Outcomes & Evidence Progress Inventory : Leadership Development

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

Date Enrolled: Fall 2015
Date of Graduation: May 2020
*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

Outcome Category: Self-Leadership
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
1. Student will demonstrate autonomy and a CHM 192 During my second semester at URI I noticed myself having a significantly bigger workload than I did
minimized need for approval first semester. My friend group at this point consisted of me being the only hard science major. There
used to be an engineer, but he decided to switch his major to something nowhere near as rigorous.
This was especially true when I was studying for my general chemistry 2 for chemistry majors. To make
sure I did well in the class I set allotted times throughout the day where only studying will take place. I
was not have been pleased with because it was a lot of work, but many of my friends were annoyed
that I did not see me as often. For example, A few times as I was studying, they texted me to come and
hang out. When I responded that I was doing work, they said that they too have assignments that they
should be doing, but decided to procrastinate. I refused, they were annoyed, but not angry with me for
putting my work first. It all paid off at the end of the semester receiving a B – in the class. Being able to
break away from the group and focusing on my academic responsibilities was hard to do, but was
necessary for me to be able to be able to pass.
2. Student will demonstrate personal, MTH 142 North woods challenge course
organizational, and academic examples of HDF417 SOLC Some personal experience of self-discipline is easy to describe, one that really stuck out was when I
self-discipline was facilitating a group at the Northwood’s challenge course. The self-discipline wasn’t with the group
being facilitated, but one of my fellow co-facilitators. We got paired up together since less people
showed up than what we expected. He was fine on the first activity, but I told him I would take the lead
on the second element, and he said he was fine with that. This was mainly because we had someone
show up injured and we didn’t want her to be disengaged, so one of us had to make sure she was
feeling included, and he took the reins on the first activity. By the time he showed up I had finished
explaining the safety things for the element being used, and had started to describe the objective. He
decided in the middle of my explanation to say, that it wasn’t challenging enough, they are high
functioning, and that they should be doing a more challenging version of what I had described. I
couldn’t think of anything in the moment to say no without sounding insulting to the group so I went
along with it. When the activity finished, he decided to start a debrief that I never saw before, and
essentially leaded the debrief. I really wanted to go off at him for undermining me by changing what I
had planned for the element. But I just smiled and kept going with it because arguing in front of group
is a great way to get them to be disengaged from the activity.
In SOLC I believe that I hold great organizational discipline. For one, I have attended every meeting
since I joined, as well as tried to be an active participant when we are doing any activities. The main
responsibility of SOLC is to run retreats for organizations at URI. The objectives of the retreats is along
the lines of growing closer as an organization or help with finding and relieving any tension in the
organization. Whenever signing up to work a retreat there a few important responsibilities that come
with it. They are planning the retreat, making sure we have what is needed for the retreat, and showing
up to facilitate the retreat. The most important is the planning of the retreat, because every retreat must
be tailored to the organization. By this I mean chose activities that go along with what they want to
accomplish, and seeing if they would be activities that the groups would enjoy. It’s not a lengthy
process, but every facilitator needs to know the plan, this way no one is ever at a lost for what to do. I
always try to be there for the planning process, but every facilitators schedule is different, making it
difficult to make the planning meetings for every retreat. If that happens, I make sure to reach out a few
days before the retreat to make sure I have a copy of the agenda and to review the activities being
done. Checking to see if we had enough materials for a retreat can be done by any facilitator. I make
sure never to be late to any pre-retreat meetings, that occurs right before the retreat. With that I always
make sure to fulfil my responsibilities as an SOLC facilitator.

During the first chapter of MTH 142, I knew I was going to have trouble trying to understand the
material. When the first exam was coming up and I was still confused I knew I had to make a plan to be
able to understand the material before the test. The first thing I did was ask my friend in the class to
help me study for it. After two study sessions and learning we were both having trouble with the same
material we decided to go to SI sessions. After attending the SI sessions, I did problems out the book
to make sure I absorbed the material. I could have gone out with friends afterwards, but I knew that I
needed a good grade on this exam. When the exam came around I knew how to do most the material.
I may have gotten a B on the test, but I was happy with that because it meant I learned how to do the
material.
I balance my time of being an intern and student by keeping a schedule. To elaborate, I have
designated time each week that are dedicated to the lab. During this time, I only focus on the tasks that
the lab assigns me and do no work from any of my other classes. At the beginning on my internship, I
noticed that I was slacking in school work, and the planner has helped with my time management. After
I started writing down what my schedule would be, I have seen an increase in how productive with my
school work. To manage my stress, I go to the gym and play videogames. The gym is big time
commitment out of the day, so I go in the morning. I noticed that when I go to the gym at night, I do not
have the energy or mindset to focus on school work, but sleep. Going to the gym in the morning has
allowed me to finish all my responsibilities earlier in the day and has allowed me to sleep more. To help
with my wellbeing, I try to have the last thing before I go to sleep to not be anything professional,
mainly videogames. In the past I had a habit of working every hour of the day with work in some way
shape or form. This brought my stress levels to a high point, and the best solution that I could think to
solve my stress problem at the time was to not focus on work before bed. I attempted to take breaks in
the middle of the day, but the problem with that was I found it hard to refocus on work.
3. Student will demonstrate the ability to CHM 192 I am always proud when I do my school work, but nothing makes me more upset then when I do not
manage emotions get a good grade for anything that I studies for. There was one quiz in CHM 192 specially got to me. I
studied for hours for this one quiz and thought I did well on it. When I got it back I saw I did not do well
on it. I was furious at first, but decided to keep my anger in until after I saw what I did wrong. After a
minute of looking the quiz over I saw that what I did was wrong. I used a method that was for a
completely different process. This made me even more furious at myself. I took a couple deep breaths
and thought, “well he drops the lowest quiz, so one blunder won’t get to me.” Those were the words I
kept telling myself to calm down and not be angry at myself. In the end I walked out of class with a
smile knowing U would have study harder next time.
4. Student will demonstrate knowledge of HDF 190 There are many ways to deal with stress, and not every method works for everybody. In the past I have
stress management methods heard of stress balls and some other similar devices, but I feel those work for more anger related stress
than stress itself. Also, you can avoid what is getting you stressed, but if that is school work it is hard to
avoid without there being severe consequences. The first thing that needs to be done before trying to
reduce stress is to identity what is stressing you out. After that all that needs to be done is to find what
destressing strategy works best. One way to cope with stress is to exercise regularly. Exercise
releases endorphins which gives you a better mood and helps reduce daily stress. Another great way
to help reduce stress is to just everything that is causing stress, and just walk away for a bit or taking a
nap. One way that usually helps reduce stress is by making time for fun and relaxation. This is easily
done with properly managing time, and making sure to a have set interval of time for it.
5. Student will demonstrate the ability to CHM 191 MTH 142, CHM 192 As a laid-back type of person I rarely ever get stressed out. The only times when I do get stressed is
manage stress when I have too much work, not enough time to do it, when nothing goes as planned, or when I just
can’t figure something out. Especially in CHM 191 Whenever I realize that I am incredibly stressed out I
do few things to try an alleviate it. The first thing I do is just stop what I’m doing, if doing it stresses me
out the first thing I do is take a deep breath and put it down. Walking away from the work may not be
the best thing to do, but not having t in front of me just lifts a lot of the stress. If I’m incredibly stressed
and know it, I just take a nap. When I take a nap I just pretend nothing else exists, just me and my
pillow. Not thinking about and waking from a nap gives me the energy I need to finish studying or work.
Not to mention, coming back with a clear mind is much better than to continue working thinking I
cannot do this.
6. Student will express a personal code of HDF417 During my internship, I learned the importance of ethics in terms of a lab setting. When recording data
leadership / membership ethics for any experiment, it is important to make sure the data is accurate and precise, and report when
errors that are present. This is so that anyone would repeat the experiment, or does a similar version,
would yield the same results, or close enough that it falls within a range of expected error. When the
experiment is repeated and the results that were reported or not the same as the published paper,
whoever was performing the experiment would assume they are the ones at fault, when it is the paper
that is wrong. It is rare that a published paper like this would occur, but when doing personal research,
it is just as important. For example, following a procedure and if there is step that was ignored, or not
done correctly, the results will be affected. Unless that is made note of, it will be assumed that the
result is a possibility of the procedure, when it was the result of a mistake. Another example would be
using contaminated samples for an experiment. The outside material can affect the experiment taking
place from the foreign material. When any sample is contaminated, it must not be used for analysis.
7. Student will demonstrate practice of the HDF417 During my internship, I practiced my personal of ethics daily. I did this whenever I wrote down anything
personal code of ethics inside my notebook. My notebook is filled with all kinds of data and information that I have amassed
over the course of my internship. The only record information that I know to be true based on my
observations and include as much info needed to prove there is no mistake within it, or if there was one
it can be easily spotted. For example, when I was working on the Jet lap 4 printer, a liquid printer that
prints pico-liters of material, I always made sure to write down the parameters for whatever material
was printing. This was invaluable, because over time I noticed that parameters that worked one day
would not work the next. After sending the tip back to the company, they stated it was cracked on the
inside. From this, I learned that all my data from the tip used was inaccurate, but explained the
behavior of the drops from that tip. The other tips that were used had parameters that were very
similar, only needing to slightly change 1 or 2, because of how sensitive the machine is when inserting
solution to be printed.
8. Student will express a personal values HDF 190 VIA assessment The VIA survey I took in HDF 190 helped me recognize some of my values. The most important value
statement (Sources = VIA, values that I have is honesty. The main reason this is important to me is that I cannot stand lying in general. I
clarification exercises, etc.) understand how it I sometimes better to not know something, but no matter how bad it is I would want
to know. Another value that I have is perseverance. I deeply value this because giving up is something
I would never do under any normal circumstances. When I finish anything that has been giving me a
hard time it gives an overwhelming sense of accomplishment. Being dependable is another thing that is
of great importance to me. I understand it when an emergency comes up, but when there is no reason,
it just makes me angry. Especially since I always try to make every appointment that I make, and I
always give a heads up ahead of time if I can’t. The thing I value that can never be replaced is my
friends. The memories I get when being with being with any of them are irreplaceable. I may not enjoy
some of the things that we do together, but I would not do any of them over because I made the choice
to them with my friends.
9. Student will demonstrate practice of the HDF 190 For HDF 190 we had to an activity called the tree of purpose. On this “tree” were all the strengths that I
personal values statement HDF417 had that were important to me. After making it I realized, everything that I put on it defined who I am,
what I find important. I said I was rooted in my strength of honesty, which is very true. I hate lying and
cheating, I would match rather know the truth and be hurt by it rather than live in ignorance. The root of
my values is humor and kindness, which I feel works hand in hand. Being kind is more than just helping
someone, I see it as taking the next step and getting involved with the trying to help someone. Not to
mention, trying to brighten everyone’s day is something that I love doing, which explains why I value
humor so much. The values that hold me up are fairness and perseverance. I always try to give
everyone an equal opportunity, because I hate it when anyone has a big advantage. The one thing I
don’t like more not being fair is giving up. It’s not about failing over and over again, it’s about seeing
how far you can go without giving up. These are the traits that I value more than anything else, and I
refuse to not follow them.
To be a respected member of the lab, I must an ethical person, look up to the more experienced
members, and utilize my strengths.
Finding ethical decision making in a lab is not that hard. I have not seen this for myself, but an ethical
decision would be faking data. Faking data from an analysis is not allowed in any way shape or form. If
data could not be collected, then the experiment must be repeated, or stated that it could not be
completed. Other than that, the other ethical decision would be not selling any of the energetic
materials that the lab has. The way our site promotes ethics is by promoting how important it is to not
fake data, and the consequences for those that do.
In the workplace, I have not seen myself adjusting to my supervisor’s style. This is mainly due to how
little we need to interact for both of our jobs. I help out the graduate students with what they are doing,
the only time I do something on my own is if I deal with stable substance. Not to mention, my
supervisor serves a more administrative side of the lab, with the graduated students doing the manual
labor for the experiments and report it to my supervisor.
My strengths have played an integral part of being in the lab. The strengths that I have noticed that
much more prominent than the others are strategic and learner. Learner I use almost every time I start
something new, because I learn every part of what I need to know. Using the knowledge, I acquire now
will help me later when I get assigned to more difficult projects. I use strategic to manage my time, and
plan how to go about projects that have more freedom than others.
10. Student will demonstrate the ability to HDF 190 When I was in high school, I poured more than 300 hours into planning and executing my eagle scout
lead a project from start to finish (follow- project. The plan was to build a bocce court for my local park, and it was much more difficult than
through) people may think. Bocce is a game where you throw one small ball a good distance away, and then
each player alternates throwing 4 balls that much bigger than the small ball. The objective is to get as
many as your balls as close to the small ball as possible closer than any of your opponent’s balls. The
most difficult part wasn’t the budget, but organizing how to change the foundation. It took careful
planning to get the materials for the foundation delivered and to schedule and excavator to come and
help lay out the foundation. What the excavator did was dig up the ground so it was flat, then laid out
the stone and made each layer as flat as possible. The excavator could not bring the sod that as dug
up into the designated spot for pick up, so the fellow volunteers used wheel barrows and brought it to
the spot where it would be picked up and transported of later. Then, after each layer of stone was put
down we checked to see if it was as flat. The excavator was massive and could flatten the majority of it,
but there were a few uneven patches each layer. Without the excavator it would have taken multiple
days just to get the foundation to be level instead of a few hours. After that one day it was all smooth
sailing from there, because all that was left was to put down the borders and flatten out the court.
Layering down the borders was more tedious than hard. The court was 80’ by 12’ each 6x6 piece of
wood need to be 2 holes drilled in for the rebar poles to keep the court in place if a flood happens. The
courts that were there had been swept away a flood a year prior, and we wanted to make sure that
wouldn’t happen this court. When all that was done the stone dust on the court needed to be flatten,
with about 920 square feet to flatten it took just as long as it to complete the border around the court.
Making the court and setting up the borders only took 1 weekend to my surprise. While we had to come
back the next weekend to flatten out the court. When it was all over I just felt and indescribable sense
of accomplishment because only a couple weeks prior this bocce court was a just grass and I felt I had
accomplished something bigger than myself.
11. Student will describe goals and objective HDF417 Before college, the most exposure I had for forensic chemistry was through television programs. Upon
statements regarding personal issues, learning more about the field, I learned how much television programs made chemistry look easier than
career issues, and community issues what it is. With knowledge of how forensic chemistry was in reality, the best solution to find out if I
would enjoy the career as a forensic chemist was to expose myself to it firsthand. The closest
opportunity to work in a forensic lab as an undergraduate on campus, without experience, was with the
Smith-Oxley lab. Although not a forensics lab, as an analytical that works with explosives, it is the next
best office. Within the lab I hope to gain real world experience along with increasing my network.

