LEADERSHIP

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

Name: Alex McGrainer

Date Enrolled: 01/21/14
Date of Graduation: 2017

*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 1

CONTENTS
ABOUT THE MINOR & CENTER FOR STUDENT LEADERSHIP DEVELOPMENT (information included)
Center for Student Leadership Development Information
Minor Information
Developmental Model

ADVISING INFORMATION (students will include own documentation)

Tracking Sheet / Advising Updates
Syllabi of Minor Classes (Core and Electives)
Internship
o Guidelines
o Syllabus
o Mid-term
o Final

OUTCOMES
Outcomes (Self-Leadership, Interpersonal and Organizational, Leadership Theories, Inclusive Leadership,
Critical Thinking)
Targeted Classes
Experiences
Evidence

Leadership Inventory Revised 8/30/2013 2

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 3
CORE REQUIREMENTS- 9 Credits
Required Element Class options Notes
Introductory Course HDF 190: FLITE Only offered in spring for first-year students
3 credits or
HDF 290: Modern Leadership Issues Offered Fall and Spring for sophomores & juniors

Internship HDF 417: Leadership Internship Requires 40 hours/credit with a min. of 80 hours & a max. of 120 hours of documented
3 credits or internship experience for graded credit
Experience through Office of Experiential Learning & Community Engagement
or
Internship Class in Academic Major The only time the major and minor can overlap

Capstone HDF 412: Historical, Multi-ethnic & Alternative Leadership Offered only in the fall with preference given to seniors
3 credits or
COM 402: Leadership & Motivation Offered in the spring and summer with Dr. Leatham
or
BUS 441: Leadership Skills Development Offered in the fall and spring with Dr. Cooper
or
HPR 411/412: Honors Senior Seminar Must be in Honors or have GPA of 3.3

Portfolio HDF 492: Leadership Minor Portfolio Taken last spring semester of enrollment (some exceptions)
1 credit

MINOR ELECTIVES-9 credits

*Additional classes may be appropriate and therefore added to the list; see CSLD for the most updated list or bring a class that you think should be an elective

AAF 300: Civil Rights Movement in the US COM 402: Leadership and Motivation (capstone option)
BUS 341: Organizational Behavior COM 407: Political Communication
BUS 342: Human Resource Management COM 415: The Ethics of Persuasion
BUS 441: Leadership & Motivation (capstone option) COM 421: Advanced Interpersonal Communication
BUS 443: Organizational Design & Change COM 422: Communication and Conflict
BUS 448: International Dimensions of Business COM 441: Race, Politics and the Media
BUS 449: Entrepreneurship COM 450: Organizational Communication
COM 100: Communication Fundamentals COM 461/462: Managing Cultural Differences in Organizations
COM 202: Public Speaking CSV 302: URI Community Service
COM 208: Argumentation and Debate GWS 150: Introduction to Womens Studies
COM 210: Persuasion: The Rhetoric of Influence GWS 310: Race, Class, Sexuality in Womens Lives
COM 221: Interpersonal Communication GWS 350: International Womens Issues
COM 250: Small Group Communication HDF 190: FirstYear Leaders Inspired to Excellence (FLITE)
COM 302: Advanced Public Speaking (introductory course option)
COM 308: Advanced Argumentation HDF 290: Modern Leadership Issues (introductory course option)
COM 322: Gender & Communication HDF 291: Rose Butler Browne Program Peer Mentoring Program
COM 351: Oral Comm. in Business & the Professions HDF 412: Historical, MultiEthnic, & Alternative Leadership
COM 361: Intercultural Communication (capstone option)
COM 383: Rhetorical Theory HDF 413: Student Organization Leadership Consulting
COM 385: Communication and Social Influence 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 4
BECOMING A POSITIVE LEADER THROUGH DEVELOPMENT & INVOLVEMENT
Wilson, 1998 (URI Memorial Union / Center for Student Leadership Development)
Revised after the publication of Exploring Leadership: for College Students Who Want to Make a Difference by Komives, McMahon and Lucas, 1998.

You need to have your own act together before you can lead others:

2. Lead Yourself

Time management
Organization
1. Know Yourself Self care
Self discipline
Lead Others Strengths Perseverance
Weaknesses Develop and maintain family,
Values PROGRESS
interpersonal, and intimate relationships
Needs Academic, social, personal goals and
P Styles
R objectives
o Learning
O o Teaching
G o Personality P
R o Membership R
E o Leadership O
S G
RE-EVALUATE R
S
former stages E
as you progress S
4. Develop and Refine
Skills S

Leadership theory and

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

Leadership Inventory Revised 8/30/2013 5

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 6

Outcome Category: Self-Leadership
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
1. Student will demonstrate autonomy and a COM100H Habitat for Humanity I thoroughly enjoy working with others; however, some of my best work comes autonomously.
minimized need for approval When I am by myself I dont have people to bounce ideas off of and receive feedback from, but my
mind will usually work very efficiently and creatively. I can think of my Com100H class when we try to
get into our groups to talk. Having people with different schedules offer hinders progression, but when I
have a speech by myself, I can work with the time I have. This means I will have more time to invest in
my grade and have more time to develop my speech. When Im working on certain projects by myself, I
hold myself to a very high standard. If I execute my plans to the level I know I can execute them, I will
be satisfied with my efforts. With hard work comes the need for approval with some people, but I only
need to satisfy myself, which is the only approval I need.
Volunteer work is another place where I desire no recognition. Ive had people tell me that they
are impressed that I will sacrifice time where others wouldnt. Habitat for Humanity is my main example.
I like participating in the build for several reasons although the most important reason is because I like
the fact of giving to people who are less fortunate or very deserving. The last house we were working
on was for a war veteran, and I didnt realize he was working beside me until there was an hour left in
the build. I was moved to see and talk to the person I was helping, and the feeling I got from that was
about as good as it gets. He told me the stories of his life and its an experience Ill never forget. If
helping somebody else makes me as happy as I was that day, then I dont need approval from anyone
for whatever I do.
Evidence #1: Picture of the house we were building
2. Student will demonstrate personal, HDF190 Other college courses and activities Organization and time management have shaped my college career so far. I have been able to
organizational, and academic examples of successfully develop my scheduling abilities to fit a substantial amount of work into each one of my
self-discipline days without being overloaded. Right now I am in AMA, Habitat for Humanity, and classes that were
planned around the 4-hour time slot for track practices. Although I wanted to do more, I knew I wouldnt
be able to give 100% in the other clubs and school if I did, so I remain disciplined with my dedication to
selected organizations. With too much going on, you can become stressed, but since I feel as though
Im relatively stress free, I know my current methods are working.
Self-discipline has also led me to my current achievements. Without it, I would not follow the
schedule I set, so these two aspects of organization and discipline come hand-in-hand. Discipline has
helped me in several other areas of college as well. I am able to follow through and be proactive rather
than reactive with my studies. Being impeccable with my word to classmates, teachers, and other
acquaintances is another benefit of discipline. If I make a promise to someone or myself, then I will
follow through with it until the end because being trustworthy and constantly building your reputation is
of the utmost importance. Although I feel like I have a good grasp on organization and academic self-
discipline, I know there are ways that I can make myself even better in these areas. All it takes is time
to observe because these are two areas that will reveal more about themselves as the days go on.
Evidence #2: Picture of my daily planner
3. Student will demonstrate the ability to HDF190 Track & Field Keeping emotions in check for a lot people is a pretty big struggle. For me, I know that things
manage emotions are better if you think before you speak, so thats my method for managing emotions. Emotions like
anger are the hardest ones to control because of how powerful they are. Some people will act out
verbally and even physically, but I know its not worth it because no mater how you act out, it will only
make things worse.
One particular situation I can think of where I handled my emotions well was when I was in the
presence of somebody who called out another kid that happened to be my friend. Instead of letting it go
or overreacting, I handled it in a way I was proud of. I told them, in the right tone of voice, that they
should think over what they say before they say it. You never know who will be in the crowd listening
so if the comment is in the least bit questionable, then you shouldnt bother saying it. Of course the
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4. Student will demonstrate knowledge of
stress management methods
5. Student will demonstrate the ability to
manage stress
6. Student will express a personal code of
leadership / membership ethics
man I confronted about what he said apologized and I think he learned from the situation. Hopefully
next time he thinks twice about what he has to say in public.
Even positive emotions have to be controlled. I remember celebrating at the end of the Atlantic
10 Championships with all of my team members when we found out we won the conference title.
Although we expressed happiness, we held it to a level that wouldnt rub the victory in anyones face
and put them down. We also demonstrated proper sportsmanship by applauding each team as they
were announced, so that when we were called up last, they would do the same for us. In track, its all a
matter of respecting the efforts of every runner, no matter what place they come in, and the A10
Championship was a prime example of just that.
Evidence #3: Conference title picture
HDF190 Leadership Institute Stress is a problem for me whenever I start a new semester of college. All of the new material
hitting me at once seems to paralyze me and sometimes I feel completely helpless for a few minutes.
What I have noticed is that when I get into the material I recently reacted poorly about and the ball gets
rolling, I rebound very well because of my time management skills. I get into a groove and write
everything down in a planner so I dont have to worry about forgetting a single assignment or event.
This takes quite a bit of stress off, but one method in particular really helps.
The main thing that relieves me is when I step back, take a minute to think about how the
situation is a positive one and respond with an optimistic outlook, which would be my Zest coming into
play. School work is always bad if you look at it as something that you have to do, but if you start it with
the notion that you are learning something new and gaining new knowledge and skills, then you get a
lot more out of your work, which is a life changing piece of advice that I received from the leadership
institute. The last time I put this kind of mentality into action was when I had a presentation for
Com100H. We got the chance to talk about something that has recently inspired us and I wanted to
choose something I could really get into. I chose to speak about how the StrengthsQuest results made
me realize more about myself. Speaking with confidence, I was able to tell people about what has
inspired me, so that they might be able to take the test and become inspired themselves. I ended up
getting a grade that reflected my interest in the assignment.
In the end, when it comes down to why I get stressed, its because I need time to manage a
situation. Once I can control my thoughts and the course of action I will take, I know I will shortly be in a
more relaxed state of mind. When I am, everything comes to me much easier and my level of
productivity and positivity will rise considerably.
Evidence #4: StrengthsQuest Results
HDF190 Music 101 When presented with a situation that could seem stressful to others and possibly myself, I dont
spend time thinking about how much I dont want to do it, but rather at what angle should I approach it.
If you sit there and lament about how busy you are, nothing is getting done. I research what I get into
before I dedicate myself to it, so that takes some stress away right from the beginning. When the time
comes to get started, I usually know what I will be challenged with ahead of time, so stress doesnt
build up.
When something like the start of college comes along, those are times that I get stressed. So
much was being thrown my way at once that my brain wanted to shut down for a minute. After some
moments of being lost, I was able to plan out everything effectively, and go on my way with classes,
clubs, and sports, making time management and proactivity my two biggest stress relievers. Each of
them helps by separating work into very manageable days. I never have too much homework to do on
any given day and I usually fill up time by getting ahead on other assignments. If I am able to get done
work a few days in advance like I did for my Com100H speeches, I can practice what I will say a few
days in advance to get a better grade when I finally present to the class.
Evidence #2: picture of planner during the first few weeks
HDF190 Group Discussion I notice my ethics whenever there is a problem that presents itself. When a situation needs to be
dealt with, my strengths and values will usually take over. If I sense that things are about to get
aggressive, I try to settle the opposing sides down before it gets out of hand. I firmly believe that
everyone in the group should be treated fairly by the decision that we collectively make. That means
Leadership Inventory Revised 8/30/2013 8

