcome. Another form of decision-
making is authority after group discussion. I feel this is very useful because it can give an educated
ballpark on the direction that something needs to go with the consultation and approval of everyone
else. I have used this forum of decision-making frequently when working in the summer with other
peers. We spend time talking to each other about safety issues with sailors and make educated
decisions if it is safe to sail due to weather conditions and if so what the best topics to teach are
depending on the given conditions. Decision by consensus through a group is another decision-
making method used very frequently. One time using this method is in the leadership Institute when
deciding what tasks and jobs each peer leader will take to benefit the incoming student. Some
people’s strengths apply best to different jobs and tasks. One last forum of decision-making that I use
is decision by minority. I use this by letting my FLITE group take the reins on topics and ideas and let
them make the decision for them selves and I am there guiding them in the correct direction. This
forum of decision-making really lets the group excel, grow and learn from their mistakes. The Evidence
is a picture of the outcome of the first meeting, which is one of the major steps I needed to take in
getting the URI Civility Program started. See evidence #42
104. Student will show knowledge of at least five HDF 492 Sailing Team Spring Break Planning One problem solving technique that I have used in the past is a five step process that first starts with
problem solving / conflict management defining the problem. I find I ask myself what I am trying to solve at this point. What is my final
methods, as well as understanding the outcome? Next, I brainstorm ideas in which I can solve the problem by making a list allowing me to be
roots of conflicts able to choose which I think is best. From there, I decide on an idea or solution that I feel is most
adequate for the problem. Finally, once final results are seen, I review the results creating a debrief for
myself. I find I practice problem solving frequently making me feel confident in my proficiency.
I use conflict management techniques much less but are still a very important skill to know and master.
One still is competing. This is when an individual strongly pursues their own viewpoint even against
the other persons strong opposition. This frequently comes with sacrificing of own personal viewpoints
to make one better. Collaboration is one of my preferred methods of conflict management when it is fit.
This is an attempt at working with the other person to try and come up with a compromise to the
problem at hand. When coming to an understanding this requires understanding the underlying
problems and solutions to both and finding an alternative that satisfies both parties. Another is
compromising. This style is more so when both parties come to an agreement but both also suffer a
loss to their viewpoint. This is also a more positive outlook and possible option to conflict
management. Withdrawing is a more extreme method in which a person is just avoiding the conflict at
hand. This is when a person does not follow his or her own concerns and either side steps or
withdrawals from the situation. Lastly there is smoothing. This style is when a person puts the priorities
of other before their own concern.
Conflict often starts with a separation of opinion or change within one’s self or others. Most have a
natural instinct to shy away from conflict. Most often conflict starts with a person’s lack of their own
needs. Or different viewpoints of their needs. Often leaders, managers coaches, etc. have a finish goal
in mind and want to see the success of their people. What can create conflict with that view point is the
possible lack of understanding or compassion that a subordinat may feel. This is a frequent problem
that can occur. Production may be important but it also can lead to the downfall of a leader. Conflict
can be avoided, and it may not always be a terrible thing but may be controlled to benefit. My evidence
is a screenshot of a spreadsheet I completed to reduce as much conflict as possible for the planning of
the Sailing Team’s spring break trip. See evidence #93
https://www.elitefts.com/education/leaders-and-followers-understanding-the-root-of-conflict/
https://www.hrpersonality.com/resources/conflict-management-techniques
105. Student will describe personal examples of
having used five problem solving / conflict
management
106. Student will demonstrate the ability HDF 415 URI Civility Mentors. As a leader, it is very important to be able to conceptualize information in all ways that are best for a
to synthesize multiple knowledge given situation. It is nearly impossible to plan for these things at any given time. To analyze the
perspectives (course work), competencies information means to take a step back and understand it as a whole and what it means. This maybe
(communication, writing, information one of the most important parts to comprehending information because this helps me as a leader what
literacy or mathematical/statistical skills) the next step is. To criticize information means to be making critiques to always making something
and responsibilities (global, diversity & better. A leader is always looking for ways to making the final outcome the best it can be and ways it
inclusion or civic knowledge) can be better. To synthesize the information means to combine all the different concepts and ideas to
further better the final outcome or task. Finally to utilize the information means to take all the
preparations that were done and turn it into a process. Then the point is it where you have to trust all
of your preparations and rely on them to fulfill the outcome. I have really gotten the chance to do this
by reigniting URI Civility Mentors. I was given a large amount of information and tasks that needed to
be done and take it one step at a time. I analyzed the information by first scheduling a meeting to get
everyone’s ideas together. I criticized some ideas for thought and turned some ideas into even better
ones. I synthesized the information by combining all these ideas together and then I utilized them by
turning it all into a plan to continue moving the program further. I feel it is very important to always
have the information and discuss it before taking action. It is always important to have a plan when
moving forward. My evidence is a roster of the current people who used to be involved with URI
Civility. It is important because these are the people I need to make connections with to move forward.
See evidence #43
107. Student will demonstrate knowledge of HDF 412 Deadly accident assistance Joni’s leadership style in crisis is an accurate one that many can use. She states many different steps
leadership that is used in crisis (i.e., James and skills to use when leading during a crisis. First, figure how to survive. She mentions how
& Wooten; Garvin; Covey; Frohman; necessary it is to be systematic and transparent about balancing optimism with realism. To have an
Lalonde; Schoenberg; Joni; Braden et al; inner circle of people that you know will not fall into panic and denial will be essential to the survival.
etc.) Then to get organized and away from the kayos to allow your mind to think freely. Second, ask
yourself what you can do now that you couldn’t do before. This is paramount to ensuring success.
How will one position themselves now, so that one will be better off when the crisis is over? These
crisis moments are great times for leaders to step forward and pull a group out with success. This is
an opportunity to reorient and reorganize the organization. She states lastly, there is no whining. It
would be easy for the mind to wonder why this crisis happened and why it is happening to me. Rather
than have the thought way on the mind as a negative, use it as a sense of honor and to be proud of
the accomplishments done. Beyond the crisis is a new landscape, one that will define opportunity for
time to come. Costs of a crisis are much too high to go to waste. I have found myself in a crisis
situation before when witnessing a deadly accident in front of me on a main road. I was the first one on
seen and my internal campus and sound direction lead me to give orders on what other people should
do and how to help. I do not have physical proof of the accident but only the story.
a76d98c4b2e0/Module%20III%3A%20Crisis%20Leadership/Joni.pdf
108. Student will describe examples of

