Leadership Inventory

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

Date Enrolled: September 2015
Date of Graduation: May 19th 2019
*The Outcomes & Evidence Progress Inventory is the intellectual property of the Center for Student Leadership Development (CSLD) at
the University of Rhode Island and cannot be reproduced in part, or in its entirety, without the written permission of the acting Assistant
Director of the CSLD.
Leadership Inventory Revised 8/30/2013 1

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

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

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 dean’s office no later than the beginning of the final semester or term.
 Approval of the minor does not guarantee that the suggested courses will be available to you on a schedule correlated with your graduation plans nor guarantee space in any
required course.

CORE REQUIREMENTS- 9 Credits
Required Element Class options Notes
Introductory Course HDF 190: FLITE Only offered in spring for first-year students
3 credits or
HDF 290: Modern Leadership Issues Offered Fall and Spring for sophomores & juniors
Internship HDF 417: Leadership Internship Requires 40 hours/credit with a min. of 80 hours & a max. of 120 hours of documented
3 credits or internship experience for graded credit
Experience through Office of Experiential Learning & Community Engagement
or
Internship Class in Academic Major The only time the major and minor can overlap
Capstone HDF 412: Historical, Multi-ethnic & Alternative Leadership Offered only in the fall with preference given to seniors
3 credits or
COM 402: Leadership & Motivation Offered in the spring and summer with Dr. Leatham
or
BUS 441: Leadership Skills Development Offered in the fall and spring with Dr. Cooper
or
HPR 411/412: Honors Senior Seminar Must be in Honors or have GPA of 3.3
Portfolio HDF 492: Leadership Minor Portfolio Taken last spring semester of enrollment (some exceptions)
1 credit
MINOR ELECTIVES-9 credits

*Additional classes may be appropriate and therefore added to the list; see CSLD for the most updated list or bring a class that you think should be an elective
AAF 300: Civil Rights Movement in the US COM 402: Leadership and Motivation (capstone option) HDF 416: Leadership in Organizations
BUS 341: Organizational Behavior COM 407: Political Communication HDF 417: Leadership Minor Internship
BUS 342: Human Resource Management COM 415: The Ethics of Persuasion HDF 437: Law & Families in the U.S.
BUS 441: Leadership & Motivation (capstone option) COM 421: Advanced Interpersonal Communication HDF 450: Introduction to Counseling
BUS 443: Organizational Design & Change COM 422: Communication and Conflict HPR 118: Honors Course in Speech Communications
BUS 448: International Dimensions of Business COM 441: Race, Politics and the Media HPR 203: The Prepared Mind
BUS 449: Entrepreneurship COM 450: Organizational Communication HPR 412: Honors Seminar (capstone option)
COM 100: Communication Fundamentals COM 461/462: Managing Cultural Differences in Organizations MSL 101: Introduction to Military Leadership
COM 202: Public Speaking CSV 302: URI Community Service MSL 201: Leadership & Military History
COM 208: Argumentation and Debate GWS 150: Introduction to Women’s Studies MSL 201: Military Skills and History of Warfare
COM 210: Persuasion: The Rhetoric of Influence GWS 310: Race, Class, Sexuality in Women’s Lives MSL 202: Leadership & Team Building
COM 221: Interpersonal Communication GWS 350: International Women’s Issues MSL 301: Leadership & Management
COM 250: Small Group Communication HDF 190: First‐Year Leaders Inspired to Excellence (FLITE) PEX 375: Women in Sport ‐ Contemporary Perspectives
COM 302: Advanced Public Speaking (introductory course option) PHL 212: Ethics
COM 308: Advanced Argumentation HDF 290: Modern Leadership Issues (introductory course option) PSC 304: Introduction to Public Administration
COM 322: Gender & Communication HDF 291: Rose Butler Browne Program Peer Mentoring Program PSC 369: Legislative Process and Public Policy
COM 351: Oral Comm. in Business & the Professions HDF 412: Historical, Multi‐Ethnic, & Alternative Leadership PSC 504: Ethics in Public Administration
COM 361: Intercultural Communication (capstone option) SOC300/WMS350: Women and Work
COM 383: Rhetorical Theory HDF 413: Student Organization Leadership Consulting THE 221: Stage Management
COM 385: Communication and Social Influence HDF 414: Leadership for Activism and Social Change THE 341: Theater Management
HDF 415: FLITE Peer Leadership

BECOMING A POSITIVE LEADER THROUGH DEVELOPMENT & INVOLVEMENT
Wilson, 1998 (URI Memorial Union / Center for Student Leadership Development)
Revised after the publication of Exploring Leadership: for College Students Who Want to Make a Difference by Komives, McMahon and Lucas, 1998.
You need to have your own act together before you can lead others:
2. Lead Yourself
 Time management
 Organization
1. Know Yourself  Self-care
 Self-discipline
Lead Others  Strengths  Perseverance
 Weaknesses  Develop and maintain family,
 Values PROGRESS interpersonal, and intimate relationships
 Needs  Academic, social, personal goals and
P  Styles
R objectives
o Learning
O o Teaching
G o Personality P
R o Membership R
E o Leadership O
S G
RE-EVALUATE R
S
former stages E
as you progress S
4. Develop and Refine
Skills S
 Leadership theory and

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

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

Outcome Category: Self-Leadership
Outcome Target class Additional Descriptive notes regarding learning and practice
Experiences
1. Student will demonstrate HDF 190 Men’s Varsity Volleyball In my HDF 190 course I learned that approval from others is nice, but not
autonomy and a minimized need necessary. Throughout my High school career, I always played Men’s Varsity
for approval Volleyball. I loved this sport and I ended up receiving the award of first team all
division third team all-state. Regardless of the fact that I liked the sport, there were
many people in my school that saw me as a wimp playing a sport that was typically
played by women. Many schools in the United States do not even have a men’s
volleyball team. Regardless of their opinions, I knew volleyball was for me and I
knew I didn’t need their approval. I made three of my closest friends during my
volleyball season and I know deep down that I did the right thing. Doing so I believe
I showed autonomy by conducting myself in a way I felt was right. No matter what
people think you should always strive to do what you want and what you believe is
right. One reason I’m so independent now is because of my volleyball
experience in high school. I have always lived my life autonomously, and not
worried about other’s approval. In my beginning years of high school, I acted
differently around different people to fit in. Once I found the volleyball team, I
decided that I was going to be myself. Now, in college, no matter what I am
doing I am being myself, and not caring about what others think of me. If
people don’t like me, I find others to interact with. I take constructive criticism,
and I don’t shut others out, however I try my best to be around people who
accept me for who I am. Volleyball was my first taste of a minimized need for
approval, and from there I grew as an independent body, as my GPA rose
from a 2.87 to a 3.6 in my senior year. Now, with a 3.96, I am a better,
intelligent, more driven person because I am who I am. I learned that the only
way to truly succeed, is by being yourself. As is said in a Sigma Chi activity,
“You may fool the whole world down the pathway of years, and get pats on
the back as you pass, but your final reward will be heartache and tears, if
you’ve cheated the man in the glass.” - Peter Dale Wimbrow Sr.
Evidence #1
2. Student will demonstrate HDF 190 Boy Scouts of America HDF 190 has helped me keep organized, and made me a better person already.
personal, organizational, and Google Calendar Having many assignments due at the end of the year has made it necessary for me
academic examples of self- to stay organized throughout the semester; otherwise I wouldn’t have gotten any of
discipline the assignments done. I had my ups and downs during my boy scout career.
Sometimes I was really excited to go to a campout, other times I dreaded it. But
regardless of all of that there were many things I learned from my experience as a
scout. Throughout my time in Troop 1 Arnold Mills I always kept organized, knowing
what requirements I had to get done next. Throughout the process I always kept
myself disciplined, which should hopefully show now, considering I achieved the
rank of Eagle Scout after many years. Each new rank came with new
responsibilities and tasks/lessons to be achieved. Every time I had to achieve the
next rank in scouts it was about completing every step I could on my own, and
asking for help when I couldn't go it alone. I believe all of this shows extreme self-
discipline, academic success, and organizational skills. I had to stay determined
throughout the many years I was a scout. Along with this I needed to keep
organized if I had any hope in completing everything I needed to do to obtain the
rank of Eagle Scout. This in turn has made my academic self-discipline so much
better than it used to be because I know if I stick with something I can achieve it.
Now as a junior in college, I find myself involved all over campus in
organizations such as SOLC and Sigma Chi. Looking to the future with an
Amazon summer internship, it is imperative that I keep a steady hand and an
organized mind. To do this, I have developed my organizational skills starting
with the utilization of my Google Calendar. At the beginning of the semester, I
plug in every assignment, meeting, and event that I or a member of Sigma Chi
has to be at allowing me to focus. It is extremely overwhelming to undertake
all at once, but once the calendar is finished I am organized for the year and
can work weekly on developing and achieving my goals. With this helpful
organizational tool, I can keep myself accountable for attending everything I
have set out to do. Self-discipline isn’t something that I typically struggle with,
however, in past, I have missed meetings and assignments due to laziness.
Looking at my college career, I have never missed an assignment to date
because I have forced myself to stay disciplined with my entire life planned
out in front of me. In order to remain disciplined, I have made it my routine
that I check my calendar every time I open up my laptop. Personally, this
keeps my mind organized throughout the day, so I can manage my busy
schedule efficiently.
Evidence #2 (NEW WITH GOOGLE CALANDAR)

3. Student will demonstrate the HDF 190 Men’s Varsity Volleyball In HDF 190 I learned that part of being a leader is being able to control your
ability to manage emotions President of The Sigma Chi emotions. It is good to be emotional about some things because this shows passion,
Fraternity but these emotions need to be kept in check. During my senior year in High School I
was the captain of the Varsity Volleyball Team, and with this position came a lot of
stress. Within a specific game I started the opposing team had nothing good to say
about us. With each point they successfully made came new insults from the other
side of the net. Towards the end of the first game, my entire team was ready to fight.
Instead of letting everyone’s emotions fly, I kept my emotions at bay and calmed my
team down making sure that we respected our opponent as we were taught to do at
my catholic school. In doing this my team went on to win the next two games
consecutively, winning the match. I learned right then and there that emotions can
be good, but can also distract people from the goal ahead. Instead of focusing on
the court, my team was only focusing on the opposing team’s hurtful comments.
Luckily, my team and I shared the same leadership tactic, being able to surpass our
negative emotions and come together as a team. As President of the Sigma Chi
Fraternity, I deal with internal and external situations daily that are very
stressful and invoke emotion. Although this is the case, I have done a
relatively good job of staying calm and leading unbiased. At least once a
week, I am contacted by both Housing Corp. members, and the chef of the
Sigma Chi House. These individuals mean well, however, the way they
conduct themselves is rather unprofessional. In a typical week, I will receive a
least 5 complaints that range from problems as small as “the trash is full and
needs to be taken out, how many brothers have walked past this today?” After
multiple complaints weekly about rather menial tasks not being completed, it
is easy to get emotional about the issues. To counteract these feelings, I
speak with my brothers beforehand about how I feel, and what they think
about the issues. Then, once I have my thoughts together, I will go and speak
to the members of HC and or the chef and come up with a solution that is
beneficial for both parties. I will always collect thoughts before coming to any
conclusions, and I will speak rationally to as many parties as I can to come up
with the best solution. If my emotions need to be heard, I will confide in my
closest friends first, before going to any officials. This helps me keep my
emotions in check, and gives me the opportunity to think out my actions and
hear my own thoughts before they come out to the senior officials.
Evidence #3 (HOUSING CORP TEXTS)

4. Student will demonstrate BUS 341 Self-Research So far ENG 243 has been my hardest class in my college career. It is a four credit
knowledge of stress management English course called the short story, and they aren’t actually short… Throughout
methods the course we had to read multiple stories a week, while also writing papers and
blogging online. Every week the readings got longer, and more complex. I had to
read some stories twice just to try to understand it all. Throughout this course I
would sit down with my professor one on one and discuss ways to manage the
workload, considering I was also in classes such as calculus. Together, we came up
with a stress managing method that worked really well for me. Two days before
class I would read the story. The day before class I would write the blog and I would
remember the story well for class and have just enough time for other homework
throughout each day. This really helped me achieve my first semester 4.0 GPA, and
I’m glad I took the time to figure out my “Spread Out” stress management technique.
Towards the beginning of my BUS 341 class, we discussed different ways to
manage stress. The two most common ways that everyone typically hears
about are the ways that we focused on most in class; deep breathing
exercises, and physically exercising daily. With deep breathing, it is important
to breath in through your mouth, and out through your nose. This relaxes
your body by slowing your breathing, and by default your heart rate as well.
Daily exercise is proven to reduce stress, as the action of working out relieves
any anger throughout the day, and keeps your mind elsewhere. Physical
exercise also releases chemicals (endorphins) in the brain that help reduce
stress levels, and reduce your perception of pain. Some more stress
management methods that are spoken about less include listening to
soothing music, meditating, and reaching out to talk with others instead of
internally stressing. Stress is commonly related to the feeling of being
overwhelmed, and talking with others can externalize this, leading to not
feeling alone. I know for me, if I tell others about my stress it automatically
makes me less stressed, and helps me plan out what I’m going to do next.
Going along with this is taking breaks. Study breaks are essential to relieving
stress; we were not created to work for hours on end without mental breaks.
The best way to prevent stress is by staying organized, and on top of your
work. Within BUS 341, we talked about different organization techniques, but
the one that works best for me is my google calendar. This calendar allows
me to stay on top of my school work, while being able to manage my time
more effectively. What’s most important when trying to manage stress, is
understanding what works best for you, and trying to prevent unneeded
stress in your life. Staying organized, and daily exercise can help
tremendously with this, and is easier for college students, as they have all the
tools needed to succeed. When stress does eventually occur, it is best to take
a step back and relax, by thinking about other things and either meditating, or
practicing controlled breathing.

Alban, D. (2017, April 26). 15 Stress Management Techniques That Work Well
... and Fast. Retrieved May 03, 2017, from https://bebrainfit.com/stress-
management-techniques/
Evidence #4
5. Student will demonstrate the HDF 190 Leadership Minor Throughout my HDF 190 class I have had a lot of assignments due around the
ability to manage stress ECN 201 same time.
Within leadership classes, it is difficult to stay on top of everything, especially
when assignments are due towards the end of the year. It is extremely easy to
keep everything until last minute, and stress throughout the last week before
the assignments are due. One way I try to counteract this is by setting due
dates for myself on my google calendar. When I set dates for myself, it allows
me to get work done a little at a time, so I don’t have to stress later on in the
school year. If I miss one of these dates, it’s not a huge deal because it isn’t
actually due yet. False due dates, or dates I set aside to do work that is due
later in the week is an amazing feature that I use on my google calendar,
helping me to procrastinate less often. Within this class alone I have discovered
a lot of good stress management techniques, but My most memorable technique
was when I was studying for a macroeconomics exam. I had a lot of work to do
during the week, as long as many obligations within my Fraternity. It was the night
before the exam, and it was time to cram. I was extremely stressed out, but instead
of giving up I decided to figure out what I could do. I took 30 minutes to watch TV in
order to unwind from my busy day. Once the timer was up, I took out my notes and
re wrote everything that was important down on a piece of paper. Every time I
started to get stressed out, I took a 10-minute brake looking up videos on the
internet. Without abusing this method, I got an amazing amount of work done and
ended up getting a 94 on the exam in economics. Now every time I have a really
stressful exam to study for, I use my short break technique and it hasn’t failed me
yet. No matter how hard the material is, I am never stressed knowing that a short
break is around the corner. Recently, I have started going to the gym as often as
I can. I have noticed a huge decrease in my stress levels, even though my
work load has increased dramatically throughout my sophomore year. Since
going to the gym, taking study breaks and using my google calendar, my
stress levels have never been lower, and only spike when I have a lot of work
due that I procrastinated. When this happens, I try my best to stay focused,
and plan every hour of my time out on a piece of paper so I can execute my
plan, and complete all of my work. When I complete something, I physically
cross it out before I go onto the next item. The amazing feeling, I get from
crossing off the assignments one by one when I have an extreme amount of
work to do gives me the energy to continue on, and work even harder to
complete everything on my list.
See Evidence #5
6. Student will express a personal HDF 190 Boy Scouts of America Using the Leadership Models that I learned about throughout boy scouts and my
code of leadership / membership Eagle Scout HDF 190 course, I created a brief personal code of leadership. Leadership to me
ethics has always been about leading by example. It is knowing that actions speak louder
than words, and that leading is not making people do things against their will. A
great leader will work with the people under them seeing them all as equal. In doing
this, the leader will respect everyone he comes in contact with and will create a
positive atmosphere. A true leader knows when to step back and let his group figure
things out on their own, and knows when to step in and guide the group in the best
direction for them. These leaders will value the process as much as they do the
outcome, and will understand that people work in many different ways. A leader in
my definition can adapt to anything, while using their strengths to better themselves,
their group and their community. They will always listen to anything anyone has to
say and consider whatever they say before jumping to conclusions. Along with all
of this, a leader is someone who utilizes their strengths and values to impact
positive change. They are always seeking to break the negative implications
within society, and focusing on how they can better a situation for everyone
involved. They can give and take constructive criticism, while being able to
motivate others in a time of need. Most importantly, they understand the
importance of stakeholder engagement, they focus on engaging diverse
groups in dialogue in order to challenge themselves and others, leading to a
wholistic view of the world. They then take this knowledge and expertise to
better the lives of all those that they can. A leader may not hold a position, but
they act like they do. This is my personal code of leadership that I live by every
day in order to better the lives of the people around me.
Evidence #6
7. Student will demonstrate practice Boy Scouts of America During my senior year of High School, I was the Senior Patrol Leader of Troop 1
of the personal code of ethics Eagle Scout Arnold Mills. When I was elected to this position, I made it my goal to involve
everyone in the troop in the decision-making processes, and have them be active
scouts. Usually, leadership within the troop was very one sided, and was all about
the SPL delegating tasks to the younger scouts. Instead of this, I made sure to work
with everyone, leading by example so that the scouts would enjoy the tasks they
had to do, and would respect me as a leader. I saw all of the scouts as equal to me,
and tried my very best to keep a positive outlook. I tried to let the scouts do their
own things and learn at their own paces, but stepped in when necessary. I
understood that when it came to teaching the scouts, they all learned in different
ways. I tried to work in groups and one on one with scouts with multiple teaching
styles to accommodate everyone. I also tried my best to listen to everyone’s
opinions about the troop, and how I could better myself as a leader. I used the
strengths that I was aware of, but looking back I wish I had known my true
strengths. I used this as a huge learning experience for myself as a leader, and feel
that it has helped me a lot in my near past as a college student. Luckily, I can say
that my troop is a lot better off from the experiences that I had with my fellow scouts.
A specific example of this during my boy scouting experience was a winter
overnight weekend. The adults within the camp were undergoing scout master
training, and emergency preparedness courses. Myself and a fellow scout
Jason were tasked with developing a program for our fellow scout, ensuring
that everyone was learning useful skills in order for them to better
themselves. Jason and I sat down before the weekend to compile ideas, and
reached out to a few of our fellow aged scouts. Instead of coming up with a
complete schedule, we decided to bullet a list of things we thought would be
beneficial. Friday night before the day of our event, we called the troop
together for a meeting. There, we planned out our Saturday together, allowing
everyone to partake in the planning process. This not only allowed fellow
scout to have a say as to what they were doing for the next 24 hours, but also
allowed them to help organize an event. Together, we came up with a program
that balanced having fun with learning initiatives. We had scavenger hunt
breaks and a game of man hunt, while also learning how to safely start fires,
treat wounds, and utilize outdoor equipment. We also went through a primitive
shelter tutorial, as many of the younger scouts requested that they learn how
to make a shelter. (The older scouts were always making shelters rather than
using a tent). In the end, we had an incredible day together where we learned
all kinds of useful skills. We did this by using our diversity as a strength to
come up with a day that would be enjoyable for all. In my opinion, we would
have never completed all of the teachings that we did without the troops
input, and individuals would have gotten bored throughout the day.
Evidence #7
8. Student will express a personal HDF 190 The Sigma Chi Fraternity Using both the leadership values I learned about in HDF 190, and the values I
values statement learned in my Fraternity, I have created the below statement of my personal values.
In my very opinion, values are like ideals as they can never fully be achieved, rather
they can be worked towards. I endeavor to always be a man of good character, a
student of fair ability, with ambitious purposes, having a congenial disposition,
possessed of good morals, with a high sense of honor and a deep sense of
personal responsibility as said in the Sigma Chi Jordan Standard. I will work to
strengthen the values that I already possess, and will hope to more fully understand
those that I do not. I will strive to better everyone around me in my everyday life,
being a respectful person. I will be responsible for my own actions, while holding all
others accountable for their own actions. I will try my very best to be selfless, a
value I respect of others. I will always strive to be a principle centered leader,
making sure that my character shines through in my actions. In doing so, I will
look to help others follow in my footsteps by helping them achieve their goals,
while mentoring them to succeed in every facet of their lives. It is my belief
that people act upon their values, and so I will always look to challenge my
current values to parallel my desired outcome. I will never settle, and will
utilize my strengths to become a better person every step of the way. I will try
my best to better the lives of all that I can, by leading them down a path of
equality, and helping them in their endeavors. I firmly believe that helping
others succeed in their desired undertakings is better than helping them in my
wanted outcomes, and so I will strive to be selfless and humble in my actions,
understanding that my actions are for the growth of others before self. Lastly,
I will strive to live my every day life in pursuit of making others happy. I reject
pointless negativity, and long for a society that is there for one another. I will
be the helping neighbor to all. No matter what the case, I will always live by the
above values in order to live how I believe everyone should.
Evidence #8
9. Student will demonstrate practice HDF 190 The Sigma Chi Fraternity During my pledging process for the Sigma Chi Fraternity I was the Pledge Class
of the personal values statement President. This position was very stressful, and involved the management of my
pledge class while keeping in close contact with the brothers of Sigma Chi. When I
held this position, I used my strengths that I learned about in HDF 190, but also the
values I was taught in pledge class. I used my analytical strength to keep everyone
on the same page and organized, while using my relator strength to create lasting
relationships between the pledges and the brothers. During this process I tried my
best to live by the 7 points of the Jordan Standard stated above in my values
statement. I respected every one of my pledge brothers and saw them all as my
equal. I held every one of my pledge brothers accountable for their actions, and tried
my best to be a selfless leader. Towards the end of the process I was thanked by
the brothers and my pledge brothers of the Kappa class for doing such a fantastic
job and “embodying the values of Sigma Chi” – Michael Hillier. I was even told that I
was one of the best pledge class presidents of my time. All I had to do was respect
my pledge brothers, and stick to the values that I strongly believed in. This meant a
lot to me, and I realized that I could positively affect others using the strengths that I
have. In the future I hope to continue to use my values in my everyday life. Moving
forward within the brotherhood was a difficult journey for me. Serving on the
executive committee was one of the largest challenges that I have ever
undertaken, but also one of the most rewarding experiences I could have
asked for. Brothers have asked me throughout my time why I ran for the
positions that I did, and my answer was always “This is where I felt I could
help our chapter the most.” I never ran for a position for my benefit, but
always to help my brotherhood grow. Ever since serving on the EC I have
found myself to be looked at as someone to turn to for advice. I have had
countless 1 on 1 meetings with brothers who are going through a tough time,
trying to break out of their shells, or striving to achieve more in school. I have
always been there for these brothers, and have never expected the same
treatment in return. I take these examples as a way of understanding who I
am. My actions are almost always for the benefit of others. I try my best to
stay positive for others, even when I feel like the world is falling down around
me. Everyday I strive to meet a stranger, and make them smile. In my opinion,
if you live each day striving to better the life of one person, you will live a life
filled with love.
Evidence #9
10. Student will demonstrate the HDF 190 Boy Scouts of America Throughout my HDF 190 class there have been many projects that I have had to
ability to lead a project from start Eagle Scout complete, but none were much of a challenge thanks to one project I had to
to finish (follow-through) complete in the past. During my senior year of High School, I was working on my
Eagle Scout project. The first steps to completing this project was getting the
project approved by the Narragansett Counsel, where I had to meet RI officials
and go over the idea. Once approved, I went to work contracting an individual
who would design the sign for me. I then had to meet with the Board of
Directors of the Farm, so that they could choose a design. We decided to
change the original design to include hangable signs for specific seasons
(these signs would describe the help the farm was looking for). One sign for
example said “Picking Tonight”. Once decided upon, I contacted the designer
and got a quote of $1,500. To get the finds, I fundraised for my project with fellow
scouts in my troop using a pancake breakfast at the Lafayette Lodge in Cumberland
RI. I met with members of the lodge to come up with a date, and advertised the
event with the local newspaper. Once I acquired the $1500 necessary, I
constructed and installed a sign for the Historic Franklin Farm in Cumberland RI.
The installation required four of us to dig the required holes to specified
depths, while pouring hand mixed concrete into the base. This farm grows
many vegetables for the Rhode Island Food Bank, and was in great need of a sign
that would let the locals and others know what they were all about. This sign has
helped them be historically recognized, and helped them acquire greater numbers of
helpers. A wonderful place such as this should be known to the public, as the farm
is always looking for people to volunteer to pick some of vegetation. Throughout this
project I had to use my leadership skills to get people to help me out at my pancake
breakfast and my sign installation. It in no way was easy, and it was very time
consuming, so with everything I did I had to lead others in a way that I could get
them to help me for free. The final steps were to type up a report for my project,