7. Student will demonstrate practice of the
personal code of ethics
8. Student will express a personal values
statement
9. Student will demonstrate practice of the
personal values statement
its not my job to make the decisions but rather facilitate discussion amongst the group, which leads me
to another ethical manner that I stand by.
Everyone should have a positive attitude because things are never really that bad. I never
understand how some people could be so miserable and mean to others on a constant basis because
it only creates a negative atmosphere. By surrounding yourself with positive people, you could have a
much more enjoyable lifestyle. Even if I need to be the one to make others happier, Im willing to give
the extra effort to make somebodys day. Being happy can also allow people to be more comfortable. I
accept others so the can be themselves around me, instead of hiding who they actually are, which
causes stress. Positivity is something to live by. It can provoke others to do great things and drive me
to do things I never imagined like HDF190. There is such an upbeat environment that my capabilities
as a leader continue to grow whenever Im in the class.
Evidence #4 and #5: Strengths and Values
HDF190 PHL 212 Working in HDF190, there are many opportunities that arise that let a person put their ethical
beliefs to proper use to form a more positive environment. For me, I listed that 2 things that I believe in
are Fairness and positivity or zest. If you first take positivity into account and approach work with an
upbeat attitude, then members will actually look forward to doing work and completing assignments.
This happened during our group project for the semester. My group knew that we could make a quality
idea that has a chance to change this campus, so we were excited to meet and had a great time
working with each other and discovering how to use our strengths along the way. The second part to
my code of leadership and ethics is fairness. Its not just to put all of the pressure on one person or a
select few people. Everyone should learn how to carry their weight and take an equal share of
responsibility for the completion of the project. We did an excellent job of this for our Philosophy
presentation. Everyone was given a source to research the first time we met. When we met again,
everyone had done their work, so we could use each others sources to write our individual papers.
When the day of the presentation came around, everyone studied what they had researched and we
had a near flawless presentation. Since zest and fairness make the ability to work with others so fluid,
Ive come to make them the very foundation of my personal code of leadership and ethics.
HDF190 In HDF190 especially, I have grown to know and become what my top values are. Love,
Perspective, Zest, Fairness, and Humor were named my top five values and I can see how every one
of them has fit into my life. Love has been my motivation and I know I get it from my family. Perspective
makes me humble, which leads to good character. Zest is my driving force. Looking at the good in
things and approaching them with energy is something I really believe in. My mom has been an
inspiration and thats one of her most eminent traits that she possesses that Im trying to adopt. I like
how I got fairness as my fourth trait because I think its important that everyone receives what he or
she deserves. Theres only one way you can approach every situation and not have conflict and thats
when you are fair, which is what I try to do. Humor being the fifth trait is very appropriate, too. It should
be a part of everyones life to make it more enjoyable but it isnt as important as the first four in my
eyes.
Evidence #5: Value Results
HDF190 Habitat for Humanity Throughout my college career so far, I have been able to successfully incorporate my personal
values into what I do. During class time in HDF190, I would really try to focus in on my strengths and
values. I noticed all of them coming out when we did the contract in class one day. I let everyone give
their opinion about what they thought the contract should contain, but I also made people combine
ideas to reach an agreement about what the rule should state. Overall I was very pleased with how I
facilitated the group discussion because no conflict arose during the entire exercise, and we were
productive and happy with what resulted. You can say that Zest, Love, and Fairness were the most
prevalent values. Perspective was probably present as well since we all respect each other in that
class.
I have also put my values into action outside of HDF190. While participating in Habitat for
Humanity, Ive been able to use all of my values. During the weekends when we go on builds, I
approach the situation with excitement (Zest) and I do it out carelessness (Love) because I like the
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10. Student will demonstrate the ability to
lead a project from start to finish (follow-
through)
11. Student will describe goals and objective
statements regarding personal issues,
career issues, and community issues
12. Student will show evidence of goals and
objectives that were planned and
achieved
13. Student will show knowledge of the
Hierarchy of Needs theory by Maslow
thought of giving back to the community. Humor lightens the atmosphere and makes all the workers
more comfortable around each other. When we can get closer during a build, projects are completed
faster and we have more fun doing them. At first I didnt know where fairness could fit in but I realized it
was happening as everyone put in equal effort while working. Whenever we return to campus after a
build, I feel like a more complete person. Selfless acts make me realize how much I can positively
impact someone else in just a short amount of time.
Evidence #1: Habitat for Humanity picture
First Semester Track Before I came to college, I set some goals for myself and one of them was to try my best at
Classes everything I participated in. When it came to school, I wanted to achieve a GPA above 3.75. From day
1 I was aggressive with my assignments, starting them much earlier than the due date. At times, I
didnt think I would be able to complete all of my work at once, but I found a way to complete
everything in an efficient matter. For the first semester I pulled out a 3.95 and also had the highest
GPA on the track team. Even though there was some struggle, seeing the As as my final grades made
it all worth it and gave me a feeling of pride and accomplishment. Ive been able to carry that
momentum into the second semester where I have been able to continue my successful study habits.
My other project that I followed-through with was indoor track. I wanted to be an integral part of
the team, so I worked vigorously on how far I could push my body and my mind. After months of
training, championship season came around and I was in the best shape of my life because I was
impeccable with my word when I told myself that I would try my best. I felt confident going in and the
best feeling was when y teammates and coach said they had trusted me over anyone else with the
position I was running in. I felt loved by my fellow runners and I loved them just the same, but when
they told me this, I knew it gave me a chance to lead by example. I ran great that weekend and gained
the trust of my teammates, which, just like the academic work, made all of the effort I put into practice
worth it.
Evidence #6: Final Grades
Leadership Institute First Semester Classes During my time at the Leadership Institute, I was given a myriad of good advice that I used
during my college career. One of the best pieces of advice was to set goals during the year to achieve,
so I made one goal about schoolwork. I told myself to get my homework done and truly apply myself to
the subject matter, which is what I wrote in my letter about at the institute. During the first semester, I
worked through scheduling issues and social issues just because I wanted to succeed in my college
courses. Even though I had to sacrifice these things and the opportunity to join clubs and get a job, I
was overjoyed when I received a 3.95 for the first semester. My feeling of accomplishment instantly
made the issues and tough decisions of the semester worthwhile. Now I know that even when certain
issues present themselves, I can feel confident that I will be able to work past them and succeed.
Evidence #7: Institute Certificate
First semester Leadership Institute Just before leaving my freshman orientation, Robert approached me about the Leadership
Classes Institute. After the application process, I was admitted and wanted to soak up as much information as
possible from the institute, which was my first goal. I was open for anything and when I left, new
concepts were revealed to me that I took back to campus. Using the concepts from Leadership
Institute, I wanted to achieve my main goal, which was to apply myself to my classes. I faced several
struggles when it came to time management, but I was able to utilize the skills I gained and handle
each situation properly and effectively. I completed each assignment well before the due date too, so
an immense amount of stress was avoided. A key tactic I learned at the institute was to break up long-
term goals into several short-term goals. I approached the success of each week as individual goals
and took the semester one step at a time. When grades were finally posted and all of my work was
completed, I ended up with a GPA higher than my goal, so you can imagine I was very excited. Thanks
to the completion of one goal, which was the Leadership Institute, I was able to complete the long-term
goal of succeeding in my classes.
Evidence #6: First Semester Grades
PHL 212 Maslows hierarchy of needs was first introduced to me in a philosophy class my freshman year.
Professor Hayes compared the model to individuals attitudes and actions. He often said that people
Leadership Inventory Revised 8/30/2013 10

14. Student will show application of Maslows
theory to own life
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.)
16. Student will show knowledge of the theory
of Superleadership by Manz & Sims
will act out of the boundaries set by society because one or several of their needs are unable to be
met. When somebody is struggling to fulfill their most basic needs, they will resort to more drastic
measures, such as murder and robbery. In order of most basic to most complex, the needs are
physiological needs, safety needs, belongingness and love needs, esteem needs, and self-
actualization.
According to Professor Hayes ideology, people may forget about earlier stages and exaggerate
the need for later stages. For example, people who have never had to worry about physiological needs
will react differently from those who often live without them. This could be in the form of food where
more well-off individuals rarely struggle to find it in comparison to a family faced with poverty. When
food is not available for the more well-off individuals, their reaction will likely be more exaggerated
because it is so unnatural to them.
Similarly, different people can achieve needs more easily than other people based on
opportunity. An example that could relate to belongingness and love needs is the quality of public
education. Some parents may find it more beneficial to home school their children so that they receive
a better education, but then the opportunity to make friends and form intimate relationships is
diminished. In the end, everyone has different standards for their needs and fulfills them in different
ways.
Evidence #22: PHL 212 Grade
PHL 212 Soup Kitchen Volunteering My personal application of Maslows theory in leadership relates to how I can help myself and
individuals fulfill their needs. During one of my volunteer opportunities, I worked in a soup kitchen,
helping the organization prepare dinner for struggling individuals. Some of them were homeless and
others were unable to provide meals for their family. For me, I was fulfilling my esteem needs because
I had a sense of accomplishment from helping others. My first 3 stages had already been completed,
so I was able to move toward esteem. For the people I was preparing meals for, they were fulfilling the
first need of physiological needs. For those who were homeless, this event was even more important to
fill those basic needs. When everyone comes together in the single-room kitchen, those needs are
taken care of and we can all move to later stages by communicating with one another and having a
sense of comfort.
Evidence #23: Picture of South County Welcome House
HDF190 Daily Life My leadership style is a reflection of my personality and my strengths: Achiever, Communication,
WOO, Responsibility, and Includer. Coming hand-in-hand with my strengths are my VIA results, which
are Love, Perspective, Zest, Fairness, and Humor. With these 10 attributes instilled in me, I have gone
through my life using them the best I could. Even if it was unknowingly, I would still turn to these traits
since they are most prevalent in me. In HDF190, I instantly realized that these words fit who I am, so
as the class progressed, I tried to focus in on how often I used my StrengthsQuest and VIA results.
One situation in particular related to HDF 190 was the group project for the semester. Whenever my
group got together, we were always effectively communicating because of the leadership mentality of
all of the members, but I could see how my style in particular contributed to the group.
Aside from HDF 190, I see myself use my strengths and values everyday. In other projects and
even when Im just socializing with others, my leadership style comes out of me. I know this when I
look for everyone to have an equal cut of whatever we are doing. I also know because when Im
outside of class with friends, love and humor are especially noticed. Since these traits only make a
social environment better, it is good to notice them whenever they are used.
Evidence #4 and #5: StrengthsQuest and Value Results
BUS 341 The main goal of superleadership that I discovered was the focus of turning people into leaders
instead of followers. Rather than leading a group of members, a leader is supposed to mentor and
coach those members into leaders themselves. This is beneficial for an organization because people
will be able to comfortably lead themselves instead of needing guidance through all of their processes.
Many groups think it is necessary to have leaders and followers, but more developed groups
understand the importance of making everyone their own leader. With this understanding, replacing
leaders who move on will be a much easier task, as well. We covered the importance of organizational
Leadership Inventory Revised 8/30/2013 11

17. Student will show application of Manz &
Sims theory to own life
Outcome Category: Leadership Theories
Outcome
18. Student will show knowledge of the
Authority and Bureaucracy theory of
leadership Weber
19. Student will describe personal application
of the above theory (Weber)
20. Student will show knowledge of the
Scientific Management theory of
leadership by Taylor
21. Student will describe personal application
of the above theory (Taylor)
promotion in Bus 341 as well. Scott Taylor would always warn us about the competition and selfish
actions of having too many leadership figures in a group. It was crucial that there was a hierarchy
system, which is what we see with most businesses today. By working in tiers, you can appropriately
train people for the next stage of their career, making them leaders and maintaining a value of internal
promotion.
Evidence: Bus 341 on transcript
Summer Internship at ARI Superleadership is an applicable to any of the most successful companies. The part that makes
me believe this is when the theory talks about internal development. Often you see that large, powerful
companies hire upper management based on individuals who have been there the longest and have
seen the company progress through multiple stages of maturity, decline, and stagnation. While I was
attending my internship last summer (and I know Im referencing this job a lot, but I learned so much
about the workplace), I watched Chris Conroy become the president and CEO of a large branch of
Holman automotive to the controller of the entire $6 billion company. He was a product of Holman
since early in his career and they turned him into a leader over that time who knew the company in and
out. During our mid-year meeting, he also noted the importance of the internal training and how it helps
employees distinguish themselves everyday.
Evidence #24: Chris Conroys Article of Becoming President
Target class Additional Experiences Descriptive notes regarding learning and practice
BUS 355 In this theory, Taylor proposed that by optimizing and simplifying jobs, productivity would
increase. This was reinforced in Bus 355 which is supply chain. The more streamline and standardized
a process becomes, and the more you limit potential errors, the more productive you will be as a
whole. It goes against the notion that making people work as hard as they can will produce the best
outcome. To enhance the efficiency in the organization, people need to feel secure in their position and
work toward something that is attainable. The goal of efficiencies is to innovate the way a process is
completed because innovations result in many benefits to an organization. Most importantly, they give
a strategic or competitive advantage over competition.
It is also beneficial for firms to assign work that each employee finds motivational. If they have a
desire to perform the work, then they are likely to perform better. Likewise, employees should be
assigned to or expected to perform work that is consistent with their skillset. With the proper mix of
these 3 factors, employees will enjoy their work and perform better as well. Supervisors who provide
advice could be a resource that enhance the performance of employees. They could teach employees
how to be more efficient than they currently are. This highlights the importance of thorough
communication. Without it, managers would not know how employees are performing and employees
would not clearly understand managerial decisions.
Evidence #62: Bus 355 grade
BUS 445 The first idea that popped into my head about applying this leadership theory is the separation of
work in my BUS 445 class. Everyone in the class is divided into groups of 4. Once we determine what
our strengths are, the work is designated to each student based on interests. For example, my
strengths are marketing oriented and my interests align with how the other firms in the industry are
doing. Therefore, I would complete the competitive analysis because my knowledge is superior in this
subject compared to my partners, and my interest will give me additional motivation to complete the
Leadership Inventory Revised 8/30/2013 12

22. Student will show knowledge of the
Management by Objectives theory of
leadership by Drucker
23. Student will describe personal application
of the above theory (Drucker)
24. Student will show knowledge of Theory
X and Theory Y theory of leadership by
MacGregor
work. This is the same for each student in the group. During the length of the project, we continued to
form our parts independently and put our effort together at the end of each assignment. We discovered
that it is a far more efficient way to complete each stage of the project and we communicate to ensure
flow in our writing.
To feel secure in our group, we establish a network of support in case anyone needs information
to complete their section. After we complete our writing, we are assigned to a simulation that
represents an entire industry. The same method is used for the simulation that is used for the writing:
each one of us takes the lead for the section that aligns with our strengths and interests. In this area,
we have been performing to the highest degree in our class. At the end of the 8 rounds, we are ranked
#1 in the class, which let us know that our system worked well.
Evidence #25: BUS445 Simulation
The Management by Objectives model has been considered a cornerstone of modern business
practices. It calls for the different levels of a hierarchy within a business to be integrated with a
common goal for all members. This way, each employee knows their importance to the company and
everyone can work towards a common goal. Likewise, every employee has a say in the goals that are
set by the company, so that objectives are completed and realistic.
On a smaller scale, each department within the entire organization is responsible for setting
goals that align with the company-wide objectives. Each employee is informed of the determined goals,
so that they know how critical their position is to the completion of the overall task. As the final goals
are set, performance measures for employees are agreed upon as well. In most cases, reviews help
the employee identify areas that could use improvement, while praising the employee, which may
increase productivity.
With all decisions, the Management by Objectives model uses the acronym SMART. The letters
break down to specific, measurable, achievable, realistic, and time bound and they help the employees
and managers measure the success of a situation. SMART is used on a regular basis within
organizations that choose to follow this model. They want their employees to be engaged and invested
in the work they perform. Overall, if you can satisfy the different levels of management through this
type of objective-setting and completion, you may see a huge improvement in the level of productivity
and employee satisfaction. You may also find that these two factors have a direct, positive correlation
with each other.
Mid-Year ARI Review meeting My summer internship in 2016 was the perfect example of the Management by Objectives
model. The company is comprised of roughly 3,000 employees but is still locally owned. It takes great
pride in its employees and was ranked #24 on the list of best places to work. While I was there for a
short 10-week internship, I realized how integrated each department was despite the large company
size. Half-way through June, every employee was invited to a meeting, which clearly defined the goals
and objectives of the company as a whole. The importance of each employee was also a focal point of
the review.
Once the meeting was concluded, our individual departments were scheduled to evaluate how
our efforts would contribute to the company goals. Afterward, each department split into our sections
within the building complex, our goals were determined on a smaller level and tasks for each individual
were made. With this kind of information flow in a company, employees were made aware of their
importance and could easily see how their efforts contributed to companys success.
Evidence #26: ARIs #24 Rank by Fortune
The Theory X and Theory Y model has to do with personal motivation. In the work place, there
are 2 distinct drivers of motivation that Doug MacGregor broke down, which are not surprisingly
interpreted as Theory X and Theory Y. Theory X assumes that employees dont enjoy working and lack
motivation. They need somebody there to get them through the proper processes in order to
accomplish objectives or else they will stray from work and become unproductive. Management is
crucial at all steps and employees lack the ability to guide themselves. Therefore, management holds
the authority and employees perform what is demanded of them. In reality, most people and firms do
not work this way, but in large organizations, the X Theory management may be inevitable due to
Leadership Inventory Revised 8/30/2013 13