leadership in crisis situations (i.e.,
application of James & Wooten; Garvin;
Covey; Frohman; Lalonde; Schoenberg;
Joni; Braden et al; etc.)
Outcome Category: Interpersonal and Organizational Concepts & Skills
Outcome Target Additional Experiences Descriptive notes regarding learning and practice
class
109. Student will demonstrate knowledge of HDF 190 Servant leadership, Chain of There are many different ways for people to apply active listening skills. One very effective way that
active listening techniques Command works for me the most is hearing what the person is saying and understanding it, then repeating it back
to the speaker in a paraphrased way and in my own words. This shows the speaker that I am listening
to what they are saying, as well as showing both sides of the party that they are understanding what it
means. It also shows that I genuinely care what they have to say. This task is not overbearing in any
way. The first step to active listening is to understand and comprehend what the person is trying to say.
Once the conversation is comprehended then it is very important to retain what was said. Memory
shows the person that you really were listening. Then comes the time to acquire an appropriate
response. It is important to keep in mind that body language is a voice in itself. By keeping in mind
body language you can listen to what the person is saying and tie in the body language is of the
speaker. This can put different meanings on words and messages as a whole. Some od the additional
experience I have had is in regards to servant leadership. When applying servant leadership, there are
many times where the person who you are trying to serve needs to vent and talk about something. This
is a great time to apply these active listening skills to show that person that you are listening and do
care for their wellbeing. Any time there is a chain of command in effect, whether in the lower or higher
chain it is important to implement these active listening skills. See evidence #25
110. Student will describe examples of using HDF 190 Servant Leadership, Working in a Servant leadership comes in many different forms and it consists of many different characteristics. One
active listening skills group, Employment of these characteristics, which in my opinion are one of the most important, is listening. Listening is
also the primary step to properly serving someone. Leaders are admired for the communication skills
and ability to think quickly, which are important but the backbone of all of these characteristics are the
ability to listen and comprehend what someone else is saying. This needs to be reinforced by a deep
commitment to listening intently to others. By applying the active listening skills stated above, it really
shows the person being served that the servant leadership cares. These skills can also be used in an
academic setting. When working in a big group, everyone has a voice, which intern means everyone
has their own ideas that need to be heard. When they are stating these ideas, it is very effective to
repeat back what they said in your own words to show that you understand what they are saying. This
is very effective because it is easy to mix up what someone means to say from what you may actually
hear and understand. In an employee and boss setting, this skill can work for both parties because it
shows that you understand what the other is saying. These are all examples of ways I have used active
listening skills in my own life. The possibilities are endless with the different ways that active listening
skills can be applied and they should always be practiced no matter who the person is. See evidence
#26
functions of group communication by
Hirokawa
of functions of group communication
(Hirokawa)
113. Student will show knowledge of techniques HDF 415 Sailing Instructor, FLITE Peer Giving and accepting feedback is a very important skill to be able to do as a leader. One forum of
regarding giving and accepting of feedback Leader giving feedback I use often with college level students is to critique in ways that only can make a
student better. I like to format it in a way that the student does most of the critiquing themselves with
me there guiding in the right direction. As a peer leader, I am always giving feedback to students in
different ways. Some of the feedback is written on to an outcome for critique or even helping students
in the right direction for the service-learning project. I feel that it is always best to let the student grow
without too much support. Another way of giving feedback to students at a much lesser age is to format
feedback in a gentle way. An analogy I like to use is like a sandwich: say something that they are doing
well, provide the feedback and critique in the middle, and then mention another thing that they are
doing well. When formatting this way it keeps moral high and students hungry to learn more. I use this
technique very often when teaching young students how to sail so it prevents them from getting
discouraged. One of the primary ways I accept feedback is to record almost everything down that is
being told. This always me to really take information, understand it, conceptualize it and the move
forward in applying it in my work and use it as a tool for other students. The attached evidence is an
example of the type of evidence I would have given the students on their outcomes that they have
turned into me for feedback. See evidence #44
114. Student will describe examples of giving HDF 415 Sailing, Leadership Institute Peer One example that I can use is just this past summer I was giving a young student private lessons on
and accepting feedback. Leader how to sail. I would be giving constant feedback and critiquing when sailing with the student. I would
format it so it does not make the student feel discouraged. This is then risking him not enjoying the
sport just because of the way I formatted my feedback. When teaching a large group how to sail it is
always important to give debrief the day. This always me to critique all the things I have seen and
address it to the group instead of an individual student which can make them feel uncomfortable. As a
Peer Leader for the institute when being trained, I had no idea what to expect or what I was getting
myself but with the support of my peers and others I was able to take all the feedback they were giving
me, mold it into my leading style and apply it for when the students arrived. That was a great time to be
able to have feedback from everyone. There were so many different styles of leadership and the
feedback was all so different that it really allowed me to have a variety in my styles. I then was able to
take all I learned and apply it. Another forum of accepting feedback from sailing is when I was receiving
my Level One Certification through US Sailing. It was four days of training to allow me to become a
sailing instructor. They taught me many different ways in providing feedback for students and it turned
me into a better sailor because I really understood the true techniques of teaching the sport. One
example of this was an activity done at the Leadership Institute called reach out and touch someone.
This is a forum of me giving the students questions and then receiving feedback without knowing who it
was. This was a very important activity that gave all people including me feedback on how the
weekend went as a whole. See Evidence #45
115. Student will show knowledge of the 7D
coaching model (Knott)
application of the 7D Model (Knott)
117. Student will show knowledge of elements HDF 412 Crucial Conversation with coach The first step to preparing for a crucial conversation is to start with the heart and focus on what I really
of a Crucial Conversation and steps to want. Asking myself repeatedly “What do I not want? How should I go about getting what I really want
maintain dialogue and move to action and avoiding what I don’t want?” (Patterson, Grenny, McMillan and Switzler pg. 216) A key skill to have
(Patterson, McMillian & Switzler) is to focus on what I really want. Step two is to learn to look. The important skill to master is to watch
for when the conversation becomes crucial. I can then expect how I am going to react and foresee how
the other people will react in the conversation. Now a major step is to make it safe. Skills to master
when making it safe is to know when to walk out, apologize when it’s appropriate, contrast to fix
misunderstanding and CRIB to get to a mutual purpose (Patterson, Grenny, McMillan and Switzler
