Corcoran - Inventory

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

Date Enrolled: September 2015
Date of Graduation: May 2019
*The Outcomes & Evidence Progress Inventory is the intellectual property of the Center for Student Leadership Development (CSLD)
at the University of Rhode Island and cannot be reproduced in part, or in its entirety, without the written permission of the acting
Assistant Director of the CSLD.
Leadership Inventory Revised 08/22/2017 1

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

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

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

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

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

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

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

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

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

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

Outcomes Completed: For HDF 190, For HDF 413, For HDF 492 *Italics=revisions
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Outcome Category: Self-Leadership
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
1. Student will demonstrate autonomy and a
minimized need for approval
2. Student will demonstrate personal,

organizational, and academic examples of
self-discipline
3. Student will demonstrate the ability to
manage emotions
4. Student will demonstrate knowledge of URI 101 PSY 113 In URI 101 last semester, we talked about different ways to manage the stress of
stress management methods Barlow Hall transitioning to college and handling all our classes. Some of the methods they
talked about were organization, meditation, routines, etc. Something else that was
really helpful was when my residence hall had a board talking about stress
management and listed different activities and other things that would helps. From
this I learned that exercise and eating healthy will in return keep your energy up and
relieve stress at the same time. It also helps you have a sense of routine if you go on
a regular basis. Recently in my Psych class we have been talking about relaxation
methods like meditation that relieve stress. My professor brought up hypnosis,
which I have not tried but I think it is interesting how I continue to get new ideas
and perspectives on stress management each semester and can combine these things
to see which method works best for me.
Evidence: Picture Used on the Residence Board

5. Student will demonstrate the ability to URI 101 URI Fascitelli Center For me personally, I clicked with the methods of staying organized and exercise.
manage stress Organization helped me to manage my stress and stay calm because I knew exactly
what to do and when, where things were, and I could map it out. In high school I
didn’t really have to be careful with time management or writing things down and
had an easy time getting things done. Now that college is more independent I have
started making “to do” lists and writing down the dates of when tests, meetings, etc.
are happening. This helped me because I knew when things were coming up and
could work on not procrastinating and being stressed out trying to get it all done at
once. Another good outlet for my stress is exercising. I got into the routine of going
to the gym at least three times a week. Not only did the exercise make me feel
calmer, the fact that I had a schedule also relieved stress because I like having
something I know I’m going to do in a week of varied exams, papers, assignment,
etc.
Evidence: My Calendar
6. Student will express a personal code of HDF 190 My Tree of Purpose In HDF 190 I took the VIA values test and took some of our top results to create
leadership / membership ethics “my tree of purpose”. I chose three values that define me, the first one is something
that grounds you, the second keeps you going and growing, and the third is what
will help you succeed in the future. Personally, I feel that honesty is the value that
grounds me, we need to be honest with each other in order to establish trust. If we
can’t be honest with each other we are just wasting time. The value that keeps me
going is love. The love of family and friends is very important for support and
encouragement. They make sure you continue to grow and be the best you can be.
It’s also important to show love back and be able to support the growth of others.
The value that I believe will help me be successful is my perspective. Being able to
see things from someone else’s view to be a bigger person. If you aren’t open
minded and only choose to see things your way, you’ll constantly run into problems
when interacting with other. This would be especially important in a work place.
Evidence: “My Tree of Purpose”

7. Student will demonstrate practice of the HDF 190 URI Leadership Institute I think I demonstrated my personal code of ethics that I discovered in HDF 190
personal code of ethics during the leadership institute. At the time I had not taken HDF 190 and therefore
didn’t fully understand my personal code of ethics. However, looking back on the
experience, I really can see how I demonstrated my values. Trust and honesty was a
very important factor during the weekend so it helped that that was part of my
personal codes of ethics. Throughout the three-day retreat there are a lot of trust and
bonding exercises and the more you put in the more you get out, so it really paid off
to be open and honest. Another part of my personal code of ethics is love which
obviously wasn’t apparent right away during the retreat. I think having love as a
value also means generally treating others with respect and kindness and including
everyone which is something I feel I did during the retreat. By the end of the retreat
and still today, I have a lot of love and respect for my team because of the retreat
and how much we bonded and helped each other grow. The last value in my
personal code of ethics is perspective which I believe helped me bond with my
teammates at institute. I was able to see things from others’ point of view and
understand how they felt which in turn made them feel appreciated and
comfortable. In retrospect, I think the leadership institute went so well for me
because I followed my personal code of ethics.
Evidence: Group/Poster Photo

8. Student will express a personal values HDF 190 VIA results The VIA values test I took in HDF 190 showed that my top values are love,
statement (Sources = VIA, values honesty, kindness, perspective and teamwork. These top five values show a strong
clarification exercises, etc.) sense of relational leadership and allow me to work well in group settings. I believe
to be able to work well with and lead others, you need to have an open mind and
heart. Having an open mind goes along with my values of perspective and
teamwork. I feel we should always be open to others’ backgrounds and opinions
otherwise we will not work well with others. It’s also a sign of respect and strength
to be able to see things from another person’s point of view. Having an open heart
connects to my values of love and kindness. If we are not kind to others we cannot
expect that they will want to be led by us. As a leader I need to be a role model and
show others that everyone deserves to be treated with kindness and respect and
hope that they will behave that way to others. To me honesty is very important
when leading or even working with others. We need to be able to trust those that we
are working with and give our honest, yet polite, opinions. If we aren’t honest,
things will not get done correctly or as efficient as they should. However, when

being honest it is important to remember to have an open heart and mind.
Evidence: VIA Results

9. Student will demonstrate practice of the HDF 190 Dance Team Captain As captain of my high school dance team my junior and senior year I demonstrated
personal values statement my personal values statement. Being captain allowed me to lead others while
incorporating and keeping true to my values. As a leader I hade to be honest and
give critiques but always made sure to be kind in the way I presented them. I feel as
though my values of love, kindness and perspective allowed them to feel
comfortable with coming to me for advice and guidance. As a dance team,
teamwork was very evident in the results. I worked hard to do my share as a captain
by not only serving as an assistant coach and doing my part in the dance but also as
a mentor to the younger girls.
Evidence: Picture of Captains Jacket

10. Student will demonstrate the ability to
lead a project from start to finish (follow-
through)
11. Student will describe goals and objective URI 101 Type Focus Survey My Type Focus results from URI 101 showed me as an investigator. This fits in
statements regarding personal issues, perfectly with my career goal to become a lawyer. My community goals are to help
career issues, and community issues my community by either defending the public or putting criminals in jail. My
personal goal is to always be fair, see things from others’ point of view, and not to
assume. I want to hear people out before making a judgment and assuming things
about them, their situation, etc. I have always been a curious person and love to
know as much as I can about things, especially subjects that interest me. I’ve never
been okay with just knowing the “what”, I want to discover why, understand how,
and look at it from different views and opinions. Being an investigator type allows
me to continue to grow each day.
Evidence: Result Overview of Investigator

12. Student will show evidence of goals and URI 101 HDF 492 From what I learned and set as goals in URI 101, as stated above, I was further
objectives that were planned and Law School encouraged that law was the right career for me. From the start I had the passion but
achieved not always the confidence in my skills. Over the past four years participating in the
leadership minor, I have developed many skills and competencies, along with
furthering my passion to serve others. Through classes, organizations, and
leadership positions, I worked to advance my confidence, leadership skills, strategic
planning, conflict resolution, etc. that would benefit my career and law and allow
me to grow as an individual. Because of the confidence, skills and experiences I
gained through to leadership minor and other organizations at URI, I had the tools I
needed to apply and be admitted to law school.
Evidence: UNH Acceptance Letter
13. Student will show knowledge of the HDF 492 Independent Research Through hearing about this in multiple classes over the years, I furthered my
“Hierarchy of Needs” theory by Maslow understanding through research. Maslow’s “Hierarchy of Needs” is a five stage
model that is his explanation of human motivation. The first four stages,
physiological, safety, love/belonging, esteem, are considered the deficiency needs.
The final stage, self-actualization, is considered a growth need. Physiological needs
are first stage and include food, drink water, etc. Next comes safety needs
consisting of law/order, security, stability, etc. The next stage, love/belonging
needs, refers to the various social relationships achieved through trust, intimacy,
etc. The last deficiency stage is esteem needs which requires dignity, achievement,
status, etc. As for the growth stage, self-actualization consists of recognizing
individual potential and seeking personal growth. This is typically the order that
needs flow in but Maslow has stated it is flexible and multi-motivational.
According to Maslow, humans need a certain amount of these categories and when
they are deprived, they are then motivated to achieve a larger amount. The
motivation builds the longer the deficiency lasts or when the deficiency becomes
greater. It’s a hierarchy because the more basic needs have a greater
need/importance of being met for a solid base for growth.
Evidence: Hierarchy of Needs Chart
Mcleod, S. (2018, May 21). Maslow's Hierarchy of Needs. Retrieved from

https://www.simplypsychology.org/maslow.html
14. Student will show application of Maslow’s

theory to own life
15. Student will show knowledge of the theory HDF 492 Independent Research From my research on Superleadership by Manz and Sims, I’ve learned a lot about
of Superleadership by Manz & Sims how this model would help the productivity of organizations. This style of
leadership is about empowering organization members to use self leadership. In this
model, leaders would support, include and empower other members or employees.
Manz and Sims consider many variables in this model that are necessary for it’s
success. There needs to be a willingness to share power from all members and a
motivation for both peer and self leadership. To create this independence within an
organization, a leader must be inclusive, avoid punishment, support problem
solving and communication, listen to the opinions of employees, and overall be a
role model of self leadership. As members follow, the organization becomes more
efficient and productive because everyone is being self sufficient yet not afraid to
ask for help and the overall group moral and communication is improved.
Evidence: Superleadership Chart
Manz, C. C. (2011). New superleadership: Leading others to lead themselves.

Readhowyouwant.com.
16. Student will show application of Manz &

Sim’s theory to own life
17. Student will describe StrengthsQuest
Signature Themes, shadow side of
Strengths and/or weaknesses, and
examples of application (Source = Gallup)
18. Student will describe personal leadership HDF 190 Gallop’s Strengths Inventory In HDF 190 I took the Gallop’s strength inventory, my top results were achiever,
style and/or personality style including HDF 413 Revised Results input, strategic, developer, and individualization. I believe being an achiever gives
strengths and weaknesses and examples SOLC me the strength to keep up the stamina of those I am leading and encouraging
of application (Sources = Leadership style
inventories, the L.P.I., Type Focus others to work hard to be the best they can be. Having input and individualization
(MBTI), LAMP, DISC, and other career as top strengths makes me realize how much I like to know about others in order
inventories, etc.)
to best lead and motivate. Each person comes with a different background and
mindset and you can’t just expect them to think and act like you which is why I
think it is important to really see their unique qualities. That being said, I’m also a
strategic leader and can be flexible in the way I approach things depending on who
I am working with and what obstacles arise. As a developer, I believe praising even
small improvements encourages an individual to continue to grow and gives them
a little extra strength than they had before. I like to pay attention to who in a
group is reaching their potential in various aspect such as academically, socially,
etc. These strengths can also turn into weaknesses if I’m not careful. I need to pay
attention to who does or doesn’t benefit from those small praises, will they think
that is good enough and stop growing? Also, because my top strength is achiever,
sometimes when work isn’t being done to a groups’ best ability or at a decent rate
of time, I may seem bossy when trying to encourage them to get things done.
These strengths have helped me understand why I lead the way I do and
acknowledge to what extent I need to be using my strengths before they become
weaknesses.
Being in SOLC has given me a better understanding of how my strengths influence
my leadership style through application. Being an achiever has helped me as a
consultant because it keeps me focused on tasks at hand whether that be group
bonding, conflict solving, etc. If things get off topic or something happens and we
change plans, I’ll still be focused on the best way to achieve the group’s goal. My
next strength input allowed me to continue to be curious about new techniques and
facilitation styles. I’m always prepared since my strength involves wanting to have
full knowledge before starting something, in this case that would be a retreat.
Having strategic as my next strength means that I’m the type of person who
always has a backup plan. I’m not easily overwhelmed by situations or problems
and can pick out the best possible way to proceed. This helped me as a consultant
because I was able to adapt to any situation. I can stay calm and focused if a
problem comes up and quickly evaluate what the best solution would be. Being
strategic keeps me on my toes and prepared for anything. Since I also have
developer as a strength, I was able to see the potential in retreat members and
celebrate their small victories as motivation. My last strength, individualization,
helped me focus on members’ differences, what motivates them, how they think
things through, etc. Both my developer and individualization strengths helped me
as a consultant because they give me the ability to recognize the qualities and
potentials in each organization member that we can use and expand on to help
them reach their goals. These strengths also helped me identify how to challenge
them without pushing them too far out of their comfort zone. It was also helpful
being able to foresee how the group will best work together through being
observant to how they are motivated and how they relate to others. Now I fully
understand how my strengths help me lead and can use these experiences to
improve in the future.
Evidence: Gallop’s Strength Inventory Results
Outcome Category: Leadership Theories
19. Student will show knowledge of the
“Authority and Bureaucracy” theory of
leadership Weber
20. Student will describe personal application
of the above theory (Weber)
“Scientific Management” theory of
leadership by Taylor
of the above theory (Taylor)
“Management by Objectives” theory of
leadership by Drucker
of the above theory (Drucker)
25. Student will show knowledge of “Theory HDF 492 Independent Research From my understanding of MacGregor’s “Theory X and Theory Y”, the model
X and Theory Y” theory of leadership by focuses on the motivation of members/employees of an organization under two
MacGregor different management styles. Theory X refers to an authoritarian style of
management while theory Y refers to a more participative style. Managers/leaders
following the theory X style are more authoritative because they believe people are
naturally unmotivated and don’t like work. Because of this belief, they feel rewards
and punishments are constantly necessary to ensure they complete their work. This
part of the theory requires overseeing members closely with tiers of supervisors and
progress reports. On the other hand, theory Y managers/leaders trust that people
take pride in their work and enjoy the challenges it brings. This style is more
collaborative and supportive. While these managers do use praise, it is not a reward
vs punishment tactic like theory X, instead it is to create open communication.
Theory Y is all about positivity, team work, and empowerment and has become the
more popular style of leadership. It is also possible that managers use a mixture of
these styles. The success of each style also depends on the needs/desires of each
member and what kind of motivation works best for them.
Evidence: Theory X and Theory Y Chart
Value Based Management.net. (2010). Theory X theory Y – McGregor. Retrieved