25. Student will describe personal application
of the above theory (MacGregor)
26. Student will show knowledge of the
Servant Leadership theory of leadership
by Greenleaf
27. Student will describe personal application
of the above theory (Greenleaf)
28. Student will show knowledge of the
Principle Centered Leadership theory by
Covey
standardized processes and the size of the workforce.
Theory Y is polar opposite of Theory X. It states that employees actually enjoy working and
taking on challenges. They also dont require the constant monitoring and motivation from
management that Theory X individuals do because they are self-sufficient in these areas. Theory Y
people may be the employees, but they may eventually ascend to a leadership role to manage others
themselves. Between the 2 styles, Theory Y uses less control between employee-management
relationships, whereas Theory X individuals have to be controlled through a number of means
including, but not limited to, reward and consequence programs and constant appraisals of
performance.
All classes at URI Theory X and Theory Y individuals exist all over campus. Just take one look into any classroom
and you will understand what I mean. Certain individuals will tend to struggle with work, while others
are constantly seeking challenges. Of course, there are varying degrees of each type of person. Some
can show slight X characteristics, and others slight Y characteristics. Nevertheless, you would be able
to determine which individuals fall into each category after a short amount of time.
When I thought about how we could distinguish between these kinds of individuals, it took some
thinking. After weighing several alternatives, I determined that one of the best ways to identify where a
student falls in terms of the model is the URI grading format. Theory X individuals will struggle to stay
focused on the tasks that are related to academics, especially if it is not a subject of interest. The more
Theory Y an individual is, the higher on the grading scale they will be. For example, F students are
most likely Theory X students and A students are most likely Theory Y students.
Evidence #27: URI Grading Scheme
HDF190 Servant Leadership is all about helping others grow through teaching them what you already know
while encouraging growth. Greenleaf describes this model as being a servant first and then being
inspired to lead. Like we said in class, it is about growth not glory. Since everyone in HDF 190 is
dedicated to leadership and advancing themselves and everyone else in the class, we are all servant
leaders. When I come into class every day, I grow more and more because we all have different
strengths and values. Different strengths bring about different points of view so when we interact with
each other, we are actually all being servant leaders, leading others while being led ourselves. I see
Stewardship, Listening, and Commitment to the Growth of People the most when we are in our groups.
Through these aspects, HDF190 doesnt let anyone sit back and be lazy but rather gets us on our toes
and allows us to develop ourselves as leaders and become servant leaders by developing our
classmates.
Evidence #8: Page from the HDF190 book
HDF190 Special Olympics Coach In HDF190, we are all servant leaders because we are all inspired to grow through serving our
classmates. As my group worked on our semester project, we were constantly working to improve our
work for each other and help each other grow in the meantime. By serving each group member with
information for the project, we are inclined to lead from our service to others, which is how Greenleaf
defines servant leadership. The one component of servant leadership that appeared the most during
this time had to be Stewardship. We kept a large amount of trust among each individual, and we were
always open and supportive with each other, rather than controlling.
During the past few years, I have been a servant leader when I coached kids at Special
Olympics practices as well. I would teach them how to perform certain tasks so their abilities could
develop. At the same time, I was learning how to empathize, conceptualize, and utilize other aspects of
this model, so as the kids were learning, so was I. From the moment I started coaching my junior year
of high school, I knew I would be attributing to these kids lives. What I didnt know is how much they
would teach me, and make me want to lead. The more I saw them grow with each passing year, the
more I wanted to teach them, and advance their growth even more.
Evidence #9: Special Olympics Picture
HPR 401 The Principle Centered Leadership Theory consists of 4 main principles: security, guidance,
wisdom, and power. Security is used as a means of determining confidence. By discovering our sense
of worth, identity, emotions, self-esteem, and personal strength, we can be more consistent leaders.
Leadership Inventory Revised 8/30/2013 14

29. Student will describe personal application
of the above theory (Covey)
30. Student will show knowledge of the 14
Points / TQM theory of leadership by
Deming
Guidance is defined as the direction we receive in life. Wisdom is our ability to develop a sense of
balance, judgement, discernment, and comprehension. Finally, power is the ability and willingness to
act, while having the courage to accomplish something. When these four elements come together, a
well-rounded leader is the result.
Stephen Covey has set up these components to be useful in our personal and professional lives.
Throughout his theory, he continues to communicate the importance of ethics in both places. The best
way to grow is from within, but the decisions that you choose to govern your life will ultimately affect
others. This means that you have to align the 4 main principles of this theory with your personal
characteristics that can positively influence people who you will work and grow with.
My favorite pieces of this model come from the eight characteristics of Principle Centered
Leaders and the four levels in which to practice the 4 principles. The four levels restate the importance
of a leader to identify personal attributes before they try to influence a system. For me, it makes sense
that people have to be comfortable with themselves before they can be comfortable leading others.
The eight characteristics are the other element that appeal to me. Their positive nature is something
that all leaders should possess and I would love to be able to lead others this way. The characteristics
also describe the importance of continuous learning and appreciating those around you, who help you
accomplish and end goal.
At such a young age, I believe it is more common for students to be the followers of somebody
who is older. For me, I received guidance at URI from Dr. David Mitchell in the CBA and continue to do
so on a frequent basis. He and I see eye-to-eye on topics and I feel like our personalities are very
similar. Since sophomore year, he has taught me so much. I wanted to pay respects by offering him th
chance to mentor my Honors project, which he accepted.
Evidence #60: Dr. Mitchell Honors Sponsor Letter
From 03/27/95 to Present How can I not relate this example to my parents? They have provided me with security,
guidance, wisdom, and power and continue to do so to this day. For security, they have always been
able to make their support felt. This reassuring feeling gave me confidence to experiment and try new
things in the world. From a very young age, they have given me the ability to discover new interests
and identify areas where my strengths are most effective. Guidance has a close relationship with
security. My parents protected me from dangers and pushed me to try new things. I felt comfortable
doing this because I knew that if I failed, they would be there to help me. Without it, I know I would be a
very different person.
Wisdom is passed from generation to generation through witnessing behavior and direct
instruction. Both methods have been used by my parents whether they know it or not. After being
around them, I feel comfortable testing the validity of their teachings and using them or discarding them
myself. Finally, power has been instilled in me by previously mentioned methods. I feel secure, and I
have the proper guidance, so I feel the power to act and make the most of situations. I am not afraid of
failure because I know how much I will learn from the experience, but if I succeed, then I am grateful
that my parents gave me the courage to seize every opportunity.
Evidence #28: Picture of Mom and Dad
Benson Lo Communication 14 Points was created for improved methods of managing a company. The points come together
to increase the effectiveness of processes that the company follows. Out of the 14 points, my favorites
are as follows: create constancy of purpose and break down barriers between departments. These
two stand out to me, however, all 14 points work together to improve the overall function of a group or
organization.
Creating constancy of purpose will drive a firm to think long-term with a definite goal in mind.
Determining a goal for employees to work toward reminds them of their value to an organization.
Likewise, if the goal is focused enough, the margin of deviation from the goal will be minimized. I think
of this as resulting in less mistake and inefficiencies. Through the motivation of a single goal and
inspired employees, a firm can perform better and continue to develop.
Breaking down barriers between departments is another integral part of this theory.
Communication is responsible for the advancement or failure of a company or group. When the
Leadership Inventory Revised 8/30/2013 15

31. Student will describe personal application
of the above theory (Deming)
32. Student will show knowledge of the
Visionary Leadership (now often cited
as Transformational Leadership) theory
by Sashkin
33. Student will describe personal application
of the above theory (Sashkin)
barriers are broken down and information can flow freely, Frequent communication and cohesiveness
between departments will make it easier to troubleshoot issues and avoid them from ever happening.
Other benefits could include stronger employee relationships, innovation, and more. In a recent
interview that I had with Atlanta Braves global franchise manager Benson Lo, he reinforced the
importance of communication, stating that it was necessary to promote a clear vision and increase
efficiency in a system. My evidence reveals more about what Benson had to say.
Evidence #59: Essay of Benson Lo
AMA Papers and Awards For the American Marketing Association in the College of Business Administration, we have to
create an annual marketing plan for a designated company. In the past, we have worked with EBay,
Icebreakers, and other interesting organizations that need help rebranding. The group of AMA students
is divided into several different areas during each meeting. For the entirety of our 1 to 2-hour session,
we work in those small groups to chip away at the huge task that stands before us. Generally, we see a
constant communication between the groups because we want the marketing plan to be consistent
throughout all of the sections. It is important to eliminate all barriers that could potentially be set in
place because without proper communication, the quality of our project would diminish. Removing
barriers has also allowed me to form close relationships with others in the club, which only strengthens
our ability to perform well.
Our success has been measured through recognition at our yearly marketing plan. As a club, we
have been climbing the ranks and earning more prestigious awards each year. Better awards have
translated to a larger, more popular club. More members joining our group means that we must
constantly remind them of their importance to the team and the end goal, highlighting constancy of
purpose. AMA wants to continue to evolve and the 14 points can be seen at work whenever our
meetings take place to create a better, stronger, more dedicated group of members.
Evidence #29: AMA Marketing Plan
Transformational leadership is a very inclusive leadership style. Instead of worrying solely about
personal progression, the interests of an entire group are identified and pursued. Likewise, a leader
who chooses to follow this style will likely see the progression of the entire group rather than
themselves or even a few individuals. This aspect is seen as a doing what is right and acting morally in
different situations.
To build on the sense of inclusion, the Transformational Leadership Theory is comprised of 4
components. The first is charisma, which is the way a leader acts to gain respect or reassure the
followers of his or her distinct values. Next is inspirational motivation. It is the ability of the leader to
make the end goal clear and describe the value of the current task/situation. The final 2 components
are intellectual stimulation and personal and individual attention. Intellectual stimulation is relatively
self-explanatory, but it describes the ability of the leader to challenge the thoughts of the followers and
how those thoughts connect to the end goal. Personal attention is also exactly what it sounds like.
Each member of the group needs one-on-one attention and this is one of the core duties of the leader.
Overall, this style of leadership looks to make a positive impact on the followers and look after the
group as a whole.
Everyday Track Experiences I used Transformational Leadership in my portfolio presentation to describe how track has been
integral to my leadership development. Over the past four years, my team has had our ups and downs,
but we have been able to stay together because our goals as a team supersede individual desires.
Likewise, when one of our members suffers, the entire group suffers, so we have founded our structure
on support and meaningful relationships.
The elements of this theory come together into my track career nicely. Charisma and
inspirational motivation can be tied in with one another. I consider myself a leader by example. In track
and field, this means performing well to get your teammates excited and ready for competition. Talking
isnt necessarily where I find the largest impact being made, so I choose to limit my words and
maximize my actions. Through this style of leadership, I am essentially inspiring others to achieve our
goal and reach new limits. Also, I have gained enough respect by acting in this manner to become a
junior and senior captain.
Leadership Inventory Revised 8/30/2013 16