12. Student will show evidence of goals and HDF 190 A little before the end of first semester, my 3 friends and I had one goal that needed to be completed,
objectives that were planned and to build a gingerbread house. It all started when we decided that we needed one final ridiculous thing
achieved before the semester ended. We came up with a date and time all that was left to do was wait. We
waited patiently for our friend to get back from the store with the build your own gingerbread house kit.
When it arrived we all agreed on one thing, this will be the gingerbread house in existence. We opened
the kit and started right away creating our soon to be masterpiece. Throughout the whole process we
were laughing, but were very serious about making sure the walls would stay up. This was a difficult
process because the icing needed time to set and it was hard to not shake from the laughing. After
about 30 minutes of mix between being serious and flat out goofy, the gingerbread house was
complete. The roof had a nice icing pattern lined with gumdrops. The boarder around the house was
made of m&m’s, along with some m&m’s scattered across the sides of the house. We gazed at our
masterpiece knowing that we had accomplished our goal. The gingerbread house didn’t survive
another 20 minutes though. Even though we ate our masterpiece, we had accomplished what we set
out to do.
13. Student will show knowledge of the Com 246 The first time I heard of Maslow’s “hierarchy of needs” theory was sophomore year of high school.
“Hierarchy of Needs” theory by Maslow Then in my COM246H, or new media studies, we brought it up again to discuss if the internet belongs
inside of the hierarchy. The hierarchy has five stages in the form of a pyramid, and you cannot skip a
stage. Every stage must be achieved in a linear order; it is impossible to achieve a stage without
completing the previous one. The first stage is the physiological needs, which are the most basic needs
in order to survive. For example, everyone needs food, water, oxygen, and warmth to survive. Then the
next stage is safety which can be pretty broad, but can be summed up as do you feel safe in your life.
Like are you financially sound, are ok physically, and do you feel safe personally. The next stage is
called love and belonging, and this stage is very straight forward. Do you feel like you belong and are
accepted by others, mainly by your friends, family, or significant other. The stage after is the esteem, or
self-esteem stage. This stage is all about having self- esteem, or self-confidence and the only way to
achieve this stage is to accept who you are, and not see yourself as less than human. The final stage
is self-actualization, and this hard to describe. Maslow describes it as” the full realization of one's
potential." Personally, I interpret as seeing what you can do and being able to do it. As for if the internet
should be included in the hierarchy, it was decided it would fall under safety or love and belonging.
14. Student will show application of Maslow’s HDF 190 I believe I fill all but the last stage of Maslow’s hierarchy of needs. I completed the first stage by simply
theory to own life being alive and walking around. I currently feel safe in my life. I am healthy don’t feel as though I am
going to collapse from anything unknown. Nor do I feel as though anyone is going to attempt and hurt
me. I fulfil the third stage because I have a healthy relation with all o my friends and my family. Since
coming to college my mom comes p and visits every other weekend. She doesn’t have to come but it is
a nice. Also I see and talk to friend group just about every day. When a test comes up they tend not to
see me, but they know that I’ll be back eventually. I know I have achieved the esteem stage of the
hierarchy. I’ll will admit in high school I had little confidence in myself, but compared to now it is a
completely different me. I used to have a hard time approaching people I didn’t know, and I would
usually just sit back and watch. Now I want to be the doing something interesting not just watching, and
I am no near as scared as was before when I talk to new people. I know I haven’t achieved the stage of
self-actualization. The way Maslow describes it as achieving your full potential, and after being at URI I
realize that I have lot potential that I am wasting. Currently I am working at to trying to use that wasted
to potential and use it.
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 Leadership institute My personal leadership style that I had before I entered HDF190 was along the line of “lead by
Signature Themes, shadow side of HDF417 example,” and try to making relationships that would last. After entering the course, I realized that what
my strengths were and that I have much room for improvement. During HDF 190 I took the strengths
Strengths and/or weaknesses, and Quest Survey to figure out what my strengths were. Strengths Quest said my strengths were strategic,
examples of application (Source = Gallup) restorative, empathy, learner, and responsibility. After seeing what these mean I realized that these
strengths describe me almost perfectly. Being strategic means that I am quick to spot patterns and
issues, and think of ways to solve them almost as quickly. Another way to describe being strategic is
that where I would see a pattern, others would see something that is more complex than what it is.
Based on these patterns I would play out scenarios and try to find the best one out of them. The only
real flaw to this strength is not having enough information. Restorative means that I am adept at
dealing with problems. Being more adept at I mean in terms having a greater drive to want to solve
them. I enjoy the challenge of trying to solve a problem no matter what it is. I know when I can or can’t
stop my intervention on whatever the problem is. Being empathetic means that I can sense what
others are feeling and can imagine myself in their lives. For example, let’s say someone makes a
choice that I do not agree with, I would have an easier time than most at putting myself in that person’s
shoes and understand why they made the choice. Being a learner means that I am very curios. More
specifically, liking the process of learning something new rather than outcome. Finally, being
responsible means that I have a psychological ownership of what I say I will do. No matter how big or
small the project is, if I say I’m going to see it through to the end I will, no matter how much I may not to
later on in the process. After acknowledging these strengths, I realize that while I know what they are I
can still improve upon them.
My top 5 strengths are strategic, restorative, empathy, learner, and responsibility. I use my strategic
theme almost every day. I need to have a general plan for everything, or I start to feel anxious. During
my internship, I’m mainly using to keep up with deadlines, and planning what to do to get the most
work done out of the day. With restorative, as I use to solve problems, it does not have a big place in
the lab. The main part of my internship is to observe and analyze, so problem solving is not going to be
utilized mush other than when equipment breaks. Even then it won’t be use because it more or less
just replacing or fixing the equipment. The same can be said about empathy, there is not much use to
having empathy in a lab setting. When the main point of the job is observed and analyze energetic
material, there is not much need to understand the actions of people. Learning, however, will be used
the most out of all my strengths. Learner is all about wanting to learn new skills and trying to master
them, which is the main point of my internship. Responsibility is always doing what you say you are
going to do. In a lab setting is very important. Some steps for analysis cannot be completed without
prepping it first. This will be where
Based on my strengths, I believe I will be asset to the lab that I am working in. With my strategic and
responsibility, I would be providing timely feedback on whatever project that I am working on. I would
also be lightening the load of the what the graduate students are working on. With my learner I would
always be willing to help any of the graduate students with whatever they are working on because it is
a new opportunity to learn
18. Student will describe personal leadership HDF 416 LAMP In HDF 416, I learned a great deal about myself and my leadership style. I discovered this through the
style and/or personality style including MBTI activities that we did throughout the course of the class. The first example would be from the LAMP
strengths and weaknesses and examples activity. LAMP is a short assessment to show whether you identify more as a leader or as a manager.
of application (Sources = Leadership style From my LAMP, I identify heavily with the leadership side compared to the management side for every
inventories, the L.P.I., Type Focus aspect of it. The assessment determines this by giving two options, and asks which you would rather
(MBTI), LAMP, DISC, and other career do. Out of the 32 questions, I answered 24 of them as what a leader would do. When presented with
inventories, etc.) my LAMP I was not surprised by the result especially after I read the descriptions. The Leadership side
of Lamp is creating, facilitating, empowering, and organization centered, compared to managements
side of planning, organizing, controlling, and job centered. Being a leader, in terms of LAMP, is
someone who imagines the picture, can inspire to join it, while guiding them along the way, and cares
more about the people involved compared to the job at hand. This was my own interpretation of what
they describe a leader to be from this activity.
A second activity that we did in HDF 416 was MBTI, or the Myers-Briggs Type Indicator.
This is a personality test that puts people in 1 of 16 different types of personalities that exist. This
doesn’t mean that people fall into 1 of 16 categories, it is that people identify with 1 of the 16
personalities more than others. Like LAMP, there are 8 categories, but a person can fall into 4 of them:
extroversion or introversion, sensing or intuition, thinking or feeling, and judging or perceiving. My
categories were introversion, intuition, feeling, and judging, more commonly known as INFJ. The
description for an INFJ is that they trust their judgment, quietly exert influence, are compassionate,
insightful, and seek harmony. All I can say on that is that it is not wrong. Other aspects of it that I do
agree with are prefer jobs that require me to work alone and concentrate on them, organize complex
interactions between people and tasks, win cooperation, harmonious, and quiet. There are other
descriptions, but these are the ones I feel most strongly describe myself. The weaknesses that it gives
for this personality type I also agree with. I am not direct with criticism, keep to myself too much, and
find my ideas overlooked because I am not that great at explaining them.
Outcome 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)
“Management by Objectives” theory of
leadership by Drucker
of the above theory (Drucker)
25. Student will show knowledge of “Theory COM 402 Theory X and theory Y are management theories based off of human nature, but both have very
X and Theory Y” theory of leadership by different view takes on what human nature is. Theory X has a pessimistic view of humans, while Y has
MacGregor a more optimistic point of view. The 3 main principles of Theory X are Management is responsible for
organizing the elements of productivity for economic ends; The organization is responsible for
motivating and modifying the workers behavior to benefit the organization; and without intervention by
management, the people would be resistant to changing to the needs of the organization. Running an
organization off these beliefs will lead to either the hard or soft approach. The hard approach involves
“coercion and threat, close supervision, and tight control,” (pg.182, McMahon). The problems with this
approach are that it breeds restricts output, antagonism, and subtle sabotage. The soft approach
includes, “permissive, satisfying people’s demands and achieving harmony,” (pg.182, McMahon). The
dangers of the soft approach are abdication of management, and people expect more, while doing
less.
Theory Y, on the other hand, has the assumptions of human nature of: people are not by nature
passive or resistant to organizational change, it is managements responsibility to make it possible for
the people develop behavior towards organizational goals, and management has the responsibility to
organize conditions for people to achieve their own goals, by directing effort toward organizational
objectives. The main issue with Theory Y is that is difficult to achieve with work conditions of
conventional organization theory. Society has been conditioned to have limiting jobs and discourage

the acceptance of responsibility, making it difficult to transfer over to the way of thinking Theory Y is. As
McGregor would put it , “Theory X places exclusive reliance upon external control of human behavior,
While Theory Y relies heavily on self-control and self-direction.” (pg. 184, McMahon).
McMahon, J. T. (2010). Leadership classics. Long Illinois, Estados Unidos: Waveland Press.
26. Student will describe personal application COM 402 When I was making my choice to leave the Smith-Oxley lab for an internship with the Rhode
of the above theory (MacGregor) Island Bomb Squad, it came down to what the organization was not doing for myself. During my time
there, the lab followed theory Y exclusively. Everyone working in the lab wanted to be there, and were
getting what they wanted out of the lab. Until around the time I left, as was I. At the end, I wanted to
learn how to operate the mass spectrometers, however, there were two students that had the same
shifts as I did already work on the mass spectrometers. Already knowing that our shifts would intersect
the next semester, I knew I would be unable to learn how to operate the machines during that time as
well. Also, the Graduate student I was paired with, and would most likely continue to be paired with,
was not the best mentor for myself due to lack of support in the lab. From the lab becoming unable to
help me achieve my goals that I had when I first joined, I decided to take time off and work with the
Rhode Island Bomb Squad. Working with the Bomb Squad, my goals for what I would get out of the
organization exceeded my expectations. I felt more at home with the bomb squad compared to anytime
I was at the lab. Both places treated as an individual, but the bomb squad helped me achieve my
personal goals to learn more about explosives in the real world, compared to explosives in a lab
setting.
27. Student will show knowledge of the HDF 190 There is no set definition for what servant leadership is. To describe someone who is a servant leader
“Servant Leadership” theory of leadership is a person who is a person who serves first. To elaborate it is someone who has the feeling to serve
by Greenleaf first, then have the conscious choice to lead. There are currently 10 characteristics to a servant leader:
listening (hear what others have to say), empathy (understand and share the feelings of another),
healing (trying to mend the broken spirits of others), awareness (being aware of yourself and
surrounding), persuasion (not being authoritative), conceptualization (being able to think of a plan),
foresight (understanding the consequences of your actions), stewardship (holding something in trust of
another), commitment to the growth of people (making sure others grow as a person and not just
yourself), and building community(building a community with those within a given institution). These
traits usually occur naturally in many individuals, and can be enhanced through learning and practice.
Not many people have the drive for it.
28. Student will describe personal application HDF 190 I feel I applied the servant leadership when I was with my group in HDF 190 making our presentation
of the above theory (Greenleaf) on recycling. We all agreed that not recycling plastics is a major problem a URI, but it is not URI’s fault
but the students. We feel that the students did not know the benefits of recycling or thought it too
incontinent to do. Based on personal experience recycling is rather difficult because I don’t want mold
in the recycle bin from the wet stuff that ends up in it, and I feel I’m not alone on that. Creating the
recycling club would help with the awareness of recycling as a whole and help create better ways to
recycle. Creating awareness, persuading the populace, and trying to create a better tomorrow all fall
under the leader aspect of servant leadership. While listening to the populace, and trying to heal the
planet fall under the servant aspect of servant leadership. I feel my group members and I were
stewards because the mission of the club was to recycle and make it convenient, nothing else. The
commitment to making recycling aware and the benefits of it to the everybody makes us committed to
the growth of people. Finally, as more and more people recycle starts to create a sense of community
to everyone that is involved.
29. Student will show knowledge of the Flite peer leader Principled centered leadership is a theory created by Stephen R. Covey. This theory revolves around
“Principle Centered Leadership” theory by interview the four principles: security, guidance, wisdom, and power. Security our sense of worth, identity,
Covey emotions, self-esteem, and personal strength. Guidance is the direction we receive in life, or how we
take life when it throws anything at us. Wisdom is our sense of balance, judgement, discernment,
comprehension. Power is our capacity to act, or the strength and courage to accomplish something.
These four principles should act like compasses; they point us in the right direction and show what we
need to accomplish in our everyday lives. To be more specific, there should never be a time these
principles are not being applied, or how Covey would word it, “Principle-centered leadership is based
on the reality that we cannot violate these natural laws.” (p. 19). This theory emphasizes how it should
be practiced from the inside out. This is to create a level of interpersonal trust, for yourself and others
in your organization. To create a level of trust in yourself means to commit to the long term and be
responsible with your decisions and actions. Because it impossible to control the actions of others, it is
encouraged to build a trusting and communicative relationships with others in the workplace. This is so
you know you have others that you know you can rely on. Another important aspect of principled
centered leadership are the 8 characteristics. The 8 characteristics are: they are continually learning,
they are service-oriented, they radiate positive energy, they believe in other people, they lead balanced
lives, they see life as an adventure, they are synergistic, they exercise for self-renewal. In simpler
terms, principled centered leaders are positive people that get along, believe, and help others, are
always learning and trying to better themselves, and see life as an adventure. A key aspect to
principled centered leadership is that there are four levels to the four principles: organizational, need to
organize people; managerial, responsibility to get a job done with others; interpersonal, relationships
and interactions with others; personal, relationship with myself. This is more to show how this theory
can be applied to yourself and others. I believe there to be 4 main messages that come out of a
principled centered leadership: to build your character from within, to create a trusting and effective
communication in others, empowering others, and it is not just about you, it is about those around you.
Covey, S. R. (1991). Principle-centered leadership. New York: Summit Books.