2012). Constantly ask why is safety at risk and if I have established a mutual purpose. The next key
principle is to master my stories. By retracing my path to action will keep me on the right direction
towards a final goal and an outcome we both can agree on. While remembering the crucial question,
what is my story, will ensure my story stays with the given circumstance. The next key principle is to
STATE my path. STATE stands for Share your facts, Tell your story, Ask for others paths, Talk
tentatively and Encourage testing (Patterson, Grenny, McMillan and Switzler 2012). This principle
focuses a lot on me guiding the direction in the right path. Assuring that I am open to others vies, to talk
about the real issue, and confidently expressing my own views. I feel that this is one of the more
important steps to a crucial conversation because it dictates where the conversation is going to finish.
The next principle is to Explore Others’ Paths with the skill of asking, mirroring, paraphrasing and
priming the conversation. I always want to have the view of actively exploring others views and giving
them a chance to be heard. This is one of the bigger weakness is that I have. My tunnel vision in a
crucial conversation makes it much more challenging to hear others point of views and opinions. The
final principle is Move to Action. Describing how I will decide and to document decisions with a follow
up is key to closing out a crucial conversation. Moving forward remembering how decisions will be
made, who will do what by when and how the follow up are crucial questions to pay attention to. The
evidence is a chart that describes necessary steps for a safe and productive crucial conversation. See
Evidence #86
118. Student will describe examples of HDF 412 Sailing Coach Conversation A crucial conversation that I am going to have within the near future applies to our coach’s
engaging in a Crucial Conversation performance. As a team, we have the power to critique the performance of our coach. Being a captain I
am the liaison between team and coach. It is my responsibility to have this crucial conversation with the
coach. The conversation will very quickly turn crucial because the coach takes his coaching style
personally. I am also aware that his style when dealing with a crucial conversation is to be violent. In
the conversation if the time becomes right, I think it would help significantly if I were to step out of the
room if the conversation becomes too heated. Creating a mutual purpose between the two of us will be
the next most beneficial approach when stepping back in. We both want to see the same things for the
future of the team. We want to see growth both short and long term. If there is no mutual purpose I
know I can remember the acronym CRIB created by Patterson, Grenny, McMillan and Switzler,
“Commit to seek mutual purpose, Recognize the propose behind the strategy, invent a mutual purpose,
and brainstorm new strategies” (Patterson, Grenny, McMillan and Switzler 2012). I know I will need to
focus on the final goal that we as a team want to see and not settle for less and that will be the greatest
challenge in the conversation is knowing accept nothing less than the best goal. Evidence for the
outcome is a photo of evaluations done by the team that critiques the coach that I will be using as I
guid for my crucial conversation. See Evidence #87
119. Student will demonstrate knowledge of HDF 415 FLITE Peer Mentor, Sail Instructing My strengths allow me to have the ability to facilitate different things and debrief in all different ways
facilitation techniques that work best for the given situation. Before facilitating a learning activity for a group it is very
important to have past knowledge of the overarching goal. As a leader you have to know what it means
and different ways it can be applied. It is always very important to give a brief description of what the
final goal is. I find it best in many cases to allow the students to do the task without any guidance. It is a
great opportunity for growth and as a leader there are many situations where I can learn from the
student and what they come up with. Then it comes to one of the most important parts of the activity,
which is debriefing. There are a few specific techniques that I prefer to use when de-briefing. One of
which is for students to find a partner and share what they feel went well and what did not go so well.
Once discussed with their partners then I bring it to the whole group and have each pair share what
stood out in their small conversation. This allows a huge variety of points to be hit with one debrief.
Another technique I use frequently is asking the entire group specific real world application questions. I
often do this when teaching students how to sail because they go out in the water in a small scale safe
setting and I go over the drills we did and how they can be applied to all the different race courses and
how it varies by boats. It is also a great time to talk about what went well and what did not fo so well
that we could use practice on. As stated before debriefing is one of the most important tools to an
activity and when it is done right it makes a lasting impression on students and peers. My evidence is
one of the books that we have received when getting certified to be a sailing instructor, which was a
great tool in learning different techniques in debriefing students. See evidence #46
120. Student will demonstrate proficiency of HDF 415 FLITE Peer Mentor, Leadership I use a variety of the different techniques that are stated in the above outcome in many different styles
facilitation techniques Institute Peer Leader depended on the situation. As a peer mentor we would host learning activities for students and at the
end of each activity I would debrief of the activity. Often times the debriefing technique I use is to keep
it a very open book discussion and ask questions that relate to what the activity was. Then I spend time
talking why it is important and how it can be related to leadership and used outside of FLITE. For
example after the servant leadership activity we all sat in a circle in the quad and talked about the new
things that the students learned from the activity. I then spend some time talking about how these new
things learned about servant leadership can be applied to the classroom and into activities and
organizations they are apart of. Another forum of proficient debriefing that I have done is over the
summer teaching students to sail. After everyday, there is always a debrief to go over all the things that
were learned and the mistakes that were made. In that forum of debrief I usually have them partner up
with the people they were in the boat with and either come up with a question for me to answer or have
a comment to share with everyone that they thought went very well. Every activity can be different, as
is every debrief style corresponding to the activity, so it is important to have an archive of different
styles that can be used. My evidence is a picture of My group just after a quick debrief about the
activity, the day, and how these skills can be used in the real worlds and future. See evidence #47 Commented [e1]: May need re working outcome number
121. Student will demonstrate knowledge of de- HDF 492 Sailing Instructor, Leadership The first thing I am paying attention to when focusing on a debrief is the audience. Are these a group of changed
briefing techniques Institute, Sailing Team Captain students I am debriefing after a sailing lesson, or are they a group of peers I am teaching to lead?
When young students and sometimes children, I intentionally make the debrief as participatory as
possible with all hands involved. For example, I will ask a question regarding the lesson of the day, and
label four different corners of the room or mark on a big white board different possible answers. After
the students move to what they believe the right answer maybe then explain. This keeps everyone
engaged and makes it a fun learning activity. If it is a debrief related with peers, I make it as much of a
conversation as possible. That way having myself participate and letting the conversation flow, it digs
into their minds. I enjoy asking questions like “So what was the point?” or “What light bulb moments did
you have?” Questions like this are a great tool to review what was learned Penetrating deeper into the
memory. Then finding things to change within the lesson or the debrief is a great way to receive