from http://www.valuebasedmanagement.net/methods_mcgregor_theory_X_Y.html
26. Student will describe personal application HDF 492 Chi Omega Executive Board In my experiences as a member of the executive board for my sorority and as a lead
of the above theory (MacGregor) Six Flags at Six Flags, I feel as though I have utilized both sides of MacGregor’s “Theory X
and Theory Y”. I have found that different people and different situations require
different styles of management which is why I realized that I typically use a mixture
of theory X and Y. While working with team members at Six Flags, I found that the
motivation of workers varied, especially because of the type of work. Most team
members were only working there as a summer job, not as a passion or what they
dream of as a career. Because of that mindset, many of the team members required
more of a theory X style of management. For these team members, I would check in
on them more often, hold contests with rewards, etc. Others that enjoyed this kind
of work for the summer thrived on a more theory Y style of management. For them
I included them more in bigger projects, allowed them to share opinions and try
new things to challenge themselves in different ways. Most of the time I feel as
though I start off with a theory Y style and mix in theory X when needed. Similarly,
my position in Chi Omega required me to manage a cabinet of over 50 positions. In
first meetings and trainings I explained everyone’s roles and responsibilities but let
them know, within reason, they had freedom to bring in new ideas to their position
and/or events. While some took kindly to this freedom and support of self-
sufficiency, others went awry or did not prefer this style. In this position I learned
that some individuals don’t want vague instructions that leave room for personal
interpretation, they prefer exact directions, check ins, etc. I truly learned that for
some, motivation comes from freedom to challenge themselves with their work
while others are driven by direct guidelines and consequences.
Evidence: Six Flags Photo

27. Student will show knowledge of the HDF 190 Revised for HDF 413 In HDF 190 we discussed servant leadership and how one portrays this model of
“Servant Leadership” theory of leadership leadership. Greenleaf’s servant leadership theory has ten components which
by Greenleaf includes listening, empathy, healing, awareness, persuasion, conceptualization,
foresight, stewardship, commitment to the growth of people, and building
community. Listening means a servant leader actively and respectively listens to
what someone has to say in order to identify and clarify the will of the group. A
servant leader should strive to understand and empathize with group members.
Empathy is important because people need and want to be accepted and
acknowledged. Healing is an important aspect of being a servant leader because
everyone has different experiences that effect their lives. Being able to acknowledge
this and help their healing process is a beneficial strength. These leaders also need
an awareness to be adaptable to all situations. Persuasion is an important skill for
a servant leader to have to influence groups rather than come off as authoritative.
Conceptualization is a helpful trait to have in order to see past the day to day in
organizations to the potential of the future. This also helps with foresight which is
important in seeing decisions might effect a group in the future. It’s also to have
stewardship and trust that members are committed to a common goal and that they
are trusting you too. Commitment to the group of people involves seeing past an
organization and recognizing each individual. Being able to build community helps
even the largest organizations feel connected and as if they have a bigger purpose.
A servant leader serves others first and has a desire to help. These leaders work
towards the benefit of others. The ten components are divided into three sections;
servant, leader, and servant leader. Servant characteristics include listening,
empathy, and healing which all strongly relate to helping others. Leader
characteristics are awareness, persuasion, conceptualization, and foresight which
portray more organized, in control attitudes. These two sections combine to create
servant leader which embodies stewardship, commitment to people, and building
community. These characteristics speak to the goals of a servant leader.
Evidence: Servant Leader Venn Diagram

28. Student will describe personal application HDF 190 Volunteer Work Based on what I learned in HDF 190 about servant leadership, I can see how I can
of the above theory (Greenleaf) apply this theory to my actions of volunteering at an elementary school. The school
I volunteer at doesn’t have a huge budget so they really need all the help they can
get. Every time I’m home on break I go to this school to give extra help to the kids.
Not only is it important for them academically, but giving them attention and
positive affirmation in general really helps them emotionally. These kids come from
various different home lifestyles and unfortunately, not all of them are getting the
care and attention they need. As a servant leader, I’m aware of these issues and
want to do everything in my power not only to help but to inform others that they
can help to. In addition, I help spread awareness to others by sharing my
experience. I also feel that I have the healing and empathy characteristics of a
servant leader because I want to be there for these children who don’t have the best
home life and make it better in any way I can.
Evidence: Picture of Students

“Principle Centered Leadership” theory by
Covey
of the above theory (Covey)
31. Student will show knowledge of the “14
Points / TQM” theory of leadership by
Deming
of the above theory (Deming)
“Visionary Leadership” (now often cited
as “Transformational Leadership”) theory
by Sashkin
of the above theory (Sashkin)
“Individuals in Organizations” leadership
theory by Argyris
of the above theory (Argyris)
37. Students will demonstrate knowledge of HDF 190 The “4 V’s” theory of leadership is something I learned about in HDF 190. This
the “4 V’s” theory of leadership by Grace model includes the following 4 V’s; value, vision, voice, virtue. First one must
(Center for Ethical Leadership) know themselves and their beliefs that drive their choices in life. These beliefs are
values that they stand by. Then you should have the vision to be able to picture our
future and allow others to see that in ourselves. Voice is what clarifies our goals and
missions to others. Finally, virtue expresses that we become what we practice and
we should strive to do things that are right and moral in life. Included in this theory
there are three more principles; service, polis, and renewal. Service is what
connects values and vision because when our values are challenged, our visions
usually are revealed. Polis is the root of the word politics and allows our voice to
express our vision. Renewal states that as we voice our opinions, we must make
sure they abide by our values and visions. This leadership theory by Grace reveals
the importance of having strong beliefs and goals and making sure your actions
match those views.
Evidence: 4 V’s Model from Leadership Packet
Center for Ethical Leadership. (2007). The four –v model. Retrieved from
http://www.ethicalleadership.org/philosophies/ethical-leadership
38. Student will describe personal application HDF 190 Volunteer Work After reviewing the “4 V’s” theory in HDF 190, I can see how I apply it to my life.
of the above theory (Grace) Through my volunteer work at a local elementary school, I can see my values,
vision, voice and virtue. I believe in helping others and trying to make this world a
better place through values such as kindness, teamwork, etc. My vision for this is to
help shape the kids of the future and make sure they are getting the skills they need
to become their best. I show my “voice” by not only taking action and working with
these kids but sharing my experience with friends to encourage them to help too. As
for virtue, I’m not just saying I want to help I’m “practicing what I preach” and
doing what I believe is right and will help better our world and the kids’ future.
Evidence: Student Picture

39. Student will show knowledge of the HDF 492 Independent Research Situational leadership by Hersey and Blanchard has quickly become one of my
“Situational Leadership” theory by Hersey favorite theories. From my research I have found that their theory is flexible and
& Blanchard based on the needs of the individual/group. It is not about one specific skill/style of
a leader but their adaptability from style to style is dependent on each individual
and the changes an organization goes through. According to Blanchard and Hersey,
there are four leader styles, telling, selling, participating, and delegating. A telling
leader style uses close supervision and directions rather than collective decisions.
The selling leader style uses more explanation and persuasion, and, unlike the direct
style of telling, is open to suggestion. For the participating style, leaders may share
ideas or be a part of the decision making process, but ultimately let
members/employees decide what to do. The final leader style, delegating, allows
leaders to let members take on more responsibility with minimum guidance but are
there to help if needed. The style used typically depends on the competency and
commitment level of the individual or group. For example, a group with low
competence but high commitment is willing to do the work but needs a telling style
of leadership to get it done, they may need specific directions and supervision. As
the name describes, this theory utilizes multiple leadership styles because the style
needed is dependent on the situation and people involved, there is no one style that
works best for everyone in every scenario.

Evidence: Situational Leadership Chart
Hersey, P. & Blanchard, K. H. (1969). Life-cycle theory of leadership. Training and

Development Journal, 23, 26-34.
40. Student will describe personal application HDF 492 SOLC I have been able to observe and apply Hersey and Blanchard’s Situational
of the above theory (Hersey & Blanchard) Chi Omega Executive Board Leadership both in SOLC and on the executive board for my sorority. When serving
for a position in my sorority that oversees over 50 other positions, it was clear to me
that I wouldn’t be able to manage them all the same way. They all had varying
levels of competency and commitment when it came to their responsibilities. With
some, it was easy to delegate and let them excel at the projects they were working
on. However, for example, others were working on projects that advisors had strict
guidelines for and needed more of a selling approach to move forward. There were
also a lot of positions that preferred a participating leadership style from me, they
were mostly self-sufficient but wanted reassurance from myself and advisors during
decision making and problem-solving. Additionally, my experiences in SOLC
furthered my understanding of this theory. Working with many different groups,
they all come to retreats with differing levels of competency and commitment.
Whether their commitment is low because they came in with a bad attitude about
how the retreat will help or their competency is low for the activities the facilitators
have planned, it is our job to adapt to the needs of the group. The situational
leadership theory provides a range of styles that allow facilitators to adapt each
individual and situation and ensure the group can work together, not to the success
of the activity, but to the lesson it teaches. To prepare for the different situations
and need for different leadership styles, while planning for a retreat we often
consider how we can add challenge to an activity or possibly make it simpler for a
group. As facilitators, during a retreat we often start an activity with basic
instructions, let them try it out, and adapt our further instructing (to telling, selling,
participating, or delegating) based on the competency and commitment we are see
during the activity.
Evidence: SOLC Group Photo

41. Student will show knowledge of the HDF 190 In HDF 190, we reviewed the relational leadership model by Komives, McMahon
“Relational Leadership” model by and Lucas which highlights five main components. The components are inclusive,
Komives, McMahon & Lucas empowering, purposeful, ethical, process-oriented. There are knowing, being, doing
aspects to each of these components that further explains what they exemplify.
Someone who is inclusive respects others’ points of view. They know themselves
and others and believe that the differences in people are valuable. Inclusive leaders
listen and help build an environment where they group feels safe to collaborate. To
be empowering, someone has a good self-esteem and can boost others’. They
believe everyone has something to offer and encourage them to be themselves and
share their opinions. Someone calls themselves purposeful if they can commit to a
goal and knows their role in the process toward that goal. They believe having a
positive attitude boosts moral and helps the whole group and can think creatively to
accomplish the task. An ethical person knows how to value others and their

opinions and can maintain moral standards. They believe actions are better when
they benefit others rather than themselves. Ethical leaders are trustworthy and can
confront others when they see them acting inappropriate. The last component is
process-oriented which requires working as a group and trusting the process. These
people can collaborate well with others and can give and take feedback for the good
of the group. The components of this model may not all be used at the same time
but as a leader it is important to always be considering these when you’re a group
member or a leader.
Evidence: Poster of the Model My Group Made
Komives, S. R., Lucas, N., & McMahon, T. R. (2013). Exploring leadership: For
college students who want to make a difference. San Francisco: Jossey-Bass.
42. Student will describe personal application HDF 190 Recently in HDF 190 my small group participated in the marshmallow challenge. In
of the above theory (Komives et al) this challenge we were given one yard of tape, one yard of string, one
marshmallow, and twenty pieces of uncooked spaghetti. Our goal was to build the
highest structure without taping anything to the table or hanging anything and to
place the marshmallow at the top. In the end my group actually did have the highest
structure but the process was by no means easy. I feel that this challenge allowed
me to implement my relational leadership knowledge. I feel the component I
embodied most was inclusive because in the beginning I stayed quiet and made sure
the group was letting each person give their ideas before proceeding. During that
time, I also used empowerment to encourage the group to share ideas. I also feel I
was purposeful by keeping the groups spirits up in times that we weren’t sure if our
plan would work or if we would finish in time. During the challenge my group
members and I showed aspects of being process-oriented by giving and receiving
feedback from each other to come up with the best plan to build a structure. As for
ethical, I try to be ethical in everything that I do and my group members show the
same trait, so during the challenge and most other things we do, we act socially
responsible and uphold moral standards. Because of my group’s and my use of
these components, we were able to work well as a group and build a structure that
stayed standing.
Evidence: Picture of Final Structure