34. Student will show knowledge of the
Individuals in Organizations leadership
theory by Argyris
35. Student will describe personal application
of the above theory (Argyris)
36. Students will demonstrate knowledge of
the 4 Vs theory of leadership by Grace
(Center for Ethical Leadership)
2017 Spring Internship with Gray
Matter Marketing
2017 Spring Internship with Gray
Matter Marketing/Social Media
Reviews
Volunteersim
values and live and lead by them. Doing what is the greatest good for the greatest number is an
Intellectual stimulation and personal attention are the final 2 components. The former can relate
to my track career because track is an extremely mental sport. As a leader, I take it upon myself to
push each individual of the team as well as the group as a whole. From a team-wide perspective, it is
easy to rally and direct the energy of an entire group. A more challenging dynamic of the team is how
you motivate each member, which is the latter (personal attention). To be an effective captain/leader, I
need to understand what kind of support each person needs to perform their best. Sometimes they like
complete silence and other times the athlete will start a chant. Either way, we have to know each of our
teammates on a personal level in order for the group to succeed.
Evidence #30: Portfolio Presentation Slide
This theory was hard for me to find, but what I understand is that individuals have different
perceptions about an organizations goals and direction. Each person has different experiences with the
company, so the ideas of the current situation may differ drastically. Through this adversity, it is the job
of the leader to communicate the importance of each person to the organization. They also have to
keep everyone on task and give meaning to what each individual currently knows about the direction of
the group. This is like my current internship at Gray Matter Marketing. Every Monday we gather at
10:30 for a group meeting to go over weekly expectations. In the meeting, jobs are assigned to each
employee and our importance to the company is reassured. I personally write mine down on a little
note on my computer, so it is always there to remind me.
For the organization, they need the employees to sustain life, so the ability of the management to
work with everyone is critical to operations. Matt from Gray Mater Marketing does an excellent job of
this because he has us do informal reviews of our work. Argyris adds that employees need external
sources of information to fully understand the organizations. Information coming from within is
necessary, but the image set to the public is also going to influence any ideas about the organization.
Evidence #63: Note of what Matt expects me to complete
Before any job that I apply for, I perform research to see how the company interacts with their
employees. Things that I consider are advancement, employee satisfaction, and assignment of
responsibilities to see if I can gain experience. For my most recent position with Gray Matter Marketing
in Portsmouth, I was given the opportunity to work as a marketing intern, however, I wanted to see
what the opinions were of the boss and company as a whole. For this kind of information, I turned to
websites such as Glassdoor and Facebook. Glassdoor is a great resource for honest employee
reviews, both good and bad. Facebook and other social media sites can help me make a decision
based on brutally honest customer opinions. Once I joined the crew, I maintained a steady sense of
information retrieval so I could understand where the company stood in the eyes of the community. At
the same time, Matt (my boss) communicated the importance of my assignments and I could always
see how they related to improving the position of the company.
Evidence #31: External Opinions of Gray Matter Marketing
The 4 Vs Theory of leadership expresses the need for a leader to be able to identify their core
integral part of this theory. Ethics are another aspect that are at the forefront of the 4 Vs. A leader must
be able to act in accordance with their values to advocate and move towards an end that the entire
group grows and benefits from.
Dr. Grace developed the 4 Vs to simplify the methods that one must use in order to implement
their values. These 4 Vs are values, vision, voice, and virtue. Virtue lies at the center of the other 3 Vs
because Grace suggests that we need to step back to make sure the other components are performed
with virtuous behavior for the good of the group. He also adds that by following this framework, you will
be less likely to fall into the stereotypical cycle of what determines success, such as material goods. I
try to humble myself every so often in this way by participating in volunteer opportunities such as save
the Bay. It lets me know that my values are still correct and that I havent lost sight of what is good in
this crazy world.
Evidence #64: Save the Bay Sticker
Leadership Inventory Revised 8/30/2013 17
37. Student will describe personal application
of the above theory (Grace)
38. Student will show knowledge of the
Situational Leadership theory by Hersey
& Blanchard
39. Student will describe personal application
of the above theory (Hersey & Blanchard)
Kids Track Clinic Many people used this theory in their outcome presentations for good reason. It applies to so
many different situations so no matter what theme was being used, you can generally relate the 4 Vs
to it. The aspect that appeals to me most is doing the greatest good for the greatest number. I really
like the way this is phrased because you can rarely have one action that benefits EVERYONE because
even if you consider everyone in the immediate group, people outside of the group could be negatively
affected. As I see it, if the leader considers the preferences of the followers and acts within the most
ethical way, then the right decision will be made. If the leader believes they are acting ethically and
somebody is negatively affected, I believe the leader is still virtuous. Everyone makes mistakes, so as
long as the leader aims to right their wrongs, they will reinforce their ethical behavior.
A simple example of where this theory and concept of appealing to the most amount of people is
with children. During track, we have one Sunday that we dedicate to kids of the community and teach
them different aspects of track and field. Each kid has different interests for which event they want to
do and, as we all know, kids have no patience. Therefore, we have to cater to the majority of the group
and make a deal with the other kids saying that we will get to their event soon. This example isnt on a
large scale or have drastic consequences, but its a small illustration of getting all members on board
for something, whether incentives were necessary or not.
Evidence #69: Picture of the Childrens Track Clinic Application
HDF 190 Situational Leadership is one of my favorite styles and also one of the first styles that I have
learned about in college. It basically says that leaders are a product of the environment. Whereas one
style is effective in one situation, they may be completely ineffective in another. Therefore, leadership
is situational and every situation demands a different style of leadership. Additionally, there is a matrix
that was constructed to break down the way in which the leader must interact with his or her followers
to guide them properly.
The matrix pertains to the relationship between the leader and follower. It indicates the current
level of skill and motivation that a follower has in regard to the process at hand, and also the degree to
which the leader must help the follower. In the beginning, the follower has low capability and high
willingness to the task so the leadership is very direct and hands on. In the next stage, the follower
gains some competence, but has low levels of commitment. Here the leader must be highly supportive
and directive. Once the follower enters the next stage, the leader can begin to ease away from
directing, but they must maintain support. Finally, the follower will enter the final portion of the matrix,
where they have the skill and willingness to complete the task. This is where the leader lets the follower
take the reigns as they are less directive and less supportive.
As you can see from this model, the leader is able to develop followers into becoming leaders
themselves. At first, they have to really get behind the follower in order to push them through the first 2
phases. When the followers are able to develop the proper set of skills for the situation, then they are
able to complete the job, but may not possess the drive. After the follower moves into the matrix where
they possess the right set of skills and the right amount of motivation, the leader is able to let them go
so that they can lead. The leader may find followers in different stages, but the ultimate goal is to move
them toward the area in the matrix where they have high motivation and high ability to complete the
task.
BUS 365 I was first exposed to this theory in BUS 365 with Dr. David Mitchell. He was a great person to
learn this theory from because he is so devoted to teaching it. In this outcome, Ill explain how I was the
follower learning from the leader. It all started on the first day when the theory was established as the
primary method of leadership in the class. Dr. Mitchell explained how important it was for the students
to become motivated and take responsibilities into their own hands after he gave us enough
information to do so. Therefore, he started in the highly directive and low supportive quadrant.
As the semester progressed and we became more knowledgeable, he started to coach us and
as we were more determined and motivated, he could be more supportive and less directive. At this
stage, the students are more willing to complete the tasks at hand, which were tests and assignments.
We also had the knowledge and competence to complete each of the next assignments, so our ability
to lead evolved as well. During the end of the semester, we move into the final stage and were able to
Leadership Inventory Revised 8/30/2013 18

40. Student will show knowledge of the
Relational Leadership model by
Komives, McMahon & Lucas
41. Student will describe personal application
of the above theory (Komives et al)
42. Student will show knowledge of the
concept of constructivism
43. Students will describe personal examples
of implementing constructivism
utilize the model ourselves. As you can imagine, the reason I have such a strong connection to this is
because I was a product of the process at one point. Now I feel comfortable using the theory myself
whenever I have the opportunity.
Evidence: Transcript Picture of BUS 365 Grade
HDF190 Relational Leadership is one of my favorite models because of how relatable it is to almost every
situation. This model emphasizes the importance of relationships among participants in the process of
purposeful change according to the HDF190 book. With the meaning of relational leadership in mind,
there are 3 main subtopics, which are knowing, being, and doing. Each of these subtopics relates to a
set of relational leadership components. These components consist of Inclusive, Process-oriented,
Empowering, Ethical, and Purposeful Leadership. By understanding the components and subtopics of
this model thoroughly, you can begin to use it. It is very effective in a group scenario where multiple
people can use it at the same time. One of the best parts about it is that you can notice effects of it as
soon as you put the model to use. Another important aspect of this model is that you are never
restricted to one component, and thats the reason I believe this model is so effective.
Evidence #10: HDF190 page
American Marketing The relational leadership model is my favorite model when it comes to leadership. It allows you
Association to approach situations in many different ways, and Ive realized that each way is equally effective. For
instance, when I joined American Marketing Association, all of us had a common goal and commitment
was a big part of the club, which would fall under Purposeful. It was an Inclusive procedure because
we took many different ideas from people with different ethnicities, backgrounds, religious affiliations,
and more because everyones opinion is valuable. Since it was a large group, we were very process-
oriented and empowering toward one another. We would constantly be trying to develop our sense of
community and get closer as a whole. Of course all of the subtopics of knowing, being, and doing were
covered during our completion of the project. Without relational leadership it appears that this extensive
project, as well as other group assignments outside of the American Marketing Association, would be
much harder or even impossible to be successful with.
Evidence #11: AMA email
Barnum Interview Constructivism is the concept by which individuals construct their knowledge of the environment
based on the experiences that they have in it. This knowledge could incorporate beliefs, attitudes, and
values that pertain to many different topics. Once we have enough experiences, we generally have a
solid foundation for what we believe in and how we should act in a given situation. If we have a new
experience, then we can use our previous experiences as a reference for how to deal with this one
appropriately.
It is important to note that everyone has had different experiences in life, so people will give
different reactions to different situations and it is important that you do not jump to conclusions. You
may have a completely opposite outlook or belief from someone on a certain, usually delicate, topic,
but instead of arguing, each person should explain how they reached the point of how they feel. Once
both sides of the story are told, perhaps beliefs are changed and each person can appreciate where
the other is coming from.
Since the topic is relevant, I find constructivism to be present in interview situations. Everyone
has different experiences when they go into the room one-on-one with an HR employee. Likewise
different people have varying experiences and opinions of the same company. For example, I
interviewed for a company called Barnum. It would have been great for a finance major, but I was a
marketing major, so I didnt see the value of working for the company.
Evidence #58: Barnum Email
URI 101 Mentorship through the CBA Whenever I face a new situation, I may have the natural instinct to step back to examine the
environment. It gives me the opportunity to understand who is involved and what the structure of the
situation is like. By doing so, I can adjust my followership or leadership to match the environment.
Ideas for change can come to me more easily, too. By analyzing a system in its entirety from an
external perspective, I have the unique opportunity to identify areas that could use improvement. By
recalling previous experiences, I can effectively give input about how the situation or potential problem
Leadership Inventory Revised 8/30/2013 19

44. Student will demonstrate knowledge of
experiential learning in leadership
development (Kolb)
45. Student will describe personal application
of experiential learning in leadership
development (Kolb)
can be fixed.
One instance where constructivism took place in my life was in URI 101. As a mentor, I was
responsible for guiding a class of about 20 students every year to the point where they were
comfortable at URI. For me, this was a privilege because I had the desire to inform people of the great
opportunities presented by URI. I have had such a good time at the university that I wanted to share
my stories and advice with others. I found that my lessons each week were shaped around my beliefs
about what the university could provide. It was my college career that essentially constructed my
lessons.
Instead of stepping back to examine the environment of my URI 101 classes, I would try to set
the tone from the very beginning. I got my students engaged early and required them to try something
new, which included the mandatory and oh-so-effective icebreakers. At the time, they probably didnt
know that it was such an important part of their college career. During my junior and senior years, I
used my previous experiences as a mentor to adjust my approach and have a larger influence on the
incoming freshmen. At the end of each year I was told how much the class helped the freshmen during
their transition into college. It was constructivism that I had to thank for my lessons, and my peers to
thank for giving me the opportunity to help others through the mentoring experience.
Evidence #33: URI 101 Icebreakers Sheet
Outcomes Experiential learning contains 4 unique phases that allow an individual to be able to use past
experiences to respond differently to future encounters. The first phase is Do, which means that you
have to have an experience in order to evaluate it. The next phase is Observe. Here, you reflect on
the experience that you just had. Phase 3 or Think is where you derive meaning from your
experience. Finally, phase 4 is the Plan phase, which is where you try to plan the next time you can
test the information that you have gathered from the experience. All of the phases are cyclical. Once
you reach phase 4, you test what you have learned from your experience and repeat the cycle.
Eventually, your skills will be fine-tuned and you will feel comfortable acting from your experiences.
The funny relation that I saw with this model are the outcome categories themselves. They serve
as a way for us to identify instances where we had past experiences, think about what we did in that
situation, and plan for the next time we could use it. Like the model suggests, all of our outcomes are
either proven or disproven the next time we try them out, so some of us will have more detailed
writeups than others.
Evidence #65: Title page of the outcomes
Social Life in College This may not be the best example for leadership, but it certainly was relevant during my
freshman year. In high school I was not a big partier. When I came to college the scene was very
different, especially when I met some upperclassmen. Within a week, I found myself designated driving
for some seniors. I didnt drink at the time anyway and while the other freshmen were stuck on campus,
I was over in eastward meeting plenty of new people. So where does experiential leadership come into
this?
Well, it took some time for me to get to the parties around here. There were things Ive never
seen before (you can use your imagination for that) and it was obvious that I didnt know how to react. I
would constantly question what I now know as the norm and people would laugh. Not at me, but only
because it was such a freshman move. Anyway, the phase of Do was definitely accomplished. After a
month of college, I probably attended 8-10 parties. Observe was when all of us talked about the party
the next day, joking about the funny parts and poking fun at whoever went too hard. I would also think
about things in my own head to myself and through all of this I would reach the 3rd phase.
Think is where I derived my meaning of what is socially acceptable at parties. How you should
and should not act was the initial two categories I put experiences to, but over time it became more
complex. I started picking up on the best ways to dance, approach women, socially drink, make new
connections that would turn into relationships and valuable resources, and more. Im very thankful for
these moments because they have given me confidence in so many different situations.
Plan was the final phase. As soon as one party was over, all of us started to think about the
next one. The planning was not so much about planning the party, but what would happen during it. It
Leadership Inventory Revised 8/30/2013 20