feedback. Not only does that benefit me but it also changes the way my peers think about the lessons
learned and how they can do it better themselves. It squares the potential growth from everyone and
future lessons. Evidence for this outcome is an example of a game I have used when debriefing
children. See evidence #94
122. Student will demonstrate proficiency of de- HDF 492 Sailing Instructor, Leadership I am frequently using all types of debrief techniques in a range of settings from teaching kids how to
briefing techniques Institute, Sailing Team Captain sail, to mentoring my peers to be the best leaders they can. When working with children, I use different
debrief techniques every day. It is important to touch on this every day because it is a completely new
skill they are learning. Reviewing what we did for the day is an important way to retain information. It
was more challenging when debriefing peers. As Ironic as it may be, it was significantly harder to keep
the attention of people with an older age. Keeping them active within a conversation that was only
guided to the general topic was the best way to have a full debrief that everyone would participate in.
When peers had a similar goal in mind, like the sailing team, it was much better to have a debrief.
When goals are aligned, all benefit from the conversation. Evidence is a representation of the different
age group and boat class that I worked with that needed different styles of debriefing techniques. See
evidence #95
framing based on psychology and its use in
group facilitation
124. Student will demonstrate proficiency of
framing based on psychology and its use
in group facilitation
125. Student will demonstrate knowledge the
four frames of organizations, and the
meaning of reframing by Bolman and Deal
of organizational analysis using the four
frames of organizations, and breaking the
frame / reframing (Bolman and Deal)
127. Student will show knowledge of organizing HDF 415 URI Civility A great skill to have as a leader is to be able to organize meetings, set agendas and then be able to
meetings / setting agendas / and leading lead the meeting from start to finish. One of the first steps I always take in organizing meetings is to
meetings send an email to a list serve that I already know will be attending the meeting. In some cases this may
not be the best technique, then which I would send either personal emails or make personal phone
calls to reach out to people. The next step I take for the meeting is to set an agenda for the primary
topics to be covered in the meeting. Similar to an outline; the agenda makes sure that you as the group
leader stays on track with written down goals and key points that need to be hit. Then comes the
meeting itself. I feel when leading meetings it is always very important to be professional and dress
appropriately for the occasion. Appearance and professionalism means a lot when in a leadership
position because it immediately sets the tone for the meeting and for future events to come. When
running a meeting I also feel it is very important to let be people speak their mind and keep it as open
as possible. I feel that meetings that are simply informational do not keep the audience engaged or
interested. My attached evidence an example of a form of facilitation that can be carried out if the
person facilitating the meeting cannot attend. I move it to an online discussion forum for people to
respond to and share their ideas. See evidence #48
128. Student will describe personal examples of HDF 415 URI Civility For my learning contract, I took on the task of revamping the URI Civility program. As a part of taking
organizing meetings / setting agendas / over the program it is my responsibility to schedule and organize meetings, all of which have different
leading meetings goals and tasks that need to be accomplished. The first meeting for URI Civility I scheduled in the
unioun. One of the larger challenges of this is finding a time of meeting when everyone can meet. I did
this by sending a mass email saying who I am, what my plan is and to email me back on a time that
works best. Then after it was organized I set an agenda for the day. I set each topic that I wanted to hit
in the meeting and started making goals for that meeting. In the agenda I also had a plan on what is to
happen at the next meeting and for future meetings to come. I formatted the agenda similar to an
outline. What was next was to host the meeting. In the first meeting, I left it as a very open
conversation format. The overarching goal was to create a plan for the future so allowing everyone to
speak what is on their mind and share their ideas is great for both everyone else and myself. It keeps
things loose and leaving very positive attitudes because everyone’s voice is heard. It keeps students
and myself continuing to be excited on what is to come. The evidence for this outcome is a written plan
on what the outcome was for the past meeting and what the plan is for future meetings. See evidence
#49
129. Student will show knowledge of
Parliamentary Procedure
130. Student will show knowledge of techniques
for working with difficult people
131. Student will describe personal examples of HDF 415 Leadership Institute As working with students as a peer leader, there are many situations where I would have to deal with
using techniques to work effectively with difficult people. When the students arrived to the Institute they were still a little unsettled and not sure
difficult people what to expect or make of college yet. Some people immediately try to find their place and may make
some to act unlike himself or herself or finding the point of correct behavior. There was one student we
had in our group where he had a very hard time of understanding what correct behavior is. The bad
behavior was at the point of making other students feel uncomfortable. One technique that I used was
simply to ask him to let other people share without interruptions. By just simply asking made him
realize that his behavior was not allowed. Another part of his behavior changing was realizing students
were growing without him. Often times there are situations where it is best to allow the student peers
for dealing with people who have behavioral issues. In other situations when dealing with people who
may be disabled in some way, I feel it is very important to always show support. This helps show that
the student is not left to fend for themselves. Sometimes it is a challenge to move at normal pass with
class material or physical activity but if slowing a little helps the student and provides support, then it is
likely to be necessary. All situations will never be the same so a valuable characteristic is the ability to
be adaptable to a given situation. Being adaptable allows me to have confidence in any situation that
comes my way when dealing with difficult people. The Evidence I used for this outcome is a list of my
students names in the Leadership Institute and without showing names showing how there were cases
where there were difficult times with difficult people. See evidence #50
132. Student will show knowledge of the stages HDF 415 FLITE Peer Mentorship As Tuckman states there are five stages to group development; Forming, Storming, Norming,
of group development (Tuckman/Tuckman Performing and Adjourning each of these are specific steps that every group takes no mater what the
& Jensen, Bennis or others) task is, the group members, or anything that may be different between any group. The first stage is
Forming. During this stage people are just trying to get settled in. People are trying to identify their
place in the group. Conflicts tend to be avoided during the stage because people want to stay
confortable. The next stage is storming. This is when groups tend to have the most conflict. People in
the group will tend to “battle” for superior positions in the group or have conflicting opinions about what
the group’s goal is. Certain members of the group start to emerge as leaders. Then more questions
need to be answered to have a better understanding of the groups purpose to move further to the next
stage. The next stage is norming. During this stage the group really starts to become comfortable with
one another and can recognize each peoples strengths and talents that they are able to bring to the
table. Having an understanding of each other’s strengths can further more accelerate the group into
production because people will immediately know the tasks that each person will take. The next stage