43. Student will show knowledge of the PSY 113 Recently in my psych class we learned about a theory called constructivism where
concept of constructivism people construct their own understanding of the world through their experiences
and personal reflection of those experiences. Humans will always take into
consideration how the important people in their life views things but in the end, we
either create a whole new perspective or rewrite the opinions of others around us
based on what we see, feel, do, etc. All of your life experiences and what you make
of them define who you are and your output on life.
Evidence: Constructivism Chart

44. Students will describe personal examples PSY 113 From what I’ve learned about constructivism in PSY 113 I can apply the concept to
of implementing constructivism how I personally constructed an understanding of the different “classes” in the

United States. Clearly I’ve known about this from a young age, was taught about
upper, lower, and middle class, and have seen it in my daily life. However,
volunteering at an elementary in a lower class area allowed me to truly construct
my own ideology about it. The kids that attend this school are on record as having
“behavior problems”, speak little English, and some have major issues in their
home life. Volunteering at the school opened my eyes to this. I consider myself to
have had a pretty privileged childhood. I went to a good school, had attentive and
caring parents, wasn’t spoiled but on special occasions like Christmas I would get
majority of toys I asked for within our budget, and never had any major struggles
with school work or social situations. Now, I knew not everyone had the same
situation but hearing the children I work with talk about their home lives really
made it a reality in my eyes.
Evidence: Article (reminds me of the kids I work with since I didn’t want to
disclose any of their real situations)
45. Student will demonstrate knowledge of PSY 113 HDF 413 reading and class Experiential learning goes along with the constructivism I learned in PSY 113. The
the Experiential Learning Model (Kolb) HDF 413 discussion concept of experiential learning is that people learn through their experiences.
Revised Kolb has a cycle; concrete experience, reflective observation, abstract
conceptualization, and active experimentation. They learn more by actually doing
then seeing or hearing. Learning by doing something is beneficial because you see
what is successful and what isn’t and then grow from that. Reflection is a big part
of experiential learning. By reflecting on and conceptualizing the things you have
done, you can make changes each time to improve and become the most
successful you can be. From there you can then begin to take it to new levels,
experiment with new things, and learn even more.
I gained more of an understanding of how the cycle works in HDF 413 and the
discussion my class had. We originally didn’t understand that you go through each
stage of the continuous cycle because we figured some people learn by watch, some
learn by doing, etc. Now I understand that you first experience something during
the ‘concrete experience’ and think about what happened, how did you feel, etc.
This is also known as the “what” part of the process. Next you would move on to
the reflection part of the process called ‘reflective observation’, also known as the
“so what”. You’ve had time to reflect on what happened and continue to reflect on
what comes next, how to improve, etc. while observing others’ experience. Next
come to “now what” in the form of ‘abstract conceptualization’. During this part
you’ll have conclusions about your previous questions and will be thinking about
how to apply what you’ve learned. This bring you to ‘active experimentation’ where
you bring what you’ve learned and experienced to life. For example, you might
bring it back to your organization and try out what you’ve learned or use it to come
up with new ideas. Since organizations are always changing and improving, the
cycle is continuous as you continue to have new experiences.
Evidence: Experiential Learning Cycle

46. Student will describe personal application PSY 113 URI North Woods Challenge Somewhere that I applied the experiential learning that I learned in PSY 113 was at
of the Experiential Learning Model (Kolb) HDF 413 Course challenge course facilitator training. The first day of training we actually
Revised SOLC participated in the challenge course and the facilitators would switch from acting
as they normally would to explaining why they said or did things the way they did
during facilitation and de-brief. This allowed me to learn through my experience. I
was able to observe what I felt worked best and come up with my own ideas for
when I became a facilitator. Being on the elements also allowed me to learn what
works and what doesn’t so that I can help groups if they need it.
With my new understanding of experiential learning in leadership development I
can see how I’ve used this in the during SOLC. At the HDF 413 class retreat I was
able to experience initiatives as a participant and reflect on how it felt to work
through them and see how groups function during them. From there I had a shadow
experience at a retreat where I observed the facilitators and participants to gain
insight into how it works. After all of this initial experience, observation and
reflection I began to think about how I would prepare for and facilitate at a retreat.
I then was able to experience active experimentation by facilitating during a
retreat. This is a continuous cycle for me because after that retreat I knew what
worked, what didn’t, and learned even more techniques which I was able to apply
at the next retreat. As a facilitator you continue to grow as you learn more, work
with new people and gain more experience so I feel as though I’m constantly going
through this cycle.
Evidence: Training Schedule

New Evidence: HDF 413 Class Retreat Agenda
47. Student will show knowledge of the HDF 190 HDF 413 Revised In HDF 190 we went over the social change model and how one can create a
“Social Change Model of Leadership better world through leadership. The social change model has seven C’s and the
Development” by Astin et al
eighth C of change. The seven characteristics are split into three sections including
individual, group, and society. Individual consists of consciousness of self,
congruence, and commitment. The group section portrays collaboration, common
purpose, and controversy with civility. Lastly, society includes citizenship. Change
is in the middle of these three groups. The social change model is about working
with others to make a change that will better our world with or without being
asked to do so. It’s about walking the walk and putting actions to what you say
you’ll do.
Talking about change in HDF 413 has added to my understanding of the Social
Change Model of Leadership Development. Reviewing and discussing Kotter’s 8
step process for leading change gave me new insight on social change as a
continuous process. The first three steps creating urgency, forming a powerful
coalition, and creating a vision for change relate to the group aspect and how
important a common purpose is. The next three steps include communicating the
vision, empowering action and creating quick wins. These steps show spreading
awareness for change and bringing individuals together. The last two steps,
building on change and making it stick, show how to go beyond and keep change
continuous. I think that the social change model relates to the first couple steps
because it shows the importance of having a strong community on board for
change. I think the idea of ‘walking the walk’ relates to the last steps of Kotter’s

model where you build on change. To be committed to change means to follow
through and keep it going as more problems and obstacles arise.
Evidence: SCM Chart

Additional Evidence: 8 step chart
48. Student will describe personal application HDF 190 My small group from HDF 190 took what we learned about the social change
of the above theory (Astin et al) model and decided to partake in our group member’s non-profit organization called
“Ocean Notion”. This organization leads beach clean-ups and spreads awareness
about the impacts of beach pollution. I feel I applied the Social Change theory by
not only participating in the beach clean-up and offering to stay an extra hour, but
also helping them spread awareness by passing out their business cards and working
at their booth in our school union. My group and myself were really committed to
making a change because we wanted to prevent the negative affects from beach
pollution which was our common purpose.
Evidence: Group Clean-up Picture

49. Students will demonstrate knowledge of HDF 492 Independent Research From my research on the Leadership Identity Development Model by Komives et
the “Leadership Identity Development al, I’ve learned that it is a model based on the idea that groups are comprised on
Model” by Komives et al interdependent individuals who lead together. This model starts with the awareness
and development of one’s self and continues to engage members of a group to lead
together, acknowledging the value of others in the process. This model is a
continuing cycle of development with plenty of opportunity for growth. It starts
with six original stages. First, one needs awareness of authority. Then there is
exploration/engagement of membership in groups and becoming self-aware and
confident as an individual within the group. Next, leader identified refers to
acknowledging roles, both positional and member roles, their focus and having a
leader that is in charge. Here is where there is a key transition. The next stage is
leadership differentiated, where one can let go of control and is comfortable leading
as a member not a position. This stage is a reminder that leadership is a process.
Next comes generativity where there can be concern for sustainability and
development may occur. Finally, the understanding that the leadership process is
life-long, and to make a difference one must understand all aspects and be engaged
on all levels. This model is not describing typical leadership, instead it shows the
importance of understanding all roles throughout the process.
Evidence: Leadership Identity Chart
Komives, S. R. & Longerbeam, S. D. & Owen, J. E. & Mainella, F. C. & Osteen, L.

(2006). A Leadership Identity Development Model: Applications from a Grounded
Theory. Journal of College Student Development 47(4), 401-418. Johns Hopkins
University Press. Retrieved April 22, 2019, from Project MUSE database.
50. Students will describe personal HDF 492 D.R.I.V.E. In my experiences with the club D.R.I.V.E, it has given me the opportunity to step
application of the above theory. (Komives back and observe and be a part of the process of leadership. This club has specific
et al) positions of leadership but works as a whole to achieve its goal through group
leadership. I was able to engage with and learn from members that had a range of
experience with leadership, activism, and diversity. This organization challenged
my self-awareness and allowed me to grow as an individual. When it came to
working towards our goal to diversify campus and promote higher education, it was
all hands on deck. Myself and others were able to let go of control and lead as
members, everyone on the same level, collaborating toward a goal. When you are
not in a direct leadership position, there are still so many chances for growth and
new perspective on the process.
Evidence: D.R.I.V.E. Group Photo

51. Students will demonstrate knowledge of
the Strengths-Development Model by
Hulme et al
of the above theory (Hulme et al)
53. Student will demonstrate knowledge of
behavior theories of leadership from
Michigan and Ohio State
of the above theories (Michigan & Ohio
State)
Charismatic leadership
of the above theory
57. Student will demonstrate knowledge of HDF 492 Independent Research I’ve recently learned a lot about Fiedler’s Contingency Model through research.
contingency approach to leadership by This model is another situational leadership style where Fiedler states there is no
Fiedler one best way to lead, it is dependent on the leader’s effectiveness during any given
situation. Fiedler bases this model on two factors: leadership style and situational
favorableness. First a person must find their leadership style by using the “least-
preferred co-worker scale” which asks them to think about the person they least
liked working with, rating how you feel about that person for multiple factors (ex.
On a scale from 1 to 8, 1 being unfriendly and 8 being friendly) and add up the
scores. According to Fiedler, the higher the score the more relationship-oriented
they are and the lower the score the more task-oriented they are when it comes to
leading. Then the person would discover their situational favorableness by
considering three factors. The first factor is leader-member relations which reveals
the level of trust that your team has in you. The next factor is task structure which
refers to the type of task you are doing and whether or not it is clear/structured or
vague/unstructured. Finally, you must factor in the leader’s position power which is
the amount of power you have to direct your group and either reward or punish.
Once you have determined all of this, Fiedler has a chart that shows the breakdown
of most effective leader style (relationship oriented or task oriented) based on each
factor. It is also considered that if you score in the middle range of the least-
preferred co-worker scale, it may be unclear which style of leader you are or you
are adaptable.

Evidence: Contingency Chart
Fiedler's Contingency ModelMatching Leadership Style to a Situation. (n.d.).