and submit it to the council for review. Luckily, I completed my project and
received my Eagle Scout award on time and accurately.
Evidence #10
11. Student will describe goals and My biggest goal in life that I want to accomplish is knowing that I have lived my life
objective statements regarding to the fullest, and knowing that I made a positive difference in someone’s life.
personal issues, career issues, Behind every step I make in my life is the wanting to make my own, and others lives
and community issues better. Throughout my life I have tried my best to make my friends and family proud
of me, and I make sure to make their lives easier any chance I get. My career goals
strive to work to the best of my ability in order to be successful towards myself and
my company. I hope to make a difference in my company by instilling a sense of
positivity, while using my analytical strength in order to create an efficient work
environment. Hopefully with a hard-working work ethic, and a positive outlook on my
company I will be able to work my way up into a leadership position. I want to also
make a positive change within my community by being the most active member I
can. I will make sure that I am always keeping others informed, by being a part of
every community board that I can. If something isn’t to my liking in my community, I
will always respectfully contact higher up in order to share my ideas.
I have expanded below on each topic as a senior who is about to graduate.
Personal Issues: My personal goals have changed to look to a five-year plan.

In the next five years, I want to own an apartment or house, and be employed
full-time as a Supply Chain Manager. I would like to be making a comfortable
salary so that I can save for my future children’s college educations. My goal
of self is to be a principle centered leader, who lets their character shine
through into everything I do. I hope to make the lives of others better every
day of my life.
Career Issues: Aside from being employed full-time, I look to own my own
business one day. I want to be able to manage a diverse team of hand
selected individuals who can work together to change the world for the better.
I don’t know what I want to do yet, however, I look forward to educating
myself heavily over the coming years in my free time so that I can decide what
I want to do.
Community Issues: When it comes to my local community, I just want to be a

helping hand like my father was to Cumberland, RI. I hope to hold/fundraise
for events within my community that help those in need. One of my friends
mom’s holds a weekend breakfast and clothing drive for the homeless of
upstate NY, and I look to follow in her footsteps within RI or MASS.
Evidence #11
12. Student will show evidence of ENG 243 Balfour Leadership Training During the beginning of my freshman year fall semester I took English 243 “The
goals and objectives that were Workshop Short Story.” High School in no way prepared me for this class, and it didn’t help
planned and achieved that I did poorly in High School. I knew right away this class was going to be hard,
but I didn’t know how much reading the class was going to entail. The first grade I
received in the class was a C- on an online blog because I talked about what the
story was about, rather than why it was written this way. I had never taken a class
that thought about reading in a way like this, and I wasn’t sure how I was going to
continue on. I went and spoke to my teacher, and he insured me that it would click
and I would get it right. I told him that I was going to achieve an A in his class no
matter what, and work as hard as I could. Every story I read and every paper I wrote
I made sure to email him making sure I had the right idea. In the end, I achieved an
A in the class and got a 4.0 as my final GPA for the semester. Using my analytical
strength, I set a goal for myself to get an A in the class, and planned out every
assignment I was going to do and how I was going to go about doing it, and later
achieved my goal. Over this past summer as a Junior, I was lucky enough to be
able to partake in the BLTW in Ohio. During this experience, myself and other
members of my executive board planned out a strategic plan for our chapter
for the coming year. Here, we discussed all of the strengths, weaknesses,
opportunities, and threats that our organization has. Using this SWOT
analysis, we were able to come up with 5 imperatives with corresponding
goals to develop the chapter in a way we knew the brothers would buy into.
Our mission including our 5 imperatives is: “The Delta Sigma Chapter
endeavors to create and maintain a strong and healthy brotherhood centered
on Positive Accountability, Transparent Communication, Value in
Participation and Pride in Social Fun while Excelling Academically.” Once we
got our vision together, we presented it to the chapter at a mandatory meeting
and got their feedback to insure our goals aligned with the general fraternity.
Once we tweaked our plans, it was time to implement. Positive Accountability:
We have already reduced the amount of J-boards (Fraternal Punishments) and
fines that have been passed by coming up with alternative, more realistic
punishments. For example, when individuals break things in the house, they
can go out and buy replacement items themselves, or fix what they broke
rather than just being fined. This helps the brothers realize the effort that goes
into replacing the items they break and stimulates better behavior. We as a
brotherhood have also been holding each other accountable in attendance to
events by reaching out to individuals in our pledge classes, to ensure every
brother is pulling their weight as active members. Transparent
Communication: As an executive board, we have improved our
communication to the chapter with better reasoning of why we make the
decisions we do. This has given rise to brothers appreciating our efforts,
rather than in past when we were patronized for doing things behinds
everyone’s backs. Participation and Social fun have been our most difficult
task, as individuals of our brotherhood find it each to go to some events over
others. For next semester, we are implementing a points system where
brothers will need to participate in X number of events to be able to attend our
Formal event at the end of each semester. We will also be implementing that
the top 5 brothers with the most points will get to go to formal free. This not
only incentivizes brothers to go to events but also makes sure that we have
high attendance at all events. Finally, we as a chapter want to Excel
Academically. To do this, we have decided to force our lower GPA brothers to
meet with Academic Services to allow for their future improvement. We as a
chapter don’t know how to help our brothers improve their grades, but we can
hold them to an academic plan. So far, we have seen an improvement in the
academic performance of our academic suspension brothers, however, we
will continue to study this progress. Altogether, we have seen the planning
and achievement of many goals we have set in place for this year. Going into
winter break, we will reevaluate our current position and change course where
we see fit.

Evidence #12 Strategic Plan
13. Student will show knowledge of PSY 113 PSY 113 Chapter 2 of In PSY 113 I learned all about Maslow’s Hierarchy of Needs theory. It is used all
the “Hierarchy of Needs” theory “Discovering Psychology” around the world by leaders and psychologists. In this theory we realize that every
by Maslow person needs many basic elements such as food and water, but also more
underlying elements such as a sense of love or belonging. The theory is a
motivational theory that is a five-tiered model. These five tiers are layered in a
way that those closer to the bottom need to be satisfied for those at the top to
be satisfied. In other words, this model is linear from the bottom up. This
theory is best shown in a pyramid style where the most needed and the easily
attainable needs are at the bottom, with the more challenging needs at the top. The
theory focuses on motivation as well, keeping in mind that people work best when
they feel safe, secure and loved. The five layers from bottom to top are
physiological needs, safety needs, belongings and love needs, esteem needs
and self-actualization. The first four levels are considered deficiency needs
(D-Needs) while the top level is considered a growth/being need (B-Needs).
When D-needs are unmet, people are motivated to seek these four layers out.
B-needs don’t stem from the lack of anything, rather they stem from the
wanting to be better, or to understand oneself. This layer focuses on the want
to understand, and grow in knowledge. This model has been edited from the
original 5-tier model that focuses on Physiological needs, safety needs, love
and belonging, esteem and self-actualization. Both models are similar, but the
model described in this writing uses more modern terminology. It is important
to keep this theory in mind when leading others, keeping in mind than many people
work better together with a better sense of belonging. People will only come out of
their shells if they feel secure with each other. I believe this theory is at the very
center of the Relational Leadership model, and it is crucial for good group work.
Goldberg, E., McDermott, R., & Zimbardo, P. G. (1992). Discovering psychology:

Study guide to accompany Psychology and life, 13th ed., by Philip Zimbardo. New
York: HarperCollins.
Evidence #13
14. Student will show application of PSY 113 PSY 113 Chapter 2 of Using the knowledge, I acquired in PSY 113 I know that I achieve the basic
Maslow’s theory to own life “Discovering Psychology” elements of Maslow’s theory every day of my life. I am always happy in some way
or another with my life, and I feel safe and secure every day as I have a roof that I
live under and food to eat. URI is a very safe environment where I feel secure. As of
now, I have not found anyone besides my friends and family that I truly love. At
some point in my life I hope to find the special someone that it right for me, but I
have faith that that will happen in time. Once this occurs I feel that I will have
successfully completed the main stages of Maslow’s theory, and I hope to
eventually make it to transcendence. To me, transcendence at the end of
someone’s life can only truly occur for me if I have accomplished having a happy
and successful life in my own opinion. I don’t need to have a lot of money, or a shiny
award; rather I want to live a happy life. Having my basic needs met has been a
blessing throughout my life, and I am looking forward to living my life away
from my parents, where I will have to replenish these needs myself. I feel that I
have made it to a point in my life where I feel that I belong within my friend
group, and have a few friends that I can rely on. I have been lucky enough to
find the love of my life in college, my girlfriend Margaret, and I look forward to
seeing where life will take us within the next five years. Although I feel that I
have accomplished a lot within my life, I think that I’m stuck in the esteem
level. I am constantly looking for something to accomplish, and I haven’t quite
found exactly what I want to do yet. I think once I figure that out, and own my
own company, I will be able to help society in the best way that I can. That will
give me a feeling of true accomplishment, rather than just doing well in
school. Finally, at times I have seemed to understand myself. As of now, I feel
that I have a lot of introspection to do, do establish who I want to be in life.
Once I figure that out, and achieve my goals ahead of me, I will be able to
reach my full potential through creativity. For now, I’m just trying to organize
a 10-year path to get me to a place of comfort, to allow myself to flourish.
Evidence #14
15. Student will describe personal HDF 190 Strengths Quest/VIA For my FLITE HDF 190 course I found my top strengths and values through online
leadership style and/or personality Sigma Chi Fraternity tests I completed within the first weeks of the class. My top strengths were
style including strengths and Analytical, Relator, Achiever, Responsibility and Context while my top values were
weaknesses and examples of Perspective, Honesty, Bravery, Self-Regulation and Prudence. I believe that I put
application (Sources = Leadership these strengths and values to work every day while solving problems and leading
style inventories, the L.P.I., others. I tend to lead in a way that uses my past experiences, and I use that
Strengths Quest, Type Focus information to conduct my leadership tactics in a very analytical way. Throughout
(MBTI), LAMP, and other career doing all of this I very much enjoy working with others, just in a different way than
inventories, etc.) some. I focus less on the relationship, and more on what the relationship can do
together, which is also one of my weakness’s. There are times that I wish I could
focus on making relationships to expand my horizons, however I typically look for
people who will better me in specific ways. With all of this, I believe I am brave in
everything I do, but with that I also regulate myself so that I do not come off as
cocky. I definitely have a more analytical mindset to leadership, but I believe that
has some very strong consequences. I can sometimes get carried away with
thinking about an activity, and will put others emotions aside. I need to make
sure that I work on being more inclusive. With all of this said, in my group
projects at school I am always bringing up new ideas and looking to get things done
well. Although this strength of achiever can annoy some, I believe that it comes in
handy when trying to get something done well. I lead people in a very different way
while also keeping myself in check. In turn I always get my work done on time, and
done well. An example of this would be the marshmallow challenge we conducted in
class. Throughout it all I was trying to make sure everyone always had something to
do, and that their ideas were welcome. At the end of the day though, my achiever
came through keeping with the one idea I agreed was the best for the job. Working
as my fraternities Annotator, I am always trying to analytically come up with
better ideas in order to fix certain organizational qualities of our chapter
business. I have personally re-done almost every template that our
Annotators will use in the future (using my achiever strength) while
encompassing others ideas around me. I do all of this with prudence, making
sure that I am not overwhelming myself with too much on my plate, so that I
can still enjoy having free time for my personal growth and development. I
also reconstructed my chapter’s bylaws, in order to increase chapter
organization, and in turn strengthen moral. I had to analytically scan the
documents, and look at past experiences using my context strength in order
to understand what the bylaws meant, and how they could be better
implemented. By figuring out how the bylaws affected people in the past, I
would use my relator strength to make sure that the bylaws would represent
the entire chapter equally. I prudently worked on the document over the
length of a month, to make sure that my changes were beneficial and well
thought out. I learned that I am a very strategic leader, who tends to think
before I act. I am always thinking, and making sure that my actions show my
responsibility, and my passion for creating long lasting relationships. I strive
to better others around me so that everyone can benefit from my leadership
styles, and I have learned that I manage this the best by facilitating and being
that helpful hand. Using my strengths as a whole, I am able to look at my work
from different angles (perspectives), to insure the best outcome. This is
complemented by my bravery, and making sure that I am always putting my
best foot forward, without being afraid of making a mistake.
The VIA Survey. (n.d.). Retrieved from http://www.viacharacter.org/www/Character-

Strengths-Survey
Gallup. (n.d.). Retrieved from https://www.gallupstrengthscenter.com/
See Evidence #15

16. Student will show knowledge of
the theory of Super leadership by
Manz & Sims
17. Student will show application of
Manz & Sim’s theory to own life

Outcome Category: Leadership Theories
Experiences
the “Authority and Bureaucracy”
theory of leadership Weber
19. Student will describe personal
application of the above theory
(Weber)
the “Scientific Management”
theory of leadership by Taylor
(Taylor)
the “Management by Objectives”
theory of leadership by Drucker
(Drucker)
24. Student will show knowledge of HDF 412 Leadership Theory In HDF 412 myself and a group of four other leadership minors presented on the
“Theory X and Theory Y” theory Presentation: Class Theory X and Theory Y. This theory was created by Douglas McGregor, and was
of leadership by MacGregor Assignment published in his book “The Human Side of Enterprise” back in 1960. The basic idea
of the theory is that management styles are influenced by beliefs held by the leaders
of a team. Leaders of Theory X are more authoritative, while leaders of Theory Y
are more democratic. Theory X generally assumes that workers do not like working,
and try to avoid this at all costs. This stems to a more authoritative leadership style,
as the leader will generally assume these individuals to be lazy, and will force them
to be compliant. Leaders of Theory X tend to have a more hands-on approach, and
like to micro manage their employees. Managers tend to rely on punishments and
rewards, trying to motivate their associates. Theory X organizations tend to have tall
management structures, with many levels of managers. This theory, although less
popular today, is typically used by larger organizations that have multiple projects,
and tight deadlines. Theory Y, on the other hand, is a management theory that
employs a more decentralized, trust based relationship between managers and
associates. Theory Y managers have a more optimistic look about their employees,
and look to help individuals develop their skills. This stricture is typically more
hands-off, allowing the staff to work their own way, as long as the task is completed
on time. Today, Theory Y is becoming more popular within more modern
organizations, especially in smaller companies. McGregor himself believes that
Theory Y is the superior theory, as Theory X “reduces workers to cogs in a
machine”, and may affect long term performance.
NetMBA.com (2002) Theory X and theory Y. Available at:

http://www.netmba.com/mgmt/ob/motivation/mcgregor/ (Accessed: 2 December
2016)

Evidence # 24
25. Student will describe personal HDF 412 Amazon Operations/Amax During my college career, I was lucky enough to work for two amazing companies
application of the above theory Inc. who employed both of these strategies. While working as an Area Manager at
(MacGregor) Amazon, I was able to see a more Theory X approach to management. Although
Amazon tried to employ Theory Y management wherever possible, it is difficult as
such a large company. Most employees are on rate as soon as they sign in for the
day, meaning that they have a minimum performance requirement in order to keep
their jobs. Amazon does give multiple warnings and coaching opportunities, and
tries their best to seek to understand the issues associated with tasks, making the
tasks easier for employees. Although this is the case, a lot of upper management
seen those that underperform as lazy, and blames Area Managers for not helping
the associates as necessary. Amazon has a very tall leadership structure, and the
chain of command can seem very hands-on. If you aren’t doing your job right, you
will be reprimanded/punished by the management level above you.
Amax Inc, is a smaller company that I currently work at. They try their best to
employee a Theory Y approach to leadership, with a relatively flat organizational
structure. As my CFO has said, “We generally don’t care how you get something
done, as long as it’s done by the deadline”. This hands-off approach to leadership is
helpful for those, like myself, who don’t want to be told exactly how to do something.
We just want to do things how they make sense to us, and look to improve where
possible. Amax also looks to be optimistic towards their employees, holding
workshops where everyone in the building can look to increase their knowledge on a
specific topic. Everyone is welcome to all meetings within the company, and
manager’s doors are always open. As I look to start my work at Amax in June, I will
try my best to utilize all that the company has to offer. If the company believes that I
have what it takes, I want to give back to them in very way that I can. This is how I
will run a business, if I ever get the chance.
Evidence # 25
26. Student will show knowledge of HDF 190 The Servant Leadership In HDF 190 we learned about the Servant Leadership Model by Robert K.
the “Servant Leadership” theory Model Greenleaf. Servant leadership as defined by Robert Greenleaf begins with the
of leadership by Greenleaf feeling of wanting to serve, and is putting service before leadership. Serving
should come naturally, and the feeling to want to help others should always
be there. Once an individual has this feeling, they can hopefully lead others in
a similar direction in order to form a chain reaction of service to better the
community. Within this model are 10 characteristics that are said to be necessary
in being a successful servant leader. These characteristics are Listening, Empathy,
Healing, Awareness, Persuasion, Conceptualization, Foresight, Stewardship,
Commitment to the Growth of People and Building Community. These
characteristics are broken up into three groups. The servant group, home to
listening, empathy and healing; the leader group, home to awareness,
persuasion, conceptualization, and foresight; and the servant leader group
home to stewardship, commitment to people, and building community. Being
able to listen to others is key in order to better understand someone else’s
goals and ideas. A servant leader needs to be able to listen to their team
members to better collaborate, but also to the people they are serving, to try
to better people’s lives. How can we better anything, if we don’t know how?
Finding out how starts with listening, and encompasses empathy. A servant
leader needs to be empathetic of the hardships of others in order to ever have
the initial passion to serve others. Being empathetic goes hand and hand with
being aware of a situation. In order to be empathetic to the fullest extent, we
need to be able to understand our surroundings, and how we can help others.
Once we understand this, we can move on to actually healing others or the
environment. Healing is the best way to bring people together, while lifting
others up so that hopefully one day, they will give back themselves. Healing
others is amazing, but if a servant leader can persuade others to heal as well,
the community will grow at a faster pace. Together, a group can conceptualize
a goal, in order to make an even greater impact. To do this, they need to
foresee what is to come, and work together to serve others. A servant leader
must possess stewardship in order to manage and supervise the group, and
should try their best to commit to the group, and to the growth of people.
When people help one another, everyone grows individually in different ways.
This feeling of growth, and making an impact is what brings so many people
back to service each year. Finally, a servant leader should eventually build a
safe community of individuals so that they can strive as a team to help each
other in any way they can, and can go out and make a bigger difference than
ever seemed possible. I personally connect most to Foresight and Commitment. I
believe that looking towards the future is important in being able to make a change
in any person’s life or in any community. Being able to look towards the future to
make a change is especially close to my heart as a Supply Chain Management
Major. Being committed to anything is important, because being committed will
make you put your best work forward. Within servant leadership is the ability to learn
a lot about yourself and others. When talking and listening to others you learn a lot
about yourself and how you can better serve your community. A great servant
leader will want and be able to inspire others to want to do the same for others. I
personally learned that I am able to inspire others to serve by serving myself,
but by doing it without asking for recognition. People tend to follow me when I
serve others by choice, and tend to stop following those that do so only for
their own benefit. As Robert Greenleaf taught, service needs to be a natural
feeling. I believe that individuals see through when it is not a natural feeling,
and tend to gravitate towards those that focus on the impact of helping
others, rather than people that focus on themselves when “serving”. There
will always be a selfish element to service, but true servant leaders serve not
because of the benefits to themselves, but because of the benefit serving
brings to others.
Greenleaf, R. K. (1991). The servant as leader. Indianapolis, IN: Robert K.