of the model is the performing stage. This is when the group is at their best working capacity and the
teamwork is at an all time high. The team members are committed to one another and the overall task
at hand. The team is looking out for one another as a unit and starts to think at the same level of
performing to create the best possible outcome. The final stage in Tuchman’s model is the adjourning
stage. This is when the team has either completed their task or reached their final outcome. Eventually
all teams have to stop at some point and that is when they have reached their final destination of their
task. I have had experience both witnessing the group development and being apart of it as being a
FLITE Peer Leader and being apart of FLITE, which will be further explained in the next outcome. The
evidence for this outcome is one of the group project my group was responsible for and it signifies one
of the turning points for the group in working together and becoming a performing team. See evidence
#51
133. Student will describe personal examples of HDF 415 FLITE Peer Mentor 2016 and 2015 As being a student in FLITE my freshman year I was apart of the group development process without
group development in use even knowing about it. My group made it through majority of the model, which was excellent. But I did
(Tuckman/Tuckman & Jensen, Bennis or notice without having full commitment from a single person affected the entire group development
others). process. We ended up getting stuck in-between the norming and performing stage. We were able to
proceed on getting important tasks done but we were not always aware of each other strengths and the
ability’s that they had. This was mostly due to the fact that the commitment level was not fully there
with some people in the group. As being a FLITE peer leader the next year, it was great to see the
development of my group from start to finish. My group in FLITE really excelled and turned into a
power team and have made it all the way to the performing stage. Right away the group was
immediately comfortable with one another and already they were starting to recognize who the leaders
in the group were. When they had their first project it was a great time for the group to further
understand each other and see where each other’s strengths really came into play. The group within
FLITE has turned into a powerhouse of a team and continued to excel through the entire semester.
They are continuing to perform at maximum capacity and succeed with every project that they take on
and try their hardest to produce the best possible outcome. For example during the marshmallow
challenge, the group immediately went right in and starting discussing and prototyping different ideas.
They then went forward in producing the structure and wound up with the tallest freestanding structure
in the class. It was a great experience to see how the group performs at their best and works together
to produce the best possible outcome. The evidence for this outcome is the outline Hannah and I used
in leading the strengths activity for the class. This is the first time the students had an understanding of
each others strengths within the group. See evidence #52
134. Student will show knowledge of group roles HDF 190 Group projects within HDF 190, STA Throughout this year, I have had to participate in a few different group projects. Some of which consist
and how they contribute to group dynamics 220 of the group project within HDF 190 and another group project in my statistics class. Every group has
(Johnson & Johnson; Benne & Sheats; different dynamics depending on the people of the group as well as even the topic. For the group
Knowles & Knowles; etc.) project to create a type of learning contract, our group worked very well together. We all knew our own Commented [e2]: Updated language
strengths as well as the rest of our group’s strengths. This almost let itself play out as people who had
specific roles within the group. One important dynamic of a group is to work together to accomplish the
common goal and objectives. Some of the different group roles that were carried out in the group were
we had one person be the recorder and the other being the “leader”. This role was passed on through
everyone. We each had a specialty skill that worked best for our different leadership strategies. For
another group that I participated in was for statistics. The group consisted of a few people and there
was no designated role for people. This made it very messy it felt like very little got done until someone
alone sat and got it done. It was a very poorly set up group but we did come together to get work done
for the common purpose and common goals. See Evidence #27
135. Student will describe personal examples of HDF 415 FLITE Peer Mentor, Sailing Team As being apart of a team and a group, it is very important to see and understand group dynamics and
group roles and how they contribute to goals. As a peer FLITE Peer mentor I can see how group dynamics morphed and molded as time went
group dynamics (Johnson & Johnson; on. The dynamics of the group started out as very unsure and lost in the right direction. Students did
Benne & Sheats; Knowles & Knowles; etc.) not fully interact with each other or with me. It was not until day of discovery where the group dynamics Commented [e3]: Updated Language
drastically changed for the better. The students were engaging each other and were even leading their
own conversations without me, as the peer mentor, needing to engage them. Group roles started being
found when the group dynamics started becoming more fluid and fell flowing. To me watching some
stood out as leaders and others were followers. Depending on the given project or situations the group
roles were changing and switching with each other. The group really started understanding each others
strengths and in doing this they also realized each strength the person possess and the way the
student utilizes can make a beneficial more beneficial and effective outcome. The students started to
understand what it meant to be a leader within the group and how important it is to be a good leader
and good follower to have an effective powerful group. This foresight that the group had turned them
very strong and never to the point of having to rely on me. They didn’t need me to delegate anything to
the group, whether that is the process or positions and jobs. I have also seen the way group dynamics
have changed on the Sailing Team. When first joining the team I could not see many dynamics with
groups. But the more time being spend with the team and the people it is much more clear to see the
significance of dynamics between people. Having good dynamics on a team is very important because
it helps us all to work together better and to look out for each other on the racecourse. The evidence for
this outcome is my students accomplishing a task of building the tallest marshmallow tower possible
using just marshmallow, string, tape and spaghetti. They then full succeeded and build the tallest
structure in class. Their group dynamics and role really came into play and it allowed them to excel.
See evidence #53
136. Student will show knowledge of effective HDF 415 Sailing Team There are a few very important membership skills that everyone should apply in all situations of
memberships skills in groups working in a group. One of these important skills are proper and effective communication with the
group Communication is incredibly important because it is the supporting backbone to having a
powerful group that gets work done and stays on task. To be a good communicator also means to be a
good listener and to be able to have these things within a group continue to builds support on one
another. This then leads into support of the group. Support within the group is very necessary to have
because that further enhances the reliance that everyone has on one another. This continues
encouragement of one another and thus creates the group to go all together. With then having this
support on one another, trust is automatically instilled in one another, which is another very important
and effective membership skill to have within a group. If there is no trust on one another then the group
will have no way of growing because there is no support or reliance on each other. Even from a
physical standpoint, as a group member there has to be trusted in one another to simply get the job
assigned to them done. Finally one of the most important skills to have is respect for each other. If a