Retrieved from https://www.mindtools.com/pages/article/fiedler.htm
58. Student will describe personal application HDF 492 Chi Omega Executive Board When I took the least-preferred co-worker scale from the contingency model, I
of the above theory (Fiedler) ended up scoring in the middle range. This meant to me that I had the ability to be
both relationship and task oriented. When becoming a member of the executive
board for my sorority, the factor of leader-member relations was known to be good
because the organization has to trust you in order to nominate you for the position.
As for task structure, our sorority is an over 150-year-old organization with many
traditions, therefore, our tasks typically don’t change and come with specific
structure from years of holding similar events, meetings, etc. The last factor, leader’s
position power, is what can vary greatly for members of an executive board.
According to Fiedler’s chart, when there are good leader-member relations and the
task is structured, regardless of strong or weak leader’s position power, the most
effective leader is task-oriented. Because there was trust and a history of task
structure, we were all able to focus on the task at hand and achieve a shared goal
regardless the variety in which teams considered my authority.
Evidence: Chi Omega Executive Board Photo

59. Student will demonstrate knowledge of HDF 492 Independent Research House’s Path-Goal model, I have learned, is another theory based on finding your
Path-Goal theory by House leadership style that best fits the member environment of your organization. It
considers the path you will take to increase member motivation and productivity.
This theory requires you to determine the characteristics of members (experience,
ability, control) and the environment of the organization, select a leadership style,
and then focus on the factors that will motivate members and help them succeed.
House outlines four leadership styles; directive, supportive, participative, and
achievement-oriented. A directive style is more informative where the leader is
explicitly telling members what to do. Supportive style focuses on showing concern
and being approachable for help. A participative approach is when a leader consults
members before making decisions on the path. The achievement-oriented style is
where a leader sets challenging goals and has the highest performance expectations.
In order to focus on motivation, House suggests one should define the goals, clarify
the path they should take to get there, remove obstacles, and provide support for
their members.
Evidence: Path-Goal Chart
Path-Goal Leadership Theory. (n.d.). Retrieved from

http://www.nwlink.com/~donclark/leader/lead_path_goal.html
60. Student will describe personal application HDF 492 SOLC When working with groups as a facilitator in SOLC, I have found that it is
of the above theory (House) important to identify individual characteristics of ability, attitude, etc. as well as

acknowledging the environment or the group attitude as a whole. The reason why a
group needs a retreat, whether it is bonding, conflict resolution, improving
communication, can change the style of leadership and activity we use. Once we
have taken in all of that information, it is important to select a leadership style,
which is still subject to change after examining characteristics during the first
activity. If a group is low performing or unmotivated I might try using a more
directive approach whereas if they are highly motivated but low performing they
may need more of a supportive approach. The path may also change depending on
the group, for example, we had a group that was both high performing and highly
motivated, so I used an achievement style leadership and made it more challenging
for them with different obstacles and rules in the activity. While we might
physically be adding obstacles to an activity, removing obstacles for a group during
a retreat may refer more to communicative obstacles a group is having. I also agree
with House that supporting members is always and important factor that is not only
used in the supportive style.
Evidence: SOLC Group Photo

Leader Member Exchange (LMX) theory
by Dansereau, Graen & Haga; Graen &
Cashman; Graen
of the above theory (Dansereau, Graen &
Haga; Graen & Cashman; Graen)
Leadership Substitutes Theory
of the above theory
Models of leader emergence
66. Student will describe the impact of traits
on leadership emergence and
performance
Chaos approach to leadership by
Wheatley
of the above theory (Wheatley)

Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership
69. Student will demonstrate how cultural
anthropology / paradigms relate to
leadership
70. Student will describe personal example
of using cultural anthropology /
paradigms as a leader
71. Student will demonstrate knowledge of HDF 492 Independent Research In my research of Harro’s “The Cycle of Socialization”, encourages individuals to
the “Cycles of Socialization” (Harro) understand ways in which we are socialized into certain roles, affected by issues of
theory and its uses in leadership oppression, and how we may be adding to an oppressive system based upon power.
The cycle first starts with how we are born into a world of traditions, history,
stereotypes, etc. that we are socialized to continue/think are normal by those closest
to us (family, teachers, etc.). This then shapes our expectations, roles, values and
norms. These are then constantly reinforced by our culture, institutions, etc. both on
a conscious and unconscious level. This leads to continued privilege,
discrimination, rewards and punishments, etc. that result in a range of emotions and
reaction including anger, guilt, crime, etc. From here there are two paths, one can
either do nothing and promote status quo, or they can change, take a stand, and try
to educate other or reframe society. In the center of this all is fear, ignorance,
confusion and insecurity. It can be scary to break the norm but a true leader does
not just stand by and let something continue when they feel it is wrong. Sometimes
being a leader is about disrupting the norm to better a group, organization, or
society.
Evidence: Cycle of Socialization Chart
HARRO, BOBBI. (198) CYCLE OF SOCIALIZATION (6)New York, NY:

Routledge:
72. Students will demonstrate personal

application of the “Cycles of
Socialization” (Harro)
73. Student will demonstrate knowledge of HDF 492 Independent Research From my research of “The Cycle of Liberation” by Harro, this theory is centered
the “Cycles of Liberation” (Harro) theory around self-love, hope, support, etc. Often times there is a critical incident that
and its uses in leadership creates cognitive dissonance and starts the cycle. To begin one must gain
empowerment of self, inspiration, education, and challenge current beliefs or ideas
about privilege, oppression, etc. Then they must reach out, connect with others who
may have the experience to help, acquire tools to move forward. From here one
changes the way they value other and sees the world and can build a community of
diverse individuals on multiple levels. Next comes taking action by organizing,
planning, motivating and educating others, and most importantly being a role
model. From here one can create change, influence policy, structures, etc. and then
work to maintain these changes and messages. Often times people look to current
leaders to make change, but all it takes is the motivation and empowerment to see
something wrong in society, stand up and do something about it, be your own
leader and make the necessary changes.
Evidence: Cycle of Liberation Chart
HARRO, BOBBI. (198) CYCLE OF LIBERATION (6)New York, NY: Routledge:
74. Student will demonstrate personal

application of the “Cycles of Liberation”
(Harro)
75. Student will demonstrate knowledge of HDF 492 Independent Research From my research and understanding of “Configuration of Power” by Franklin, it is
the “Configuration of Power” (Franklin) a diagram that explains who has power in society. The diagram holds four
and its relationship to leadership interlocking circles where the innermost circle, or the core, is economics. This
represents who controls the money, business, and resources in a given community.
The next circle is politics which represents issues of power. In addition, it focuses
on protecting economic interests, and manufactures conflicts to distract the
population from addressing the main causes of problems in the community. The
third circle focuses on bureaucratic management and includes people who are
employed by politicians. They manage law enforcement and the judiciary council of
the community and are the protectors of the politicians. The last circle contains
controllers of symbols. This circle consists of media, education, religion, and
popular culture. They train new members of the community to stay within the
configuration of power.
Evidence: Configuration of Power Chart
LEADERSHIP STYLES AND BASES OF POWER. (n.d.). Retrieved from

https://www.referenceforbusiness.com/management/Int-Loc/Leadership-Styles-and-
Bases-of-Power.html

application of the “Configuration of
Power” (Franklin)
racial identity development (Cross &
Fhagen-Smith; Rowe, Bennett &
Atkinson; Ferdman & Gallegos; Kim;
Horse; Renn etc.)
application of model(s) of racial identity
development above
models related to gender / identity /
gender identity development (Lev;
Bussey; Bussey & Bandura; Bilodeau;
Gilligan; Belenky et al; etc.)

application of model(s) of gender identity
above
additional social identity development
model(s): Sexual ID, Faith & Spirituality,
Disability, Social Class (Dillon et al;
Fowler; Parks; Astin et al; Peek; Smith;
Johnstone; Gibson; Forber-Pratt &
Aragon; etc.)
82 Student will demonstrate personal
application of additional social identity
development model(s) above
83. Students will demonstrate knowledge of
McIntosh’s theory of privilege and its
relationship to leadership
application of McIntosh’s theory
85. Student will describe the differences and HDF 492 Independent Research My SOC 370 class discussed how individual oppression results from stereotypes
similarities of individual and institutional SOC 370 and prejudice of someone’s race, gender, class, sexuality, etc. This can effect how
oppression and relationships to people view and treat people based on their identity and subsequently lead to
leadership (Source = Three Dimensional internalized ideas of oppression. People from a dominant group see the world
Matrix of Oppression)
through oppressive ideology whereas oppressed groups internalize the negative
messages about themselves and often feeling at fault. When it comes to institutional
oppression, this refers to how institutions and systems reinforce prejudice. The
ideology of there being a dominant group is embedded in institutions, media, laws,
etc. In relation to leadership, oppression is a cycle that needs to be broken by
outspoken leaders. For example, Harro’s cycle of socialization could be started
from a leader triggered by oppressive policies.
Evidence: Four I’s Oppression Chart

86 Student will demonstrate knowledge of HDF 492 Independent Research One example of institutionalized oppression and issues of equity we discussed in
relevant laws and policies related to SOC 370 my SOC 370 class was Redlining. Redlining is the systematic denial of services to
issues of equity and its relationship to residents of specific, often racially associated, neighborhoods either directly or
leadership (i.e., Title IX, Affirmative through the selective raising of prices. This all started from the 1934 National
Action, Protected Classes, etc.)
Housing Act that established the Federal Housing Administration (FHA). In a
project outlining residential security, most racial minority families were represented
in the red lines which were places considered the most at risk for mortgage support.
It is theorized that these maps were used for years to deny loans to people in black
neighborhoods. White families exiled and segregated black families to poorer
neighborhoods through discrimination and taking advantage of their poor economic
status, then continued to create policies that held them back and kept them
segregated. It takes people standing up, using their voice and people of power to
reverse this kind of oppression and create home equity. Again, a leader might use
Harro’s cycle of socialization to make a change.
Evidence: Red Line Map

Jan, T. (2018, March 28). Redlining was banned 50 years ago. It's still hurting
minorities today. Retrieved from
https://www.washingtonpost.com/news/wonk/wp/2018/03/28/redlining-was-
banned-50-years-ago-its-still-hurting-minorities-
today/?noredirect=on&utm_term=.21b6aba98719
87. Student will show knowledge of effective HDF 190 In HDF 190 we learned about change agency and how it relates to being an
leadership as it relates to change agency effective leader. A change agent strives for positive change and has an
understanding, motivation, and skill set that allows them to do so. They must
understand that change is a process in which there will be obstacles they will have
to overcome. They should feel comfortable and positive about change and have
patience for it, yet be willing to step out of their comfort zone to achieve change. A
change agent also needs to be willing to take risks, articulate a vision, and have the
ability to persuade others for a common good. Change agents want the best for the
community and are acting to create a better environment for all.
Evidence: Change Agent Chart

88. Student will describe personal examples HDF 190 Based on what I learned about change agency in HDF 190, I would consider myself
of being a change agent HDF 492 Revised a change agent. A recent example of how I’m a change agent would be the beach
clean-up my FLITE group did. We were trying to make a positive change in the
environment by cleaning up the beaches to make it a healthier place not only for us
but for animals. I understand that one beach clean-up is not going to make this issue
go away and that it’s going to be a long process. Other steps my group and I took to
improve this issue was spreading awareness and stressing that this is a problem we
caused and it’s our responsibility to fix it. While we were on the beach we were
informing people about what we were doing and why and continued informing
friends and classmates on how they can help.
As I’ve been reflecting on my experiences over the past four year, what I have
learned has expanded my perspective of my experience with change agency. I failed
to mention previously that the beach clean-up was organized by a group formed by
one of our own group members, Martin Naro. Our group became one of the first
volunteers for their project/movement. Being able to not only experience change
agency first hand has part of the clean-up initiative, but also being able to see
founders of an organization use their passion and activism to create such a strong
initiative. We were all patient as this was a start-up organization and expanded our
knowledge and understanding on the issue before proceeding to take action.
Furthermore, after completion we gave multiple presentations and sent out
informative emails to spread awareness on the problem and the organization so
others could help as well.
Evidence: Beach Clean-up Picture

New Evidence: Group Picture from Clean-up
89 Student will demonstrate knowledge of HDF 413 Exploring Leadership In HDF 413 we learned about Bennett’s six stage Model of Intercultural Sensitivity
the “Model of Intercultural Sensitivity” by textbook and how people move through the stages as they gain understanding and
Bennett and its uses in leadership
experience. The first stage is “denial of difference” where people are in denial about
cultural difference. They only experience differences in small, simple ways and
ignore that they’re happening. Stage two is “defense against differences” and this is
when people experience differences as a divide between us and them. Stage three is
the “minimization of difference” when people have arrived at intercultural
sensitivity. They have recognized a common humanity regardless of different
cultures. Then we move on to stage four, “acceptance of difference”, where people
accept that these cultural differences exist. Stage five, “adaption to difference”, is
when people apply their acceptance and adapt when there is a need for interaction
with people of different culture. Finally, stage six is the “integration of difference”
where a person does not define or restrict themselves in terms of one single culture.
Evidence: Picture of textbook pages 203-204

