LEADERSHIP

DEVELOPMENT
Outcomes & Evidence
Progress Inventory*
MINOR IN LEADERSHIP STUDIES
Center for Student Leadership Development
Memorial Union
University of Rhode Island
Name:
Date Enrolled:
Date of Graduation:
*The Outcomes & Evidence Progress Inventory is the intellectual property of the Center for Student Leadership Development (CSLD)
at the University of Rhode Island and cannot be reproduced in part, or in its entirety, without the written permission of the acting
Assistant Director of the CSLD.
Leadership Inventory Revised 8/30/2013

CONTENTS
ABOUT THE MINOR & CENTER FOR STUDENT LEADERSHIP DEVELOPMENT (information included)
Center for Student Leadership Development Information
Minor Information
Developmental Model
ADVISING INFORMATION (students will include own documentation)
Tracking Sheet / Advising Updates
Syllabi of Minor Classes (Core and Electives)
Internship
o Guidelines
o Syllabus
o Mid-term
o Final
OUTCOMES
Outcomes (Self-Leadership, Interpersonal and Organizational, Leadership Theories, Inclusive Leadership,
Critical Thinking)
Targeted Classes
Experiences
Evidence

Leadership Inventory Revised 8/30/2013

CENTER FOR STUDENT LEADERSHIP DEVELOPMENT

Office: Memorial Union Room 210

Phone: (401) 874-2726

Fax: (401) 874-5317

CSLD Mission Statement

To enhance the mission of the University of Rhode Island, The Center for Student Leadership Development aims to:
Provide developmental opportunities for all students to become informed, inclusive, effective, and ethical leaders in the global marketplace through the implementation of
learner-centered academic, experiential, and co-curricular programming.
Engage in research, assessment, and advancement in order to positively impact the expanding field of leadership studies.
CSLD Vision Statement
The URI Center for Student Leadership Development will promote dynamic strengths-based leadership development through multiple delivery methods to prepare students to be
competitive in the work place and global marketplace. The CSLD seeks to progress as innovators for experiential engagement and enriching assessment.
CSLD Values Statement
Grounded in the Social Change Model of Leadership Development (Higher Education Research Institute), Relational Leadership Model (Komivies, Lucas, & McMahon), and Servant
Leadership (Greenleaf), the URI Center for Student Leadership Development values:
Engaged and experiential learning through a constructivist approach
Inclusion, Social Justice, and Civic Engagement
Ethical and Value-based Leadership & Relationship Building
Innovative Assessment and Presentation Models

MINOR IN LEADERSHIP STUDIES

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

GENERAL INFORMATION

Regardless of your major, you can minor in Leadership Studies.

Requirements may be satisfied by completing 18 or more credits related to leadership and offered by more than one department.
Twelve (12) of the 18 credits must be at the 200 level of instruction or above. A course grade of C or better must be earned in each graded course. At least 12 of the credits
must be earned at URI.
No course may be used to apply to both the major and minor fields of study. Courses in General Education or for other minors may be used for the minor* (*this does not
apply to students in the College of Business). With the exception of internship credit, all courses for the minor must be taken for a grade. The Introductory class must be taken
before the internship and the capstone course.
Application for the minor must be filed in your academic deans office no later than the beginning of the final semester or term.
Approval of the minor does not guarantee that the suggested courses will be available to you on a schedule correlated with your graduation plans nor guarantee space in any
required course.
Leadership Inventory Revised 8/30/2013

CORE REQUIREMENTS- 9 Credits

Required Element
Introductory Course
3 credits

Internship
3 credits

Class options
HDF 190: FLITE

Notes
Only offered in spring for first-year students

or

HDF 290: Modern Leadership Issues

Offered Fall and Spring for sophomores & juniors

HDF 417: Leadership Internship

Requires 40 hours/credit with a min. of 80 hours & a max. of 120 hours of documented
internship experience for graded credit

or

Experience through Office of Experiential Learning & Community Engagement

or

Capstone
3 credits

Internship Class in Academic Major

The only time the major and minor can overlap

HDF 412: Historical, Multi-ethnic & Alternative Leadership

Offered only in the fall with preference given to seniors

or

COM 402: Leadership & Motivation

Offered in the spring and summer with Dr. Leatham

or

BUS 441: Leadership Skills Development

or

Portfolio
1 credit

Offered in the fall and spring with Dr. Cooper

HPR 411/412: Honors Senior Seminar

Must be in Honors or have GPA of 3.3

HDF 492: Leadership Minor Portfolio

Taken last spring semester of enrollment (some exceptions)

MINOR ELECTIVES-9 credits

*Additional classes may be appropriate and therefore added to the list; see CSLD for the most updated list or bring a class that you think should be an elective
AAF 300: Civil Rights Movement in the US
BUS 341: Organizational Behavior
BUS 342: Human Resource Management
BUS 441: Leadership & Motivation (capstone option)
BUS 443: Organizational Design & Change
BUS 448: International Dimensions of Business
BUS 449: Entrepreneurship
COM 100: Communication Fundamentals
COM 202: Public Speaking
COM 208: Argumentation and Debate
COM 210: Persuasion: The Rhetoric of Influence
COM 221: Interpersonal Communication
COM 250: Small Group Communication
COM 302: Advanced Public Speaking
COM 308: Advanced Argumentation
COM 322: Gender & Communication
COM 351: Oral Comm. in Business & the Professions
COM 361: Intercultural Communication
COM 383: Rhetorical Theory
COM 385: Communication and Social Influence

COM 402: Leadership and Motivation (capstone option)

COM 407: Political Communication
COM 415: The Ethics of Persuasion
COM 421: Advanced Interpersonal Communication
COM 422: Communication and Conflict
COM 441: Race, Politics and the Media
COM 450: Organizational Communication
COM 461/462: Managing Cultural Differences in Organizations
CSV 302: URI Community Service
GWS 150: Introduction to Womens Studies
GWS 310: Race, Class, Sexuality in Womens Lives
GWS 350: International Womens Issues
HDF 190: FirstYear Leaders Inspired to Excellence (FLITE)
(introductory course option)
HDF 290: Modern Leadership Issues (introductory course option)
HDF 291: Rose Butler Browne Program Peer Mentoring Program
HDF 412: Historical, MultiEthnic, & Alternative Leadership
(capstone option)
HDF 413: Student Organization Leadership Consulting
HDF 414: Leadership for Activism and Social Change
HDF 415: FLITE Peer Leadership

HDF 416: Leadership in Organizations

HDF 417: Leadership Minor Internship
HDF 437: Law & Families in the U.S.
HDF 450: Introduction to Counseling
HPR 118: Honors Course in Speech Communications
HPR 203: The Prepared Mind
HPR 412: Honors Seminar (capstone option)
MSL 101: Introduction to Military Leadership
MSL 201: Leadership & Military History
MSL 201: Military Skills and History of Warfare
MSL 202: Leadership & Team Building
MSL 301: Leadership & Management
PEX 375: Women in Sport Contemporary Perspectives
PHL 212: Ethics
PSC 304: Introduction to Public Administration
PSC 369: Legislative Process and Public Policy
PSC 504: Ethics in Public Administration
SOC300/WMS350: Women and Work
THE 221: Stage Management
THE 341: Theater Management
Leadership Inventory Revised 8/30/2013

BECOMING A POSITIVE LEADER THROUGH DEVELOPMENT & INVOLVEMENT

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

You need to have your own act together before you can lead others:
2. Lead Yourself

1. Know Yourself
Lead Others

P
R
O
G
R
E
S
S

Strengths
Weaknesses
Values
Needs
Styles
o Learning
o Teaching
o Personality
o Membership
o Leadership

4. Develop and Refine

Skills

Leadership theory and

practice
Communication
Group Development
Inclusion
Citizen Activist Skills
Critical Thinking
Teaching and Programming

PROGRESS

Time management
Organization
Self care
Self discipline
Perseverance
Develop and maintain family,
interpersonal, and intimate relationships
Academic, social, personal goals and
objectives

P
R
O
G
R
E
S
S

RE-EVALUATE
former stages
as you progress

3. Broaden Your Perspectives

Understand others

PROGRESS

Hierarchy of needs
Racial, cultural, gender, sexual orientation,
religious, class, ability, etc. diversity and
commonalities
Power, privilege, oppression, liberation;
individual and institutional discrimination

Leadership Inventory Revised 8/30/2013

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

Leadership Inventory Revised 8/30/2013

Outcome Category: Self-Leadership

Outcome

1.

Student will demonstrate autonomy and a

minimized need for approval

2.

Student will demonstrate personal,

organizational, and academic examples of
self-discipline

Target class

URI 101

Additional Experiences

Descriptive notes regarding learning and practice

Youth to Youth

A time in my life where I had to minimize my need for approval was in high school I was a part Youth
To Youth that was a group of high school students that advocated for substance free lifestyle. In other
words it was a club for high school student who did not drink alcohol, or use other drugs. I went to
conferences and meetings that helped me to learn more about myself and help me connect with other
students who did not want to involve themselves in such activates. The majority of my friends were
involved pretty heavily in drinking for most of high school and I was out casted quite a bit for not
wanting to take part in those types of activities. Since I was vocal about my personal opinion of under
aged drinking and was apart of Youth To Youth my friends would taunt me and some of them even
decided to end their friendships with me because of my beliefs. At the time I was confused and upset
about this but stayed steadfast in my beliefs. I continued to not participate in such activates no matter
how much I was pressured to. In retrospect I am extremely glad I did not give in to social pressure it
has helped me to become a strong-minded and always believe in myself.