30. Student will describe personal application Flight Peer Leader SOLC A personal example of principled centered leadership is being a facilitator experience with SOLC. Of
of the above theory (Covey) Interview course, not the whole theory itself applies to a facilitation experience. The parts of the theory that apply
HDF417 to facilitating are the interpersonal level of trust and the 8 characteristics of a principled centered
leader. 5 of the 8 characteristics that apply to being a facilitator are: They are continually learning, they
radiate positive energy, they believe in other people, and they are synergistic. In my opinion, a
facilitator can always be learning how to facilitate better. The leaning could be how to adapt to
unexpected situations better, new activities that could be done, or what way to phrase things in front of
a group. Just about any facilitator knows that if you bring the energy the group return it. If a facilitator
doesn’t believe that their group can do the activity, well for one they shouldn’t have scheduled that
activity. Also, how the group believe they can do it if the facilitator doesn’t believe in them. A facilitator
needs to be synergistic, because a facilitator that doesn’t work well with others, in my opinion, isn’t a
good facilitator to begin with. A facilitator needs to be able work easily with others, weather it is a
facilitator or group, because, as I said before, a facilitator that can’ work with people isn’t a good
facilitator. The interpersonal level of trust goes along with being synergistic. Whether it be a person
from the group being facilitated or a fellow facilitator, without any trust, the group that came will not get
anything out of the retreat. To sum up, Covey’s principled centered leadership is example of a
leadership theory connects with facilitation.
Covey, S. R. (1991). Principle-centered leadership. New York: Summit Books.
During my Internship, principled centered leadership displayed on more than one occasion. The way I
saw myself using it was creating more interpersonal relationships with those in my workplace,
especially the graduate student that I have been working with. To better our relationship, I have been
keeping positive attitude, and constantly updating him on what parts of the project that I have
completed, and what I step I will be completing next. I am constantly showing him what I have
completed, and what I will be doing next. Due to the nature of the lab, most the work that I do is done
independently, with constantly giving updates on my progress, unless I am working with material that
requires me to be supervised. It is difficult to build interpersonal relationships within the lab because of

how independent everyone is, so whenever I get the chance to work with someone new, I try build as
much of a professional relationship that I can.
31. Student will show knowledge of the “14
Points / TQM” theory of leadership by
Deming
of the above theory (Deming)
33. Student will show knowledge of the Com 402 Transformational leaders are described as a leader who, “elevates the interest in employee’s, generate
“Visionary Leadership” (now often cited awareness, and acceptance of the purpose and mission of the group, and when they stir their
as “Transformational Leadership”) theory employees to look beyond their self-interest,” (pg.257, McMahon). Transformational leadership by
by Sashkin Bernard Bass has 4 traits that transformational leaders have: Charismatic, inspirational, intellectually
stimulating, and individualized consideration of others. Charisma is the most important trait of the 4
because it leads to a high degree of trust between the leader and the follower. From the charisma, the
leader is able to inspire people with a vision that they would want to follow. What separates a
transformational leader from a charismatic one is how they pay attention to their followers.
Transformational leaders will pay attention to each follower. For the followers that have room to
develop and grow, the leader will act a mentor to them. Finally, the leader is intellectually stimulating to
the group. They will look at old problems, and show their followers new ways to approach the
problems, and rationally think how to solve the problems.
34. Student will describe personal application Com 402 During my as corresponding secretary, one of my main responsibility was to make sure all
of the above theory (Sashkin) the chair positions knew how to do their job, or at least the minimum responsibilities that
nationals required of them. Some chairs I talked to more than others, and those are the
brothers I had more of an influence on how they have grown through their positions.
However, one big problem that we had was that we were having trouble scheduling dates
for risk presentations due to brother availability. To overcome this, the risk chair asked my
how we would be able to get around this. After some brainstorming, I gave him the idea of
having more than one risk presentation session, that brothers agreed to attend prior. The
reason behind this was the brothers would be receiving the same presentation, but at
different times. At first the risk chair dismissed this idea, saying that it would not work. After
exchanging some emails with national headquarters, I found out that we are not the first
chapter to have this idea, and have been greenlighting this for other chapters for over a
year. From this, I brought this to the attention to all the chair positions that has resonated
with some of them, if you never ask the question, you can never know the answer.

“Individuals in Organizations” leadership
theory by Argyris
of the above theory (Argyris)
37. Students will demonstrate knowledge of HDF 190 Individual research The 4-v model is a frame of internal beliefs and values along with external behaviors and actions come
the “4 V’s” theory of leadership by Grace together for the purpose for advancing the common good. In simpler words, it means you need integrity
(Center for Ethical Leadership) and commitment to do what is right, and make the world a better place. The first v, values, is about
understanding what is important and making decisions based around what’s important. This is the core
to your identity and once you know what your values it is easy to determine vision. Vision refers to what
actions need to be taken to accomplish a goal. The vision and values are what identify the group,
because these two v’s are the purpose and direction of the group. The third v, voice, is how making
vision into action. Another way to word it is how the group goes about turning their value and vision into
an action. Because the ability to give voice to value and vision are the signs of effective leadership.
Finally, the last v, virtue, is the understanding that we become what we practice. Virtue, by definition,

means to have high moral standards. Putting the 4-V’s model into practice virtue becomes the center of
it all, which is why it is at the center of the model. Some additional elements to the 4-vmodel is service,
polis, and renewal. Service connects to vision and values, because through the service of others our
values are tested. Service also refers to putting values into actions. Polis refers to how voice and
vision. This is the more political side to the 4-v model, because in the vision of public context, voice is
given to vision. Finally, renewal is taking a break and looking at how actions are in line with voice and
values. Because there are many ways to express voice, the leader should always be considering does
the voice line up with their values.
Kar, S. (n.d.). Ethical Leadership: Best Practice for Success. IOSR Journal of Business and
Management, 112-116. Retrieved December 1, 2016, from http://iosrjournals.org/iosr-
jbm/papers/ICIMS/Volume-1/14.pdf
of the above theory (Grace)
“Situational Leadership” theory by Hersey
& Blanchard
of the above theory (Hersey & Blanchard)
41. Student will show knowledge of the HDF 190 The relational leadership model is a model that focuses more on the relationship between those
“Relational Leadership” model by involved. Within this theory, the participants have mutual respect and appreciate each other. The
Komives, McMahon & Lucas model has five main traits to be a relational leader: inclusive, empowering, purposeful, ethical, and
process- oriented. Being inclusive isn’t just saying “come here and do this.” It is about listening to your
fellow participants, seeing how they are all different, and treating everyone fairly. While empowering
can be summed up as encouraging others to do better, it is also encouraging them to grow as a
person. Being purposeful is knowing what you want to accomplish, in a positive way and having a
positive attitude. Being ethical is very important because it is about knowing what your values are,
being trustworthy, and encouraging that in others. Finally, being process oriented is all about the group
process. It can be summed up as why you come together as a group, how you maintain the group, and
what is the group’s goal.
42. Student will describe personal application HDF 190 Northwoods challenge course Relational leadership when compared to servant leadership and the social change model in the fact
of the above theory (Komives et al) HDF417 that it doesn’t need to lead to change. Relational leadership focuses on the leader and the group traits.
I feel that I exhibited multiple applications of the relational leadership model when fulfilling my learning
contract. For my learning contract I decided to become a challenge course facilitator at North woods
challenge course. When facilitating you meet a new group of people every time who have no idea who
I am and vice versa. The first thing we do together is try to build trust between me and the group, which
falls under the ethical component of relational leadership. Every activity has a purpose to it, and that
purpose is to complete whatever objective is set before them. As the group is doing activities, they are
building trust in each other and more. All the activities require some form of teamwork, and careful
planning. As the group plan whatever they are doing for the activity, they listen and include every
member of the group to make the plan perfect. As they perform the plan they encourage each other to
see it through. These are examples of the inclusive and empowering components of relational
leadership. Throughout the day they are always exhibiting the process-oriented component of relational
leadership by communicating amongst themselves. While I’m not directly involved with group other
than giving them their goal, the group unknowingly learns many aspects of the relational leadership
model based on the activities that they do.
During my internship working in a lab, I was able to experience being on the receiving end of relational
leadership. Of the 5 traits, inclusive, empowering, purposeful, ethical, and process-oriented, inclusive
and empowering are the traits that stand out the most. I see inclusive constantly because of the
graduate students that I work with. They ask me questions of what I have been doing and listen to what
I have to say. When I finish speaking, I am either told to keep working in it, or give a tip to how to
approach the subject if I am at a standstill in a project. The response that they give helps empower
myself to finish working on the project. Being ethical is almost second nature to me at this point
because that is the nature of the lab. Within the lab, it has been hammered into my head at this point to
not write down any data that is false or incorrect, but if I find later that the data was incorrect, to make
note of what error(s) have been made, or anything that could affect the experiment at all alongside it in
my notebook. Purposeful comes with what project that I assign too. In the lab, busy work is not part of
the culture within it. Rather than waste resources on a project that is not yielding any results, it is better
to table it and work on a different one. Finally, on the surface there does no appear to be a process-
oriented culture within the lab because everyone looks to be working independently. That culture in the
lab is divide and conquer for all projects. Having multiple people on one project does not mean it will
get done faster, and everyone has their area if expertise in the lab, so when projects overlap is when
you see teamwork happen.
43. Student will show knowledge of the COM 246H In COM 246H the teacher said at the beginning of the semester that this class would focus on a
concept of constructivism constructivist style of learning. Constructivism is a philosophy of education that describes learning is an
active, constructive process. For constructivism the teacher acts more as a facilitator to the class than
an actual teacher. To elaborate the teacher leads the students in the right direction, but doesn’t do any
actual teaching. For example, having a group lead a discussion on a topic, and only chiming in when
what the students are saying is wrong, or leading to false knowledge. Essentially, what the teacher is
doing is helping the students gain understanding to a topic, with the students creating their own
knowledge on the subject. Constructivism focuses on how learning is more social than anything else.
The students should only have the background information, and from that background information they
come up with answers to the questions that they have been asked, or created themselves.
44. Students will describe personal examples COM 246H HDF 413 In my COM 246 class was taught using the constructivist learning theory. Taught may also be the
of implementing constructivism HDF417 wrong word since the teacher did not really teach us anything. All he did was give us scholarly articles
to read and summarized them in class. We had all the necessary information in our heads already, but
we didn’t know what to do with all. What he did was give asked us questions about the articles. The
questions that he asked had no real right answer, but could only be answered in the form of an opinion.
For example, gamification was a topic brought up and he asked what we thought it was. At first, I
thought it was taking anything and making it into a game where you either win or lose, like the
variations of monopoly. Then the teacher brought up MMO’s, massive multiplayer online, like world of
Warcraft. That is indeed a game that you can’t win or lose but keep playing until you get tired of it. This
caused me to revise my opinion on what gamification is. I now see gamification as when a you take
anything, a person, place, or thing, and making it into a game. By game I mean where there are rules
and some form of objective. The key thing about objective is that it doesn’t necessarily mean to win, it
could be as simple as keep going from point A to point B. The teacher also didn’t tell me this answer
directly, he gave me some information that I had not previously thought about and I arrived at the
answer on my own, which is the basis of constructivist theory.
HDF 413 is very similar in this aspect in that the majority of the time we are teaching ourselves during
class. There a few times we get a whole lecture, but that was about 1 or 2 classes the whole semester,
not including our safe zone work shop. One example that fits is when we did an activity called magic
carpet ride. The goal of this activity was to flip the tarp that all the students were standing on over,
without any of us getting off the carpet. Our teacher gave us the objective and let us do the rest.
Afterwards, she debriefed the activity and asked all of how the activity went. She only asked questions
and waited for us to answer, the textbook definition of a facilitator. The whole class didn’t consist of
activities like this, but rather the same process. The teacher gives an objective, the students discuss it
with little to no input from the teacher, then she comes in at the end sees what we did.

In my internship, almost everything that I learn in the lab is taught through constructivism theory, even
though the graduate students may not be familiar with the theory. The only exceptions would learn how
to operate an instrument, or safety. The reason being you want to know how they work beforehand,
and not risk breaking the instrument or hurting yourself. When at a standstill in a project that I am
working on. A graduate student asks me to explain what I have done. As I am explaining, they ask
questions in the middle of it for me to explain myself. I am not allowed to continue explaining until after
I answer the question, if I do not know the answer I have to figure it our before I can continue. This
simple technique helps me learn immensely because they are asking hard questions that I usually do
not know the answer too, but the answer almost always help me get back on track with the project that
I am working on.
45. Student will demonstrate knowledge of HDF 413 Individual research In HDF 413 a theory that was discussed was experiential learning in leadership development. Kolb’s
the Experiential Learning Model (Kolb) theory of experimental learning is more of a cycle of learning. The four main points for this theory are
concrete experience, reflective observation, abstract conceptualization, and active experimentation.
The concrete experience is what is done initially, like field or lab work. The reflective observation is how
a person would reflect on their concrete experience. The abstract conceptualization is a fancy way of
saying how can improve or change upon what I have done. The active experimentation is testing what
was thought upon in the previous change. After the test, it goes back to the feeling stage and the cycle
starts over. Concrete experience and abstract conceptualization fall under the perception continuum,
because in these two stages are when we think during the process of the learning. Active
experimentation and reflective observation are in the processing continuum because in these two
stages are how we do things. People may want to put reflective observation in the perception
continuum, but it is poor wording because in this stage you are only observing. The styles for this
theory are more what people fit in between the stages of cycles: diverging, assimilating, converging,
and accommodating. People who fall under diverging tend to gather information and use their
imagination to solve the problem. Assimilating learners are better when they have a clear explanation,
or can take lots of information and organize it. The converging people are those that prefer a technical
task, and are not as concerned about others. The accommodating learning style are those that take
other’s analysis and use it to take a practical approach.
McLeod, S. (1970). Saul McLeod. Retrieved November 25, 2016, from