90. Students will demonstrate personal HDF 413 D.R.I.V.E After learning about the Developmental Model of Intercultural Sensitivity in HDF
application of the “Model of Intercultural 413 and reflecting on my own experiences, I believe I am at stage five, “adaption to
Sensitivity” by Bennett
difference”. This stage describes someone who has acknowledged and accepted
differences and is now shifting their behavior. This happens through interacting
with people of another culture and attempting to see things the way they do. I
believe this stage describes where I am at because I’m part of an organization on
campus called D.R.I.V.E. that works with admissions to diversify campus. Within
this club there are many people with different cultural backgrounds which has
pushed me from the stage of just accepting difference to adapting to and
interacting with people of different cultures. From this I have learned a lot and
taken on different views. I have a new awareness of how I speak and behave. I
don’t feel as though I am at stage six yet. This stage involves not being defined by
one culture and feeling “at home” in multiple cultures. I still feel I confine myself
to the culture I have grown up in even though I often recognize and view things
through other cultures. I would not say I’d feel comfortable in other cultures but I
think continuing my interactions in my club and consulting in retreats for SOLC will
allow me to continue to grow and learn more with the end goal of feeling
multicultural.
Evidence: Picture of D.R.I.V.E t-shirt

the ally Action Continuum by Griffin &
Harro
92 Student will demonstrate personal
application of the Action Continuum by
Griffin & Harro
93. Student will show knowledge of the HDF 492 Independent Research From my research on the Multicultural Organizational Development Model by
Multicultural Organizational Development Jackson, I’ve come to the understanding that this model is for organizations that are
Model (Jackson) seeking to become multicultural. To do this there are four main components. First
there is the identification of the change team. The change team is a group of
individuals from all levels of the organization that demonstrate a commitment to
diversity and inclusion efforts. Then comes the determination of system readiness to
incorporate others and be culturally sensitive. The next component is organization
assessment/benchmarking. This is where the team will be able to determine if the
system is truly ready through surveys, interviews, etc. Finally, there is change
planning and implementation. The development can be evaluated on its
effectiveness and renewed as it is a continual process to be diverse.
Evidence: MCOD Chart
MCOD: Multicultural Organization Development. (n.d.). Retrieved from

http://inspirusconsulting.com/tools-insights/mcod-multicultural-organization-
development-five-questions-must-address-attempting-initiate-diversity-inclusion-
multicultural-work/
94. Student will show personal application of

the Multicultural Organizational
Development Model (Jackson)
95. Student will show knowledge of the HDF 492 Independent Research Through my research of the Multicultural Change Intervention Matrix by Pope, I
Multicultural Change Intervention Matrix have found that this matrix promotes a change in structure not just a person. It
(Pope) requires taking action not just being informed. There are three targets of change;
individual, group, and institutional. From here there are two types of change for
each category. First-order change is surface level whereas second-order changes
structures. Individual first-order change is awareness of an issue/lack of diversity
but second-order change is a paradigm shift or change in a person’s actions/beliefs.
The first-order change for a group is membership, or adding diverse members, but
second-order change involves restructuring the group entirely. As for institutions,
first-order change is programmatic while second-order change is systematic. This
means this institution does not just acknowledge the problem but implements
changes.
Evidence: MCIM Chart
Previous Chapter Chapter 9: Using the Multicultural Change Intervention Matrix

(MCIM) as a Multicultural Counseling Training Model Next Chapter. (n.d.).
Retrieved from http://sk.sagepub.com/books/multicultural-counseling-
competencies-assessment/n9.xml
96. Student will show personal application of HDF 492 D.R.I.V.E. I feel as though I have a lot of experience with the Multicultural Change
the Multicultural Change Intervention Intervention Matrix by Pope through my membership in the organization
Matrix D.R.I.V.E. This organization allowed me to move passed just being informed on the
need for campus diversity, to being someone who is actively taking action to
diversify campus and promote higher education. As a group, this organization,
though it does strive to recruit diverse members, goes past just numbers. We work
with diverse students, hold campus events, and bring everyone together to change
societal norms. URI as an institution is an example of this matrix from the creation
of D.R.I.V.E, it was an active change and attempt to restructure as a university by
students and admissions staff. They saw something wrong and created and
organization and program to continuously work improving diversity on campus and
conversations about diversity.
Evidence: Multicultural Overnight Program Photo

97. Student will create a personal code of
inclusive leadership
Outcome Category: Critical Thinking
98. Student will show knowledge of principles HDF 492 Independent Research I’ve had to do a lot of research and work on critical thinking for not only
of critical thinking and fallacies (logic is leadership but my future career. From multiple different models and opinions, I’ve
used in this minor) narrowed it down to four important steps. First it is important to understand all
points of view in the situation. Next you should determine the important/relevant
problems and prioritize which to focus on first then get all of the facts. Then
approach the problem in a strategic yet cautious way. Finally, reflect on what went
wrong, why, and what could be done differently in the future. Most models include
other factors for specific situations but all boil down to these core steps. When in a
position of leadership situations can often be unpredictable, there might be a crisis
or conflict that arise. It is important to be well versed in critical thinking and
prepared to calmly manage the situation to avoid further problems.
Evidence: Critical Thinking Model
Critical Thinking Model1. (n.d.). Retrieved from

https://www.criticalthinking.org/ctmodel/logic-model1.htm
99. Student will demonstrate proficiency of HDF 492 Six Flags As an employee at Six Flags, we are trained in critical thinking to respond quickly
critical thinking to problems in the park. While guest complaints may not be considered a crisis
compared to other problems, the company does not want public conflicts or
complaints and requires leadership to handle them efficiently and in a timely
manner. I am often called over by a team member when they receive a complaint.
These situations can get loud and aggressive as the park does serve alcohol to
those of age. It is my responsibility to quickly yet patiently hear out both sides,
differentiate fact from fiction, prioritize the issues at hand, and work with them to
resolve it. These situations often get tricky because it is a lot of “he said she said”
and paying guests do not like to feel as though they are being ripped off or
dismissed. When a compromise or solution can be made it is important to prioritize
that over who was right or wrong or continue to dwell over what happened so the
conflict does not escalate. I have also found is important to keep a calm demeanor
and tone no matter how the guest is speaking. Yelling and accusations never solves
anything so it is important not only to be calm myself but also to try to get the
guest to a point where they can be calm.
Evidence: Six Flags Photo

100. Student will show knowledge of
metaphorical analysis to critically analyze
self and leadership situations
101. Student will demonstrate proficiency of
metaphorical analysis to critically analyze
self and leadership situations
102. Student will show knowledge of at least five
decision making methods
103. Student will describe personal examples of
having used five decision making methods
104. Student will show knowledge of at least five
problem solving / conflict management
methods, as well as understanding the
roots of conflicts
having used five problem solving / conflict
management
106. Student will demonstrate the ability
to synthesize multiple knowledge
perspectives (course work), competencies
(communication, writing, information
literacy or mathematical/statistical skills)
and responsibilities (global, diversity &
inclusion or civic knowledge)
leadership that is used in crisis (i.e., James
& Wooten; Garvin; Covey; Frohman;
Lalonde; Schoenberg; Joni; Braden et al;
etc.)
108. Student will describe examples of SOC 100 HDF 413 Class Retreat My SOC 100 class talked about common behaviors in crisis situations and
leadership in crisis situations (i.e., discussed how there are always people that shut down and people that step up.
application of James & Wooten; Garvin; When things go wrong some people have a natural urge to take charge and ensure
Covey; Frohman; Lalonde; Schoenberg; that things that need to happen get done. During our HDF 413 class retreat we had
Joni; Braden et al; etc.)
a challenging initiative called tubes where two people were blindfolded in the
middle and we had to instruct them how to create a structure with the tubes in front
of them. Each person has to talk in order and can only say three words per turn.
We had a really hard time with this because some people stayed seated and
couldn’t see, we didn’t know how to finish each others’ sentences, and much more.
Overall we were becoming frustrated and some people were backing down and
giving up. Some people exemplified how to step up during crisis because they
stopped the activity to have a meeting. During this time, they checked in with how
people were feeling and what we could do to improve. Not only were we able to
come up with strategies, it also did a lot to boost moral.
Evidence: Picture of tubes activity

Outcome Category: Interpersonal and Organizational Concepts & Skills
Outcome Target Additional Experiences Descriptive notes regarding learning and practice
class
109. Student will demonstrate knowledge of COM 100 COM 202 I learned different techniques for active listening in COM 100 and and was
active listening techniques reminded of them in COM 202. First of all, it’s a lot easier to be an active listener
when you eliminate as many outside distractions as possible. These include
phones/electronics, other conversations, other interesting things, etc. You should try
to eliminate as many as possible by turning your phone on silent and putting it
away, going to a private space, closing blinds, etc. Another helpful tip is to maintain
eye contact not only so you don’t become distracted, but also to let the person know
you are listening. You can also show them that you are listening by nodding,
smiling, short acknowledgment phrases like “yes”, “oh”, etc. Most importantly,
listen to understand rather than listening to respond. Instead of getting your own
response ready or thinking about how you can connect it to your own life, focus on
their entire message. Once they are done you should be able to repeat back what
they said or summarize their main points. In conversations, it’s often helpful to
repeat back to them what their main point was as clarification to show that you
heard and understand them. These techniques will help with your active listening
and allow you to learn more and become more understanding.
Evidence: COM 100 notes

110. Student will describe examples of using
active listening skills
111. Student will demonstrate knowledge of HDF 492 Independent Research According to Hirokawa’s functions of group communication, decision making is an
functions of group communication by essential component to recognize its importance. It’s important for groups to
Hirokawa identify and assess a problem first where they consider what happened and why.
Next the group should gather and evaluate information. Then they can create a
variety of alternative ways to handle the problem and discuss the objectives they
desire to accomplish. Once these alternatives and objectives are evaluated, they can
come to a decision. Group communication, as Hirokawa says, can be influenced by
each member and therefore there can be a variety of outcomes/reactions/answers.
The improper assessment, establishment of inappropriate goals/objectives, improper
assessment of alternatives, establishment of flawed information, and faulty
reasoning can all attribute to a faulty decision. These also occur through faulty
communication of group members.
Evidence: Group Communication/Decision Making Chart

Small Group Communication: Hirokawa's General Functional Theory. (n.d.).
Retrieved from http://zimmer.csufresno.edu/~johnca/spch100/9-5-hirokawa.htm
112. Student will describe personal application HDF 492 Chi Omega More often than we would like, group communication can be a problem within my
of functions of group communication sorority. With so many members, voices, perspectives, and opinions, it can be easy
(Hirokawa) to have faulty decision making. The size of the organization increases the
importance of good group communication. When working with different
committees and teams, it is important to fact check, have multiple people (and
therefore multiple eyes and ears) on a task to ensure correct information is received.
As an organization, leadership teams take communication style tests to
acknowledge the best ways to effectively communicate with each other. While that
can help, it is also important to remain focused on facts, data, history of events, etc.
Skipping steps in communication, chain of command, and/or decision making can
prove very problematic for final results and success. The best way we ensure we
have information correct is by taking tedious meeting notes, asking questions,
clarifying, etc. During my meeting with event teams, especially if they have run
into a problem, I ensure I take all the steps to avoid faulty information and decision
making but taking the process slow. I’ve found it is important to avoid everyone
talking over each other or getting carried away in details before we have all of the
facts. Once everyone is calm and focused and we have the information, I prefer to
have members make lists of objectives and alternatives that we then share and
compare to reach the best decision on how to move forward.
Evidence: Chi Omega Group Photo

113. Student will show knowledge of techniques COM 100 In my COM 100 class we talked about giving and receiving feedback properly and
regarding giving and accepting of feedback politely. One technique we discussed was always giving at least one positive
comment before giving a correction. Also, corrections and advice should always be
constructive criticism and not come off as just negative criticism. In regards to
accepting feedback, always take in graciously and as a way to improve. Listen to
the comments knowing they are to help you not to hurt you.
Evidence: “Before Giving Feedback” Questions