46. Student will show knowledge of the
Social Change Model of Leadership
Development by Astin et al
47. Student will describe personal application
of the above theory (Astin et al)
48. Students will demonstrate knowledge of
the Leadership Identity Development
Model by Komives et al
49. Students will describe personal
application of the above theory. (Komives
et al)
50. Students will demonstrate knowledge of
the Strengths-Development Model by
Hulme et al
51. Student will describe personal application
of the above theory (Hulme et al)
52. Student will demonstrate knowledge of
behavior theories of leadership from
Michigan and Ohio State
53. Student will describe personal application
of the above theories (Michigan & Ohio
State)
was the social aspect that everyone looked forward to and after enough experience I started to do the
same. At the beginning of my sophomore year, the same experience happened to the freshmen,
except this time I could lead the freshmen. All-in-all, I was a follower at first and my experiences turned
me into a leader.
Evidence #34: Picture of a Party!
HDF190 The Social Change Model of Leadership was the main form of leadership used in the formation
of my group project. We thought it would be the best choice because of its ability to change all of the
parties involved. Our project was based around a group of peer mediators. Once people come in to
experience our services, they will be changed and they are the group part of the model. The change
they experience will cause them to create a more positive environment, which comes back to the
society. Seeing how we have changed the group and society will give us pleasure on an individual
level. Taking the eight Cs into consideration, we constructed a project that would have a definite
positive impact on the student body at URI. Satisfaction for this model is derived from making a
difference and we know that if we follow through with the creation of this group, then the difference we
make will be substantial.
Evidence #12: Group Project
For the Ohio State leadership studies, the main goal was to attempt to identify certain behavioral
characteristics that are common across all leaders. A test was developed to determine these traits, and
the results highlighted initiating structure and consideration as the most important. The
questionnaire that was developed to find these traits was developed in the 1940s and is still
considered very relevant today. The two traits are considered independent of each other and a leader
can possess one or both of them. Additionally, the leader can possess high or low amounts of these
traits while initiating them with followers or other leaders.
Michigan State had a similar study regarding leadership and behavior; however, theirs was on
the focus of the leader. They determined that leaders could either be employee centered or job
centered. There are also three important characteristics that effective leaders should possess, which
are task oriented behavior, relationship oriented behavior, and participative leadership. Each of these is
used to measure the relationship the leader has with other members of the organization. Like the Ohio
State University study, this study was performed long ago in the 1950s, but yields significant results to
this day.
URI 101 Both of these theories may be focusing on the leader, however, I believe they are follower
centric. The results yielded by the studies indicated that for the leaders to be effective, the followers
have to be the main focus. For example, initiating structure and consideration are both pertaining to
benefiting the followers. Additionally, the 3 factors in the Michigan State study are associated with the
leader helping the followers reach their goals.
In terms of the Ohio State studies, the mentors for URI 101 are responsible for initiating the
Leadership Inventory Revised 8/30/2013 21
 structure of their respective section at the start of the semester. We have to explain what will occur
throughout the semester so that everyone is ready to take on the assignments. If the mentors give the
students a clear picture of what to expect, they will be more successful. We also listen to the students
to hear what they want to add to the class to enjoy the process more.
The results of the Michigan State studies in URI 101 are the dedication of the mentors to the
class. We are there to provide a great experience for the incoming freshmen, so our task orientation
and relationship orientation is very strong. By interacting with the students and helping them with their
college transitions, especially scheduling and social issues, we are becoming participative as well.
Evidence #35: URI 101 Syllabus- Picture of covering the syllabus
54. Student will demonstrate knowledge of Canoe Carnival Charismatic leadership is highly emotional. Generally, persuasiveness is the product of the
Charismatic leadership charm emitted by the leader who is dedicated to a single cause. In order to appeal to a large number of
followers and get them on board to work toward your vision, you have to have several specific skills.
The first is excellent communication skills. Leaders must inform the followers about how important they
are to the process. During the process, leaders need to continually remind the followers in a positive
manner to encourage further involvement.
Another skill that is acquired over time is the ability to act rationally and positively to changes in
the environment. Charismatic leaders are able to do this because they draw their decisions from
experience. One source that I found said that charismatic leaders are generally experts in the field
where the goal is aimed. This leads me to believe that followers feed off of the confidence of the leader
and trust them to make great decisions along the way.
A third skill possessed by charismatic leaders is the ability to connect those with similar values
and ideas. Another source identified how these leaders can really show their strengths when people
come together to work toward a common goal. It is the job of the leader to take the emotional
connection of the followers and direct it toward making an impact.
An example that goes along with this is more along the lines of a hobby than a social movement,
but it is relatable to the theory all the same. Each year in August, there is this thing called the canoe
carnival on my hometown lake. There is a competition for whoever can build the best float and we
participated in the summer of 2016. I say its like charismatic leadership because you assemble your
workforce to achieve one central goal. At the end of the day, everyone building the float admires the
work being put into the project, so a relationship is initiated, and it is easier for the leader to rally the
followers. Whoever takes the leadership role on the project is generally somebody who has the most
experience in past canoe carnivals, too.
Evidence #57: Picture of Canoe Carnival
55. Student will describe personal application Habitat for Humanity Emotions run wild when it comes to a working toward a good cause. For my chapter of Habitat
of the above theory for Humanity, this could not be truer. Everything that we do as an organization benefits somebody who
desperately needs assistance with their living situation. We take a lot of time to put this emotional
appeal into our promotions and newsletters. Generally, we have a lot of positive reviews and feedback
because of the cause that our efforts are going toward. I think my favorite part about Habitat is that it is
a worldwide organization. Their efforts at an international and national level inspire us to promote the
cause at our own school.
In this way, we are initially the followers when the larger management positions push the cause
on a mass-marketing level. When it comes to a campus level, we are responsible for being the leaders
and advocates of the groups cause. We relate to charismatic leadership because our goals are
rational and we are able to connect with people who have similar values. Over the past four years,
there has been a steady growth of the URI chapter and the amount of people who sign up for builds,
clean-ups, fundraisers, and more. Joining URI Habitat was one of the best decisions I have made since
coming to college, and it has shown me the power of connecting to people on an emotional level to
accomplish a goal that is central to everyone.
Evidence #1: Habitat for Humanity Involvement
56. Student will demonstrate knowledge of Track & Field Initially, I thought that the contingency approach to leadership was very similar to situational
contingency approach to leadership by leadership, but it is opposite in one distinct way. Contingency leadership focuses more on a leaders
Leadership Inventory Revised 8/30/2013 22
 Fiedler
57. Student will describe personal application
of the above theory (Fiedler)
58. Student will demonstrate knowledge of
Path-Goal theory by House
59. Student will describe personal application
of the above theory (House)
style and how it matches the situation, rather than how a leader shapes his or her style to the situation.
Basically, the leader does not adjust his or her style, but determines how it fits the situation. In this
theory, building and maintaining relationships is key to success because a leader needs to have the
support of the members. Additionally, a leader who wrongfully identifies a situation that they can be
effective in will experience trouble finding success and produce negative results.
Three major factors determine the situational effectiveness of a leader. The first is leader-
member relations, which dictates the level of confidence and trust the followers place in the leader.
Next is the task structure. This is how the task is broken down, evaluated, and accomplished by the
leader and followers. The more clarity there is in this stage, the better the group will perform. The final
factor is positional power. Leaders are awarded a certain amount of influence and authority over a
group. It could determine how much and how often a group is appraised, rewarded, or punished. The
amount of influence the leader has on the direction of the group is also determined by this factor. As a
whole. I agree that this theory is very real, but is not valued by large organizations where too much
power is placed in management. For me, I see a direct correlation with track. Ill touch on it more in the
following section, but the captains often break down strategic goals for the season, which is carried out
by the group as a whole. In this example, we have the ability to influence the group more heavily and
set standards in place.
Evidence #56: Picture of the Track Season
Track & Field I like this theory in relation to leadership experiences. For my personal application, I can
remember an instance back in February where I used this model. We (the mens track and field team)
met up before the 2017 championship meet and had a group discussion before the first event kicked
off. On the team, there are 3 captains including myself. One captain is in the throws group, one was in
the jumps group, and I was in the running group. Together, we covered all disciplines in track and field
and effectively led each area together and independently.
During this meeting, I had the best ability and knowledge to speak to the runners. I knew what
they should be paying attention to in each race and how they should tactically plan to run. This advice
and relay of information could be my communication of task structure because of how I broke down the
meet to each event on the track. My relation to the runners was also greater than the other captains,
meaning I had the greatest member-leader relations. The third factor of positional power was granted
to me when I was voted captain. My teammates elected me as one of the leaders, so I knew I had a
unique amount of influence over the other member of the team. Following this theory, I had to step
down when another captain could be more effective. When the throwers were being addressed, Mahlik
was the captain to talk and when the jumpers were the focus, Nigel took the floor. Both of them were
more familiar in those areas and would have a better idea of how to get the same message that I
shared across to their respective event groups.
Evidence #36: Picture of Team Meeting
Track & Field The Path-Goal Theory is a style of leadership that utilizes different theories listed in the
outcomes. It helps identify the best way that an individual can reach their pre-determined goals.
Leaders can use a number of theories to guide the follower based on the given situation. The main
factors identified in this theory relate to how the follower must be guided. They include directive,
supportive, participative, and achievement-oriented. Each kind of follower requires different leadership
styles. Sometimes you may not be the best fit for the leader, but if you can identify the type of style the
follower needs, you can be much more effective. Track has reinforced this belief for me and has added
to the model as well. From my experiences as a runner, I learned that you have to be sensitive of how
people will react if you try to interfere with their goal. In other words, some people dont like or want
help, so trying to use a leadership theory to help them along their special path will be pointless. Others
thrive off of it, so the more support you show, the better they do. In terms of track, it could mean
something as simple as cheering or not at a big meet.
Evidence #66: people cheering at track
URI 101 Mentorships Path-Goal theory is effective for me whenever I am working in a group and can give individual
attention to each member. For me, a great example is my experience with URI 101 mentoring. During
Leadership Inventory Revised 8/30/2013 23

60. Student will demonstrate knowledge of
Leader Member Exchange (LMX) theory
61. Student will describe personal application
of the above theory
62. Student will demonstrate knowledge of
Leadership Substitutes Theory
63. Student will describe personal application
of the above theory
my time, I have been able to work with over 50 freshmen who are enrolled in the CBA. After teaching
several sessions, I understood the need for different leadership styles because not everyone was
engaged in the class. I started determining individual student needs. Based on their reactions to
incentives, lessons, and advice. I developed a good understanding of how each student ticks. I would
use this technique for the next 2 years, and after the 3rd class that I was responsible, I believe I made a
significant impact on each student. While they were in my class, I wanted to let them to be able to
identify a long-term goal. They would then break it down into smaller, short-term goals and we would
analyze how we can make those goals possible by identifying the path to get there. URI 101 has been
an important piece of my leadership development because of this theory. Due to its structure, I was
able to learn about the importance of appealing to individual needs as a leader and identifying personal
goals for organizational success.
Evidence #37: URI 101 Mentor Certificate
The biggest piece of the LMX theory that sticks out to me is the aspects of the leader trying to
maintain positions throughout a group. It almost seems like a battle for power, but I understand how the
structure is necessary. The leader may identify problems that need to be addressed and new members
may fit the role, so they are appropriately assigned to that task. The problem I see here is the leader
who wrongfully assigns a member to a task, therefore, the member cannot be as effective as possible.
Luckily, this theory includes negotiations, so with an ethical leader, members should be properly
assigned to tasks.
After a member is with an organization long enough, they will establish a pattern of routines.
They can range from performance reviews to goal identification. Once they grasp the concept of the
group well enough and begin to gain some power, general members could move up the ranks.
Advancement in the LMX theory is therefore similar to servant leadership in a way. In order for the
leaders to lead in each group, they must first be a follower, so that they have that connection with the
followers and what motivates them to complete organizational goals.
BUS 445 I am currently in a group for my BUS 445 class that follows this kind of theory. During the
semester, the class is divided into groups of 4 and the teacher I essentially the leader. Each group of 4
runs a simulated business and competes with the other groups in the classroom. After each round our
performance is reviewed and the teacher makes suggestions as to how we could improve our score for
the next round. In relation to the theory, I find myself and my group as the followers in the situation and
the teacher as the leader. My teacher started her simulation career as a follower and as her skills
progressed, she was able t implement it in the course. Our routine of constant feedback and roles have
been established. For each of the members, there is a section such as Marketing, R+D, Finance, or
Production. Our members majors correspond to each section and together we work through our
simulation as one cohesive unit.
Evidence #38: Simulation Score
At this point in the outcome categories, I am beginning to see the similarities between several
models. Substitutes for Leadership states that a leader can be neutralized based on the situation.
Basically, there could be one person who is more effective in one situation, but less effective in
another. For the situation that they are less prepared, it would make sense if somebody else were to
lead. Several factors could lead to the changing of leadership. One of the most important that I believe
is knowledge from experience. Leaders will be more effective if they have been in a situation before, so
it is their responsibility of a current leader to step down if another person believes they can lead the
group more effectively.
BUS 445 Substitutes for Leadership theory is very present in a college setting. As a student, you come
across new experiences all the time. In most of those instances, youre not going to be the best person
to take the lead because other members have connections and experience with the situation. An
instance where this took place was within my BUS445 class.
The project that we were presented with was one that required an education in several different
disciplines. We needed help from people who had majors in finance, marketing, and supply chain.
Throughout the project, we had to operate a simulated business against competitors in our class. While
Leadership Inventory Revised 8/30/2013 24
 working in teams of 4, we were able to climb to the top of the class because we gave up being the
leader when the timed called for it. For example, when we had to handle the marketing section
containing the sales and marketing budget, I was able to lead my group because of my marketing
background. When we approached finance, I stepped down and let our finance major take the lead.
The best part about our group was the level of trust that we put into each other. By revolving leadership
based on experience, we have maintained lead in the class for the last 4 rounds. There are 8 rounds
total, so our success of leading for more than half of the time period allows us to believe in this
leadership model.
Evidence #39: Screenshot of the Marketing Section of Capsim
64. Student will demonstrate knowledge of
Models of leader emergence
65. Student will describe the impact of traits
on leadership emergence and
performance
66. Student will demonstrate knowledge of
Chaos approach to leadership by
Wheatley
67. Student will describe personal application
of the above theory (Wheatley)