http://www.simplypsychology.org/learning-kolb.htm
46. Student will describe personal application HDF 413 There are always ways to improve and learn on past experiences, and leadership is no exception.
of the Experiential Learning Model (Kolb) HDF417 Because there are multiple types of leadership, and not all of them are ideal to every situation so the
learning keeps happening. I’m not an exception to this, I remember the first real leadership experience,
it was when I was working on my eagle scout project. The project was to build a bocce court at my
local park. Some of the adults pointed out that I was more telling people what to do rather than asking
politely, with an unpleasant tone and then walked away. After the first day of work I thought about how I
could improve upon that the next work day. I know now that the process is Kolb’s experimental
learning theory. The book states that, “Kolb suggests that we come to new information in one of two
ways: by doing something (concrete experience) or by thinking about something (abstract
conceptualization) … understood as a cycle,” (Komives, Lucas, & McMahon, 2013, p.32). For me the
first part of the cycle I started at was concrete experience, or field work. After the feedback I received, I
underwent reflective observation, a fancy way of saying I reflected what I did. I thought about how I
was leading that day. I thought how I could improve upon that, and I came up with constantly checking
in on everyone there. For example, I would pay attention to see who has been working a while without
a break, offer water to those sweating a lot, and if anyone was a bit tired. The what I would try is the
“Abstract Conceptualization” part of Kolb’s model. The final part to the model is “Active
Experimentation” which is actively applying what I had thought. The next work day I felt more morale
coming from everyone who was helping. As the book says, “Many things happen from which we learn
nothing because we do not reflect on those experiences to seek their deeper meaning.” (Komives,
Lucas, & McMahon, 2013, p. 33)
I would describe the diversity of the lab the I work in as diverse that it can be. The employees that work
in the lab are graduate students working on their PHD’s. As a result, the students working in the lab are
possess a minimum degree of knowledge. However, the current graduate students come for all walks
of life. Be it from a foreign country or just being older than most average graduate students. The lab
only cares if you have the knowledge to be there, not where you come from.
The culture of the lab is very experiential learning focused, because all we focused on research more
than anything. The model most commonly used would have to be Kolb’s experiential learning cycle.
Then cycle most closely reflects what we do in the research lab. We start by wanting to test something,
the concrete experience. Then we conduct an experiment and observe what we want to test, the
reflective observations. After observation what we were testing, we conclude our findings and record
what we were testing. From the conclusion of the experiment, we then try to implement what we learn
in the future. However, we also try to repeat the experiment over using a different method, or the same
again, just to prove the repeatability of the experiment. Repeatability is necessary to for proving the
conclusion made during any experiment, because if the result is not repeatable, then it is not a correct
to say that it is the result.
47. Student will show knowledge of the HDF 190 The social change model is a model that examines leadership development from three levels:
“Social Change Model of Leadership individual, group, and society. These three levels are constantly giving feedback to each other.
Development” by Astin et al Associated to the model is the 7 C’s: consciousness of self, congruence, commitment, collaboration,
common purpose, controversy with civility, and citizenship. Each of these C’s falls under one of
individual, group, and society. At the individual level, the C’s associate are consciousness of self,
congruence, and commitment. consciousness of self is about being aware of your personal beliefs, not
those of other people’s. Congruence is similar, but it is about knowing your personal values and acting
upon those values. Commitment is about the passion and energy that is used when acting upon your
values. For group portion of the social change model is collaboration, common purpose, and
controversy with civility. Collaboration is about interacting with other individuals and capitalizing on
everyone’s strengths, while creating a connection with the individuals in the process. Common purpose
is about having trust in your group, and a collective responsibility towards the goal that is being
accomplished. While controversy with civility seems like the opposite of all the C’s it is necessary, civil
discourse is one of the key components to making a change. The civil discourse helps create multiple
perspectives on what is trying to be changed. The final C is citizenship, which falls under the society
portion of the social change model. This is when you feel connected to the community around you, and
are actively working to make it better than what it is. This model defines what is known as a social
change. A social change is trying to solve a very complex problem from the roots, for example
segregation and pollution.
48. Student will describe personal application HDF190 Creating a social change sounds simple on paper, but when trying to make one is another story. For
of the above theory (Astin et al) HDF 190 me and my group created a theoretical recycling club for URI. The mission statement for us
was, “As a club our goal is to make a social change within the community and environment of URI by
educating and promoting the impact recycling has locally and globally.” We talked about how recycling
helps reduces pollution and can create more jobs. When the presentation ended, we saw that we
opened the eyes of a few students. For making a social change this is a good start. The next step is
implanting what we talked about around campus: more convenient recycle bins, plastic water bottle
ban, and refillable water bottle stations. This will be difficult because it would require lots of fundraising,
but making any kind of change will meet resistance in some form or another. By continuing to push for
our goal of making URI recycle, we can then expand our goal to a bigger audience, like the US or the
world. It has to be taken 1 small step at a time but eventually we will make a social change.
49. Students will demonstrate knowledge of Personnel Research The leadership identification model is a model that breaks down the steps of whether or not you are a
the “Leadership Identity Development leader in your own chapter. The first part of the model, “awareness,” is whether or not you are aware
Model” by Komives et al that leaders exist. The second part, exploration/engagement, is being a part of an organization, and
feeling dependent on others. Next is leader Identified, where you believe that leaders are leaders and
followers are followers, and there is a line between them. Leadership differentiated, where you realize
that everyone in the organization has the chance to be a leader. There is positional leadership, where
a member practices leadership in the organization, where members knows when they need to engage
in leadership. The second to last part, generativity, a member is concerned about the sustainability of
the organization, or group, and seeks to develop leadership within the organization. The final part of
the model is integration, where leadership is embodied in the individual. The individual is constantly
engaged in accomplishing the goals of the organization, as well as to make changes when needed.
50. Students will describe personal Personnel Research My time in my fraternity, I have seen myself grow as an individual, and more so as a leader. Going into
application of the above theory. (Komives my first leadership position as corresponding secretary, I was at the leadership identified part of the
et al) leadership model. It would not be until my second term that I would move past this step and get to
leadership differentiated. During my first term, many of the upperclassmen had dropped due to
chartering fees, the members that stepped and joined the executive board and chair positions were all
dedicated. After the dust settled after the first year, and some brothers had left their positions, I noticed
how much of an impact they still had on the chapter. After half way through my second term, I realized
that I did not see anybody within my chapter that I thought would be able to handle the responsibilities.
During my second gterm, I stated to sow the seeds in brothers I thought had potential to become
leaders in my chapter, moving myself into generativity slowly. Finally, I entered the integration phase
when my term was over. As a seasoned executive board member, as well as an active member of the
Greek community, I brought experience that I believed to useful. For the most part I left the
organization to its own devices, but I would become active again when I felt it necessary, or when I saw
a younger brother with potential in them.
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)
Charismatic leadership
of the above theory
contingency approach to leadership by
Fiedler
of the above theory (Fiedler)
59. Student will demonstrate knowledge of HDF417 Within the lab that I worked in, the leadership theory I saw utilized often is the path-goal theory by
Path-Goal theory by House House. Path-goal that is described as setting goals, and the making the path towards that goal clear.
The leader when helping guide along the path, “may be directive or give vague hints.” This varies
depending on the leader’s style of making the path, and the follower’s capability to follow the path. The
lab I work in is a great example of this because all the graduate students are working to get their PhD’s
and the professor for the lab, they work in are the one’s guiding them towards earning it. Of the four
path goal leader behaviors; directive, supportive, participative, and achievement; they all play a part of
the culture within the lab. Directive is when the leader informs what is expected of the followers, and

how to go about accomplishing it. In the lab, the professor will assign a project to a graduate student to
accomplish, and idea how to. Supportive is when the leader makes the work environment friendly and
offers support by increasing the follower’s self-esteem or making the job more interesting for them. The
professor does this by assigning projects that she would have an idea that graduate student will like
and encourage them to complete. Participant leadership is when the leader takes the followers ideas
into account when making a decision. In the lab, the professor will constantly meet with the graduate
students working on the project and review the graduate students work with it to decide with them if the
project is still worth pursuing. Finally, Achievement is when the leader sets goals for the followers and
shows confidence that the followers and can meet them. Because the graduate students in the lab are
pursuing their PhD’s the professor must set milestones for them so they can think as graduate
students.
“Path-Goal Theory of Leadership.” Changingminds.org, Changing Works,

changingminds.org/disciplines/leadership/styles/path_goal_leadership.htm.
60. Student will describe personal application HDF417 While in the lab I have been on the receiving end of the path-goal theory. The leadership behavior that
of the above theory (House) I noticed used on me was the achievement-oriented leadership. As someone that has already received
ample experiencing working in labs, I am usually left to my own device’s on how to accomplish the
work that I am given. One example was figuring out how the lab’s liquid printer worked. No one
currently working the lab had knowledge on how to work it to its full extent, so they left the
responsibility figuring it out how to operate the instrument up to me. After countless hours I was able to
master the Jet lab printer and make a write up on it. Another time in the lab Achievement oriented
leadership was used on me was when I was told to figure out how to synthesis a molecule from an
Israeli lab because there was the possibility they were energetic material. These were not easy
molecules to make, almost every one of them had an attribute to them that made them difficult to work
with. One example would be the first molecule I was in charge of making. It can be sumed up as an
unsymmetrical pyrimidine with nitro groups riddled throughout out it. Attempting to synthesis the
molecule was abandoned after two weeks because there was not enough research done on
pyrimidines and nitro groups to figure out how to make the molecule. Pyrimidines are difficult to work
with because they are a cyclo-molecule that contains 6 carbon and 2 nitrogen molecules. I was not
able to achieve the goal set by the leader, however it showed that more research would need to be
done on pyrimidines in order to synthesis this molecule.
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
67. Student will demonstrate knowledge of Com 402 Chaos Theory is how it how sounds, how chaos works within an organization. The key thing, is that
Chaos approach to leadership by chaos forms naturally within the organization because organizations are, “living, dynamic, breathing
Wheatley systems with a life of their own.”(Wheatley,pg 3). The chaos stems from the people within the

organization, interacting to create, exchange, and discover information, with the people themselves can
even be referred to as embodiments of information. This constant flowing information is what keeps the
organization alive. The information brought upon by chaos leads to creativity, adaptability, or
destruction because, new information is what keeps an organization going. Over time, an organization
can start out with a mission and have a clear way of doing it, but over time the chaos builds up, leading
to slow change within and organization to the point where it is unrecognizable from what it started out
as. The mission can still be the same, but the process if how it is done drastically changed over time.
Wheatley, M. J. (1993). Chaos and Complexity: Teach? What Can Science. Chaos and Complexity:
Teach? What Can Science, 1-10.
68. Student will describe personal application Com 402 With the perspective that all living things are information, I am merely a cog in the chaos of URI. I am
of the above theory (Wheatley) apart of multiple organizations, Phi Kappa Psi, URI 101 mentor team, and Order of Omega to name a
few. During my time on the Phi Kappa Psi executive board, I constantly communicated with national
headquarters, giving headquarters information about the chapter and vice versa. Because of the
constant exchanging of information, I am now serving on a national committee. With the Order of
Omega executive board, we are in the process of leaving just a name on a resume, to an involved
organization on campus. The shows how through chaos, the old organization is dying, but is being
reborn anew. On the URI 101 mentor team, chaos theory is the main way we operate. The coordinator
is new, everyone on the team is new. The team started with a blank slate, working with the information
and feedback left behind from previous years. Is the team does not operate like the teams from the
past, but the mission is the same.

Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership
69. Student will demonstrate how cultural
anthropology / paradigms relate to
leadership
70. Student will describe personal example
of using cultural anthropology /
paradigms as a leader
the “Cycles of Socialization” (Harro)
theory and its uses in leadership
72. Students will demonstrate personal
application of the “Cycles of
Socialization” (Harro)
the “Cycles of Liberation” (Harro) theory
and its uses in leadership
74. Student will demonstrate personal
application of the “Cycles of Liberation”
(Harro)
the “Configuration of Power” (Franklin)
and its relationship to leadership
application of the “Configuration of
Power” (Franklin)
racial identity development (Cross &
Fhagen-Smith; Rowe, Bennett &
Atkinson; Ferdman & Gallegos; Kim;
Horse; Renn etc.)
application of model(s) of racial identity
development above
models related to gender / identity /
gender identity development (Lev;
Bussey; Bussey & Bandura; Bilodeau;
Gilligan; Belenky et al; etc.)
application of model(s) of gender identity
above
additional social identity development
model(s): Sexual ID, Faith & Spirituality,
Disability, Social Class (Dillon et al;
Fowler; Parks; Astin et al; Peek; Smith;

Johnstone; Gibson; Forber-Pratt &
Aragon; etc.)
82 Student will demonstrate personal
application of additional social identity
development model(s) above
83. Students will demonstrate knowledge of Personal Research McIntosh’s theory as seen in her, “Unpacking the Invisible Knapsack” brings awareness to privilege in
McIntosh’s theory of privilege and its society. The first point made was the white males are unaware how privileged they are. She states, “I
relationship to leadership think whites are carefully taught not to recognize white privilege, as males are taught not to recognize
male privilege.”(McIntosh). As a white male she is correct in that I had no formal education growing up
about this subject. I perceived my lifestyle and way of life as normal. Another point made is how,
“Many, perhaps most, of our white students in the U.S. think that racism doesn’t affect them because
they are not people of color, they do not see “whiteness” as a racial identity. In addition, since race and
sex are not the only advantaging systems at work,” (Mcintosh). From this statement, she says how
ignoring that privilege does not exist is a more pressing issue.
Margolin, L. (2015). Unpacking the invisible knapsack: The invention of white privilege pedagogy.
Cogent Social Sciences, 1(1). doi:10.1080/23311886.2015.1053183
application of McIntosh’s theory
85. Student will describe the differences and
similarities of individual and institutional
oppression and relationships to
leadership (Source = Three Dimensional
Matrix of Oppression)
86 Student will demonstrate knowledge of
relevant laws and policies related to
issues of equity and its relationship to
leadership (i.e., Title IX, Affirmative
Action, Protected Classes, etc.)
87. Student will show knowledge of effective HDF 190 Before we can talk about how effective leadership relates to change agency, what exactly is a change
leadership as it relates to change agency agent. A change agent is “a person or persons who have the understanding, motivation, and skills to
create a positive change.” Even if a leader is making they may not be a change agent. There are some
key concepts that a change agent needs to understand one is that change is a process, it doesn’t
happen overnight. Whenever a change is being made, there will be resistance at all levels. The
resistance can be small or large, but there is resistance. A change agent should have specific traits.
One is a positive perception of the change being made. Another is that they should be self-confident
and patience, it is tough to follow anyone who is not that confident in their abilities. Sometimes change
can take a long time, and a change agent should be able to stick around no matter how long it takes.
The most important thing a change agent should do is be able to step out of there comfort zone.
Making a change isn’t easy, and without enough drive to step out of your comfort zone change is
impossible. Finally, a change agent should constantly demonstrate how they can influence systems,
articulate visions, and willingness to take a risk to make a difference. Taking the risk to make a
difference goes hand and hand with willing to step outside your comfort zone. Failure to show what the
overall vision is for the change makes it so people won’t wat to follow, because they won’t know what
they are trying to change.
What was described above is one type of leader that people would follow. A leader that shows his
followers the vision of what they want to change. A person who is not afraid to step out of their comfort
zone. Most importantly, a leader that can influence their followers. If a leader holds no influence over
anybody, then are they truly a leader.

