Inventory Post HDF 412

LEADERSHIP
DEVELOPMENT
Outcomes & Evidence
Progress Inventory*
MINOR IN LEADERSHIP STUDIES
Center for Student Leadership Development
Memorial Union
University of Rhode Island
Name: Liam Ryan
Date Enrolled: September 2013
Date of Graduation: May 2017
*The Outcomes & Evidence Progress Inventory is the intellectual property of the Center for Student Leadership Development (CSLD)
at the University of Rhode Island and cannot be reproduced in part, or in its entirety, without the written permission of the acting
Assistant Director of the CSLD.
Leadership Inventory Revised 8/30/2013
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 (Komivies, Lucas, & McMahon), and Servant
Leadership (Greenleaf), the URI Center for Student Leadership Development values:
Engaged and experiential learning through a constructivist approach
Inclusion, Social Justice, and Civic Engagement
Ethical and Value-based Leadership & Relationship Building
Innovative Assessment and Presentation Models
MINOR IN LEADERSHIP STUDIES

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

Requirements may be satisfied by completing 18 or more credits related to leadership and offered by more than one department.
Twelve (12) of the 18 credits must be at the 200 level of instruction or above. A course grade of C or better must be earned in each graded course. At least 12 of the credits
must be earned at URI.
No course may be used to apply to both the major and minor fields of study. Courses in General Education or for other minors may be used for the minor* (*this does not
apply to students in the College of Business). With the exception of internship credit, all courses for the minor must be taken for a grade. The Introductory class must be taken
before the internship and the capstone course.
Application for the minor must be filed in your academic deans office no later than the beginning of the final semester or term.
Approval of the minor does not guarantee that the suggested courses will be available to you on a schedule correlated with your graduation plans nor guarantee space in any
required course.
CORE REQUIREMENTS- 9 Credits

Required Element
Introductory Course
3 credits
Internship
3 credits
Class options
HDF 190: FLITE
Only offered in spring for first-year students
or
HDF 290: Modern Leadership Issues
Offered Fall and Spring for sophomores & juniors
HDF 417: Leadership Internship
Requires 40 hours/credit with a min. of 80 hours & a max. of 120 hours of documented
internship experience for graded credit
or
Experience through Office of Experiential Learning & Community Engagement

or
Capstone
3 credits
Internship Class in Academic Major
The only time the major and minor can overlap
HDF 412: Historical, Multi-ethnic & Alternative Leadership
Offered only in the fall with preference given to seniors
or
COM 402: Leadership & Motivation

or
BUS 441: Leadership Skills Development

or
HPR 411/412: Honors Senior Seminar

Portfolio
1 credit
Notes
HDF 492: Leadership Minor Portfolio
Offered in the spring and summer with Dr. Leatham

Offered in the fall and spring with Dr. Cooper
Must be in Honors or have GPA of 3.3
Taken last spring semester of enrollment (some exceptions)
MINOR ELECTIVES-9 credits

*Additional classes may be appropriate and therefore added to the list; see CSLD for the most updated list or bring a class that you think should be an elective
AAF 300: Civil Rights Movement in the US
BUS 341: Organizational Behavior
BUS 342: Human Resource Management
BUS 441: Leadership & Motivation (capstone option)
BUS 443: Organizational Design & Change
BUS 448: International Dimensions of Business
BUS 449: Entrepreneurship
COM 100: Communication Fundamentals
COM 202: Public Speaking
COM 208: Argumentation and Debate
COM 210: Persuasion: The Rhetoric of Influence
COM 221: Interpersonal Communication
COM 250: Small Group Communication
COM 302: Advanced Public Speaking
COM 308: Advanced Argumentation
COM 322: Gender & Communication
COM 351: Oral Comm. in Business & the Professions
COM 361: Intercultural Communication
COM 383: Rhetorical Theory
COM 385: Communication and Social Influence
COM 402: Leadership and Motivation (capstone option)

COM 407: Political Communication
COM 415: The Ethics of Persuasion
COM 421: Advanced Interpersonal Communication
COM 422: Communication and Conflict
COM 441: Race, Politics and the Media
COM 450: Organizational Communication
COM 461/462: Managing Cultural Differences in Organizations
CSV 302: URI Community Service
GWS 150: Introduction to Womens Studies
GWS 310: Race, Class, Sexuality in Womens Lives
GWS 350: International Womens Issues
HDF 190: First-Year Leaders Inspired to Excellence (FLITE)
(introductory course option)
HDF 290: Modern Leadership Issues (introductory course option)
HDF 291: Rose Butler Browne Program Peer Mentoring Program
HDF 412: Historical, Multi-Ethnic, & Alternative Leadership
(capstone option)
HDF 413: Student Organization Leadership Consulting
HDF 414: Leadership for Activism and Social Change
HDF 415: FLITE Peer Leadership
HDF 416: Leadership in Organizations

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

Wilson, 1998 (URI Memorial Union / Center for Student Leadership Development)
Revised after the publication of Exploring Leadership: for College Students Who Want to Make a Difference by Komives, McMahon and Lucas, 1998.
You need to have your own act together before you can lead others:
2. Lead Yourself
1. Know Yourself
Lead Others
P
R
O
G
R
E
S
S
Strengths
Weaknesses
Values
Needs
Styles
o Learning
o Teaching
o Personality
o Membership
o Leadership
4. Develop and Refine

Skills
Leadership theory and

practice
Communication
Group Development
Inclusion
Citizen Activist Skills
Critical Thinking
Teaching and Programming
PROGRESS
Time management
Organization
Self care
Self discipline
Perseverance
Develop and maintain family,
interpersonal, and intimate relationships
Academic, social, personal goals and
objectives
P
R
O
G
R
E
S
S
RE-EVALUATE
former stages
as you progress
3. Broaden Your Perspectives

Understand others
PROGRESS
Hierarchy of needs
Racial, cultural, gender, sexual orientation,
religious, class, ability, etc. diversity and
commonalities
Power, privilege, oppression, liberation;
individual and institutional discrimination
OUTCOMES
In this section, you will track your progress toward the outcomes. Each class in the minor targets different outcomes; all of the classes list these
outcomes on the syllabi (the words goals or curriculum areas may be used instead). In many of our classes, the assignments can serve as your
evidence. Periodically, and not less than at the end of each semester, you should update your outcomes progress. In the additional experiences
column, name additional classes or experiences that contributed to you becoming proficient in that outcome. As the semesters pass, you will think of
things from recent semesters and semesters further in the past, or people or jobs, etc. in your past that also influenced your progress on that outcome.
Do not let that ambiguity upset you. Reflecting on development is not a linear process, but it does help to reflect often. In the descriptive notes
column, share insights about your growth, lack of progress, successes, stumbling blocks, etc. At the end of each section, you need to include evidence
that supports your development toward the outcomes. Copies of papers, grading sheets, evaluation lettersanything that shows that someone has
determined that you have demonstrated proficiency (or not, or are making progress). Make sure to keep electronic copies of all of your evidence to
include in your Portfolio.
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
ENG 243
JOR 110
SOC 100
URI 101
FLM 101
NFS 207
-First semester not living at home.

Evidence: first semester transcript
In my first semester at URI, I underwent the standard overwhelming freshmen fall experience of
adjusting to existing without the constant surveillance of my parents. For the first time in my life, my
Mom wasnt constantly bugging me about my whereabouts and what time I was going to bed at and my
Dad wasnt constantly getting on my case about whether or not Id completed all of my homework. This
newfound freedom was exciting, but dangerous at the same time. I lived a unorthodox lifestyle for the
first few weeks of school. I would stay out late hanging out with the friends I had already made and
trying to make new ones and then get up just in time to make it to my classes that never started before
11. When I had a test or and assignment due I would never start work on it until the night before, often
even leaving work and studying until the morning of. Getting into this habit really messed with my sleep
schedule. The biggest problem with handling my studies and social life in this way was how well it
worked. I was acing everything. Tests, projects, quizzes, readings; it seemed like there was nothing I
couldnt accomplish in the hours just before it had to be done. Inevitably, this practice backfired during
my second round of exams. I pulled cs on tests in both my sociology and nutrition classes and decided
I needed to conform back to a more traditional study schedule to avoid letting all of my grades slipping
past the point of no return. When I was a Junior in high school I underwent a similar transition during
which I got my act together academically because I had been slacking off in high school to that point
and my grades werent good enough to get me into any of the colleges I had any desire to attend.
Under the heavy influence of my father, I excelled in my junior year. The big difference between my
first college semester and my junior year of high school was that as a college freshman, I was doing it
for myself. I wasnt concerned with evoking the wrath of my parents again or failing to meet their
approval, I worked harder and studied more because I wanted to achieve better grades. I succeeded
because I wanted to succeed.
2.
Student will demonstrate personal,

organizational, and academic examples of
self-discipline
NFS 207
3.
Student will demonstrate the ability to

manage emotions
Student will demonstrate knowledge of
stress management methods
Evidence: E-campus Printout

During my first semester at URI I made the mistake of taking NFS 207, a 300-seat nutrition lecture. The
professor spoke in a monotone and read directly from slideshows and after just a few classes it
became apparent that I wasnt going to be able to learn anything from listening to his lectures. After the
first exam I decided I had to take matters into my own hands if I wanted to make it through the class. I
began to do my English homework during my nutrition lectures and teaching myself the material I
would be tested on during my nutrition exams outside of class. This was the most I have ever had to
rely on textbooks and online sources to make it through a course in my life and it was difficult at first for
me to obtain knowledge without it being directly taught to me. Over the course of the semester I
perfected the system of teaching myself material I had to prior knowledge of by planning out when I
would have to have each section and chapter completed by to avoid falling behind for the tests and
quizzes. I managed to pull off an A in the class and it was one of the most gratifying academic
achievements of my educational life.
Evidence: E-campus Printout
4.
High School Health

Class
In my sophomore year of high school, a large portion of our health class curriculum was dedicated to
stress management techniques. The first step is identifying the causes of stress by examination of
habits, attitudes and excuses. By examining the cause of stress, many stressors can be cut out entirely
or at least have the severity of their impact diminished. Additional stress relief techniques include
taking a walk or run, spending time outdoors/taking in nature, exercising, eating healthier, taking a
relaxing bath, talking your problems out with friends, and pass time hobbies that are both enjoyable
and distracting.
5.

manage stress
HDF 190
FLM 205
COM 100
AVS 100
MTH 106
6.
Student will express a personal code of

leadership / membership ethics
HDF 190
7.
Student will demonstrate practice of the

personal code of ethics
Student will express a personal values
statement
-Surviving the last week of a

semester
-Approaching Fraternity Initiation
-Overcoming Procrastination
As I am writing this outcome, I am in the midst of one of the most stressful weeks I have ever endured.
For most of the semester I have known that I only have one final scheduled and I have been ecstatic
about this fact. It recently came to my attention that the reason I only have one final is because the rest
of my classes conclude either this week or next week and each of them has one or more large
assignments due before the close of the semester. Within the last two weeks of the semester I have to
write and give two speeches, two group presentations, take two exams, write a term paper, attend a
mandatory lab, type up and compile a semesters worth of film journals, finish my website and mini
portfolio and complete a number of outcomes that I would rather not disclose. This workload alone
would be more than a full plate however, I am also coming the end of a semester in which I have been
pledging a fraternity and my initiation ceremony and our formal are both coming before the end of the
school year as well and they are two fairly time consuming events. Needless to say, I am very busy
right now and under an understandable amount of stress as a direct effect of this. I have combatted
this stress by making a detailed schedule indicating the days on which I much complete each
assignment if I am to complete this heavy workload in time. I have spent more time in the library this
week than I do in most moths and its only Wednesday. I am also taking extra care of my body by
eating healthier and getting enough sleep because I know the completion of these assignments is
going to be an endurance test as much as anything else. By spreading the work out and planning when
I will get each part of it done, in combination with treating my body right, I have drastically reduced my
stress level. See how calm I look in the library right now in evidence 5.
Evidence: iPhoto
Ethical leadership and membership should be based on the same core values and standards that are
of good nature. Unlike the other components of the relational leadership model, I think it is important to
begin with what an ethical leader must believe. An ethical person has to believe high standards of
behavior for each personal helps everyone. An ethical personal must prioritize actions that benefit
everyone over actions that result solely in self-gain. Finally, they must believe that all people should
behave in a socially responsible manner for the greater good of whatever group, team, organization, or
community they are a part of.
Now Ill backtrack and explain overview what an ethical leader must know. Knowing how to develop
values is most important. Both a strong personal set of values and the ability to encourage the
development of values in others are essential qualities of an ethical leader. An ethical leader also must
know how to make ethical decisions.
Most important part of ethical leadership is what an ethical leader does because ethical leaders lead by
example. A good ethical leader is reliable, responsible and trustworthy. An ethical also behaves
congruently and expresses these attributes regardless of the situation, audience or setting. Above all
they are trustworthy, can identify unethical behavior and confront such inappropriate behavior
whenever and wherever they see it occurring.
Evidence: Relational Leadership Grid
8.
HDF 190
Evidence: VIA
I have always said I am a creative person and I was happy when I was placed on team creativity for
leadership institute. I was happier still when this belief was further re-affirmed by my VIA character
strengths profile, which reported creativity as my top strength. Combined with my other values of
curiosity and perspective, my creative nature has always driven me to seek alternate solutions and
challenge conventional processes. My strength of bravery also plays into this and while I hate to rely on
a clich, it allows me to dare to be different. My number two value doesnt fit in with the others quite as
neatly but it is perhaps the first to reveal itself when someone is meeting me for the first time. I put a lot
of stock in humor when it comes to developing interpersonal relationships. I love to laugh and I love to
make others laugh even more. I use humor as a vehicle to forge friendships and working relationships
alike because I feel it makes others feel more comfortable with me.
9.
Student will demonstrate practice of the

personal values statement
10.