Leadership Inventory Revised 8/30/2013 25

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

Outcome Target Additional Experiences Descriptive notes regarding learning and practice
class
68. Student will demonstrate
how cultural anthropology /
paradigms relate to
leadership
69. Student will describe
personal example of using
cultural anthropology /
paradigms as a leader
70. Student will demonstrate BUS 315 I-Stand Participation This theory has many different factors that come into play. First, the theory starts with the birth of an
knowledge of the Cycles of individual. They come into this world with no comprehension of society and cultural norms. Immediately,
Socialization (Harro) theory they are exposed to things that begin shaping their ideas of socialization. The source that I found says it is
and its uses in leadership even as early as wrapping a newborn in pink or blue clothing. That initial exposure begins to give
stereotypical views to the child.
The next section of the cycle demonstrates how established outside forces continue to affect us.
Our mindset begins to form around ideas from institutions such as churches and cultural norms. Many
people use these aspects to shape their entire lives. From this part of the cycle, the individual experiences
different reactions from others. Beliefs in one institution could lead to things such as discrimination or
acceptance. We see the news everyday about how individuals clash based on conflicting beliefs and
values.
From these experiences, the individual is going to form emotions that are associated with the
external environment, but also impact them on an emotional level. The discrimination or acceptance will
result in anger or joy. In the end, the individual is forced to make a decision: will they accept the emotions
that have risen from the situation, reinforcing the cultural dimension or challenge it and try to change the
way people think.
During junior year of high school, the Atlantic 10 conference noticed how people have been turning
a shoulder on domestic violence. We made a commercial that hosted athletes from the A10 teams, stating
how we stood against the violent act. The way I was raised and the way I have built my morals led me to
believe that the campaign was for a great cause. Consequently, I volunteered to be on the commercial,
which is still aired by the I-Stand group.
Evidence #55: Picture of the I-Stand Commercial
71. Students will demonstrate
personal application of the
Cycles of Socialization
(Harro)
72. Student will demonstrate
knowledge of the Cycles of
Liberation (Harro) theory
and its uses in leadership
73. Student will demonstrate
personal application of the
Cycles of Liberation
(Harro)
74. Student will demonstrate
knowledge of the
Configuration of Power
Leadership Inventory Revised 8/30/2013 26
 (Franklin) and its
relationship to leadership
75. Student will demonstrate
personal application of the
Configuration of Power
(Franklin)
76. Student will demonstrate
knowledge of racial identity
development via the Cross,
Helms or other models
(Ferdman & Gallegos; Kim;
Horse; Wijeyesinghe etc.)
77. Student will demonstrate
personal application of
model(s) of racial identity
development above
78. Students will demonstrate Peggy McIntosh is an anti-racist activist who portrays a vivid picture of segregation in society. More
knowledge of McIntoshs specifically, she addresses the issues of white-privilege and how white individuals often dont know they
theory of privilege and its have it. Peggy threatens the notion that the American system of equality is quite the opposite. According
relationship to leadership to her studies, she says that the most privileged people are straight white men and then there is a
downward progression for any individual who identifies otherwise. One interesting point that mainstream
media does a huge disservice to society because they reinforce the segregation imposed by the smaller
percentage of the population.
In relation to leadership, this theory could demonstrate how leaders are determined. If Peggy
McIntoshs ideas are correct, white men have the greatest possibility of assuming leadership positions.
She states that other individuals need to have some sort of characteristic that makes them equal to white
men or give them an advantage over white men in order to have an equal chance at occupying leadership
positions. Women are apparently the most oppressed group and have the biggest disadvantage in terms
of leading a group and gaining the support of followers.
79. Student will demonstrate
personal application of
McIntoshs theory
80. Student will describe the
differences and similarities
of individual and institutional
oppression and relationships
to leadership
81. Student will show HDF190 One day in HDF 190, we went over the lesson that described to us what a change agent was while
knowledge of effective looking at a PowerPoint. I now know that a leader can be an effective change agent by simply fostering
leadership as it relates to change by knowing and understanding the relational leadership model. Like we always say in class as
change agency well, in order to be a leader or in this case a change agent, I need to understand myself and empower
myself so I can believe that I can lead others. Only until I am comfortable leading myself can I lead others.
Also through the pages that we had to read, a leader is seen as a catalyst of a group. He starts many
different operations and empowers other group members to advance the project. To get through the rest
of the project, there are also many different types of power that promote citizenship within a group. A
change agent will know how to distribute of encourage the power to every person to make the project at
hand run smoothly.
Evidence #13: PowerPoint of change agent
82. Student will describe AMA Involvement College provides plenty of opportunities for all students to be change agents. My personal example
personal examples of being comes from this years American Marketing Association case competition. During our construction of the

Leadership Inventory Revised 8/30/2013 27

 a change agent
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
85. Students will demonstrate
personal application of the
Model of Intercultural
SWOT analysis, I had previous experience so I knew that I could have a lot of positive influence,
especially on the younger groups. SWOT analysis stand for Strengths, Weaknesses, Opportunities, and
Threats of a potential marketing plan. It weighs the internal and external pieces of the business
environment and serves as a good indicator to the direction a firm should go.
As a change agent, I brought knowledge with me that most other members didnt have. I knew what
factors to look for because of my previous experience while constructing similar analyses. Therefore, I
could guide myself though the process properly, so I felt comfortable guiding others. When the less
experienced individuals had questions, I served to answer them as best I could and the impact was
profound. People who seemed to settle back and watch the older people construct the information were
now becoming leaders themselves.
By the end of the analysis, members in the group experienced a significant transformation. Rather
than simply walking through each one of the sections that follows the SWOT analysis, they contributed
heavily and became change agents themselves. All it took was one meaningful event, and they turned
casual members to everyday leaders. I also realized that as a leader, the earlier you can get your
followers engaged in the task at hand, the more they will be able to contribute to the overall process.
Evidence #40: Picture of the SWOT analysis of the 2016 AMA Marketing Plan
Track & Field My personal code of inclusive leadership stems from my athletic roots at URI. When I was in high
school, there was a very small variation between beliefs and race. Out of about 1,300 students, there
were probably less than 50 that were not Christian or white/Caucasian. Needless to say, college was a
very different experience for me, especially with the track team. If I had to guess, Id say half of th people
are white, and the other half is not..
At first I was shocked by the amount of diversity, but the shock quickly subsided and turned into
relationships. Over the course of my freshman year, I feel as if I turned my head on racism, segregation,
stereotypes, and other factors that affect society, and I consider it one of my strongest traits. Instead of
judging somebody by their appearance, I was able to appreciate them for their character and the kind of
person that they were. As I said in class, I appreciated what was in the book rather than what was on the
cover. Furthermore, I gained an appreciation for different backgrounds. As I learned more about different
religions and cultural beliefs, I was interested in the different aspects that play a major role in somebodys
life.
In terms of leadership, I was first able to form relationships with different individuals because rather
than treating them differently, I accepted them and admired our contrasting traits. After people knew this
about me, they let me take leadership positions because they knew that I would treat everyone equally.
Evidence #41: Portfolio Presentation Slide
Trip to Japan, Trips Abroad This model describes how individuals experience cultural difference. The six stages of denial
defense, minimization, acceptance, adaptation, and integration are in order from the beginning of the
experience to the end or current position. Under Bennetts model, people are able to understand the
meaning of different cultures and learn about the beliefs of their coworkers or teammates. It is especially
important to accept the differences that you and your peers have because if you do not, it will be a
substantial burden to work with.
The one aspect that I dont quite like about this model is about defense and reversal, and maybe it
is because I cannot speak from experience. I tend to be very understanding of diversity, but I rarely
change the way I go about my life. I believe that life is simple, concrete, and has various elements that
should be followed, such as the Golden rule. With that being said, I listen to others and understand them,
but I dont change the way I feel about my culture. I may need more time and experience with diversity,
but I am unsure if it will have a huge impact on my beliefs about life. One small example that I can draw
from experience is how my diet changed after a trip to Japan. Ive been wanting to clean up my diet and
the Japanese eat very healthy, so during my time overseas I was able to get myself back on track.
Evidence #42: Picture of Trip to Japan
College Diversity I noticed that this model is very similar to my experiences while I developed my personal code of
inclusive leadership. I became comfortable with what I knew in high school so I didnt question the
surrounding culture. In a sense, I was closed in a bubble of people who were very alike. Entering college
Leadership Inventory Revised 8/30/2013 28
 Sensitivity by Bennett was probably when I entered the denial phase. I only knew one culture, so the huge amount of diversity
on the team was overwhelming. I will skip defense and reversal because I dont think I experienced them,
but I did feel minimization. It took place very early in the season when I was introduced to each member
of the team and spent more time around them. Acceptance was quick because I became close friends
with the guys and we had a mutual respect for each other.
Adaptation for me was about storing my lessons of different cultures into memories so that I could
access them during situations in the future. As I described above, my ideas about diversity have
broadened, but my outlook on my life remains the same. I only say this because I feel that if I were to
shape my culture around the endless amounts of other cultures, then mine would become too complex,
which defeats the purpose of simplicity. It doesnt mean I cant form incredibly strong relationships with
others, but it means we will most likely have different ways of living. Finally, integration happened to me
when I could examine a given situation from more than a single angle thanks to experiences with my
friends. They teach me new lessons about cultures around the world every day and allow me to have
more appreciation for the people around me.
Evidence #41: Portfolio Presentation Slide
86. Student will demonstrate
knowledge of the ally Action
Continuum by Griffin &
Harro
87. Student will demonstrate
personal application of the
Action Continuum by Griffin
& Harro

Outcome Category: Critical Thinking

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
88. Student will show knowledge of principles of
critical thinking (logic is used in this minor)
89. Student will demonstrate proficiency of
critical thinking
90. Student will show knowledge of
metaphorical analysis to critically analyze
self and leadership situations
91. Student will demonstrate proficiency of
metaphorical analysis to critically analyze
self and leadership situations
92. Student will show knowledge of at least five
decision making methods
93. Student will describe personal examples of
having used five decision making methods
94. Student will show knowledge of at least five
problem solving / conflict management
methods, as well as understanding the
roots of conflicts
95. Student will describe personal examples of
Leadership Inventory Revised 8/30/2013 29
 having used five problem solving / conflict
management methods (if student has been
trained in mediation, that information goes
here)
96. Student will describe what it means to
analyze, criticize, synthesize and utilize
information as a leader
97. Student will demonstrate knowledge of
leadership that is used in crisis
Track & Field As a leader, we gather more information than other members in the group. The flow occurs from
those in a higher position and the followers that we influence, so we have to simultaneously appeal to
both groups at once, serving as a middleman. Analyzing this information is crucial for the decision-
making process because we have to take each member into account and do what is the greatest good
for the greatest number. Carefully analyzing the input from leaders or people in a position above us will
give direction to the input of the followers.
Criticizing is generally taken negatively so the leader has to communicate to everyone in a
constructive manner. Rather than telling someone their idea is bad, you can make suggestions so the
ideas or information fits the model that the organization will follow. Likewise, upper management may
lose focus of what is important to the followers. If this happens, the leader needs to remind them of the
needs of the followers so that company goals can be re-adjusted and consider the opinions of
everyone involved.
Synthesizing is the combining of proposed ideas and needs of all individuals who are involved,
so that everyones needs are met. In the stage of synthesizing, I found that it is easier to form the final
idea with a smaller group. If there are too many people who have the final say, there will be too many
different opinions to make a final decision. The huge number of opinions could also distort the
preferences of the followers and leaders as well, leading to an improper decision.
Utilizing the information occurs across every step because you have to use information you
gather to analyze, criticize, and synthesize the situation. In the later stages, you will have more
information to use, so your decision can be more well-rounded and you can have more confidence in
your decision as a leader. I believe it is important for a leader to know the appropriate amount of time
that needs to be taken in order for crucial information to be gathered. If they rush to a decision, they
could leave out a very influential piece of the puzzle that needed time to reveal itself.
My own experience with the analyzing, criticizing, synthesizing, and utilizing information could be
applied to the track team. It is a simple example but sometimes the information flows from the followers
(teammates) to the coaches and I am the intermediary as captain. Problems with the runners often
occur, and I have to let coach know so that he is sensitive and reactive to the needs of everyone.
Information also flows in the opposite direction. Coaches will generally tell me what needs to be
accomplished on any given day, so I have the duty of relaying that message to the other teammates. In
both cases, I consider the needs of both parties and communicate with the other captains to formulate
the best solution for everyone. If there is a clear problem with the information coming from the team or
the coaches, I will let them know what the other party thinks (criticize) so we can meet on common
ground.
Evidence #43: Picture of the Communication with Coach
HDF 492 Track & Field You cannot put a value on the importance of a leader to act responsibly in a crisis situation. If a
leader decides to act irrationally and leave the followers to fend for themselves, chaos will likely be the
product. During my time as a leader, I recognized that one aspect of a leader is more important than
anything else in a crisis situation, and that is how they act to the initial event.
The event that I described in my portfolio presentation in HDF 492 was when one of our best
runners pulled his hamstring during our championship meet. All of us, including the captains, deflated
and let our chins fall. We ended up losing the meet very badly because everyone started to let their
performances suffer from the initial event. We had no drive and we let one bump derail the whole
operation.
Moving into the next championship meet 1 year later, we saw a similar event unfold. Another
runner went down with a hamstring injury, but the result was different this time. Rather than hanging
our heads, the captains, including myself, rallied the guys together and expressed the
Evidence: Slide from Portfolio Presentation
Leadership Inventory Revised 8/30/2013 30
98. Student will describe examples of Travel Soccer One tragic event that occurred in my life where I instantly took a leadership role was when a
leadership in crisis situations referee collapsed during one of my travel soccer games. The sky was perfectly clear on the late spring
day and the temperature reached into the upper 90s. During half time, everyone took refuge under
whatever shade was provided by nearby trees, and we hydrated as much as we could. During this
time, two referees stayed by their equipment in the hot sun, one of which was about 60 or 70 years old.
The second half got underway and about one third of the way through, the older ref stumbled into the
middle of the field and suddenly took an unbalanced sequence of steps and went to the ground. Almost
instantly he lost consciousness, and I was one of the first people to run over to him.
In health class we were learning about heat strokes and how to deal with somebody who is
suffering one. I immediately started taking action, yelling to the coaches to grab ice, water, and towels
to cool the man down. I had the opposing teams come together to form a wall to give the man some
shade. At the same time I flipped him onto his side to prevent him from swallowing his tongue and
chocking because he was in the process of doing it. The final step is when I yelled to the sideline to call
the ambulance. All of this happened in the matter of 20 seconds but it felt like an eternity. All of the
players forming the wall held their position until the ambulance arrived. By then, the man had regained
consciousness, but he still remained disoriented.
After the event, I was proud of myself with the way I was able to step up and handle the
situation from what I was taught in school and not panic. When word eventually got around, my school
principle congratulated me, and presented me with a student of the month award, which only one
student gets in a given month. I received a peoples choice award from the school later that month, and
received other congratulations from teachers. I was honored to receive these accolades, but the
greatest pleasure was knowing how much I helped the old man in need by taking action on that hot
spring day.
Evidence #14: Email to you of Peoples Choice Award

Outcome Category: Interpersonal and Organizational Concepts & Skills

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
99. Student will demonstrate knowledge of Communications Active listening is the process by which you put forth clear effort to listen, think about, and
active listening techniques Classes understand the information being conveyed by the sender. It is not a skill that is acquired overnight, but
rather over the course of many opportunities. In my communications minor, we describe the
importance of listening to build relationships. This is a crucial aspect for leaders to possess because
leaders need to receive feedback from the followers. Feedback should troubleshoot problems with
current methods being used, or provide suggestions for improvement.
Listening to this degree does not end with simply receiving the message. In order to inform the
initial sender of the message that you are listening and understanding what they are saying, feedback
is required. Once a meaningful conversation is established, you can practice your listening even more
by using it further into the discussion. After you practice your active listening, it will become more
natural. Likewise, it will start to show results as other people engage in conversation with you more,
which will increase the amount of opportunities you have to lead.
I learned this skill in my public speaking class. The teacher gave us tactics to keep the audience
engaged, and she wanted the listeners to listen intently. After each speech, we would take a short
assessment based on what we just learned. The questions were generated by the teachers memory
because she said if you were active listening, then you could easily answer the questions. Our
Leadership Inventory Revised 8/30/2013 31