Facebook deactivation

Evidence: youth to youth retreat picture

I demonstrate personal, organizational, and academic examples of self-discipline in various ways. I
show personal self- discipline by having deactivated my Facebook account. Facebook was something
that kept me in touch with all of my friends from all over the country. Yet, Facebook also was a huge
source of stress and cause numerous conflicts between my friends and family. Finally, I decided that
having a Facebook was not worth the trouble it caused and I ended up deactivating. This shows
personal self- discipline because Facebook was a huge part of my life, it was my main source of
communication with the majority of my friends. It served as a way to be in contact with others instantly
because so many people were part of the Facebook community. It has also create some struggles
which I have learn to over come. One specific struggle not having a Facebook has cause is when
working in group project Facebook is not an option for me to be in touch with my group so I have had to
utilize other ways of communication such as googledoc to communicate with people I am assigned to
work with. Next my organizational self discipline example is having my assignments written out in a
planner so I know when there due and I am always aware of what due dates are coming up (as shown
in my evidence) In URI 101 we discussed how keeping assignment written down helped to make sure
they were done on time and so that we could give ourselves enough time to do each assignment well.
In URI 101 we also discuss academic examples of self-discipline. Most of which I have come to use.
Some of the ones I use are: I always go to class, I make sure I get my work in on time, and when I am
doing work I do not distract myself with social media and friends.
I try to demonstrate self-discipline in most aspects of my life including personally, organizationally and
academically. In my personally life I try to spend time where I feel it is most necessary. I understand
the importance of having fun and having leisure time for myself but I do understand that doing things
that are considered to be fun must be sacrificed at times. I think that knowing the balance between
spending my free time with my friends and going out and schoolwork shows discipline personally but
also academically. Also academically I always make sure I have enough time to get my schoolwork
done. I typically know how long an assignment will take me and try my best to plan enough time to get
all of my work done because that is my priority. Lastly, I must demonstrate self discipline
organizationally. I am involved with many organizations on campus so sooner or later events will over
lap. This semester I found my obligation to Student Senate and my sorority to be the one that over
lapped the most. On Wednesday nights I have Student Senate meetings starting at 6:30 and go until
we have gotten through the entire agenda. In my sorority we also had study hours during this time.
Leadership Inventory Revised 8/30/2013

Study hours are strongly encouraged because it time set aside to get homework done but also get to
know other girls. In this situation I had to make a decision to go to Senate instead of going to study
hours. This shows self-discipline in organizations because I had to choose an obligation over
socializing time.

3.

Student will demonstrate the ability to

manage emotions

4.

Student will demonstrate knowledge of

stress management methods

Family concerns and counseling

URI 101

Evidence: planner picture

Evidence: bids day photo
In the earlier part of my life I had some serious emotional problems. My parents were divorced when I
was very young which took a major toll on my emotional stability as a child, I was in and out of therapy
for a few years during elementary schools and was put in counseling at school. The constant fighting in
my family helped me to grow to become level headed and dislike conflict. By seeing my parents argue I
was able to figure out that I never wanted to participate in barbaric fights such as the ones I had
witnessed where everyone was yelling yet no problems were actually getting solved. During my middle
school years my family began to become more stable, the fighting became far less frequent. Once I got
into high school I almost immediately began struggling socially, my friends had started drinking and I
was not interested in that. As the years went on my friends changed frequently. When I became an
upper classmen I had a pretty stable group of friends who were troubled to say the least. While I was
friends with them I never felt like I ever actually fit in with them. I always felt alone and began struggling
with depression and anxiety. I felt like I was under a lot of pressure to get great grades and to take care
of my friends who really needed someone to rely on. I again went into therapy and began writing. In my
life I have clearly had to try out a lot of different ways to manage my emotions and have found a few
ways that work really well for me. The first is having really strong relationships with my mom. I know my
mom is always trying to look out for my best interest and generally cares for my well-being. Having a
strong relationship with her gives me someone who I can talk to about anything; shes not a therapist
but she pretty close. The next way I manage my emotions is to keep a journal. I have found that when I
am struggling with something when I write it out the thoughts tend to leave my mind. The last way that I
have come to manage my emotions is usually a step after I have written down whatever is bothering
me. After I have written it out I reread it and try to ask myself is what Im upset about really worth
being upset about? or How can I learn from this problem? from there I decide a plan of action on
how I can address the whatever it is that is bothering my. For example, if I get a bad grade on a test I
just think to myself how I studied, what went wrong, and how can I improve in the future. The most
important thing I try to keep in mind is to remember nothing is ever as bad as it seems and to always
try to take something positive out of a bad situation.
Evidence: Picture of my journal
Coping with stress is difficult at times having some stress is not always a bad thing. Especially when
you know how to deal with it effectively. Some healthy ways my URI 101 class discussed to deal with
stress are things such as working out, do yoga, meditate, taking a nap (and getting a good nights sleep
as often as possible), watching a movie, organizing your tasks in a list because it helps organize your
thoughts, or spending time with friends or family. The one I find works best for me is spending time with
family and friends or napping because they allow me to get my mind off of whatever is stressing me out
and remember that all I need to do is my best. While there are good ways to cope with stress there are
also bad ways. Some unhealthy ways to cope with stress would be abusing drugs or alcohol, excessive
eating, sleeping or working out. Most ways to deal with stress are healthy in moderation, for example
have a candy bar and popcorn while watching a movie is healthy but just constantly eating unhealthily
and not exercising properly can cause you to feel even worse and more stressed out because your
body feels sluggish.
Evidence: to do list
Leadership Inventory Revised 8/30/2013

5.

Student will demonstrate the ability to

manage stress

Math 106

Texting mom for help!

Spending time with family
Doing homework in the library

A way I deal with stress is to make a to do list which outlines then things I need to do for the rest of
the day and sometimes things I can do to lighten my work load for the rest of the week if I have extra
time one day. I also make sure I spend time with friends for at least an hour daily, usually during meals.
I make sure to time to relax and watch Netflix after classes everyday to give myself a break before
starting my homework. The best way I manage my stress is to try my best to talk to my mom every day.
I have an extremely close relationship to her so anytime anything is wrong I make sure to just talk to
her about it and let her know that Im worried about something. An example of this ways last semester I
transferred into my math class really late so I was very behind. After being in 2 classes I had to take a
midterm and even though I tried my best to study I was still overly stressed out because of my exam.
The night before I had been up late studying in the library, on my walk back to my dorm I called my
mom and explained the situation to her. She told me to do my best, try harder on the next exam, and
that everything was going to be ok. Just by having her support and encourage me helped me to destress. When I called my brother who I thought might have more insight into the situation because he
was a sophomore in college helped me by reminding me I just need to try my best and that was good
enough
This semester has been extremely stressful for me and I have had to learn how to manage my stress
level better. This semester I decided to take 20 credits (including an honors course) and be involved
with SOLC, Student Senate, North Woods Challenge Course, Civic Engagement Leading, and I joined
and went through the new member process of my sorority. As I hope you can see I have been
extremely stressed. This has been the first time in my life that I have not been able to sleep in until
whenever I wanted on weekends and not have homework every night of the week. Every week day
during this semester I would leave my room to go to my first class and not return to my room until
usually between 7 and 9 oclock pm. The amount of classes I took paired with my extra curricular
involvement did not leave much relaxation time. This forced me to really learn how to manage my
stress more than I had ever needed to in the past. To deal with this stress there are a few techniques I
tried. The first was I planned my week out. On Sunday I would sit down with all of my syllabi and plan
when I was going to do my homework for each class. I would allot the average amount of time I thought
each assignment would take and for a specific night and that night I would make sure I would finish the
assignment I planned. Also I found a study spot. I would only work on homework in the library. By
doing this is stopped associating my bed with anything but sleep so as soon as a laid down I would fall
asleep. This leads me to my next stress management technique: getting enough sleep. I know that I do
my work best late at night and I like to sleep in so this semester I made my schedule so 4 out of the 5
days of the week I did not start class until 11 am. This allowed me to stay up late to do work but also
sleep in enough so I was getting solid nights sleep. Because I was only doing homework in the library
and my body knew my bed was only for sleeping I would fall asleep immediately when I got home from
the library. The last way I managed me stress was to make sure I made time to be with my friends and
family. In-between classes I made sure I gave myself a break and would spend that time in the Student
Senate office or eating lunch with friends. Also when I was walking to and from classes I would call my
family to check up on them and have them encourage me. My mom is awesome and would always
give me pep talks at all hours of the night when I was struggling to get work done (shes the bomb).
Evidence: photo of family/friends
Evidence: pep talk texts from mom

6.
7.
8.

Student will express a personal code of

leadership / membership ethics
Student will demonstrate practice of the
personal code of ethics
Student will express a personal values
statement

HDF 190

VIA results

My personal values I believe are a huge driving force in my life personally. My personal values
statement would be that I follow my personal values in every situation I encounter to the best of my
ability. I think staying true to what is important to me personally helps to allow me to have deeper
Leadership Inventory Revised 8/30/2013

relationships and to lead more affectively. It does this because the people I surround myself with
understand that I am a consistent person whose choices are driven by my own personal values of what
is important and what is not. In FLITE we took the VIA values quiz. My top 5 values were honesty,
bravery, forgiveness, judgment and love. I can honestly say that these five values influence my life and
have shaped me to because the young adult I am now. I value honesty because I always think being
honest in the best way to handle a situation no matter what. Being honest about my life and feelings
has often allowed people to feel like I am trust worthy. I value bravery because I am a strong believer
that it is of the utmost importance to be bold and to stay what you believe even if your perspective is an
unpopular one. Forgiveness is a value that I think is important I am familiar with but one I am also
grateful for. I understand that there will be times when people mess up and I know there will be times
that I will mess up as well. By valuing forgiveness I try to resolve issues efficiently while still making
sure the issue is taken care of and not just covered up. Judgment is something that I have always
valued but have only realized how important it was to me recently. Judgment is a key element of my
life. I always think of the consequences of my actions as thoroughly as I before making choices. Also, I
try my very best to develop opinions on subjects based on information from all different opinions and
facts. Lastly, I value love. I believe that in a world were people are always competing and arguing it is
important to take the time to show those around you that you do care for them and you can appreciate
their opinions even if they are different from your own. It is also important to make sure the people
around you feel as though you care about their personal struggles and make sure they always know
they are not alone in the world.

9.

Student will demonstrate practice of the

personal values statement

HDF 190

10.

Student will demonstrate the ability to

lead a project from start to finish (followthrough)

CSV 302

Civic Engagement

Evidence: Values
VIA me. (n.d.). Retrieved April 15, 2014, from VIA institution on character website:
http://www.viacharacter.org/www/Character-Strengths
A time when I demonstrated the practice of my personal value statement was when I was in high
school a friend of mine was struggling with depression which at the time, I did not know, one day we
got into an argument because she had gotten drunk during school and I tried to talk to her and explain
to her how I didnt think that was a smart choice and how it was not right that we did that. We ended up
getting into a big argument about it because I was being honest and bold with her, which is how I try to
treat all of my friends. Then a few hours after that argument she texted me telling me she had thoughts
of harming herself. At this time we immediately forgave each other for not being sensitive towards each
other earlier that day. She ended up going into a treatment center for about a week where I then
proceeded to diligently try to make sure she knew I would always be there for her and care for her no
matter what happened. I wanted her to know she did not have to go through such a difficult time alone
and that I would never judge her for her struggles. Now reflecting on this experience after having taken
the VIA values assessment in HDF190 I realize that I utilized all of the values that were most important
to me in this situation.
Evidence: photo of My friend and I
As a Civic Engagement Leader I went on and lead various community service projects. I also attended
class (CSV 302), which would help me prepare for the projects I would go on. One of the projects I
went on was College Crusade Discovery day. Before this project our issue area intern gave us
information about the project and told us what we would be doing as CELs. She explained that we
would have volunteers who we would lead and then there would lead the college crusaders students. I
found out that the there would be middle school children coming to URI to tour the school and do
activities with the college volunteers. Later that week on the day of the project we meet at the
Multicultural center and waited for all of the volunteers arrived. Once they arrive we all walked to the
quad were I lead a name game and icebreakers before the college crusaders arrived. Once they did
arrive we split them into groups and each group of children was assigned to a group of volunteers. We
then went on a scavenger hunt around campus. At each stop there was an activity for the students to
do which I had the college volunteers lead. After we went to all of the stops we ate lunch in the
multicultural center and then went to the football game. After the football game the middle school
Leadership Inventory Revised 8/30/2013

10

students left and I lead a debrief with my volunteers where they all went around and said their most
memorable part of the day and we talked about what everyone said.