lead a project from start to finish (followthrough)
Student will describe goals and objective
statements regarding personal issues,
career issues, and community issues
Student will show evidence of goals and
objectives that were planned and
achieved
Student will show knowledge of the
Hierarchy of Needs theory by Maslow
HDF 190
-Group presentation project
Evidence: VIA
I exemplify my values best when interacting and working with others. In FLITE I was placed in a group
with four other individuals whose strengths and values differed from my own and tasked with creating
an concept for a new student organization on campus and give a presentation on why the Center for
Student Leadership Development should fund this proposed organization. My value of creativity played
an important role in the writing of our project proposal. My main contribution to this stage of the project
was wording our answers to each of the questions to relate our idea of opening up a stress relief center
to the Leadership Center, students in the minor, and the hyper involved portion of the URI student
body. I also employed my sense of humor to try to keep an element of levity in our group dynamic
when we were trying to complete our project in crunch time the night before it was due. I knew if I could
keep everyones spirits up with an occasional joke, we could avoid a last minute meltdown.
Evidence: Group Slideshow Cover
11.
12.
13.
14.
Student will show application of Maslows

theory to own life
HDF 412
HDF 190
HDF 190
Maslow believed individuals are motivated to achieve certain needs. According to his Hierarch of
Needs Theory After on need has been fulfilled the individual seeks fulfill the next one. In 1943, Maslow
conceptualized a five-tier pyramid model and stated that once someone has completed the first stage
of the pyramid they move up and attempt to fill the need of the next level. From bottom to top, the
stages of the pyramid are as follows. Biological and physical needsfood, water, shelter, warmth, and
sleep. Safety needssecurity and shelter. Social needsbelonging to a family, group of friends, and a
community. Esteem needsachievement, status, and recognition. Self-Actualization needsrealizing
potential and achieving self-fulfillment. According to Maslow, the lower level basic needs must be
satisfied before progressing on to meet higher level growth needs. Only after all the other needs have
been met can the highest level, self-actualization, be achieved. Maslow noted every person has the
desire to move toward self actualization but only one in one hundred reach this level because our
society rewards motivation based primarily on esteem, love and other social needs.
-Quadrant paper activity
Evidence: Pyramid Image

One day in FLITE, at the beginning of class we were each given take out a piece of paper and told to
fold twice, creating four sections. We were then instructed to unfold the paper and write the four most
important things in our individual lives down, one in each quadrant. I wrote down Family, Friends,
Education, and Success and waited for further instruction. I was shocked when I was told to tear away
and discard one of the four things I hold most important to me. I decided if I could guarantee being
successful, I could part with my education. When I was told to lose another quadrant, I sacrificed my
success for the people I care about. The final choice was a painful but simple one. I chose my family
over my friends because I hold this bond above all else. My responses in this activity proved Maslows
theory true. I sacrificed my esteem needs of the achievement, status and recognition brought with
education and success in order to preserve my more basic social needs of belonging to a family and
group of friends.
Evidence: 4 pieces of paper

I now realize how privilege, the cycle of socialization and the configuration of power all dictate how
much resistance members of different advantaged and disadvantaged groups are met with as they try
to ascend the pyramid. I acknowledge has been unfairly easy for me to move upward because of my
privileged identities.
My biological and safety needs were filled at birth, thanks to my parents; I have never been without
food, water, or shelter. It was easy for me to fill social needs because my family was in tact and I grew
up in a very White town; as a member of the normative racial group I encountered no hardships making
friends and being embraced by the community. It is an assumption that everyone who graduates from
my high school will go on to attend college. A college education is an esteem need for me, but
someone from a less privileged background may consider it a self-actualization need. I do not think I
am self actualized because I generously estimate my potential, again an effect of the privileged
identities I benefit from. My race, gender, sexual orientation, and familys socioeconomic status all align
with what the status quo unfairly favors. These privileged identities propelled me to the upper levels of
the pyramid without facing adversity.
15.
Student will describe personal leadership

style and/or personality style including
strengths and weaknesses and examples
of application (Sources = Leadership style
inventories, the L.P.I., StrengthsQuest,
Type Focus (MBTI), LAMP, and other
career inventories, etc.)
HDF 190
HDF 412
-Leadership Institute
-Meaning of life assignment
Evidence: Pyramid Image

I am the idea guy. All my life I have relied on my top strength, ideation, without even knowing the word
for it. I have always valued my creativity above all else, and the pairing oh these two seems
frighteningly appropriate when reflecting on my past. I always found my own way to put a unique spin
on school assignments. I have never been a fan of the conventional method, especially if I feel I can
create a better one. When I was in my sophomore year of high school, my English teacher gave me an
assignment in which I was to find the meaning of life and give a presentation to the class on it. I
decided instead of siding with a particular ideology I would spend my presentation time trying to
demonstrate that there is no one true meaning of life. I chose to illustrate this by making a not so short
film about me trying to navigate a series of dirt paths in the woods behind my house by flipping a coin
to decide which way I would go when I encountered a fork in the road. I managed to find my way out
after nearly two hours and my teacher was very impressed by the unique and creative spin I put on the
project after I screened the finished product to the class.
I grew up in a small, predominantly white, middle class town about an hour outside of New York City
and for my entire life I wanted out. I now realize that due to my values of bravery and curiosity I was
anxious to experience what the outside world had to offer. I am a white, catholic, third generation Irish
American male. My parents always allowed me lots of freedom when choosing the activities on which I
would spend my time. I spread myself across sports, school plays, and a job at a local restaurant.
Working at a restaurant was a real challenge for me because I served as a voiceless subordinate to
many and was forced to preform mundane tasks in an inefficient system. This job reaffirmed that in
order for me to be happy and successful, I need to be in a position in which I am allowed to create. I
came to URI as a film major and it is my dream to create great movies.
I am confident, almost to a fault. I support my ideas whole-heartedly and am sometimes get into them
too much to be reasoned with. I am the kid that got a perfect score on his road test only to veer into a
guardrail while trying to pick a Bob Marley cassette tape off the floor of my car less than a week later. I
am also the only person to have gotten into an accident under such circumstances in more than a
decade, and I like to think if my car had a CD player I wouldnt have made such an error. It is no easy
feat to convince me I am wrong when I get my mind set on something, but I am working on this.
I am one of those people who never shuts up. The product of several generations of great storytellers
10
and true conversationalists, I am accustomed to continuous verbal exchange. Much I have

accomplished can be attributed to the relationships I have forged through communication, relying
constantly on humor as the vehicle for establishing myself both personally and professionally. I believe
that life is just better if youre laughing.
(Revised 2016)
I was way off base the first time I completed this outcome. This time I focused my strengths and how
the will culminate into my leadership in a professional setting following gradiation:
Your ideation will enable you to think of many different ways to execute a plan, achieve a goal, or
present an idea (MU Career Center 2011). Ideation has been my top Signature Theme both times I
completed StrengthsQuest and this description helped me decide what career path I will venture down
after I graduate. I will pursue a strategy/planning position in a marketing/branding firm. This department
oversees comprehensive marketing and branding efforts. Creativity and problem solving skills are
critical to this position. Ideation encompasses these skills. Coupled with my strategic Signature Theme,
which enables me to generate a step-by-step plan after analyzing the big picture, the creative capacity
ideation makes me a very formidable problem solver. At the core, marketing/branding efforts are all
about problem solving. On a macro level, the problem is establishing brand awareness and brand
loyalty. On a micro level, problems vary on a daily basis. Daily problems could be how to announce a
new product line or how to keep a project on time and under budget. My creative thinking and planning
abilities are bolstered by my ideation and strategy themes.
My communication theme will help me to effectively collaborate with collogues when brainstorming to
develop campaign strategies and overcome hurdles that are bound to arise during the execution of
marketing efforts. Additionally, my communication skills, which I have furthered through my coursework
as a Public Relations and Film/Media double major, enable me to accurately convey meaning through
written, verbal and visual mediums. This also will help me predict how potential customers will receive
the messages of an advertising campaign or branding effort. Most importantly, my communication skills
will be critical when pitching ideas to clients and establishing strong relationships with organizations to
establish credibility and generate repeat business. My command theme makes me an assertive and
hands on leader. In a planning role, this will help me manage and unify a team while making (MU
Career Center, 2011). This theme will help me task individuals while simultaneously explaining how
their specific assignments play into the teams goal. Strong command skills will help me oversee
projects from start to finish. Planning teams bridge the business and creative side of marketing and
command will help me coordinate the efforts of the other teams.
Since the last time I completed the StrenghtsQuest assessment, my fifth Signature Theme changed
from Maximizer to Adaptability. I worked to become more adaptable throughout my college career as I
became more accustomed to group projects and functioning as a member of student organizations.
Being able to take inventory of every changing situations and change strategy in real time is a huge
asset as rapidly developing technology has thrust the marketing industry into a fast-paced and
globalized world. Adaptability will help me conform to new technologies and strategies in the ever
evolving the marketing world. Additionally, my newfound adaptability will allow me to accept feedback
from superiors more openly than I have in the past. This theme of Adaptability does enable you to
respond willingly to the demands of the moment even if they pull you away from your plans. Unlike
some, you dont resent sudden requests or unforeseen detours. You expect them (Rath, 2007, p. 45).
Finally, every brand a marketing professional works to promote is unique and targeting a specific
public. Being adaptable is important to cater to each specific client and its individual needs.
11
My weaknesses are derived from my strengths, the thorns to the rosebuds that are my signature
themes. Ideation and strategic make it difficult for me to accept a conventional process if I believe
without challenging if there is a better way of completing a task. Thanks to communication and
command, I struggle to keep my skepticism of conventions, rules and policies to myself. I used to feel
overwhelmed by my maximize theme, and the constant need to do better. However, the fact that this
theme has been replaced by adaptability gives me confidence that I have grown in this area, and I
have yet to discover a negative component to being adaptable.
Evidence: Institute Certificate
Evidence 2016: New Strengths Quest
16.
17.
Student will show knowledge of the theory

of Superleadership by Manz & Sims
Student will show application of Manz &
Sims theory to own life
Outcome Category: Leadership Theories

Outcome
18.
19.
20.
21.
22.
23.
24.

Authority and Bureaucracy theory of
leadership Weber
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)
Student will show knowledge of Theory
X and Theory Y theory of leadership by
MacGregor
Target class
HDF 412
Theory X and Theory Y are two models Douglas McGregor formulated to explain behavior of
individuals at work. He published these theories in his book The Human Side of Enterprise (1960).
McGregor noted that neither theory is universally appropriate to lead all groups.
Theory X states the average worker dislikes work and will avoid working if possible. The Theory X
leadership model involves controlling workers using threats and tough management. This theory is
effective leading large organizations and typically involves an authoritarian leadership style.
Theory Y states control and punishment tactics are not an effective leadership style; workers are
motivated by learning, job satisfaction, and creativity. Theory Y is effective in complex problem solving
situations and managing professionals. This leadership style encourages more worker participation and
freedom.
25.
HDF 412
Theory Review Slide 10

I applied both Theory X and Theory Y styles in my various fraternity leadership positions. As chapter
12
of the above theory (MacGregor)
president, I alternated between the theories on a situational basis. I allowed my executive board and
other officers as much autonomy as possible; since they had all run and been elected to leadership
positions, I trusted their dedication and willingness to do the jobs they signed on for. Granting officers a
significant amount of freedom in their positions successfully motivated them to take ownership in the
organization. This made it easier to delegate tasks and solve problems because each officers unique
skills and viewpoints became prominent. Several officers took the autonomy as an opportunity to
innovate. My vice president recognized we had not changed our leadership structures since rechartering in 2008 and were still operating as a 20-man chapter, despite having expanded to nearly five
times that size. He restructured our outdated committee system and suggested we promote our
academic chair to the executive board. After gaining this new status, our academic char also embraced
the opportunity to innovate and took a more hands on approach with members in academic danger.
Had I assumed these officers lacked internal motivation, these positive changes would have never
been made.
When addressing the chapter as a whole, I relied on Theory X tactics to keep order. With nearly 100
members, my chapter qualified as a large organization that needed an authoritarian leadership style.
Additionally, most of my chapters general members disliked work and were only interested in the
social aspects fraternity membership; this made it difficult to motivate individuals to attend philanthropy
events, participate in committees and recruitment, attend study hours, and complete weekly house
cleaning assignments. To motivate the average fraternity member to do the work he disliked, I became
an authoritarian leader and controlled the brotherhood mainly through threats. I made it know failure to
complete the aforementioned tasks and comply with chapter rules would result in disciplinary action at
the discretion of the chapter judicial committee. While many members did not appreciate this
authoritarian leadership style, they respected the threat of punishments and responded to the tough
management style.
26.

Servant Leadership theory of leadership
by Greenleaf
HDF 190
Evidence: President Name Tag

According to the theorys originator, Robert K. Greenleaf, The servant-leader is servant first. It begins
with a natural feeling that one wants to serve. Then conscious choice brings one to aspire to lead. A
servant leader can be identified by any combination of the ten characteristics of a servant-leader. The
characteristics are listening, empathy, healing, awareness, persuasion, conceptualization, foresight,
stewardship, commitment to the growth of people, and building community. These characteristics often
are developed naturally in many cases and like other natural skills and talents; they can be improved
and built upon through learning and practice.
Greenleaf also said, A servant-leader focuses primarily on the growth and well being of people and the
communities to which they belong. While traditional leadership generally involves the accumulation and
exercise of power by one at the top of the pyramid, servant leadership is different. Servant leaders
are not necessarily in authoritative positions. Servant-leaders lead by example and make extra effort to
help their fellow co-workers, teammates, and human beings in any way possible because they feel
compelled to do so.
(Revised 2016)
According to Robert Greenleafs The Servant as Leader, The servant-leader is servant first. It begins
with a natural feeling that one wants to serve. Then conscious choice brings one to aspire to lead. By
considering Greenleafs writings the Center for Servant Leadership compiled a set of ten
characteristics of the servant leader. The characteristics are:
Listening: Servant leaders listen intently to others, seeking to identify or clarify the will of the group.
Servant leaders also must listen to their inner voice, reflecting and growing.
Empathy: Servant leaders accept and recognize people for their special talents and unique spirits.
13
Healing: Servant leaders have the potential to facilitate emotional healing of people and relationships.
Awareness: Awareness helps servant leaders understand issues involving ethics, power and values.
Persuasion: Servant leaders seek to convince others, instead of just coercing compliance, this trait is
among the clearest distinctions from hierarchical leadership styles.
Conceptualization: Servant leaders balance the conceptual thinking with an operational opproach.
Foresight: Enables servant leaders to predict likely outcome of a situation by taking lessons from the
past and taking account of the present reality.
Stewardship: Servant leadership is committed to serving the needs of others, warranting trust
Commitment to the Growth of People: Servant leaders must do everything in their power to foster the
growth of employees and colleges by encouraging their involvement and taking interest in ideas and
their suggestions.
Building Community: Greenleaf wrote, A servant-leader focuses primarily on the growth and well being
of people and the communities to which they belong. While traditional leadership generally involves the
accumulation and exercise of power by one at the top of the pyramid, servant leadership is different.
These characteristics often are developed naturally in many cases and like other natural skills and
talents; they can be improved and built upon through learning and practice. Servant leaders do not
necessarily hold position of authority; servant leaders lead by example and make extra effort to help
their fellow co-workers, teammates, and human beings in any way possible because they feel
compelled to do so.
27.

of the above theory (Greenleaf)
HDF 190
-Working at a local restaurant
Evidence: Packet
When I was 16 I took a job as a bus boy at a newly opened restaurant down the road from my house.
Soon the restaurant exploded in popularity and being both the youngest and lowest ranked employee I
spent all of every shift in the trenches. The only fruits of these efforts were more shifts and verbal
recognition for a job well done. This led to my managers assigning me with the training of new bus
boys.
I have never felt a more profound sense of empathy in my life than watching new employees struggle
threw their first few dinner shifts the way I had. I was always very thorough in explaining the aspects of
the job and how to do them and made sure to give them all the tricks and shortcuts I had discovered
along the way because I foresaw them encountering the same issues I had. I strode to build a
community amongst my co-workers without even realizing I was doing so. I just wanted to help
everyone handle a job that I knew from experience wasnt easy to do. I didnt realize it at the time, but I
was embodying a servant leader.
Greenleaf said, A servant-leader focuses primarily on the growth and well being of people and the
communities to which they belong. While traditional leadership generally involves the accumulation and
exercise of power by one at the top of the pyramid, servant leadership is different. I recognized that it
was beneficial for our restaurant staff to function well, both as individuals and together and being that I
was not in a traditional authoritative position the situation leant itself to servant leadership.
After the numerous evaluations of my strengths and values I have undergone this semester, Ive
realized I employed many of them while showing the ropes to my new coworkers. I used my strengths
of strategic, command, and communication to connect with, help, and lead my new co-workers while
overcoming such obstacles as wide age gaps and language barriers. I used my values of perspective
and bravery to look at situations from outside of myself and stand up for the employees I was training
whenever their merit came into question. As evidence of this I have included a New York Times review
of the restaurant I worked at. The kid in the white shirt carrying the metal water pitchers name is max
and he is one of the bus boys that I had shadow me shortly after he was hired.
Evidence: NY Times Article
14
28.

Principle Centered Leadership theory by
Covey
HDF 412
According to Stephen R. Coveys Principle Centered Leadership theory, the success or failure in
relationshipsboth professional and personalis rooted in trust (or lack thereof). The theory applies
this same concept to success or failure in business, industry, education and government. The theory
states there are four key principles that underlie the behavior and very existence of human beings. The
four principles are:
Security (our sense of worth, identity, emotions, self-esteem, and personal strength)
Guidance (the direction we receive in life)
Wisdom (a sense of balance, judgement, discernment, comprehension)
Power (the capacity to act, the strength and courage to accomplish something)
Covey further explains there are four levels, on which principle centered leadership is practiced from
the inside out. The figure representing the levels is similar to the Configuration of Power. Starting at the
core and moving outward, the four levels are:
Personalmy relationship with myself
Interpersonalmy relationships and interactions with others
Managerialmy responsibility to get a job done with others
Organizationalmy need to organize people
Covy states these principles are like a compass and we should rely on them to direct us in our
everyday lives. By doing so we will behave reasonably and consistently and this behavior will foster
trust in relationships at all four levels, resulting in successful relationships.
Evidence: Theory Review Slide 22, Professor Walker Summary
29.

of the above theory (Covey)
30.
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)
Students will demonstrate knowledge of
the 4 Vs theory of leadership by Grace
(Center for Ethical Leadership)
31.
32.
33.
34.
35.
36.
HDF 190
HDF 412
The 4 Vs Model of Ethical Leadership combines internal beliefs and values with external behaviors
and actions in order to advance the common good. Dr. Bill Grace created the model by melding his
leadership research and personal passions of faith and ethics. The 4 Vs of the model are values,
vision, voice and virtue.
Ethical leadership begins with an understanding of and commitment to ones individual core values.
15
The next element is the ability to see how actions, especially service to others, fit into the way we know
things should be. The theory refers to this process as vision. Our voice is then used to convince others
while motivating them to taking action. The final V, virtue, refers to living by the ethical guidelines we as
ethical leaders set down.
(Revised 2016)
The three outer Vs are connected by three key elements, specific actions that act as a system of
checks and balances to keep leadership ethical. Service connects vision to values; when our values
are tested and tried through service to others, vision is often revealed. Polis is the Greek word for city
and the root of the English word politics. Polis connects voice and vision, which represents engaging
in the Greek tradition of politics by voicing a vision through public acts. Renewal connects voice to
values because we must continually break from action to consider if our actions are congruent with our
values and vision.
Evidence: The 4 Vs model
37.
38.

of the above theory (Grace)
Situational Leadership theory by Hersey
& Blanchard
HDF 412
The Situational Leadership Model, developed by Hersey and Blanchard, is a four-quadrant grid that
recommends which leadership style is most appropriate based on the maturity level of a particular
group. Each quadrant represents a different leadership style:
Style 1 Telling: A descriptive style. Leaders tell group members what to do and how to do it.
Style 2 Selling: A coaching style. Leaders provide information and direction, attempting to sell their
ideas to the group. This involves more communication than style 1.
Style 3 Participating. A supporting style. Leaders function as team members, sharing responsibilities.
Leaders focus more on the group relationships and direct less than in the previous two styles.
Style 4 Delegating: A delegating style. Leaders entrust responsibilities to group members, sometimes
assigning specific tasks or initiatives. Leaders still monitor progress, but they are less involved in the
process.
The model prescribes one of these specific leadership styles based on the performance readiness of
a group. The readiness levels coincide with the leadership styles bearing the same number.
Readiness Level 1: Group members lack the knowledge, skills, or confidence to work without explicit
direction from leaders. Leaders are often required to motivate groups at this level.
Readiness Level 2: Group members are more willing to work, but still lack the skills to complete tasks
successfully. Members have some motivation but still need guidance to be effective.
Readiness Level 3: Group members are ready and willing to participate. Members are more skilled
than in the previous levels but lack confidence.
Readiness Level 4: Group members are fully committed, adequately skilled, and highly confident in
their ability to complete the task. This is the apex of performance readiness.
39.

of the above theory (Hersey & Blanchard)
HDF 412
FLM 110 Group Project
Group Presentation Hand-out

Film 110 was the first film production class I took at URI. Being that this was an introduction to
production class, many of us were using equipment we were unfamiliar with. For our second project,
we took a class trip to Scarborough beach to record a short film in groups of four. Our professor gave
us a script, a clipboard, a camera, sound recording equipment, and a slate. At least one piece of this
equipment was new to every member of our group. We were then instructed to collaborate to create a
shot chart and film the scene.
16
It was a very windy day and nobody in my group had any experience recording sync sound, however
we quickly learned that our professor had not provide us the proper zeppelin (the fluffy this that goes
over the microphone at the end a boom pole) to record clean audio on such a gusty day. I assumed the
primary leadership role in this group because none of the other group members seemed to have a
clear direction they wanted to take the project in and I had some experience with audio recording
equipment in high school music classes. Since this production required as many jobs as we had group
members and I didnt want to boss around classmates I didnt know very well, I lead using Style 3. I
functioned as a normal team member because I didnt have much more experience or useful
knowledge. I did not directly lead group members, but I kept the group goal in mind and made sure to
keep us moving in the general direction necessary to complete the project. Unfortunately I had not
learned this model at that time, because our group was only at readiness level 2; we were willing to
work on the project, but lacked the skills, and in this case the equipment, to successfully record audio.
Recognizing this, our professor intervened using style 2. He suggested we move to a section of the
boardwalk next to a building that would provide some protection from the wind. He sold us on the idea
of the new location by communicating with us without giving us direct orders, which kept us interested
in the project. Adopting this suggestion helped us complete a task we would have been otherwise
unable to do because of our lack of experience.
40.

Relational Leadership model by
Komives, McMahon & Lucas
HDF 190
HDF 412
Evidence: Final Cut Pro Screenshot

The Relational leadership model puts relationships among participants at the forefront of the process
for purposeful change. This model has a heavy emphasis on the development and maintenance of
healthy and honest relationships. It also states that such relationships must start with knowledge of self
and an openness to appreciate and respect others. The model is broken down into five components
and each component is broken into three parts. Knowing (knowledge and understanding), being
(believing), and doing (skills in). These three parts of each component detail the necessary attributes
and actions to carry that specific component out. The five components are as follows. Inclusiveof all
students, staff, and diverse points of view. Empoweringof self, group members, and other involved
constituents. Purposefulhaving an individual commitment to the position, the students, staff, job tasks
and other constituents. Ethicaldriven by values and standards of leadership that are good in nature.
Processorientedhow the group goes about building and maintaining a team, and accomplishing
the groups purpose and/or vision.
(2016)
The Relational Leadership Model stresses the importance of relationships among participants in the
process of purposeful change. Knowledge of self and an openness to appreciate and respect others
leads to healthy and honest relationships. This model, theorized by Komives et al in Exploring
leadership: For college students who want to make a difference (2017), encourages leaders to be
inclusive, empowering, purposeful, ethical, and process-oriented. These five characteristics are defined
as relational leaderships key components:
Inclusiveof all students, staff, and diverse points of view.
Empoweringof self, group members, and other involved constituents.
Purposefulhaving an individual commitment to the position, the students, staff, job tasks and other
constituents.
Ethicaldriven by values and standards of leadership that are good in nature.
Processorientedhow the group goes about building and maintaining a team, and accomplishing
the groups purpose and/or vision.
In addition to the components, the model describes three basic principles of relational leadership.
17
Knowing: Leaders must know themselves, how change occurs and the varying viewpoints of others.
Being: Leaders must be ethical, principled, open, caring and inclusive; exhibit the leadership
components to become a relational leader.
Doing: Leaders must act in socially responsible ways, consistently and congruently, as a participant in
a community and on their commitments and passions.
By employing the key components across all three of the basic principles, leaders can develop and
maintain beneficially relationships with members of the organization. Listed in evidence, the Relational
Leadership Grid lists how the principles and components intersect to form different methods of
relationship building.
41.

of the above theory (Komives et al)
HDF 190
HDF 412
-Fraternity Presidency (2016)
Evidence: Relational Leadership Grid

Evidence 2016: Relational Leadership Model
Trust the process. Had someone said this to me prior to last labor day weekend I would have scoffed
at him or her. For the vast majority of my life I was an entirely goal driven person. This isnt to say I set
long-term goals for myself and planned out how to achieve them. I was a very tunnel vision, task
oriented person. Nothing made me more upset that when a teacher would assign projects or essays
that were due in stages. I liked to be given an assignment and then left to my own devices to complete
it in the way I saw most practical. When I arrived at the Leadership Institute this past September, I
wasnt sure what to expect. I started out somewhat skeptical when I was waiting in the memorial union
to board the bus. I found another guy in an orange shirt and sat next to him. As we awkwardly
exchanged small talk, we were greeted by the overwhelming enthusiasm of Caitie Runyon and she
immediately made us pose for a group picture. She said Look happy in the picture, youre all gonna be
best friends by the end of the weekend. I was now extremely skeptical but I figured as long as I was
here I might as well just go with it. After a quick dunk in the tug of war pool, it is fair to say I was all in
on the process of Institute. With no endgame in mind, I put my full effort to every activity throughout the
weekend. Between all the icebreakers, the ropes course, group reflections of personal discovery and
boundary breaking, an incredibly tightknit group was forged of 18 strangers in less than half a week. I
understand the merit of trusting the process now and I no longer disregard messages like the journey
is just as important as the destination as dumb and clich. Evidence 41 are two pictures that show a
true before and after our group building and maintaining a team and proof of why I now feel confident
trusting and employing the process-oriented component of the relational leadership model.
Evidence: Group Institute Pictures
(2016)
Relational leadership lends itself to leading a fraternity because the entire organization is founded
based on relationships. While I had to use authoritarian tactics to maintain order and ensure tasks were
accomplished, none of those tasks mattered if I wasnt fostering the life-long friendships we had all
joined the fraternity to make. I worked to include all brothers in important decision-making processes,
opening the floor in the hopes of gaining new perspective from varying viewpoints. Whenever possible,
I empowered brothers because my ultimate goal was to promote self-leadership to improve the general
quality of life of the membership. I was a purposeful leader; my individual commitment to the chapter
and my position was indisputable. Behaving congruently posed a challenge because, while I tried to
treat all my brothers equally, I was closer with some than others. However, I ethically made personal
sacrifices as I strode for outcomes that would benefit others. Finally, I was very committed to fostering
a sense of community (process-oriented), working to tighten the bonds of our brotherhood. Regardless
of the situation, the preservation of this bond of friendship was among my top priorities.
18
42.

concept of constructivism
HDF 190
43.
Students will describe personal examples

of implementing constructivism
HDF 190
44.

experiential learning in leadership
development (Kolb)
of experiential learning in leadership
development (Kolb)
Social Change Model of Leadership
Development by Astin et al
Evidence: President Name Tag

The theory of constructivism is centered on the observation and scientific study of how people learn.
The theory states individuals construct their own understanding and knowledge of the world through
experiences and reflecting on these experiences. Furthermore, people process new information they
are learning through the lenses of what they already know, who they are, and their own unique
experiences. This new information can either alter the individuals previous perceptions or be discarded
mentally as unimportant or irrelevant. This means, individuals are the creators of their won knowledge
and in order to learn we must ask questions, explore, research, and re-asses what we know.
Constructivism focuses on the knowledge of how to learn, students becoming active listeners and the
ability to reflect upon and integrate new information. Constructivist teaching differs from a traditional
classroom setting because of these focuses. A constructivist classroom values interactive learning and
student questions above lectures and testing. More group work and collaboration is done, the process
is valued as much as the product, and knowledge is considered to be dynamic, ever building and
changing.
-Day of Discovery
-Writing Outcomes
Evidence: What is constructivism?

FLITE was, without question, a total emergence in constructivism. From day one it was made perfectly
clear to us that this class would test our knowledge in ways that differed from what we were
accustomed to. Our exam grades were derived from three very diverse assignments. The amount of
lecturing was minimal and the student teacher interaction was emphasized heavily, both with our
primary instructor and our peer leaders. Everything we learned was very interactive and we were
always continually asked to related leadership theories to our own past experiences, building and
altering our dynamic base of knowledge. Through the entire course, I felt I was more or less part of a
long group project on various scales. First I was part of a sixty-student community of second semester
freshmen chomping at the bit to get versed in their strengths and take the campus by storm. Next, I
was part of a thirty-seat classroom that was often an open floor discussion. Inside of that I was a
member of a ten person small group that spent an entire Saturday in the union sharing our
experiences, knowledge and perspectives on just about everything, an experience that altered my
personal opinions on several topics thereby changing what I chose to know. Finally, this small group
was split in half and along with four classmates I worked on a proposal for an organization we felt
would positively impact the URI community.
I am going to take a page out of the constructivist theory and do something a little unorthodox and
submit my outcomes as evidence for this outcome. I am currently engaging in the longest reflection of
knowledge gained I have ever been tasked with. I have had to analyze, reflect on, and relate my
personal experiences to everything I have learned in class this year. This is the epitome of
constructivist learning.
Evidence: HDF 190 Syllabus/Outcomes
45.
46.
HDF 190
Social Change addresses the root cause of societal problems and requires a collaborative effort
between multiple parties. Social change in inclusive and promotes equality, social justice and
knowledge. The constituents of a successful social change attempt feel a deep personal connection
with the issue they are trying to correct and get great satisfaction form making a positive difference in
the society to which they belong. The social change model is structured in three levels that feed into
one another in an ongoing reciprocal fashion. The three levels, individual, group and societal, form a
feedback loop promoting continual change and improvement. On the individual level, the model
19
focuses on the development of personal qualities, self-awareness, and personal values. On the group
level Collaboration and interaction between the group and the individual is emphasized. On the societal
level the model seeks to bring about change for the common good. This is the ultimate goal of social
change leadership. There are also 7 critical values associated with the social change model. These
values are referred to as the 7 Cs and are distributed across the three levels of the model.
Consciousness of self, congruence, and commitment are deemed the values of the individual level.
Collaboration, common purpose and controversy with civility are values attributed to the group level.
Finally, on the Societal/Community level citizenship is valued above all else. Change agents a person
or group of personas that have the necessary understanding, motivation and skills to generate positive
change, act as the driving force behind the social change model. These change agents transcend the
three levels of the model to generate social change on a large scale with the goal of improving the
society they are a part of. Social change is a lasting and permanent change because after people
acknowledge the error of the status quo on a societal level they cannot un-acknowledge it.
47.

of the above theory (Astin et al)
48.

the Leadership Identity Development
HDF 190
-Habitat on the Quad
Evidence: Packet
In spring of my first year at URI, I pledged the URI chapter of the Chi Phi fraternity. Two huge
components of Greek life are tradition and philanthropy. My chapter has combined these two elements
while advocating social change in the process by annually camping out on the quad for three days and
two nights in an attempt to raise money for the charity organization habitat for humanity. The mission of
habitat is to build affordable housing for families that would otherwise not be able to pay for the
construction and upkeep of a quality home. Being an advocate for creative thinking and innovation, I
was immediately on board when I learned of such a clever way to get people to sympathize with the
families that habitat works to raise money and produce homes for. By sleeping outside, a strong
message is delivered about the quality of the lives of those in need. Little did I know when I volunteered
that it would be eighteen degrees and windy out on the night that I spent on the quad.
In retrospect, we were engaging in social change by making this statement while fund raising. We
addressed each level of the social change model and made many students, faculty, and other
passersby really stop and think about how in our society there are people truly in need. On the
individual level we employed the values of commitment. If spending a night in a tent with a sleeping
back in subfreezing temperatures isnt being committed to a cause than I dont know what is. On the
group level we collaborated as an entire fraternity. For 72 consecutive hours at least one member was
representing the group in the center of the quad asking for donations. This required teamwork and
planning. We carried this out with the common purpose of raising money for our cause. The most
important value of this process was the citizenship of the members of the URI community. If the
inhabitants and employees of this campus were not good-natured enough to sympathize with the less
fortunate people we were representing by spending three days on the quad then all of our efforts would
have been for naught. We appealed to the citizenship of the people passing by the quad and relied on
them to help us make a difference. Ultimately we collected $614.77 worth of donations during our time
on the quad. I view this as a substantial contribution, especially because each person that donated,
and even those that didnt, stopped for at least a moment and mentally addressed a true problem in our
society. That is how you initiate social change.
This was also an engagement in social change on a larger scale. Though we had the creative idea to
spend days outside to make a point, all of URIs Greek community made a commitment to raise money
for habitat this semester. Our demonstration generated over 600 dollars, an individual effort on a
grander scale. Our chapter generated over $1,600 dollars, a group effort on a grander scale. All the
fraternities and sororities at URI combined the money they raised and made a six-figure donation to
habitat for humanity. A true example of social change in action on a community level.
Evidence: Screenshot
20
49.
50.
51.
52.
53.
54.
55.
56.
57.
58.
59.
60.
61.
62.
63.
64.
65.
66.
67.
Model by Komives et al
Students will describe personal
application of the above theory. (Komives
et al)
the Strengths-Development Model by
Hulme et al
of the above theory (Hulme et al)
behavior theories of leadership from
Michigan and Ohio State
of the above theories (Michigan & Ohio
State)
Charismatic leadership
of the above theory
contingency approach to leadership by
Fiedler
of the above theory (Fiedler)
Path-Goal theory by House
of the above theory (House)
Leader Member Exchange (LMX) theory
of the above theory
Leadership Substitutes Theory
of the above theory
Models of leader emergence
Student will describe the impact of traits
on leadership emergence and
performance
Chaos approach to leadership by
Wheatley
of the above theory (Wheatley)
21
Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership

Outcome
68.
69.
70.
Student will demonstrate how cultural

anthropology / paradigms relate to
leadership
Student will describe personal example
of using cultural anthropology /
paradigms as a leader
the Cycles of Socialization (Harro)
theory and its uses in leadership
Target class
HDF 412
Harros Cycle of Socialization (1982) outlines the necessary elements of the socialization process. The
necessary elements are that the model is pervasive (coming from all sides and sources), consistent
(patterned and predictable), circular (self-supporting), self-perpetuating (intra dependent), and often
invisible (unconscious and unnamed). Harros Cycle has seven stages that individuals grow as a result
of societal interactions.
The Beginning: Everyone is born into a world with pre-existing social constructs and mechanics.
Individuals have no control of the social identity they are born into; some are born into dominant or
agent groups others are born into subordinated or target groups.
First Socialization: Individuals are taught about their identities on a personal levelusually family
members and teachers. Expectations, norms, values, roles, and rules are instilled.
Institutional and Cultural Socialization: Social identities and norms are either reinforced or challenged
on conscious and unconscious levels by messages from various societal message senders; at this
stage consequences of non-compliant behavior become evident.
Enforcements: Social norms are enforced as benefits are afforded for positive compliance and negative
consequences are enacted for non-compliance. This phase breeds privilege and discrimination.
Results: Targets tend to perpetuate the system of oppression through internalized oppression. Agents
tend to perpetuate oppression through unconsciousness or unwillingness to interrupt the cycle.
Actions: At this point the cycle comes to a fork and the path of least resistance is the path most
traveled. When people choose to do nothing and promote the status quo, the cycle perpetuates and
new generations will be born into a world with the same social mechanics and institutional biases in
place. Harro explains the cycle is perpetuated because at its Core, people are blocked from action by
the fear and insecurity they have been taught; they are kept ignorant and confused by myths and
misinformation. According to Harro, so long as the core of socialization is filled with these negative
elements, change is impossible and the cycle will be continually recreated.
However, some individuals are motivated out of the cycle and toward Directions for Change. Targeted
groups are forced into this direction when the discomfort they system causes them becomes too great;
they join forces, grow in power, work with ally agents, and inspire new hope. Dominant groups are not
motivated into this direction by a sense of guilt, rather by a shared vision and hope. They become
allies, build coalitions for change, and attempt to leverage their privilege to make a positive change the
oppressive systems.
Evidence: Handout, Slides, Reading
22
71.
Students will demonstrate personal

application of the Cycles of
Socialization (Harro)
HDF 412
Religious and family influence
Ive gone through the Cycle of Socialization with the LGBTQ community twice. In the beginning, I didnt
know that sexual orientation and preferences differed on an individual basis. I first heard the word gay
on the school bus and Im sure an elementary school student gave me a terrible definition of it. I went
home and asked my mom what it meant and she put it to me in terms that a child could understand:
men who like men or women who like women. She told me there was noting wrong with it and that she
had many gay friends. That was my first socialization to homosexualityIm not sure if the LBGTQ
community was prominent in the early 2000s but my socialization to this community all pertains to
sexual preference, not gender identity. I love and trust my mom, so I just accepted what she said as
fact.
My institutional and cultural socialization came from the Catholic Church. At CCD, the modern
equivalent of Sunday school, I was taught the Churchs official stance on gay people: homosexuality is
a sin and sinners go to hell. This stigmatized homosexuality on a conscious level (Harro, 2013). I had
been taught that God said homosexuality was a choice and a sin. This resulted in fear and the
dehumanization of gay people. Fortunately, I was still a young child and didnt spread this ignorance,
so my action step was to do nothing.
My family took a vacation to Cape Cod when I was eight-years-old. One day we went whale watching
out of Provincetown. When the boat retuned to shore, we discovered the entire city had been shut
down for a gay pride parade and the roads would be closed for several hours. In ten minutes of
watching the parade I was exposed to more partial male nudity and all out drag queen outfits than in
the rest of my 21 years put together. It should also be noted the unfortunate vantage point a confused
eight-year-old views sparsely clad men dancing down the street from. At an unconscious level, I was
uncomfortable and even scared. My mom realized I was distraught and asked me what was wrong. I
told her I was uncomfortable at the parade because it was against my religion.
My mom is not catholic and she was ready to pull me out of CCD the minute I said that to her. She
immediately walked me away from the parade, sat me down on a bench and explained to me that the
church takes some extreme stances on highly controversial issues. She reiterated that there was
nothing wrong with being gay and that the people in the parade were simply showing the world how
proud they are of who they are. She drove home this message by telling me that my dads best man
was openly gay. She restarted my cycle of socialization by replacing the misinformation and biases I
had been operating on with open-mindedness and inclusivity.
This was a lot of information to process at eight, especially because sexual orientation was such an
abstract concept at the time. As I aged, I encountered teachers and classmates that were LGBTQ or
allies and this time I was socialized to accept people regardless of orientation or gender identity. Unlike
my first time through the cycle, I am not focused on a core of fear, ignorance, confusion and insecurity
(Harro, 2013).
Since my second trip through the cycle of socialization had positive results, the only way out of the
cycle is to move in a direction for change. Since my experience at the parade, I have abided by a live
and let live mindset regarding sexual orientation and gender identity. After this module, I realize this is
just ignoring the adversity people face in our hetero-normative and cic-normative society and Im not
really letting people live if I remain idle. My waking up has been a long, and ongoing, progress set in
place by my mom reframing homosexuality and continued by the friendships I have built with members
of the LBGTQ community. I think the clearest path for interpersonal, intrapersonal and systematic
change toward acceptance and equality of the LGBTQ community is by socializing ignorant and
confused people by introducing them to warm and welcoming members of the community. By fostering
these personal connections, it makes it much harder to dehumanize the oppressed group and a
change of heart can be triggered the same way my mom woke me up by making the specific personal
23
connection to my dads best man.

Most photographs of the Provincetown pride parade are more racy than I feel is appropriate for
submission as evidence, so I have included a picture of pride flags being flown alongside an American
flag at the Provincetown Harbor. This serves as a symbolic representation of the accepting attitude I
adopted as a result of being socialized to the LGBTQ community.
72.

the Cycle of Liberation (Harro) theory
and its uses in leadership
HDF 412
Evidence: Pride Flag Photo

Harro theorized the Cycle of Liberation to accompany his Cycle of Socialization. He defines liberation
as critical transformation, and explains one must name the problem in terms of systemic
assumptions, structures, rules, or roles that are flawed. Contrary to the Cycle of Socialization, the
Core of the liberation cycle is built on the positive themes of self-love, self-esteem, balance, joy,
support, and security. An individual progresses through he cycle in the following way.
Waking Up: The individual enters the cycle of liberation after critical event creates cognitive
dissonancean epiphany when something that used to make sense ceases to. The individual
becomes more self-aware and becomes more conscious of the inner workings of society and social
norms.
Getting Ready: People dismantle preconceived notions including wrong or diminishing beliefs,
discriminatory or privileged attitudes, and limiting behaviors. This is a self-reflective phase, during
which individuals try to align their behavior and beliefs with the positive values at the cycles core.
Reaching out: During the getting ready phase, individuals will often need to look outside of themselves
for answers, and will attempt to expose themselves to new experiences to gain perspective about the
world. It is also common for individuals to seek feedback from others.
Building Community: Individuals work to change how they value other people and see the world. They
lean on people from similar backgrounds for support and develop relationships with people of varying
backgrounds in order to form coalitions. These coalitions question the assumptions, rules, roles, and
structures of the system.
Coalescing: The fortified coalition derives encouragement and confidence from the strength provided
by its numbers. Members of the coalition plan how they will challenge the status quo and recruit others,
inspiring them with the positive values at the cycles core and the hope of a more inclusive future.
Creating Change: The coalition creates a new culture that reflects collective identity of its members
meaning new assumptions, new structures, new rules and new roles consistent with a more socially
just and equitable philosophy. Members then attempt to influence organizations and structures they are
a part of to adopt the values of the coalition.
Maintaining: Members of the group work as maintainers to keep change efforts focused on the goals
of the coalition. They work to further integrate the group, growing stronger from both diversity and
numbers, and spread the coalitions message.
All coalition members act as leaders because the interpersonal connections made by people of varying
backgrounds is what grows the coalition. These interactions recruit others to rally behind the cause.
The cycle of liberation is driven by the cognitive dissonance created when privileged people think
empathically, considering the situations of oppressed groups from the perspective of the oppressed.
The 4-V model of Ethical Leadership (Kar 2014) comes to mind when considering how the use of this
cycle in leadership because the values, vision, voice, and virtues of the members must align with those
24
of the group and should reflect the values listed at the core of the model. By showing commitment to
the common good, virtuous coalition members can work to refine and spread the message of the
organization.
73.
Student will demonstrate personal

application of the Cycle of Liberation
(Harro)
HDF 412
Evidence: Cycle of Liberation model, 4-V model,

This class woke me up to how deeply institutional oppression runs in our society. I recognized racism,
sexism and other systems of oppression only on the individual level, unaware of the effects of the cycle
of socialization, because I had been socialized. The Oxford Dictionary defines racism as Prejudice,
discrimination, or antagonism directed against someone of a different race based on the belief that
one's own race is superior. This definition actually says a lot about how I was socialized regarding the
issue of race. I held no belief that being White made me superior to people of color and I didnt behave
in a discriminatory manner. I was not a racist; therefor racism was of no concern to me. My parents and
teachers always taught me to be accepting of all people. I had hardly ever witnessed bigoted acts, so I
figured I had hardly seen racism. Coming into this class, I intended to stay out of conversations
pertaining to racial inequality because I had no frame of reference and figured I had no place in these
discussions.
I didnt even manage to stay out of conversations pertaining to race until the Cultural Anthropology and
Inclusive Leadership unit. As we were being introduced to the concept of critical conversations,
Professor Camba referred to her mother-in-law as White Grandma. While I was not offended, I was
surprised and confused me, and I felt compelled to ask what Professor Camba called her mother.
When she told me she called her mother a Filipino word meaning Grandma when speaking to her son,
I didnt understand why Grandma needed to be differentiated by a color. Ben tried to provide
perspective by telling me, You wouldnt get it, its a minority thing. I later found out in a class
discussion that Ben and I both drove home that night trying to figure out the cultural dissonance we had
just been a part of.
I struggled over the misconception that not pointing out someones race was part of being inclusive, so
as not to seem discriminatory. A couple of the other White students told me privately that they
experienced similar thoughts. Ben later explained to me that he couldnt understand why I would care
because Its already White everything else.
My cognitive dissonance boiled over during the second class retreat (I feel obliged to pause to mention
that Microsoft word tried to autocorrect that to second-class retreat). As we discussed triggers,
assumptions, and privileges, I began to feel guilty about the various privileges I benefit from that some
of my classmates did not. I began to see the negative impact institutional oppression had on real
people that I now considered my friends. I spoke up at the end of the step in activity and shared that I
felt White guilt for the first time. Kayla quickly I triggered her because I used the phrase White guilt, but
spoke about my economic privilege, and this seemed like I was implying that as a rule White people
have more money than people of color. Professor Camba followed this up by taking exception with the
concept of feeling guilt for any privilege. Youre guilt doesnt do anything for me as a minority, do
something, she said.
This time, I drove home revaluate myself, dissecting the different parts of my identity. I considered my
privileges, people I known that are even more privileged than me, I considered people I knew that
lacked privileges and I was confused as to how to feel about all this. I was getting ready.
I began reaching out soon after this discussion; I felt the environment was inclusive enough that I
began to ask questions to my professors as well as classmates whose backgrounds differed from my
own. It was clear that much of what I believed about the struggle of minority groups, particularly racial
minorities, was based in incorrect assumption. I sought to correct this by trying to expose myself to as
25
many different experiences as possible through discussions with more experienced people. As I
completed my Module 2 essay assignment, everything kind of clicked when I had to write about my
personal experience in the Cycle of Socialization; I realized I was struggling to understand the view
points of disadvantaged groups because I had been socialized to believe I was normal. Admittedly, I
had to catch up on reading some of the theories; after I was well versed in the Harros Cycles, I
realized that it is common for privileged people to struggle to recognize the impact of institutional
oppression. I now realize that for every privilege I am afforded, there is a minority group being
oppressed for that lack of privilege. This class truly changed how I value others and see the world. I no
longer believe racism is just carried out by bigots on an individual level. I recognize there are many
more contributing factors to privilege and oppression than race. Most importantly, I recognize if I do
nothing I will be perpetuating the Cycle of Socialization. I havent moved into the building community
step, but the next action in the liberation cycle is for me to align myself with someone
74.

the Configuration of Power (Franklin)
and its relationship to leadership
HDF 412
Evidence: Oxford Dictionary, Cycle of Liberation, Privilege Checklist, Nametag with Star
Franklins Configuration of Power illustrates the different levels of societal influencers. The model is
has four levels, starting at the center of a circle and moving outward. The closer to the core of the
model, the greater the power and societal influence. People at each level of the power structure also w
protect the power of the level immediately inside of theirs, in order to preserve the structure as a whole.
This makes it impossible for those outside the power structure to challenge its configuration.
Economics is the core layer of the model; demonstrating that those controlling money, business, and
resources have the most power and influence in the community. Decisions made by people at this level
impact all members of the community.
The second innermost layer is politics. This layer deals with issues of maintain power and protecting
the ruling economic interests. People at this level create conflict to distract the governed from
addressing the root causes of social problems, which preserves the power structure.
The third level is Bureaucratic Management. People at this level are employed by the politicians and
manage law enforcement and penal institutions. They help protect politicians.
The outermost layer of the model is Controllers of Symbols. This level trains new blood to maintain the
configuration. This level is composed of the media, education system, religion, and popular culture.
The players at this level perpetuate the power structure generationally by socializing people to believe
the appropriateness of the status quo.
Many are left out of these circles, and these groups struggle to challenge the current configuration of
power. This lack of power is what perpetuates institutional oppression of minority groups. Racial
minorities, women, members of the LGBTQ community, counter-culture groups, and grassroots
religious communities generally are left out of the configuration of power and often create crisis by
questioning the existing configuration. To prevent an uprising, those in the current power structure to
preserve the benefits it affords them by perpetuating institutional oppression.
Evidence: Diagram
75.
76.

application of the Configuration of
Power (Franklin)
racial identity development via the Cross,
Helms or other models (Ferdman &
Gallegos; Kim; Horse; Wijeyesinghe etc.)
HDF 412
The White Racial Consciousness Model was developed by Wayne Rowe, Sandra Bennett and Donald
Atkinson in an attempt to explain the role of White attitudes toward their own and other racial
groupsand can consequently describe the phenomena more accurately, predict relationships better
and provide a more stable base for assessment (Rowe et al, 1994, p. 133). The model focuses on
ones awareness of being White and what that implies in relation to those who do not share White
group membership. The model is composed of several types of attitudes White individuals may
possess and these types of attitudes are grouped into two categories: unachieved White racial
26
consciousness and achieved White racial consciousness and unachieved White racial consciousness.
This model differs from many racial identity development models in that the types of attitudes are not
stages and there is no linear sequence through which individuals progress between various types.
Instead, individuals transition between types of attitudes in reaction to cultural dissonance they
experience (Patton et al, 2016, p. 104).
77.

application of model(s) of racial identity
development above
HDF 412
Evidence: White Racial Consciousness Model

The first thing I noticed when studying this model compared to other readings concerning race is that it
is a consciousness model rather than an identity development model. This is indicative of the privileged
status of White people have in the United States. I cannot remember when I was first introduced to the
concept of race. This is also indicative of how this privilege personally affected my childhood. I grew up
in an entirely white neighborhood of an almost entirely white town. This environment fostered
unachieved White racial consciousness, and for most of my life I had an avoidant attitude; I didnt think
of race as a social construct, nor the way it impacts people, during my formative years. I was very
seldom conscious of race because I was not exposed to many people from different backgrounds. To
illustrate this lack of diversity, I have included a picture of students at my elementary school as
evidence.
In high school I shifted into a dependent attitude as I learned about the ways White people had
oppressed other racial groups throughout history. Teachers explained the history of slavery and how it
led into Jim Crow. After learning about the history of blatant systematic racism in our country, a
screening of Remember the Titans ended the unit and this gave birth to my belief that racism only
existed on an individual level as a relic of the old oppressive laws. This gave birth to an awareness of
being Whitewithout ownership of it (Patton et al, 2016, p. 104). I recognized the fact that racism was
still prominent, but I dismissed the idea that I was involved with it in any way.
Over the course of my college years, I was significantly exposed to people with varying backgrounds
for the first time, and without realizing it I shifted into the dissonant type. Additionally, my freshman year
I took a sociology class I was timid regarding the subjects of race, racism, and the lack of social
mobility in the United States. I was uncertain how to navigate these topics as a White person.
Realistically, I still transition into this type at times, and I become confused by newfound knowledge as
I attempt to understand and rationalize how racial minorities are constantly impacted by racism. For a
long time I have been reluctant to accept the responsibility to figure out how to be White without also
being bad, evil or racist as depicted in the White identity development model (Helm, 1992, p. 61).
Viewing race and racism through the lens of the racial consciousness model.
Almost all of my progress into the group of achieved White racial consciousness is a result of this
course. Through the readings and our class discussions, I have transitioned into a reactive racial
attitude. I am actively working to understand the inequities that exist in society and I am trying to take
ownership of the fact that I benefit from unearned privileges. I am still in the passive phase of this
attitude, and I am pursuing a greater understanding of these issues and I am learning how to
empathize with the emotions they evoke in people of color because this is something I cannot
experience first hand. After I feel confident I have developed a working understanding of inequality and
its effects, I will move into the active phase and eventually an integrative attitude. I want to continue to
gather knowledge at this time so my efforts are not misguided.
At first I didnt like that this theory didnt focus on a racial identity because oftentimes White is
considered the absence of race. I then realized this is by design because this model is about
understanding how the status quo affects others because the current racist social constructs do not
necessitate White people to come to terms with their racial identities. I agree with the model and think it
is reflective of my own feelings and the progress I have made through various attitudes.
27
78.

McIntoshs theory of privilege and its
relationship to leadership
HDF 412
Evidence: Elementary School Photo

In White Privilege: Unpacking the Invisible Knapsack, Peggy McIntosh defines privilege as a distinction
of earned strength and unearned power conferred systemically. McIntosh describes her personal
privilege as An invisible package of unearned assets which I [one] can count on cashing in each day,
but about which I was meant to remain oblivious. McIntosh suggests the beneficiary groups of
oppressive systems willingly acknowledge the disadvantage minority groups face in a discriminatory
society, but are taught not to admit the corollary advantage they are afforded by interlocking
hierarchies that designate the recipients of undeserved privilege. Since the privilege groups have the
power of influence over the structure of their society, the denial of the impact of male and Racial
privilege protects these privileges from being acknowledged, lessened, or ended.
McIntosh explains her how she was silently brought into the system of White privilege. She writes, I
did not see myself as a racist because I was taught to recognize racism only individual acts of
meanness by members of my group, never in invisible systems conferring unsought racial dominance
on my group from birth. She also identifies 43 unearned effects of White privilege she benefits from on
a daily basis.
McIntosh relates this theory to leadership by explaining that only those with privilege can change the
system that benefits them by oppressing others. One of her 43 effects states only because of her White
privilege will she be able to easily find a publisher willing to publish her piece on White privilege. She
further explains that in order to address and redesign these systems, members of the beneficiary
groups need to acknowledge that systems of dominance do exist, and then address how their unseen
dimensions of advantages maintain the power status quo. Until the beneficiaries of privilege become
willing to unpack the invisible knapsack the current power structures will remain.
79.

application of McIntoshs theory
HDF 412
Evidence: Slide 6
Learning to acknowledge how privileged I am has been the most significant learning I have
accomplished in this course. Throughout the semester I have learned a lot about how people of color
encounter racism in ways I had not previously considered. Especially in the wake of the election, it has
become clear to me that people of color are still hurting, scared and even hopeless that they will ever
overcome the systematic oppression that unfairly puts them at a disadvantage from birth. I have also
realized that this systematic oppression continues so long as people of privilege allow, or encourage, it
to continue. Now that I have learned the extent I benefit from being a White man, I am willing to own it
and use that privilege to facilitate efforts toward equability. According to McIntosh, I am no longer
oblivious to my interwoven privileges.
During the privilege unit, we completed an activity that instructed us to read the following statements
about various forms of privilege and highlight those that apply to you. I am a White, heterosexual,
catholic, able-bodied man. My parents support me financially and emotionally. Of the 54 privileges on
the list, I found 51 of them applied to me. This assessment made me think of my privilege on a
situational level rather than an abstract concept.
My parents always thought me to be thankful for how fortunate we were. I now realize this sentiment
was likely carefully worded. It is difficult to admit I benefit from undeserved privilege because societal
structures make it comfortable to ignore the impact of privilegeor lack thereofand taboo to address
it. I am extremely privileged and I benefit from this privilege every day. I acknowledge that I benefit
from the existence of an unseen oppressive system and willing to address the ways the system
perpetuates inequality.
28
My invisible knapsack has been unpacked; however, I dont know how where to begin and I dont want
to take action based on assumptions because I dont know how to leverage my privilege into a
constructive channel. My next step is to arm myself with more knowledge and pursue a greater
understanding of racial privilege.
Additionally, now that my awareness to this issue is heightened, Im recognizing which of the people
around me have no understanding of the lasting prominence of systematic racism and how real White
privilege is. I am going to share what I have learned this semester with the people I am closest with in
an attempt to spread awareness to individuals that would otherwise remain ignorant about how
relevant inequality is around them.
80.
Student will describe the differences and

similarities of individual and institutional
oppression and relationships to
leadership
Evidence: List of Privileges activity

Adams and Ziga use the Three Dimensional Matrix of Oppression (Hardiman et al) explain the
differences and similarities between individual and instutional oppression in Getting Starte: Core
Concepts for Social Justice Education.
According to Adams and Ziga, at the individual level, the cube focuses on understanding the
attitudes and behaviors of individuals that maintain one or more forms of oppression, intentionally or
unintentionally. Terms like bias and prejudice refer to negative attitudes toward targeted groups; these
attitudes are often based on stereotypes embedded in the dominant culture. The overgeneralizations
marginalize people and are reinforced by selective attention to behaviors that match the stereotypes.
The most common individual act of oppression is microaggression. A microaggression is an everyday
interaction in which a person intentionally or unintentionally reinforces a persons subordinate status
within a system of oppression by expressing the assumption that a particular stereotype about that
oppressed persons subordinate group is true. An internal example of individual oppression is
Internalized Domination, which describes the behaviors, thoughts, and feeling of privileged or
advantaged group members, who through their socialization, have learned to think and act in ways that
express entitlement or privilege. This usually occurs at an unconscious level, but it is a direct result of
a normalized culture in which privileged groups view the resources and opportunities they are afforded
as the natural order of things. The third example of individual oppression Adams and Ziga discuss
in Horizontal Oppression, situations when members of marginalized groups misdirect their rage at
other members of their own group rather than the powerful members of the advantaged group. While
many of the acts of oppression are subtle, there are people that express overtly discriminatory views
about marginalized groups. These proponents of oppressive behavior often serve as a scapegoat for
subtler forms of individual oppressionand institutional oppressionbecause it perpetuates the belief
of within the advantaged group that the status quo is not oppressive, frequently relying on arguments,
Well Im not a racist.
According to Adams and Ziga, oppression at the institutional level is produced, reproduced, and
maintained by the policies and practices of institutions that influence the power structure and the
socialization of individuals. Government agencies, business and industry, education, and the justice
system are listed as examples of institutions that reinforce the socialization of individuals. Institutional
impression is deeply ingrained in society and the current configuration of power and the influencers of
the cycle of socialization perpetuate the belief that it is normal for advantaged groups to enjoy
privileges that are not given to marginalized groups.
Individual and institutional oppression are intertwined because institutional discrimination reinforces the
discriminatory views perpetually instilled in individuals by the cycle of socialization through oppressive
policies and practices. Simultaneously, individual attitudes and behaviors are often vehicles by which
discriminatory policies and practices are carried out. The institutional and individual levels of
oppression are interdependent because individual adherence of to both official and unofficial
29
institutional practices perpetuates cultural norms and impresses them onto future generation that enter
the cycle of socialization as a blank slate.
As explained in outcome 74, the configuration of power protects institutional oppression; our societal
leaders from varying levels of influence are collaborating to preserve institutional oppression, using
individual oppression to promote the belief that the current power structure is normal. According to
Harros cycle of socialization, leaders can combat the established oppressive systems by forming
coalitions, composed of both members of the oppressed group and allies, to challenge the status quo
and shed light on the oppressive nature of the cycle of socialization.
81.
Student will show knowledge of effective

leadership as it relates to change agency
Evidence: ReadingCube page, Configuration of Power, Cycle of Socialization

A change agent is a person or persons who have the understanding, motivation, and skills to create
positive change. A social change agent first and foremost must value the 8th C, change. To be an
effective change agent one must understand that change is a process. A leader acting as a change
agent must anticipate encountering resistance at all levels of social change and be able to strategize to
overcome this resistance. A change agent must perceive change positively. Self-confidence, patience,
and a willingness to step out offside his or her personal comfort zone is essential for a social change
agent. A social change agent must also demonstrate the ability to influence systems while creating a
sense of urgency and articulating his or her vision. Finally an agent of social change must be willing to
take the necessary risk in order to make an impactful and lasting difference. A social change agent has
a clear vision of the future as they want to see it and they utilize the understanding, motivation and
skills they possess to make that vision of the future a reality.
HDF 190
HDF 412
Evidence: FLITE Packet Page 30

(Revised 2016)
According to Ayvazins Interrupting the Cycle of Oppression: The Role of Allies as Agents of Change
(1995), Allies are members of an advantaged group who work to dismantle any form of oppression
from which he or she benefits, often using their privileged status to advocate for the rights of a
marginalized group. Allied behavior is intentional, overt, consistent activity that illuminates and
challenges prevailing patterns of oppression. This behavior draws attention to unrecognized privileges
and facilitates the empowerment those marginalized by oppressive societal norms. A change agent is a
person who acts as a catalyst for change; allies practice servant leadership to catalyze this change
interrupting the cycle of oppression; interrupting the cycle begins with drawing attention to it.
82.
Student will describe personal examples

of being a change agent
HDF 190
-Habitat on the Quad
Evidence: Slide Deck

As I previously explained in outcome 47, I was part of a group of people that spent three straight days
on the URI quad in shifts as a demonstration of the harsh reality of homelessness in our society as we
asked for donations for habitat for humanity. I was there for a large portion of this time and even spent
a night on the quad. During this endeavor, I acted as a social change agent as both as person and part
of a group of persons. I will detail how we acted as a change agent as a group of persons for
solidaritys sake because I would not have been able to accomplish this on my own.
As stated above there are four main components to being a change agent. The first of which is valuing
change. To raise this money we could have sat in the union and pestered people for donations but this
would we would have only gotten our friends to open up their wallets for us. I see this happen
everyday. Instead we got people to relate to our cause on a much more personal level by making them
think about all the families in need of affordable shelter that their donations would help. We understood
that resistance was going to occur on all levels and the strategies needed to overcome them. On the
individual level, when some brothers didnt show up to sleep in the tent when they had signed up to
because the forecast called for snow others stepped up and took their place. On the group level, when
30
we got hungry we went top get food in shifts. On the societal level, when people didnt make a
donation, or gave us the classic line I dont have any money on me we responded with an upbeat
thats fine, were here until Thursday at 6pm if you change your mind! We really exemplified patience
and a willingness to step outside our comfort zone by camping out overnight in the tent. Nobody walks
across the quad between 6pm and 6am so the entire point of staying out overnight was to get people
thinking and show our commitment to our cause rather than actively collect donations and fifteen
degrees below freezing was well outside of our comfort zone. Finally, our campout exemplified
willingness to take a risk to make a difference. I failed to mention it up until this point but the outer shell
of the tent was missing so the mesh roof of the tent had to be covered with blankets to stop the snow
from falling through. This meant we had less blankets to sleep with while camping out in the snow. At
the risk of sounding too blunt, sleeping in this tent was a dumb idea. However, we risked catching colds
or worse because we were committed to our cause and having a positive impact on both the collective
fundraising effort and our society as a whole.
83.
Student will create a personal code of

inclusive leadership
HDF 190
84.

the Model of Intercultural Sensitivity by
Bennett and its uses in leadership
HDF 412
Evidence: Screen shot

Before coming to college did not fully understand the value of inclusivity in leadership. I considered
myself one of those people that would rather do something myself than risk seeing it done a way I
deemed wrong. I was very hands-on whenever I took the reigns of a group project and other tasks of
a collaborative nature. After being enlightened by both our units on individual strengths and strengths
domains and the relational leadership model, I have a much better understanding of the benefits of
being an inclusive leader.
It is important to be inclusive of all members of a group and to respect and acknowledge their various
strength sets and diverse points of view. Knowledge of ones self and others and valuing the
differences between the members of a group is essential. It is also imperative to listen to the opinions,
ideas, and suggestions of all group members. If these rules are followed the potential of the group will
be maximized. As the strengths domain wheel states, Teams should be well-rounded precisely
because we, as individuals, are not. By promoting these differences a team can truly fire on all
cylinders because they have a deeper resources of strengths, values, ideas, and experiences to draw
from. In inclusive leader should be able to acknowledge his or her personal downfalls and limitations
and allow and encourage others to help the group achieve in whatever way they can help.
Evidence: Strength Domains and Relational Grid
Milton J. Bennetts Developmental Model of Intercultural Sensitivity is a framework that explains the
reactions of people to cultural difference and illustrates their progression through the six-step model
toward intercultural sensitivity. The theory suggests by recognizing the underlying cognitive orientation
toward cultural difference at each stage, behavior and attitudes can be predicted and education can be
tailored to facilitate development into the next stage.
The first three steps of the model are called the ethnocentric stages because at this end of the
continuum people tend to judge other cultures using the standards and customs of their own culture.
The first step is denial, during which people are unable or unwilling to recognize cultural differences.
The second step is defense, during which people defend their own cultural and distrust cultural
differences are not trusted. The third step is minimization, during which people acknowledge cultural
differences tend to focused on the intercultural similarities
The final three steps of the model are called the ethnorelative stages because toward this end of the
continuum peoples competence in intercultural relations improve. The first of these stepsand the
fourth step of the model, is acceptance, during which people recognize and appreciate cultural
differences in behavior and values within the context of various cultures. The fifth stage is adaptation,
during which people embrace the value of studying different cultures and incorporate constructs of
other cultures into their worldviews. The final step of the model is integration; at this point people have
31
increased their cultural competencies by acquiring multiple frames of reference, allowing them to move
in and out of different cultures seamlessly.
Evidence: Slide 8
85.
86.
Students will demonstrate personal

application of the Model of Intercultural
Sensitivity by Bennett
the ally Action Continuum by Griffin &
Harro
The Action Continuum (Griffin and Harro 1997) is an eight step sequence that illustrates a persons
transition towards confronting oppression and away from supporting oppression or vice versa. A
continuum is a continuous sequence in which adjacent elements are fairly similar whole the two steps
at either end are opposing extremes. Theories illustrated by continuums involve incremental change
and progress. Starting at the supporting oppression end of the spectrum, the eight steps are:
Actively participating: This participation ranges from telling oppressive jokes to intentionally avoiding,
discriminating against, or harassing target group members.
Denying enabling: Not actively oppressing a target group, but denying the group is oppressed, thereby
enabling the oppression.
Recognizing, No Action: Aware of oppressive actions and their harmful effects, but takes no action to
stop the behavior; inaction results from fear, lack of information, or confusion. Cognitive dissonance is
experienced at this step.
Recognizing, Action: Aware of oppression and takes action to stop it.
Educating self: Seeking information about oppression and the experiences of targeted groups by
searching for answers outside of ones self.
Educating others: Stopping oppression and explaining to people the reason for objecting to the
comment or action.
Supporting, Encouraging: Supporting others speaking out against oppression. Forming an ally group or
joining a coalition group.
Initiating, Preventing: Working towards changing the individual and instructional actions and policies
that oppress target group members; working towards legislation to accomplish this goal and including
members of target group fully in this process.
87.

application of the Action Continuum by
Griffin & Harro
HDF 412
Evidence: Action Continuum PDF

When I was 16 years old, my dad strongly encouraged me to apply for a job as a bus boy at a
restaurant that had just opened up down the street from our house. I walked into the restaurant the
next day with no appointment and no work experience to speak of. I asked the hostess to speak with a
manager and after a brief conversation with a nice woman named Suzie, I was asked to come in for a
trial shift later that week. I worked really hard and hustled through the entire trail shift. Afterward, I was
told asked to come on board permanently. To this day I am confident I wouldnt have been hired had I
not done a good job that night, but after he said that I realized that I had likely been given the trail run
because of how I looked. Over the three years I worked at the restaurant, I affirmed this hypothesis.
During my time working there, all the bussers fit one of two profiles. One group was composed of
Hispanic immigrants that had experience bussing tables and often came to the restaurant at the
recommendation of a server. The other group was composed of young White men with no restaurant
experience. I fit squarely into the latter group. In addition to management being willing to invest time
training white men, we were promoted from bussers to food runners faster and more frequently. Over a
half dozen White bussers were promoted before one of the Hispanic bussers was given the
opportunity, despite the fact that the entire Hispanic bus staff spoke fluent English and was capable of
comprehending the seating chart. I started working as a food runner during my fourth shift. I was given
this opportunity over several other white bussers who had been working at the restaurant longer than I
had, so at the time I attributed the promotion to the work ethic and ability to learn how to do a job
32
quickly I displayed during my first few shifts. Reflecting on the situation, and considering the
disproportionate rate at which the White bussers were promoted, I realize I was likely given the
promotion, and the trail shift, because I am White.
On the Action Continuum, I would place myself in Educating Self having skipped over Recognizing,
Action (Griffin & Harro, 1997). Ive never denied the existence of racism, but for a long time I only
recognized it as immoral beliefs and behavior of individuals rather than a system of oppression deeply
engrained in our society. Most of the progress I have made through the continuum has come as a
direct result of this class. As I mentioned previously to the impact the readings and class discussions
have made on my understanding of this issue overshadow any previous work I had done to
understand, let alone, change the racist establishment.
Throughout the semester I have learned a lot about how people of color encounter racism in ways I
had not previously considered. Especially in the wake of the election, it has become clear to me that
people of color are still hurting, scared and even hopeless that they will ever overcome the systematic
oppression that unfairly puts them at a disadvantage from birth. I have also realized that this systematic
oppression continues so long as people of privilege allow, or encourage, it to continue.
Now that I have learned the extent I benefit from being White, I am willing to own it and use that
privilege to facilitate efforts toward equability. However, I dont know how where to begin and I dont
want to take action based on assumptions because I dont know how to leverage my privilege into a
constructive channel. To address the uncertainty and confused I will follow the advice of the cycle of
liberation, and seek support from people like me. Since the semester is coming to an end, I will have
the opportunity to discuss this topic with the people that are the most like memy parents. I have yet
to share anything I have learned in this class and I am interested to see what they think of all the
information I have been working to process.
Evidence: Action Continuum, Cycle of Liberation
Outcome Category: Critical Thinking

Outcome
88.
89.
90.
91.
92.
93.
Target class
Student will show knowledge of principles of

critical thinking (logic is used in this minor)
Student will demonstrate proficiency of
critical thinking
Student will show knowledge of
metaphorical analysis to critically analyze
self and leadership situations
metaphorical analysis to critically analyze
self and leadership situations
Student will show knowledge of at least five
decision making methods
Student will describe personal examples of
having used five decision making methods
33
94.
95.
96.
97.
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 methods (if student has been
trained in mediation, that information goes
here)
Student will describe what it means to
analyze, criticize, synthesize and utilize
information as a leader
leadership that is used in crisis
HDF 412
According to Crisis: A Leadership Opportunity (Braden et al 2005), there are seven essential strategies
leaders must apply to successfully lead organizations through crisis: Lead from the front, focus on the
core purpose, build the team, conduct continuous planning, mitigate the threat, tell the story, and profit
from the crisis. Opportunities for leaders to apply these strategies arise at different points as the
situation progresses through the Crisis Life-Cycle Model.
First is the preparation phase Recognize, prioritize, and mobilize awareness needed for change. In
the emergency phase Leaders must rapidly explain the facts of the situation and the actions being
taken. Similarly, the leader must go to ground zero to provide needed empathy. In the adaptive
phase, When disaster strikes, the leader must refocus organizational resources and attention on
survival...They can either harness the urgency and attention provided by the crisis to align their
organizations with the environment or risk a return to crisis. This last phase is also the point at which
leaders try to profit from the crisis, meaning improving the organization and ensuring a similar crisis will
not reoccur.
98.
Student will describe examples of

leadership in crisis situations
HDF 412
Evidence: Crisis: a Leadership Opportunity

In the early 1980s, Tylenols market share was 35 percent and the acetaminophen made Johnson and
Johnson half a billion dollars annually. Over the last two days of September 1982 5 people died after
ingesting cyanide laced Extra-Strength Tylenol Capsules. Johnson and Johnson recalled over a
quarter million bottles within a week and suspended advertising indefinitely. Two more people died
after production and distribution had been halted, and the story had become national news. Eventually,
it was discovered that the Tylenol was being laced in drug stores; someone was tampering with the
bottles. CEO James Burke enacted the essential crisis leadership strategies by leading from the front,
immediately suspending Johnson and Johnsons whole operation. He kept focused on the core
purpose, which was to maintain Tylenols brand image as an organization that valued the health of its
clients. He assembled a team to brainstorm solutions to the situation. Ultimately, they came up with the
tamper-proof pill bottle that would soon become the industry standard. Burke continued planning how
to go about gaining Tylenols credibility back. He mitigated the threat and profited from the crisis
simultaneously when he told the story of the crisis in its entirety and introduced the new tamper-proof
bottle. In the wake of this crisis Tylenol became the goal standard for safety within the nonprescription
drug market.
Evidence: Crisis: a Leadership Opportunity
34
Outcome Category: Interpersonal and Organizational Concepts & Skills

Outcome
99.
100.
101.
102.
103.
104.
105.
106.
107.
108.
109.
110.
111.
112.
113.
114.

active listening techniques
Student will describe examples of using
active listening skills
functions of group communication by
Hirokawa
of functions of group communication
(Hirokawa)
Student will show knowledge of techniques
regarding giving and accepting of feedback
Student will describe examples of giving
and accepting feedback.
facilitation and de-briefing techniques
facilitation and de-briefing techniques
framing and breaking the frame
framing and breaking the frame
Student will show knowledge of organizing
meetings / setting agendas / and leading
meetings
organizing meetings / setting agendas /
leading meetings
Parliamentary Procedure
Student will show knowledge of techniques
for working with difficult people
using techniques to work effectively with
difficult people
Student will show knowledge of the stages
of group development (Tuckman, Bennis or
others)
Target
class
HDF 190
In 1965 Tuckman created the sequential stage theory of group development. It was comprised of four
stages: forming, storming, norming, and preforming. In 1977 he added adjourning as the fifth stage of
the model. Tuckman theorized all groups move through the same predictable sequence of stages and
that there is a set of tasks and issues associated with each stage. In the forming stage the group deals
with dependency and inclusion issues. The individual group members are unsure about their specific
roles and are worried about being accepted into the group. In the storming stage the members of the
group become comfortable enough with one another to express their true feelings and values. A major
conflict experienced in this stage is group perception of the leader and/or leadership style. The
leadership style may need to be altered if the group is to develop beyond this stage but this
35
progression is not guaranteed. In the norming stage the members of the group care enough about one
another and the group as a whole. The group becomes more streamlined and task-oriented and the
goals of the group are clear to all members. The preforming stage is marked by high cohesion. A
degree of deviation from the group is encouraged to promote innovation and creativity. The group is
now highly effective and moving towards achieving its goals. Effective conflict resolutions strategies are
in place and problems are solved before they become a real issue. In the most recently added
adjourning phase the work and collaboration of the group comes to a formal conclusion and the group
members part ways.
115.

group development in use (Tuckman,
Bennis or others).
HDF 190
-Sharing a house with five friends
Evidence: Handout
My FLITE project group went through each of the five stages of development Tuckman listed. During
our forming stage nobody wanted to step on anyone elses toes and because of this we had a great
deal of difficulty choosing an idea to move forward with. It was also nearly impossible to find times that
worked for everyone in our group to meet at. This failure to find a meeting time transitioned us into our
storming phase. Everyone in our group had a very busy schedule and we all had this project at a
different place in our list of priorities. Our norming phase happened when we finally met as a full group
for the first time and we were able to finish the project with minimal disagreements. We had a general
understand of each others wisher regarding the project and were able to honor pretty much all of them.
Our performing stage started and ended on the day we had to present our slideshow to the class. We
were in the zone as we presented and fielded various questions about our proposal for a leadership
center funded stress relief center. The class affirmed us in our adjourning stage by voting the stressrelief center the organization they would most like to see actualized here at URI, giving us a sense of
accomplishment as we separated as a group having accomplished it purpose.
Evidence: Cover Slide of Stress Center Presentation
(Updated 2016)
I currently share a house with five friends. When we moved in together in September, our group
entered the forming phase. Immediately we had confusion and conflict as we had to decide who would
get which room. I had found the house and agreed to assume the responsibility of paying the bills, so
everyone agreed I got first pick. Everyone else start unproductively bickered about why they shouldnt
have to live in the smallest room. Ultimately, the only junior among us got fed up with the argument and
agreed to take the smallest room. But being the only non-senior he made a point that just because he
agreed to be relegated to the smallest room, he didnt want this to set a precedent. Our storming phase
was centered on the conflict of getting everyone to clean up after himself. Since we have known one
another for years, we got comfortable in our new environment within about a week and began
expressing our opinions as to how we should go about keeping ourselves accountable for the mess.
This inspired constant infighting because every time someone would point out a mess one person had
left behind; a previous mess the accuser had not cleaned up was revisited. Were still stuck in this
stage of group development and we are even becoming more hesitant to accept responsibility for
unaccounted messes.
116.
117.
118.
Student will show knowledge of group

dynamics and group roles
group dynamics and group roles
memberships skills in groups
36
119.
120.
121.
122.
123.

membership skills in use
Challenge and Support theory by Sanford,
and its relationship to organizations
using the theory of Challenge and Support
(Sanford)
construction / elements of informative and
persuasive speeches
Student will demonstrate proficiency in

informative and persuasive public speaking
COM 100
COM 100
The final unit of COM 100 was the study of public speaking. My professor explained to the class at the
beginning of the unit that there are three different types of speeches: informative, persuasive, and
special occasion/entertaining. Informative and persuasive speeches adhere to the same format that is
the format I learned in my COM 100 class. Informative and persuasive speeches are broken into three
main parts: introduction, body and conclusion. The introduction begins with an attention getter in which
the speaker engages the audience. Then the speaker reveals the purpose of their speech and relates
the topic to the audience The speaker then introduces the main points that will be covering in the
speech. In the body of the speech the main points are addressed by making a series of sub-points and
even sub-sub points. Between the main points transition sentences are necessary. When it comes time
to wrap up the speech it is important to signal a conclusion to the audience to refocus them. Next the
speaker restates the main points of the speech and ends on a powerful note, thus concluding the
speech.
-Informative Speech on U.S. War
Crimes
Evidence: Outline
At the conclusion of the public speaking unit of COM 100 I had to write and deliver and informative
speech of my own in front of the class and my professor. The speech had to be between six and eight
minutes long and meet all the requirements of the standard COM 100 public speaking outline. I was
assigned a topic I knew nothing about: The School of the Americas. The School of the Americas is a
military academy located in Fort Benning, Georgia that specializes in the teaching of Latin American
Military officials and has produced a large number of dictators and war criminals in the process. I
gained the attention of my audience by reading a story about four American women of the church that
were raped and murdered at the hands of officers that graduated from the School of the Americas. I
revealed the purpose of my speech was to inform my audience about the School of the Americas. After
that I related the topic to my classmates by telling them the School of the Americas has graduated
enough Latin American Militants to fill our graduating class twenty-three times over. Next I stated the
three main points of my speech: the history of the school, the effects its graduates have had on the
nations of Latin America, and the opposition the school has been met with both domestically and
internationally. Having successfully delivered my introduction, I moved on to the body of my speech.
The first part of my speechs body was a brief overview of the history of the School of the Americas, the
various agendas it has sent over its time of existence and the different curriculums it has offered. I then
moved on to my second main point, illustrating the negative effects of the schools graduates by
highlighting four of the most notorious dictators and human rights violators the school has produced. I
drove home the speech with my third main point, showcasing the negative response to the school by
reading the testimony of a survivor of a massacre of 900 innocent citizens of a town in El Salvador. To
conclude my speech I reviewed my main talking points and then related the topic to my audience
further by explaining that as taxpayers they were all funding the work of the School of the Americas. I
am still awaiting a grade but I received very positive verbal feedback from my professor and have high
expectations for my grade. I wanted to include a graded rubric as evidence but since I dont have it
back yet I am submitting the written copy of the speech guidelines that I have explained how I fulfilled
above.
Evidence: Speech Guidelines
37
124.
125.
126.
Student will show knowledge of planning

and conducting interviews (as the
interviewer)
planning and conducting interviews (as the
interviewer)
Student will show knowledge of preparing
for and effective answers in interviews (as
the interviewee)
HDF 190
HDF 412
-Strengths Quest
-VIA
-Com 351
I believe the most valuable thing I will take away from FLITE will be the knowledge I acquired about my
personal strengths and values and the strategies I have developed for talking about them in a positive
way. The strengths unit was the ultimate lesson in how to market myself and I now when asked what I
bring to the table I have a much better answer than I am an outside of the box thinker. I can now
articulate how I would apply my unique strength set to overcome a specific obstacle or react to a
certain situation. I now know my strengths are Ideation, Strategic, Command, Maximizer and
Communication. I now know my talents are spread across the domains of Strategic Thinking and
Influencing. I have reaffirmed that I value my senses of creativity and humor above all else. Most
importantly of all I know how my strengths and values fit together and the unique ways I use them. I
can relate any interview question to the results of these evaluations but more importantly I can relate
any interview question to how I use these strengths in everything I do because they are the blueprints
of who I am.
Evidence: Strengths Quest, VIA, Strengths Domain
(Revised 2016)
When preparing for an interview, it is important to fully research the organization and position to which
you are applying. It is imperative to arm yourself with as much knowledge about the job opportunity as
possible; ideally, you should also learn as much about the person or persons conducting the interview
as possible. Keep note throughout the early stages of the hiring process, such as phone screenings, to
show the interviewer that you are taking this opportunity very seriously.
After background research has been conducted, map out how you could use your strengths to benefit
the company, ideally in a measurable way or drawing on a past experience. Targeted descriptions of
what you have/can accomplish with your strengths is much easier to evaluate than a general overview
of how you approach tasks and deal with people.
Finally, it is important to give off a professional appearance. Dress for the job you want, make eye
contact, be respectful in all responses, and bring something to write with/onbeing empty handed
during an interview is an uncomfortable feeling.
127.

preparing for and being interviewed
HDF 190
HDF 412
-Strengths Quest
-VIA
-COM 351
The most preparation I have done for an interview was completed in the days approaching my
interview for leadership institute. I knew the interview would focus heavily on my personal strengths,
how I apply them in everyday life, and how I would apply them at institute if selected a peer leader. In
the day approaching my interview I put a great deal of thought into what I was going to say when asked
about my strengths to try top sell myself to the interviewers effectively. While I was ultimately not
chosen for the position, I still felt I was able to field any question I was asked effectively because I had
taken the time to reflect on how I used my strengths to solve problems and accomplish task as well as
how I can use my strengths to help others. My prepared responses were as follows.
I use my strengths of ideation and strategic together because I am always seeking out alternate and
creative methods, process and solutions to problems and then finding a way to put these ideas into
action. As an institute leader I would use these strengths to foresee possible obstacles and setbacks
and come up with creative solutions and advice on the spot to facilitate the groups problem solving. In
everyday life I sue my strength of command to take charge of situations and dive into problem solving
38
and face adversity head on but at institute leader I would use this strength to engage others and push
them to their fullest potential. I embody a maximizer by striding for excellence every day and at institute
I would motivate my team to want to be the best they can be. Finally I would use my strength of
communication at institute the same way I use it in everyday life. To build and strengthen interpersonal
relationships, work with and encourage people, gain trust and build bonds, and to connect and
collaborate with others.
Evidence: Notebook Preparation
My signature themes are a strong talking point when in an interview; I now spend most of my interview
preparation time researching the company and the position that I am applying to. Last summer, I made
it to the final interview stage for a summer internship at a major advertising firm in New York City. I
learned as much about the company as I could. I decided which of its advertising marketing campaigns
was my favorite. I had a very engaged and conversational interview and I left believing I would more
likely than not be offered the position. Unfortunately this was not the case, but by analyzing what could
have gone wrong in the interview I have narrowed it down to two missteps.
I read up on the company, but not its internship program. When I was asked what type of a roll I saw
myself in I didnt have a specific and targeted answer prepared and I had to describe the type of work I
wanted to do. The interviewer told me it sounded like the planning department would be the best fit
because it strategizes and oversees marketing efforts through the entire process, coordinating the
efforts of the creative/production and business focused/distribution parts of the company. After he
described this position to me, I responded by telling him how much I would enjoy working in that
capacity and all the reasons why. I then unloaded all of my strengths on him trying to persuade him
that I would be well equipped for the job.
Mistake 1my preparation was not complete. I seemed uncertain and wasted finite interview time
having different positions described to me. Mistake 2I told him why the job would be a good fit for me
rather than what I could do for his company. Instead of generally describing my strengths, I should
have had targeted, action driven explanations as to why and how he needed me to put those strengths
to work for him.
128.
129.
130.
131.

collaboration / coalition building
working in collaborative/coalitions
Intercultural communication considerations
Student will demonstrate proficiency in
intercultural communication
COM 100
-Restaurant work
Intercultural communication is a skill developed out of need while I was in high school. As I have stated
in a couple of other outcomes, when I was 16 I was tasked with teaching new bus boys the tricks of the
trade at the restaurant I worked at. I had several newly hired employees shadow me in my time at the
restaurant, some of which were not native English speakers. I overcame the language barrier
whenever it arose through leading by doing. When it was clear to me that I wasnt getting my point
across verbally I had to resort to non-verbal communication. I employed my value of perspective in
combination with my strength of communication whenever a lapse in communication occurred. Before I
allowed myself to get frustrated when I was unable to convey a message to co-workers that had
learned English as a second language I took a step back and looked at the situation from outside of
myself. I acknowledged that wasnt my co-workers fault for not growing up with the language I grew up
with. In fact, I was as responsible for the language barrier because no matter how difficult it was for my
coworkers to understand me, they did a way better job than I would have had we tried to communicate
in Spanish. Next I would try to explain myself in any way I could think to have the best chance of
39
getting my point across. If this didnt work I simply walked the new employees through as task. After
working together long enough on a restaurant floor, verbal communication becomes secondary to
gestures and eye contact. From opposite sides of a room I could lock eyes with a coworker, recognize
the table he was about to clear, and preemptively gather the different pieces needed for a new table so
it could be set in half the time. It didnt take long for the language barriers to almost totally melt away
and I was then able to truly connect with my coworkers as people. I learned more about their lives
outside the restaurant from their families to the other jobs they worked in addition to this one. After this
connection is forged it is very easy to work with someone because you actually see him as a friend
who you want to back up rather than someone you just have to work with. None of my bilingual coworkers are pictured in the New York Times article but I dont have with any pictures with them to
submit as evidence.
Evidence: NY Times Article
132.
133.
134.
135.
136.
137.
138.
139.
140.
141.
142.
143.
Student will describe ways to maintain

accountability in leadership/member
relationships
related to maintaining accountability as a
leader
Student will describe ways to build
relationships between leaders and
members
building relationships with members as a
leader
Student will describe how credibility applies
to leadership, as well as the characteristics
and skills of a credible leader
building, maintaining, and repairing his/her
own credibility as a leader
Student will describe ethical standards in
influence
Student will describe influence applies to
leadership
Student will describe principles of effective
mentoring, as well as problems particular
to the mentoring relationship
mentoring and being mentored
Student will describe principles of effective
peer leadership, as well as problems
particular to peer leadership
related to being a peer leader and being
led by peers
HDF 190
-Varsity Soccer
My first experience in being led by a peer was on the soccer field. My team captains were chosen
based on their soccer skills, not their leadership skills. The next time I was faced with a peer leader
was at institute. This time my peer leaders had been specifically chosen for their projected ability to
facilitate the growth and development of orange team creativity. This was a very new experience for
me. It was a more formally defined peer leader because the institute peer leaders were not just another
member of the team. They acted mostly as motivators and guides, which sharply contrasted the
authoritarian leadership approach I was used to from my captains who essentially helped our coach
40
run practice. My next encounter being led by a peer was in HDF 190. This type of peer leadership was
new and different for me also because it was in a much more formal setting of a classroom in which my
peer leader had control over my grade. I didnt feel peer leader was the proper title for this position
because there was a clear difference in rank between the students and the peer leaders. The majority
of our peer leaders had already taken HDF 190 and they were at least a full year older than us. They
had more control and acted more like teachers than our institute peer leaders did. While they were not
often restricting or overly controlling and acted as very constructivist teachers, it was still clear they
were not truly our peers.
My biggest experience with peer leadership was serving as president of my pledge class in the
fraternity I joined spring semester of my freshman year. I was essentially responsible for the
organization, collaboration, and motivation of myself and the other new members of the fraternity. This
was a difficult experience for me because it was hard to find times to hold meetings that didnt conflict
with at least one member of my pledge class. At first, I felt awkward acting as a peer leader because I
didnt was to have to order everyone around when I was absolutely o but I still had to make sure
everyone was present and accounted for when they were supposed to be. However, overtime
everyone realized I had everyones best interest first and foremost in my mind and a conscious team
effort was made to get through the new member process as a team.
Evidence: Institute picture
144.
145.
Student will describe the four frames of

organizations by Bolman and Deal
of organizational analysis using the four
frames of organizations (Bolman and Deal)
41

Inventory Post HDF 412

Transféré par

Informations du document

Titre original

Copyright

Formats disponibles

Partager ce document

Partager ou intégrer le document

Options de partage

Avez-vous trouvé ce document utile ?

Ce contenu est-il inapproprié ?

Droits d'auteur :

Formats disponibles

Inventory Post HDF 412

Transféré par

Droits d'auteur :

Formats disponibles

LEADERSHIP

Leadership Inventory Revised 8/30/2013

CENTER FOR STUDENT LEADERSHIP DEVELOPMENT

Phone: (401) 874-2726

Fax: (401) 874-5317

CSLD Mission Statement

MINOR IN LEADERSHIP STUDIES

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

CORE REQUIREMENTS- 9 Credits

Only offered in spring for first-year students

HDF 290: Modern Leadership Issues

Offered Fall and Spring for sophomores & juniors

HDF 417: Leadership Internship

Experience through Office of Experiential Learning & Community Engagement

Internship Class in Academic Major

The only time the major and minor can overlap

HDF 412: Historical, Multi-ethnic & Alternative Leadership

Offered only in the fall with preference given to seniors

COM 402: Leadership & Motivation

BUS 441: Leadership Skills Development

HPR 411/412: Honors Senior Seminar

HDF 492: Leadership Minor Portfolio

Offered in the spring and summer with Dr. Leatham

MINOR ELECTIVES-9 credits

COM 402: Leadership and Motivation (capstone option)

HDF 416: Leadership in Organizations

BECOMING A POSITIVE LEADER THROUGH DEVELOPMENT & INVOLVEMENT

4. Develop and Refine

Leadership theory and

3. Broaden Your Perspectives

Leadership Inventory Revised 8/30/2013

Leadership Inventory Revised 8/30/2013

Outcome Category: Self-Leadership

Descriptive notes regarding learning and practice

Student will demonstrate autonomy and a

-First semester not living at home.

Student will demonstrate personal,

Student will demonstrate the ability to

Evidence: E-campus Printout

High School Health

Student will demonstrate the ability to

Student will express a personal code of

Student will demonstrate practice of the

-Surviving the last week of a

Student will demonstrate practice of the

Student will demonstrate the ability to

-Group presentation project

Student will show application of Maslows

Evidence: Pyramid Image

Evidence: 4 pieces of paper

Student will describe personal leadership

Evidence: Pyramid Image

and true conversationalists, I am accustomed to continuous verbal exchange. Much I have

Student will show knowledge of the theory

Outcome Category: Leadership Theories

Student will show knowledge of the

Descriptive notes regarding learning and practice

Student will describe personal application

Theory Review Slide 10

of the above theory (MacGregor)

Student will show knowledge of the

Evidence: President Name Tag

Student will describe personal application