88. Student will describe personal examples Personal Research URI 101 Mentor leader During my time as a URI 101 mentor, I enjoyed the experience of mentoring first year students to
of being a change agent acclimate to URI. So much so, I wanted to be mentor again the following year. However, towards the
end of URI 101 class, my professor told me there was an opening for the URI 101 mentor team, and I
decided to jump on that opportunity. From this experience, I had the chance to recruit, interview, and
train over 150 mentors. When training the soon to be mentors, I was making future change agents to
this campus. If mentors will help acclimate first students to the university, and hopefully inspire their
student to become involved on campus.
89 Student will demonstrate knowledge of HDF417 Finally, the developmental model of intercultural sensitivity is a model that shows how a person is
the “Model of Intercultural Sensitivity” by accepting, or aware of other cultures. There are six stages to this scale, with 1 being ignorant of other
Bennett and its uses in leadership cultures, and 6 trying to make an effort to become competent in new cultures. Some examples from the
book, “Exploring Leadership for College Students Who Want to Make a Difference.” gives for those in
stage one are, “As long as we speak the same language, there’s no problem,” (Komives, Lucas, &
McMahon, 2013, p 205) and, “With my experience, I can be successful in any culture without any
special effort,” (Komives, Lucas, & McMahon, 2013, p 205). While someone in stage 6 will say
“Everywhere is home, if you know enough about how things work there,” (Komives, Lucas, &
McMahon, 2013). The various stages in between are working from stage 1, not knowing how culture
impacts you, to stage 6, being integrated into multiple cultures at once. Stage 2 is knowing all about
your culture, and thinking it is the best, while every other culture is inferior. Stage 3 is where an
individual view all cultures as the same, or really similar to one another. Stage 4 is when there is
acknowledgment that cultures can be different, and accept that they exist. Stage 5 is actively altering
behavior in order to interact with those from other cultures, and empathizing with a cultural view other
than your own.
90. Students will demonstrate personal HDF417 Working in the lab has opened up my eyes about how the culture academia. Before my internship I
application of the “Model of Intercultural would view myself as falling on stage 3 of the “Model of Intercultural Sensitivity.” The reasoning is
Sensitivity” by Bennett because I thought that all jobs would be similar. Growing up I was around those that would clock in and
clock out of their jobs, and never brought work home. In academia, you are always on the clock.
Graduate students are working with the responsibilities or full-time jobs, and have school work as well.
Most of the graduate students are there after hours because they need to finish their experiments, and
cannot stop mid-way through. After the internship, I view myself as a 5 on the intercultural sensitivity
scale. I do not believe that I have fully integrated myself into the culture of becoming a graduate
student, but I have noticed my behavior is different when I’m in the lab working with them.
the ally Action Continuum by Griffin &
Harro
92 Student will demonstrate personal
application of the Action Continuum by
Griffin & Harro
Multicultural Organizational Development
Model (Jackson)
94. Student will show personal application of
the Multicultural Organizational
Development Model (Jackson)
Multicultural Change Intervention Matrix
(Pope)
96. Student will show personal application of
the Multicultural Change Intervention
Matrix

97. Student will create a personal code of
inclusive leadership
Outcome Category: Critical Thinking
98. Student will show knowledge of principles HDF 416
of critical thinking and fallacies (logic is In HDF 416, one of the most important topics discussed in class was how to critically think. Critical
used in this minor) thinking is, “intelligent reasoning with supporting evidence to help make wise decisions,”
(interpersonal communication, Caputo, Hazel, and McMahon). To put simply, critically thinking is
using the information that you do, or do not have, or inferences that are sound to come to a factual
conclusion. This information comes from analyzing, criticizing, or advocating ideas using logic to make
the information presented become useful. The most common way that society critically thinks is when
coming to a decision. An everyday example would be deciding between two brands of the same
product. Factors that could affect the final decision would be quality, price, quantity, etc. For example,
toilet paper is an example of what is commonly bought at the store that everyone needs, and has
many options. There is different ply’s of toilet paper, quilted toilet paper, different sizes, amount of rolls
in each package, and how many would have access to each roll. When presented with so many
options to choose from, three options presented are 1. Think critically which one to buy, 2. Act on
impulse and pick without thinking about it, or 3. Just walk away and do not get anything.
Critically thinking is the opposite of acting on impulse/ instincts. Acting on impulse/ instinct
is not a bad thing, but may not always be the best option. When acting on impulse/instinct, usually the
consequences of those actions are not considered until after the aftermath has happened. Sometimes
the consequences are good, sometimes bad. Critical thinking is used to try to figure out the
consequences of actions before they happen, as well as attempting to use less bias.
Fallacies are anything that could weaken an argument, and are imperative to think about
when critically thinking. A few examples of fallacies would be groupthink, hasty generalization, and
false analogy. Groupthink is when everyone thinks the same way, and discourages alternative ways
to do anything, because it is not the majority decision. Hasty generalization is making a statement and
not presenting any evidence, but assuming it is true. A false analogy is thinking that because two
things are similar in one way, they must be similar in other ways as well. When presenting ideas and
fallacies of any type are included, those who are critically thinking on the subject are less inclined to
put trust in your words.
Caputo, J. S., Hazel, H. C., & McMahon, C. (1994). Interpersonal Communications: Competency
Through Critical Thinking. Allyn & Bacon
99. Student will demonstrate proficiency of HDF 416 Personal experince Throughout HDF 416, Critical thinking was one of the most common assignments done in the class,
critical thinking HDF417 due to it being heavily discussion based. It was heavily applied in two of the papers that were written
in the class. The topics of both papers were to find the fallacies in an article. In my first paper, the
article was supposed to be about how sorority houses are not allowed to have guys inside the house.
However, most of the arguments that the article offered were fallacies. For example, it stated that the
national organization Panhel, was non-progressive in the rules that it has. The only argument that the
author presented was how men are not allowed in sorority houses. Saying a whole organization is
non-progressive solely off one point does not present a good enough argument, for me, to believe the
entire organization is not changing with the times. My second paper in the class was discussing the
fallacies in an old 5 Cent Cigar article, about how URI should get rid of its alcohol policy. The main
argument of the article, “Bring back the booze,” (not all initial letters capitalized in the title) used
fallacy. The article did present a few facts, but not many. When writing the papers on these articles I
tried my hardest to make sure I did not add any fallacies of my own, but just point out the fallacies
within the articles, as stated in the assignment directions.
During my internship, one of the projects I worked on was creating a process for making possibly
energetic material. I was given a molecular structure of what the product looked like, and my job was
to find a process to find a process to make the structure. Critical thinking came in because there was
no process to make these molecules. I had to research how to make these molecules from the data
base Scifinder, home to just about every reaction that has been recorded. In Scifiinder I would record
reactions that could be used to make the molecule 1 step at a time. For this project I had to adopt the
method of making parts of the molecule to combine, rather than have 1 base part of the molecular
structure and build off it, because the reaction taking place could affect other parts of the molecule, in
a addition to the target area. For example, ozonolysis, a reaction that cleaves alkenes (double bonded
carbons), would react with any alkene within the molecule to create carbonyl groups, rather than
target 1 alkene in each molecular in the solution. When creating processes, I constantly had to
abandoned reactions that I found because it would conflict with other parts of the molecular.
The most difficult part of creating a process was figuring out what reactions were possible to use. The
reason I say this is because there were no recorded reactions with exact structure that I required. For
these, I researched if it was possible to even make the structure. Sometimes it was possible but
needed to get creative with how many steps needed, has not been recorded, or required catalysts so
expensive that finding reactions revolving around it were not cost effective. From these, I had to infer
whether or not it was worth continuing to research on how to make the molecule. These were not easy
decisions with all the time and effort I used to get as far as I did.
During the Spring of 2019 I had to make a choice, to continuing working the same lab for
another semester, or get an internship. There were several factors that played into my final
decisions. The first was the experience that I was getting. In the lab I would have the
opportunity to hone my technical skills along with learning how to use more instruments.
With the internship, I would be one step closing to working in my desired career field.
Another was the type of experience that I would be getting out the internship compared to
the lab. Finally, leaving the lab I would be out of touch with a very well-connected boss in
my desired career field. The deciding factor for me was the fact I spent so much time at the
lab. I wanted to take the risk and get a new experience outside the lab. To me, I needed to
leave my comfort zone of the lab and try something new. I wanted to experience, what the
reality of my desired career field was like, and being in the lab will not accomplish that.
100. Student will show knowledge of
metaphorical analysis to critically analyze
self and leadership situations
101. Student will demonstrate proficiency of
metaphorical analysis to critically analyze
self and leadership situations
102. Student will show knowledge of at least five HDF 190 Whenever I need a to make a decision there is 1 thing I do before I decide, figure out what I am
decision making methods HDF417 deciding on. Then I pick which method to decide based on that. One way to decide is with a simple
coin flip. IT is quick and easy and has a 50% probability to land on heads or tails. Another way to
decide is with a dice. Dice are situational, but are good for when there is an even amount of decisions.
When more than one person is involved in a decision that’s when things get tricky. A way to decide
amongst a group is to have a vote. Majority rule is a good way to go, most the time. If the group is
does not like this way because they think their side would lose, It is best to make a consensus style
decision. This means that everyone keeps voting until everyone votes for 1 side. This is especially
good if it is a high stakes decision as well. Finally, here is consult style decision making. This should
be used only when there is tough decision you have to make yourself, but are unsure what to do. This
style involves talking to other people and getting their perspective, or asking experts what to do.
Asking them will most likely help on what the final decision is because there is new information to
evaluate.
During my internship, there were a few decision-making methods that were utilized for a lab
environment, the most common being trial and error. Trial and error is when you keep trying until it
works, or until no more options can be used. This is how most experiments operate when wanting to
test hypothesis. Another decision-making method that is used whether or not to decide if an
experiment is worth doing is risk vs reward. The lab is an explosives lab it is utilized more often
among the professor that runs the lab, as well as the graduate students. The risk vs reward is utilized
for deciding what experiments should be run in the lab, because the risk would be wasting time
and/resources for an experiment that could/ could not work.
103. Student will describe personal examples of HDF417 In the lab I have used the trial and error, as well as risk vs reward. Trial and error were used primally
having used five decision making methods for an experiment I was working on with an itemizer, a machine used to detect explosives. I was
experimenting what swabbing method would be the best for explosives to detect on the itemizer. For
weeks I would be performing hundreds of swabs, using about 10 different swabbing methods to see
what would yield the most detection strength. I used risk vs reward for the same project when I
noticed the machine was not being as responsive after using one of the swabbing techniques. The
machine would take over 10 minutes to clear, reset the machine so it detects nothing, a sample. This
was bad because the average clear time is roughly 40 seconds. I talked to my graduate student I was
working with, and concluded the time it took to clear the sample was not worth using the swabbing
method for the machine.
104. Student will show knowledge of at least five Com 100 Conflict management is a very good skill to have, but hopefully not a skill that need to be utilized to
problem solving / conflict management HDF417 often. The best method for conflict management is collaboration. Collaborating is about making a
methods, as well as understanding the mutually beneficial agreement. Most the time collaborating does solve the problem and is great in the
roots of conflicts long term, but it does have a few cons. One is that it can take lots of time and stress until an
agreement is made. The biggest problem is that both parties need to commit to trying to collaborate,
otherwise her is no point in trying. Another method to problem solve is compromising, which is similar
to collaborating. The difference between the two is that when compromising, most the time, the parties
are not fully satisfied. Compromising is appropriate when a temporary solution is needed or when both
parties do not have a high level of trust. This process is quicker than collaborating but it is also
possible that no one ends up satisfied and the problem is back where it started after a short time. A
more aggressive approach to solving problems is forcing or competing, where an individual pursues
his or her own concerns despite the resistance of the other person. This is appropriate for when you
need a quick resolution, like to stop an aggressor, stand up for yourself. The positive side of this is
that it it creates a quick resolution, but it may negatively affect the relationship with the other party in
the long run and cause the other party to get aggressive. Another conflict management that is not very
effective is withdrawing, or as most people know it avoiding. This is usually done one party sees the
conflict as trivial, do not have time to deal with it, and are just unable to deal with the problem in
general. A couple advantages to the party withdrawing is that they may can wait for more favorable
conditions, gives time to focus, and better collect information. The downside is that avoiding may
weaken the position the party has and when multiple parties are involved it can negatively affect the
relationships with other parties. Another conflict management method is about as affective as
withdrawing is smoothing. Smoothing is when other people are priority over yourself. It is appropriate
to help by time to get into a better position, if the issue is not that important to you, or when continuing
the conflict would be detrimental. Smoothing can help protect the bigger interests by sacrificing some
smaller ones, but there is risk of being abused, negatively affect confidence and makes it harder for
collaborating to happen in the future.