11.

Student will describe goals and objective

statements regarding personal issues,
career issues, and community issues

URI 101

Civic engagement

Evidence: Civic Engagement Picture

My goals are a very important part of my life, which are a huge driving factor and motivation for me. My
goals for my personal issues as of right now are just to try and keep all of my relationships as conflict
free, respectful, and honest as they are right now. I want my social life to be as continue to be
consistent and calm as it is now. Also, I would like to learn better conflict management skills so that in
the future when conflict does arise I can be prepared for it and know how to handle it to the best of my
ability. In terms of my career I think of that in two ways, the first being my academic career. In school I
would like to continue to work hard and get on Deans List every semester. I want to keep a GPA about
a 3.0. The other way I think of goals for my career would be in terms of my long-term goals on what
exactly I was to do for a living. In that sense my goals would to get a job working for the government
trying to reform American education and address needs of students in poverty so they have an equal
opportunity to quality and continuing education. My goals concerning my community are simply to do
my part to make this URI community, my hometown, and the world a better place. I currently am in the
process of apply to be a Civic Engagement Leader which is a position that would make me a leader in
an organization on campus thats mission to improve different aspects of the community through
volunteer service. In URI 101 we learned a lot about goal setting. One of the activates we did was
determine the importance of setting long term and short term goals. We also discussed what the
characteristics were of a quality goal. The characteristics were specific, measurable, attainable,
relevant, and have a time constraint. All of my goals are very specific, getting good grades, getting a
certain position. They are also measureable, I will know if I got good grades when I receive a report
card, or got a position when I get my acceptance letter. They are attainable because I put the effort in
to make sure they are a possibility. They are realistic because they are all things that are actually
possible for me at this time in my life. And they are all timely because there is a day or time when I will
know when I achieved them or not for example when I get my report card.
My personal goals for this upcoming semester are to improve my peer mentoring skills. Next semester
I got the position of being a FLITE peer leader. This is the first time I have had to go through a hiring
process in order to get a mentoring position so I am hoping that by having tasks that I must accomplish
in order to keep this position it will help me to grow as a peer leader. Regarding my career I am
continuing to taking political science classes but am also picking up a second major. The second major
I have chosen is economics. I choose this major because when I met with my advisor to ask her what
she thought would help me get to the career I want Economics is what she recommended. My goal
with this is to do well in my political science and economics classes in order to hopefully get an
internship or some work experience in the political world. Finally, regarding community issues I have
begun to get more involved with the Student Senate Campus Affairs committee. Through this
committee I have come to realize various aspects of life on campus that I would like to improve. In
particular parking is one of them. As a student who has a car on campus I have realized that the school
does not enforce parking rules at all. Also the lines in parking lots and lights need to be fixed. These
are a few issues I see with my community that I would like to improve. I plan on doing this by becoming
the Campus Affairs parking liaison.

12.

Student will show evidence of goals and

objectives that were planned and
achieved

Civic Engagement Application

Evidence: Civic Engagement acceptance Email

Evidence: Campus Minutes
A goal/ objective, which was planned and achieved, is being accepted into the Civic Engagement
Leader program here at URI. This goal was a SMART goal. It was Specific, meaning that I knew
exactly what my goal was which was to be accepted. Also I had a very specific process in mind when
trying to reach this goal. The process was to apply, get a letter of recommendation, be interviewed
twice, and then wait to see if I got into the program. Next it was Measureable. The way I measured if I
Leadership Inventory Revised 8/30/2013

11

13.

Student will show knowledge of the

Hierarchy of Needs theory by Maslow

PSY 113

ADD A SOURCE HERE

14.

Student will show application of Maslows

theory to own life

PSY 113

Via :Values

15.

Student will describe personal leadership

style and/or personality style including
strengths and weaknesses and examples
of application (Sources = Leadership style
inventories, the L.P.I., StrengthsQuest,
Type Focus (MBTI), LAMP, and other
career inventories, etc.)

HDF 190

Strengths Quest
Via Values

achieved this goal was if I got accepted and it I got accepted to the specific group within Civic
Engagement that I ideally wanted to be a part of (which was the education group). After that my goal
was attainable because I planed and made sure I kept a positive attitude throughout the process. My
goal was also realistic. I knew that if I had a strong application, letter of recommendation, and
interviews I had a pretty good chance of getting in. Lastly, my goal was timely. I was aware of the time
it would take to complete the application on time, to get a recommendation letter submitted prompt
after, when my interviews were, and lastly when I would find out if I got accepted. I put a very specific
time frame on this goal, which would allow me to know if I achieved it, or not. Over all I did end up
achieving this goal because I was accepting into the program in the education group.
Evidence: Civic engagement email
Maslows hierarchy of needs is a way of explaining the spectrum of human needs starting from the
most basic and work up to the most complex. The most basic is physiological, such as food and water.
The next one is safety, employment, shelter, ability for provide. After that is belonging and love, this is
having relationships with others, friends, family, and intimate relationships. Then is the esteem portion,
which is having confidence, self-esteem, respect for yourself and others. Lastly the most complex is
self-actualization, which is having your own values, sense of morality, and pursuit of dreams and
talents.
Evidence: pyramid of Maslow
For my entire life I have had the first three steps of Maslows Hierarchy, my parents have provided
food, shelter, and had a stable in come. When I began to get older I found myself becoming more
confident in myself and having achieving the esteem level of the hierarchy. Once I became a young
adult and got into college I began the self-actualization portion. I developed my own personal set of
values and morals, which were individualized to myself. An example of this are my VIA Values
inventory. This was a quiz that was about 120 questions that helped me to recognize my values and
gauge their important. My top there values were honesty, bravery, and forgiveness. This shows that I
have begun to become self-actualized like in the most complex part of Maslows hierarchy. These
values are personal to me and I have come to find these traits and actions important because of my
own life experiences. By always having food, money, friends/family and developing confidence and
personal values I have fulfilled the hierarchy of needs. I continue to become more self-actualized by
following my dreams, developing my talents, and seeking to learn about different opinions or view
points.
Evidence: VIA Value inventory
VIA me. (n.d.). Retrieved April 15, 2014, from VIA institution on character website:
http://www.viacharacter.org/www/Character-Strengths
My personal leadership style focuses on having deep honest relationships with the group of people I
am working with and puts importance on developing ones own skills in order to develop the group as a
whole. In HDF 190 we learned about strengths and values. My strengths outlined by the Gallup
Strengths Finder quiz help me to utilize the skills I use the most in my leadership style. My top strength,
Individualization, allows me to customize my approaches to accommodate people of all different
learning styles and preferences. I believe everyone is an individual with a different perspective on life
that is special to them. More importantly is that each person different opinions are important. My next
strength, Relator, allows me to have very strong relationships with people and helps me to learn about
them on a deeper level. I am always interested in the hopes and dreams of the people around me and
do my best to encourage them to do whatever makes them happy. Being a relator is a give and take
process; in a relationship both people just trust each. Having relator as strength does have its down
falls, for example if a previously strong relationship ends it does have a significant affect on me. Next is
Developer, described my ability to see the potential in the people around me. I honestly believe that
everyone can improve in their life and everyone has the potential to succeed. I try my best to challenge
those around me to live up to their potential and become all around better people. These three
Leadership Inventory Revised 8/30/2013

12

strengths match perfectly with my L.P.I encourage the heart. Yet my next strengths I think help me in
my relationships to be objective and think my actions through well. Deliberative is my fourth strength. I
am a very cautious person especially when it comes to personal matters. I am reluctant to fully disclose
all information about my life to those who I do not know well. I typically always think of the
consequences of my actions before I act so I can make the best decisions. I do tend to challenge
people but I am not as complementary as some would prefer. Often opinions of others are not of very
significant importance. I tend to not concern myself with trying to please those around me. My last
strength is being Analytical. I strongly believe knowledge is power. I like hearing opinions of others
around me that help me to be more informed. When in a discussion I am not quick to agree with all
opinions though. I carefully think about what someone is saying before deciding how I personally feel
on a subject.
My strengths are not the only driving force behind my personal leadership style. My values help guide
me in decision making and leading. My top value, honesty, is a major theme not only in my leadership
style but also throughout my life. Being honest with someone is not always easy but it is always
beneficial. If I can explain to someone my point of view in the nicest way possible the outcome of the
situation will always end better. Being transparent in your motives and goals is another major idea that
goes with this value. Allowing those who I am working with to understand what I am trying to achieve
and why will help to make a better group dynamic and allow me to see who can best help with the
goals at hand. Next, is bravery. Bravery and honesty go together perfectly. Being honest is a difficult
and daunting task but being brave helps to make it a bit easier. Bravery not only helps me to speak
your mind but it can also help you to stand up for an underdog. Having the ability to speak my mind
and helping to allow others to speak theirs is exceedingly important in leadership because all members
of a group should not only have a voice, but have it heard as well. No one persons opinion is more
important or more right than anothers and everyone deserves to have the same opportunity to share
their perspectives with a group. Forgiveness is my third value. When you are in a position of leadership
you have a team to help you accomplish goals. These are bound to be times in life when mistakes
happen. I will make mistakes and I know the people on my team will as well. Forgiveness is important
because it allows me to forgive myself and others when mistakes are make and move past them. To
dwell on errors is a waste of time and energy. To achieve a goal I believe leaders must be able to role
with the punches and adapt to a wide spectrum of unpredictable situations, valuing forgiveness allows
me to do that. Judgment is my next value. I think this value goes well with my analytical strength.
Having good judgment is crucial in being a leader. When picking a team or making important decisions
I need to be able to predict different outcomes based on my choices. I think valuing judgment
encourages me to trust me gut when making decisions if something doesnt feel right I take the time to
figure out why I feel that way and typically my instinctual feeling is right. Lastly, I value love. Love is
important in leadership because I need to be passionate about the goal at hand in order for me to put
my best effort ahead. Not only do I need to love what I am working for but I need to be nurturing to
those around me so I can make the most effective and enjoyable environment to be involved with.
People will do better work if they are happy in the work situation they are in and enjoy working with
their colleagues. Beings loving allows me to utilize the rest of my values in a non-offensive way and
helps me to be perceptive to the way others are feel. Overall, all of my strengths and values play a
tremendous part in my personal leadership style. Each one serves is own person and helps me to have
an effective leadership style.
Evidence: Strengths and values
Clifton strengths finder. (n.d.). Retrieved April 14, 2014, from Gallup Strengths Finder website:
https://www.gallupstrengthscenter.com/?gclid=CIja76Lo4r0CFe99Ogod0hsAbg
VIA me. (n.d.). Retrieved April 15, 2014, from VIA institution on character website:
http://www.viacharacter.org/www/Character-Strengths

16.