group has no respect then it will be a very dysfunctional and unreliable group. It is important to be able
to convey all ideas in a respectful way to everyone in the group and outside the group. One
disrespectful comment can change the entire feel of the group as well as the trust and reliance on one
another. All of these different skills I use on The URI Sailing team because it is very important to stay
as one cohesive unit. The evidence for this outcome is a picture of the team toward the end of the
season when we have treally became a unit and a team. See evidence #54
137. Student will describe personal examples of HDF 415 Sailing Team, Marine Affairs GIS Being a member of the Sailing Team means that all of these membership skills are very important to
membership skills in use have. I feel that one of the most important ones is to support each other. When a team supports each
other is when the team can perform at its best. With support comes communication. This applies both
on the water and off. When the team is on the water, this is when support comes in handy. During
practice, we help each other by communicating on things that we can work on to make ourselves better
overall. This is something that separates us from other teams and makes us better sailors and a better
team. I personally have used communication through the team by expressing some of the different
ideas that I have that can make our time more useful when practicing to better prepare us for regattas
for the weekend. Another situation when using these membership skills are even in class. In a
computer mapping class called GIS we get into groups with each other to critique and work with each
other on our maps to further better our understanding of the program and this builds the skills that we
need to have when working together on projects that are science related. We have a since of reliance
on each other. One of the more important skills that is used in this situation is having respect for each
other. Since we need to critique each other’s work, it needs to be done in a very respectful way that
only further benefits the author so it does not discourage or frustrate the group member. The evidence
for this outcome is an example of some of the feedback that we give each other on our maps. See
evidence #55
138. Student will show knowledge of the HDF 415 Leadership Institute Peer Leader Sanford’s model of challenge and support is one of the more important models that I use very
Challenge and Support theory by Sanford, frequently when leading a group. The model revolves around finding the balance between providing
and its relationship to organizations enough challenge for the student to grow but also providing enough support to complete the challenge
but also not to make it so easy that there is no growth being made with the student. When too much
support is added then there is a heavy reliance on you as the leader. This leaves no room for growth
because there is too much reliance. This can happen very frequently because as a leader you don’t
want to have the student squirm in frustration but the struggle provides growth for the student. They
learn from the challenge and are able to take what they learn and bring it elsewhere to new challenges.
It creates a positive feedback reaction where the challenge continues to get greater but the wealth of
skill and knowledge that the student acquired from past challenges gave them the ability to move
forward. My preferred style is to provide as much challenge as possible with a smaller amount of
support then the student thinks they need. By doing this it naturally creates the group to rely on each
other instead of me. This then creates growth through the entire group without me needing to provide
any support. I can also learn from this style by seeing how the group works together and how the
dynamics are affected when a challenge is presented. The evidence for this outcome is a sheet giving
a brief description of what the challenge and support model is. See Evidence #56
139. Student will describe personal examples of HDF 415 FLITE Peer Mentor Much of my focus as a peer mentor revolves around the challenge and support method. I personally
using the theory of Challenge and Support tend to use it with providing as much challenge as the student can take before getting discouraged.
(Sanford) Since the challenge side of the model is really what allows the student to grow, I intentionally give a
smaller amount of support. This creates a small reliance on me as a peer mentor and always the
maximum room for growth. If I did not step back and provide more support to the students then there
would not be very much growth or true experiential knowledge of what it means to be a leader. One
example of me applying this style is during one of the first days in class when the topic of the group
project was being introduced. Immediately they were asking me for additional guidance and I only
provided a little support to help get the momentum going in the group with the project. With that small
amount of support that I provided for the group, I then took a step back to let the ideas continue to flow.
They were then able to excel with the opportunity and were able to come up with their own ideas, plan
them, and execute them with precision. By me taking the step back allowed them t grow as student
leaders. Toward the end of the semester, they show so little reliance on me that sometimes I don’t
even need to say anything. This proves to me that I did my job in letting the students grow by providing
challenge with a little support. The evidence for this outcome is a flyer that the students made for their
group project. See evidence #57
140. Student will show knowledge of the HDF 190 COM 202 There are many different ways to set up a informative and persuasive speech especially towards
construction / elements of informative and different audiences. When starting any speech to any audience, a great way to get their attention is to
persuasive speeches relate them to the topic of your speech. This can be done by either asking a question or making a
statement that relates to majority of the audience. Sometimes asking a question to see what majority of
your audience is like and things that they may enjoy, age or even where they went to school. Once that
is done give a brief introduction to what the rest of the speech is going to loom like. Briefly list the
points that you will be making, and sometimes if it is right to talk about how long the speech is going to
be. This always the audience to get into their head what the speech is about and how long it will be.
Some good ways to make a point in an informative speech would be including different quotes and
sources. When constructing a persuasive speech you want to talk about positive things to persuade the
audience to think in the way that you do about this topic. It is very useful to end on a note that they can
take back with the. This keeps the speech in their head and the point your trying to make resonate with
them. In my public speaking class, one of the most important things that we were taught was to be
confident in your words. This applies for any speech. Filling the vocabulary with filler words and taking
unnecessary pauses causes the audience not listen to what you’re saying and even think of you as
less intelligent then you actually are. See evidence #28
141. Student will demonstrate proficiency in HDF 190 COM 202 Throughout my Public Speaking class I have had a large amount of practice with different type of
informative and persuasive public speaking speeches as well as public speaking. Some of these speeches included persuasive and informative
speeches. My first speech for the class was the informative speech. I was giving an informative speech
on lie detecting, which went very well. I learned that it is very important not to quickly ramble on facts
about a topic. Even in an informative speech it is very important to keep the audience involved by for
example asking them questions or give them something to relate to within the speech. The introduction
is one of the most important portions to a speech. This is the attention grabber that makes people want
to be involved and listen to what you have to say. This makes or breaks a speech. One major thing that
I learned when giving a persuasive speech is to give the audience something to ponder, a thought to
take back with them to think about their position on the topic. These skills are very valuable. Many of
these skills can be used through all different types of speeches. I intend on using all of the things that I