100. Student will describe examples of using
active listening skills
101. Student will demonstrate knowledge of
functions of group communication by
Hirokawa
102. Student will describe personal application
of functions of group communication
(Hirokawa)
103. Student will show knowledge of techniques
regarding giving and accepting of feedback
104. Student will describe examples of giving
and accepting feedback.
feedback as listeners was translated in the form of head nods, direct eye contact, and reactions to
different sections.
Evidence #54: COM 202 Grade
During the past 4 years, I have been trying to work on active listening. I wasnt ever very good at
it to begin with because I would interrupt people while they were talking just to ask another question. I
would get more aggravated at myself than the person I was talking to just because Ive been trying to
work on that aspect of my communication. Since then, I have become much better at letting people
speak their mind, absorb what theyre telling me, and answer them in a way that allows for proper
communication between two or more people. My favorite part about my newly acquired skill is when I
can recall something a person told me at a much later date and they are surprised I did so. The last
time it happened was when my friend from high school was talking to me who also attends URI. I
remembered her saying her father was in Ghana, so I just brought it up one time. Her ears perked up
and her eyes widened because she was so excited about the return of her father after several months
away from home. It gives me a feeling of accomplishment and encourages me to work harder on my
active listening skills than I already have whenever I contribute something like that to a conversation.
Evidence #4: StrengthQuest results where Communication is one of my strengths
HPR 411 Feedback is one of the most important factors within the study of leadership. It is responsible for
directing the followers toward a goal and explaining how they may be on or off course. Basically, Im
talking about performance reviews. The leader or manager provides feedback to the follower or
employee about what they are doing well, what needs improvement, and how they are important to the
end goal. On the side of the follower, they may provide feedback to the leader about what is working
well in management or things that need to be improved to benefit the followers. Also, followers may be
able to identify areas that could improve performance and progress toward the goal that the leader/s
may not be able to see. Feedback can move between followers and between leaders, as well.
In my opinion, most problems lie within accepting feedback. Followers could decide to change
their habits for the benefit of the group, or they could disregard the feedback that they receive from
other followers or leaders and continue their bad habits. Many people decide to accept good
recognition, but disregard the suggestions for improvement. Leaders could fall victim to the same thing.
Especially in corporate settings, employee feedback will go unnoticed. An employee could have an
idea that will save the company money, but the sheer size and unwillingness of management may keep
the proposal from ever taking off. However, if both parties are able to accept their feedback, both good
and bad, then there could be a lot of progression and innovation by an organization.
The importance of accepting feedback was realized during my honors class in the Fall of 2016.
There were two sides to the argument: for and against. The topic being discussed was lethal injection
and the classroom erupted. It told me that people rush to conclusions and take things personally rather
than seeing the argument from the other individuals point of view.
Evidence #67: HPR 411 debate notes
Leadership Institute One of the moments that stands out most to me with regard to feedback was when I went to the
3-day leadership institute prior to freshman year. The camp was full of leaders that didnt know what to
expect from the minor. We were surrounded by people that we didnt know and put in situations that
called for us to react differently than we ever have before. Once we completed different tasks, we
evaluated everyones performance to see what went well and what could use some work in the next set
of activities.
Our peers would be the conversation starters and ask questions which led us to evaluate
everyones performance. I was included in the people who were reviewed and every time I was told I
Leadership Inventory Revised 8/30/2013 32

105. Student will demonstrate knowledge of
facilitation and de-briefing techniques
106. Student will demonstrate proficiency of
facilitation and de-briefing techniques
107. Student will demonstrate knowledge of
framing and breaking the frame
108. 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
AMA Participation
Internship with the MIDJersey
Chamber of Commerce
HDF190
was too quiet. It was consistent with my leadership method of leading by example, but I wanted to
improve my weaknesses while I was involved with such a powerful camp. Since those days in
September of 2013, I have become much more vocal and expressed my opinion in numerous
situations, which has been valuable to my college career.
Evidence #45: Picture of Leadership Institute Description
Meetings for URIs American Marketing Association have an excellent structure. We are able to
break into smaller groups that perform individual tasks. Once we feel comfortable with what we have
produced, we come back together into the entire club. Completing the group sections could take as
long as 1 meeting or several weeks, so good note taking during the process is crucial. When we all
meet, the notes are used to debrief the rest of the class on what will be added to our final project
through our section. We will then open the topic up for discussion and facilitate the conversation. This
format is important to the success of the club because we are able to add anyones input, even if they
were not part of the initial group. From everyones suggestions, we will vote on which aspect to add to
the draft and complete the final version in our small group again.
Personally, I have facilitated many of these discussions. They consistently lead to the generation
of additional ideas and a better, more inclusive project. The discussions would not be effective without
a proper debrief. Whenever I facilitated the discussion, I had to prepare a well-worded, easily
understood debrief. My goal was to quickly inform everyone who wasnt directly involved with our
section to understand our conclusions and how we reached them. Over the course of 3 years, I have
improved my debrief and facilitation techniques by using what was effective, discarding what didnt
work well, and using new methods to extract information from everyone.
Evidence #46: Picture of AMA
My first internship was all about organization. After my freshman year, I was able to land a job as
an economic analyst with the MIDJersey Chamber of Commerce. As great as I knew it was, the
position wasnt that luxurious. I came in 2 days a week to work on simple things such as press releases
and event schedules, but on the slower days I would do the stereotypical intern work. Through all of the
work, the most important thing was the timing and sequence that I completed certain tasks. We had
over 1,000 members that belonged to our company, so handing out information on time was crucial for
our events to be run, sponsored, and attended to properly. The best way that I could handle the work in
a timely fashion was making an agenda for each day and week. Through my scheduling, I never
missed a deadline for an assignment.
During the final stretch of the internship, I was responsible for a large portion of our upcoming
networking event. At first I felt uncomfortable setting up meetings for the older members, but I accepted
the fact that the meetings were necessary for completing the project. We covered pre-made agendas
that were made by the leaders of the project, including myself. Most of the older members facilitated
the meetings. I had a few minutes every time to break down one of the areas in the project. This
experience gave confidence moving forward in group settings and facilitating the actions of a large
group of people.
Evidence #47: Picture of MIDJersey Chamber of Commerce Employment
When my HDF190 group was assigned the group project, we were all taking leadership roles
during our meeting times. To organize the meetings, we would post a message in the GroupMe app,
which is what I did a few times to get everyone together. This was a simple tool that let us get into our
group at whatever time was available for all members. Once we were together, the benefits that I would
bring to the group include different points of view as well as my strengths and values. The more variety
there is in the group when it comes to strengths and values, the more creative you can be as a whole.
Leadership Inventory Revised 8/30/2013 33

111. Student will show knowledge of
Parliamentary Procedure
112. 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
Leaders also know when to step back and listen too. Sometimes I would draw in what the others say
and when an idea clicked into my head then I would share it instead of just constantly talking. Too
much information being thrown out onto the table at once will only cause confusion, so instead of
adding to the confusion, I voiced my opinions at the proper. As for setting agendas, we collectively set
goals as to what would be accomplished each time we met. We wouldnt leave until a certain amount of
work had been done, and after a few meetings, we almost finished the project. Our short-term goal
planning was very useful in reaching our long-term goal, which was completing the project. It also gave
us a stress free procedure because procrastination was never a factor. We were timely and organized,
and it made for a smooth process that I hope all of my future projects will mimic.
Evidence #15: Picture of GroupMe App
PHL 212 When I work with difficult people, there are ways that you can act around them to make the most
out of their unwillingness to cooperate. First I try to be reasonable with them and give them something
to take a leadership role on. If they feel like they are in charge of something, then theres a better
chance they will try to make sure it is completed. If theres no progression with the topic they are
handed, I will gladly take over for them. In the case where a group has a meeting and they are just a
distraction and hindrance to the completion of the project, I will approach them in a more serious
matter. Id tell them to get their act together or dont come to the meetings because of how they are
currently hurting our group.
On the other hand, you could get people in a group who are too controlling rather than too lazy
like my Phl speech. They could attempt to assign different parts and always have their way within the
group, but that only makes for a negative environment. In most cases, I would just ignore the over-
controlling attitude of the one member and do my own work on the project where I think work needs to
get done and communicate that to the other members. Since its much easier to get somebody to work
than it is for someone to stop be controlling, I usually just try to please the controlling member and get
through the project as quickly as possible, without a loss in quality. If it gets really bad and something
needs to be said, I will tell whomever it is to calm down and act in a more respectful manner. Plan B is
always to go to the teacher, but I prefer to handle things myself rather than go to the head figure
because it could leave a negative impact on you and your group.
Evidence #16: Phl212 references that everyone constructed
COM 221 One of the worst team members I have ever had in a group was ironically in one of my
communication classes. The class was separated into groups of four and each group had a semester
long project that would analyze some aspect of communication. Once we collectively decided on a
topic, we started thinking about variables that we could observe and present in our final project. This is
where we noticed for the first time that this girl would be a problem.
I wont mention her name, but she was an instant issue. She thought she could take the
leadership position in the group, but she was more of a dictator. It was obvious that she always got
what she wanted and I wasnt going to let it happen to our group. As soon as she started assigning
roles, the rest of us were caught off guard. At that moment, I proposed that we talk it over and she
didnt take to it kindly. I thought she was about to explode, but to my savior came the other group
members. They piggybacked off of my idea by switching roles, proposing that they had more
knowledge of different topics than what they were assigned.
Naturally, the girl took the easiest part for herself, so we let her keep it to avoid conflict, while the
rest of us talked about the remaining work. The moral of this story I that you have to show the difficult
person that their idea is right in some aspects, but could use improvement. We did this by using our
numbers against her. She thought she could fight her way past one person, but when the whole group
wanted change, she realized she had to accept it. Working with difficult people doesnt necessarily
mean overwhelming them, but rather helping them discover new alternatives to achieve the goals of
the group. Lastly, while she completed herself, the three of us worked together. Eventually we let her
know about our progress and she joined the rest of us. By the end, we completed our project and
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114. Student will show knowledge of the stages
of group development (Tuckman, Bennis or
others)
115. Student will describe personal examples of
group development in use (Tuckman,
Bennis or others).
116. Student will show knowledge of group
dynamics and group roles
117. Student will describe personal examples of
group dynamics and group roles
118. Student will show knowledge of effective
memberships skills in groups
119. Student will describe personal examples of
membership skills in use
120. Student will show knowledge of the
Challenge and Support theory by Sanford,
and its relationship to organizations
121. Student will describe personal examples of
using the theory of Challenge and Support
(Sanford)
received an A.
Evidence #44: Com 221 Grade
BUS 445 This outcome is relatable to any group project at URI. One project that I am currently working on
with 3 other members is a business simulation called Capsim in my BUS 445 class. This simulation
acts as a business that your group has to run. In each group there is an accounting or finance major,
marketing major, supply chain major, and one other discipline from the college of business. Our majors
correspond to the sections in the simulation, which are Research and Development, Marketing,
Production, and Finance.
Group roles are consistent with our assigned sections of the business simulator. Nobody is really
the dominant leader. Instead, we take equal share for the responsibilities and outcome of our efforts.
So far we have been talking through each section in the simulator. For example, a girl named Daisy is
primarily responsible for Production, but we all take a look at the sheet to bounce ideas around. We
have formed our group dynamics around this process. It is understood that we may have differing
opinions when it comes to certain decisions, but we need to evaluate every alternative to operate the
fictional company at the highest level.
So far, our plan is working. All of us have great relationships with each other, and I believe it is
because we are truthful and trusting between teammates. We have improved our scoring every round
and have climbed to the top of our industry. The evidence shows the stock price and score of our
company through the first five rounds because its all I have while writing this outcome. Ultimately, it is
indicative of our cohesiveness due to excellent group dynamics and group roles.
Evidence #48: Picture of Industry in Capsim
HDF 190 The Challenge and Support Theory is an easily understandable concept. It says that there needs
to be the correct balance between challenge and support for an individual to experience optimal
growth. According to the HDF190 slides, if there is too much support, a student will never learn what
they need to grow and develop. On the other hand, too much challenge will result in a student
becoming frustrated and they could possibly quit trying. When a person is physically and
psychologically ready to grow, now they can experience the Challenge and Support Theory. Finally, I
learned that college is one of the most important times in a persons life to experience this theory.
Whether its through failing or succeeding, you develop a lot as a person when you go through these
four years.
Evidence #17: Challenge and Support Theory slides
Special Olympics A Certain scenario when I can recall using the challenge and support theory includes a time where
I was coaching Special Olympics. Each child needed to be encouraged more than most people would
to complete a routine. Once their routine was complete, we would be very congratulating, showering
them with great job and that was so good. This way, they would feel inclined to perform the task
again when their turn came back around. If they happen to fail during the routine or dont finish it, we
tell them the same thing as the people who do finish but we tell them that they will get it next time. The
challenge in the case of Special Olympics is when we ask the kids to perform the routine and the
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122. Student will show knowledge of the
construction / elements of informative and
persuasive speeches
123. Student will demonstrate proficiency in
informative and persuasive public speaking
124. Student will show knowledge of planning
and conducting interviews (as the
interviewer)
125. Student will describe personal examples of
planning and conducting interviews (as the
interviewer)
126. Student will show knowledge of preparing
for and effective answers in interviews (as
the interviewee)
127. Student will describe personal examples of
preparing for and being interviewed
coaches give the support whenever the kids challenge themselves. We may give more support then
there is challenge but what matters the most is that it is equal in the kids eyes, which means they have
the right amount of challenge for the level of support that we give them.
Evidence #9: Special Olympics picture
COM100H During the class time of Com100H, we were given speech assignments and taught how to properly
write and conduct a speech. First and foremost, we were told that a speech should always be
interesting, important, and informative to the audience. The main topic should be something that
everyone can relate to or take a side on, no matter what their background is. Before a speech is ever
practiced, I would construct an outline of the points that I was trying to discus that surrounded my main
idea. This let the teacher know what direction my speech was traveling in as I was speaking to the
class. Elements of the outline should include the introduction, body, and conclusion. The body should
also have main points that are discussed and clearly explained. Instead of having persuasive points,
they should be rhetorical. My teacher preferred rhetoric because it was a much more significant term
than persuasion when it comes to speaking. Once the outline is complete and I understood these
concepts about speaking, I started giving much better speeches, resulting in more confidence while
presenting not just speeches, but any project for that manner.
Evidence #18: Com100H speech outline
ARI Summer Internship By this time in my college career I have had 3 internships. All of them have required interviews
that varied in difficulty, but the most notable interview was for a company called Automotive Resources
International. The process consisted of 2 rounds, but the second one was the real fun. There were 5
different interviewers from 5 different departments in the company. Each person had their own unique
style of interviewing and our time in the room was spent speed dating between each person. Luckily,
my sister works for the company so I knew what was coming and had a slight advantage over the other
applicants. I practiced going from person to person with drastically different questions, and I did my
preliminary research regarding the company.
At first, the questions I was being asked caught me by surprise because they were all about me
and not about what I knew within the company. After the first round, I knew what the next 4 would be
comprised of so I adjusted my mindset and got ready for the next round. Instead of addressing
business concerns like I had been doing, I focused on building relationships. Through the next 4
rounds, I didnt mention business once. The interviewer and I would just talk about what we liked to do
and how we spent most of our time.
My belief is that ARIs style of interviewing was better than the normal interview style for several
reasons. The first of these is knowing the person you are hiring on a personal level rather than the
content they know. Several theories express the importance of surrounding yourself with people who
will benefit the atmosphere in the organization, and I agree. You can generally teach material to a
follower, but you can rarely change their innate personalities. From this interview, I try to focus more on
my personal characteristics rather than what I know about the company.
Evidence #49: ARI Acceptance Email
URI 101 Mentor I knew from the moment I heard I could be a URI 101 mentor that I wanted to pursue the
opportunity. When it was time to sign up for an interview time, I wanted to choose a slot that wasnt
right after a class so I could give my mind time to clear and answer any questions that were asked of
me properly and professionally. The slot that I ended up taking was in the middle of the third day of
interviews so I could be awake. Another reason for the time slot being of the third day was because I
Leadership Inventory Revised 8/30/2013 36