Greenleaf Center.
Evidence #26
27. Student will describe personal HDF 190 The Servant Leadership In HDF 190 We learned about the Servant Leadership Model, and I learned that I
application of the above theory Model have been a servant leader for a while my father has been a servant leader all
(Greenleaf) Yellow Bag Day his life. Throughout my life I have been doing the Yellow Bag Day in Cumberland
The Valley Breeze RI. This is a trash clean up throughout the entire town of Cumberland that my father
Newspapers hosts as owner and publisher of The Valley Breeze Newspapers. Every year I walk
the long windy road of Little Pond County cleaning everything I can with my family.
This road is usually filled with trash from top to bottom and it takes many hours to
clean the entire street. Year after year I used my commitment to get every piece of
trash I could. I talked to all of my friends trying to get as many volunteers as I could.
What I didn’t know is that I was building a stronger and better community with every
step I made. Today, everyone in Cumberland knows the Yellow Bag Day cleanup,
and everyone comes together each year to do our planet a service. No one is
looking to be a leader, they are trying to serve their community because they just
like myself have felt the want to serve. Without knowing it, I have been a servant
leader throughout my life, and I am so eager to continue this leadership wherever I
end up. Now, multiple towns have adopted the Yellow Bag Day, and it is
becoming known all over northern Rhode Island. Each year my dad and I try
our best to spread the word, to increase attendance as much as possible.
Never once have we asked for anything in return, rather we do this because it
feels good to make our town and state a cleaner, and better environment for
all. Since the cleanups inception, overall littering has gone down in the town
of Cumberland, as involvement goes steadily up. My dad and I strive for a
better more caring community where others work together for the common
good. Whether my father knows it or not, this Yellow Bag Day has sparked
multiple other organizations in northern Rhode Island to improve the world we
live in. It may seem small, but hopefully someday Yellow Bag Day will be a
worldwide holiday. Never have my father and I considered what we do as
leadership, we just share in the feeling of wanting to serve, foresee the
change we want to see, and commit to the growth of others within the group.
Our town, and northern RI is a better community than when we moved here.
One day of service brought us all closer together, and the community has
begun to help in any way they can. One small action of wanting to serve can
cause a reaction of others wanting to serve; it is only when the community
around you rally by your side that you realize that you were leading all along.
It feels great.
Evidence #27
28. Student will show knowledge of HDF 412 In HDF 412 we touched upon the “Principle Centered Leadership” theory by
the “Principle Centered Stephen Covey. This theory suggests that we should use four principles to guide our
Leadership” theory by Covey personal and professional lives. This is “The key to developing rich internal power in
our lives (p. 20). His book describes these four principles as security, wisdom,
guidance, and power. Security is our sense of worth, identity, self-esteem and
strengths. It is who we are and who we surround ourselves with that keeps us
grounded. Guidance is the direction that we wish to go in life, and the direction that
we receive. It is where we are headed in life, and how our past has directed us in
this way. Wisdom is a sense of comprehension or balance. It is how we use our
current knowledge and seek out knowledge to perfect our skills and challenge our
thoughts. The last principle of power is the capacity to act, or the strength to
accomplish a task. This is what gets us up in the morning, and allows us to move in
a direction that we choose to go. Covey believes that is we place these principles at
the center of our lives, we can unify all of the aspects of our lives together to lead
ourselves and others. The theory also describes eight characteristics that describe a
principle centered leader. These characteristics are coupled with a leader who leads
themselves and their actions before they lead others, while having a long-term
perspective on life. Principle centered leaders are continuously learning, and finding
meaning in everything they do. They are constantly challenging themselves to be
better, and finding learning opportunities. These leaders are also service-oriented,
and focus on radiating positive energy. They focus on helping others, and doing so
positively. They understand the power of helping others, and how far being positive
can go. They believe in others, and don’t put others down. They work to build others
up, and allow them to thrive in their communities. They lead balanced lives, and see
life as an adventure. They focus on living for the pursuit of knowledge,
understanding that they must help themselves before they help others. These
leaders try to synergize with others, always focusing on how they can work with
others to better serve the community and others. Lastly, principle centered leaders
exercise for self-renewal. They never give up, and look for opportunities to change
their perspective in order to get a task done, no matter the challenge. In order to
practice this theory, it is important to understand the four levels of organizational,
managerial, interpersonal, and personal. Starting from the center, a principle
centered leader needs to focus on leading themselves before others. They take their
experience, and move outwards to touch and help the lives of their interpersonal
relationships. They focus on managerially working with others to complete a task,
and organizing others to come together for the common good. A leader will not be
able to make impactful change without first understanding their strengths, and how
to utilize those strengths to better the community.
Covey, S.R. (2006) PRINCIPLE-CENTERED LEADERSHIP

https://keithdwalker.ca/wp-content/summaries/m-p/Principal-
Centred%20Leadership.Covey.EBS.pdf
Evidence # 28
29. Student will describe personal Off Campus Rental Manager Leadership is difficult as it is, but I believe that it can be even more difficult when
application of the above theory you are dealing with friends and family. To start off my senior year, myself and 5 of
(Covey) my friends decided that we wanted to spend our last year of college living in Bonnet
Shores rather than on campus. I decided to take the reins of the operation, meaning
that I was to organize acquiring the property, and being the liaison between
Narragansett Property Management and our house. Along with this, I decided that I
would be handling all of the rental checks, while paying for the utilities up front. My
five friends would reimburse me each month for their share of the utilities. In order to
adequately work with my friends, I decided that being a principle centered leader
was likely the best way to go when dealing with close friends. My year was started
with a message from one of my roommates, that they were unable to acquire a loan
for their senior year. This meant that the remaining 4 of my roommates and myself
would have to pay an additional amount of money each semester to live in the
house. Firstly, I decided to focus on myself before letting anyone know. I tried to be
empathetic with my friends situation, and simply expressed my apologies for his
inability to meet his payments. Instead of being upset that I had to pay extra, I tried
my best to be understanding of his situation. Using my gained wisdom over the past
3 years, I spoke with each of my friends individually to help them understand the
situation, and what we would have to do about it. I successfully managed to keep
them calm, and get the needed funds to live in the house for the year. Throughout
the semester I have used my guidance to my advantage. In the near future, my goal
is to be financially stable and organized to allow myself to save for a home, an
engagement ring, and retirement. I want to start budgeting my life early so that I am
as prepared as I can be before starting my career. This guidance has helped me
manage my money this semester, while working with my friends to collect payments
in an organized manner. There have been times that collecting the utilities money
from them has been late, and difficult, however, I work with them individually in a
professional manner. This helps me create a relationship of trust, and allows me to
understand their individual situations. So far, I have had no long-term problems with
payments because I have been leading myself and them as a man of character.
Throughout this process I have been continuously learning the difficulties of leading
friends, especially when there is money involved. I have found that having separate
relationships has helped me work with them on different levels. When around the
house, we are great friends, however, when we discuss house duties we are more
professional. It has helped me gain credibility without sacrificing my friendships. My
best tactic is that I am trying to be as transparent as possible. Every bill that I get is
shared with them, as well as my excel sheet that divides the total by 5 for each
payment. This way, they know why they are being charged what they are, rather
than me just telling them what they owe. This has also helped me gain trust.
Evidence # 29
the “14 Points / TQM” theory of
leadership by Deming
(Deming)
the “Visionary Leadership” (now
often cited as “Transformational
Leadership”) theory by Sashkin
(Sashkin)
the “Individuals in Organizations”
leadership theory by Argyris
(Argyris)
36. Students will demonstrate HDF 190 The 4 V’s Theory of In HDF 190 I learned about the 4 V’s theory of leadership by Dr. Bill Grace. This
knowledge of the “4 V’s” theory Leadership theory, related to the relational leadership theory is based upon one’s own ethics.
of leadership by Grace (Center for Knowing your own beliefs and values is crucial to understanding and utilizing this
Ethical Leadership) theory, in order to be an ethical leader. The basic meaning behind the creation of
this theory was to connect internal beliefs and values with external actions for the
betterment of all. The major points of this model are the 4 V’s which are Values,
Voice and Vision which all surround Virtue. These V’s are connected by Renewal,
Service and Polis. As stated above, the theory starts with knowing our own values,
or the core of our identity. Our values should connect to our vision, or how we frame
our actions when we serve others. We can do this by using our voice, and
motivating others to action by sharing our values with others. We connect these
parts of the theory with Virtue, or becoming what we practice. When we strive to do
the right thing, and develop our character in the service of others, we become a
virtuous person. The ethical leadership model in essence teaches us to know our
own values, spread our values onto others using our voice, and connect our vision
with others so that we can all come together for the common good, and become
virtuous by ethically serving others. Again, these four V’s are connected through
Service, Polis and Renewal. Service connects vison and values. When we use our
values in the service of others, our vision is typically revealed. Polis connects voice
and vision. Polis, meaning politics, is something we are engaged in when we give
voice to our vision. Although the word politics typically has a very negative stigma
attached to it, it truly means sharing our values through our voice. Renewal

connects voice and values. As we use our voice, we need to ask ourselves if we are
continuing to act upon our values. As we lead ethically through our actions, we must
remain vigilant, and respect autonomy, do no harm, benefit others, be just and be
faithful. Trust in your values, put your values into action by using your voice and
your actions, and become a virtuous person by being true to yourself. If we do all of
this in the service of others, we can become a more ethical leader.
Grace, B. (1991). The 4 V’s of Ethical Leadership. Retrieved from

ethicalleadership.org
Evidence #36
37. Student will describe personal HDF 190 Franklin Farm, Cumberland Within HDF 190, I learned about the 4 V’s theory of leadership, and it stuck out to
application of the above theory RI me because I realized that I had been being an ethical leader in one specific
(Grace) instance of my life. As stated above, the ethical leadership model in essence
teaches us to know our own values, spread our values onto others using our voice,
and connect our vision with others so that we can all come together for the common
good, and become virtuous by ethically serving others. Throughout my life, I have
always been helping out at the Franklin Farm in Cumberland, RI. This farm is a non-
profit farm that is owned and managed by a family close to mine, the Mudges. The
farm grows food each year for the RI food bank, and brings in volunteers from
around RI to pick the grown vegetables when they are ready so that they stay fresh
for the food bank. This is an amazing cause that I have always been passionate
about. Throughout my life I have always felt extremely bad for those that don’t have
the food that they need readily available. This earth produces more than enough
food for everyone, and it is upsetting to me that some are so much more fortunate
than others, even with basic necessities such as food and water. The one way I
knew I could put my values into action as a young man, was to help out at this farm
in any way I could. I would come down every weekend that I could to help pick and
box vegetables, while bringing more and more of my friends each year. My dad
because of this began to put the farm into his newspaper, and ever since the farm
has had more help than ever. My eagle project was installing a sign at the farm so
that people knew what it was. Many people didn’t know that they had a piece of
history in their town. By helping this farm in any way I could, I was putting my values
into action, using both my voice and my actions. I became in this sense a virtuous
person, as I tried my best to both help and spread the word about the farm. Now, I
engage in polis whenever I can to try to better the farm in any way I can. I serve
others by giving to the RI food bank, and I renew my values each time I get down to
the farm. This has always been something I enjoy, and I plan on working even
harder to expand my horizon and further help the RI food bank, and hunger across
the globe. Hopefully soon I will be able to impact hunger on a more direct scale,
rather than just helping at the farm.
Evidence #37
38. Student will show knowledge of BUS 365 In BUS 365, I learned the theory of “Situational Leadership” developed by Paul
the “Situational Leadership” Hersey and Kenneth Blanchard. My professor Dr. Mitchell actually taught his class
theory by Hersey & Blanchard based upon this leadership theory, as he personally knew Kenneth Blanchard. The
model is focused primarily on management styles, and how to best adapt to unique
situations. In short, the model is based upon task behavior (skill/knowledge) and
relationship behavior (support) a leader needs to provide given the level of
readiness of their employees/followers. Task behavior is considered one-way
communication where the leader teaches the follower about their tasks. Relationship
behavior is considered two-way communication, where the leader supports any
questions or concerns, he followers may have. In general, as the task behavior of
the followers increases, relational behavior between the leader and follower
decreases. This model flows through four series, however, the starting point of a
leader/follower relationship depends on the readiness of the follower, and their level
of task performance. This model, which can also be seen as a mentoring model
generally begins with a follower with low task performance, and a low-level
relationship with the leader. This level is generally the beginning of a working
relationship, where standards and expectations are set. As the relationship
progresses, the leader should increase their support to help the follower, while
maintaining a significant level of challenge to ensure follower development. As this
relationship progresses, the follower should be learning to a point where they have a
high task performance. Once their level of readiness is high, and their task
performance is high, the leader should begin to step away, furthering the level of
challenge. This will allow the follower to enhance their growth levels, while having
someone to turn to for questions. In the end, the followers task performance should
be high, with a low relational level, as they should need little help in their tasks. It is
important for the leader to closely supervise performance, to ensure that they are
facilitating within the correct segment of the model. It is important to recognize the
follower’s skill level and attitude towards tasks, to allow for the correct facilitation as
well. This model follows along the line of delegating, participating, selling and telling.
To elaborate, the leader should begin by giving the follower responsibility in order to
challenge them. They should move towards sharing ideas and facilitating
discussions, followed by explaining their decision process. Finally, they should go
back to providing tasks for the individual with less direction, watching for their
progress. It is important to remember that the movement between stages depends
solely on the follower’s level of readiness.
Blanchard, K., Zigarmi, P. & Zigarmi, D. (1985). Leadership and the one minute
manager: Increasing effectiveness through situational leadership. New York: William
Morrow
Evidence # 38
39. Student will describe personal URI 101 Mentor As a URI 101 mentor this past semester, I was able to practice the Situational
application of the above theory Leadership theory within my classroom. Myself and my co-mentor were big fans of
(Hersey & Blanchard) Dr. Mitchell, and decided that it would be best to prepare our students in this
manner. To start the year, our first class was introducing ourselves, while also
offering coffee and donuts. Although we were very nice and respectful, we also went
over our ground rules with the class. We discussed what we expected of them, and
went over their syllabus for the semester. In doing this, we set the stage for our
semester together. We were respectful and nice so that they felt comfortable,
however, we made sure that they understood our working relationship. Yes, we are
students, yes, we are your teacher. This was a difficult balance to keep, so we
wanted to set the stage correctly. Throughout the semester, we started to support
our students, letting them turn in assignments late. If they weren’t prepared for
class, they were allowed to hand in the assignment electronically by the end of the
night. We also tried our best to walk them through assignments due the next week,
and helped them get acquainted with their coursework. We also tried to help them
organize their lives as best we could, while articulating the importance of
involvement. As the semester went on, our support levels decreased. We decided to
hold 1 on 1 meetings, to go over their grades and reinforce the idea that we would
no longer be accepting late work. This allowed us to challenge our students as they
had become accustomed to the culture of URI. We focused on helping students only
with the information that they needed, and didn’t give any answers away. This
allowed them to work for themselves, and turn to each other for help rather than
myself and my co-mentor. Lastly, we ended the relationship with a celebration. After
the challenges of the end of the semesters work, we made sure to let them know
that they could come to us if they ever needed help or advice. By the end of the
semester, we had successfully created a working relationship, where respect was
built. This being said, the students also liked us personally, and didn’t feel that we
were too hard on them. Why is this? Because the model worked perfectly, and our
students gained a lot of knowledge about URI, and the professional business world.
They left with polished resumes and a better understanding of what to expect in the
coming years. Mission accomplished.
Evidence # 39
40. Student will show knowledge of HDF 190 Relational Leadership Model In HDF 190 I learned all about the Relational Leadership model by Komives,
the “Relational Leadership” model McMahon & Lucas. This model talks all about how to be a relational leader through
by Komives, McMahon & Lucas five key elements of being Inclusive, Empowering, Purposeful, Ethical and Process-
oriented. Each of these leadership components have a special place, and add up to
complete the model. When working on being a relational leader, we need to
focus on knowing, being and doing. We should know ourselves and others,
and how change can occur within a group. We should be true to ourselves by
being ethical, open and caring, and we must act. In a socially responsible way,
we must do our duty while being congruent to our own values, and to the
values of others. Being inclusive involves working with yourself and others to make
a difference. We should embrace diversity, and strive to include everyone in a
way that makes everyone feel welcomed and included. Diversity increases
performance, as multiple points of view can work together to think of things
never thought of before. No one wants to feel invisible, so we should strive to
make everyone feel seen. Empowerment is important in making sure that
everyone is excited and in their best mindsets. We should strive to hold
ourselves and others accountable, while breaking down barriers and
promoting involvement. Being purposeful changes everything, and creates an
amazing atmosphere for working with others. If we put purpose behind our words
and actions, we create a passion for others to follow. Work with passion
behind it strengthens a cause, and the results. Along with all of this comes being
ethical, which is crucial for being trustworthy, and developing values in a
relationship. We should always share our points of view by being respectfully
honest with each other, so that we can share in our common beliefs and set a
goal in our group vison. Finally, being process-oriented is immensely important
because many times the process is just as important if not more important than the
outcome in order to learn and be successful. Most group development happens
throughout the process, so it is important to stress the “why” in what we are
doing. If we connect our values with our process, we create change. Adding all
of this together gives you a successful way to conduct and work with a group.
Keeping this in mind has helped in many group project experiences and will help me
with a future in business. If you stay true to yourself, while being inclusive,
empowering, purposeful, ethical and process oriented, we are one step closer
to being a relational leader. These are 5 components that we should always
know, be and do in our everyday lives for the common good of all, in order to

bridge the gap that past societies have created for us. We are all humans, and
there is no need for us to think of each other as anything else.
Komives, S., Lucas, N., & McMahon, T. R. (1998). Exploring Leadership: for college
students who want to make a difference (3rd ed.). San Francisco, CA: Jossey-Bass,
a Wiley imprint.
Evidence #40
41. Student will describe personal HDF 190 Leadership Institute Looking back, having learned about the relational leadership theory in HDF
application of the above theory 190, With the relational leadership theory in mind, I think the Leadership Institute
(Komives et al) was a prime example the Relational Leadership model of how to be a relational
leader. When it came to getting to know each other closely that one night at the
Institute, I believe everyone acted together and in a very inclusive manner. No
matter what was said, everyone was supportive of each other. Everyone came
from very diverse backgrounds, and had very different life stories. No matter
what was said, everyone came together and worked together to be inclusive.
Throughout the process, everyone was focused on being in the moment, and
growing individually by sharing. No one was thinking of the final outcome of
all becoming closer, because in the moment all that mattered was being there
for each other. No one cared about the outcome, they cared all about the process.
We empowered each other to share our deepest fears and regrets, and did so in a
purposeful and an ethical manner. We wanted nothing but the best for each
other, and were respectful of everything anyone shared. We tried our best to
put our own thoughts behind us, and focus on the relation of our values and
feelings. We held each other accountable if anyone ever became non-
inclusive, and strived to work as a team to better our relational skills. We
ethically worked together by sharing a common vision with the group of being
open and understanding of everyone in the group. We knew that people had
different values and viewpoints of the world, but we came together regardless.
We were respectful of each other’s feelings, and made sure that everything said
stayed there. Making sure that everyone was included helped out group thrive in the
later days at the institute. Nowhere have I had a better experience with the
Relational Leadership model. By knowing our own values and experiences,
being inclusive and understanding, and doing our best to include others, we
became a close knit group that still talks to this day. That night, and to this
day we only look at each other as people. We are inclusive of each other, and
try our best to empower each other to thrive. Our group acted that night the
way I want everyone on this earth to act, and it all starts with knowledge. Once
we understand how people can relate to one another, and be passionate and
open to each other, we can truly become a relational community. In order to
help this succeed, we must strive to be like we were that night, a relational
leader.
Evidence #41
42. Student will show knowledge of Self-Research Constructivism is a basic theory about how people learn. More specifically it relates
the concept of constructivism to the idea that people learn from mistakes, and that people construct their own
ideas of the world around them by experiences they have, and reflecting on those
experiences. Usually, this is why a teacher will ask something like “How has this
helped you” or “What did you get out of this.” Without knowing it, we are learning by
reflecting on our own experiences and trying to figure out the why in life. “To do this,
we must ask questions, explore, and assess what we know.” – (Thirteen.org).
Whether we make a mistake, or do something correctly we learn by looking back on
those experiences and thinking about what we did or could have done.
Constructivism refers to the idea that we all construct meaning in our own
ways. It studies the role of experiences and connections, and how the
adjourning environment contribute to conceptual growth. The two key
concepts within the theory are accommodation and assimilation. Assimilating
means utilizing new experiences by attaching them to old experiences. This
allows individuals to rethink their misunderstandings, and reconfigure their
perceptions. Accommodation is seeing what is there in front of you, and
making it fit your perceptions. It is reframing your expectations to fit within
the outcomes. In teaching theory, it is taught that teachers should focus on
aiding their students understanding. Rather than students learning someone
else’s information, students should be exposed to data, and work with other
students to incorporate their experiences with the lessons. In general, the
theory helps individuals develop skills to analyze the world around them, and
create solutions using their past and present experiences.
Constructivism Learning Theory. (n.d.). Retrieved from http://www.teach-

nology.com/currenttrends/constructivism/
Evidence #42
43. Students will describe personal HDF 190 URI Education In my personal life, I have experienced constructivism multiple times. To start off,
examples of implementing Outcome # 27 every day I am in class this is used. I learn something new, and later think about
constructivism Dean Warehouse, Warwick RI what I learned and what it means to me. This helps me do well in my classes. Along
with this, a specific example would be my HDF 190 course, and outcome # 27. In
this class I learned about the Servant Leadership Model, and how to apply it. Rather
than just going along with it, I looked deeper into it myself. I thought back on what I
had learned in class, and realized that I have already been a servant leadership. I
also realized times that I could have been a better servant leader, and look to better
myself in that sense. To me, it is amazing how much you can learn and how many
connections you can make within your own life using constructivism. Within my
early professional life, I worked at Dean Warehouse in Warwick RI. When I
started at the company, I was tasked with the job of learning how to pick
product from the warehouse shelves for customer orders. In order to
accommodate myself, I worked closely with many workers so that I could get
multiple perspectives on the tasks of the warehouse. This allowed me to
understand the best ways to do my job, while being aware of how my work
affects others within the building. For example, picking the products in an
organized manner may take longer, however, it will lessen the burden on the
quality checker down the line. To better my abilities, I assimilated my past
experience as a student to my professional life. As a student, I tried my best
get the most out of every aspect of the university, before looking elsewhere.
At dean, I used this ideology to learn the benefits of working hard at my task
while trying to learn every aspect of the company. This learning lesson
allowed me to create a training program for the company, while fixing
problems on the warehouse floor. This increased efficiency and retention
rates within the company. These training programs and cheat sheets allowed
employees to better understand how their roles affected each station of the
supply chain. I wouldn’t have been able to help Dean as I did without having
challenged myself to utilize my past experiences within my work.