While working in the lab, when an issue occurred there was a strict process that would be followed
when there is a possible safety hazard, or unintended consequences of an experiment. The first step
is to ensure everyone is unharmed, because that is what is most important in the lab. This would be
followed by writing down what happen before, when and after the issue occurred, along with collecting
evidence when necessary. Once the report is written the safety hazard or unintended consequence is
cleaned up. The issue would then be discussed in an orderly manor with the intention to figure out
why the issue had occurred, what happened because of it, and how to prevent it in the future.
105. Student will describe personal examples of HDF417 When employed by the lab, there was one incident that resulted in an unintended reaction, that
having used five problem solving / conflict resulted in a reaction exploding and combusting the paper towels inside a fume hood. The graduate
management student who was responsible for the hood was not present for the reaction, but was quickly informed.
They were dumbfounded that a detonation had occurred, because there was nothing, he put in the
hood that would cause a detonation. After writing a report and cleaning up the professor was informed
of the incident. The detonation was brought up again at group meeting, because everyone was trying
to come up with reasons why the detonation occurred. When describing the incident beforehand, it
was made clear that an aqueous solution was being boiled, when suddenly there was a flash, loud
noise, and fire in the hood. It was mentioned that there was also a purple substance throughout the
hood as well. The only substance that was ever used in the hood that would result in purple being
formed after detonation is permanganate, which was used quite frequently in the hood by the previous
owner. The accepted theory of the incident was that the permanganate in the aluminum panels behind
the hood reacted with the gaseous solution causing the explosion. The result of the incident was to
not leave paper towels in the hoods anymore, because that was the only reason why there was a fire
in the first place.
106. Student will demonstrate the ability
to synthesize multiple knowledge
perspectives (course work), competencies
(communication, writing, information
literacy or mathematical/statistical skills)
and responsibilities (global, diversity &
inclusion or civic knowledge)
107. Student will demonstrate knowledge of Personnel The crisis life-cycle model by Braden is a simple model that shows what happens what can happen to
leadership that is used in crisis (i.e., James Research organization when a crisis develops. The y-axis has is the level of stress, or chaos, and organization
& Wooten; Garvin; Covey; Frohman; can have before it collapses. It is separated into three zones, comfort, learning, and danger. The line
Lalonde; Schoenberg; Joni; Braden et al; between the learning and comfort zone is minimum amount of stress the organization needs in order
etc.) to change, or learn from the crisis. The line between the learning zone and danger zone is the
maximum amount of stress an organization can take before the organization collapses. These zones
are not the same for every organization, some organization may have bigger comfort zones, or
smaller learning zones, but they all have the same meaning. On the X-axis of the model is the timeline
of a crisis. There are 3 phases of a crisis, the preparatory phase, emergency phase, and adaptive
phase. The preparatory phase is what the organization does to prepare for the crisis, although
because the nature of a crisis the organization does not even know when it will happen. The
emergency phase is when the crisis occurs, and is typically the shortest phase. Finally, the adaptive
phase is how the organization handles the crisis. As stated previously, unless the organization has
enough stress to be in the learning zone, the organization itself will not change.
108. Student will describe examples of Personnel URI 101 mentor leader During my time as a URI 101 mentor team leader, we had a crisis where we did not get the number of
leadership in crisis situations (i.e., Research applicants that we would like. This was not an emergency, but something that we saw was going to
application of James & Wooten; Garvin; happen ahead of time. We initially had more than enough, but from looking at previous years, we
Covey; Frohman; Lalonde; Schoenberg; knew that there would be enough to drop out where there was a chance that we would not be able to
Joni; Braden et al; etc.) fill all the expected URI 101 sections. The bright side of the of the situation was that there was no
applicant interviewed that was an outright no from the mentor team. Due to the expected number of
potential mentors that would drop out, we did not have the option to rescind the opportunity to be a
mentor from anyone if they demonstrated poor behavior, or did not put in the effort to go to any of the
trainings. We adapted to this by never mentioning that we were currently having a mentor shortage.
We kept saying that everything was mandatory, and never mentioned any consequences if mentors
failed to any of their responsibilities. When potential mentors asked what would happen if they could
not attend training, we told them they needed to attend the alternate training. Lucky for us, all but 4-5
out of about 150 mentors were able to attend a training session. From this, we learned how important
it is to create a better recruitment campaign for next year, and what to do if we run into the same
problem of not having enough mentors in the future.
Outcome Category: Interpersonal and Organizational Concepts & Skills
109. Student will demonstrate knowledge of COM 100 HDF 190 During Com 100 there was a whole unit about active listening. The basics of active listening are quite
active listening techniques simple. The very first step to becoming an active listening is to first pay attention. Give whoever is
speaking undivided attention and make sure to take note of their non-verbal. This is done avoiding
distractions, looking at the speaker, and not thinking about anything else. The next step is to show that
you are listening, mainly using body language. An occasional nod or positive facial expressions are it
takes. The third step is to provide feedback every once in a while if the conversation is long, or when
the speaker finishes talking. This is more of reflecting or clarifying what the speaker said. Also, while
the speaker is speaking do not interrupt while they are in the middle of making a point. It would cause
aggravation in the speaker and may limit a full understanding of the message. The most important
thing to do when actively listening is to give an appropriate response. Active listening is about gaining
perspective or information, there is nothing to gain from attacking the speaker. It is easy, all that has to
be said is an honest response. Also, to make sure the response is given respectfully to avoid any
conflict.
110. Student will describe examples of using COM246H In my COM 246H we mostly discuss broad topics in class. For example, Emancipation vs. Melancholy,
active listening skills HDF417 Connection vs. Distraction, Simulation vs. Narrative, etc. These are not arguments per se but more like
discussing the differences between the two subjects presented with the articles provided. The articles
usually have lots of information, so it is easy to miss something important. When we discuss everything
in our class forum we need to pay extra attention, because the questions that are brought up are
usually asked on the quizzes. The way these forums work is there is a summary of what was talked
about, then we discuss the questions that the people running the forum ask. More often than not the
only way to answer with an opinion. Than is no right answer to these questions, but we are always
listening to each other’s opinions on the subject being discussed and try to pick them apart to the best
of our abilities. Listening to what everyone has to say is vital during the forum because it is very rude to
a person if you claim a point as your own when it was already talked about. After getting really into the
discussion it becomes necessary to reference points that were already made. Personally, I need to
give credit to whoever made the point first so I need to know who said what at any point in time.
Throughout my internship, active listening has been my best friend whenever I talking to a graduate
student about a project that I was working on. They would usually provide valuable insight in one way,
shape, or form. I would watch their reaction as I would explain my project, if their faces made any
drastic changes, I either explained myself very poorly, or said something that was incorrect and they
knew it. What I always paid attention for is weather or not they had an opinion on what I had explained
to them. If they did, that meant they have knowledge on what was researching. I knew I could ask them
questions that would help get to an answer. If their reaction was more indifferent, then it told me they
were not as familiar with the subject and would not be the best person to go for advice.
111. Student will demonstrate knowledge of Personal Hirokawa created a model that shows the steps a group takes communicating about with each other,
functions of group communication by Research that ultimately leads to a choice. The first step for a group to communicate is the probable entry, or the
Hirokawa problem that has arisen. This is when the group asks questions to each other about the problem that
has risen, for example: what happened, who was involved, and why did this happen. The group then
answers in the second step, assessment of situation, where the group gathers information to answer
everything in the probable entry phase. From the answers to these questions, the group identifies
alternatives and/or objectives to solve the problem. The second to lase step is the assessment of the
positive and negative consequences to the what the group choses to do. These positive and negative
consequences are limited to the information that the group has and what the group perceives as
positive and negative. This leads into the final step of choice, or what the group chooses to do. The
group has the freedom to make what ever choice the want. However, it is worth noting the group can
choose to do nothing, make a choice they believe to be good, but is bad due to lack of information, or
cannot come to a decision.
Littlejohn, W. Stephen. Theories of Human Communication. Belmont, CA. Wadsworth/Thomson
Learning, 2002.
112. Student will describe personal application Personal Phi Kappa Psi In my chapter, there was a vote of no confidence that has been placed on our president. This sparked
of functions of group communication Research a rather colorful conversation between the brothers, especially since the president was not present at
(Hirokawa) the time. Everyone was asking why someone would bring up the vote, what did the president do get
the vote, etc. All the questions were answered, but what it came down to was the president was not
performing what was expected of them, they were doing the jobs of other executive board members,
rather than reprimand or give the opportunity to give them too, and has been dismissive about any
criticism received. From this, we discussed what would the president need to change in his behaviors,
and what we as a chapter would need to change about ourselves if the vote went through. The
alternatives amounted to the president would need to take a 180 degree turn in personality, or resign
from his position, with the objectives of a more positive image of ourselves as a chapter. Granted it is
also the brother’s responsibility to create a more positive, but our president completely neglected that
side of his job. From these, the consequences of each choice would have both positive and negative
consequences. If the vote of no confidence failed, the president may not change their ways. On the flip
side, voting him out would cause a huge change in chapter dynamic. When it came to make a choice,
the chapter agreed to table the discussion to give the president a chance to defend themselves. We felt
that if we had voted then and there, the chapter would grow a more negative energy than a positive
one if we decided to take the vote.
113. Student will show knowledge of techniques HDF 416 Lab report rubric Giving and accepting feedback is one of the most important elements of the learning process. Without
regarding giving and accepting of feedback HDF417 feedback, there is no way to know if what is being done is the right/correct way to do it. There may not
always be a right/correct answer, instead a general guideline needs to be followed. HDF 416 presented
many examples of giving and accepting feedback. The most basic way to give feedback is with a
rubric. A rubric has general guidelines, and it shows what was done right and what was not. This is
popular method for lab reports. This is the most efficient way for the students to know what they could
have done better, due to the large amount of students, and how often lab reports must be handed in.
Another is giving constructive criticism, this allows for the person on the receiving end to know what
was not ideal. More ways to give feedback is to give more information on the topic. The difference
between giving more information and providing constructive criticism is that criticism implies that a
change needs to be made. By offering more information as feedback shows that something can be
improved, rather than needing a change. On another note, the way feedback is presented is very
important. The way feedback is given can directly impact how the feedback is accepted. For example,
when trying to give someone constructive criticism, if sounding disinterested when giving it, the person
on the receiving end may not accept it, because they may want help, but the person giving feedback
does not appear to have the attitude to help the person.
There are multiple ways to accepting feedback from those giving. It is one thing to hear
feedback on a subject, it is another subject entirely on what to do with the feedback. One way to accept
is to get it, and do nothing with it. This would lead to an endless cycle of repeating the same thing over
and over, receiving the same feedback every time. Another way to accept feedback is to learn from it,
and use that feedback to improve. That is the main point of feedback, what can be done on something
to make it better, or what could have been done to make it the best that it can be.
A common technique for giving and accepting feedback is by peer review. While working in the lab
peer review is the most common type of feedback given. Peer review is when someone other than
yourself looks at your work. In the lab, it is utilized to see if others can understand how your work is
presented. For example, a paper is used to show the results of your work. Someone would peer review
the paper to make sure the paper is fluid and can understand the results of the work in it. The way a
peer review can give feedback is by marking grammar mistakes in your writing, tell your where more
clarification is needed, what is extraneous information, etc. A peer reviewer can look at your work more
than once to make sure the new paper doesn’t have similar (mistakes). Using more than one peer
review maximizes the chances of increasing the chance more people would understand your work
when the final product is made.
114. Student will describe examples of giving HDF 416 Being a student, I am always accepting feedback from professors about almost everything. I am
and accepting feedback. HDF417 accepting feedback whenever I get a grade on assignments. The reason I am accepting the feedback
is because if it is not a 100, then there is a way to improve upon what I did. One example is in HDF 416
when I gave a presentation at the beginning of the semester. My professor told me what I did well for it,
and what I could do to improve upon the way I presented. I accepted the feedback that he gave me,
and I used that feedback for the next time I presented. He told me that I made a significant
improvement compared to the last time I presented. Without the feedback he gave me, I would have
never improved on how I gave presentations.
One time I gave feedback was in my HDF 413 class. The feedback I gave was how groups
gave presentations to the whole class. I was given a rubric by the professor, and I marked what they
did to follow the rubric. Some groups did better than others, but I gave points based on the rubric. I
added a few comments on my thoughts on how the presentation was given. Each group received
grades based on the feedback the class gave about each presentation.
When working at my internship, I was constantly accepting feedback for the work that I was doing, by
peer review format. I recorded everything that I could within my notebook, and I would often receive
feedback from what I wrote in it. The feedback would be about whether or not the data was clear for
others to read and understand. The reason for this is that the data would not be useful if I was the only
person that understood it. From the feedback I gradually changed the format of how I record in my
notebook. At first, I would write all over the place trying to use as much of the page as I could, but I
learned that makes everything look cluttered. The format I adopted is never writing above anything that
has been recorded, with the exception of adding in small notes for clarity. This has vastly improved my
organization of what I write down and is clear for others to understand what I had written down.
Another example peer review that I received is about the work that I do for the project that I am
assigned on. The feedback is how I know if I am making progress towards the end goal of any project.
As of now, I am not an expert in what I am working on. Therefore, I require the feedback of the
graduate students to know how far along the project I am at, or if the project is worth to continued
pursuing.

115. Student will show knowledge of the 7D
coaching model (Knott)
application of the 7D Model (Knott)
117. Student will show knowledge of elements
of a Crucial Conversation and steps to
maintain dialogue and move to action
(Patterson, McMillian & Switzler)
118. Student will describe examples of
engaging in a Crucial Conversation
119. Student will demonstrate knowledge of HDF 413 North woods challenge course As a challenge course facilitator, as part of training we needed to learn how to facilitate and de-briefing.
facilitation techniques SOLC The first thing about facilitating that is necessary is to always be paying attention to the group that is
being facilitated. Keeping in mind any patterns you see in the group or anything that stands out to see if
they are ready, or not, for whatever activities are planned for them. The most common thing to do when
you first meet the group is to perform ice breakers. Just like the name sounds it is to break the ice,
tension, between the group members. An example of this would a name game, doesn’t matter which
one since there are tons of them. Another common facilitation activity is energizers. Energizers are to
help raise the energy level of everybody. An example of this is a rock paper scissors tournament where
the loser follows the winner until there is one person remaining. One more thing that is necessary for
facilitating is creating ground rules. Some that we used at North Woods are “challenge by choice” and
“be safe.” It is best to establish these rules early while everyone is engaged. Debriefing, however, is
what comes after any activity and at the end of the day. A debrief is nothing more than reflecting on
what was done, or not done. One of the simplest debriefing techniques is asking a question, and
having the group answer with a thumbs up, down, or in between. Using this method all depends on the
question. Two that would work is “did you think this went well” or “how did you think your teamwork
was.” Another technique is captain, crew, or cargo, but this only works for the question, “what did you
think you were in the activity. The point of these questions is to ask why they felt this way. They already
answered the question, but the point of debriefing is to get the group to reflect on the what they just
experienced, and to share it with the group, if they feel comfortable.
After spending time in SOLC I have gained a broader perspective on facilitating without elements and
debriefing. Facilitating without elements requires imagination and lots of planning, because not every
activity is appropriate for every group. It is much harder to tell if anybody is breaking a rule set because
it is not as obvious when there’s no element. Also, because the activities usually involve props most
the time, the objective must be clear before the activity starts, or the group will work towards what the
interpreted the objective as. What I learned from SOLC is a emergency debrief, done when something
goes terribly wrong during an activity, or when it seems the group can’t wait until the end to do a de-
brief. These shouldn’t be done often. This is only for when there is a lot of tension building up in a
group and it doesn’t look like it is going to end well if left alone.
120. Student will demonstrate proficiency of HDF 413 North woods challenge course Being a facilitator at North Woods challenge course and being in SOLC has exposed me to many
facilitation techniques SOLC different facilitation techniques. Starting out with North woods, since I did that first, has taught me how
to facilitate with elements. At the course, we refer to elements as pre-made structures that I have a set
activity to them. What can be done on an element is rather limited, but with some imagination they can
last a while. Facilitating with elements has many responsibilities to them. Number one responsibility is
safety, for example, on the element whale watch, it is very easy to fall and hit your head if you are not
careful. After comes explaining the activity, which isn’t set in stone until after a group shows for their
retreat. This is because each element has a trick to them, and once the trick is figured out, then the
difficulty of the challenge must be increased for the group to get anything out of it. Personally, when I
facilitate I will almost never give any input on how a group is doing, unless they are doing a good job or
if they are doing anything unsafe. If they ask a question about what they can or can’t do, most the time
I will repeat the instructions. When they think, they completed the challenge, but didn’t follow the rules,
punishments are in order. I’m never to mean with my punishments, but again they depend on the
element because of safety. Using whale watch as an example again, the only punishment I will give
most the time will be is that they have to start over. Any other punishment will be a safety issue
because whale watch is everyone balancing on a giant board, and there are not many other
punishments for it. The debrief that I do for any element depends on how well the group did on the
element. The most common debrief that I do is What went well, what went wrong, what can be
improved upon, and how can we bring this back to the organization. These questions are generally the
basis of what I would, but I may word them differently depending on the group. Another one that I have
done is captain, crew, and cargo. Captains are the ones who contributed a lot to the activity, crew are
those who did something to help out from time to time, and cargo are those that go with the motions.
After they say why they placed themselves where they did. I will say how what would it be like if a ship
had everyone as a captain. After they discuss that I will say how being cargo is not always a bad thing,
sometimes people do need to go with the motions or people will always be yelling over each other.
Facilitating with SOLC is similar, yet very different at the same time. Unlike the challenge course there
are no pre-built structures making planning an activity much more important. However, there is much
more freedom to facilitating without elements. For example, when co-facilitating for a retreat the original
plan was to do polygon pass, but the day of we had determined that wasn’t as appropriate as focus
ring for the goals of the organizations retreat. After the explanation and them doing the activity, the
debrief was almost difficult. During the activity, there was only one conflict that we went over briefly
when it happened then went more in depth when it was over. What it amounted to was competition vs
cooperation. For focus ring, there were two groups and they both had to get their ball to where the
other group’s ball started. The conflict was that one group had finished and the other needed to reset.
They couldn’t reset because the other group’s ball was where they need to start from. During the mid-
activity debrief, we asked why they would move the ball, there response was along the lines of
because we won. We told them that we never said it was a competition and that the activity won’t be
completed until they both finish. We offered them a chance to start the activity over and try again. The
mid-activity debrief saved us because at the time, there was no other conflict. Which shows how hard it
can be sometimes to debrief with high functioning groups.
121. Student will demonstrate knowledge of de- HDF417 When working in the lab, the most common way to keep everyone up to date on all projects to debrief
briefing techniques them. It is used more commonly used as a tool within the lab as well. The professor in charge will ask
everyone the same series questions to get the most basic of information about the project in question.
Then she will start to tailor the questions around the goal of the projects, and if there is question that
cannot be answered, that is the topic that will be discussed. This is when a think tank would be created
to figure out the answer, or how to find the answer.
122. Student will demonstrate proficiency of de- HDF417 During my time at the lab, I was in charge of collecting data for a project ion mobility spectrometer
briefing techniques (IMS) on how to improve swabbing techniques for trace explosives. Because I was being sponsored for
this project, I had to create a poster and present at a science symposium about it. However, because
the data was considered sensitive, I could not put any raw data on the poster, and could only give
descriptions about the findings. Because of this, I had to constantly debrief the project with a graduate
student I was working with to make sure what I was saying was ok. To be more specific, not giving out
any sensitive information. The process for this was the graduate student would ask a question, I
answer, and she tells me if what I said was ok, or I should not have answered the question.
framing based on psychology and its use in
group facilitation
124. Student will demonstrate proficiency of
framing based on psychology and its use
in group facilitation