have learned in the past on public speaking and using them for future speeches. See evidence #29
142. Student will show knowledge of planning
and conducting interviews (as the
interviewer)
143. Student will describe personal examples of HDF 412 Sailing Team Positions Another very valuable thing the sailing team has taught me is the ability to plan and conduct interviews
planning and conducting interviews (as the for positions on the team. The first steps to the interview were planning questions I was going to ask
interviewer) people. Some of these questions included “Why do you feel fit for this job? What strengths do you have
that you can bring into the team by taking this job? What are some final goals you want to see out of
this position?” When I had all my questions and a firm understanding of what I was looking to hear from
people I was ready to conduct the interviews. I made sure that I paid very close attention to the
standard that I held myself. I held back from making any micro emotions and be a completely clean
slate for what anyone had to say. I documented what people said using key words and short
sentences. When the interviews were completed, I followed up with everyone who came to visit with
me letting them know that it was great talking with them and decisions will come out shortly. It was a
great experience that allowed me to build my skills in conducting interviews with people. The evidence
used are questions we had set up for people wanting to apply for the team positions. See Evidence
#88
144. Student will show knowledge of preparing
for and effective answers in interviews (as
the interviewee)
145. Student will describe personal examples of HDF 190 Employment, Leadership positions There are many different ways to prepare for an interview and many different techniques that can be
preparing for and being interviewed used during an interview. Some of the first steps that I take when preparing for an interview is first get
HDF 415 Leadership Interviews, Employment to know the position that you are going for the interview. It would be very silly if someone walked into
an interview without knowing the basics of what the position is. I tend to keep in the bag of my mind
questions that I can expect and how to give an appropriate response to them. It is also totally fine
within an interview to ask questions to the senior personnel to understand more of the information with
the job. This shows that there is genuine interest in the position. When going to the interview, of
course, first impressions are extremely important. This means for gentleman to have a clean shave,
business casual to formal, and for the ladies to look there best, nothing to flashy to make you stand out
dramatically. Another very important part to the first impression is the handshake. It is very important to
make eye contact, have a firm handshake, and to smile. First impressions may be the most important
thing to an interview. Once that is out of the way then it comes to the interview process itself. Staying
positive and answering all questions honestly is very important. Look interested in the position that you
are going for and to talk about the experience that will be gained from the position would work out very
well. Some of the more recent interview I went on was an interview at a yacht club for a summertime
position. Some of the first steps I took for the interview were to make the initiative to get a haircut. Like
I said before first impressions are very important. I also created a list of questions that I could ask my
boss, just incase they were not answered during the interview. In all it went very well and I got the
position. Another interview that I had was for the Leadership Institute for the position of Student
Mentor. This interview process was much more different in the fact that it was not one on one. This was
not something that I was used to. But the whole process went very well and I received the very
competitive position. See evidence #30
When I first started interviewing for positions, I always thought that most of the interviewing was all
about the physical appearance of the interviewee; things like having a clean haircut or properly
dressed. Of course these things are very important for any interview but what I didn’t realize was to
really be yourself at the interview. By being myself I can then make some forum of interpersonal
connection. Then the interviewer can really see who I am as a leader and as a worker. It puts much
more value into the interview and both sides of the party get to understand each other better. I have
noticed this really come into effect when applying for leadership positions through the CSLD and
through summertime employment. Truly making a forum of connection when it is possible makes a big
difference in the interview specifically because then people can see whom I truly am and what I can
bring to the table. Being in the interviewers shoes, I would want to see a more personal side instead of
a blank slate personality with all to offer is a resume. This can also be used in the future because that
skill is great to have when working with people. All jobs in today’s modern society are jobs that a
worker needs to be good with people, so having that skill goes a long way and showing that skill in the
interview makes a lasting impression which is the one of the overall goals of an interview. The
evidence for this outcome is the sheet that the interviews received before going in for the interview so
we had an idea of what is to come. See evidence #58
146. Student will show knowledge of effective
collaboration / coalition building (Sources:
Cilente/Komives et al; NCBI; etc.)
working in collaboratives/coalitions
techniques to communicate and engage in
difficult dialogues related to diversity and
inclusion.
149. Student will demonstrate proficiency in
communicating and engaging in difficult
dialogues related to diversity and inclusion.
150. Student will describe ways to maintain HDF 412 Leading the Sailing Team I found that being an accountable and reliable leader is one of the most important traits for any leader
accountability in leadership / member to have. Step one is to clearly establish goals for themselves and others. This removes any confusion
relationships on the goal or position at hand. Take initiative to find the areas of where success is not feasible. By
finding the max capacity it allows people to work together at full capacity without losing quality. Finding
a balance between process and result. It is important to hold people accountable for both the outcome
and the process as they are both equally important. As simple as it is, I have found that following up
with people and staying in the loop is one of the better ways to be an accountable leader within a
group. It shows that it is more than just a position and that the leader truly cares about the wellbeing of
others below. The evidence for this outcome is a quote that inspired me to be the best leader I can.
See Evidence #90
151. Student will describe personal examples HDF 412 Leading the Sailing Team As I first came into the position of captain in the beginning of the year, I had no guidance or assistance
related to maintaining accountability as a from predecessors or others on the tea. I found that I was left to fend for myself. This made me learn
leader very quickly how important it is to be an accountable leader for a team. The first ways I did this was by
staying as accountable and responsive as possible. If people had a question, I would be right there to
answer. If people needed me at a regatta for assistance, I would be there to help. If the coach was
unable to attend practice, I would be there to run it. This quickly became the standard of what I was
trying to uphold within the team. I quickly gained the trust of the team as being their leader. I quickly
established team roles. The roles allow people to have the chance to assist in running the
administrative side of a team. This allowed people on the team to see what I do behind the seen’
further earning accountability and trust. One of the major things that I have learned from doing this is
how to be an accountable and trusted leader. My evidence for the outcome is a list of all the positions
available that could be held by team members and their descriptions. This document was a guide for
me to see all the jobs as well as for sailors. See Evidence # 91
152. Student will describe ways to build HDF 415 FLITE Peer Mentor In many situations, it can be very tricky finding the balance between being an authority figure or leader