Evidence #43
44. Student will demonstrate HDF 413 SOLC In HDF 413, I learned about the Experiential Learning Model of Kolb’s learning
knowledge of experiential learning styles, and how it relates to being an SOLC consultant, and an effective debrief. In
in leadership development (Kolb) its simplest form, Kolb believes that you cannot truly learn from an experience
without looking back on it, learning from it, processing it and experimenting from it.
The model begins with the Concrete Experience, which is when participants actually
feel and do an activity. Members diverge into feeling and watching their and others
emotions, at a shallow level of in the moment experience. From here, the model
focuses on Reflective Observation, or looking back on your experience to ask
yourself “what just happened?” This step comes from the lens of re-watching the
experience in your head and assimilating the experience. Generally, individuals will
come to fully understand what it is they did, figuring out what they did right, and
what they did wrong. Now that the individuals know what they did, they need to
know why. This is where Abstract Conceptualization comes into play, trying to
understand the basis of the activity, thinking about why it happened, and what they
could have done better. This step is worked through converging with others and
trying to think of the relevance of the activity to their life or organization. High
functioning individuals will look past why and will connect that "why" to their
lives/rolls to make it their own. “Why did you all do this activity, and how does that
relate to your everyday lives/rolls?” Finally, participants will move into Active
Experimentation, or physical actions going forward with the new information at hand.
The question asked here is “now what?” Now that we know why we did this, what
can we do now to better our lives/organizations? Not only should we be
accommodating of other individuals throughout this process, but we should try our
best to feel and act in an inclusive manner. Everyone learned differently and will
have different ideas on how to fix a problem. Value this diversity, and work together
to turn your so what into a now what. Altogether, you are left with how SOLC
conducts their debriefs. What just happened, why would we have done this, why is
this important, how does this connect to your organization and now what? Together,
this model helps us take our everyday experiences that help us through life, and
turns them all into learning experiences that shape our leadership growth. Unless
we evaluate our experiences, they will likely give us little future benefit.
McLeod, S. (1970, January 01). Saul McLeod. Retrieved December 05, 2017, from
https://www.simplypsychology.org/learning-kolb.html
Evidence #44 (Kolb Handout)

45. Student will describe personal HDF 413 SOLC Retreat As stated above, as SOLC consultants we utilize Kolb’s Experiential Learning theory
application of experiential learning through our debriefing techniques. During my retreat with Musically Inclined, I and
in leadership development (Kolb) Wully facilitated a new activity called pressure pit. The activity was facilitated well,
and the group completed the tasks after some time with a sufficient amount of
challenge. Now, it was time for the debrief. Had they walked away after completion
they would have learned minimal in the eyes of Kolb, and he’s right to see this. We
can’t possibly learn things from shallow experiences without diving deeper into the
hidden meanings. First, we discussed the surface level information by reflecting on
our observations; the second aspect of the experiential learning model. What
happened? What went well? Did you work as a team? They focused on their
struggles to work as a team, and how they could have improved. Specifically, the
group has been broken into teams. Rather than working together as a unit and all
traversing the obstacles in the same direction, they worked as individual teams.
Because of this, their performance suffered severely. Next, it was time to look
beyond the activity and into abstract conceptualization. This is where the group
began to reflect on why they did things the way they did them, and how they can
change their work ethic and attitudes towards each other to be more inclusive,
respectful and efficient. The group did a great job at recognizing that they have had
trouble in the past working together, and typically hangout in clicks. This is where
the group began to assimilate exactly why the activity is set up the way it is. Finally,
it was time for active experimentation or looking towards the future. Our group
decided how they were going to fix their mistakes for the next activity, but also
looked deeper into their daily lives and Musically Inclined organization. How can we
take this experience and relate it to Musically Inclined? How can we change our
teamwork for the better, connected to our organization? The group could now
converge towards a common understanding, and accommodate each other for the
future. A simple task leading to lifelong changes, because leading takes more than
just doing; it takes thinking, reflecting and applying. Now, the group can experiment
with what they have learned, and hopefully benefit their organization.
Evidence #45 (Musically Inclined Agenda)

46. Student will show knowledge of HDF 190 Social Change Model of In HDF 190 I learned about the social change model by Astin et al. I learned that
the “Social Change Model of Leadership primarily the model relies on the Individual, a group, and society. The Individual
Leadership Development” by should focus on Development of personal qualities, self-awareness, and personal
Astin et al values. We should focus on consciousness of self, or the understanding of
ourselves in order to better understand our role in the world around us,
Congruence, or being able to take our values and align them with the social
change we want to see, and commitment, or making sure that we are always
trying our best as an individual, because in the end our best is all we can do.
As a group, people should have an Emphasis on collaboration and an interaction
between the group and individuals. Groups should also focus on having a
common purpose in mind, so the group is all working towards the same end,
and should make sure that if controversy arises, they are handling it with
civility, and working out their differences in a way that stimulates growth.
Groups work together more effectively if they treat each other and each
other’s viewpoints with respect. Society should focus on bringing about change
for the common good, using our citizenship as a connection to the world. As an
individual, we should strive to accomplish all of these, hoping to join a group and
impact society. When focusing on social change as an individual, group, and
society, we look to the seven C’s of social change which are as stated above,
Consciousness of Self, Congruence, Commitment, Collaboration, Common
Purpose, Controversy with Civility, and Citizenship. Each of these C’s are crucial in
bringing about social change. Creating a movement, no matter how big or small is
extremely difficult, but these C’s can help make a change. The point of the social
change model is to firstly focus on yourself. Once you know who you are as a
leader, and your goals, you can better impact and work with a group. Once the
group develops, and moves through the stages of group development, they
can finally move to a society view in order to impact others in a greater and
deeper aspect. Once this is achieved, Individuals, groups and society should
try their best to fight and hopefully make changes that they believe are for the
betterment of others. With this, we create a more loving and accepting
society. Social change is not just cleaning up the streets of trash, rather it’s
trying to connect with the people around you, and make a greater, longer
lasting form of change that helps impact people on a more interpersonal level.

Astin, H. S., & Astin, A. W. (1996). A social change model of leadership
development: guidebook: version III. Los Angeles: Higher Education Research
Institute, University of California, Los Angeles.
See Evidence #46

47. Student will describe personal HDF 415 Safe Zone Training During my HDF 190 Leadership Retreat to the Union, I realized how much people
application of the above theory can have an impact on each other. During this retreat we worked individually, in
(Astin et al) small groups, and all together. It was amazing to see everyone’s progress
throughout just a couple of hours together. As a unit, we could really make a
difference in society, and that is a huge reason I am in this minor today. The biggest
C that we all used together was Collaboration. Whether it was on our own or in the
large group setting, we all worked together and even cheered each other on during
fun activities. Today, we are all a lot closer than we were before, and I believe that
that in itself is social change. From here on out we have to try to our best abilities to
change the URI society, and later the societies we grow in for the better. We could
easily and effectively take the activities we did together outside to the URI
community in order to create positive social change all over the campus. Within
the class of HDF 415, we learned a lot about putting safe zone training into
action. As a Peer Leader, we were encouraged to get to safe zone training as
early as we could to be able to be more inclusive of our FLITE class and
individual groups. Now, I am making an effort to be more inclusive of
everyone, by learning about preferred pronouns and trying to break the
stigma of saying “Hey Guys” instead of “Hey Everyone.” It seems like a small
thing, but if that can be passed onto everyone one day, and “Hey Guys” is
eradicated, it is a small, simple step forward towards being a more inclusive
society. If I can inform a couple of people about this, and how it affects others’
lives differently than our own, then that to me is the starting of social change.
Specifically, as an individual, it is important to be consciousness of
ourselves, making sure that we are holding ourselves accountably with
everything we do and say. If we aren’t being inclusive of ourselves, we can’t
expect others or preach to others to be inclusive. Once we have an
understanding of ourselves, we can become congruent in order to connect
ourselves to the inclusive society that we want to see. If we try our best as I
have done to stop saying things like “you guys” and start recognizing points
of un-inclusion, we can develop our leadership skills for the betterment of our
society. If we remain committed to the cause of frequently becoming safe
zone trained, and encouraging others to do the same, we can all become more
aware of the simple and complex things our society does, and we can work to
fix them. Together as a group, we can collaborate with others, making sure
that we align our goals in order to create a more inclusive group of people.
When doing this, we create a group of individuals that hold each other
accountable so that the group has a common purpose, and keeps each other
on track. With holding each other accountable will always come controversy,
but it is important to be respectful of each other and have controversy with
civility. Whenever I correct someone on something that they said that was not
inclusive of the people around them, I always do so respectfully in order to
make sure that they understand what I mean, and that they don’t dismiss what
I say because I came off as rude. If there is ever disagreement about what is
socially acceptable and what isn’t, it is always best to find common ground
and work on those things first, while respectfully disagreeing on points. When
we come together as a society whether on the URI campus or as a world, it is
best that we try to reach out and speak about the importance of inclusive
speech. Today, I try my best to be inclusive of everyone, while influencing and
teaching everyone that I speak to, in order to begin creating the society that I
want us to be. “Be the change you wish to see in the world” – Mahatma
Gandhi
See Evidence #47

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

Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership
Experiences
68. Student will demonstrate how
cultural anthropology / paradigms
relate to leadership
example of using cultural
anthropology / paradigms as a
leader
70. Student will demonstrate HDF 412 In HDF 412, we learned about Harro’s “Cycle of Socialization” which does a great
knowledge of the “Cycles of job of depicting the society in which we live, and how our actions, or more often lack
Socialization” (Harro) theory and of actions lead to a never-ending loop. This cycle has kept marginalized groups from
its uses in leadership excelling and keeps privileged groups in power. We begin the cycle by being born
into the world, and being taught by our relatives and those that raise us what we are
to believe, and how we should live/act. This is of no choice of our own, and is how
the cycle begins. All of the mechanisms, societal rules, structures of oppression etc.
have already been constructed, and we are being born into them. Moving from birth,
the cycle moves towards being taught not only by our families, but by those who we
surround ourselves with, such as teachers and other students. These individuals are
our role models, and teach us to act a certain way. It is these people that will have
us believe that “boys don’t cry” and “we can always buy another one”. These
seemingly harmless interactions form how we think. As we begin to attend school,
places of worship, play on sports teams etc. we start to learn more societal stigmas,
some of which may counteract with things that we have learned at home. It is here
where we decide to see things as fair (if we benefit) and not fair (if we do not
benefit). If we are a member of a group who benefits from the rules, we may struggle
to understand why people believe anything different. These thoughts are built upon
by enforcements and punishments. Generally, people who go against the norms are
cast out for being different, and are considered sensitive. Those who stick to the
status quo are benefited, as they are generally accepted into society. These
individuals become less and less likely to stand up to injustices as they see others
cast aside, and begin to question why anyone wouldn’t just live life the way it is. By
participating in our given roles, we perpetuate the system of oppression. By not
standing up against injustice, whether or not we are affected or not, we are turning
our backs away from others. As we come to the realization of the cycle around us,
we have the option to act. This can be in a large, systematic way, or an everyday act
such as stopping racism at your local store. If we choose to act, we break the cycle.
This action leads to change, and taking a stand. From there, we need to focus on
reframing out thinking, and allowing others to do the same. If we instead do nothing,
and promote the status quo, we reset the cycle of socialization, and continue our
flawed society, hurting others along the way. Not taking action and or not realizing
the cycle is typically because of fear, ignorance, confusion or insecurity, the core of
the cycle. It is important to understand that this cycle in enforced all around us, yet
we may not notice it. An example of this is song lyrics speaking against the LGBTQ
community, or commercials depicting women as objects. It is crucial that we utilize
our lens of experience to not only understand that cycle, but to act against it.
Otherwise our realizations are for nothing.
Harro, B. (1997). The cycle of socialization. In M. Adams, W. J. Blumenfeld, R.
Casteneda, H. W. Hackman, M. Peters, & X. Zúñiga (Eds.), Readings for diversity
and social justice: An anthology on racism, antisemitism, sexism, heterosexism,
ableism, and classism (pp. 15-21). New York: Routledge.
Evidence # 70
71. Students will demonstrate HDF 412 My Journey, Excerpt from my During HDF 412 I wrote the following to discuss my personal application of the Cycle
personal application of the Module II Paper of Socialization: For starters, I was born into an upper-middle-class white American
“Cycles of Socialization” (Harro) family and lived in the town of Cumberland RI. Cumberland shared a similar
demographic to my family, and the average family was considered to be within the
middle-class. Being born into my family’s situation was out of my control, and this is
where I began my journey of ignorance. Moving through the cycle as I grew up, I
was taught by my family about how important working hard is. My dad who grew up
as a lower-middle-class American believed that anything could be achieved if you
worked for it. My teachers taught me that hard work was rewarded, and that if you
don’t work hard you will be set back in life. The norms of my community were
constructed under these simple beliefs:
1) If you work hard, you can achieve anything

2) If you live morally, you will get what you deserve
3) There are no shortcuts in life
Without knowing it, my teachers and family members were moving me through the
cycle of socialization. Each of these three beliefs held also by my church is looked to
as inspiration, without recognizing the negatives that go along with each of these
phrases. As I grew older within my community, I learned from my Catholic education
and from Fox news (my family’s network of choice) that these core beliefs held a
double meaning.
1) If you don’t achieve anything, it is because you are lazy

2) If you are treated poorly, it is because it is what you deserve for not living
morally
3) There are shortcuts for the wealthy to stay in power, however, if you are poor
and take shortcuts you are a “line cutter”
These core beliefs that I was taught were reinforced by the sympathy wall; that we
should sympathize with those that are less fortunate, and in doing so we will help
them grow out of poverty. In reality, this meant donating to a local food bank while
continuing to live by these core beliefs. That all those who don’t succeed are lazy.
Within society, this faulty mindset is rewarded with riches. If we don’t look to fix the
real problem at hand, there is more money for us. If we continue to live by these
beliefs, our success-driven egos will only grow to the detriment of our fallen
comrades. Is it really enough to just say “I’ve succeeded, why can’t you?” The sad
truth of it is, our society may ask that question, but, they ignore the answers. It is
important to recognize that these mindsets are both conscious and unconscious.
While many individuals consciously believe that those at the bottom are lazy, many
individuals hold these beliefs without knowing what they are causing. For most
Americans, these beliefs are what has helped them succeed as individuals, and they
want to see others do the same. That being said, they won’t break this cycle if it
means that their piece of the pie begins to shrink. This all results in the
dehumanization of the lower-class that we see today. As the lower-class is ripped
apart for their “lack of action”, they turn to silence, knowing that their voices are not
being heard.
Evidence # 71
72. Student will demonstrate HDF 412 In HDF 412, we learned about the “Cycle of Liberation” created by Bobbie Harro,
knowledge of the “Cycles of and how It is closely related to the cycle of socialization. The cycle of liberation
Liberation” (Harro) theory and its describes how to take action against the cycle of socialization, and the steps in
uses in leadership accomplishing systematic change. This all starts using that lens of experience as
your waking up moment. This is usually an incident that occurs where you realize
that society is not an equal playing field. Once an individual comes to this
understanding, they move through the cycle to get ready. This is where introspection
occurs, looking to empower themselves, gaining inspiration and developing their
points of view. This is typically where self-research occurs, in further understanding
the cycle of socialization. Reaching out is the next step in the cycle, seeking
experience and exposure to injustices, while exploring the world outside of their
own. It is through reaching out where individuals start to really see and empathize
with others. It is through working with others that the core of the model begins to
take shape within ourselves. It is here where love, balance, joy, support, security
etc. begin to take place within ourselves, and those we touch. Building a community
is the next step, discovering others who are both like and unlike themselves. People
who are like each other support each other, while individuals with differences
challenge others, questioning their assumptions, structures, and roles. This
community is meant to come together to further each other in knowledge, by
providing a diverse perspective. This community then coalesces together, organizing
and planning on how they want to make a change. This is typically where groups
fundraise and transform anger into action. The group looks to create change within
their community by transforming institutions and influencing policy, assumptions,
rules etc. It is here that organized action against the cycle of socialization takes
place. Finally, it is important to maintain this change. Dingle acts of change can
make a great difference, but that difference is likely to slowly fade away as the cycle
continues. Only by spreading hope and integrating our actions with others can we
continue to impact the lives of others, while disbanding the cycle of socialization.
Harro, R. (2000). The cycle of liberation. In Adams, Blumenfeld, Castanada,

Hackman, Peters, Zuniga (Eds.). Reading for diversity and social justice. New York:
Routledge
Evidence # 72
73. Student will demonstrate HDF 412 My Journey, Excerpt from my During HDF 412 I wrote the following to discuss my personal application of the Cycle
personal application of the Module II Paper of Liberation: My waking up moment began in college when a classmate of mine in
“Cycles of Liberation” (Harro) HDF 190 spoke about how difficult it is for lower-class Americans to find work. Of
course, I had thought about this before, but hearing someone else talk about some
of the reasons such as not having a driver’s license of home address really hit
home. I had learned my whole life that those at the bottom have it rough, and we
should be sympathetic towards them. It never occurred to me that not only are these
individuals not lazy, they just don’t have the means to climb the ladder of society.
Being sympathetic doesn’t change anything, but being empathetic could break the
Cycle of Socialization. I believe that I am somewhere between the first two cycles of
getting ready and reaching out. I have tried my best to get ready by taking classes
and researching the difficulties of being a lower-class American. I have also reached
out to individuals around me to help me be introspective on this issue. Just last week
I went to the beach with a friend to discuss the difficulties of Americans for hours on
end. This had helped me gain the knowledge of how I interpersonally connect to this
issue, however, it is time for me to take the next step. Although I have reached out
to others, I haven’t exposed myself to a new community of people with a greater
experience. I’ve helped those in need before, however, I have never taken the time
to really talk to these individuals and empathize with them. My next step is to reach
out to lower-class Americans to gain the knowledge from first handlers. In doing this,
I hope to build a community build on trust and understanding, allowing room for eh
questioning of each other’s assumptions and beliefs.
Building a community is a great start, but this can only get so far without action.
Together, we can coalesce as a group to try and fundraise for those in need. I am a
strong believer in lobbying, however, I would rather lobby by making a movement
that also fundraises for those in need. Bringing both awareness and relief is a
powerful combination. As a group, we would be looking to create change. My hope
would be that we can create a movement that gets people thinking. Yes, fighting for
policy changes is an immense, powerful tool, however, if you can get people to
question their own beliefs, you can get people to join your cause. This organization
would only be able to be maintained with positive energy. Movements that die are
movements that are brought about by anger and fear. When I think about amazing
charitable organizations such as the Huntsman Cancer Institute, I see an
organization with a vision that spreads positive energy and change throughout the
community. This is the core of any successful organization. Happiness, positivity,
support, security, and the power to make a change. Once the organization is making
people question the status quo, and impacting the community in a positive way, we
can turn to society. The only way that lasting change is created is by changing the
system that opposes it. My hope is that in creating an organization that gets people
thinking first, we can create a background of hope that influences people to act.
Evidence # 73
74. Student will demonstrate HDF 412 Within HDF 412 we discussed how Franklin’s “Configuration of Power” model relates
knowledge of the “Configuration to leadership. The model depicts power as a bullseye target, with four concentric
of Power” (Franklin) and its circles. As the center of the target, or the core of the model is economics.
relationship to leadership Whomever controls the wealth within society, controls a form of power. Economics is
a huge driver as to why people act how they do, and is typically at the core of power
within society. Politics is the second layer of power, dealing with protecting ruling
economic interests. Root causes of social problems are sometimes overlooked in
order to continue to be economically powerful. A prime example of this would be a
political figure voting a certain way in order to keep the support of a wealthy
organization that is keeping them in power, consequently overlooking and ignoring
root problems in society. The third layer is Bureaucratic Management, where law
enforcement and penal institutions are managed. These individuals are employed by
politicians to keep the politicians in power, while continuing the cycle of socialization.
Lastly, the fourth layer is controllers of symbols. Individuals such as the media,
education systems, religion, popular cultures etc. train individuals to maintain the
configuration of power. They are our primary sources of news, values, teachings,
and entertainment where we learn to continue the configuration of power as it is,
chasing economic gains. These circles do not include minorities, women, LGBTQ
members etc. They are individuals who do not hold the power within society, and
this cycle keeps them from holding power. In order for society to truly be equal, the
configuration of power needs to be reworked. These groups who challenge the
configuration need to rise up, and work together with people within the configuration
to change how we structure society.
Franklin, R. (n.d.). Franklin’s configuration of power [PDF document]. Retrieved from

Sakai Resources.
Evidence # 74
75. Student will demonstrate Mount Saint Charles As I have mentioned before, I spent 8th – 12th grade attending Mount Saint Charles
personal application of the Academy – Power Academy in Woonsocket RI. Although it is almost 4 years ago that I graduated, I
“Configuration of Power” Configuration never looked at my high school through the lens of power. As an individual
(Franklin) stakeholder from an upper-middle-class background, my father held a lot of power
within my private education. From an economic perspective, my father had sent two
of his children through the school, with a hefty price tag. Along with this, he also
fundraised with the school, and used his company to help fund some of the school’s
projects, such as when they were looking for funds to help renovate the classrooms.
This gave my dad a lot of influence and buying power, to where he was eventually
able to enter the political arena, being on the board of the school. Today, he uses
this power to help better the school to service more individuals throughout New
England. When I was a student, without knowing it this power helped me through
school. Although I was never a bad student, it was unlikely that I was to ever get into
trouble. All of the administration knew who my father was, and so I was looked at as
someone who was untouchable. Although I never abused this power, it was a power
that I had that I did not earn. It was purely through the relationship with my father,
and his political and economic presence. The school as a whole used the symbols of
Christianity as a power, not allowing transgender students to attend the school. This
was found the year after I graduated, and has since been changed in the student
handbook. Although this has been changed for the better, the configuration of power
at Mount Saint Charles is still a problem to this day, and the biases that come along
with this power.
Evidence # 75
76. Student will demonstrate HDF 412 In HDF 412, we learned about the “White Racial Consensus Model” developed by
knowledge of racial identity Wayne Rowe, Sandra Bennett, and Donald Atkinson in 1994. This model stemmed
development via the Cross, from the work of Janet Helms, who developed the “White Identity Development
Helms or other models (Ferdman Model” in 1990.
& Gallegos; Kim; Horse;
Wijeyesinghe etc.) The White racial consciousness model focuses on the awareness of being a white
person, and how that affects people of color. It looks to experiences of positive or
negative dissonance among racial groups as the primary cause of development.
This development can be seen within the model as a non-linear movement between
two categories; Unachieved white racial consciousness and achieved white racial
consciousness. These categories are considered to be the attitudes of whites within
American society. Unachieved white racial consciousness is categorized into three
main attitudes. Avoidant attitudes have to do with people who don’t think about their
or others race. This attitude allows whites to ignore both racial identities and racial
experiences until forced into the conversation. The dependent attitude is when white
people are aware of their race, yet don’t take ownership of it. These individuals
typically look to others for their racial beliefs, and won’t achieve white racial
consciousness until they reflect on their race. Finally, the attitude of dissonance are
individuals who are open to learning about racial development, however, may
become confused as their racial knowledge conflicts with those of people of color.
Achieved white racial consciousness is categorized into four main attitudes. The
dominative attitude is composed of those who’s racial acknowledgment is rooted in
stereotypes. They acknowledge their whiteness, yet use it to contribute to the racism
within American society. A passive dominate will avoid people of color, while an
active dominate will engage in open discrimination towards people of color.
Conflictive attitudes are opposed to what they consider “obvious, clearly
discriminatory practices, yet are usually opposed to any program or procedure that
has been designed to reduce or eliminate discrimination”. (Roweet al.,1994, p. 138).
These individuals believe that society is already an equal playing field, and don’t see
the point in policies meant to help the challenges that people of color face. Reactive
attitudes are a more proactive approach, where individuals believe that people of
color get the short end of the stick within our society. They acknowledge their given
privileges and work to address discrimination. Those who have a passive reactive
attitude will acknowledge the hardships that people of color face, yet don’t have
many interactions with people of color. Those who take a more active approach look
to connect with people of color while challenging white individuals. Finally, people
with an integrative attitude see the world as it is, and look to fix it. They have
acknowledged their whiteness and the privileges that come along with it, and seek to
utilize it for the common good. They are committed to social change and equaling
the playing field. As stated above, the model is not linear and should be seen as a
process of growth. You have at no point completed this model, rather you are
constantly working towards achieving white racial consciousness, and using that for
the betterment of society.
Robinson, M. (2011, April 10). Racial Identity Development. Retrieved from

https://studentdevelopmenttheory.wordpress.com/racial-identity-development/
Evidence # 76
77. Student will demonstrate My Journey Connecting my personal journey with this model is difficult, as the model doesn’t
personal application of model(s) work in a linear fashion. I do however agree with the WRCM and find that I fit within
of racial identity development it. Growing up, I started with an avoidance attitude towards the discussion of race.
above Having lived in a primarily white neighborhood, and having gone to almost all white
schools, I was almost never asked to speak about my race. My classes connected
the primary religion of Christianity to society, and the only time we learned about
people of color was in history class. When race was brought up in class, I was
almost always able to ignore the conversation with little repercussions. I found
myself gaining the dissonance attitude my first year of college. My first year of
college within the leadership minor was met with the discovery of different racial
groups and their developments. I was confused at first as to the major differences
between groups, and still, find myself confused on some issues to this day. That
being said, I try my best to seek out learning opportunities such as the HDF 412
capstones class, and diversity events on campus. Today, I believe that I am in the
process of making the jump from dissonance to a reactive attitude. HDF 412 is the
first class where I have been actively been asked to speak about my race and the
privileges that come along with that. This has helped broaden my learning
experience from my scope of others to the wider scope that includes myself. I have
been challenged to track individuals around RI and try to understand how society
has contributed to the inequality that we see. I am in the process of acknowledging
my privileges, and how I contribute to our unequal society. From here, I hope to
move towards an integrative mindset where I can take action towards positive social

change. I honestly think that I have a lot to learn before I can become an ally within
my community, however, it’s never too early to start.
Evidence # 77
78. Students will demonstrate HDF 412 Within HDF 412, we learned about Peggy McIntosh’s theory of white privilege, and
knowledge of McIntosh’s theory how it related to leadership within society. The model speaks about the privileges of
of privilege and its relationship to being white that are unconscious to most white individuals, especially white men.
leadership This has a lot to do with the fact that white men are considered to be some of the
most privileged individuals in society today. This doesn’t mean that white individuals
don’t see injustices, yet, they don’t understand how they contribute to that. They also
do not understand how they have privileges, and what those are. The theory looks at
a list of 24 privileges that individuals can have, to get people thinking about how and
if they are privileged more than others. Most of the 24 privileges that she describes
have to do with skin color, and are meant to cause self-awareness. It is a list of
privileges that white individuals may have, however, don’t think about on a day to
day basis. This isn’t necessarily their fault, they have just never realized these as
privileges, rather it is just how it has always been for them. The theory is meant to
be a wakeup call; however, it is important that this understanding doesn’t stop there.
Understanding your privileges is a great first step, however, it is important to use this
information to better the lives of others, while developing strategies with others to
combat the cycle of socialization. This cycle is alive today partially because of the
ignorance of society and racial privileges.
McIntosh,P.(2004).Whiteprivilege:Unpackingtheinvisibleknapsack.In
P.S.Rothenberg(Ed.),Race,class,andgenderintheUnited
States(6thed.,pp.188-192).NewYork:WorthPublishers
Evidence # 78
79. Student will demonstrate HDF 412 Privilege Assignment - Quiz During HDF 412, I was tasked with taking a quiz that would numerically show our
personal application of privileges compared to others in the class. When taking this text, I noticed that I was
McIntosh’s theory checking a lot of the boxes. I tried my best to be extremely honest with myself, not
reading too deeply into the questions. Rather, I allowed myself to look at the
statements at face value, ensuring that I was accurately assessing my privileges.
When it was time to discuss our findings in groups, I found that I was numerically the
most privileged individual within my group. I was also one of two white men in my
group, and we both had the highest scores in the group. This for me was a waking
up moment, as we not only discussed privileges that we had, but how those
privileges could be used to contribute to oppression within society. I am not
someone who actively discriminates against others, but I definitely haven’t helped
very often end the cycle of socialization. This understanding of some of my
privileges has been a great wakeup call to me, and I have actively sought out more
information about some of my possible privileges. Not only did I learn certain racial
privileges such as having never been followed in a store based upon my race, but I
also learned about my gender privileges and ability privileges. Using this found
information, I look to actively learn about how I can use these privileges to help
others, rather than ignoring them. This is important, as ignoring my privileges is
adding to the social of socialization.
Evidence # 79
80. Student will describe the
differences and similarities of
individual and institutional
oppression and relationships to
leadership
81. Student will show knowledge of HDF 190 Social Change Model In HDF 190 I learned all about change agency when I was taught about the Social
effective leadership as it relates HDF 413 Change Model. The goal of a leader in this category is to become a change agent,
to change agency or a person who has the understanding, motivation, and skills to create positive
change. Change is a value and a process, and it is very difficult to accomplish.
Someone will always be there to resist change, so there need to be strategies of
overcoming this resistance in order to be a change agent. A change agent should
have positive perceptions on change, they should comfort with ambiguity and
transition, and they should have a willingness to step outside of their comfort zone.
Doing this makes it a lot easier for people to go along with the change as they too
would be stepping out of their comfort zone, and should have a transition into the
change rather than jumping right in. A change agent should demonstrate an ability to
influence systems, they should create a sense of urgency, should articulate their
vision, and should have a willingness to take risk and make a difference. Without
risk, one can never truly gain anything. A change agent needs to be able to
influence others to join them, and be able to make it seem urgent so that people
don’t just walk by. Being able to create a vision in others heads is a key component
in making people go with the change, and having people want to change. Within
HDF 413, we discussed multiple topics of social inequality and inequity and
tried to work together to come up with ways of being a change agent. The first
step in becoming a change agent is to have adequate information to work
with. If the individual trying to support a cause doesn’t have correct
information, then they will actually be making the issue worse. Once enough
research has been done, the change agent has to be able to effectively and
efficiently communicate this information in an inclusive, respectful yet
impactful message to others. This only gets more important as the topics of
change grow into more sensitive topics. No one can change the world on their
own, but they can influence others to join their cause. This creates that vision
for others to buy into and collaborate on. Finally, a change agent needs to
own the change. People every day try to get their messages across to others
to no avail. A message becomes impactful however once it is personalized
with an individual’s own story.
- The Social Change Model, Change Agents, HDF 190 FLITE Textbook
Evidence #81
82. Student will describe personal HDF 190 Social Change Model I used the social change model long before my HDF 190 class. I’m so glad that I
examples of being a change Sigma Chi Derby Days learned about it, because now I can see how I was a change agent to my friend
agent Nick. Nick was never a fat kid, but he wasn’t in very good shape. He always wanted
to get in better shape but lacked the motivation. One day, I showed him the vison I
had for him, and motivated him to eat better and go to the gym with me. Although I
don’t go to the gym much anymore, Nick now is motivating me to achieve my goals.
At first he resisted me, but I counteracted that. I influenced him to do something that
he always knew he wanted to do, but couldn’t get around to doing. Now, Nick is a
very healthy young man who is in much better shape than I am physically. He knows
a lot about nutrition and even wants to go into that field of study. I am so proud of my
friend and even more proud that he is now helping me with my physical goals just as
I helped him. One change agent can create another, which to me is the best type of
change, and one of my proudest moments. On a slightly larger scale, my
Fraternity each year partakes in a week-long philanthropic event called Derby
Days. This week is full of activities that spread awareness of how cancer
effects individuals and families, and how we can stand up and help. Typically,
we raise around $2,000 for cancer research and do minimal to spread
awareness around campus. This year, we decided to break the chain and
become change agents any way we could. We didn’t change the world, but we
raised over $5,000 and spread awareness around campus with flyers,
information at our booths, and a presentation to new Greek Life members. As
a Huntsman Cancer Institute ambassador, I personally spread the message
around campus that “we are the generation to end cancer.” This is a simple
message that sticks and gets individuals to ask how they can help. As an
International Fraternity, we have worked together over the years to raise over
7 million dollars that have been used to research the TP53 gene that may be
the future of cancer research. This gene found in elephants has been proven
to be able to break down certain types of cancer and is being researched with
the money we raise. Although our chapter at URI is not spearheading this
effort, we are still change agents by raising money for this cause and trying
our best to spread awareness of our cause.
Evidence #82 (Derby Day’s)

83. Student will create a personal HDF 190 Relational Leadership Model In HDF 190 we learned about the relational leadership model, and one of the main
code of inclusive leadership Best Personality Award components of this model is being inclusive of others. This is important in being able
to accomplish anything together, being inclusive of everyone no matter what they
believe or how they act. In High School I actually got an award for best personality,
and encompassed in this was being inclusive of others. It is of utmost importance
that you understand yourself, before trying to understand and include others.
Everyone can make a difference, and everyone’s differences can be valuable.
People have different temperaments, talents, and convictions and all of which
should be included and respected for the betterment of the group. Being inclusive
cannot happen without being a good listener and accepting everyone for who they
are. Arguments will occur in any group or organization, but as long as they are all
organized and civil they shouldn’t be a problem. In my personal opinion, “when we
stop fighting for each other, that’s is when humanity truly dies.” – Chiwetel Ejiofor
Aside from listening, individuals should support each other in their own
endeavors. Everyone works in different ways, and does things for their own
reasons. To be truly inclusive, we need to support each other, and when we
disagree we need to do so respectfully. I have learned that I will never be able
to understand what anyone has gone through. Even if I have gone through
something similar, I take things in different ways than everyone else. There
are people on this earth that have gone through much more difficult times
than my own, and realizing that is the first step to being inclusive of others.
Our worst day could be someone’s best day.
Evidence #83
84. Student will demonstrate HDF 413 SOLC In HDF 413 we read about the Model of Intercultural Sensitivity by Bennett, which
knowledge of the “Model of my group later presented on with the frame of inclusive leadership. The model is
Intercultural Sensitivity” by composed of 6 stages of cultural acceptance beginning with the denial of differences
Bennett and its uses in and ending with the integration of difference. This model is meant to be more
leadership personal, as each stage is composed of possible quotes that are said by individuals
in these stages. It is our job to recognize what step we are at/have been at, and how
we can improve as individuals. From there, it is our job to work together to help
others move up the stages to create a more inclusive, intercultural society. Stage 1:
Denial of Difference. These individuals aren’t capable of experiencing differences
and may dehumanize others. Individuals in this stage may say things like “As long
as we all speak the same language, there’s no problem.” Individuals in stage one
wouldn’t be able to recognize that this statement rejects all those who speak other
languages, and doesn’t take into consideration others cultures/struggles. Stage 2:
Defense Against Difference. Typically, individuals in this stage see differences as
very black and white. They keep a hard boundary between themselves and “others.”
Typically, stage 2 members will place their own culture above others. Individuals in
this stage may say things like “When I go to other cultures, I realize how much better
my own culture is.” At first glance, this may seem like a statement of gratitude,
however, the message that is received is that the speaker believes his culture is
superior and feels nothing towards the “lesser” culture. Stage 3: Minimization of
Difference. This is the first stage of believing that we are all alike, and trying to adapt
to others cultures once recognition of differences is achieved. Individuals in this
stage may say things like “Customs differ, of course, but when you really get to
know them they’re pretty much like us.” These statements are of pure realization,
where members believe that everyone is equal, however, trying to minimize
difference doesn’t mean you completely accept differences. Stage 4: Acceptance of
Difference. Members of stage 4 see other cultures as alternatives to their own
cultures. Not only are they trying to minimize the difference, but they are
appreciating and accepting others cultures as their own. Individuals in this stage
may say things like “The more cultures you know about; the better comparisons you
can make.” These statements show the true interest of others cultures. Stage 5:
Adaptation to Difference. Members of this stage will consciously shift perspective
and intentionally alter behavior. Stage 5 members have intercultural empathy and
use this to change their actions naturally to experience others cultures. Individuals of
this stage may say things like “To solve this dispute, I’m going to have to change my
approach.” Statements such as this allow for the utilization of diversity by adapting to
and utilizing differences. Stage 6: Integration of Difference. Members in this stage
are multicultural and do not consider themselves as part of any one group. Members
take interest and become fully devoted to learning about others cultures to be able
to fully utilize others experience, and be inclusive. Individuals in this stage will
typically say things like “Everywhere is home if you know enough about how things
work there.” When you can consider another culture as your own, and as your
home, you have achieved intercultural integration. We as a society must strive to
move up these stages, and develop a more intercultural sensitive world.
(n.d.). Retrieved December 07, 2017, from

http://www.idrinstitute.org/page.asp?menu1=15
Evidence # 84 (Presentation/Book)
85. Students will demonstrate HDF 413 SOLC SOLC Identity Grid When we went over this model in HDF 413, I placed myself into stage 3 of the
personal application of the model. Although I am accepting of differences and try to minimize them as much as
“Model of Intercultural Sensitivity” possible, I have struggled throughout my life to step into other’s shoes and see the
by Bennett world from another’s perspective. I typically am aware of very culturally insensitive
statements and shut them down when I hear them, however, I still lack the personal
application of the model. In class, we went over the identity grid. This was an activity
where we placed stickers on a grid where we felt discriminated against, privileged,
identities that we are most and least aware of etc. This activity along with the two
cultural sensitivity videos we watched (one about racial/gender inequality over US
history, and the other about microaggressions) really opened up my eyes to my
incompetence. After speaking to my group members about their identities and
discovering some of my own, I went back and re-researched the Model of
Intercultural Sensitivity by Bennett. What I discovered was that I had a lot of work to
do if I wanted to move up to a higher stage. From here, I spoke with individuals in
my Fraternity and other organizations around campus to familiarize myself with
others cultures on campus, and how I can find myself blending with those cultures.
Hearing about the struggles of others really got me thinking, and I plan on attending
multiple multicultural seminars next semester and next year to learn all I can. So far,
I have tried my best to re-word how I speak to individuals, and am trying to learn
everything I can about intercultural sensitivity. By the end of next semester, I could
see myself in stage 4 being able to take my appreciation of others and make it my
own. As of now, I appreciate others on a surface level, but really never fully utilize
their diversity. I look forward to this changing in the future, as my leadership skills
increase.
Evidence # 85 (Identity Grid)

86. Student will demonstrate HDF 412 As taught to us in HDF 412, the ally “Action Continuum” by Griffin and Harro allows
knowledge of the ally Action us to see how certain actions fall into whether or not we are supporting oppression
Continuum by Griffin & Harro or confronting it. This non-linear model depicts eight actions/categories that either
support or confront oppression. It is their belief that everyone falls among this
continuum, and may fall into different categories given certain circumstances or
topics. Three ways to support oppression is actively participating, denying,
recognizing with no action. Actively participating in oppression can be telling jokes,
putting down others, marginalizing groups, avoiding targeted groups of people,
discriminating against or harassing others etc. The model flows to the right to
denying oppression, which enables oppression by denying that groups are
oppressed. This group of individuals does not actively oppress others, but does so
passively. Next, individuals can recognize oppression, but take no action to stop it.
Like the social of socialization, recognition is great, but if no action is taken against
oppression, then minimal gains are made, and the cycle continues. Moving towards
confronting oppression, member of society may both recognize and act against
societal discrimination. From here, individuals can educate themselves and others,
questioning others and starting dialogue to connect each other against oppression.
Supporting and encouraging others to act is the next step in the continuum, creating
an acceptance towards confronting actions. Lastly, initiating and preventing
oppression helps change individual and societal actions and policies that
discriminate against others. Planning educational programs, ensuring that
marginalized members of society are active and welcomed is the furthest that you
can get away from accepting oppression. These actions will help offset societal
norms, while also creating new, more positive accepting norms.
Griffin,P.&Harro,B.(1997).Actioncontinuum.InM.Adams,L.A.Bell,&P.Griffin(Eds.),
Teachingfordiversityandsocialjustice:Asourcebook(p.109).NewYork:Routledge.
Evidence # 86
87. Student will demonstrate HDF 412 My Journey, Excerpt from my During HDF 412 I wrote the following to discuss my personal application of the
personal application of the Action Module II Paper Action Continuum: One dominant social identity that I have is that I am a male.
Continuum by Griffin & Harro Within our society, that has made it easier for me to live my life without question. I
have been questioned less about my actions than my female counterparts, and find
myself being judged as a powerful figure. Males are looked at as the breadwinners
in society, individuals who work hard and deserve the utmost respect. Females
within our society aren’t always portrayed the same, and we can see this especially
within the TV and movies that we pay to watch.
The Action Continuum (Griffin & Harro, 1997) is a model that places actions on a
scale from those who support oppression to those who confront it. I believe that I fall
somewhere between the “Recognizing, Action” stage and the “Educating Others”
stage. This puts me right into the middle of the continuum, as someone who is
starting to recognize oppression, yet isn’t actively confronting it yet. This means that
I am passively adding to the oppression within our society, which, is a negative idea,
however, I am looking to further my knowledge before I go around projecting
uneducated remarks around. In choosing to take the HDF 412 capstone, as well as
attending a few events within the Women’s Center, I have tried to educate myself to
the best of my ability about the struggles that women face that men don’t have to on
a daily basis. In doing this, I am looking to move towards a more open discussion
with females, so that I may more fully empathize with their struggles. The stages of
educating myself and others have been going hand and hand with me. Every time I
learn something new, I am eager to tell everyone I know about is so that I can
spread positive change. That being said, I am aware that the individuals that I am
telling aren’t necessarily the main problem within our nation, however, educating
others can always have a positive impact. For me to continue on towards
confronting oppression, I need to get out of my comfort zone. This will start by
educating myself around those that I know well a bit more so that I feel comfortable
speaking with others who face their own challenges. I need to reach out and speak
with others whom I do not know, to get a more holistic view of the society that I live
in, and its build in oppression of others. Secondly, once I advance in knowledge and
outreach, I want to help in an organization that I find to be helpful within the URI
community. If an organization that I am apart of can work with an all-women
organization on campus, we could hopefully impact positive social change.
Evidence # 87

Outcome Category: Critical Thinking
Outcome Target Additional Descriptive notes regarding learning and practice

class Experiences
88. Student will show knowledge of PHL 212 The Ethical Life Critical thinking is analyzing and evaluating a problem in order to form a judgement
principles of critical thinking (logic is or a solution. In PHL 212, I learned how to more adequately critical think, and use
used in this minor) that to solve ethical problems. Critical thinking is used in almost every job; however,
it is more commonly known as problem solving. Typically, in order to solve any
problem, you go through the process of critical thinking. The first part of critical
thinking is knowing the frame of your problem or topic. Once you know what you are
generally addressing, you should try your best to look at the problem from every
angle, trying to figure out the best solution. As taught in PHL 212, to start one
should gather all information on the topic or problem. This allows the researcher to
fully understand what they are looking at, and what it effects. They should
understand and define all terms of the problem. Next, they should always ask
questions. How was this information derived? Are there any hidden biases? Once
they have figured this out, the best way to critically think is to examine the big
picture. It is easy to get lost in facts and figures, but it is important to expand your
horizon in order to see all angles of a problem. Solutions can sometimes easily be
found, but some solutions have greater impacts on other areas that are often
overlooked. Try your best to think of every possible outcome, and watch for things
that get in the way of possible solutions. Finally, understand that you yourself may
be bias when coming up with a solution, and have others look over your work. Once
this is complete, try to find the most adequate solution to the problem, and think out
every outcome. Within the leadership minor, it is easy to look at each leadership
model and concept at face value. In order to fully understand what we are being
taught, we should critically think about each theory, and understand people’s biases.
Once we more fully comprehend the model, we must make sure that we understand
how it affects the broader community, and not just our own lives. Once we
understand this concept, and look at a problem or theory from every angle, being
cognoscente of others, we can succeed in our everyday life and career, thinking out
a problem in all its complexity.
Our Concept and Definition of Critical Thinking. (n.d.). Retrieved May 03, 2017,
from http://www.criticalthinking.org/pages/our-concept-and-definition-of-
critical-thinking/411
Evidence #88
89. Student will demonstrate PHL 212 Sigma Chi Executive Board Having completed my PHL 212 class, I had an entirely different outlook on life. I
proficiency of critical thinking SOLC have always been a critical thinker, however after taking my ethics course, I now
look at every angle of a problem all the time. Working on the Sigma Chi executive
board has given me a lot of patience, and has helped me practice my critical
thinking skills. On an average week, about 5-10 problems will come up being on an
executive board. Now most of these problems are small, and easy to mend,
however some of the larger problems aren’t so easily solved. It’s these problems
that require the real critical thinking. After a membership review earlier this year, my
chapter was in a very sensitive state. People were still bitter about brothers being
kicked out of the Fraternity, and individuals that had been kicked out were done with
everything Sigma Chi related. The problem that arose was whether or not we should

interact with these “SAS” brothers. As we sat down at our executive board meeting,
we had to think from every angle of what to do about this crippling problem. These
brothers were supposed to not be allowed to any Sigma Chi related event, and
weren’t to step foot in the chapter house. This angered many active brothers in the
chapter, especially the brothers that were closer to the now SAS brothers. As we
thought from each brother’s perspectives, we finally came to conclusion after about
two weeks of critical thinking that SAS bothers would not be a part of any of our on
campus activities. Off campus on the other hand was more of a free for all, as most
house owners were SAS brothers. We found a loophole, as events that were off
campus didn’t necessarily have to be “Sigma Chi” events. Both parties were still
somewhat bitter, but this action plan mended any larger tensions between groups,
and allowed both parties to collaborate within certain boundaries. Not only did our
executive board have to critically think through every angle of a membership review,
we also had to determine the boundaries our entire chapter was to follow. After
speaking with multiple outside sources, and putting our internal biases behind us,
we decided what we believed was best for the chapter’s interests. Today, we are a
tight knit brotherhood, and the action plan that we created worked almost perfectly. I
believe that this could have never happened unless we had critically thought out
every action that we could have made. If we had rushed into a bias filled decision,
we may not be here today. Had we cut off all ties, we likely would still be arguing
with each other. Had we let the SAS brothers run free, and ignore the regulations,
we would likely not be a chapter. By mending and bending the rules of the
membership review guidelines, we as an executive board saved out chapter, and
increased brotherhood morale without completely shutting out those who had done
so much for our chapter, but had just gotten carried away in a not so ideal direction.
This can be related to my leadership in SOLC, as every retreat is theoretically
a problem waiting to be critically worked through. In the beginning planning
phase, we are given the problems that the group wants to work through, along
with their goals for the retreat and their organization. With this information, we
have to critically work through creating an agenda that will benefit the group’s
growth. Each activity needs to parallel the group’s goals, and needs to be
challenging enough for the group to struggle, but not break down. The
thinking still continues through the retreat while the group works through the
activities. Consultants need to be watching their group closely to be able to
relate back during the debrief. Once it’s time to debrief, consultants need to
use all of this information and put it together in order to benefit the group’s
development. All of this information needs to be simplified and given to the
group, however, the group needs to figure this all out on their own. It’s the job
of the consultant to frame questions that will allow for their group to articulate
the information that the consultant is thinking. All of this is an ongoing
process that is constantly changing with new information, and critically
thinking throughout is the only way for an effective retreat.
Evidence #89 (SK Goal)

metaphorical analysis to critically
analyze self and leadership
situations

proficiency of metaphorical analysis
to critically analyze self and
leadership situations
92. Student will show knowledge of at
least five decision making methods
examples of having used five
decision making methods
94. Student will show knowledge of at
least five problem solving / conflict
management methods, as well as
understanding the roots of conflicts
examples of having used five
problem solving / conflict
management methods (if student
has been trained in mediation, that
information goes here)
96. Student will describe what it means HDF 190 HDF 190 Leadership Models During my HDF 190 course, we learned a lot about ourselves, and many leadership
to analyze, criticize, synthesize and SOLC Facilitation models. Before we can truly analyze material, we must analyze ourselves and know
utilize information as a leader where our values lie. Once this is accomplished we can begin to fully understand
certain leadership models and how we can go about carrying out these models. In
FLITE we learned about the Relational Leadership Model, the Social Change Model
and the Servant Leadership Model. We analyzed, criticized, synthesized and utilized
these models with our own strengths and values to be able to be the best leaders
that we can be. We critically studied the beginning steps in becoming a successful
leader, and we will do this again and again every day to be able to become the
leaders that we envision. Take the Relational Leadership Model for example. We
analyzed it in class and on our own, we criticized it by remembering the key points
we felt exemplified ourselves the most, we synthesized it by learning it to heart and
finally we have and will utilize it by being a leader on campus, and in our everyday
lives. If we apply what we did with the relational leadership model to everything we
study and work on in life, we can all be truly successful. Within SOLC, we are
constantly in need of developing better retreats, and new activities that utilize
all of the information that we learn within the leadership minor to help the
organization on campus improve. Firstly, it is important to analyze what SOLC
is and why it exists. SOLC’s mission statement is: “we the members of the
Student Organization Leadership Consultants (SOLC) set forth to promote
and implement peer leadership skills and to use these skills to aid students,
staff, and student organizations at the University of Rhode Island to
effectively and efficiently achieve their desired goals through leadership and
organizational development programming.” (SOLC Mission Statement). SOLC
is designed to help students, staff, and organizations around campus achieve
their goals by building and promoting teamwork, communication, and
inclusion. Not only do we need to analyze what our organization’s purpose is,
but we need to analyze how we fit into the organization, and how we can help
other organizations through facilitation. Once we understand our and others
goals, we can criticize everything we know to develop the best outcomes. The
SOLC mission should be constantly evolving and changing as we learn more

about effective leadership. If we don’t criticize our own work and abilities, we
will never grow and better as an organization. Once we have that strong base,
it is important to try to synthesize all of the parts together into one unit. SOLC
consultants as individuals are amazing leaders, but if we all come together to
inspire each other, we can come up with new ideas and activities that will
better our campus for years to come. Finally, we must work together to utilize
each other’s strengths so that we may get the best experience out of SOLC.
The only way to have SOLC be the best it can be is to utilize each other’s
diversity to achieve our mission. In short, we must understand why we exist,
question that, change that and work together to utilize each other’s abilities to
help URI organizations along with ourselves achieve their mission and goals.
Evidence #96
97. Student will demonstrate HDF 412 During module 3 of HDF 412, we discussed many crisis leadership models. One
knowledge of leadership that is model that I enjoyed learning about was the 13 Behaviors of a High Trust Leader by
used in crisis Stephen Covey. This model focuses on how to be a leader during a crisis, rather
than the stages of a crisis. The model goes through 13-character behaviors that
high trust leaders have, which should be used during a crisis. The first characteristic
is to “talk straight”, meaning that you should always be honest. Never spin the truth,
and when speaking you should always look to engage with your audience. You want
to build trust with those around you, especially when in a crisis situation.
“Demonstrate Concern” is the second behavior, meaning that you should be
empathetic towards your followers. Show care, and understand that the little things
in life matter. When leading during a crisis, it is especially important to “create
transparency”. Telling the truth by not having hidden agendas, and sharing all
known information creates a trusting bind that allows for those around you to be
comfortable in an uncomfortable situation. If a crisis is to occur, being transparent is
reassuring to those involved that you are taking care of the situation, and those
involved will be the first to know the outcome. Another aspect is to “right wrongs” by
simply demonstrating personal humility. Owning up to your mistakes is the best way
to push forward, and help others understand that mistakes are ok, and that we all
make them. “Showing loyalty” is another characteristic that focuses towards giving
credit to others. Leaders should speak about individuals as if they were present, and
should treat others with respect. The remaining behaviors are considered
competence behaviors rather than character behaviors. These are deliver results,
get better, confront reality, clarify expectations, practice accountability, listen first,
keep commitments, and extend trust. The key to all of the above behaviors is to be
clear with your followers, treating them with a high level of respect. Working with
your followers in a way that builds trust is the best way that a leader can handle a
crisis situation. Once you lose trust with individuals involved in a crisis, it is
extremely difficult to earn that trust back. Be open and transparent, and deliver
results.
THE 13 BEHAVIORS OF A HIGH TRUST LEADER Handout – HDF 412
Evidence # 97
98. Student will describe examples of President of The Sigma Chi When I was president of the Sigma Chi Fraternity, I dealt with two major crisis’. In
leadership in crisis situations Fraternity order to protect individual members, those involved within this scenario will remain
nameless, and my description will be rather brief. As president, I noticed that a
member of my fraternity had been acting strange recently. In order to seek to
understand, I went to this brother’s house with a few friends to hangout. Although
something seemed off with said brother, it didn’t seem to be of major concern. I
spoke privately with a few of his friends, asking that they look out for said brother
and contact me if they had any concerns. A few days later, I was called on the
phone by a fellow brother, that this member was yelling outside of the Sigma Chi
house, while wearing minimal clothing. Said brother had since left in his car to head
home, although, several brothers tried to stop him. After speaking with multiple
brothers, I decided to call the heads of Greek Life at URI. A meeting was set up
between us, and a few members of my executive board. We discussed our
concerns, and shared all the information that we had on the subject. Throughout this
process I tried to contact said brother. In the process, my life was threatened by this
individual, as well as his own life. It was at this point that we contacted the police to
do a wellness check at his residence. In the end, all was worked out, and the
individual got the help he needed. He had been off of his medication for a few
weeks, and his chemical balance was off. After the individual was back on their feet,
I met with them to discuss everything. The individual was grateful that he had gotten
the help that he needed, and was able to take the rest of the semester off to get
back to normal. In my opinion (which was reinforced by my executive board and the
individual himself), I was able to handle the situation well by utilizing a few of the
characteristics within Covey’s characteristics list. I demonstrated concern for the
victim, and tried my best to be transparent with the URI staff. In doing so, we were
able to help the brother in need. Throughout it all I kept loyal to my brother, and
never let anything that I was told effect my relationship with them. To this day, I still
consider myself and the victim to be good friends.
Evidence # 98

Outcome Category: Interpersonal and Organizational Concepts & Skills
Outcome Target Additional Descriptive notes regarding learning and practice

class Experiences
99. Student will demonstrate COM 100 BUS 341 During my senior year in High School I learned a lot about active listening
knowledge of active listening techniques, and all of those were later refreshed in my mind in my COM 100 course.
techniques Active listening is important for both the listener and the speaker. The listener can
learn a lot from listening, and can better relate to the speaker. The speaker can
learn a lot from the listener’s responses, and can feel better by having someone to
talk to. Some techniques of active listening include eye contact, head nodding,
asking questions, repeating things they said that you want to emphasize or get
further detail on etc. These simple gestures or acts can create a better relationship
between the speaker and the listener, and can complement each other’s emotions.
There are many studies that have shown that simple eye contact and head nodding
increases the moods of the people speaking, while looking at a phone or away will
decrease the speaker’s moods. It is so important to listen actively, because many
things that people say can be misinterpreted and made a problem in the future. In
BUS 341 we learned the benefits of active listening. Active listening helps the
speaker and the listener become better connected, and shows the speaker
that you care about them. It is an amazing tool in creating and improving
relationships, which is key in the business world. Active listening can
improve job performance, while also boosting workplace moral. Remembering
information that the speaker gives you is crucial in the workplace, and
practicing active listening helps individuals focus on the important
information, bettering their remembrance skills. Questioning the speaker
makes it less likely for mistakes to be made, therefore increasing job
performance. Summarizing the speaker’s thoughts is one of the best ways to
remember information given to you, and encourages the speaker to share
more with you in the future. Eye contact in itself forms a trust barrier, which is
beneficial in the future when people need to work together. In general, active
listening is great for the speaker and the listener in the short term and the
long term. It makes the speaker feel more heard, and it also improves
teamwork. It is something that all business majors should practice, in order to
benefit in future teamwork. A leader without active listening would have a
hard time working with a group.
Issa, J. (n.d.). Four Techniques for Active Listening. Retrieved April 26, 2017, from
http://www.onlinepsychologydegrees.com/articles/active-listening-techniques
Evidence #99
100. Student will describe examples of The Leadership Institute Active Listening is defined as a way of listening and responding to another person
using active listening skills Annotator of the Sigma Chi that improves mutual understanding. During one of the amazing parts of the
Fraternity Leadership Institute back in the fall we were tasked with the challenge of walking
through the woods blindfolded with one person there to guide each of us. They were
not allowed to touch you, and had to make sure that you arrived at the destination
safely by using their voice. In this case, I had to be a very active listener, otherwise I
could have hurt myself. The importance of this exercise was trust, and
understanding that active listening can be hard. Everyone phrases things in a
different way, so it is important to not only listen, but listen actively so that you can

accommodate to who you are listening to. When listening to others, we owe them
the respect of being an active listener considering this could truly help the person
speaking. Sometimes all it takes to make someone’s day is to listen to what they
have to say, and if we listen actively we could learn something ourselves. As the
previous Annotator of my Fraternity, I was tasked with taking minutes at every
organized meeting, and facilitating all lines of communication. When taking
minutes, I needed to actively listen to everyone that spoke to be able to record
everything they said into my notes. This seems like a simple task, however I
needed to recognize how people spoke out in person, and replicate that in
text form. It is not easy to convey emotions and true meanings in text form, so
I needed to actively listen in order to covey the message correctly. This was
even more difficult as I tried my best to still make some eye contact, and ask
questions so that they knew I was getting the correct information down on
paper for those that could not make it to our meetings. While facilitating my
Fraternities Facebook pages, I realized just how many people don’t listen. The
amount of misunderstandings that happened in those pages was
incomprehensible, and it made my job even more difficult. I found myself able
to mediate conflict between two brothers by being able to actively listen to the
people typing, and understanding the meaning behind their text. Typically,
active listening involves face to face communication, so it is much more
difficult to listen intently when taking notes or reading text. I was able to
master this type of listening within my Fraternity, and it has helped me and
my active listening skills in every other aspect of my life.
Evidence #100
knowledge of functions of group
communication by Hirokawa
application of functions of group
communication (Hirokawa)
103. Student will show knowledge of HDF 412 Sigma Chi Horizons While within the HDF 412 capstone class, we briefly touched upon some commonly
techniques regarding giving and Experience used methods of giving and receiving constructive criticism and feedback. We did
accepting of feedback this towards the beginning of the course, as we would be touching upon difficulty
conversational topics where certain beliefs would be challenged. During this course,
I made sure to add in some of the things that I learned during my Sigma Chi
Horizons Leadership Summit experience. While in Snowbird Utah, we partook in
many leadership activities. Each of us was awarded the opportunity to be the “head
leader” for each activity. At the end of each experience, we sat down as a group and
debriefed the activity. During this process, we engaged in giving each other
feedback on our performance. The head leader was typically given the most
feedback about how they lead others during the activity. While partaking in this
process, we learned about the generally accepted method of feedback, the
sandwich method. Put simply, this method is to start and end your
conversation/feedback by talking about something positive that the person did, while
inserting the feedback respectfully in the middle. This helps to ensure that the
individual doesn’t take your feedback as an attack. One of my favorite methods is to
not focus on the individual person, and to not make assumptions. This is often a
difficult action, but taking assumptions and the individual out of the equation makes
the feedback seem less aggressive. Being specific with your feedback is also often

helpful, as giving vague comments won’t help the individual improve. During one of
my activities, I was told to be “more upfront”, however, I didn’t receive any specific
examples of how I wasn’t upfront, or how I could have improved. This would have
helped me better understand the feedback. Most importantly, feedback should
comment on actionable items, and should give recommendations on how to
improve. It’s really easy to point out what you believe to be a fault, but it’s only
valuable if you give advice on how you would improve the situation as a whole. This
will help participants understand where you are coming from. With all of this in mind,
feedback should be given and received respectfully. This will allow individuals to
learn from an experience, and help others succeed.
Chua, C. (2018, August 23). How to Give Constructive Criticism: 6 Helpful Tips.
Retrieved from https://personalexcellence.co/blog/constructive-criticism/
Evidence # 103
104. Student will describe examples of HDF 190 1st Trumpet Player In my HDF 190 class we learned a lot about giving feedback. Although it wasn’t a
giving and accepting feedback. Mount Saint Charles direct lesson, we gave each other feedback when giving presentations and writing
Academy outcomes. I actively played the trumpet for around 5 years of my life, so I am very
Horizons Leadership used to getting feedback. Most people in the music industry only settle for perfect,
Summit so I was critiqued all of my life. In one particular example I was the 1st trumpet of my
Jazz Band in high school. A man came through and ripped me apart in front of
everyone for not putting enough emotion into my playing. He said that I was good,
but not good enough. Rather than getting mad, or being embarrassed I went along
with it and started dancing when I played. Sure, I just wanted to be annoying to the
guy who just made fun of me, but at the same time I was trying to get into the music.
Luckily for me he found it funny, and helped me in the future in fixing that problem.
During the same year of high school, I was in the pit band for Oliver the musical.
The band was small, so every note counted considering we had a very large
audience. Here, I had to respectfully critique many of my classmates on certain
parts of music because it was so important. I did this in a respectful way, and no
one ever got upset with me. I was proud of the way I did this, because that wasn’t
the way it was done for me. Over this past summer, I was fortunate enough to
partake in the Horizons Leadership Summit in Snowbird Utah. Each day we
partook in leadership and team building activities that were later debriefed.
Within the debriefs, we learned about the RISK model of constructive
feedback, and how to utilize it. Each afternoon we all had to give each
member constructive feedback, by precisely using our words and actions to
help each of our teammates develop without emotionally compromising them.
There was an occasion that I had to tell my team member that they needed to
take a step back and let others give their input. I did this by firstly recognizing
the great work this member did for our team during the activity, and
appreciating all they did to help in our success. Then, I respectfully brought
up that for our next activity they should consider taking a more passive role
to see what others had to offer. I explained that although he has great ideas,
before proceeding he should ask the group if they have any alternative ideas
to allow for the best idea to come forward. He really valued this feedback and
reached out to me the other day thanking me for all the feedback I gave
throughout the week, and how it has helped him. It was amazing to practice,
and I received great feedback. As a leadership minor, there are a lot of skills
that I know that others may not think about. The feedback I received is that
when answering questions, I typically refer back to my past experience. This
is great, however, when doing so I typically speak about specific positions I
have had in the past, and do so in a non-humble way. Looking towards the
future, I now try to word my answers in a more respectful way, so I don’t come
off as a know it all.
Evidence #104 (RISK Model)

105. Student will demonstrate HDF 415 Northwood’s Challenge Within the HDF 415 class, I learned a lot of facilitation and debrief techniques,
knowledge of facilitation and de- Course especially when facilitating my in class activities such as stepping stones, and the
briefing techniques marshmallow house challenge. When facilitating group work, it is best to be
confident and loud. If individuals can’t hear you, the groups will be confused and
less willing to listen. If you seem nervous, groups are more likely to walk all over you
and talk out of turn. A to facilitate to best fit the needs of the group is using the
GRABBSS Assessment Tool, which stands for Goals, Readiness, Affect, Behavior,
Body, Stage, and Setting. It is important to start your activity off strong and
confident, making sure that you cover all of the ground rules and expectations to set
the tone. Once it is time to break up groups, an Allie split is excellent when trying to
split groups of typically friendly participants. Basically, you star by having groups get
together in the groups they would typically get together in by saying something like
“get in a group of 4.” Then, you have each member in that group of four pick
something different, (ex. red, blue, green, yellow) and go with their new group of
individuals. This works well, as the original groups of people are now split up, so
typically the groups of individuals are people that don’t typically work together. This
is only to be done if you don’t want typical groups to stay together. Having split
groups, it is important to set clear and precise directions, only leaving what you want
to be left up for interpretation. Once the groups are ready to roll, your job is to
oversee all group work. Best to split your time between groups, and look for things
that you want to touch upon in your debrief. Make sure that all rules are being
followed, and don’t be afraid to interject. Be respectful in everything you do, and try
your best to refrain from saying things like “you guys” to be inclusive of everyone.
When the activity is over, give clear instructions of what to do next, and get into
debrief with each group, or as a large group. Debriefs can be done by just asking
questions, or doing a closing activity. These questions/activities should specifically
relate to the activity, and something you want the group to get out of the experience.
Make sure to do something like a thumbs of 5, to see how everyone is feeling after
the activity. Generally, talk about what went right, what went wrong, and how the
group collaborated. Was the group being inclusive, were they being empowering?
etc. Do whatever you can to get the group to critically think about how the activity
they completed related to their lives, organizations or school work/leadership
models. At the Northwood’s Challenge Course, we typically try to add in more
activities such as energizers and name games. These activities generate better
working environments to start, and increase inclusiveness. Try to also add in a
preferred pronouns circle to be inclusive of everyone, and to inform the community
that they exist and what they are. Throughout, always make sure people are playing
safe, fair, hard, and having fun. Try to engage everyone as best as possible, and be
sure that they understand all elements of the activity before they start and leave. In
a general sense, be a guide for the groups, let them work, fail, succeed, and lead a
debrief that ties everything that learned together for their future benefit.
School, Pouty, & Radcliffe. (1995). Island of Healing. GRABBSS Assessment.

Kendall/Hunt Publishing.

Evidence #105
106. Student will demonstrate HDF 415 Marshmallow House Activity Within my HDF 415 class, I was tasked with facilitating and debriefing two in class
proficiency of facilitation and de- SOLC activities related to leadership models learned in HDF 190. One of the activities that
briefing techniques I facilitated was a marshmallow house activity with Robin, that we changed from
previous years to better fit the social change model. To start, Robin and I planned
out our activity by getting together and focusing on what the social change model
was about. We ended up creating a challenge where teams had to create a house
out of marshmallows, spaghetti, and tape. With these materials, they were showing
individual, group, and societal teamwork creating a habitat for humanity like house
(connecting to social change). To begin, Robin and I parted ways to each class, and
we were on our own with some minimal help from the other peer leaders. As the
lead facilitator, I started by addressing the group, and splitting everyone up using an
Allie split to ensure that groups were individuals that are not typically together. I tried
my best to make sure that they remained quiet during this, so that I wouldn’t lose
control of the group. From there, I let everyone know the instructions and handed
out the materials. To begin, they were given some planning time, and were allowed
to ask any questions they seemed fit. As they began, and I timed them, I walked
around looking for specific problems and successes to address in the debrief. Once
the teams had completed, I had them all come together and make a societal
community to further promote the model through the activity. Once that was
completed, we broke off into separate group debriefs to insure that the students
understood the connection. Firstly, I started with a thumbs of 5 to insure that the
group was positive, and at least had fun. If individuals had lower scores, I asked the
group why they had lower scores without calling anyone out specifically. Next, I
began to ask my debrief questions. Each of my questions related to the 8 C’s of the
social change model, and I began with more individualist questions, followed by
group and then societal questions. In the debrief, I tried my best to make it
conversational so that I wasn’t just bombarding them with questions that they
weren’t interested in. I made sure to work each question in separately. Finally, I took
the group into a circle, and spoke with the entire class in order to get a better sense
of community, and have them fully understand how the activity related to social
change, and how coming together as a society is important in the model. I made
sure to include all that I could, while making everyone feel welcome and engaged.
We ended the activity with a slight closing activity, basically just going around the
circle and going over what went right, what went wrong, and how it all connected to
social change. For educational adjourning activities, sometimes it is best to just
review material in a creating way. In SOLC, we facilitate activities like this
during all our retreats. At face value the activities are challenging games that
stimulate teamwork, however, SOLC consultants recognize how much deeper
these activities are meant to be. Using the above activity as an example, at
face value it was a fun activity where members played with materials and
created innovative houses to win bragging rights. In reality, and through
debriefing we discussed how the activity connects to Habitat for Humanity
and how we can help our community better one another’s lives. We talked
about why we thought social change was important, and how we as a
community could help change the world for the better. We tried out best to
facilitate the activity as a competition, yet ended it as a community building
event so the group could recognize that although they were in two classes
and three teams, we are all a leadership community. We have the power to

change the minor, and help our communities become better places to live in,
with a loving atmosphere. We all have the opportunities to be change agents
in our organizations, and in our daily lives. This was all done by using
debriefing techniques such as a "one-word whip" to start things off and make
sure everyone knew the social change model. From here, we utilized a
questioning technique (asking the same questions multiple times in different
ways) to get the truth out of the group and understand the overall group
learning. Finally, we connected it to the model, but let the group discuss how
they could take what they learned here and utilize it for their future benefit.
Best of all, everyone walked away believing they developed as a group with
an understanding of the social change model, and how they can develop it to
fit into their daily lives. Not exactly just a game.
Evidence #106 (SOLC pic)

knowledge of framing and breaking
the frame
proficiency of framing and breaking
the frame
109. Student will show knowledge of President of the Sigma Chi As President of the Sigma Chi Fraternity, I run a weekly chapter meeting to insure
organizing meetings / setting Fraternity good communication and preparation within the organization. In order to organize a
agendas / and leading meetings meeting, I try my best to make sure that we have a weekly scheduled time set at the
beginning of the year, so that people can get time off of work, and prepare their
weeks with assignments. If the time needs to change, I am sure to let everyone
know at least 2-3 days in advance to insure they can most likely make the meeting. I
insure that everyone from the executive board will be in attendance, and I make
sure the executive board is on the same page with recent events so that we look
stinger as a unit at chapter meetings. Once I know that I have the needed materials
as well, I look to set up the meeting’s agenda. Here, I create a list of topics that I
need to go over at the meeting, and make sure to make a Facebook post with some
of these outlined, so people know what to expect. My agenda typically has every
topic outlines in each specific part of the meeting to ensure less slip ups. When
leading the meeting, it is important to hold everyone’s attention, while being
professional. You need to be able to mitigate conflict, and not be afraid to call
people out and shut people down when they are out of turn. Make sure to go in the
order you set up, and only change things around if you feel it will benefit the
meeting. Be sure to keep everything as brief as you can, so that people pay
attention. When leading a room, know where to pick your battles. If someone forgets
something simple, you don’t necessarily need to call them out. Try to keep a
positive environment where everyone holds each other accountable. Whatever you
do, stay organized by sticking to your agenda as much as possible. When doing
this, keep positive and be respectful and inclusive. It is important to take charge of
the room, but no one wants to listen to a drill sergeant. Keep some sort of
conversational element within meetings, and make sure that you have the groups
trust and respect. Understand your limits, and ask for help. The biggest advice is to
make sure you know how the meetings should run (such as correct gavel hits) to
minimize mistakes, and be able to focus on the important content throughout the
meeting.
Evidence #109
110. Student will describe personal President of the Sigma Chi As President of the Sigma Chi Fraternity, I run a weekly chapter meeting to insure
examples of organizing meetings / Fraternity good communication and preparation within the organization. Each Sunday at
setting agendas / leading meetings 6:00pm, my chapter comes together to discuss chapter business for the past week,
and the week ahead. In order to insure that this runs smoothly and efficiently, I tend
to make an agenda before I start. I post this agenda on Facebook, so everyone
knows what to expect. This allows the meeting to run faster, to insure that
everything is being covered in an organized manner. Once the meeting begins, I try
my best to uphold all of the rules that my chapter is supposed to follow. This makes
the meeting seem more personalized, and allows us to keep on track. Typically, I’ll
let smaller mistakes slide, and will allow some slight side chatter just so that I’m not
constantly interrupting people and wasting our time. Each report given needs to be
concise and to the point, and I always allow time for questions after. The meeting is
always open to questions and suggestions to insure that everyone leaves the
meeting with a full understanding of the talking points. Typically, my executive board
will come with their own points to make sure that each position is speaking to their
own responsibilities, and those responsibilities only. This is the same for the chair
reports, except the chair reports are typically a little less planned out in advance, as
that would take a lot of time and not many chair positions speak each week. Other
than reports, I have to make sure that I can diffuse bad situations. In the last chapter
meeting, we were deciding what to do with a remaining $500 we had from one of
our budgets. When it came to voting, two individuals began to argue, and then
verbally fight. I had to make sure to stop this, and give them both a warning so they
knew they would be kicked out in the future for similar behavior. It is important to
make an example of some people if things get out of hand, so others won’t follow in
their footsteps. In a broad sense, every Sunday I need to come prepared, and ready
to adapt and change to different topics and discussions. In all, as long as I remain
calm and collected, I typically do a good job.
Evidence #110
111. Student will show knowledge of President of the Sigma Chi In general, parliamentary procedure is a way to increase the organization and
Parliamentary Procedure Fraternity efficiency of meetings, especially with larger groups of people. Being a part of the
IFC Sigma Chi Fraternity, as well as the IFC, I am exposed to parliamentary procedures
each week. These meetings need to follow Robert’s Rules of Order, and the specific
bylaws of the organization. Within this meeting, there is typically one person in
charge called the chair. This chair, equip with a gavel is the person that everything
should be directed towards. No one is allowed to speak unless called upon by the
chair, and everything goes in a specific order which he declares. The meetings
typically begin with the approval of last week’s minutes, to insure that members are
keeping up to date on previous meetings before starting a new meeting. To motion
the approval of last week’s minutes, and any motion for that matter is a simple
process. Once called upon, you can say “I move to ____” in order to make a motion.
All motions must be seconded in order for there to be discussion or a vote,
depending on what you are motioning. From there, votes are typically done by
voice, hand, or secret ballot depending on the chair. Changing how voting is done
can always be motioned. From there, it is on to correspondents. These are
messages from people who either couldn’t be at the meeting, or messages from
individuals that are not typically at a meeting, and will not be staying the entire
meeting. Once those are completed, those giving correspondents leave, and
executive officer reports follow. These reports should be specific to your position,
and should be written down in the minutes of the meeting. Next is chair reports, and
standing committees. All the same rules apply for these. Throughout the business
sections of a meeting, it is important to know the specific gavel commands. These
differ for some organizations, but typically hitting the gavel 2-3 times is to get
people’s attention, whereas hitting it once is to conclude a piece of business, or
conclude a meeting. Specific gavel raps can be applied for specific organization’s
meanings. To finish off the meeting, the chair will lead the members through old
(unfinished) and new business. These sections are where old and new information
is brought up to the organization to be discussed, and sometimes voted upon. It is
typically thoughtful to bring up any new business you will be bringing up before the
meeting to the chair, so they know what to expect, and how to organize it. To finish
a meeting, there must be a motion to adjourn, a second, greater than 50% vote, and
the gavel must be hit once. From here, it is time to pack up and leave, a job well
done. The minutes should be sent out within 48 hours to insure that everything is on
the same page, and members not in attendance are aware of what happened in the
missed meeting.
Name, Y. (n.d.). Robert's Rules Online. Retrieved May 03, 2017, from
http://www.rulesonline.com/
Evidence #111
techniques for working with difficult
people
examples of using techniques to
work effectively with difficult people
114. Student will show knowledge of the HDF 415 BUS 341 In both my HDF 415 class as a Peer leader, and my BUS 341 class I learned about
stages of group development Tuckman’s Stages of Group Development. The model is designed to showcase the
(Tuckman, Bennis or others) parts of group development so that groups and leaders can understand what and
why a group is developing through. No group is perfect, and every group goes
through their own challenges, however each group does some way or another go
through most of the stages of group development. The 5 stages are Forming,
Storming, Norming, Performing and Adjourning. Forming, is when a group meets
each other, and sets basic ground rules that they feel should be followed. Members
are typically treated as strangers, and caution is taken in every step made by the
individual team members. Storming is when members of the group start to share
personal feelings towards each other and the tasks at hand. Typically, arguments
break out in this area as member’s act as individuals and not as a team. It is
important to work through this stage, and remember to collaborate and compromise.
The norming stage is when people begin to recognize the feeling of being part of a
team, and begin to work together towards a common goal. Accepting others
viewpoints is one of the best ways to come together, and coexist. The performing
stage is when the team works together in a trusting atmosphere, and the team
beings to forget about leadership roles as each member begins to feel comfortable
sharing and contributing at any time. Finally, when the task is completed, or it is just
time for the group to part, it is time to Adjourn. Typically, teams will critique their
performance as members and as a team, while coming up with a plan for
recognizing team members, and possibly working again together in the future. Best
to try and stay positive during the adjourning stage, complementing each other’s
work and giving constructive criticism. It is important to remember that these stages
can happen in almost any order, and can be skipped. In a general sense, the stages
are what most groups go through, however groups develop at their own pace and in
their own directions. It is important to notice that there are no time constraints on
each stage, and nothing stopping a group from going back to different stages. Some
teams will storm multiple times before adjourning for example, while others will jump
right into norming and performing. No route is a correct or best route, each route is
specific and special to each group as we are all different.
Tuckman, Bruce W., & Jensen, Mary Ann C. (1977). ‘Stages of small group
development revisited’, Group and Organizational Studies, 2, 419- 427.
Evidence #114
115. Student will describe personal HDF 415 Gryffindor FLITE Group Having picked my FLITE HDF 415 group, it was only a matter of time before my
examples of group development in group and I would be going through the Tuckman stages of group development. It
use (Tuckman, Bennis or others). all started with the Forming stage when the Peer Leaders announced in class our
groups for the semester. As I walked up to my new group, I was greeted with open
arms, however they were unsure of their group. I insured them all that they were
chosen to be together for a reason, and so we began to set ground rules as a group
together, and created a group chat so that we could all communicate outside of
class. From there we slowly jumped to the norming stage where we cruised along
for a while. We worked together as a team and got everything we needed to
complete done, however a true meaning of teamwork was missing. My group
seemed connected only because I was connecting them, and I knew I had to do
something. The day of discovery helped a lot with this, helping us form closer
relationships with our group. This is where we hit a peak for a while, until the social
change model assignment was assigned. From here, the group went back to the
storming stage as there was a multitude of controversy within the group on how to
complete the project. Whether it was finding a meeting time, figuring out what way
to complete the project or difficult team members, the group started to fight in the
group chat. Before it got out of hand, I intervened and made sure to pull them back
from going off the rails. They had adequately stormed, and I wanted to make sure
they didn’t storm each other off of the deep end. Once the project was back on track
and completed, it was time to perform. I helped the group in any way that I could
with upcoming assignments, and we all got everything we needed to done for the
class. My group stepped up tremendously and put forth an amazing project that
each of them had worked hard on. They were all excited to be a team, and made
sure to thank each other and hold each other accountable. When it was all said and
done, my team and I adjourned out on the quad sharing fun experiences with each
other and happy memories. We gave each other constructive criticism, ending with
positive feelings. As we parted ways, we knew that we would be friends for a long
time to come. Although my team had a slow start, I believe that storming was
inevitable for them and proved to be a helpful road block for them to cherish from.
The group and I developed through this process, and are closer and more efficient
than ever. We are excited to be working with each other in the future in clubs such
as SOLC.
Evidence #115
group dynamics and group roles
examples of group dynamics and
group roles

effective memberships skills in
groups
examples of membership skills in
use
120. Student will show knowledge of the HDF 415 Challenge and Support In HDF 415 we learned about the Challenge and Support theory by Sanford to
Challenge and Support theory by Theory prepare us for creating our FLITE groups. This theory was designed for leaders,
Sanford, and its relationship to mentors and coaches to be able to give needed insight on what people need
organizations when learning new material/skills. Leaders, coaches and mentors need to
understand their groups mentality in order to best lead them, while realizing
that each group has their individual strengths and skillsets. Groups have
different ability levels, and cannot be taught and challenged in the same ways
as others. The theory covers the basic principle that a group will only truly grow if
there is a correct balance of challenge and support. If there is too much challenge,
the group will shut down. If there is too much support, the group will walk all over
the peer leader in charge, and will look to the peer leader for all of the answers. In
order for there to be a balance for the group, the peer leader needs to look for what
is in the groups best interest. The balance between challenge and support will be
different for every group, and the peer leader will administer that challenge and
support differently than other peer leaders, so it is a very tricky situation. Typically, it
is difficult to sway the balance in either direction if it has already leaned too much in
one direction, so the peer leader needs to be careful in administering the needed
levels of challenge and support. None of this will work however, unless the group is
ready. A group cannot grow unless they want to, and so the peer leader before all
must make sure that their group is ready for the tasks at hand. Within an
organization, leadership will typically forget this model, and do what they see fit. It is
crucial that every organization knows about this model, in order to get the best
results for each individual, and the company.
Sanford, N. (1962). The American college. New York: Wiley. Sanford, N. (1966).
Self and society: Social change and individual development. New York: Atherton.
See Evidence #120

121. Student will describe personal HDF 415 FLITE Peer Leader During the beginning of my HDF 415 experience, I found that my group was looking
examples of using the theory of The Sigma Chi Fraternity to me for too many answers. I was supporting them too much, and holding their
Challenge and Support (Sanford) hands through every homework assignment, letting them know every due date. I
started to see signs of this in my group’s online chat, when they would ask me
simple questions that anyone else in the group could answer, or questions that were
outlined on the syllabus. To counteract this, I decided to challenge them more by
answering these questions with phrases like “I think that information is actually in
your syllabus” or “Does anyone know this answer?” I was challenging them to
understand that my role was to help with difficult questions, and helping them with
their group development. My job was not to make their lives as easy as possible,
considering at the base HDF 190 is not a difficult class. I started to step back, and
focus more on my groups overall development and I have seen immense
improvement. My group is more ready than ever, and with that readiness comes the
ability to implement more challenge. Now, it is my job to see who individually needs
more support, and focus on them 1 on 1 to be able to make sure that I am indeed
helping them if they need it. I have learned to be patient when leading groups,
as people develop at their own passes. People also individually need different
levels of challenge and support, so it is important to both work with people
individually, while also keeping the class moving at an adequate pace so that
you are not holding everyone back. The challenge is that every leader
implements this challenge and support in very different ways. I realized that I
typically show my support by helping in a constructive way, and giving
consul. I am not an extremely emotional person, so I typically counteract this
by giving advice and organization. When it comes to challenging others, I
typically try to find constructive ways to make sure that the group is
understanding why I am challenging them in the way I am. I try my best now
to connect this to my Fraternity, in order to make sure that I am supporting
my brothers so that they are motivated to help. This is great, but I am
constantly challenging them to be active on their own, and making sure that
they personally reach out to others. I have stopped helping set up events as
much as I once did, to challenge the individuals that could be amazing
leaders, but struggle to take the first steps. Now, I have seen a spike in
activism within my Fraternity, while I support each brother when I see them
step up, but challenge them by creating a positive environment for new
leaders to emerge. Brothers appreciate the support of helping them when they
need it, and recognizing their hard work, but they love that they are
challenged by making sure that they have to be the change they want to see,
without having me as a crutch who sets up everything for them.
See Evidence #121

122. Student will show knowledge of the
construction / elements of
informative and persuasive
speeches
proficiency in informative and
persuasive public speaking
124. Student will show knowledge of BUS 390 Career Day Within my BUS 390 class I learned about the concepts behind an informational
planning and conducting interviews interview, where you interview an employee of a company trying to learn all you can
(as the interviewer) about the company, and the employee’s position. It is an opportunity to gather
information about a job you would like to know more about. You are trying to both
understand the position, and figure out if you would want to work there in the future.
Some typical questions involve asking about how the person started in the field,
what it’s like working in the position they are in and for the company that they are
working for, and how to follow in their footsteps. Being the person interviewing, you
can try your best to get creative and think of questions that would be thought
provoking in order to impress the employee you are interviewing. Not only would
you be impressing this employee, but you are also gaining valuable information
about a possible future career. Although you are in control, you should still be
professional and dress accordingly (business casual as a minimum). At career day,
we learned that when planning an interview, you should research the person that
you will be interviewing. Before you get there, you should already know their name
and their position at a minimum. You should also know about their company, its
values, and how you would best serve their company. Although you are
interviewing, it is professional and expected that you have done your research about
the employee, and the company. This makes you look interested in the position, and
is impressive to the employee. When conducting yourself, you should be consistent
and keep the interview conversational. Don’t just drill them with questions, as this
will easily bore them. Great questions are impressive, but great conversation points
are what stand out. When completing your interview, it is important to give a firm
handshake, and be sure to thank them for having you. A thank you email should
follow within 24 hours, as they have taken the time out of their day to be
interviewed.
Evidence #124
125. Student will describe personal BUS 390 Melissa Boyd-Colvin, For my BUS 390 passport class, I was assigned to conduct an informational and
examples of planning and Informational Interview mock interview. For my informational interview, I decided to interview Melissa Boyd-
conducting interviews (as the Colvin as I am naturally interested on how the leadership department functions, and
interviewer) what Melissa has to do on a day to day basis. I researched her title, and what that
meant. I used the URI website as a resource to conduct most of my research about
her past and present work experience. To start the interview, I explained that
everything said was in confidence, and that I would be conducting a more
conversational, lax interview. I did not want to bombard Melissa with questions,
especially because I know her from HDF 190. Before I began, I checked with her to
make sure that the information I had researched was correct. She was indeed the
Assistant Director for the Center for Student Leadership Development at URI. I
followed up with more simple questions such as “How did you get here”, and
finished the interview with more difficult questions relating specifically to her job, and
the relationship of the center and URI. Together, we made strides to try and fix
certain problems that the center faces on a daily and yearly basis. One example is
University Officials lacking attendance at senior portfolios and similar events. We
came up with an idea that the seniors would personally reach out to faculty in
person as part of their senior portfolio, so the staff isn’t just bombarded with the
same generic email. This would also prove that the minor works, and develops
mature, competent people. I tried my best to keep the conversation going, while
trying to get to the bottom of her role at the center, and how she utilizes it best.
Personally, I believe I could have done a better job at figuring out what she does on
a daily basis, as we mostly touched upon the larger aspects of her career. We
discussed her main responsibilities, benefits and drawbacks of her job, and much
more. I learned a lot about her job, and about the difficulties she faces with the URI
staff. Hopefully knowing this information will help, as we discussed that fixing the
problems are largely up to the students, who’s voices are more profoundly heard. I
hope to be able to fix and help in any way I can, and that alone was something
amazing that I got out of that interview. For future interviews, I learned that
preparation is key. You want the interview to feel like a relaxed conversation,
however, if you don’t come prepared with questions you will likely not get
what you are looking for out of the interview. When interviewing, it is
important to be engaged and seem interested in the interviewee. There were
times that I was trying down answers, and I could tell she would have rather
me have been focusing on her when she was speaking to encourage more
personalized answers. Setting a dress code is important for interviews, as you
don’t want you or your interviewee to show up underdressed. On the topic of
preparation, along with questions you want to make sure you are prepared
with prior information about the individual. Although I knew Melissa’s title, I
was unaware of exactly what she did. This was ok for the interview I was
performing, but for future interviews, I will come more prepared with
background knowledge. Other than that, as long as you ask your questions
with general interest and keep eye contact, the interview should go generally
well, however, expect the unexpected.
Evidence #125 (none)
126. Student will show knowledge of BUS 390 Amazon Interview Within my BUS 390 online course, we focused on how to prepare for Interviews for
preparing for and effective answers future job opportunities. When it comes to preparing for a job interview, the most
in interviews (as the interviewee) important aspect is preparation. Firstly, you should know the job description that you
are applying for like the back of your hand, especially the job requirements and your
role. Knowing this information, you should be able to relate all of your past
experience to this job description. You should also be aware of the company you
are applying to, and the history of said company. If your interviewer asks why you
want to work for their company, and you don’t know what their company is
about…you aren’t getting that job. Along with a company background, you should
know their mission statement and leadership principles to relate back to. If your
answers incorporate the company’s leadership principles or values, they will see
you as a fit for the company’s atmosphere. Other than this, you should be prepared
with a dress code in mind, your resume, cover letter and a thank you letter for
afterward. Try to send the thank you letter within 24 hours of the interview.
Answering questions effectively also come down to preparation. Everything you
have written down on your resume should have 2-3 rehearsed stories ready to go.
Not only should you answer questions in a story format, but they should come with
quantitative information on how you helped the company succeed. For starters, try
researching the STAR method of interviewing. STAR stands for Situation, Task,
Action, and Result. In short, each of your answers should discuss the situation or
background of where you worked and what was going on at the time, what your
task/role was and what you wanted to accomplish, goals you set in place, how you
achieved these goals and finally what you learned from the experience with the
quantitative results. If you can put all of that information into a smoothly transitioning
story, you are leaps and bounds ahead of the competition. When interviewing for
Amazon, the only other information I was expected to have on hand was being able
to talk about myself on the fly, an elevator pitch really. Always expect the “Tell me
about yourself” statement, and be able to answer is professionally. Don’t forget to
have questions of your own for the end of the interview. The key to a good interview
is practice. Go online, work with friends and tape yourself speaking. This should
help calm your nerves the day of. Finally, be early to your interview! Remember, first
impressions are everything!
Evidence # 126 (Star method)

127. Student will describe personal Amazon Interview Preparing for my Amazon interview was honestly some of the most stressful couple
examples of preparing for and of days in my college career so far. In order to prepare, the company gave me a 20-
being interviewed page packet of ways to prepare for the interview, with FAQ’s they didn’t want to
hear about in the interview. In this packet, it outlines how my interview was going to
be conducted, and highlighted important information. The dress was business
casual, there were two 30 minute interviews over Skype, and questions could be
asked at the end. As previously stated, they were looking to see if you had different
questions than the FAQ’s in the packet. Along with this, they outlined the STAR
format they wanted out interviews to be conducted in. STAR stands for Situation,
Task, Action, and Result. In short, each of my answers had to discuss the situation
or background of where I worked and what was going on at the time, what my
task/role was and what I wanted to accomplish, goals I set in place, how I achieved
these goals and finally what I learned from the experience with quantitative results.
More specifically, I had to be prepared to discuss everything on my resume in detail,
with a STAR formatted story for every experience I had. To prepare, I researched
the company with a focus on Amazon’s mission statement and leadership principles
that they live by. Then, I prepared each of my stories by studying my resume and
thinking back to my past job experiences. Finally, I looked online to get an idea of
the questions they would be asking me in the interview. During the interview, I
maintained eye contact, stayed relaxed and took my time to answer each question
in detail to the best of my ability. I highlighted my best experiences, connecting each
to a leadership principle. The first question they asked was “Tell me about yourself”
which caught me off guard as this isn’t in the STAR format, however, I had done
elevator pitches in class so I was able to answer the question with little hesitation.
Finally, I asked several, thought out questions that I knew would be difficult for the
interviewers to answer. Once the interview concluded, I sent a thank you email
within 24 hours, referring back to the interview, and thanking them for their time. I
am happy to say that I will be an Amazonian this coming summer!
Evidence # 127 (offer)

effective collaboration / coalition
building
examples of working in
collaboratives/coalitions
Intercultural communication
considerations
proficiency in intercultural
communication
132. Student will describe ways to
maintain accountability in
leadership / member relationships
examples related to maintaining
accountability as a leader
134. Student will describe ways to build HDF 413 Inclusive Leadership Within our inclusive leadership presentation within HDF 413, we discussed how to
relationships between leaders and Presentation be an inclusive leader who understands how to have a healthy working relationship.
members Appreciate others, be positive, listen actively, build trust, welcome diversity, have
open communication and relate. These, in my opinion, are the 7 best ways to build
relationships between leaders and members. 1) As a leader, we need to appreciate
all our general members do for us, and reward the individuals who go above and
beyond. Members are much more willing to work hard if their work doesn’t go
unnoticed, and they are rewarded for putting in more time and effort than required.
2) No one wants to work for a grouch. Being positive is an easy way to form
relationships with meaning. No longer are you just their boss, but you are also
respected as a human being. Just make sure not to be your worker's friend. 3)
Listening actively is crucial to being respected by your members. It allows your
members to feel like they are being heard, and not just brushed off to the side. This,
however, needs to be followed up with actions such as occasionally going with an
employee’s idea that you feel could be better than your own, or beneficial to the
organization. 4) Trust is one of the most critical pieces of any relationship. Any
information you get as a leader needs to be kept confidential between you and your

members. Do not spread around gossip, and ensure a safe and healthy working
environment. 5) Welcoming diversity is crucial in any working environment. Not only
will your company thrive, but your members will appreciate that you as a leader
value diversity. Encourage your members to think outside of the box, and have time
during the day for members to think about all the great ideas they have. 6) Having
open lines of communication not only creates trust, but it also allows members to
come and talk to you anytime about anything. Relationships can only be formed if
you make yourself available to talk. 7) Relating to individuals make them feel that
there is less of a power gap between the leader and their members. If you are a
distant leader, there is physically a bigger gap between you and your members. Try
to relate to your members so they feel more comfortable, but again, don’t be their
friends.
Evidence # 134 (presentation)

135. Student will describe personal HDF 413 The Sigma Chi Fraternity Within our inclusive leadership presentation within HDF 413, we discussed how to
examples of building relationships be an inclusive leader who understands how to have a healthy working relationship.
with members as a leader As the President of the Sigma Chi Fraternity, I have had to create 95 working
relationships in order to do my job most effectively. It was not easy to do, but I have
stuck a balanced respectful relationship that works best for me. Going through the 7
best ways to build relationships, in my opinion, I will go through how I have achieved
these relationships. 1) Whenever a brother does something extraordinary, I will
commend them for their efforts in chapter for all to recognize and appreciate. If they
go above and beyond, they have the opportunity to be brother of the week, which
comes along with a reward of sorts. At the least, I will text individuals thanking them
for going to certain events that we needed members at. 2) Throughout my
presidency, I have stayed as positive as I can, so that my brothers aren’t
discouraged at any point. This is probably my worst of the 7, and I do need to work
on remaining positive at all times when in front of the chapter, with exceptions of
course. 3) To listen actively, I have implemented a portion of the chapter that is
open to general members specifically to voice their opinions on how things are
going. This gives an opportunity for everyone to speak their peace. Along with this,
my door is always open while at the chapter house so members can come and talk
to me at any point in the day. 4) Trust is something I have built on a more individual
basis. Some brothers have shared information and opinions with me that I will never
repeat to others, and I have gained their trust that way. For all general members,
whenever I say I’m going to do something or be somewhere I do it. I don’t shy away
from my promises and responsibilities. 5) Diversity has always been welcomed
within Sigma Chi, as we all share different temperaments, talents, and convictions.
Not only do we promote diversity when recruiting, but as an e-board we allow all
individual to share their ideas and opinions, and we will never shut anyone down
upright. Rather, we discuss all opinions so we can all come to a mutual
understanding. 6) Open lines of communication are something we have strived to
better this year, and our main plan was to ensure that we explained the reasoning
behind all e-board decisions. If the chapter didn’t have a vote, we make sure to
explain why the decision was made so members don’t feel betrayed, and gossip
doesn’t spread. 7) Finally, I try my best to relax, have a good time and relate best I
can with all of my members. I do this by hanging out with members as equals within
the Sigma Chi House to ensure that I can relate to the general brotherhood. If you
think you’re better than your members, your members will turn on you. Following
these 7 guiding principles, I have been able to create lasting bonds with most of my

brotherhood within a short period of time, and have gained the respect for my
brotherhood.
Evidence # 135 (find picture)

136. Student will describe how
credibility applies to leadership, as
well as the characteristics and
skills of a credible leader
examples of building, maintaining,
and repairing his/her own credibility
as a leader
138. Student will describe ethical
standards in influence
139. Student will describe influence
applies to leadership
140. Student will describe principles of
effective mentoring, as well as
problems particular to the
mentoring relationship

examples of mentoring and being
mentored
142. Student will describe principles of HDF 415 Within the first weeks of HDF 415 we had to quickly cover some overarching
effective peer leadership, as well themes of peer leadership before we picked our groups for the semester. Peer
as problems particular to peer leadership is about making your group feel comfortable and engaged. The group
leadership needs to want to be there, and needs to be ready to grow and develop. Once they
are acquainted and ready to learn, it is best to focus on the right balance of
challenge and support for the group. Challenging the group allows each member to
find their place in the group, and allows the most growth within individuals and the
group as a whole. Support is needed when members begin to shut down, or feel
lost. As a peer leader, it is important to be able to identify these shut downs, and
intervene with the right amount of support. You never want to support a group too
much, as you will end up standing for them. You always want your group to stand
on their own, and look to you for guidance only when necessary. A peer leader
needs to be able to listen to their group, and figure out what they need. Along with
challenge and support, a peer leader needs to understand that each group member
works differently. The goal is for the group to become autonomous, and develop on
their own, however sometimes the peer leader needs to intervene to help guide a
group in the right direction. If someone is being excluded, or someone gives a good
idea that isn’t heard or is being ignored, sometimes it is best to step in and give
hints without calling individuals out. This will enhance the group’s ability to listen to
each other, and eventually the group will hold each other accountable. A problem
that occurs a lot is picking favorites. It is easy for a peer leader to gravitate towards
a groups superstar, but a group is only as strong as its weakest member. It is
important to remember that the peer leader should work with everyone equally,
insuring that everyone gets the learning that they need. If students need extra help
of course, that is a different story. The biggest problem that is faced by peer leaders
is difficult people. Some people are more challenging to work with than others, and
the peer leader needs to be accommodating. Whether you are working with
someone who is just a pain, or someone that needs that extra help due to a
condition, it is important to make sure that the group is progressing nicely together
by making sure that those difficult people are dealt with earlier rather than later. For
people with conditions or other needs, it is best to work with them as much as they
need, without pointing them out in class. For stubborn members, it is best to speak
with them privately to try to accommodate them in any way you can, while making
sure they do their work just as everyone else does. Being inclusive and treating
others equally is a huge part of being a peer leader, and it is a skill that will take
people far through their life.
Site?
Evidence #142
143. Student will describe personal HDF 415 My HDF 190 Experience Peer leadership really began for me after picking my group in HDF 415. From there,
examples related to being a peer I had to use my past experience from HDF 190 to think back on how I was led by
leader and being led by peers my peer leader, Hannah. Hannah was an amazing peer leader who knew how to
become a friend, but remain someone that you respect. She was always there to
help us with anything we needed, but she made sure that we were doing our own
work, and that she was to be used only as a resource, not as an answer sheet. She
did her best to bring the group closer together, and facilitated us well so that we
never got too far off track. Our day of discover was eye opening, as we all sat
around and shared our feelings in full confidence. This created a trust within the
group, and helped us to work together in the future. Finally, when it came time to let
go, we were one cohesive unit that completed everything we needed to well, and as
a team. I tried my best to exemplify what Hannah was to me, but in my own way. I
am a very different leader than Hannah, so I knew that I had to plan out how I was
going to lead my group with my own strengths. I did what I do best, and started by
letting them know the ground rules, and framing the semester in that short 10
minutes that I had the first class as a group. From there, I made sure that my group
was on task, and knew what was expected of them. I was having trouble creating an
environment where everyone was excited to be in class, and to participate. My idea
was to really challenge everyone to speak up and participate in the upcoming day of
discovery, and to make sure that everyone was comfortable with each other. At the
day of discovery, my group and I quickly became mush closer, and more energized.
We opened up to each other, and when we seemed like we needed a pick me up, I
told them that we could take a break, and made it a fun activity, sometimes an
energizer. This kept the group awake and excited for whatever was coming next.
Spring boarding off of the day of discovery was easy until the reality of assignments
started to hit my freshman. It was difficult keeping them on track, when all they
wanted to do was complain about all the work they had to do. To counteract this, I
made sure to make a schedule for them all to insure that they knew what was
coming up. There were no due dates on the schedule, that was up to them to
remember, however I went over each thing they had to complete to insure that it
was very possible. They appreciated this a lot, and from there it was just completing
the work as a group. Finally, my group performed and adjourned as a team in their
last assignments. Their excitement for the upcoming summer kept them together as
a unit, and allowed them to get their assignments done and done well. It was a
challenge at times, but with my feedback on their previous assignments and my one
on one meetings, they were able to fully grasp the concepts taught in class, and
understood what they needed to do to end off the class. I got through the
facilitations that I needed to, and helped my group understand each model we
taught, so that they could go on in their own organizations and teach them onto
others. All and all my group started distant, uninterested and difficult, but ended
competent, proud and interested. Many of my group members are now striving for
leadership positions around campus, and I am very proud of that.
Evidence #143
144. Student will describe the four HDF 413 In HDF 413, Melissa taught us about the 4 frames of organizations by Bolman and
frames of organizations by Bolman Deal, being The Structural Frame, The Human Resource Frame, The Political
and Deal Frame and The Symbolic Frame. These frames are how we piece together the
specific aspects of an organization. They help us organize an organization by
looking specifically at how and why it’s structured the way it is. Once we recognize
this, we can restructure the organization to make it more efficient and purposeful.
The Structural Frame focuses on an organization's goals and objectives. It focuses
on the work between individuals and units using rationality, not personal preference.
These structures must be designed to fit an organization's circumstances, and any
problems that occur can be remedied using analytics. The Human Resource Frame
looks at people’s skills, attitudes, energy, and commitment. If knows that people and
organizations need each other, as individuals find meaningful and satisfying work,
while organizations get the talent and energy they need to thrive. The Political
Frame recognizes that organizations are groups of very diverse individuals. Values,
beliefs, interests, information, and perceptions all differ, which can create conflict
when combined with scares resources. The discussion seems to always be about
who gets what and why. Goals and decisions are brought up by negotiating and
bargaining with each other. Finally, The Symbolic Frame is the glue that holds
everything together. This frame unites everyone with shared beliefs and values,
while focusing on what things mean, and why they're important. These frames
although helpful, can also be a detriment to an organization is one if focused on too
specifically, and others fall by the wayside. Structural Frames focus only on rules
and policies, HR Frames can cling to a romantic view of human relationships,
Political Frames create mistrust and in consideration for the common good, and
Symbolic Frames can seem like filling information that is unimportant. In reality,
organizations need to focus on all 4 frames to develop an overarching frame that
works. Companies need policies and rules in place while creating lasting
relationships with individuals who work together for a common goal, with a common
vision, who can negotiate and strive for greatness. This cannot be achieved without
all 4 frames, and if an organization doesn’t see it like this, they likely need to
restructure.
McLeod, S. (2007, June 05). Bolman & Deal frameworks. Retrieved December 07,
2017, from http://bigthink.com/articles/bolman-deal-frameworks
Evidence # 144 (frames)

145. Student will describe personal HDF 413 SOLC Below I will apply the 4 frames of organizations by Bolman and Deal which we
application of organizational learned about in HDF 413 to SOLC. The structural frame of SOLC has to do with
analysis using the four frames of the goals of the organization, and how it is set up. The club SOLC is overseen by
organizations (Bolman and Deal) Allison Jackson Frasier, first in command. From there, the club stems down into the
e-board members, which consist of the President, Vice-President, Secretary, and
Treasurer; all with their own goals, objectives, and responsibilities. From here, the
club structure branches down into general membership, however, during a retreat
the structure would follow down to the advisor, lead, facilitators, co-facilitators, and
shadows in said order. Each member should report to the member ahead of them in
case of an emergency, going all the way up the chain of command to Allison
Frasier. As for goals, the goals of SOLC are to help students, staff, and
organizations accomplish their own missions and goals through the use of well-
researched retreat techniques. Each member does their part to ensure that this is
true. SOLC from an HR frame utilizes each member’s specific strengths when
picking who will be facilitating what retreat, and what activities. Each member takes
their role where they believe they will fit best and works together to benefit the
participants as much as possible. Within this frame, lasting relationships are formed
through the utilization of diversity. From a political frame, SOLC is an inclusive
organization that strives for intercultural sensitivity, and utilization of differences. No
opinion or culture is every shutdown, and all are welcome to join the club.
Negotiating can be a part of the club, but it is done so respectively considering all
sides of an argument. Finally, from a symbolic frame, the members of SOLC truly
believe that they are all in the club to better their own leadership skills, and the
organizations on campus. We all connect with the values of “civility, community,
creativity, inclusion, mutual input, open communication, peer leadership, respect,
self-definition, and unity.” (SOLC Mission Statement) and strive to better our
community in every way we can. If one frame is focused on over the others, the club
will suffer and will need to be restructured.
Evidence # 145 (frames)

New Inventory (2017)
117 Student will show knowledge of HDF 412 Within our HDF 412 class we talked about how to have Crucial Conversations, and
elements of a Crucial Conversation the best ways to do that. The idea of crucial conversations comes from the text
New and steps to maintain dialogue and titled “Crucial Conversations” by Patterson, Grenny, McMillan, and Switzler. Crucial
move to action (Patterson, conversations are said to start from the heart, meaning that the individual looking to
McMillian & Switzler) have the conversation should focus on themselves before looking to work with
another. Coming into a conversation is best when you have thought about each
other’s points of view beforehand, and go into the discussion with a plan that starts
from the heart. Focus on what you really want, and refuse the fools choice. People
that are skilled in having these conversations stay focused throughout the talk, and
focus on the right motives. It is best to master your story, making your story your
path top action. Secondly, we should learn to look. When having a discussion, you
should be sure to make your environment safe for all, while realizing when an
environment is no longer safe. Continue watching for content and conditions that
may be unsafe, trying your best to keep those conditions safe. This relates to
staying focused on the issue at hand, rather than using fallacies in your arguments.
When learning to look, it is important to know the two categories of safety problems.
Within a discussion, people tend to turn to either silence or violence. This generally
happens when individuals are uncomfortable or agitated. Remember, trying to keep
the conversation safe and focused can help with these issues. Recognize when you
or your partner is turning to these strategies, and move the conversation away from
these coping mechanisms. The third category of a crucial conversation is making it
safe, something I spoke about earlier. Ways to keep the conversation safe is to
apologize when necessary, focus on things that you both agree with, and seek a
mutual purpose with the CRIB method. This method stands for Commit to seek
mutual purpose, Recognize the purpose behind the strategy, Invent a mutual
purpose, and Brainstorm new strategies. You are almost never going to come out of
a crucial conversation fully happy, so make sure to focus on progress rather than
perfection. The last segment as spoken about above is to master your story.
Understand that others don’t make you mad, but you make you mad. By utilizing the
path to action by telling a story can be the best way to come to a mutual
understanding.
Patterson, K., Grenny, J., McMillian, R. & Switzler, A. (2012). Crucial conversations:
Tools for talking when stakes are high (2nd Ed.). New York: McGraw-Hill.
Evidence # 117 New

118 Student will describe examples of Amax Inc. – Internship Over the past semester I have been working at Amax Inc. in East Greenwich RI.
engaging in a Crucial Conversation Here, I have learned how to properly manage inventory within facilities, and
New sourcing strategies from China. When beginning my internship there, I was under
the impression that I would possibly be receiving a full time offer for the summer of
2019. With that being said, I was also aware that a possible job offer from Amazon
would be coming within a few weeks of my start date at Amax. I was transparent
about this opportunity, and they understood my decision. My crucial conversation
came when I got the job offer from Amazon, and had to let my boss at Amax know
that I had two weeks to make a decision as Amazon. I told him my story of what I
had been going through the past week, and where my head was at. My discussion
tactic was to be as transparent as possible, coming from a place of love. I was very
open and honest, and expressed my interest in Amax. I found myself moving to
silence as he tried to sell me on Amax a bit, and went over the benefits of working
for Amax. The conversation went well, and my boss said that he would send me a
packet of the benefits of the company is I was to receive a job offer next semester. I
was to email him a desired salary if I was to receive an offer, so that I could
compare the two offers. To my surprise, the next time we spoke I received a full
time offer for when I graduated. My conversation was successful, and I decided to
accept the offer from Amax, while rejecting the Amazon offer. I will be starting my
training in the summer of 2019, and will be the Supply Chain Manager of Amax
come September.
Evidence # 118 New

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LEADERSHIP

Name: Steven Ward

Leadership Inventory Revised 8/30/2013 1

ADVISING INFORMATION (students will include own documentation)

Leadership Inventory Revised 8/30/2013 2

CSLD Mission Statement

CSLD Vision Statement

CSLD Values Statement

MINOR IN LEADERSHIP STUDIES

Leadership Inventory Revised 8/30/2013 3

MINOR ELECTIVES-9 credits

Leadership Inventory Revised 8/30/2013 4

 Leadership theory and

Leadership Inventory Revised 8/30/2013 5

Leadership Inventory Revised 8/30/2013 6

Evidence #2 (NEW WITH GOOGLE CALANDAR)

Evidence #3 (HOUSING CORP TEXTS)

Leadership Inventory Revised 8/30/2013 9

Leadership Inventory Revised 8/30/2013 13

I have expanded below on each topic as a senior who is about to graduate.

Personal Issues: My personal goals have changed to look to a five-year plan.

Community Issues: When it comes to my local community, I just want to be a

Leadership Inventory Revised 8/30/2013 15

Goldberg, E., McDermott, R., & Zimbardo, P. G. (1992). Discovering psychology:

The VIA Survey. (n.d.). Retrieved from http://www.viacharacter.org/www/Character-

Gallup. (n.d.). Retrieved from https://www.gallupstrengthscenter.com/

See Evidence #15

Leadership Inventory Revised 8/30/2013 18

NetMBA.com (2002) Theory X and theory Y. Available at:

Leadership Inventory Revised 8/30/2013 19

Greenleaf, R. K. (1991). The servant as leader. Indianapolis, IN: Robert K.

Covey, S.R. (2006) PRINCIPLE-CENTERED LEADERSHIP

Leadership Inventory Revised 8/30/2013 24

Grace, B. (1991). The 4 V’s of Ethical Leadership. Retrieved from

Leadership Inventory Revised 8/30/2013 27

Constructivism Learning Theory. (n.d.). Retrieved from http://www.teach-

Leadership Inventory Revised 8/30/2013 29

Evidence #44 (Kolb Handout)

Evidence #45 (Musically Inclined Agenda)

Leadership Inventory Revised 8/30/2013 31

See Evidence #46

See Evidence #47

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1) If you work hard, you can achieve anything

1) If you don’t achieve anything, it is because you are lazy

Harro, R. (2000). The cycle of liberation. In Adams, Blumenfeld, Castanada,

Franklin, R. (n.d.). Franklin’s configuration of power [PDF document]. Retrieved from

Robinson, M. (2011, April 10). Racial Identity Development. Retrieved from

Leadership Inventory Revised 8/30/2013 40

Evidence #82 (Derby Day’s)

(n.d.). Retrieved December 07, 2017, from

Evidence # 85 (Identity Grid)

Leadership Inventory Revised 8/30/2013 46

Outcome Target Additional Descriptive notes regarding learning and practice

Leadership Inventory Revised 8/30/2013 47

Evidence #89 (SK Goal)

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Leadership Inventory Revised 8/30/2013 49

THE 13 BEHAVIORS OF A HIGH TRUST LEADER Handout – HDF 412

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Outcome Target Additional Descriptive notes regarding learning and practice

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