114. Student will describe examples of giving COM 100 HDF 190 I was able to use the techniques I learned in COM 100 about giving and receiving
and accepting feedback. feedback during a recent assessment in my HDF 190 class. For our assessment we
had to give a speech about how we were servant leaders. On the day that we gave
the speech we were responsible for giving the members of our small group
feedback on the speech. As each person was giving their speech, we got a sheet
with their name on it to give both positive and constructive comments. For each of
my group members I always gave at least one good comment if not more. I also
made sure that any constructive comments I gave were beneficial and phrased in a
way that would not offend them. When I got my feedback I was happy with all of
the comments, both the good and the constructive because they gave me an
opportunity to understand my strengths and weaknesses of public speaking and
speech writing. I understood that the constructive comments were what would help
me the most because I could focus on those specific areas to really improve my
speech skills. I was in no way offended, instead I was grateful.
Evidence: Feedback Sheet
115. Student will show knowledge of the 7D HDF 492 Independent Research From my research and understanding of the 7D Coaching Model by Knott, it
coaching model (Knott) follows a process that provides a path for strengths-focused change conversations.
The model includes seven tools for conversation; declare, define, distinguish,
differentiate, develop, decide, and determine. What is declared is what will be
discussed and then a goal for the desired end of the conversation is defined (usually
the change being sought). Next one should distinguish the key features of the
situation/problem including strengths/weaknesses. Then differentiate possibilities
for a decision. Next develop a plan for the path chosen and decide the best way to
implement and over what kind of timeline. Finally, determine the progress made so
you can use the information in the future. This model will lead to productive
conversation and evaluation for leaders with members for improvement on both
individual and group levels.
Evidence: 7Ds Chart
Our Researches & Concepts. (n.d.). Retrieved from

https://www.thoughtsacademy.com/our-research/the-7d-model-of-organization-
development/

application of the 7D Model (Knott)
117. Student will show knowledge of elements HDF 492 Independent Research Patterson, McMillian, and Switzler have a seven step model for crucial
of a Crucial Conversation and steps to conversations that maintains an open dialogue. First they say it is important to “start
maintain dialogue and move to action with the heart”, be empathetic and positive. Second, stay in dialogue not distracted.
(Patterson, McMillian & Switzler) Third, make it safe for them emotionally to be honest without fear of repercussions
or judgment. Fourth, don’t get hooked by emotion or hook them, stay focused on
the professional relationship and problem at hand. Fifth, agree a mutual purpose.
Sixth, separate facts from story. Finally, agree on a clear action plan. Their model is
all about working with others not through others. It allows for deeper and more
honest conversations and, in return, more success and satisfaction overall. Crucial
conversation are needed all the time but people let them go by out of fear and
situations get worse. Their seven steps ensure the people in the conversation feel
safe, like they are understood and have a voice that matters, yet they understand the
purpose of the conversation and need for change.
Evidence: Crucial Conversation Chart
Summary of Crucial conversations – Tools for talking when the stakes are high by
Kerry Patterson, Joseph Grenny, Ron McMillan and Al Swizler. (2013, June 09).
Retrieved from https://slooowdown.wordpress.com/2013/06/09/summary-of-
crucial-conversations-tools-for-talking-when-the-stakes-are-high-by-kerry-
patterson-joseph-grenny-ron-mcmillan-and-al-swizler/

118. Student will describe examples of HDF 492 Chi Omega Executive Board With my position on Chi Omega’s executive board being a role of peer leadership,
engaging in a Crucial Conversation crucial conversations were often even harder to have. In one instance I was
overseeing a director and her event chair that were having communications issues
and an argument in public during an event with many families around. I knew I
needed to have a conversation with them but was hesitant about how to go about it.
First I made sure both felt heard and understood but that they understood the
consequences and inappropriateness of their actions. Yet I also made sure they
knew it was a safe space to have a constructive conversation not just criticism.
From there I was able to get them to see the mutual purpose of the event and the
opportunity for growth as a communicator and professional. Then I was able to get
to the bottom of the facts and cut out all of the “he said she said” stories and we
arrived at a new action plan for the event and for the future.

119. Student will demonstrate knowledge of HDF 190 URI North Woods Challenge Through my experience at the URI leadership institute and the URI North Woods
facilitation techniques HDF 413 Revised Course Challenge Course, I have learned a lot about facilitation techniques. During my
HDF 492 Revised training at the challenge course I was able to see and learn first hand because
URI Leadership Institute
Individual Research trained facilitators led us through a few of the challenges and demonstrated
SOLC successful ways to facilitate. Facilitation takes a lot of reading the group. It’s
important to notice who is quiet, loud, rude, jokes a lot, etc. Based on this a
facilitator adapts the program to best fit the group so that they get the most out of
the experience. For example, they should try to get the quiet people to be heard or
make collaboration a key role if a group isn’t getting along. Making sure everyone
is being safe and respected is also a very important role.
HDF 413 and SOLC gave me more experience and knowledge of facilitation. I
learned a lot more about situational based facilitation. The organizations we run
retreats for in SOLC fill out forms with their groups goal which is where they tell us
why they are having this retreat. Their reasons usually are new member bonding,
better communication, conflict resolution, team building, etc. Through readings,
class discussions, and observing others in SOLC, I have learned a lot about the
different problems that arise in groups and goal oriented activities to challenge
them. Certain initiatives are better for community building whereas some are better
for conflict resolution, and so on. In addition to learning this, I’ve gained an
understanding of basic skills such as knowing when to step in and when to let them
struggle for a while.
Evidence: NWCC Training Schedule

Additional Evidence: Consultant resource table of contents
120. Student will demonstrate proficiency of HDF 190 URI North Woods Challenge I had the opportunity to demonstrate these facilitation techniques by training to
facilitation techniques HDF 413 Revised Course become a challenge course facilitator at the URI North Woods Challenge Course.
HDF 492 Revised SOLC After a day of training and learning through watching others facilitate, I got the
opportunity to demonstrate these skills. I got to co-facilitate an element called
“Islands” with Trent. Together we zoned in on which participants might get too
crazy and a few who were very quiet. After explaining safety concerns and going
over the challenge rules and goal, we allowed them to plan and figured out how

they could achieve the goal, only chiming in when something was unsafe,
disrespectful, or to get some of the participants to speak up. Another technique we
used was whenever a rule was broken, we gave them obstacles that at the same time
would allow certain voices to be heard, stopped someone from being able to act in
an unsafe way, etc. Some ways we learned to do this was by only allowing some of
the group to speak, tying two people together with a bandana, etc. When coming up
with an obstacle we also had to keep in mind safety concerns. This was a great
opportunity to practice and demonstrate the techniques I learned in facilitation.
An example of the new facilitation techniques I learned in HDF 413 would be
during a retreat with Phi Eta Sigma. They had a lot of their new members comes to
this retreat so their goals were to learn more about each other and form
relationships. Therefore, when planning this retreat we tried to fill the agenda with
activities that wouldn’t be too challenging for a group of people who didn’t know
each other very well. We were able to anticipate that they would be a shy group so
we planned specific initiatives to get them all having fun, laughing, and forming
friendships. This may not seem as important as conflict resolution initiatives but in
reality it is important because if we had chosen challenging or emotionally
demanding initiative that requires a lot of previously established trust.
Evidence: Official NWCC Shirt

New Evidence: Phi Eta Sigma agenda
121. Student will demonstrate knowledge of de- HDF 413 HDF 190 I also learned a lot of techniques for debriefing a group after facilitation through
briefing techniques HDF 492 Revised NWCC HDF 190, training at the NWCC, and SOLC. De-briefing is the part where you
from old inventory SOLC have a group reflect on their experience. In order to get them thinking and opening
template up, it’s helpful to ask open ended questions or focus on a specific feeling someone
said and go deeper into why that feeling came up. In de-briefing it is also important
to read the group’s verbal and non-verbal signs which will tell you is everyone is
feeling comfortable/safe to open up. It’s okay to sit in silence until someone has a
thought or new idea, don’t try to answer for them. In the end they should have
reflected on what happened, why and what they can learn from it moving forward.
Through HDF 413 and SOLC, I’ve also learned which debrief questions and
activities work better with certain goals and initiatives. When it comes to
situational leadership, there are also debriefing techniques that may fit better for a
group. For example, if they are still having a hard time just sitting and talking
about their experiences, or if they are a younger group, it may be a good idea to
use an active method that combines activity with discussion.
New Evidence: Debriefing Outline

Additional Evidence: Phi Eta Sigma Agenda
122. Student will demonstrate proficiency of de- HDF 413 HDF 190 One specific example where I was able to work on my debriefing skills was on the
briefing techniques HDF 492 Revised NWCC NWCC with Trent. Once the group we were facilitating had gone through the
from old inventory
challenge we chose to use both verbal and non-verbal de-briefing techniques. We
template
had the participants create a “plane” and stand in the area they felt they embodied
during the activity. They came up with things such as, captain, engine, crew, wings,
etc. After this we asked them to explain why they felt that way. Through this
activity everyone has a chance to say how they felt and then from there we asked
open ended questions about their success and what they could do differently. This
kind of activity makes it easier for members that may struggle to put how they are
feeling into words. From there they will start to feel more comfortable, especially if
they realize others are feeling the same way they do, and you can move forward
into other debriefing questions and techniques.
Evidence: NWCC Shirt

framing based on psychology and its use in
group facilitation
124. Student will demonstrate proficiency of
framing based on psychology and its use
in group facilitation
125. Student will demonstrate knowledge the HDF 413 Bolman and Deal Powerpoint In HDF 413 I learned about Bolman and Deal’s four frames of organizations. This
four frames of organizations, and the model shows four ways organizations run. The first frame is called the structural
meaning of reframing by Bolman and Deal frame and is commonly used by organizations that work to achieve their specific
goals and/or objectives. These organizations have a clear division of labor and
choose to go by rationality rather than personal preferences. Problems that these
organizations faced are fixed through analysis and restructuring. One thing to keep
in mind about the structural frame is that it ignores the human aspect of
organizations instead focusing on jurisdiction, rules, etc. The next frame is the
human resource frame in which organizations serve human needs and pay attention
to their skills, attitudes, etc. They run under the impression that people need
organizations for salary and opportunity but organizations also need people for
ideas and talent. This frame pays attention to the fit of a person in their position and
in the organization as a whole. The right fit regards whether they mesh well with
other workers, if they are satisfied with their work and doing it well, etc. This frame
can be unrealistic because it holds on to romantic views of human nature. The third
frame is the political frame in which organizations work as an alliance of diverse
individuals with a common purpose. This frame includes enduring differences and
scarce resources that make power the most important asset. These organizations
often arrive at their decisions through bargaining, negotiating, etc. A problem with
this frame is that it can create mistrust and a cynical environment. The last frame is
called the symbolic frame where culture and shared values hold an organization
together. They worry more about what things mean rather than what happened and
create symbols to resolve confusion and find direction. This type of frame gets
criticism because people consider it to be unrealistic or “fluff”.
Evidence: Picture of Four Frames Powerpoint slide

of organizational analysis using the four
frames of organizations, and breaking the
frame / reframing (Bolman and Deal)
127. Student will show knowledge of organizing HDF 413 D.R.I.V.E. club From being in HDF 413 and watching the e-board of SOLC lead meetings I’ve
meetings / setting agendas / and leading SOLC learned a lot about running meetings and been able to apply this in the D.R.I.V.E
meetings club. The e-board meets prior to meetings to discuss what needs to be done that day
and write up agendas for the members to follow. The agendas are always easy to
read and organized in the order they’ll discuss things. When leading the meetings,
they know who is talking when and know how to gain control of the room and cut
off side chatter. From seeing this first hand I was able to use their techniques to lead
some meetings in the club I am a part of. When I’ve had the opportunity to lead
D.R.I.V.E club meetings, I plan beforehand and create an agenda. I always check
with the president to make sure the agenda includes everything she wanted to get
done at that meeting and share it with anyone else that may be talking that day. I’ve
learned that it’s important to add a fun activity to break up the meeting and keep
members engaged. I’ve also gotten a lot better at being assertive when people of off
task.
Evidence: D.R.I.V.E. meeting agenda

128. Student will describe personal examples of HDF 492 Chi Omega Executive Board More recently I have been able to consistently hold meetings for my position on my
organizing meetings / setting agendas / sorority’s executive board. I found that it was not efficient to schedule meetings as
leading meetings we went and decided to plan a schedule ahead so that the directors I oversaw had
plenty of notice. I made sure to send out reminders of the meetings as well as topics
that would be discussed and information they should gather prior to our meeting.
This made meetings run more efficiently and I no longer received answers of “I
don’t know”. We always went over topics/director reports in the same order to set a
routine so people could follow along and know what to expect. If a particular team
was having an event in the near future, I would make sure to meet with them
separately to ensure they had everything ready. I was always learning from past
problems and finding ways to stop them from happening again and making
everything run more smoothly. When you fix things right away or don’t allow
certain behavior or absence to happen more than once, it sets a tone for members
that meetings are serious and essential.

129. Student will show knowledge of
Parliamentary Procedure
130. Student will show knowledge of techniques HDF 492 Independent Research In my research I found that Freckleton’s tactics for dealing with difficult people.
for working with difficult people First he suggests to state your facts in an unemotional tone. It is important for your
sentences to be fact-based as to not discredit yourself. Then make your initial
statement and stop talking so you can listen to the other side. Make sure to avoid
arguing and becoming defensive. Those kind of tones/attitudes can make others put
up walls or respond with the same attitude which will get you nowhere. Next figure
out a resolution before continuing your confrontation. Be prepared with a solution
not an argument, make it a productive and polite confrontation. Finally, remember
to focus on the real issue at hand, do not get side tracked with other accusations,
stories, etc. It is important to remain focused on the objective and not let
emotions/frustration get the best of you. There is often a reason that someone is
being difficult and if you can confront them in a productive way, you may get to the
bottom of their problem and be able to resolve all issues at hand.