relationships between leaders and and a student or someone who does not have a leadership role yet. I feel that one of the more
members important ways to do this is to connect relationally with the students. This allows the students to be
able to connect at a deeper level. But even when relationally connecting, there is still a fine line of
being too connecting. In that case then students will tend to be too comfortable with you as a leader. In
some cases, this can lead to them challenging your direction as a leader. Other students can also see
that and think it is an acceptable thing to do. When that fine line is crossed it is hard to regain it back.
But when it is done right you can connect with the students at a deeper level and they will also listen
and abide to the things that you are saying. I feel it is also very important to never talk down onto
students either. This can make them feel lessor then they were and then that connection that was build
up has been lost. I feel this is the same with any age student or even an adult. It is always important to
connect with people in a way that shows you are all at the same level but there are things I “the leader”
can teach you to grow and become even better. One example of doing so is through being a peer
mentor through FLITE. The evidence for this outcome is a roster of my students, this is significant
because it shows that I am still paying attention to them coming to class and still seeing them as
students rather than friends. See evidence #59
153. Student will describe personal examples of HDF 415 Leadership Institute Peer Leader I have used this forum of relationship building through being a Peer Leader at the Institute. When the
building relationships with members as a students first arrived, they were very unsure about what was to come. None of them new what to
leader expect or where their place was. When we first met our students, I immediately stayed very loose and
relaxed. I feel that is very important because the first impression from a student of a leader is incredibly
significant. As the first day went on I was able to connect with the students relationally and the students
were starting to feel a sense of purpose. This is when the student to leader relationship was really
being build. They wanted to grow each day and I was there to help them grow and become the best
that they can be. This was a very significant moment because at first, they started to rely on me for
information and on how to grow but by the end of the weekend they did not need me anymore. I was
there to help guide and support but the students were able to do all these things on these leadership
activities on their own. There was a huge amount of growth overall and the more they grew, the more
the relationship grew with all of us as a whole instead of having a separation between student and
leader. It was a great growing and learning experience for all and the students are still continuing to
grow without me. This created a lasting relationship with the students. Attached is a picture of the
students in team vision and I. This is showing how there is still a connection but it is at a professional
level as well. See evidence #60
154. Student will describe how credibility applies HDF 492 Sailing Team Captain I value credibility within my own leadership values tremendously. I feel it is one of the most important
to leadership, as well as the characteristics pieces to being a strong valued leader. It applies to leaderships in all forms. It is not given right away,
and skills of a credible leader credibility comes with time and respect from the ones they are leading. A credible leader does not put
themselves in front of their own people. The people always come first. They stay true to their word. If
something is said to be done, it is going to be done. A credible leader doesn’t speak ill, manipulate or
humiliate in anyway. It would drastically effect the viewpoint of the subordinates of the leader. Respect
is one of the most important values of a credible leader. When respect is given, often it is also returned
in greatness. A credible leader carries traits like respect, transparency, honesty, accountability, trust
and others. Without these traits, it would be hard for anyone, including myself to view a leader as
credible. I believe these traits separate the poor from the good from the great as a leader. It also takes
excellent people working skills to be a credible leader. For someone to know when the right time is to
be personable with another and when the right time to delegate is. Evidence for this outcome is a slide
that shows some of the key traits within a credible leader. See evidence #96
155. Student will describe personal examples of HDF 492 Sailing Team Captain My time as a senior captain of the URI Sailing Team has taught me incredible skills that I will value for
building, maintaining, and repairing his/her the rest of my life. One lesson that stands above the rest is how to be a credible leader. I have held
own credibility as a leader myself to a specific standard as soon as I step foot through the university and entered the team. I
strongly believe that my credibility as a follower has brought me to being a credible reliable leader in for
the team. I have grown in all aspects of the position but one most importantly was my accountability
and knowledge of people working skills when times became hard or challenging. I found myself
building on this standard even more during an incident with the other captain on the team and the
coach. A verbal argument broke out in front of the team and I needed to separate it before it escalated.
I needed to juggle the entire team, the coach and the other captain through the delicate situation. After
talking to the coach and the other captain I called a meeting with the whole team to debrief and talk
about what happened. I made it clear to them that we are in this location for one purpose, to better our
sailing. I reminded them that our coach is our coach and what he says goes, keep their values close,
their eyes on the prize and proceed about business as usual. That quickly morphed respect out of
everyone I have never seen before. I found myself needing to repair my credibility during an incident
that happened with a fundraiser that went wrong and I was the primary reason for the issue. My
ignorance and lack of focus, put the team in a deep hole and I needed to get us out of it. I discussed
with the coach immediately what I had did and went straight to the person that was effected. I also
went to her boss as well as the president apologizing for what was done. I then addressed it to the
team and let them know what I had done and apologized. It was a learning moment and the
conversation I had later with the president, boss, employee and the team repaired my credibility as a
leader. My evidence is a card the team wrote me after the year of hard work put into the team.
Se evidence #97
156. Student will describe ethical standards in
influence
157. Student will describe influence applies to
leadership
158. Student will describe principles of effective
mentoring, as well as problems particular
to the mentoring relationship
mentoring and being mentored
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

Inventory 2018

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Inventory 2018

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LEADERSHIP

Name: Ellis Havelock

Leadership Inventory Revised 08/22/2017 1

ADVISING INFORMATION (students will include own documentation)

Leadership Inventory Revised 08/22/2017 2

CSLD Mission Statement

CSLD Vision Statement

CSLD Values Statement

MINOR IN LEADERSHIP STUDIES

MINOR ELECTIVES-9 credits

 Leadership theory and

Leadership Inventory Revised 08/22/2017 5

Leadership Inventory Revised 08/22/2017 6

Outcome Category: Leadership Theories

30. Student will describe personal application

Leadership Inventory Revised 08/22/2017 15

40. Student will describe personal application

Leadership Inventory Revised 08/22/2017 16

Leadership Inventory Revised 08/22/2017 18

Leadership Inventory Revised 08/22/2017 19

Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership

72. Students will demonstrate personal

90. Students will demonstrate personal

Outcome Category: Critical Thinking

108. Student will describe examples of

Outcome Category: Interpersonal and Organizational Concepts & Skills

Leadership Inventory Revised 08/22/2017 43

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