Student will show knowledge of the theory

of Superleadership by Manz & Sims
Leadership Inventory Revised 8/30/2013

13

17.

Student will show application of Manz &

Sims theory to own life

Outcome Category: Leadership Theories

Outcome

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

Student will show knowledge of the

Authority and Bureaucracy theory of
leadership Weber
Student will describe personal application
of the above theory (Weber)
Student will show knowledge of the
Scientific Management theory of
leadership by Taylor
Student will describe personal application
of the above theory (Taylor)
Student will show knowledge of the
Management by Objectives theory of
leadership by Drucker
Student will describe personal application
of the above theory (Drucker)
Student will show knowledge of Theory
X and Theory Y theory of leadership by
MacGregor
Student will describe personal application
of the above theory (MacGregor)
Student will show knowledge of the
Servant Leadership theory of leadership
by Greenleaf

Target class

HDF 190

Additional Experiences

Descriptive notes regarding learning and practice

The Servant Leadership Model describes this type of leadership where the leader is primarily
concerned with the growth of those who they are serving. This type of leadership is made of 10
characteristics. Those characteristics are listening, empathy, healing, awareness, persuasion,
conceptualization, foresight, stewardship, commitment to the growth of people, and building
community. Each one being equally important to a servant leadership. Listening is described as being
able to communicate either others and understand their needs while also being in touch with their
inner-self. Empathy is when the servant leader puts themselves in the position of those who they are
leading. They also must know that everyone is unique and special. A servant leader must understand
how people heal and be a encourager of the process. A Servant leader must understand and all people
struggle but also help those people overcome obstacles. Awareness describes being aware or yourself
and understands emotions to allow an individual to make more informed decisions and not impulsive
ones. Persuasion is the next characteristic. Persuasion focuses on the ability to persuade people
because of well-formed arguments and good points rather than purely because of power.
Conceptualization is the ability to foresee goals and dreams. Having conceptualization means you are
futuristic. Foresight and conceptualization are similar but foresight focuses on the ability to predict the
consequences of actions. Stewardship is when someone entrust a responsibility to someone else.
Stewardship is often a group entrusting a leader to have their best interest in mind when making
choices and behaving. The commitment to the growth of people is when a servant leaders priority is to
benefit the group they are serving. They are making choices that serve to allow people to grow and
reach their full potential. Finally, a servant leader must be dedicated to building community. This means
that they seek to build comradery among those who they are serving.
Evidence: Servant Leadership Model
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27.

Student will describe personal application

of the above theory (Greenleaf)

28.

Student will show knowledge of the

Principle Centered Leadership theory by
Covey
Student will describe personal application
of the above theory (Covey)
Student will show knowledge of the 14
Points / TQM theory of leadership by
Deming
Student will describe personal application
of the above theory (Deming)
Student will show knowledge of the
Visionary Leadership (now often cited
as Transformational Leadership) theory
by Sashkin
Student will describe personal application
of the above theory (Sashkin)
Student will show knowledge of the
Individuals in Organizations leadership
theory by Argyris
Student will describe personal application
of the above theory (Argyris)
Students will demonstrate knowledge of

29.
30.
31.
32.
33.
34.
35.
36.

HDF 190

Student Senate

Greenleaf, R. (2008). The servant as a leader. Westfield, IN: Greenleaf Center

My personal application of the Servant Leadership theory, which I learned in HDF 190, is my position
on student senate. As a student senator it is my responsibility to serve the URI community. As a
senator I must listen to the wants of the students. If there is something a student is unhappy with it is
important I do my best to try and fix it so that it is clear I was understand and caring about what was
wrong. This idea also ties into empathy. There are many problems around campus that dont affect
myself directly so it is important I can try to see from their perspective. Then I need to be healing
problems with school can be extremely tough as a student senator and friend it is important that I try to
help those who have struggles emotionally, for example I could encourage student senate to advertise
for the counseling center on campus, because just because as a senator as I cannot do what people
consider healing, it does not mean I cannot assist in the process. Next is awareness, I need always be
aware of what the community wants, our job is to make sure we are helping and addressing the
concerns of all the students. The there is persuasion; on the senate floor we debate bills, which affect
the student body. If I feel strongly about a topic and have well reasoned arguments I must be able to
persuade the reset of the senators to agree with my point of view. After that there is conceptualization.
My job as a senator is to help put on various programming events through out the year, I need to work
with different committees to be able to imagine the types of events they wants to put on and the
logistical realities. Foresight is another important characteristic of me as a student senator. I need to
Foresee issues, which could negatively affect the campus and student body. Stewardship is something
that the student body must instill in me. The student body elects me to represent them, which is
basically them trusting me to have the responsibility to act in their best interest. A senate by definition
has a commitment to the growth of people. Being a senator I want to encourage all of the students here
to reach their full potential and make it as easy as possible for them to do so. Finally, my position on
student senate is as an on-campus representative. Because of this I feel the need to make sure there
is a sense of community between all of the students who live on campus, and if there isnt I must work
to create the community.
Evidence: On- campus representative Binder
Greenleaf, R. (2008). The servant as a leader. Westfield, IN: Greenleaf Center

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37.
38.
39.
40.

41.

the 4 Vs theory of leadership by Grace

(Center for Ethical Leadership)
Student will describe personal application
of the above theory (Grace)
Student will show knowledge of the
Situational Leadership theory by Hersey
& Blanchard
Student will describe personal application
of the above theory (Hersey & Blanchard)
Student will show knowledge of the
Relational Leadership model by
Komives, McMahon & Lucas

Student will describe personal application

of the above theory (Komives et al)

HDF 190

The Relational Leadership model of leadership by Komives, McMahon, and Lucas describes the model
of leadership, which describes being a leader in terms of your actions and relations to others and how
others relate to you. In the relationship model of leadership it outlines how a relational leader should
know, be, and do in relation to each of the 5 leadership components of this model. In all five
components a leader but know, be, and do various things to fit the model. The first component of this
model is inclusive of all students, staff and diverse view points. To be Inclusive things you must
understand (know) is that there are always different opinions and perspectives. You also must know
yourself and those around you and understand that everyone has a different story, which influences
them in a specific way. You must believe that (be) that the differences you recognize and understand
are important and help to offer something unique to a group and that everyones opinion is equally as
valuable. The things you must do or have skills in to be inclusive is to ensure you are engaging all
members of a group mentally. This means that everyone is being challenged to grow and everyone is
being heard while building relationships between the participants in a group. The next component of
relational leadership is Empowering of self, group members, and other involved components. To be
empowering a leader must understand (know) the impact that power has on a group and individuals
involved. They also must understand the correlation of encouragement, self- esteem, and the division
of power of the individuals in a group. The leader must believe that (be) that success is based on
ensuring that everyones opinions are encouraged necessary to growth of all individuals. Also they
must believe that it is important that all responsibilities are shared. An empowering leader must (do)
make sure that the entire group is informed and encourage all of the group to better themselves. The
next component of this model is purposeful- having and individual commitment to the position, the
students, staff, job task and other constituents. To fill the purposeful portion of the relational leadership
model the leader must understand that all actions have a consequence that could be good or bad.
Because of these consequences they must always be deliberative in their speech and presentation.
Being purposeful also means you that you have set goals which are achievable They also must
recognize that they can face adversity but must always maintain a positive attitude. The fourth
component of this model is Ethical driven by values and standards which are good in nature.
Being ethical means that the leader is driven by values, which benefit the group and society as a
whole. It also means their must have consistent behavior and attitudes. They also must not only have
individual values but value the group. The last component of the relational leadership model is
Process-Oriented- how the group goes about building and maintaining a team and accomplishing the
groups purpose and or vision. A process-oriented leader trusts that the process works and will work
even when challenges occur. They also know that the process is as important as the outcome. Which
means that the growth through the experience is as important as where they will be when the event is
over.
Evidence: Relational Leadership Model
Komives, McMahon & Lucas
My personal application of this model of leadership is my frame of reference for consulting. Relational
Leadership is the theory of leadership that I feel as a consultant I identify with the most. The relational
leadership model explains that there are five areas of leadership, Inclusion, empowering, purposeful,
Leadership Inventory Revised 8/30/2013

16

ethical, and process orientated. As a consultant all of these areas are vitally important to the success of
a retreat and achieve an organizations goals. Inclusion allows consultants to understand comfort levels
of each person and enables the creation of an environment, which everyone would want to participate.
The empowering aspect of this model allows consultants to have a genuine concern for the
improvement of organizations. Having a purpose allows consultants to be deliberate in the decisions
made during retreats. Being ethical creates a sense of trust between participants and consultants
which then makes an environment where challenges can be over come and groups an grow. Finally,
being process orientated allows consultants the comfort of being able to trust that even if there are
issues during a retreat that the group will improve in some way.
Evidence: Website

42.
43.
44.

Student will show knowledge of the

concept of constructivism
Students will describe personal examples
of implementing constructivism
Student will demonstrate knowledge of
experiential learning in leadership
development (Kolb)

HDF 413

45.

Student will describe personal application

of experiential learning in leadership
development (Kolb)

HDF 413

46.