128. Student will show knowledge of effective
collaboration / coalition building
129. Student will describe personal examples of
working in collaboratives/coalitions
130. Student will show knowledge of
Intercultural communication considerations
131. Student will demonstrate proficiency in
intercultural communication
knew people who were going before me and I wanted to ask them what the interview style was like. For
the day of my interview, I used what was told to me by my friends and dressed professionally as you
always should in these cases.
Walking into the group interview, I told myself to be confident because I have been in many
situations like this one. Three people held the interview and there were three people being interviewed,
so it was in a group style. I believe I gave the best answers because I knew how to speak from
Com100H and I knew what my strengths were. When others were answering their questions, I would
answer them in my own way in my head just to stay in my own state of mind. I didnt want to intently
listen to the other two applicants answers for the sake that it might throw me off. While the other two
were talking I would try not to move too much because it could be disrespectful, and when I spoke, I
annunciated and spoke with confidence to make it appear as if I wasnt nervous. In the end, I got the
URI 101 position, and Im positive that it was my preparation and mentality during the interview that got
it for me.
Evidence #19: URI 101 email
HDF190 American Marketing Association Collaboration is one of the key components of HDF190. Without it, the class would be impossible
to run because of how much interaction there is. We are constantly talking to others in our group to
work on certain cases presented to us during the class, but we also communicate together as a whole.
For example, we had one day when we held class in the memorial union for a series of activities. We
needed to collaborate with each other in order to be successful. Even though we failed, I felt like we
gave a very good effort and gained much knowledge from that one session in particular. That class
stood out for this outcome, but everyday in HDF190 hosts many collaboration opportunities for
everyone.
Outside of the classroom, collaboration also takes place in many clubs such as American
Marketing Association. In this club, we had to complete an immense amount of work in between
everybodys schedules to construct a business plan. Our president and the rest of the elected positions
did an incredible job of keeping everyone informed and up to date. Once we were all integrated and
acclimated to the system, we completed work at a very rapid rate. Email was the main form of
communication, but when we were together in person, collaboration took hold and we all went to work.
After a majority of the academic school year, we successfully completed our business plan and raised
money for several different causes. Along with the club, we did work for the College of Business
Administration, so collaboration was even more important than most people in the club may have
realized. Its safe to say that without recognizing it, everyones leadership potential grew during their
time in AMA.
Evidence #20: Paper of the class in the Memorial Union
Com100H Phl 212 My Com100H class was very diverse, so I always consider others before what Im about to say.
People of all different backgrounds attend the class, so I have to make sure whatever I choose to talk
about is interesting, informative, and important to everyone. These are the tree main criteria for a
speech in Com so I try to make sure I cover all of them without insulting any of the listeners. A rule of
thumb that I always follow is to never bring up religion because of how sensitive of a subject it is.
Another is to never be too one sided on anything else that can spark major conflict. Besides hurting
your grade, it could feel like a verbal attack to others in the audience.
Intercultural communication also exists in my Phl 212 class, so I try to be a very active listener
around him. I never like to say what more than once in a conversation, and if I misunderstand him
than I apologize because I know how hard he is trying to adapt to the English language. I feel sorry
having him repeat anything too much, but I know it helps him at the same time because repeating the
words only makes him more fluent. Just because his accent is heavy or his English isnt perfect doesnt
mean we cant have a perfectly normal conversation either. We communicate effectively all the time,
Leadership Inventory Revised 8/30/2013 37

132. Student will describe ways to maintain
accountability in leadership / member
relationships
133. Student will describe personal examples
related to maintaining accountability as a
leader
134. Student will describe ways to build
relationships between leaders and
members
135. Student will describe personal examples of
building relationships with members as a
leader
136. Student will describe how credibility applies
to leadership, as well as the characteristics
and skills of a credible leader
and Ive come to realize how interesting his stories are and how interested he is in my stories because
of how different our backgrounds and life histories are. Since I met him, Ive met a few more
international students, all of whom share their interesting stories and have a great time here at URI.
Evidence #18: Com100H speech outline
HDF190 Track and Field For our HDF190 group project, I was extremely gracious to have such good team members. We
grew to become friends during the few weeks it took us to complete the assignment because each one
of us was a true leader. I gave very insightful opinions as to what I think should be added. Of course
some of it wasnt, and some of it was, but the main purpose for proposing ideas was to spark
conversation for others, which is where my communication strength steps in. When we all started
bouncing ideas off each other and praising one another for an idea that we could take and run with, we
became closer as a group. I personally built relationships with other members by becoming an active
listener. I made it clear that what they had to say mattered to the group. Thats my Love value coming
in because everyone likes to be included in the process and thats what Im effective in making people
feel.
Track and Field has been showing up for a lot of my outcomes, but its an excellent source of
leadership as well. When Im part of a sport, I notice the team comes together all the time. Through my
encouragement of other team members, Im helping them get through practice, and when we leave
practice, we stand by each other no matter what somebody may do. The close relationships formed
during the 20+ hours of practice per week result from leadership. We all mutually respect each other for
our abilities and skills that we bring to the team, so its only natural that we lead with our performances
and by cheering for others. When somebody looks up to me because of my abilities, I tell them they
can run the same times if they want it bad enough. A perfect example of this recently happened. A
middle distance runner who has been right behind me was frustrated with his performances for the
outdoor season. I told him not to get frustrated and that his time will come. Three days later on the way
to his meet I sent him a message saying, Good luck today. Ive got complete faith in your abilities so
go get that time, and he ended up hitting his target time later that day. In this case of building
relationships, it closely follows challenge and support. If you push somebody as hard as track does,
you have to be there to support them, too, especially if they look up to you. When you are able to get
the right balance of challenge and support, its a true recipe for success.
Evidence #21: Text I sent to my track friend
A leader needs to have the ability to influence his or her followers, however, the follower
generally dictates how much influence the leader has. One factor that plays a major role in this
designation of power is credibility. There are a few ways that a leader can build this quality within the
group. The first is keeping their word. Telling your followers that you can help them reach a desired
goal and falling short will deteriorate your role as a leader. Likewise, if you tell a group member that
you can help them along the way and draw back on your word, nobody will take your promises or
guarantees seriously.
Another quality that can build on credibility is consistency. If a leader can consistently deliver for
the followers, then they will gain trust of the followers. Eventually, it will be clear to the followers that
the leader can be trust to perform to the group standards. Performing to a high standard means
achieving a certain quality and reaching the goal on time and in an organized fashion. Leaders have to
perform ethically along the way too. Some leaders can cut corners during the process, which degrades
Leadership Inventory Revised 8/30/2013 38

137. Student will describe personal examples of
building, maintaining, and repairing his/her
own credibility as a leader
138. Student will describe ethical standards in
influence
139. Student will describe influence applies to
leadership
140. Student will describe principles of effective
mentoring, as well as problems particular
Track & Field Improvement
COM 100H
Track & Field
Communication with Teachers and
Professionals (Mentors)
credibility, but if a leader can consider everyone during the length of the process, they will gain much
more trust.
Within my own experiences of leadership, I have developed a strong reputation for credibility.
Within the track community, I have been able to perform when it matters most. During championship
meets, there is a scoring system from 1st to 8th place, and I have been able to steadily climb up the
ranks over the course of my 4-year career. At first I was a less consistent runner, but as my
performances stabilized, I could motivate my teammates through pre-meet talks and back it up with
action.
My favorite experiences occurred every year during our indoor season. For my sophomore year,
I came out of nowhere to score 6 points in the 1,000. Junior year, I finished where I was supposed to,
which yielded 6 points again. Going into my senior year, I gained credibility through my previous
actions. In the 2017 indoor championships, I told my teammates that I was taking 1st this year. I was in
the best shape of my life and after several big performances including a school record, my teammates
knew I could deliver. It came down to the last 50 meters of a 1,000-meter race, but I pulled out the win
and got the big ten points for my team. It was one of the best feelings in my career and it makes me
look forward to confidently delivering at a high level in the future.
Evidence #50: Picture of the Podium for the 1,000
As I learned in my first ever communications class, influence is mostly seen as a bad thing.
Society generally views it as a way for one person to get what they want through some sort of trickery.
Those being influenced are also thought to not have enough information or time to make a rational
decision. Wrongful ethics will translate to a tarnished reputation and followers will be less willing to
accept you as a leadership figure. Additionally, poor ethics in influence could lead to tragic outcomes
for the entire group, as we have seen in history. With this view of influence, leaders will not be as
effective as they can potentially be because they fail to see the proper uses of it.
Once a leader can establish their reputation of acting and influencing ethically, people will want
to follow them because of their credibility. Leaders who practice ethical influence will also find that the
success of the organization will flourish as well because people feel confident in the organization and
are willing to work toward the proposed goals. Today, we find that certain standards are set in place for
companies to follow, and the public perception of those companies can determine their overall
success. This is why some companies practice philanthropy. It gives employees a great sense of
contributing to a cause and increases positive public perception, which will ultimately increase success
of the organization .
Evidence: COM100H Class on Transcript
When a leader acts ethically, which seems to be a shrinking number these days, they can
actually make a group reach a new potential. Acting ethically as a leader means portraying the right
information to follower so that they can make a comfortable decision. Influencing them should not have
personal value only to the leader because acting ethically would concern all of those who are involved.
For example, a great method to influential leadership is describing how a certain process can benefit
every follower, so that the followers know their importance to the group.
The leader should approach each person on an individual level and describe how the central
goal can help followers achieve their desired personal goals. This is the approach that I usually use in
different situations. I will explain how they can complete their objectives and how it works to the benefit
of everyone else too. If anything, they feel like they are a more important factor to the group since they
can understand how their actions influence others. This applies directly to the track team. As I
mentioned in earlier outcomes, we rally around each other and the leaders of the tea have to
continually reinforce how important every performance is. If our goal is to win a meet, we need to score
points across the board. I often find that contributing to a goal will make the leader and followers
perform better too.
Evidence #52: Picture of New England Championships
Effective mentoring begins at the first impression with the leader and the follower because thats
when the follower lays the foundation of how they perceive the mentor. For me, I realized that I didnt
Leadership Inventory Revised 8/30/2013 39
 to the mentoring relationship
141. Student will describe personal examples of
mentoring and being mentored
142. Student will describe principles of effective
peer leadership, as well as problems
particular to peer leadership
143. Student will describe personal examples
related to being a peer leader and being
led by peers
144. Student will describe the four frames of
organizations by Bolman and Deal
know who would be my mentor at first. I was trying too hard to search for something that would have to
occur naturally. Many times, the mentor that people have is somebody who isnt in close contact, but
has a significant impact on the way they perceive situations, too. Whether or not you consider them a
mentor or not, they generally have similar ideas and values as you. They have been successful in
areas that you want to be, so you instinctively turn to them for guidance. Dr. Mitchell is one of my
mentors and I was able to identify him from early in our relationship. He had a clear mindset and I liked
that I would get consistency from him.
One of the biggest problems that could occur between a mentor and a mentee is breaching
confidentiality. A level of trust is usually established in the relationship. It involves the mentor providing
their best advice to the mentee while not intentionally misleading them. It may also encompass
withholding information from a third party even if they are directly affected by the situation. The problem
occurs when the mentor reveals a confidential matter to a third party. There may be an internal
struggle, but the decision has to be made to keep the current relationship or spread the information for
the sake of others in jeopardy of being negatively affected. As a mentor, I was forced to make these
decisions all the time as you will read next.
Evidence #68: Picture of Typical Communication with Dr. Mitchell
URI 101 Mentorships In my second URI 101 section my junior year, I had a student that was more troubled during his
first semester. He said things that I cannot discuss outside of our conversations, but I was forced to
make a decision. With our relationship in mind, I let the leader of all CBA URI 101 sections know, so
that the appropriate help would be available for my student. He didnt know about my decision, but I
didnt want to hinder our relationships. I simply contacted my resources who understood the weight of
the situation in case anything was to happen.
On my side, I knew I had a mentor as soon as I took his class. Dr. Mitchell was a great teacher
and introduced me to a number of leadership models. Since our first encounter in the Fall semester of
2014, our relationship has been building. Through my time in college, he has supplied me with
incredible information and connected me with valuable contacts. My AMA membership was because of
his suggestion, and my current internship was a product of his network. The next year will be a huge
test of our relationship as I go into the workplace. I will be turning to him for professional and life advice
in hopes that it eases my entry into my first full-time career.
Evidence #53: URI 101 Mentor Completion
Leadership Inventory Revised 8/30/2013 40