Evidence: Tactics Steps
131. Student will describe personal examples of HDF 492 Six Flags In my experience as a lead at Six Flags, I have had to deal with many difficult
using techniques to work effectively with people, both employees and guests. I have found that there is often an underlying
difficult people reason to their difficulty. Rather than responding with a similar difficult attitude, I
have used this model to confront the difficult people constructively and
productively. When a team member is being difficult, I find it important to first ask
for their side of the story, whether it is personal or work related problems, there is
usually a reason for their behavior that can be resolved through conversation or
action once I know what is going on. When it comes to guests this can be a little
harder as I do not know them as well. We often have guests breaking rules, making
complaints, and wanting prizes they did not win and being difficult with us over our
park policies. Sometimes these confrontations go similarly to ones with team
members where we find underlying problems or can come to a compromise or
understanding. The most important thing I have found when dealing with difficult
people is treating them how I would want to be treated, remaining calm and actively
listening to them often goes a long way. However, there are times when people are
just being difficult to be difficult or get away with breaking rules. In these
situations, I just remember to stay calm and productive in my word choice, state
facts, and try to talk about conflict resolution rather than use accusations. As long as
I do my job, remain professional, and try to have a productive confrontation, I have
done all I can. We can not help difficult people if they don’t want to be helped or
compromise. I think that is an important part of dealing with difficult people, it
doesn’t always end in resolution but as long as you use these tactics you can leave
the confrontation knowing you tried your best.
Evidence: Six Flags Employee Photo

132. Student will show knowledge of the stages HDF 190 HDF 413 Revised In HDF 190 we reviewed the stages of group development created by Tuckman,
of group development (Tuckman/Tuckman which include forming, storming, norming, performing, and adjourning. Forming is
& Jensen, Bennis or others)
where a group is introduced and has to begin to get to know each other. Storming
is where you’re still figuring out how to best work together and you might be
clashing on a few things trying find a balance in group roles. Most groups spend the
most amount of time in the storming stage. During storming is when you see the
groups get stuck and struggle to move forward, not all groups are able to make it
past this stage. Norming is the stage where you have come to a seemingly mutual
understanding of the group’s roles and purpose. Performing is the next stage
because you are able to work well together to achieve the group’s goal. Finally
comes adjourning where the group may reflect on their experience together and
possibly part ways. This model hit the key points in group development and how
they become and act as a group. Each of these points can include major defining
moments that will determine whether a group is successful. It’s important to
remember that this model doesn’t have to follow a linear pattern. Groups may start
off with performing and work really well together but then run into conflict and go
back to storming. It also changes as members come and go.
Evidence: Group Development Grid

133. Student will describe personal examples of HDF 190 HDF 413 Revised My small group in HDF 190 really saw the stages of group development (forming,
group development in use storming, norming, performing, and adjourning) during our social change project.
(Tuckman/Tuckman & Jensen, Bennis or
Since our group wasn’t a new group and had already been through ice breakers
others).
and bonding, the forming stage for us was when we were picking a project. We
began to brainstorm ideas that would help the environment and found out one of
our own group members, Martin, was one of the founders of the non-profit
organization called “Ocean Notion” which organized beach clean-ups. Our
storming phase was seemingly short because right a away we figured out how to
best work together through a group contract where we talked about respecting
each other, listening to all ideas, etc. Next in the norming phase we worked
together to form a plan. We had to figure out a day and time where a majority of
our group could attend and assign roles for those who couldn’t. We also had to
switch beaches a few times because we learned there were already going to be
beach clean-ups at some beaches so we wanted to go to a different beach to have
the most impact. Our performing stage was us actually going to the beach clean-
up and working overtime to clean up as much as we could, even going to clean up
the parking lot and road so that the trash didn’t blow onto the beach. The final
stage of adjourning happened as we put together our Power-point and gave our
presentation. As we were working on the presentation, we reflected on the
experience, the impact we had, and whether we felt successful. In the end we only
had a few bumps in the road and were able to clean up 21 bags of trash.
My experience with not following the linear pattern of this model came from
attending the HDF 413 class retreat this semester. Throughout the day we went
back and forth between storming and performing during activities. For example,
during an initiative called pipeline, we started off performing and working well
together but as we dropped the ball more and more, we got frustrated and storming
began. This pattern continued a few more times until the other group finished and
helped us out. Another example is during tubes we started off with storming and
had a hard time getting things going, then we took a step back and came back
working well together. However, we made a few mistakes which changed the
structure and caused storming again but this time it didn’t last as long.
Evidence: Group Contract

Additional Evidence: HDF class retreat agenda
134. Student will show knowledge of group roles HDF 413 Revised Individual Research From my individual research I have learned that a group’s dynamic is important in
and how they contribute to group dynamics Exploring Leadership their success. A group dynamic is defined as the process involved when people in a
(Johnson & Johnson; Benne & Sheats; textbook group interact with each other. If a group doesn’t connect and interact
Knowles & Knowles; etc.)
appropriately, they don’t stand much of a chance in achieving their goals. A group
has a good group dynamic if they are able to collaborate and compromise instead
of all arguing for their idea and only their idea. The group members also need to
respect each other and behave in a socially appropriate/ethical way. As for the
group roles, each member plays a very important role no matter how small or
large it is. In a group everyone’s voice should be heard. People also aren’t confined
to just one roles and can even share roles. Some examples of roles would be an
organizer, harmonizer, and initiator. The organizer keeps everything in order,
knows when things are due, etc. A harmonizer makes sure everyone stays calm,
respects one another, and makes sure all voices are heard. An initiator keeps
everyone on task and energized. These are just a few common examples but there
are no limits to the roles a group member can have.
After reading the HDF 413 textbook and discussing group dynamics in class, I have
a new understanding of it. Group dynamics include the process of making decisions
together, handling conflict, etc. The textbook outlines two group roles, group
building and task roles. Group roles focus on the people in the group and the
process they go through. Under this type of role are gatekeepers, encouragers,
mediators, and followers. Gatekeepers make sure everyone has a chance to speak
and contribute their ideas. Encouragers welcome all ideas and make sure everyone
feels empowered throughout the process. Mediators keep the peace during conflict.
Followers shows active listening and supports the decisions the group makes and
enforces. Task roles are the ones that focus on purpose, content, and keeping the
group going. These include information seeker, opinion seeker, opinion giver,
summarizer, and clarifier. An information seeker is responsible for being aware of
what the group needs in terms of facts and data before proceeding to the next steps.
An opinion seeker pays attention to whether the group needs to evaluate more ideas
and opinions before moving on. The opinion giver continues to share their views,
feelings and opinions for reassurance or re-evaluation. Summarizers condense the
opinions and content of discussions in a clear way. A clarifier elaborates on and
explains ideas in new ways to add or clarify meaning. A more complete, diverse
group works best but not all groups necessarily have all roles. Roles are also

subject to change and/or fluidity. Often times group members contribute to multiple
roles or change roles as the group develops.
Evidence: Examples of Group Roles

New Evidence: Picture of textbook pages 323-324
135. Student will describe personal examples of THE 100 Individual Research In my THE 100 class we were split into groups depending on the roles we wanted
group roles and how they contribute to to take on for our play. There was a stage director, stage managers, lighting/sound
group dynamics (Johnson & Johnson; crew, props crew, design crew, and the actors. Before splitting up we, as a whole
Benne & Sheats; Knowles & Knowles; etc.) class, established a good group dynamic through ice breakers and fun acting
exercises. We broke out of our comfort zones and learned to trust and respect each
other since none of us were actual theater majors. Once we split up, each small
group continued the same group dynamic and established even more specific roles.
In my group we had two people finding the props mentioned in the script, two
people finding usable props, one person recording all of this and writing up a plan
to give our teacher, and one person overseeing it all and helping where they could.
The girls finding the props served as active initiators in our group because they
were full of energy and ready to work so it encouraged us all. Myself and another
girl found out which props we needed and along with the girl recording, we were
organizers so that everyone had a clear understanding of what we needed to do.
Lastly, the one overseeing everything served as a supervisor/harmonizer because
she kept us on task and made it so that we didn’t get stressed because she could
always step in to help. Overall these roles worked for our group and in the end
really helped our class.
Evidence: THE Prop List

136. Student will show knowledge of effective
memberships skills in groups
membership skills in use
138. Student will show knowledge of the HDF 413 Challenge and support From learning about this theory in HDF 413, I understand that Sanford’s theory
Challenge and Support theory by Sanford, growth chart requires a balance of challenge and support in order to experience growth. If you
and its relationship to organizations challenge someone too much, they’ll become frustrated and might give up. If you
support someone too much, you’re not allowing them to learn how to do things on
their own. For example, if you’re teaching a child how to tie a shoe, expecting them
to get it right away on their own will upset and frustrate them when they can’t get it.
If you constantly tie their shoe for them or continuously coddle them, they’ll know
they can rely on you and never learn to do it for themselves. It would take a balance
of challenge and support to ensure that they don’t quit and learn to do it on their
own. The same thing goes for helping organizations. SOLC works with
organizations on campus to help them achieve their goals of better communication,
conflict resolutions, etc. When leading them through initiatives, Sanford would say
to evaluate their functionality level and provide enough challenge and support in the
forms of variation, hints, encouragement, etc. in order for them to grow as a group.
This model doesn’t discount that failure will happen even when providing balanced
challenge and support. The difference is that this time when they fail they’ve
learned from it and are more likely to try again.
Evidence: Challenge and Support graph
139. Student will describe personal examples of HDF 413 SOLC HDF 413 has taught me how to use Sanford’s challenge and support theory during
using the theory of Challenge and Support retreats. During a retreat I facilitated in, I led an initiative called Helium Hoops
(Sanford) where a group has to lift a hula hoop using only one finger straight underneath and
then bring it back down all while keeping the hoop level. I started off by splitting
them into two small groups and they were able to get the hoops up and down
relatively quick. Because of that I decided to challenge them even more which
meant I also had to add more support. We had them do the activity as a whole big
group without talking which proved to be a lot more of a challenge and was
frustrating to them. However, because we became more supportive by giving them
a few helpful hints and words of encouragement, they didn’t become too frustrated
or give up and were able to eventually complete the task. This made them feel
really good about themselves and taught them a lot more than they would have
learned from just the small groups. It was a pivotal point of growth during the
retreat because they realized how important it was to work together.
Evidence: Phi Sigma Sigma agenda

140. Student will show knowledge of the COM 202 COM 100 I learned some of this in COM 100 but was able to learn about informative and
construction / elements of informative and persuasive speeches more in depth in COM 202 public speaking. The construction
persuasive speeches and elements of informative and persuasive speeches are very similar. For both
these types of speeches you need to do a lot of research on your topic from all
points of view. My professor would say to become an ‘expert’ on your topic. You
also need certain credibility in the form of pathos, logos and ethos. Pathos appeals
to the audience’s emotions, ethos appeals to the ethical credibility, and logos is the
logical reasoning. Informative speeches should begin by gaining their attention,
establishing credibility, stating your thesis and previewing your main points. The
body of your speech should have around 3 main points with sub-points and
evidence while including transition statements in between. This is where a lot of
your hard facts, stories, examples, etc. should be. You also need to make sure you
are covering all views of your topic. This type of speech should be concluded by
signaling an end to the speech, restating thesis and main points, and leaving them
with something memorable to think about. Persuasive speeches are different in the
sense that they focus on one side of an argument and include a call to action. This
type of speech has the same introduction information and you still need to include
transitions. For the body of the speech, the first part should be information with
evidence that proves why they should be on this side of the argument. The next part
is about what can be done. Before the conclusion you should focus on why your
view is important. Overall setting up these speeches is similar, you just have
different purposes. One speech is to inform and the other provides more of an
argument and has a call to action to persuade an audience.
Evidence: COM 202 speech outline

141. Student will demonstrate proficiency in
informative and persuasive public speaking

142. Student will show knowledge of planning
and conducting interviews (as the
interviewer)
planning and conducting interviews (as the
interviewer)
144. Student will show knowledge of preparing
for and effective answers in interviews (as
the interviewee)
preparing for and being interviewed
146. Student will show knowledge of effective
collaboration / coalition building (Sources:
Cilente/Komives et al; NCBI; etc.)
working in collaboratives/coalitions
techniques to communicate and engage in
difficult dialogues related to diversity and
inclusion.
149. Student will demonstrate proficiency in
communicating and engaging in difficult
dialogues related to diversity and inclusion.
150. Student will describe ways to maintain HDF 492 Independent Research The Center for Creative Leadership outlines four ways to create a culture of
accountability in leadership / member accountability. First they stress the importance of listening and observing behavior
relationships
during meetings. This will give insight into the atmosphere you are creating. Do
people look attentive, respectful, etc.? Next, catching and acknowledging when they
do something right will grow leader-member relations and respect. They also
suggest get feedback on fear, meaning intel from a trusted source on if people are
encouraged, satisfied, responding well to your leadership, and if there are things
people wish you would work on. Finally, and most importantly for accountability,
acknowledge and share mistakes. If you are up-front about your mistakes and show
what you learned from them and what will change in the future it shows maturity,
accountability, and a good example. Accountability is maintained by owning and
fixing mistakes, being open and honest about organization information, showing
completion of your own responsibilities to show you are working as hard as you
expect them to work, etc. All of this creates not only accountability but also a
healthy work environment.
Evidence: Four Steps List
Yes, You Can Increase Accountability. (n.d.). Retrieved from

https://www.ccl.org/articles/leading-effectively-articles/yes-you-can-increase-
accountability/
151. Student will describe personal examples HDF 492 Chi Omega Executive Board From serving on Chi Omega’s executive board I have definitely learned the
related to maintaining accountability as a
leader importance of accountability. I first established accountability in training by not
only outlining my director’s responsibilities but also my own so that the members
knew that I was working hard for the organization as well. Sustaining
accountability involves communicating information and updates in a timely manner
to members so they never feel out of the loop, lied to or deceived, etc. Another big
part of accountability is owning up to your mistakes. If it was my fault that, for
example, a deadline was missed, I found it important to acknowledge it, apologize,
and fix it. It shows that I make mistakes too and how mistakes should be handled,
and it shows that I am fair and trust worthy, I won’t pass off blame or make
someone else solve my problem. Not only does it show accountability but it sets a
good example for others.