125. Student will demonstrate knowledge the HDF 413 In HDF 413 we discussed the four frames of organizations. The four frames of organization are a
four frames of organizations, and the theory developed by Bolman and Deal and is used to describe the four different perspectives of
meaning of reframing by Bolman and Deal managers in organizations. The names of these frames are called structural, human resource, political,
and symbolic. The structural frame is mostly scene in a factory type setting, and “depicts a rational
world that organizational architecture, formal relationships, and metrics,” (pg. 14, Bolman and Deal).
Also, structural frames are designed more towards the environment and technology of the organization.
When a problem arises in a structural frame, some form of reorganization or redesign is needed to fix
it. The human resources frame tailors the organization to the induvial. Someone with this perspective
wants to find ways, “for people to get the job done while feeling good about themselves and their work,”
(pg. 15, Bolman and Deal). This focuses on the psychological health of the members of the
organization, because a, “psychologically healthy organization provide adequate wages, and benefits
and make sure employees have the skills and resources to do their jobs,” (pg. 16, Bolman and Deal).
Political is the most aggressive frame to say the least. A political frame views an organization as a
arenas and contests, competing for 2 two things, power and scarce resources. Conflict is very common
in this frame because, “enduring differences in needs, perspectives, and lifestyles among contending
individuals and groups.” (pg. 16, Bolman and Deal). The conflict results to bargaining or compromising
as daily life because issues are solved as they appear. When the power everyone is competing for can
have two main problems to it. If too little people have it, nothing will get done and if it is in the wrong
place then conflicts start to happen. The final frame, symbolic, emphases that the key to an
organization’s success is its culture, symbols, and spirit. A unique trait of this frame is, “It abandons the
assumptions of the rationality prominent in other frames and depicts organizations as cultures,
propelled by rituals, ceremonies, etc.” (pg. 16, Bolman and Deal). The time when a problem arises
when the symbols lose meaning, or ceremonies lose their potency and the like. The only way to fix this
problem is to give meaning to a new symbol or rekindle the strength of the original. Learning the four
frames and applying to them to an organization and increase your understanding and appreciation of
organizations. The name for this skill is called multi-frame thinking, and it is a skill because it, “requires
moving beyond narrow, mechanical approaches for understanding organizations,” (pg. 18). The time
for multi-frame thinking is when there is a problem or conflict. This is to think of multiple solutions
looking for the best option to handle the problem. This is because, “managers are imprisoned only to
the extent that their paleete of ideas is impoverished.” (pg. 19, Bolman and Deal)
Bolman,L.G.&Deal,T.E.(2013).Reframingorganizations:Artistry,choice&leadership.(5thed).
SanFrancisco,CA:Jossey-Bass.
126. Student will describe personal application HDF 413 SOLC During HDf 413, I was presented with four frames of organization by Bolman and Deal. Being a part of
of organizational analysis using the four SOLC, I have seen its ups and down, and tried to look at it from many perspectives during my time in it.
frames of organizations, and breaking the Under the structural frame of the four frames of organizations, our basic structure is we have general
frame / reframing (Bolman and Deal) members, e-board, advisor, then everyone above the advisor. The responsibilities the organization
gives to those who will be leading a retreat. Then the pecking order for the retreat goes shadows,
facilitator, lead, then advisor. This is basic of the structural frame. From a human resource perspective,
every retreat is tailored for every organization, but different facilitators do it every time. When picking
the activities for the retreat, we always make sure the facilitator running the activity is comfortable
facilitating it. If a facilitator doesn’t think they can facilitate the activity well, then they will be moved to
one they are comfortable with or a new activity is chosen. To my knowledge nobody has withdrawn
from the organization because of being treated unfairly. There isn’t much to say about the political
frame. In my experience, there is little to no conflict that has come from looking at an organization from
this frame. When on retreats, the lead is in charge, and then everyone does what the lead says. I
haven’t been on a lead where someone should not have been in charge. The only time when power I
dispersed too much is when there are too many facilitators are on a retreat because not as many
people showed up that were supposed to. All the goals were met, but not as effectively as they could
have been. From a spiritual perspective, we have two symbols in SOLC, our shirts and rubber
chickens. Our shirts signify that we are facilitators and we treat each other as such. The rubber chicken
is mascot to say the least. For a reason not known by anybody we all have some attachment to the
rubber chickens.
127. Student will show knowledge of organizing HDF 413 SOLC In SOLC I seen many methods of organizing a meeting, setting and agenda, and leading a meeting are
meetings / setting agendas / and leading all not that hard to do, as long as they are not being done last minute. Organizing a meeting is a very
meetings simple process. If they are going to be weekly meetings for an organization, it is best to set these
meeting times well in advance so people can plan around them in the future. However, if it is a meeting
for a specific objective and needs to meet once, the first step is to find a common time where everyone
is available. If there is none find a time where the most people can meet at once, then make a
secondary meeting time to catch up those that miss the first meeting. The first step to making an
agenda is to first make an outline on what needs to be done. After the outline is created is the time to
fill in the blanks for the outline. For example, for a discussion-based agenda fill the blanks in with
agenda’s. Afterwards, make a set time for each blank in the agenda. Let’s say an opening to meeting
will take five minutes, then the time the meeting should start to five minutes on the agenda should say
opening. The most important thing to an agenda is to make sure everything is organized so that no one
is confused. Finally, leading a meeting may appear to be intimidating, but the main responsibility of the
person in charge is to make sure that the agenda is followed, and no one gets off track. Also, leading
the meeting doesn’t mean to be the person always talking during the meeting, but rather a moderator,
someone who is showing the topics being discussed, but not always the one presenting it.
128. Student will describe personal examples of HDF 413 SOLC As of now, the only types of meeting that I have set have always been about completing a group
organizing meetings / setting agendas / assignment, studying with another person, or to meet with a teacher. Every time there was more than
leading meetings one person involved, I always asked when they were available. The most common time I did this was
with SOLC to plan out retreats. It was very rare for everyone on a retreat to make it, but it was usually
one or two people when it did happen. The conflict was always due to prior obligations like class and
work. In these SOLC meetings the objective is to make an agenda for an upcoming retreat. We always
a basic agenda set: introductions, energizer, break in small groups (depends on group size), full value
contract, Initiative, break, lunch, initiative, closing. This would be typical for a four-hour retreat. When
planning for the Fitwell staff retreat, because it was a 2-hour retreat we had to adjust the agenda
accordingly. The process for making this agenda took about 20-30minutes. There were many factors
that go in choosing what to do for the retreat, because every group and facilitator are different. Some
facilitators planning may want to do one activity, but what if is not appropriate for the group. Not to
mention, because it was a 2-hour retreat there would only be enough time for 1 initiative, the activity
that is meant to bring the group closer together. We were lucky enough to have a member of the
retreat in the room with us when we made this agenda, so we asked his opinion on the group. Because
we were told they were high functioning, we planned activities accordingly. Name roulette and captain’s
coming because those activates required energy. Stepping stones, because it requires the
organization’s members to communicate with one another As I said, it doesn’t take long to make the
retreat agenda’s, but figuring out what to put on them could be a struggle. We were lucky this to know
that they were a high functioning group, because some initiatives can only be done by high functioning
groups, and if they aren’t they do more harm than good. I have yet to lead any type of meeting in
college. By this I mean a meeting for a committee or an SOLC meeting, I have become the dominant in
a one on one meeting, but I don’t really count those.
129. Student will show knowledge of HDF 416 Parliamentary procedure is a set of rules dictating the conduct of a meeting. The reasoning behind this
Parliamentary Procedure procedure is that while it provides a structure for meetings, it allows everyone to have their voice be
heard while keeping order. It is more commonly known now as Robert’s Rules of Order. During HDF
416, a mock meeting was held to show a live example of how parliamentary procedure works. For this
mock meeting, we were given a small packet titled “The a-b-c’s of Parliamentary Procedure.” To make
sure everyone followed the conduct of the meeting the first thing we received was an agenda for the
meeting. The most basic structure of an agenda for a meeting is 1. call to order, 2. minutes,3. officer
reports,4. committee reports, special orders, 5. special business, 6. old business, 7. new business, 8.
adjournment. The call to order is how the meeting starts, usually by having everyone sit down and
remain quiet, followed by the secretary/ recorder reading or having minutes of previous meeting
approved. Minutes are a more in-depth version of an agenda. Next on the agenda the officer and chair
reports. The difference between the two is that officers are elected by the organization, while the chairs
are appointed by the officers. They all give a report based upon their responsibilities and conclude with
questions from the audience, if any. The special business is any topic that was scheduled to be talked
about that night in advance. One example of this would be the election of new officers, or to discuss a
recent issue related to the organization having the meeting. Old business are topics that were unable
to be discussed or voted on at previous meetings, but usually not imperative for the life of the
organization. New business is when a new topic is brought to the attention of the organization, usually
needs to be voted on, but always discussed. Next, announcements are informing everyone in
attendance about subjects and/or events that will be occurring. These do not have to be related to the
organization at all. Finally, adjournment is when the meeting ends. With these steps, meetings are run
in an organized manner, and usually have little to no hiccups; if everyone knows the rules. The
example agenda was the most basic version of parliamentary procedure; it can be adjusted for different
organizations, but the basic format cannot be changed.
The ways for general members to speak out during meetings are through motions. Motions
are a proposal that everyone present acts on an issue. A motion may be made at the end of a report,
or during special, old, and new business. There are four types of motions: main, subsidiary, privileged,
and incidental. A main motion is the main topic of what is to be discussed, and only one can be
discussed at any point during the meeting. A subsidiary motion is a series of motions that are about
different aspects of the main motion, may be some voting done in this step. A privileged motion is a
motion that concerns a more important subject that must be discussed. Privileged motions will often be
more important than the current motion that is being discussed. Finally, an incidental motion is a
motion that stems from any other motion that has been presented.
130. Student will show knowledge of techniques
for working with difficult people
131. Student will describe personal examples of
using techniques to work effectively with
difficult people
132. Student will show knowledge of the stages HDF 413 One topic of discussion in my HDF 413 class was Tuckmen’s group development theory. Tuckmen’s
of group development (Tuckman/Tuckman group development theory describes the typical stages a group goes through from start to finish. The
& Jensen, Bennis or others) stages being forming, storming, norming, performing, and adjourning. Forming is the stage where the
group first comes together and get to know each other. From the forming stage, it eases into the
storming phase. This is where everyone tests each other’s boundaries and butt heads with each other,
and many groups don’t get past. This is the stage where conflict happens between group members.
For a leader of the group may have their authority challenged, members feeling overwhelmed, and feel
uncomfortable on how the group is being run. The storming phase slowly becomes the norming phase.
In this stage the team starts to respect the leader and resolves whatever differences and conflicts they
had in the previous stage. It can easily go back the storming phase, so the two stages can overlap for
quite a while. The performing stage is more or less the norming phase, but there’s no friction between
anyone and the goal of the group is being achieved. Everyone feels comfortable with each other at this
point, and the structure of the group makes support the group. The final stage is adjourning, the stage
where the group disbands. This may be the hardest stage to go through for some groups, especially
those that have been working together for a long time.
133. Student will describe personal examples of HDF 413 SOLC In my HDF 413 class we did many projects, however the resource manual assignment was the first
group development in use assignment we all did as a class. In a period of roughly 1 week, we underwent Tuckmen’s group
(Tuckman/Tuckman & Jensen, Bennis or development theory. Since we all knew each other the forming stage passed in seconds. The storming
others). phase came right away, because of how we wanted to handle the assignment. WE argued how we
wanted to set the manual up, who would be doing what, etc. Then, we made a rule of only one person
can talk at a time and the person talking must hold marker. Some people broke this rule and we went
to the storming phase. In the period of planning the assignment was a constant state of flux between
storming and norming. However, once the planning was done, we immediately moved to the
performing stage. Everyone had their job, and I knew everyone was competent to do their job. There
may have been some storming involved, nut if there was I was unaware of it. The only people that
would have been aware were the ones organizing the whole manual, because they needed everyone
else to do there job before they could start theirs. Once the project was made in, we adjourned, and for
us that was just not working to together anymore. We did have another whole class project, but it
underwent almost the exact same process, except with more prolonged norming and storming flux.
Another time I experienced Tuckman’s Theory on Group Development was in my HDF 416 class. The
reason why is that just about everyone was a member on an executive board of a fraternity or sorority.
The class was heavily discussion based, so it did not have the typical classroom feel where everyone
was paying attention to the teacher. We were all paying attention to each other, what others had to say
and thought on various subjects. We constantly needed to work in groups, so we all got to know each
other rather quickly. Our forming stage was rather quick, because most people in the class knew at
least one other person in it already. The storming stage for us lasted until around the first group project
that we had to give. Everyone was assigned a group, and we were all forced to interact with people we
were less familiar with. Of course, we all went back to the storming stage for the big projects, but we
easily moved onto norming. The norming phase is where we spent most of the time because there was
no need to for us to move onto the next stage. We all knew what others were good at and their
opinions on most subjects. We stayed in the norming phase for the longest time, until it became time
for us to do our community task force project. The objective of this project was to try to make a big
Greek life wide project to make it feel more like a community. When our first idea did not work, we hit
the ground running and jumped straight to performance. It took a brief time for everyone to assume
responsibilities and know what they must do. The same thing happened when we had to do a write-up
and presentation about the project. We all knew what to do and everyone was motivated. We all upheld
our responsibilities flawlessly. We hit the adjourning phase right after our last class ended. We realized
that this would be a change from not seeing people we got to know so well everyday anymore. For me
at least, I reflected on the previous year a lot. I got to know people in that class better in one semester
than I know the people I have been taking the same classes with for my major since freshmen year.
There is much more reflection I can do in that class for what I learned and how I can apply that to
outside of class.
134. Student will show knowledge of group roles

and how they contribute to group dynamics
(Johnson & Johnson; Benne & Sheats;
Knowles & Knowles; etc.)
group roles and how they contribute to
group dynamics (Johnson & Johnson;
Benne & Sheats; Knowles & Knowles; etc.)
136. Student will show knowledge of effective
memberships skills in groups
membership skills in use
Challenge and Support theory by Sanford,
and its relationship to organizations
using the theory of Challenge and Support
(Sanford)

construction / elements of informative and
persuasive speeches
141. Student will demonstrate proficiency in Com 100 During Com 100 I was tasked with writing an informative speech about any given subject, I choose the
informative and persuasive public speaking donut. Before presenting I made sure to make an outline of all the point I’m making. Right before
giving the speech I did some tongue twisters to prevent myself from stuttering during the speech. As I
gave the speech I was standing in the center of the room with a straight back and notecards at the
ready. Also, I made constant eye contact with audience, only looking down at my notecards for about a
second to remind myself what I am transferring into. To keep the audience’s attention, I made sure to
slip in a couple jokes. The most important thing I did throughout my speech was keep a loud but calm
voice. Any screaming would make the audience focus more on my screaming rather than the actual
speech. If I spoke in an uninterested voice that would also turn off the audience to the speech.
Another time I gave an informative speech was when I gave an informative speech about principled
centered leadership in an interview. There was a lot of prep before I gave this speech. The first thing I
did was found a reliable source of information about the principled centered leadership. Then I
prepared a presentation and notecards to go along with it. When it came time to give my speech I
reviewed all the subject matter one last time. When giving the speech, I made sure to keep my voice
louder than I usually do to make sure everyone heard me, as well as looking around the room so I was
never staring at one place for a long period of time. Because there was a short time limit to this speech,
I did not stay on a subject for more than a minute. When I initially said the material, I made sure to look
for cues in the audience if they did not understand what I was saying. Lucky for me there were none
this time around. When I finished my speech I gave a short conclusion and asked for questions and
comments.
142. Student will show knowledge of planning HDF 190 One of the assignments given in HDF 190 was to create an interview. The question was, “identify one
and conducting interviews (as the ITR 304 interview question for each of the model’s 5 components to ensure that the candidate is qualified.” This
interviewer) got me thinking long and heard about each question I tried to word each question to apply to the
person getting interviewed, but vague enough where they would have to give an open ended response.
When conducting an interview, it should always be down in a formal setting. The location itself doesn’t
have to be formal, a small office would suffice. The key component is the atmosphere of the interview
itself. The interview should be where both the interviewer and interviewee are on almost equal ground.
The interviewer should be calm and collected, it is not an interrogation. Also, the interviewer should
also not be actively trying to make the interviewee uncomfortable, they may be a future coworker.
In my online class I had to take for my internship, we were required to have an informational interview
with a person that is in the same field as our internship, but does not work directly with myself or
supervisor. The most important part of getting the interview is when contacting someone you want to
interview; you have built up your own credibility. The reason for this is for the person to agree to an
interview in the first place, and can be done by stating who you are, and why you want to interview
them in the first place. When an interview is set up, the next step is the prep work for the interview.
Before the interview begins, you want to make sure the location, questions, and topics you would like
to discuss beforehand. When the interview is occurring, you want to maintain a fluid dialogue, rather
than have a Q & A session, as well as write down notes from the interview. To keep a good relation
with the person being interviewed, to send a follow up thank you message to them to keep them as a
connection in your network.
143. Student will describe personal examples of ITR 304 For my internship with the bomb squad, I had to interview a fellow professional in the field. I ended up
planning and conducting interviews (as the interviewing with Rhode Island State Fire Marshal from the other office. I was introduced to James by
interviewer) my supervisor, so when I sent my introduction email to request an interview, I made sure to mention
my supervisor’s name so the Fire Marshal knew how I was able to contact him. After he had responded
and agreed to be interviewed, we discussed a date and time to meet. Before I met with the Fire
Marshal, I made sure to have all my questions written down well in advance. When the time to
interview came, it started as a Q & A session, to get basic information. As the interview went on, I
asked deeper questions, like how he had planned for his career, what other professional organizations
he was a part of, and how his field was like besides investigating fires. This quickly turned the interview
into a dialogue between myself and the Fire Marshal. After the interview ended, I made sure to give a
firm handshake, and send a thank you follow up email soon after.
144. Student will show knowledge of preparing Flite peer leader Fraternity interview There were a few times this semester when I was interviewed by the semester to become a brother.
for and effective answers in interviews (as interview Whenever the fraternity conducted its interview they were always formal and serious. I also informed
the interviewee) beforehand that some of the questions will ask me look inside myself for the answer. When preparing I
made sure my suit was out and ready at least an hour before I had to go to the interview. Before I left I
did a couple tongue twisters to help with my speech. My favorite being, “The big black bug bit the big
black bear which bled black blood.” What I didn’t do was think of the questions they would ask me. I
knew if they wanted to look in myself for answers, then I would need to give the first answer that would
pop into my head. The first answer that I give based off my instincts would be the best answer to give.
What I did do beforehand is repeat all my personal information to myself, because that would be very
embarrassing if I got information about myself wrong.
When preparing for an interview there are a few, but very necessary things to do in preparation. One is
to ask what type of interview is it going to be, formal, informal, semi-formal. A professional mindset is
needed at every interview, but this way at least you know what you should expect when going to the
interview. This would also determine what to wear for the interview. If it is a formal interview, it would
not be a good idea to wearing gym clothes. The next step is to do some background information on
what you are interviewing for. This is to show that you know what you are interviewing for entails. The
next step is to see if they asked you to prepare anything for the interview, additional resumes, answers
to questions, presenting a topic, etc. It is a good idea to bring additional resumes and references
anyway, but always bring more than what you expect you need. This is good prep, but not necessary,
but also to practice questions you think you will be asked during an interview as well.
145. Student will describe personal examples of (FLITE peer When I was preparing for an interview to be a flight peer leader, I was asked to do a couple of things.
preparing for and being interviewed leader interview) The first thing was to write down my five Gallup strengths and top five VIA values. That was the easy
HDF417 part of preparing the difficult part was creating a presentation on principled centered leadership, a
leadership theory I was unfamiliar with. The first thing I did was go to the people giving an interview
and asked if they had an example of the theory because during my initial research I found two sources
that contradicted each other and I wanted to check to see which was write. The difficult part of creating
this presentation was organizing the theory in a way that would make sense, while making sure it was
between the 3-5-minute time limit to present the theory. After the presentation was completed, I
practiced giving it a few times to make sure I would be within the time limit. After that prep was done, I
picked out the clothes I would wear to the interview the night before, so I wouldn’t be rushing to it at the
last second. A few minutes before the interview, I took my flashcards and went over the presentation in
my head one final time.
In order to work in the laboratory for my internship, I had to interview. The only thing I was told to
prepared was my schedule for the semester. Additional prep I did for the interview was look up
questions that are generally asked during interview. The questions I found were along the lines of why
do you want to work here, how will this help you in the future, etc. I made sure I knew the answers to all
these questions the day before the interview. The day of the interview I got up early, dressed nicer than
usual, double checked I had physical copies of my resume and schedule, and set off to the interview.
The interview was short and I was told I started next week. I knew I overprepared for the interview, but
showing up underprepared would have been very detrimental for my credibility.

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 416 Maintaining accountability as the leader among members can be a tricky thing to do sometimes. HDF
accountability in leadership / member HDF417 416, a class about leadership in Greek life, touched upon this topic multiple times throughout the
relationships semester. Accountability is another way of saying being responsible for your actions. The basics of
maintaining accountability as a leader is to uphold the ethics and values of the organization. Ethics are
standards that one should conduct oneself based upon morals from duties and virtues, basically what
is right and wrong. Value is similar to ethics, except it is how the person themselves does behave.
Sometimes ethics and values can collide, but the goal is to remain ethical. The biggest challenge that a
leader must face to maintain accountability is to admit when they made a mistake. When a leader does
not hold themselves accountable, but holds their members accountable, that says a lot about the
character of the leader.
The book, The Start-Up of You, is about professional development, as well as personal growth. The
reason this book is relevant is how it describes the permanent beta mindset. In addition to how it
relates to accountability. The basic idea of the permanent beta mindset is that there is always room to
improve, and every day is day one. When a mistake is made, there are two options that can stem from
it, move on from it, or learn from it. Being accountable for a mistake opens up the door for the
permanent beta to learn from it. Hopefully, the same mistake would not be made in the future.
During my internship, I was able to witness how a leader was able to maintain their accountability
among members. The person maintaining their accountability was my boss, Dr. Oxley. As a part time
undergraduate research assistant, I have different relationship with her compared to the graduate
students that are there full time. She employs some strategies I believe are crucial to maintain
accountability among members of her team of graduate students. The biggest one would be weekly
meetings. Every week the graduate students and her meet for 1-2 hours to discuss what has occurred
over the past week and the upcoming week, along with long term projects. This keeps a set time each
week where there is an open line of communication between the graduate students and her. Dr. Oxley
also walks around the lab a few times a week to see how people are doing on their projects or to ask
question about it, then walk off. This shows that she trusts the judgment what the graduate students
are doing fir their projects. The biggest thing that Dr. Oxley does is make time for anyone that would
like to talk to her. She is a busy woman with little free time, but if you need to speak with her she will
make the time to do it. Most times I walk past her office she is not even there because she is either on
a business trip or in a meeting with someone. Overall, the biggest attributes that I have seen in the lab
setting that are effective are communication and trust among the leader and the team.
151. Student will describe personal examples HDF417 During my time working in the lab, I have had my share of experiences in understanding why Dr. Oxley
related to maintaining accountability as a are the people in charge of the lab. The biggest would be how they had earned the respect of many for
leader her previous achievements, but does not let it go to her head. She is one the leading experts in
energetic material and has down to earth personality. When individuals make a mistake in the lab, or
there are unintended reactions, she will not get angry with you. She was in the same position as other
graduate students. When informed she has been using the wrong information, she will make this clear,
retract what she says, and come back with the right information.
152. Student will describe ways to build HDF417 When working in the lab, there were noticeable actions that professor in charge did that was meant to
relationships between leaders and build the relationship between herself with others. The most common thing she did was constantly ask
members for updates for everyone’s work. The foundation of building relationships is with communication, it is
important to effectively communicate with members of the team. Another way she builds relationships
is by giving members projects/responsibilities that fall in line with the members interests or expertise.
This is so the members do not feel that work is constantly forced on them, and to keep morale up
within the group. Finally, the professor will reward members when they deserve it. Everyone wants to
be recognized for their accomplishments, and the professor knows this. However, she won’t constantly
give out rewards because then they reward will not fell special.
153. Student will describe personal examples of Personal Phi Kappa Psi After working in the lab and experiencing the relationship building that my boss built and maintained
building relationships with members as a Experience relationships within the lab, I decided to transfer that method to my fraternity. As the Scholarship chair
leader of my chapter, I wanted to build a relationship of trust with the brothers that were struggling with their
GPA’s. The first thing I did was meet with everyone that fell below a 2.5 GPA, because our bylaws
gave specific sanctions. I told them all personal what they had to, and how to communicate study
hours. Then, I tried to meet with each person twice over of the semester as check ups to see how they
were doing with grades. Some brothers were doing better, some were not, but they were being honest
with me, which was the main goal. I admit I did not do as much relationship building as I would like, I
am only human, and I have my own responsibilities that I needed to handle in addition to 15 brothers.
That semester was a learning experience that I will reflect upon when I find myself in similar situations.
154. Student will describe how credibility applies
to leadership, as well as the characteristics
and skills of a credible leader
building, maintaining, and repairing his/her
own credibility as a leader
156. Student will describe ethical standards in
influence
157. Student will describe influence applies to
leadership
158. Student will describe principles of effective CSV 302 Being a mentor to another individual has its own unique experience that goes with it. Being a part of
mentoring, as well as problems particular HDF417 CSV 302 allowed me the chance to learn about being a mentor. Mentoring is when you are taking a
to the mentoring relationship person, or persons, under your wing to educate them on a subject that you have experience with. A
mentor does not teach the mentees, they more guide them in the right direction. That is not to say that
the mentor is not passing on knowledge, they are not teaching the knowledge directly to the student.
From the book Students Helping Students, “peer educator is slightly ahead in experience and
awareness of what a student seeking help may be going through but not so removed as to seem
unable to identify and understand his or her situation,” (pg.8). A peer educator is another way of saying
mentor, and they can relate to the mentee more than a professional would. For example, a trained
professional may be trying to train someone, but the person being trained is not grasping a concept
and the professional does not understand why.
Being a mentor does not come without its problems. The biggest drawback is that a mentor may not
always be a professional, “though effective human relations skills are useful in helping students with
specific levels of need to explore and resolve questions of information, resources, support, and normal
developmental transitions, they do not replace the more in-depth exploration of emotional, mental, or
behavior concerns that require the expertise of a professional,” (pg.9). This is to say, the mentor may
not be able to help with everything the mentee is going through. They can help to a certain point, but
they are not professionals.
During my internship, I gained a new perspective on a mentoring relationship, it is that a mentor is not
always explicitly a mentor. One of the graduate students unintentionally became my mentor in the lab. I
was unaware of it until I started to think about it. He would constantly be asking what I was doing in the
lab. From this I would tell him what I was doing while he listened, or if I was struggling with anything
would offer up some advice. I was never given a specific answer whenever we talk in that setting, only
advice on how to move forward.
159. Student will describe personal examples of CSV 302 Personal experience In my CSV 302 class, the main responsibility I had throughout the entire class was to be a Greek 101
mentoring and being mentored HDF417 mentor. I started mentoring about one month after class started but the mindset of being a mentor
started on day one. As a mentor, I was educating the new members in Greek life on various subjects
that are not really discussed in their age group. Some of the topics included mental health, alcohol
safety, hazing, and sexual assault. Because sexual assault and mental health are sensitive topics I had
to discuss these issues with care to my mentees. In addition, before these topics were discussed I had
to make sure everyone was comfortable. The first time I met with my mentees, I attempted to create an
atmosphere that made everyone feel welcome, as well as tried to relate with them as best I could to
show I was just like them when I first joined. I did this by sharing stories of what I did during my time as
a member of Greek life, to give an idea of what to expect. Also, we did activities that would make them
get to know each other better, so they were not total strangers. I believe I succeeded in creating a safe
environment, because everyone was comfortable talking about the heavier topics.
Within my internship, there has been one graduate student that has been acting as my mentor in the
lab. I am constantly receiving feedback from him on how I am doing in the lab, and how to approach
any project that I am undertaking. He will at random intervals ask how my project is going, and I explain
what I have recently accomplished. If I am not clear, or he does not understand, I am asked to
elaborate until he understands. Over time, my ability to communicate about my project has improved
vastly. To the point where I do barely have to make a point clearer. In these conversations if I need to
show data from my notebook, he reviews what I wrote down and says whether or not others would be
able to understand what I wrote down. When he could not understand what I wrote, he took the extra
time to help me rewrite the data I recorded to look more appealing and understandable. Although I am
nowhere near perfect with this yet, he has helped me considerably compared to how I used to write.
During my junior year I attended the Nelson Leadership School hosted by the Phi Kappa Psi
foundation. My biggest take away from the experience was gaining a mentor for myself. I
wanted to shoot my shot and ask the chairmen, Paul Wineman, of the conference to help me
become more autonomous. We set up a time to talk each week, and from when we started
talking to now, I have changed dramatically thanks to his guidance. When we first started
talking the conversation would mostly be one way with him talking about 80% of the time,
and I really only spoke when he asked me a question or I needed advice. Now, more often
then not I’m the one dominating the conversation. Over the time we have been talking, he
has been increasing my confidence and given me advice and encouraging to use for the
future, without telling me what to do. The fact that he lives in California and has helped me
changed my life without seeing is in more amazing to me. I can’t thank him enough for what
he has done for me, and I only hope I can repay him in the future. The two phrases that he
has said that will stick with me is, “no one is successful alone” and “Don’t be afraid to ask
for help.”
160. Student will describe principles of effective
peer leadership, as well as problems
particular to peer leadership
161. Student will describe personal examples
related to being a peer leader and being
led by peers


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LEADERSHIP

Name: Mike Chapman

Leadership Inventory Revised 08/22/2017 1

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Leadership Inventory Revised 08/22/2017 5

15. Student will show knowledge of the theory

Outcome Category: Leadership Theories

Leadership Inventory Revised 08/22/2017 8

Covey, S. R. (1991). Principle-centered leadership. New York: Summit Books.

Covey, S. R. (1991). Principle-centered leadership. New York: Summit Books.

Leadership Inventory Revised 08/22/2017 10

35. Student will show knowledge of the

Leadership Inventory Revised 08/22/2017 11

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McLeod, S. (1970). Saul McLeod. Retrieved November 25, 2016, from

51. Students will demonstrate knowledge of

Leadership Inventory Revised 08/22/2017 16

“Path-Goal Theory of Leadership.” Changingminds.org, Changing Works,

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Leadership Inventory Revised 08/22/2017 19

Leadership Inventory Revised 08/22/2017 20

Leadership Inventory Revised 08/22/2017 21

Outcome Category: Critical Thinking

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Outcome Category: Interpersonal and Organizational Concepts & Skills

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Leadership Inventory Revised 08/22/2017 30

134. Student will show knowledge of group roles

Leadership Inventory Revised 08/22/2017 34

Leadership Inventory Revised 08/22/2017 36

Leadership Inventory Revised 08/22/2017 39

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