Student will show knowledge of the

Social Change Model of Leadership

HDF 190

Kolbs model of experiential learning in leadership is a usually shown as a chart that has four main
points. Each point describes a different style of learning. The learning styles include feeling, watching,
thinking, and doing. In this model Kolbs explains that each person learns best by either think or feeling
in combination with doing or watching. Each combination of learning styles also has a title. If you learn
by feeling and watching your learning style is called diverging. The other combinations are watching
and thinking which is assimilating, doing and thinking with is converging, and feeling and doing which is
accommodating. In the model is explains that everyone can learn using all of these types of learning
but typically have one way that they learn best. This model is important because when you are leading
it is imperative to understand that not all people learn best in the same ways so you must try your best
of offer a variety of explanations and ways to demonstrate concepts to your audience so you can
ensure they are retaining as much as they can.
SOLC retreats
HIS 142

Evidence: Kolb notes

My personal application of this model of experiential learning in leadership development is in my
classes and my personal experience being in leadership roles. I personally feel my best learning
combination is watching and thinking which is also assimilating. This means I learn best by listening
and then explaining what I have learned. It also means that I learn best when I am given concepts
rather than minor facts. A time when I felt a teacher taught this was during my History 142 class. The
professor would lecture for the entire class and give us small details that impacted bigger concepts. For
example one of the over arching concepts of the class was: What was the United States role in the
World during each time period? On tests I would have to explain how all of the events that happened
during a time period affected the United States role in the world. By relating the smaller details to a
larger concept and forcing me to explain them forced me to truly learn as much as I could and therefore
get a good grade in the class because I felt the class was tailored to my learning style. Also in my role
as a leader I must make sure I explain things in various was in order to help the people I am teaching
retain the information. For example, During SOLC retreat we try to use all of the learning styles through
activities and debriefs. During activities the participants are actively doing something and thinking
about how to accomplish goals and watching how their team mates are trying to accomplish goals so
they can them modify the strategies. In debriefs the facilitators try to talk about how people felt about
an activity and reflect on what they saw, were doing and thinking so they can understand what the
purpose of the activity was and how it could help their organization. By utilizing and understanding all
types of learning I am better able to lead people and help them to grow more.
Evidence: Kolbs model notes
The Social Change model of leadership by Astin et al describes the model of leadership which
emphasizes the importance of social change through acting in a way which reflects the seven core
Leadership Inventory Revised 8/30/2013

17

Development by Astin et al

values of the model. The social change model divides the seven values into three subgroups, which
are individual values, group, and community values. If not all of the values are being up held the
process of social change is stunted. The first group, individual values include consciousness of self,
congruence, and commitment. Consciousness of self is when an individual is aware of themselves and
of their surroundings. Congruence is acting in a way, which is consistent and reflects your personal
values and those of the group involved. The next subgroup, group values, includes, collaboration,
common purpose, and controversy with civility. Collaboration describes when a leader takes input from
other group members and brainstorms with them combining and altering ideas until a consensus is
reached. Having a common purpose means that the entire group has a similar goal in mind and agree
on the process, which the group wants to achieve that goal. Handling controversy with civility means
that when there are disagreements and obstacles arise a person has the ability to handle it while being
respectful and open-minded. The last set of values are, society. The only values this group includes is
citizenship. Citizenship is when a leader acts in a way which reflects the best interests of the entire
community. It also means that they are respectful of differences of opinions and the fact that all people
are different and are going to have different opinions. The final portion of the social change model
describes what it means to be a change agent. A change agent is someone who knows how to make
social changes. There are various things a change agent must understand, have, and demonstrate in
order to be successful. Some of the things a change agent must understand is that the process of
social change is not always easy. Some things they must have are positivity and patients. Some things
they must demonstrate are having a clear goal and the ability to make people feel like their cause is
important.
Evidence: Social Change Model
Astin, A. W., & Astin, H. S. (1996). The Social Change Model of Leadership Development Guidebook
(Vol. III). Los Angeles, CA: National Clearinghouse of Leadership Programs.

47.

Student will describe personal application

of the above theory (Astin et al)

HDF 190

Student Senate

My personal application of the Social Change model of leadership, which we learned in HDF 190, is
being an on- campus representative for Student Senate. To be an on campus rep my personal, group,
and community values must all be upheld when decision making and representing all of the students
who live on campus to create social change. My self values which the social change model describes
congruence as acting consistently, consciousness of self as knowing who you are and youre
goals/position, and commitment to the desire to change the community. As an on-campus
representative I need to make sure I am always consistent with my actions and personality because I
was elected to make choices, which affect others. Also I must be aware of myself and know that the
choices Im making should not be made to benefit myself but the greater good. Also I need to be
committed to working hard in order to create change on URIs campus. The group values, which the
model expresses, are collaboration, which is the ability to work in a team, common purpose which is
the entire group a person is working with to have similar goals, and controversy with civility which is
handling disagreement with respect. When is comes to collaboration I must be able to work with other
types of senators because if I didnt I would not get their input on idea or their support on mine. It is
also useful for me to have a common purpose; on Senate our common purpose is to improve life for
the student body as much as possible. Also, controversy with civility is imperative to the success of
student senate. During debates all senators are passionate so it is easy for them to get heated but we
all must take a step back and recognize we are all working towards the same good and handling
problems with hostility wont help us progress. Finally, the only community value there is is, citizenship.
As senators we demonstrate citizenship because everything we work to do is to benefit our community.
Evidence: Campus Affairs Committee Minutes
Astin, A. W., & Astin, H. S. (1996). The Social Change Model of Leadership Development Guidebook
(Vol. III). Los Angeles, CA: National Clearinghouse of Leadership Programs.
Leadership Inventory Revised 8/30/2013

18

48.
49.
50.
51.
52.
53.
54.
55.
56.
57.
58.
59.
60.
61.
62.
63.
64.
65.
66.
67.

Students will demonstrate knowledge of

the Leadership Identity Development
Model by Komives et al
Students will describe personal
application of the above theory. (Komives
et al)
Students will demonstrate knowledge of
the Strengths-Development Model by
Hulme et al
Student will describe personal application
of the above theory (Hulme et al)
Student will demonstrate knowledge of
behavior theories of leadership from
Michigan and Ohio State
Student will describe personal application
of the above theories (Michigan & Ohio
State)
Student will demonstrate knowledge of
Charismatic leadership
Student will describe personal application
of the above theory
Student will demonstrate knowledge of
contingency approach to leadership by
Fiedler
Student will describe personal application
of the above theory (Fiedler)
Student will demonstrate knowledge of
Path-Goal theory by House
Student will describe personal application
of the above theory (House)
Student will demonstrate knowledge of
Leader Member Exchange (LMX) theory
Student will describe personal application
of the above theory
Student will demonstrate knowledge of
Leadership Substitutes Theory
Student will describe personal application
of the above theory
Student will demonstrate knowledge of
Models of leader emergence
Student will describe the impact of traits
on leadership emergence and
performance
Student will demonstrate knowledge of
Chaos approach to leadership by
Wheatley
Student will describe personal application
of the above theory (Wheatley)

Leadership Inventory Revised 8/30/2013

19

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

Outcome

68.
69.
70.
71.
72.
73.
74.
75.
76.
77.
78.
79.
80.
81.
82.

Student will demonstrate how cultural

anthropology / paradigms relate to
leadership
Student will describe personal example
of using cultural anthropology /
paradigms as a leader
Student will demonstrate knowledge of
the Cycles of Socialization (Harro)
theory and its uses in leadership
Students will demonstrate personal
application of the Cycles of
Socialization (Harro)
Student will demonstrate knowledge of
the Cycles of Liberation (Harro) theory
and its uses in leadership
Student will demonstrate personal
application of the Cycles of Liberation
(Harro)
Student will demonstrate knowledge of
the Configuration of Power (Franklin)
and its relationship to leadership
Student will demonstrate personal
application of the Configuration of
Power (Franklin)
Student will demonstrate knowledge of
racial identity development via the Cross,
Helms or other models (Ferdman &
Gallegos; Kim; Horse; Wijeyesinghe etc.)
Student will demonstrate personal
application of model(s) of racial identity
development above
Students will demonstrate knowledge of
McIntoshs theory of privilege and its
relationship to leadership
Student will demonstrate personal
application of McIntoshs theory
Student will describe the differences and
similarities of individual and institutional
oppression and relationships to
leadership
Student will show knowledge of effective
leadership as it relates to change agency
Student will describe personal examples
of being a change agent

Target class

Additional Experiences

Descriptive notes regarding learning and practice

HDF 190

Student Senate

In HDF 190 I learned that a change agent is someone who primary goal is to spark social change in his
or her community. One example of when I serve as a change agent is through URI Student Senate. As
a senator my goal is to represent the interest of the school community through our student governing
body. This is what I was elected to do. I advocate for positive change through Senate. For example, I
Leadership Inventory Revised 8/30/2013

20

am on the Campus Affair Committee and the External Affairs committee. In the Campus Affairs
committee we try to deal with major issues which student who live on campus struggle with such as,
conditions of dorms, safety, and dinning. We try to improve all conditions on campus and tend to any
complaints, which are given to us. Similarly on the External Committee we deal with problems which
student who live off campus face. For example, we are working on a project to inform off campus
students of police and renter rights. Through senate I help to create social change for the URI student
community. Another example of how I am a change agent is becoming an ally of the LGTBQ center on
campus. I went through safe zone training so I could become an inform student about issue which
plague the LGTBQ community. Due to the fact I am aware of these issue and I am an ally I am able to
encourage others to become accepting of the LGTBQ community and create social change that way as
well.

83.

Student will create a personal code of

inclusive leadership

84.

Student will demonstrate knowledge of

the Model of Intercultural Sensitivity by
Bennett and its uses in leadership
Students will demonstrate personal
application of the Model of Intercultural
Sensitivity by Bennett
Student will demonstrate knowledge of
the ally Action Continuum by Griffin &
Harro
Student will demonstrate personal
application of the Action Continuum by
Griffin & Harro

HDF 413

Inclusion Presentation

Evidence: Committee minutes (Attendance at last Campus Affairs meeting)

After giving a presentation on Inclusive leadership in HDF 413 I began to think about how to apply the
theory to my personal style of leadership. When I lead I now realize that there is much more to being
inclusive than just having someone in a group. Being truly inclusive means that someone in a group is
participating and their background and point of view is respected. It is important that as a leader I make
sure that I believe everyone has something important to bring to the table. Being inclusive allows for
growth in groups and can apply to all aspects of leading.
Evidence: Inclusion Power Point

85.
86.
87.

Outcome Category: Critical Thinking

Outcome

88.
89.
90.
91.

Target class

Additional Experiences

Descriptive notes regarding learning and practice

Student will show knowledge of principles of

critical thinking (logic is used in this minor)
Student will demonstrate proficiency of
critical thinking
Student will show knowledge of
metaphorical analysis to critically analyze
self and leadership situations
Student will demonstrate proficiency of
metaphorical analysis to critically analyze
Leadership Inventory Revised 8/30/2013

21

92.
93.
94.
95.

96.
97.
98.

self and leadership situations

Student will show knowledge of at least five
decision making methods
Student will describe personal examples of
having used five decision making methods
Student will show knowledge of at least five
problem solving / conflict management
methods, as well as understanding the
roots of conflicts
Student will describe personal examples of
having used five problem solving / conflict
management methods (if student has been
trained in mediation, that information goes
here)
Student will describe what it means to
analyze, criticize, synthesize and utilize
information as a leader
Student will demonstrate knowledge of
leadership that is used in crisis
Student will describe examples of
leadership in crisis situations

Outcome Category: Interpersonal and Organizational Concepts & Skills

Outcome

Target class

99.

Student will demonstrate knowledge of

active listening techniques

HDF 190

100.

Student will describe examples of using

active listening skills

HDF 190

Additional Experiences

Descriptive notes regarding learning and practice

In HDF 190 we learned that active listening is a process, which allows a listener to understand and
respond appropriately to a speaker. To do this there are 5 ways to show you are an active listener.
The five ways are encouraging, restating basic ideas, reflecting feelings, clarifying, and summarizing.
When someone is being an encouraging active listener what they are trying to do is show the speaker
they are interesting in what they are saying and want to hear more about the topic they do this by
responding in a way which prompts more positive conversation. When someone is restating basic
ideas they are trying to show that they are able to interpret what a speaker is saying so it makes sense
to them they do this by rewording the statement in their own words to clarify if they understand.
Reflecting feelings means that the listener is trying to empathize with the speaker. The listener is trying
to show the speaker they understand what they are feeling. The listener does this by asking if they
correctly interpreted the speakers feelings. Clarifying is when a listener asks questions to ensure that
they understand the concepts by getting extra information to understand various perspectives and
views on a topic. Lastly, Summarizing is when a listener repeats main points of what the speaker was
saying.

Math 106

Evidence: Active Listening Worksheet

I use active listening very often in my everyday life. I learned how to be an active listener through
FLITE. Each type of active listening is appropriate for a different situation. First, I used encouraging
listening when I work in group settings. When collaborating with groups I think its important to let the
people speaking know that you have a genuine interest in their ideas and what they have to add to the
group so I make sure I respond to them with a positive attitude and dont just shoot down their ideas.
Leadership Inventory Revised 8/30/2013

22

The next type of listening I use is restating basic ideas. I use this type of listening in math classes. I am
not very good at math so when I restate what was said in my own words the topics make more sense
to me. For example, Last semester I had a foreign math professor in my Math 106 class. I did not
understand math to being with and his heavy accent made it more difficult. So to understand the topics
I would restate the idea in my own words and ask my professor if I understood it properly. I found this
type of listening to be most affective is math classes in general. The next type is listening, reflecting
feelings, I use when helping my friends with their struggles I try to just focus on letting them express
there feelings to me and try to show that I understand and care about why they are feeling that way. I
use clarifying listening in most of my non- math classes. I ask questions which make topics clear. I
make sure I have a thorough understand of all logistical portions of assignments and the assignment
itself. I also ask questions to clarify concepts, which cant be explained using images or visuals. Lastly,
I use summarizing listening when someone is trying to persuade me a certain way. By summarizing
their main points they can make sure they explained their stance on a topic or their arguments and I
can make sure I understood and considered all of their main points and remember the.
Evidence: Active Listening Model

101.
102.
103.
104.

Student will demonstrate knowledge of

functions of group communication by
Hirokawa
Student will describe personal application
of functions of group communication
(Hirokawa)
Student will show knowledge of techniques
regarding giving and accepting of feedback
Student will describe examples of giving
and accepting feedback.

HDF 190
HDF 413

Servant Leadership Speech

Feedback

An example of giving and accepting feedback was during FLITE when we gave our Servant
Leadership speeches. During this task I was given a work sheet which had two columns, one which
would include things I did well, and the other which would include things I could improve on when
public speaking. When I was speaking this worksheet would be passed around to other members of my
group who would then put comments in the columns. Each member of the group was given this sheet,
which would then be passed around to the rest of the group when they were speaking. When I was
writing on other peoples work sheet I was giving them feed back and when I was reading through the
comments on my own worksheet I was accepting feedback.
An example of giving feedback was during HDF 413. We were split into groups and all had to choose a
topic such as decision-making, inclusion, conflict resolution, and community building. During the
presentations the rest of the class had to participate in the activity during the presentation of each topic
and listen to all of the information given by the group. After the presentation was over the class had to
fill out a feedback form/rubric on how we felt the groups presentation went as a whole. After we
presented while we did not see the individual feedback sheets from the class we did get a grade a
rubric from our professor and teaching assistant that gave critique of our presentation and explained
what we could improve upon.

105.

Student will demonstrate knowledge of

facilitation and de-briefing techniques

HDF 190
HDF 413

Facilitation Training
FLITE Learning contract

ADD SOURCE

Evidence:
Servant Leadership Speech Worksheet
Evidence: Rubric
I learned how to facilitate and de-briefing this spring at the North Woods Challenge Course. As a
facilitator there are many guidelines you must follow and understand in order to be affective. First you
must introduce the group and being getting to know them. Typically this is done with some sort of
icebreaker or name game. Then you must make sure the participants understand the importance of
trust and safety. To do this it is imperative that the facilitator walk the groups through trust sequencing
that consists of spotting techniques, trust leans, wind in the willow, and levitation. After that they must
Leadership Inventory Revised 8/30/2013

23

learn the full values consisting of work hard, play hard, have fun, and play safe. For the group to learn
this they must describe each concept with different adjective and characteristics of them. They also
must understand the concept of challenge by choice. This means that the group must know if they are
encouraged to break out of their comfort zone but if they really feel like they do not want to participate
in a specific activity they dont have too. After that the facilitator must make sure that all of the
participants are healthy enough to go onto the elements. Once on the elements the facilitator has to
explain possible safety concerns and rules of the element. At all times the facilitator must make sure
people are being safe. After a group has completed an element the facilitator must de-brief. When debriefing some topics that a facilitator can high light are challenges the group overcame, how they can
apply what the learned to the group in everyday life, effective listening, and communication among
many others. After going through all the elements the facilitator must close the group properly so they
can adjourn.
In HDF 413 one of the main things we learned about was how to facilitate and debrief during retreats.
First, the facilitator must plan how the activity is going to work. They must make sure they have enough
space and people to participate. Also they must explain why the group is doing that activity. Next, the
facilitators must explain the rules of the activity. During this step it is important to be really clear about
the instructions and to make sure that all questions the participants have get answered. Then allow to
group to actually complete the activity. While the activity is happening the facilitator must make sure
that the group is staying on task and has a good balance of challenge and support. After the activity is
over it is important for the facilitator to debrief well. There are various ways to do so. One way of
debriefing is to ask questions to the group like how they felt during the activity, what they thought went
well and what they thought didnt, and how they could apply what they learned in real life situations.
Another way to debrief is to use feeling cards. In this type of debrief each person would pick a card that
that said a feeling they felt during an activity and explain why they felt that way. There are innumerable
ways to debrief but it is always important to make sure there is some sort of concluding conversation of
activity so the facilitator can make sure the group understand why they did the activity.

106.

Student will demonstrate proficiency of

facilitation and de-briefing techniques

Facilitation Training
ALIMA

CONNECT TO MY LEARNING CONTRACT FROM FLITE

Evidence: Stages Outline
Evidence: facilitation print out
My personal example of a proficiency of facilitation and de-briefing was being trained to be a challenge
course facilitator was a three-day process. On the first day we went over the agenda of a day on the
challenge course. We also went over our responsibilities as a facilitator and got to know all of the other
people being trained. Allie explained all of the terminology, which we would be required to know. The
next day the group of us went to the challenge course where we went through all of the steps of the
day. We started with learned about name games and energizers, which are used to break the ice
between the facilitators and participants while helping the facilitators, get a feel of the dynamic of the
group. Then we were taught all of the different steps of trust sequencing. The first being trust leans
and the proper commands. We learned the proper way to hold your arms and stand when being the
leaner. We then learned the proper stance of the spotter, how to hold your arm and position your
legs. After that we learned how to do were the wind blows which is when one person stands in the
middle of a group of people in the spotting position and gets in the proper leaning position and is then
passed around the group. Then to finish trust sequencing we learned how to levitate people. As a
facilitator we learned how to spot the levitated person head properly and make sure everyone else was
holding them up correctly. After we finished trust sequencing we went over WIPBAM once more, put
bug spray on and began on the challenge course. We were taken to each element and taught how they
worked, what variations we could use, safety rules, and debriefing techniques. After that we gathered
and learned how to properly close a day of facilitation and the responsibilities after the group left. On
the third day the group of us each were assigned various components of a facilitation day so we could
Leadership Inventory Revised 8/30/2013

24

begin to practice the skills we had learned the previous days. I was assigned to making sure we had
everyones medical wavier and to facilitate the TP Shuffle element. I had to explain the rules and
possible safety issues to my group. Then I had to spot them while they were trying to complete the task
and after I had to debrief the group. When debriefing I had to ask the group to reflect upon what they
had experienced. Some examples of questions I asked was what went well? And what could have
gone better? After being trained I was required to complete two shadow days, which was when would
follow an experienced facilitator with the possibility of them allowing me to facilitate certain portions of
the day if they felt I was ready. After shadowing twice I am now able to co-facilitate and facilitate on my
own.
Through being in SOLC I have had the opportunity to gain experience facilitating and debriefing during
retreats. One of my favorite activities I have facilitated was during the ALIMA retreat. The activity was
their group contract. It was the organizations 10 year anniversary of existence so for their group we
made a poster with a 10 on it. In the poster I had the participants write what they liked about ALIMA in
the numbers so the girls could understand why ALIMA had existed for so long and see the values that
the organization had upheld. Then I explained to the girls that on the back of the poster there was an
11 written. I told them that while they had a great organization but improvements could always be
made so I had them write what they wanted to improve upon. During the activity I made sure all the
girls were being respectful and honest. During the debrief I let the girls talk about what they wrote on
both sides and asked them questions to help them have a good conversation with each other and open
up honest communication.
Evidence: Facilitation team picture
Evidence: 10 year anniversary

107.
108.

Student will demonstrate knowledge of

framing and breaking the frame
Student will demonstrate proficiency of
framing and breaking the frame

109.

Student will show knowledge of organizing

meetings / setting agendas / and leading
meetings

110.

Student will describe personal examples of

organizing meetings / setting agendas /
leading meetings

Senate picture

Framing is similar to the context in which an activity or event takes place. For example, during retreats
one of the activities which framing is important is TP shuffle. In this activity the there are people lined
up in a rectangle made of tape and the objective is to line up in a specific order without stepping out of
the tape. In this activity it is important to set the scene and say that outside the tape is for example lava
or water and if the anyone steps into the lava or water there would be a consequence. If someone
where to step outside the boundaries the facilitator could ask the group not to speak or for someone to
be blindfolded. In this example breaking the frame would be if someone had a disability and you gave
them magic shoes or in other words the ability to step outside the boundaries so they could still
participate in the activity even if it was in a different way. This technique was used during the student
senate retreat that I participated in.
Evidence: Senate picture
When organizing a meeting it is important to choose a time and location that is most convenient for the
majority of entire group. Then it is important to know the goals of the meeting, which would allow for a
proper agenda to be set. The agenda should include all of the necessary topics to be discussed while
allowing for time for new topics or concerns to be brought up. When leading a meeting it is imperative
that you ensure the topics that are on the agenda are talked about or discussed and that all members
or the organization have the opportunity to speak and voice their opinions.
Evidence: Senate Agenda
A personal example of a time when I had to organize a meeting set and agenda and lead a meeting
was planning for the ALIMA retreat. My co-facilitators and I all had to pick I time to meet so we could
plan our retreat. Once we picked a time we had to set an agenda for ourselves which was to create an
agenda for the retreat. We did this by going through time blocks and brainstorming activates we could
do for the intro, games, and debriefs. We then talked about how each activity could relate to the goals
of the group. By relating the activities to the goals of the group we were able to create an agenda we
Leadership Inventory Revised 8/30/2013

25

though would best suit this particular group. Then once we got to the retreat I and my co-facilitators
had to lead the retreat as it was planned in the agenda
Evidence: ALIMA agenda

111.
112.

Student will show knowledge of

Parliamentary Procedure
Student will show knowledge of techniques
for working with difficult people

113.

Student will describe personal examples of

using techniques to work effectively with
difficult people

114.

Student will show knowledge of the stages

of group development (Tuckman, Bennis or
others)

There are many different ways to deal with difficult people but there are 5 main ways to deal with
conflict. These 5 ways are collaborating, compromising, accommodating, competing, and avoiding.
Collaborating means that all parties work together to come up with a solution that pleases everyone
involved. Compromising means that all involved parties sacrifice some of what they want and get some
of what they want in order to deal with conflict. Accommodating is when one party sacrifices what they
want so another party can get what they want. Competing is when one party forces what they want
over what other parties want. Lastly, avoiding is when conflicts are ignored completely and not dealt
with. Each one of these ways to deal with conflict can be applied to dealing with difficult people. They
all explain ways in which a leader can get to their desired outcome when dealing with a difficult person.
Depending what the situation is and what the leader is willing to sacrifice to get the desired outcome
when deal with a difficult person is how to decided which type of conflict management to use.

Living in a dorm

HDF 190

ADD SOURCE

Evidence: conflict management website

http://home.snu.edu/~hculbert/conflict.htm
One example of a time when I used a conflict management technique is while living with my best
friend. This year my best friend is my roommate. I love her dearly but we are very different in a lot of
ways. Her living habits and mine vary greatly. For example I hate when my belongings get mixed up
with other peoples. My roommate on the other hand does not care when our belongings get mixed up.
Often she leaves her things on my desk. While this seems insignificant it does bother me. In this
situation I use the avoiding method. I use this method because this problem is small and I do not want
to micromanage her. For the good of our friendship I over look the fact that she leaves her things on
my desk and simply move them. Another instance where I use one of the 5 techniques listed above to
deal with difficult people is during group projects. Typically, during group projects one person takes on
the role of leading the group and ensuring all of the work gets done. When I have that leadership role I
try my best to use the compromising method. Personally, when I am the person in the leadership
position in a group projects the difficult people are those who only care about their idea. I try to use
this method so I make sure I am including some of their ideas and some of everyone else in my groups
ideas.
Evidence: Picture of my roommate and I
There are 5 stages of group development. The stages are: forming, storming, norming, preforming, and
adjourning. The first stage, forming, is when the group is just beginning. This is also typically when the
group members begin to get comfortable around one another. Also, this is when goals, expectations,
and responsibilities are set. The next stage is storming. During this stage the group is going through
conflicts. The group can be experiencing disconnect, arguments, isolation and hostility during this
period. During this stage ways to handle the issues are to talk about them and figure out solutions
which can help to easy the problems. The next stage is norming. During this stage the group starts
acting as a cohesive team. Team members become open to ideas and brainstorming and
collaboration. Next is preforming, this is when most of the work gets accomplished. The group is used
to being in a routine and knows their individual and group goals. The final stage is adjournment, which
is when the group terminates. This typically takes place when goals are meet and the group has proper
closure.
Evidence: Tuckmans Model of Group Development
Leadership Inventory Revised 8/30/2013

26

115.

Student will describe personal examples of

group development in use (Tuckman,
Bennis or others).

HDF 190
HDF 413

Group Project/ Day of Discovery

Student Senate Retreat

My personal example of a time I used the group development was during FLITE when we had to create
an organization, which we felt filled a gap in student life at the university. My group began we all got to
know each other. My evidence is a worksheet, which I wrote down all of my group members strengths.
This paper helped me to get to know them and understand their personalities. It also helped me to
predict what they might be good at and what they may struggle with. By doing this we were fulfilling the
forming stage of group development. The next stage, storming, my group skipped. We had an
immediate connection and understanding of responsibilities, which was established during the Day of
Discovery. We also met early and discussed goals and the process by which we wanted to achieve
them. By being organizing and making sure we all agreed on responsibilities and goals we were able to
skip the storming stage. Then we began norming. We started meeting every Tuesdays in the library at
7 oclock. We established habits and patterns, which helped us to get even more comfortable with each
other and working efficiently. Then we were preforming. During this time we had gotten over the initial
awkwardness of working with people we did not know personally and began getting a good amount of
work done during our meetings. During meetings we were staying on topic and collaborating really well.
Finally, we adjourned. We had two adjourning events, the first was our presentation of our entire
project and the second was the ending string web game we played during our last FLITE class. The
presentation of our project was an adjourning event because it represented the end of our need to
connect as a group, it also was what showed that we had achieved our goal. The string web also
represented how we all relied on each other and the support and interconnectedness of our classmates
to achieve our goal.
During this semester I participated in the Student Senate SOLC retreat. The stages of Tuckmans
Model of Group Development were clear in my experience during my involvement with this
organization and this retreat. The first stage, forming had just happened. While the organization has
been in existence for quite some time we had just held elections for the new freshmen senators and for
the other open seats so at the retreat it was the first time we had had any experience as the complete
2013-2014 Student Senate. Due to the fact we had just come together for the first time this was the
forming stage. The next stage, storming, I had a particularly special role in. During the retreat our I
knew our facilitators and one of them asked me to purposely mess up my team so that we could work
on overcoming conflict. When I did mess up the activity of course everyone was frustrated. We were
just about to finish the activity and because I made a mistake we had to start over. After we finished the
activity and the rest of my group found out I had screwed up on purpose one of the other senators
called me a traitor. Because tensions were high in the group and we were not working well together at
this point it shows that we were going through our storming stage. On the next activity we were still
struggling a little but eventually began to work together and that one senator stopped calling me a
traitor. This was our norming stage, we had begun to find our rhythm as group and become
comfortable around each other. In the next activity, our facilitators asked one person to sit in the hot
seat and the rest of the group was able to ask them questions. The way we did this was we had the
new senators sit in the seat so that we could get to know them better. After that we had a conversation
as a group about Senate, what the new senators should expect, and what we would like to improve etc.
this activity allowed us to get closer as an organization and we all began to clearly value others
opinions and respect the things that everyone had to add. This was our preforming stage, we had
become comfortable enough to have open and honest conversation between the people involved with
senate and be truly respectful of the opinions of others and value what each individual brings to our
organization. Finally, we went into our adjourning stage. Our facilitators had us have a closing
conversation about what we got out of the retreat. This conversation was the end of our retreat but also
the beginning of the development cycle because now we had to be a functioning group outside of the
retreat.
Evidence: Strengths Action Words Worksheet and notes
Evidence: Senate Picture
Leadership Inventory Revised 8/30/2013

27

116.
117.
118.
119.
120.

121.

Student will show knowledge of group

dynamics and group roles
Student will describe personal examples of
group dynamics and group roles
Student will show knowledge of effective
memberships skills in groups
Student will describe personal examples of
membership skills in use
Student will show knowledge of the
Challenge and Support theory by Sanford,
and its relationship to organizations

Student will describe personal examples of

using the theory of Challenge and Support
(Sanford)

HDF 190

ADD SOURCE

HDF 190
HDF 413

Leadership Institute

Sanford created the theory of Challenge and Support. In HDF 190 I learned this theory describes the
best way for students to learn. The theory says that in order for the most learning progress to be made
students need to have an equal balance of challenge and support. The students need to be challenged
enough so that they are growing and learning but not so much so that the material or lesson is too
difficult for them. If a student has too much support no progress will be made and too much challenge
the student will get frustrated and not grow as well. Having the balance between challenge and support
creates an ideal learning situation. The final part of the theory is the idea of readiness. This means
that a person must be mentally and physically capable of learning what is trying to be taught.
Evidence: Sanfords Challenge and Support Theory paper.
My personal example of challenge and support was during the FLITE Day of Discovery retreat.
During the retreat we had to share a leadership collage, which was pictures, which helped explain who
I was and tell my group my story. I am an extremely private person so this was really difficult for me to
do. I do not like telling people about my life and I get uncomfortable sharing personal things. During the
leadership institute I had to do something similar during breaking boundaries, but it was different
because I felt like I wouldnt ever see those people again after that weekend (which ended up not being
true) but I figured that they would forget because it was such a big group and I wouldnt be seeing my
team as much. But during the retreat I knew I would be seeing the people in my small group twice a
week every week for an entire semester, which made me very nervous. Due to the fact that I do not like
sharing personal things with people the Day of Discovery was challenging. When it became my turn to
share I felt really accepted by my group. They were all very supportive and encouraging, which made
me feel a lot more comfortable with them. During that day I was pushed outside my comfort zone but
was able to grow and learn through the experience.
A second personal example of a time when I saw the challenge and support theory in my life was
during the ALIMA retreat. During this retreat there were only a few girls and 4 facilitators. One of the
activities we decided to do was Toilet Talk. During this activity the participants were asked to take a
few toilet paper squares and for each square they had to share something about themselves. I
personally was not expecting that this activity would get as emotional as it did. During the activity all of
the participants opened up to each other on and extremely close level. Some of the girls began to cry
and share very personal facts about them. The things the girls were sharing clearly had a major impact
on their lives and most of the time they were sharing about a difficulty they had over come or were
struggling with at the time. Due to the fact that what was being shared were personal struggles this
demonstrated the Challenge part of this theory. It was clearly difficult for these girls to share this
information with the group. The other participants could comfort them if they began crying or make a
comment to let them know how much they cared for the person sharing. This describes the support
portion of this theory. Due to the fact that the person sharing was receiving the kindness from the other
participants they felt they were able to share their struggles and be honest with the group. The activity
itself pushed the girls to step outside of their comfort zones and because they were given positive
responses from the group they were not pushed too far as to not grow. The balance between challenge
and support in this activity enabled the girls to grow closer to each other and understand the difficulties
other members of the group in order to function better.
Leadership Inventory Revised 8/30/2013

28

Evidence: Day of Discovery packet cover

Evidence: Challenge and Support Notes

122.
123.
124.
125.
126.
127.
128.
129.
130.
131.
132.
133.
134.
135.
136.
137.
138.
139.
140.

Student will show knowledge of the

construction / elements of informative and
persuasive speeches
Student will demonstrate proficiency in
informative and persuasive public speaking
Student will show knowledge of planning
and conducting interviews (as the
interviewer)
Student will describe personal examples of
planning and conducting interviews (as the
interviewer)
Student will show knowledge of preparing
for and effective answers in interviews (as
the interviewee)
Student will describe personal examples of
preparing for and being interviewed
Student will show knowledge of effective
collaboration / coalition building
Student will describe personal examples of
working in collaboratives/coalitions
Student will show knowledge of
Intercultural communication considerations
Student will demonstrate proficiency in
intercultural communication
Student will describe ways to maintain
accountability in leadership / member
relationships
Student will describe personal examples
related to maintaining accountability as a
leader
Student will describe ways to build
relationships between leaders and
members
Student will describe personal examples of
building relationships with members as a
leader
Student will describe how credibility applies
to leadership, as well as the characteristics
and skills of a credible leader
Student will describe personal examples of
building, maintaining, and repairing his/her
own credibility as a leader
Student will describe ethical standards in
influence
Student will describe influence applies to
leadership
Student will describe principles of effective
mentoring, as well as problems particular
Leadership Inventory Revised 8/30/2013

29

to the mentoring relationship

141.

Student will describe personal examples of

mentoring and being mentored

HDF 190

Girl Scouts
SOLC
Joining Phi Sigma Sigma

My personal example of an instance where I was a mentor was when I was in high school and my girl
scout troop lead a camping trip for younger girls. One of the activities we did was we taught the girls
important skills they would need to camp successfully. The part of the activity I was responsible for was
teaching the girls how to properly make a fire. My self and other girls in my troop helped the younger
girls to learn and set a good example for them of what a girl scout should act like. After the activity was
over we sang songs with the younger girls and allowed the to ask us questions about what girl scouting
was like as you grew up. I think this is the best example of mentoring because I was helping these
younger girls to learn and improve themselves. I was also setting and example of a good role model
and demonstrating characteristics of someone who they could look up too. An example of a time when
I was being mentored was for the second semester of my freshmen year. In FLITE we were assigned
peer leaders and I got Caitie Runyon as mine. While she was a fabulous peer leader in the classroom
she also became a mentor to me outside of the classroom. Caitie and I became friendly and as the
semester progressed I began feeling more comfortable coming to her for advice and help. I had a
difficult time finding where I fit in when I had come into college. I had applied for various positions
around campus and had been turned down from all of them. When I told Caitie about my struggle she
explained to me she had faced similar problems during her freshmen year and advised me stay
positive and keep trying. She also inspired me to join SOLC. Caitie became a mentor to me over this
past semester and has truly helped me find my niche at the university. Caitie is someone who I truly
admire and respect. She is someone I feel I will always be able to look to for help and encouragement.
This year I have been mentored and taken on the role of being a mentor. After joining my sorority Phi
Sigma Sigma I had to choose a big. The girl is chose was Katie Perrone. As my big she is given the
responsibility of making sure that any questions I have get answered and that I am always comfortable
being in the sorority. Katie has excelled at this job and I appreciate it greatly. As any good mentor
should be she is always here to help me when I need it even when it does not concern Phi Sigma
Sigma. Also this semester I was given two student senate mentees. Student Senate has many rules
about how meetings run and what a senators obligations are once they are voted on senate. Due to the
fact this process can be confusing our Vice President assigns new senator mentors. I was voted on to
senate last semester and was given two mentees this semester. I have tried my best to build
relationships with them so they always feel comfortable asking me any questions they might have and
also helping them adjust to all of the rules. My goal as a mentor was to make sure that my mentees
knew I was there and happy to answer all of their questions.

142.

Student will describe principles of effective

peer leadership, as well as problems
particular to peer leadership

HDF 190

ADD SOURCE

Evidence: SOLC Paintball retreat

Evidence: Senate Mentor Mentee Picture
Being an affective peer leader is something that is extremely challenging Ive seen HDF 190 peer
leaders over come most of them. Some ways for a peer leader to be affective are to communicate with
the people they are leading, to ask them how they can leader them individually the best, make sure
they are seen as a resource, and having a friendly and positive attitude as much as possible.
Communication with students is vital to peer leader. Students are sometimes timid to express that they
need help so it is important that the peer leader checks in to ask how students are progressing. Also,
everyone looks for different things in a peer leader and learns different so it is important for a peer
leader to understand how they can best lead every individual student, like we did on the first day of
class on our name tags. Then peer leaders need to be seen as an aid, they are there to assist with
work and struggles of all kinds. Ensure that students and viewing peer leaders this way will allow
student to ask for help when needed. Finally, having a positive attitude makes a world of difference to
students. Peer leaders set the tone for a group and if the peer leader is miserable it is likely the group
will be as well. Problems that are particular to peer leadership are maintaining a professional
relationship and remaining unbiased. Because peer leaders and students are of similar ages it is easy
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for them to click to become friends or even more. But as a peer leader it is their responsibility to make
they that the relationship between students and leaders is completely professional. Also, remaining
unbiased is something that is not easy either. Going into class peer leaders may already be friends
with students or develop friendships with students but it is vital as a peer leaders remain objective at all
times.

143.

Student will describe personal examples

related to being a peer leader and being
led by peers

HDF 190
HDF 413

Leadership institute
ALIMA retreat
Student Senate Retreat

Evidence: name tag

A personal example of peer leading was during leadership institute. During institute we participated in
three low ropes elements. One of which was when there was a rope and four islands. Our facilitator
had had assigned each island and specific number of people which we had to figure out through trial
and error. We had to use to rope to transport people from one island to another because we were only
allowed to touch the group within each island. As people began moving from island to island the group
began to struggle to communicate and people ended up touching outside the islands. Our facilitator
wanted us to communicate better so she silenced the group and choose me to be the only person who
could speak. When I was the only person who could speak I struggled to make choices. I struggled
because I wanted to please the group, and incorporate everyones opinion into my decision. I was not
totally successful during this because of the difficult I faced making a choice. I learned that when
decisions need to be made it is important to take everyones opinion into consideration but it is also
important to make a choice efficiently. An example of being lead by my peers was during FLITE this
year. My peer leader Caitie, helped me to be successful in the class. She posed questions and
encouraged growth. While Caitie was an active peer leader she encouraged us to learn on our own
and acted more as a source of support or a resource. Caitie served as an aid to my learning during
FLITE. She held outcomes parties where myself and other FLITE students got together to work on
outcomes. Caitie helped to explain how to properly write an outcome but always made us do the work
and write them ourselves. When we were done she would give us feedback and constructive criticism
so we could improve our work.
A personal example of peer leading and being peer lead is during my time as part of Student
Organization Leadership Consultants. In SOLC it is required that each consultant facilitates two
retreats. I would like to highlight one of the retreats I facilitated. This retreat is ALIMA. For the ALIMA
retreat I had to meet with the other consultants who were working on this retreat with me. We then
planned what activities we wanted to facilitate and choose who was going to lead them. At the retreat
the other facilitators on my team and I lead activities and debriefs that we felt would help ALIMA and
fulfill the goals they gave us to help them achieve. For example, one of the goals was to help them
communicate better. In order to reach this goal we decided to do ac activity where we would honor
their 10-year anniversary. What we decided to do was to write a 10 on a poster board and have the
participants write what they liked about ALIMA in the 10. Then we flipped the poster over and wrote
and 11 to represent the coming years. In the 11 we had the girls write and discuss things they wanted
to improve or change about ALIMA in it. This activity allowed for open communication between the
participants and let them share their feelings and brainstorm ways in which they could make their
organization better. This is an example of a time I was a peer leader because I was working to help
these participants better themselves and better their organization. I was also trying to teach them
strategies in which they could facilitate communication and trust between their participants. A time
when I was peer lead while being in SOLC was during the Student Senate retreat. One of the goals I
wanted to work on during this retreat was to create better relationships between returning senators and
new senators. The facilitators I felt really took this into consideration when they planned our retreat.
One of the activities they had us do was called hot seat. This was when someone would sit in a seat
and everyone else got to ask them questions. This activity was awesome because it gave the new and
older members a chance to tell a little about themselves and avoid the awkwardness of first encounters
with people. This allowed for everyone to feel more friendly towards each other and helped us to get to
know the new members of our organization. Another thing we wanted to work on during this retreat
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was to have the new senators learn more about senate. After hot seat the facilitators opened up to floor
for the older senators to give words of advice to the newer people. This activity was really helpful
because it enabled us to give the new senators answers to their questions but not make them have to
ask us specifically. I feel a lot of the time in an organization you might not understand a concept or
being struggling with something but just dont know what questions to ask. This activity allowed the
older senators to give the new senators the information we thought was most important and that we
wished we had known when we got on senate. The facilitators helped us to work through the stages of
group development and helped us achieve our goals as a peer leader should.
Evidence: Puzzle piece which revealed our peer leader
Evidence: ALIMA Agenda

144.
145.

Student will describe the four frames of

organizations by Bolman and Deal
Student will describe personal application
of organizational analysis using the four
frames of organizations (Bolman and Deal)

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