152. Student will describe ways to build HPR 411 Independent Research The research I did for a project in HPR 411 on benefits of a team bond led me to a
relationships between leaders and Forbes article about strengthening leader-member relations. The Forbes Coaches
members Council put together a list of ten tips to help strengthen the leader-member bond
through trust and inclusion. First on the list is holding regular meetings to show
consistency and openness to ideas. Second, include everyone in on the decision
making to build trust, engage open conversation, and boost morale. Third, ask for
feedback on your leadership style, every individual responds to leadership styles
differently and it is important for trust and efficiency to ensure everyone’s needs are
being met. Fourth, make time for small talk, recognize them as more than
employees, showing you care goes a long way. Fifth, they recommend “ask, listen,
respond, and recognize as an active listening technique to show you understand and
hear everyone’s opinions. Sixth, be transparent about your goal and method, if they
feel deceived or left out they may lose trust. Seventh, focus on the small things as
well. Eighth, be thoughtful, again remember them as human beings not jus
employees, consider their time, appreciate their work, etc. Ninth, act on their
feedback don’t just ask for it and never deliver on their needs. Lastly, acknowledge
them with a smile, a simple yet over-looked concept. Sometimes when we are not
paying attention or even if we are very focused, our face can come off looking
angry or annoyed without meaning to. You may come off as unapproachable if you
aren’t careful. All of these small steps help build trust and show compassion for
your organization members and will, in turn, allow them to feel more comfortable
and work together more efficiently.
Evidence: Forbes Article Clip
Council, F. C. (2018, September 05). 10 Easy Ways To Strengthen Your Bond With
Your Team Members. Retrieved from
https://www.forbes.com/sites/forbescoachescouncil/2018/09/05/10-easy-ways-to-
strengthen-your-bond-with-your-team-members/#679b2a4f3e5d
153. Student will describe personal examples of HPR 411 Chi Omega Executive Board In my experience on the executive board for Chi Omega, I found that members are
building relationships with members as a typically skeptical of new leaders. After a year of getting used to the last exec
leader
board, they are unsure of how the next will measure up or if they will be capable.
We were nominated by the members but until we proved ourselves, people would
remain skeptical. This was problematic for my position because I needed to oversee
many other positions and had to build that trusting relationship fast. I made sure to
hold regular meetings that followed an agenda with previously sent out topics and
requested information. This helped show my responsibility and consistency to gain
initial trust. I included all directors in decisions respective to their team and made
sure to leave time for feedback and send surveys on events, their experience, and
my leadership after each semester. Following the ninth tip, I also made sure to
implement feedback and acknowledge concerns. I made sure everyone was up to
date on sorority information and our goals were clear. I made sure to actively listen,
reach out to them one on one both in regards to their positions and as a peer. Lastly,
I always tried to have a positive attitude and smile not only to be approachable but
also to help morale.

154. Student will describe how credibility applies HDF 492 Independent Research From my research on ways to create more credibility as a leader, I found Root’s
to leadership, as well as the characteristics small business approach to credibility. This approach considers ten factors and 3
and skills of a credible leader C’s (composure, competence, character) that effect credibility; honesty, detractors,
education, competence, actions, focus, accountability, loyalty, trust, and respect.
Many of these factors intertwine, for example, it is hard to have honesty without
trust. Honesty, loyalty, trust and respect are all important to show you are in charge
for the right reasons and are there to work with members not just utilize them.
These factors appeal to the emotional side or character of credibility among
members whereas education, competence, actions, focus, and accountability show
members that you are capable and therefore credible. It shows that you have and
will continue to put in the work to run the organization effectively. These factors of
capability show competence. Detractors are the people who are going to doubt your
abilities no matter what you do and rather than give in to a confrontation with them,
a leader must show strength and maturity in how they handle themselves through
challenges or challenging people. Detractors fall under composure.
Evidence: 3 Cs Chart
III, G. N. (2016, October 26). Ten Ways to Build Credibility as a Leader. Retrieved
from https://smallbusiness.chron.com/ten-ways-build-credibility-leader-20954.html
155. Student will describe personal examples of HDF 492 Chi Omega Executive Board In my experience as an executive board member for my sorority, I found credibility
building, maintaining, and repairing his/her building techniques especially important when it came to older members. Coming
own credibility as a leader in as a new executive board member trying to lead others that were older than me
was intimidating and there were definitely some detractors. However, I knew it was
important to take the high road and just do what I could to prove myself. To
establish credibility, I already had a head start with the character aspects because no
one is nominated for a position unless they are trusted and respected. I worked to
gain accountability through honesty, openness, proof of my work, etc. I proved my

loyalty over time and showed my competency. It was clear being slated that
members thought I was capable, I just had to prove it. To do this I remained focused
and organized and let my actions speak for themselves.

156. Student will describe ethical standards in
influence
157. Student will describe influence applies to
leadership
158. Student will describe principles of effective
mentoring, as well as problems particular
to the mentoring relationship
mentoring and being mentored
160. Student will describe principles of effective HDF 492 Chi Omega Executive Board My knowledge of peer leadership has grown throughout HDF 190, HDF 413, and
peer leadership, as well as problems HDF 190 now my experience on the executive board for my sorority Chi Omega. From my
particular to peer leadership experiences and class discussions, I have come to realize that there are many
HDF 413
benefits to peer leadership along with a few problems that could arise. Peer
leadership can provide better communication and support because of the already
determined relationships between the leader and members. It also is beneficial
because the leader knows the members on a more personal level and can easily
distinguish their needs, struggles, etc. It’s easier, in my opinion as a peer leader to
understand how your peers feel about certain decisions, situations, etc. and the best
way to effectively lead. A peer leader most likely has learned from experience and
can relate to what others are currently going through. Sometimes peer leadership
can be problematic if personal feelings can not be put aside. There has to be some
boundaries in peer leadership, a time to be peers and a time to be serious and lead.
It may get difficult to make decisions your peers might not like but are for the best.
Evidence: HDF 190 Group Photo with Edith our Peer Leader
161. Student will describe personal examples HDF 190 Leadership Institute I have a lot of experience with being led by peers but I think the one I gained the
related to being a peer leader and being HDF 492 HDF 413 most from was HDF 190. In this class we had small groups with one peer mentor. I
led by peers think because this group was smaller than my institute team and my HDF 413 class,
Revised Chi Omega Exec Board
my peer mentor was able to have more of a personal impact. Along with all the
things she helped teach us related to the class and leadership theories, she also
taught me how to be a peer and a leader at the same time. This is a hard thing to do
because you don’t want to be too friendly and easy going because people might take
advantage of that but you also don’t want to be too harsh because you are meant to
be their peer in a way that they can relate to you and feel comfortable reaching out
to you for help, advice, etc. I was able to take this experience and use it when I had
to lead my peers. Though I have yet to have a mentor type position, I feel as though
I’ve experienced peer leadership through facilitating retreats where my peers were
participants. For example, I was a facilitator during Phi Sig’s e-board retreat and a
lot of my friends were there. I feel as though I exemplified peer leadership by
keeping in mind my job as their facilitator while still acknowledging that they, as
well as everyone else, can come up to me for help, concerns, etc. and being
supportive during activities. I knew that it was a time to be assertive and lead the
group, not a time to be social, favor my friends, etc.
Revisiting this after having a position on my sorority’s executive board has given
me more perspective. Having been led by peers on the past executive board and
then leading my peers, I have gained even more respect for peer leadership. One
important thing I experienced was the need to remember boundaries and
confidentiality. As a peer leader I wanted to be there for my friends when they were
looking for advice, information, etc. However, when having a position, you have to
remember your responsibilities and obligations to the organization and may not
always be able to help you peers in the way they want. I’ve had to keep secrets,
make decisions my friends did not like but were good for the organization, etc. This
was also a position where I had to be careful not to favor my friends which could
cause conflict among other members and damage my credibility. However, it is also
important to remain a good friend and not let your position/power change you or
make you act entitled. Peer leadership, I’ve found, is a big balancing act between
maintaining a good relationship with your peers while also doing what is best for
them and the organization.
Evidence: Picture of HDF 190 group with peer leader

New Evidence: Chi Omega Executive Board Photo

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LEADERSHIP

Name: Madison Corcoran

Leadership Inventory Revised 08/22/2017 1

ADVISING INFORMATION (students will include own documentation)

Leadership Inventory Revised 08/22/2017 2

CSLD Mission Statement

CSLD Vision Statement

CSLD Values Statement

MINOR IN LEADERSHIP STUDIES

MINOR ELECTIVES-9 credits

 Leadership theory and

Leadership Inventory Revised 08/22/2017 5

Leadership Inventory Revised 08/22/2017 6

Leadership Inventory Revised 08/22/2017 9

2. Student will demonstrate personal,

Evidence: Picture Used on the Residence Board

Evidence: “My Tree of Purpose”

Evidence: Group/Poster Photo

Leadership Inventory Revised 08/22/2017 11

Evidence: VIA Results

Evidence: Picture of Captains Jacket

Evidence: Result Overview of Investigator

Evidence: Hierarchy of Needs Chart

Mcleod, S. (2018, May 21). Maslow's Hierarchy of Needs. Retrieved from

14. Student will show application of Maslow’s

Evidence: Superleadership Chart

Manz, C. C. (2011). New superleadership: Leading others to lead themselves.

16. Student will show application of Manz &

Evidence: Gallop’s Strength Inventory Results

Outcome Category: Leadership Theories

Evidence: Theory X and Theory Y Chart

Value Based Management.net. (2010). Theory X theory Y – McGregor. Retrieved

Evidence: Six Flags Photo

Evidence: Servant Leader Venn Diagram

Evidence: Picture of Students

Evidence: 4 V’s Model from Leadership Packet

Evidence: Student Picture

Leadership Inventory Revised 08/22/2017 18

Hersey, P. & Blanchard, K. H. (1969). Life-cycle theory of leadership. Training and

Evidence: SOLC Group Photo

Leadership Inventory Revised 08/22/2017 19

Evidence: Poster of the Model My Group Made

Evidence: Picture of Final Structure

Evidence: Constructivism Chart

Leadership Inventory Revised 08/22/2017 20

Evidence: Experiential Learning Cycle

Evidence: Training Schedule

Leadership Inventory Revised 08/22/2017 22

Evidence: SCM Chart

Evidence: Group Clean-up Picture

Evidence: Leadership Identity Chart

Komives, S. R. & Longerbeam, S. D. & Owen, J. E. & Mainella, F. C. & Osteen, L.

Evidence: D.R.I.V.E. Group Photo

Leadership Inventory Revised 08/22/2017 24

Fiedler's Contingency ModelMatching Leadership Style to a Situation. (n.d.).

Evidence: Chi Omega Executive Board Photo

Evidence: Path-Goal Chart

Path-Goal Leadership Theory. (n.d.). Retrieved from

Leadership Inventory Revised 08/22/2017 25

Evidence: SOLC Group Photo

Leadership Inventory Revised 08/22/2017 26

Evidence: Cycle of Socialization Chart

HARRO, BOBBI. (198) CYCLE OF SOCIALIZATION (6)New York, NY: