Outcomes & Evidence Progress Inventory : Leadership Development

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

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

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

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

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

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

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

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

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

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

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

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

Outcome Category: Self-Leadership
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
1. Student will demonstrate autonomy and a Alpha Xi Delta When I was apart of Alpha Xi Delta I took on a leadership position. Being in a role where you must tell
minimized need for approval people what to do and make decisions on your own is not always what everyone wants to hear. In
addition, it does not always make you liked by others. During my position of Philanthropy Chair it was
my job to put together the philanthropy events. This means I chose what was mandatory for each
member to do. When I began the position, I was more lenient with letting people send in excuses of
why they could not table or attend meetings, however I quickly learned that this was not going to lead
to a successful event. One case in particular was the Autism Speaks walk. It was a mandatory event
for each girl to go to and many were attempting to get out of it. Out of 160 girls, over 50 did not want to
attend and had “excuses.” I knew this was not true and had to put my foot down when it came to
allowing people to miss the event without a $50 fine. I told the chapter that unless they gave me a
phone number with someone I could call and confirm with they would still be fined the amount, which
caused for an uproar. People thought that I was invading their privacy by doing this and many talked
badly about me behind my back. However, I did not care due to the fact that if they could not provide
this information most likely they were lying to be about why they could not go. A lot of girls did not
agree with my tactics of being this position but I knew that in order for a successful event I needed to
be stricter. Being disliked by my peers was hard to come to terms with but I knew that it was for a good
cause, a cause that everyone needed to support.
2. Student will demonstrate personal, HDF190 When beginning college, it is tough to manage time wisely. Each teacher gives out a syllabus and
organizational, and academic examples of assumes the student will follow it and look at it on his/her own time. Because of this, I decided to use a
self-discipline planer in college as well as a while board above my desk. Having two places where I am able to
physically see each thing that is due, as well as reminders for the dates. I also put in when I have
activities to do so I wont forget going to meetings. This keeps me organized knowing how much work I
have to do each day. When I look at my planner and see I have class until 3:15, a meeting from 6:30-8,
homework due the next day, and a test the next day, I know I have to prioritize. That means if my
friends are going out I have to stay in and make sure my work is done or give up going to the gym for
doing schoolwork. For example, my friends went to the beach and out to dinner the other week but I did
not join them. When looking at my planner, I saw that I had two tests the next day. I had to put my
studies before social life to make sure that I did well on the tests.
3. Student will demonstrate the ability to ECN101 Yoga Receiving a bad grade on a test makes me become emotional. I care a lot about school and my grades
manage emotions and try hard to do well. In my ECN201 class, I received my first failing grade of a 60. This made me get
upset with myself and not know what to do since I need this class to help me get into the business
school. It also made me angry with myself that I didn’t study enough for the test because I was cocky
and thought I knew more than I did. I called my mom to tell her how emotional I was about this current
situation I was in and she suggested to do yoga. She told me it would let me forget all my emotions and
focus on just myself for the hour each class lasts. These classes allowed me to have time to detach
from how I feel about all of my school work and manage my emotions. I was able to realize that one
bad grade isn’t the end of the world and there was a chance for me to bring up my grade from
homework and the final.
4. Student will demonstrate knowledge of The amount of work that comes in college is a lot more than high school. In high school I had two
stress management methods quizzes a month tops, as well as maybe 30 minutes of homework a week. In college, it’s hours of
studying and homework every night which means tons of stress. However, there are ways to cope with
that. One is to use time management. Sometimes there are nights with no homework. Use those nights
to get a head start if you know something else is coming up. This will make someone not feel so
overwhelmed on days when multiple things are due the next day. Another stress management method
is putting yourself first some times. Although it is good to study, sometimes you need time for yourself.
This means taking a nap, watching the show you want, hanging out with your friends, and doing
activities. Too much time on schoolwork will make you lose fun in your life, which causes even more
stress.
5. Student will demonstrate the ability to ECN101 Finals According to the VIA test I took in HDF190, one of my top values is perspective. This value allows me
manage stress ITL101 to have the ability to manage stress. The use of perspective allows me to calm myself down when
BUS110 stressed by realizing that things aren’t as big of a deal as I think they are. Last semester was the first
time I had a final since junior year of high school due to my high school getting rid of midterms and
finals when I was a senior. I only had four finals, however two were on one day and two were on
another. This makes time management as well as prioritizing the exams important. For the first two
neither of them were cumulative so there was not as much that I had to study for. The exams were
ECN201 and COM100, I knew that I needed a better grade on my ECN201 exam, due to the fact that it
is worth more of my grade and I was doing worse in that class. Thinking my exams through in that way
allowed me to become less stressed since I knew what I had to do to get the most out of my study
time. However, for my second two exams choosing which one to spend more time on did not come as
easy. For my GEO100 and ITL101 exams they were both cumulative, both hard subjects, and needed
a good grade on both. These factors made it very hard for me to manage my time between the two,
which stressed me out. There was not enough time for me to learn both of the subjects’ new and old
concepts in the amount of time before the final. In this situation my value of creativity came out. I made
myself have the ability to learn both concepts in GEO100 and grammar in ITL101 by making flash
cards for GEO100 with definitions and when I could put in Italian verbs so I could learn two subjects at
once. The use of creativity saved me time and made me less stressed out since I was able to not have
to dedicate all my time to one subject.
6. Student will express a personal code of Alpha Xi Delta My sophomore year of college I was elected social chair of my sorority. Organizing a balanced
leadership / membership ethics schedule that everyone would enjoy was bound to be a tough job everyone had an opinion. Obviously
fun comes with a price and I had to collect money from all the girls cause it’s also not cheap. It would
have been so easy to pocket some of the money, enjoy a day at the spa, but I am no thief. I had to
stick to what I believed in and even with all the pressure of the social chairs before me, I remained fair
and trustworthy and spent the money where the girls expected it to go. One of my VIA values is
honesty and I can fully say that I stuck to it. The other girls had a belief in me that I would use their
money for them and I did not want to break that trust. Being a member of a group, I had to stay at a
high moral code of ethics. Holding a leadership position means that you set the example for others so I
did not want to be thought of badly.
7. Student will demonstrate practice of the HDF190 Marshmallow Challenge In HDF190, we are split into four small groups. In these groups we are able to do different types of
personal code of ethics activities. One activity we did was the marshmallow challenge. We had to build a tall structure as a
group made of spaghetti and at the end we had to have a marshmallow balance on top. I had to
behave congruently during this to allow myself to work better as a group. My character developed
through participation of this group. I was able to connect with my group to execute the building, even
though in the end it did not work. Having a top strength of completion, I am usually not okay with not
succeeding in the end. Although, I was okay in this situation. My character changed into being okay
with the process since we all worked together. I was trustworthy of others and their ideas for how to
build the model.
8. Student will express a personal values HDF190 VIA In HDF190, we took a VIA test. My top value was no other than humor. Growing up with my mom as
statement (Sources = VIA, values my mom, I know how important having a good sense of humor is. She taught me from a young age that
clarification exercises, etc.) a “day without laughter is a day wasted.” I value humor because I feel that life should not be taken so
seriously and everything people do should have fun in it. I personally do not want to go through life
miserable, and because of that I want humor in my life. I want to be able to enjoy my future endeavors
and the value that my mom implemented on me will allow me to do so. Having a major in finance, it is a
very serious world I am going into. I know that the intense curriculum and future workload will not
change me because my values are so strong.
9. Student will demonstrate practice of the HDF190 Leadership Institute After taking the VIA test in HDF190, I was able to find out my top personal values. Two in my top
personal values statement included humor and bravery. After receiving these results I knew that this test really did work and was
able to figure out what I am like. When coming to college in the beginning of the year, I was nervous. I
wasn’t nervous to be on my own, but to make new friends. I have a super close group of friends back
home so I knew it would be hard to find those just like them. After spending four years with my current
friend group and having the level of comfort with them, I didn’t know how to start a friendship over
again. For this reason, I decided to apply for the leadership institute. After hearing so much about it at
orientation, I knew this would be a good way to make friends. Going into the institute on my own I had
to be brave. I had to use my bravery in order to make friends and talk to people for this weekend. At
one point during the institute each person had to find someone from another team to talk to. This was
nerve wracking since I had just gotten used to the 15 people on my own team. I decided to walk up to a
girl from the purple team. I decided to use my value of humor to break the ice since both of us were
very awkward at first. After the five-minute conversation went by, we were both laughing and
comfortable with each other. Having two top strengths of humor and bravery were very helpful in the
beginning of my college career by allowing me to not have as hard of a time making friends.
10. Student will demonstrate the ability to DECA In high school, I was a DECA fanatic. There were over 150 students in this club, making it the largest
lead a project from start to finish (follow- club in my high school. I joined this club for two years, which allowed me to go to different conferences,
through) states, and nationals. It also allowed me to have leadership positions such as vice president. The most
important part of this, though, is the projects I had to do. Senior year my group did a public relations
project. Our school had competed in Celebrate my Drive the year before, came second in the nation,
and we were following in their foot steps. Although, since we did so well the year before, we were
unable to come within the top five that made us compete for the places 25-6. We had to set up booths
in the mall, put on presentations in the school, make social media accounts, and contact the local
newspaper. This started in early September, and did not end until late April when it was time for
nationals. After we finished the CMD competition, we then continued to promote safe driving with the
#X campaign. In addition to doing the project, we also had to put together a 30-page manual and a 15-
minute presentation. This project caused me to start a project, continue with it throughout the year, and
finally finish it. The long time line proves my commitment to things. In the end, my group raised
$25,000 for our school, placed in states, made it to nationals, and promoted safe driving to our school
and local community.
11. Student will describe goals and objective BUS493 During my summer going into senior year of college, I took a class to discuss my internship I had that
statements regarding personal issues, summer. In this class we had multiple discussion boards about where we are, where we want to be,
career issues, and community issues and how we are going to achieve getting there. It allowed me to learn about what I want in my future on
levels that I had not yet thought about. This class allowed me to create a “personal philosophy” which
relates to my personal, career, and community issues. It is, “To think big in order to actively perform
tasks. I execute my philosophy by using creativity to take risks in my life, which allows for an increase
of opportunities. These opportunities are then successfully completed by my self-starting,
independent, personality.” Taking risks in life is something that I have become accustomed to. I always
want to get the most out of a situation and taking risks gets you there, which is why currently I have
accepted a job offer where I do not know the location I would be going. This allows my career to know
that I can be whoever I want. I was feeling restricted to my major and the class showed me all the
opportunities of how I can creatively use my background. Lastly, in society it allowed me to make sure
that I chose the most ethical choices. I have been making sure the companies I apply to have a strong
CSR reputation since that is something I take pride in.
12. Student will show evidence of goals and BUS110 ASP Results from my Gallup StrengthsQuest that I took in HDF190, included both analytical and activator
objectives that were planned and HDF190 which makes me excellent at setting a goal for myself and then achieving it. I plan out my day when it
achieved comes to work in order of what is more important and due first to what can wait. When I was in high
school, I went on the Appalachian Service Project (ASP). For this project, many groups work on the
same house over the course of the summer attempting to fix everything that needs to be done. When it
came to my groups turn for the project, we had three jobs: build a railing, insulate and drywall the
bathroom, and paint/put molding up in the guest room. Some might think that in order of importance it
would go: bathroom, railing, guestroom, however that is not the case. The woman who we were
building the house for was having her nephew come up the next week and wanted him to stay in a nice
room. She was so excited for us to come and paint that we made sure to get this job done. Knowing we
would be the group to help her out right before her nephew came made us set the goal that the
bedroom would be completely done by the time we left. To do this, we put 3/5 people on the bedroom
to get it done more efficient. By the end of the week, we had finished the bedroom to look exactly how
the owner wanted it to be. We had set a goal of finishing the most important part of the house and
achieved it.
13. Student will show knowledge of the PSY113 The “Hierarchy of Needs” theory by Abraham Maslow was introduced in 1943. It was the idea that
“Hierarchy of Needs” theory by Maslow humans will prioritize basic needs over more advanced needs. This idea was to say that people would
pick food and safety over self-actualization. The model is split into five levels, each of these levels are
built upon each other. The first level is the most basic needs of a human, physiological. This level
includes food, water, and sleep. The second level is safety. This level is making sure that there is
security of a place to live and with money. The third level, the middle of the needs advancement, of
love and belonging with others becomes more important to the individual. The person is healthy
enough and able to make connections with others. The fourth level is to feel accomplishment and
develop self-esteem. Without the completion of the levels before, the next level is unachievable, as
interpreted from Maslow. The top of the pyramid shows that all potential of the person was shown
through their self-actualization. They must follow all the needs in order to be able to reach their
potential. In this stage the human can focus on their passions and desires. This is the level that people
can differentiate themselves from others on. It is what makes an accountant who they are while an
actor who they are. They both have the same basic needs fulfilled and used their potential how they
were able.
Maslow, A. (1943). A theory of human motivation. Psychological Review, 50 , 370-396.

14. Student will show application of Maslow’s
theory to own life
15. Student will show knowledge of the theory
of Superleadership by Manz & Sims
16. Student will show application of Manz &
Sim’s theory to own life
17. Student will describe StrengthsQuest HDF190 Leadership Institute Results from my Gallup StrengthsQuest that I took in HDF190 include analytical and activator. These
Signature Themes, shadow side of both allow me to think things through thoroughly and then be able to put thoughts into action. At the
Strengths and/or weaknesses, and leadership institute I was able to use my strengths to be able to work well on the teepee shuffle. We
examples of application (Source = Gallup) had to arrange ourselves in first name alphabetical order. Having my name begin with A, I was the first
person we attempted to move to the opposite side of the log. At first I tried going around people by
stepping in front of them, however we realized that there was not enough room to do this and we would
continue to fall off doing this. Using my strength of analytical first I realized that it would better if people
stepped over someone so there was enough room for feet to fit. At first we tried this by having the
person to the left of me bend, however I was too short to be able to lift my legs over people. Then I
thought of having the taller person, in any trial of this, step over who is shorter. By doing this, we were
able to move multiple people at a time by always having the shorter person bend and the taller person
step over. Being able to put thoughts into action helped my team out by allowing us to work together
and get the job done.
18. Student will describe personal leadership HDF190 Leadership Institute My Gallup StrengthsQuest results allowed me to also realize my weaknesses. Since I over think and
style and/or personality style including am very logical, it makes it harder for me to put my heart into things and care. When it comes to
strengths and weaknesses and examples anything I always think “will this matter in 10 years?” and if the answer is no, then I don’t go for it. For
of application (Sources = Leadership style this reason it is hard for me to have strengths in relationship building since I know that
inventories, the L.P.I., Type Focus relationships/friendships come and go so often. Before coming to college, I had friends from different
(MBTI), LAMP, DISC, and other career groups. Knowing that I would never see any of those people until breaks and even then it would be
inventories, etc.) hard to get together, I just cut off ties there. I only hang out with my small group of friends because I
know then it will be easier to keep them for a longer time than having a ton of friends.

Outcome Category: Leadership Theories
19. Student will show knowledge of the
“Authority and Bureaucracy” theory of
leadership Weber
20. Student will describe personal
application of the above theory (Weber)
“Scientific Management” theory of
leadership by Taylor
application of the above theory (Taylor)
23. Student will show knowledge of the BUS341 The theory of Management by Objectives is a five step process that is specific to a manager and his
“Management by Objectives” theory of employee. The first step of the process is to set organizational objectives. The second step is cascade
leadership by Drucker objectives to employees. This is when the manager passes their knowledge to the employees. The
third step in the process is to monitor the employee. After the information is passes the manager must
keep tabs so they know the job is being completed. After the employee is monitored the fourth step
happens, that is evaluating the performance. The manager must assess how the employee did with the
task. The last step is to reward performance. If the employee successfully completed the task at hand
the manager should show gratitude by giving the employee an award. The goals executed in this
theory should align with the idea of being SMART goals, meaning they are specific, mesurable,
achievable, realistic, and time bound. This gives both parties the same criteria of how the task should
be completed and by when.
Evidence: https://www.communicationtheory.org/management-by-objectives-drucker/
application of the above theory (Drucker)
25. Student will show knowledge of “Theory Self Research Theory X and Theory Y are two theories that describe management skills. According to MindTools,
X and Theory Y” theory of leadership by Theory X is This assumes that employees are naturally unmotivated and dislike working, and this
MacGregor encourages an authoritarian style of management. Theory Y is described as expounds a participative
style of management that is de-centralized. They take responsibility and are motivated to fulfill the
goals they are given. They are opposites of each other, however Theory Y is more common than X.
These types of leaders differ because in X people are reliant on others for tasks and Y people are more
independent.
Evidence:
M. (2016). Theory X and Theory Y: Understanding Team Member Motivation. Retrieved April 27, 2016,
from https://www.mindtools.com/pages/article/newLDR_74.htm
26. Student will describe personal Alpha Xi Delta The MacGregor “Theory of X and Y” is a theory that describes two sets of people. When I was the
application of the above theory assistant philanthropy chair of Alpha Xi Delta, I became the “Y” type personality due to the majority of
(MacGregor) the sorority being an “X” type. Being in charge of 150+ girls for an event is stressful to say the least.
Making sure that each girl is participating and keeping track of them as well as other necessities for the
event caused me to delegate positions. Most of the girls did not want to participate in the event,
whether it was raising the $25 per person, going to the event, or getting donations. In addition most of
the girls were reliant on me to tell them what to do, rather than taking actions into their own hands.
Because of this, I needed to give out incentives in order for participation. I had to create prizes for the
teams that raised the most money as well as individual girls in order for them to try harder. This is why I
categorize the members as category X, since they are naturally unmotivated and I needed to motivate
them. I myself was a theory Y since I needed to expand my management into these girls by delegating
responsibilities to them by assorting them into different groups.
27. Student will show knowledge of the HDF190 Servant Leadership Model In HDF190 we learned about the Servant Leadership Model by Robert Greenleaf. It describes how one
“Servant Leadership” theory of should be a servant first and a leader second. Greenleaf says, “It begins with the natural feeling that
leadership by Greenleaf one wants to serve.” Servant-leadership characteristics often occur naturally within many individuals.
There are 10 characteristics to the model. They include: listening, empathy, healing, awareness,
persuasion, conceptualization, foresight, stewardship, commitment to the growth of people, and
building community. Each aspect describes how a leader must be able to help others in order to
achieve success. For example, stewardship is defined as, “holding something in trust for another.”
Trust is a big component throughout the model as well as acceptance. In a Venn diagram, the model is
broken into three dimensions: servant, leader, and both. Listening, empathy and healing are all servant
orientated characteristics while awareness, persuasion, conceptualization, and foresight are leader
orientated. Stewardship, commitment to the growth of people, and building community are both.
Evidence:
Class Packet Page 36
28. Student will describe personal HDF190 Save the Bay In HDF190, we were assigned a servant leadership project. My group did a Save the Bay clean up.
application of the above theory Doing a community service project like this allowed my group to become servants before we had the
(Greenleaf) ability to lead. We served the environment by making it a cleaner place. In our project we fell under the
stewardship and building community aspects. The building community aspect describes how one has a
liability for a specific community-related group. Going to college in the “ocean state,” we each have a
responsibility to keep the ocean and community of Rhode Island clean. We were steward in the fact
that we served the needs of others. We were able to make an impact on the wild life by cleaning up the
plants and water to make it safer for animals to roam.
29. Student will show knowledge of the Self Research The Principle Centered Leadership theory by Covey was introduced in 1990. He said that trust is the
“Principle Centered Leadership” theory key to success and therefore a lack of trust can lead to failure. This failure can happen to any
by Covey organization, business, government, or education system. In this theory there are four principles:
security, guidance, wisdom, and power. Convey believes that we can combine all of these aspects in
our core and apply them to our everyday lives. These principles takes place from the inside out on four
different levels, the first being personal, the second interpersonal, the third, managerial, and the last
organizational. There are eight different characteristics that principle centered leaders should possess.
These include to be continually learning, service-oriented, radiate positive energy, believe in other
people, lead balanced lives, see life as an adventure, be synergistic, and exercise for self-renewal.
These are characteristics that Covey believes are needed to be a principle centered leader.
Evidence:
http://adaptera.co.za/wp-content/uploads/2015/05/Principal-Centred-Leadership_Stephen-Covey.pdf
application of the above theory (Covey)
31. Student will show knowledge of the “14
Points / TQM” theory of leadership by
Deming
application of the above theory (Deming)
33. Student will show knowledge of the HDF190 Self Research Visionary leadership, also known as transformational leadership, is a process where leaders and
“Visionary Leadership” (now often cited BUS441 followers raise one and other to higher levels of morality and motivation. The leader will set clear goals
as “Transformational Leadership”) and have high expectations on achieving them with the follower. During this time there is a need for
theory by Sashkin support and for the persons to look past their own interest and to be interested in each other. The
leader comes up with a vision and is able to influence the others to support what they thought of. This
allows both the leader and the follower to move together toward a shared view of the future. The leader

must be creative in thoughts since they are coming up with innovation to put onto others. Their visions
are motivated by passion and ethics that allows for the rise of both parties. In addition, there must be
commitment on both ends in order for the vision to be achieved. The continuous motivation from the
leader is what keeps the members involved throughout the process, building strong relationships built
on trust. The leader’s ability to inspire others is what allows this theory to be so effective. The
encouragement between a leader and them members allows for constant improvement.
Evidence:
https://www.mindtools.com/pages/article/transformational-leadership.htm
application of the above theory
(Sashkin)
“Individuals in Organizations” leadership
theory by Argyris
application of the above theory (Argyris)
37. Students will demonstrate knowledge of HDF190 The 4-V’s model is grounded in theories of moral development, human
the “4 V’s” theory of leadership by development, leadership development, and community development. The 4 V’s are
Grace (Center for Ethical Leadership)
values, voice, vision, and virtue. They all connect through renewal, service, and
polis. Values and vision identify the group. Giving a voice brings any group it’s
dynamic. Virtue is a blend of principle, sensitivity to relationships, and commitment
to a common good. These four V’s put together make up collective leadership. It’s a
way for people in communities to hold purpose, direction, and action cooperatively.
Evidence:
38. Student will describe personal Alpha Xi Delta The “4 V’s” model consists of values, voice, vision, and virtue. When I was a
application of the above theory (Grace) freshman/sophomore in Alpha Xi Delta I was the assistant philanthropy chair. This
position required myself to use each one of the V’s in order to create a successful
event. The first V, values, came into play when my sorority and I all came together
for the common cause of Autism Speaks. This is our philanthropy, which means
throughout the year we do different fund raising events to support this cause. We all
value the non-profit in order to make connections within the community. The
second V, voice, derived from the actions made for this cause. I had a voice when I
posted on social media about the fund raising events as well as communicating with
others in order to put on different booths. I was able to effectively explain the cause
in order for people to follow whether it was having girls in the sorority participate
or receive donations from family members, friends, and companies. The third V is
vision. This part was connected to all of the events I put on. The biggest event, Xi
Marks the Spot, was something I had to first envision and then follow through with.
I wanted to make a large impact with this event by extending the event to a wider
range of people. Instead of only including Greek life, other organizations on campus
were also involved. In addition, I had to think of different ways to set up the event
so it would run smoothly. The last V is virtue this is the commitment to the common

good. At the end of the day, a good cause is something everyone should support.
This means that the philanthropy of Autism Speaks, as well as others, should be
maintained. The 4 V’s model effectively explains how I was able to chair the
philanthropy position.
39. Student will show knowledge of the BUS441 Situational Leadership is a leadership theory by Hersey & Blanchard that was
“Situational Leadership” theory by created in the 1960’s. It states that in order to be successful, a leader must adapt their
Hersey & Blanchard
style to be directed towards the maturity of those being lead. There are four parts
that make up this model, the first being S1. S1 is the state where maturity levels are
the lowest. Since this is where the developing stages begin, being direct and
supportive are important because the followers have low competence but high
commitment. The second level, S2, still needs coaching since the person is still fairly
new with variable competence and has low commitment. S3 allows for persons to
have high competence but variable commitment levels. This means that the follower
is able to complete their task, however are not fully invested in doing so. The final
stage of the model is S4. In this stage the person has both high commitment and high
competence that allows them to successfully complete the goal. The theory shows
that depending on what level the follower is in, the leader must change their style in
order to teach and guide the person throughout. For example, you would not teach a
third grader how to do basic math as you would a senior in college. Knowing the
experience of who you are leading is important because it allows for development.
40. Student will describe personal Internship During the summer of 2018 I interned at Cartus for the summer. During this time I
application of the above theory (Hersey became well equipped with the software used as well as my job duties. Since I was
& Blanchard)
excelling at the tasks given, my manager asked me to train one of the temps. They
gave her the basic secretarial jobs of scheduling policy calls for other consultants,
however she did not know how to conduct these herself. It was my job to teach her
the process of the life of a “file” (The customer and their benefits) and what to do
step by step. I knew that she was in the M2 stage of the Situational Leadership
theory because she had a little knowledge of what was going on, however had not
yet performed the tasks which caused her to not have any connection to them. She
was content with the job she was currently doing so she was unsure if she wanted to
take on additional responsibility, which caused for her commitment to learning to be
low. Being able to sense where she was at allowed me to change my teaching style
into one where she would see the purpose of the new role and want to achieve
mastering the skills. I made sure that I told her why she would benefit from learning
new skills, aka if she was more useful to the company they may allow her to be
permanent instead of just a temp, and I was informative when doing so. I made sure
to go step by step and not go quick, as if I was teaching someone who already knew
the system. After two weeks of spending about an hour with her on the skills, I was
able to bring her from the M2 stage to the M4 where she was able to handle her own
files.
41. Student will show knowledge of the HDF190 Relational Leadership Model In HDF190 we learned about the Relational Leadership Model by Susan Komives
“Relational Leadership” model by and how it describes five aspects of leadership. The five aspects are inclusive,
Komives, McMahon & Lucas
empowering, purposeful, ethical, and process orientated. These five aspects are then
described in categories of how to know, be, and do them. Being inclusive of others
and diverse points of view makes someone have to be understanding of self and
others. They also have to believe that differences in people are valuable and they
have to listen. To be empowering of others who are involved, someone has to know
power. They also have to believe that everyone has something to offer and they have
to do gate-keeping. Another aspect is being purposeful Means having an individual
commitment to a goal or activity. It is also the individual ability to collaborate and
find common ground with others to establish a common purpose, vision for a
group, or work toward the public. They have to know the role of mission and
believe in an attitude that is hopeful, positive, and optimistic while having skills in
identifying goals. Ethical is driven by values and standards of leadership which is
“good” or moral in nature. They have to know ethical decision making, believe that
socially responsible behavior is to be encouraged in all people, and they have to
have skills in behaving congruently. Lastly, they have to be process orientated by
being a group, remaining a group, and accomplishing the group’s purpose. The
leader has to know what a community is, believe that process is just as important as
the outcome, and have skills in collaboration.
Evidence:
42. Student will describe personal HDF190 Relational Leadership Model By learning about the Relational Leadership Model by Susan Komives in HDF190 I
application of the above theory (Komives realized it can be used in every day life. The two that I use most with my friends are
et al)
being inclusive and ethical. The other day, my friends boyfriend called her and sad
that he was unsure if he wanted to be together, and would tell her the next day if he
wanted to break up or not. As she sat there crying to me, I had to understand where
she was coming from. I listened to her talk about what happened and how she felt
during this situation. Since she is one of my best friends, I behaved congruently and
agreed with her side of the story, which made her feel much better. It allowed our
relationship to improve by her feeling comfortable and trusting me.
Evidence:
43. Student will show knowledge of the Self Research Constructivism is a theory of a way of learning. It says that people are able to
concept of constructivism construct their own understanding of knowledge in the world by experiencing their
own experiences. Encountering something new or different allows someone to think
about their past feelings and values and grow. However, it may also make people
think the new information is irrelevant and discard it completely. Giving people real
world problem solving tasks in classroom setting encourages constructivism.
Evidence:
E. (2004). Constructivism as a Paradigm for Teaching and Learning. Retrieved April
27, 2016, from http://www.thirteen.org/edonline/concept2class/constructivism/
44. Students will describe personal ASP The Appalachian Service project allowed me to implement constructivism into my
examples of implementing life. Going down to Virginia was the first time I had ever been south besides for
constructivism Florida at Disney. Seeing the culture difference between the north and south
impacted me greatly. In the north, there are separate ice cream stores, bars, clubs,
and diners. In the south, all of this is rolled into one. We went to a place called “Ma
and Pa’s” every night we were there. All of the volunteers would pack into cars to
get ice cream and watch the sports game that was on or go outside to the back and
dance with the live band. The locals were so outgoing and would invite all of us to
dance with them or go up on stage and sing karaoke and cheer everyone on. I had
never known if southern hospitality was a real thing or just something people said,
but going down made me realize it was true. This experience of encountering
something new allowed me to grow as a person and see how other cultures are.
45. Student will demonstrate knowledge of Self Research Kolb’s Experiential Learning Model is made up of four parts. The model consists of
the Experiential Learning Model (Kolb) two parts that are for “grasping” experience and the other two are “transforming”
experience. The first part of the cycle is concrete experience, this provides
information that is the basis for reflection in the second step. This allows for a
feeling to be made from the experience. The second step is reflective observation.
This aspect allows for the person to see what was done, what could have been
changed, and what the outcome was. The third step is abstract conceptualization.
We can then fully understand the information and form concepts. The last step of
the model is active experimentation. This is the part where planning is involved.
New theories are developed by this process and in the final step the questions asked
can be to be found in the world. This process shows how one learns and grows from
an event. Each step is needed in order for a successful completion to fully grasp
what happened.
Evidence:
https://www.verywellmind.com/experiential-learning-2795154
application of the Experiential Learning
Model (Kolb)
47. Student will show knowledge of the HDF190 Social Change Model In HDF190 we learned about the Social Change Model of Leadership Development.
“Social Change Model of Leadership This model examines leadership development from three levels: individual, group,
Development” by Astin et al
and community or society. These three levels create a feedback loop. They are able
to all intertwine with each other to create connections between people. It proves that
any person to amount of people have the ability to impacts and make a change in
the world. This model also includes the 7 C’s of Social Change. The C’s are:
consciousness of self, congruence, commitment, collaboration, common purpose,
controversy with civility, and citizenship. These 7 values are divided into the three
levels. Consciousness of self, congruence, and commitment are all individual values.
Group values include collaboration, common purpose, and controversy with civility.
The only C that is included in society values is citizenship. The 7 C’s are specific
ways for someone to lead with the Social Change Model.

Evidence:
48. Student will describe personal BUS345 DECA When I was a senior in high school I participated in the Celebrate my Drive event.
application of the above theory (Astin et This event was to promote awareness for distracted driving. I put on a public
al)
relations campaign for this event in order to bring awareness to my hometown. The
Social Change model and the 7 C’s were both ways that I was able to impact those
around me about the cause. The first level is based on individual values. The year
before people that were very important in my life were in a distracted driving
accident. This is what first urged me to get involved to the purpose. The second
level, group, came into play between myself and my group members. We all had to
make sure that we were on the same page when it came to how we wanted our
message to come across. Since we were putting on this project for our entire town
we wanted to make sure that the community would support us. The last level was
society. Citizenship came into play when we successfully put on the event and came
4th in the nation for the project. We made a large impact on those around us for a
positive social change.
49. Students will demonstrate knowledge of HDF190 The Leadership Identity Model by Susan Komives focuses on a person's self identity
the “Leadership Identity Development and awareness in order to successfully lead others. In addition it allows for the
Model” by Komives et al
person to be able to work alone in a group setting. There are six stages to this model,
each one leading to a person's realization of full potential. The first two stages the
leader is dependent, with a transfer happening in the third stage to being fully
independent in the third. The other aspects to this model are the key category. Each
stage has different categories such as stage description, broadening view of
leadership, developing self, group influence, and development of influence. In
addition, the stages transition from one to the next to show growth. The first stage
is awareness. The person must be aware of leadership and the fact that it is around
at all times. The second stage is Exploration and Engagement. In this stage the
person must transition from being inactive to an active follower. In this stage they
start to become an active member of the group that begins their journey as a leader.
The third stage is Leader Identified. In this stage the person takes on some sort of
role in the group. Taking on additional responsibility is what begins the leaders role
and prepares them for the future. They are still learning how to be a real leader and
perfecting execute delegation skills. The next stage is Leadership Differentiated. In
this stage the leader realizes that being a leader is not only based on roles, but the
skills gained from them. This is when the leader realizes that the process is the most
important when completing a task. Furthermore, the fifth step is Generativity. In
this step the leader becomes focused on the group and the success of the group as a
whole. The growth and development of the group gains importance to the leader.
The final step of the model is Integration/Synthesis. In this stage the leader strives
for congruence and can relate their beliefs to both the group and their work. This is
when the leader realizes the leadership is a process and happens over a lifetime.
This model allows for the transition from leadership being a role to it being who you
are.
Evidence:
https://www.researchgate.net/publication/236823848_A_Leadership_Identity_Devel
opment_Model_Applications_from_a_Grounded_Theory
50. Students will describe personal
application of the above theory.
(Komives et al)
51. Students will demonstrate knowledge of HDF190 The Strengths Development Model is a way for someone to assess his/her ability to
the Strengths-Development Model by learn about his/her strengths and to learn when to apply those strengths in
Hulme et al
relationships. In addition, the development of strengths would then be integrated
into his/her behavior. The first aspect of the model is for a person to learn his/her
strengths. After the strength is found, the person must think about what that means
and how it relates to them. Once the person becomes fully aware the leader must
apply the strengths. The leader is able to focus in on using the strengths specifically
in their behavior. They will learn how to use their skills in their everyday life. They
will also learn how to tell the strengths of others, and learn how to become
compatible. Being able to build relationships with people whose strengths
complement theirs is very important in success for this model. Not everyone can
posses every strength, and that is why learning yours is so important. If everyone
knew what their strengths were you could essentially figure out the best way for
harmony in order for the strengths to complement.
Hulme, E. (2006).Strengths Development Model

application of the above theory (Hulme
et al)
53. Student will demonstrate knowledge of
behavior theories of leadership from
Michigan and Ohio State
application of the above theories
(Michigan & Ohio State)
55. Student will demonstrate knowledge of BUS441 Charismatic leadership is when someone has the ability to influence others based on
Charismatic leadership their personality. They are well liked by many because they are perceived highly by
others. They are often upbeat and are able to motivate others in order to complete
the task at hand. The eagerness that they are able to create through their leading
style is what they thrive on. They have the ability to be captivating in their vision to
show others their capabilities. Politicians are an example of a charismatic leader
personality. They use passion behind what they say to drive people to fight for what
they believe in. What makes a politician a good one is how they publically speak.
Their entire career is their conviction; this is why being charismatic is one of their
strengths. However, they also have their downfalls. Since a charismatic leader is so
capable to gain supporters and form groups, they can form cults. They have a
significant amount of communication skills that allows the impact on others to be
larger and more natural. Since they use encouragement as a form of persuasion, the
follower believes that the goal is also theirs. Being charismatic is a skill that can be
learned throughout experience and communication. By interacting with others one
can learn how to be upbeat and positive in tones in order to connect with others.
Leading through conviction is not as easy to grasp as other leadership styles. They
talk about their morals that is why people tend to trust them.
57. Student will demonstrate knowledge of BUS441 Adaptive Leadership The Fiedler contingency approach to leadership was first introduced in the 1960’s.
contingency approach to leadership by This model states that there is no one best model of leadership. Instead, how people
Fiedler
react in each situation is what makes them a leader. This is a result from two factors,
“leadership style” and “situational favorableness.” Leadership style is the first step
in the model and Fiedler said it was fixed. He believed it could be measured on a
scale and tells whether the leader is task oriented or relationship oriented. The
second part is situational favorableness, which is based on three distinct factors. The
first is leader member relations. This is the level of trust within the group. The
second part is task structure which describes the type of task you are doing and its
measure of difficulty. The last part is the leader’s position of power. This is the ratio
of how much power you possess in the group. After both of those two things are
realized you can then figure out what is the best leadership style in that situation.
Evidence:
https://www.mindtools.com/pages/article/fiedler.htm
application of the above theory (Fiedler)
59. Student will demonstrate knowledge of Self Research The Path-Goal theory by House is based on specifying the a leaders style that best
Path-Goal theory by House fits the particular employee and work environment in order to achieve a goal. By
Increasing an employee’s motivation and empowerment they will become more
productive workers. The organization as a whole can benefit from this since time
will be used more efficiently. It is based on the idea that an individual will act based
on what they believe the outcome will be. They will most likely choose the path that
leads them to the more attractive outcomes. It follows three basic steps, first to
determine the employee and environmental characteristics. This is when you
overcome obstacles. Task characteristics can include, design of the task, formal
authority system, and work group. They are options of what can happen if a
manager needs to step in for help in a situation. The next step is to select a
leadership style. There are four leadership styles and two factors that influence
them. The two factors are consideration, relationship behaviors such as respect and
trust, and initiating structure, task behaviors such as scheduling and organizing. The
first path-type goal of a leader behavior is directive. This is when the leader informs
the follower of what is expected such as their duties and responsibilities. The second
is when the leader is supportive, they encourage their employees by being friendly
and showing concern. The third part is being participative. The leader makes sure
he/she consults with his/her followers in order to keep communication strong. The
last aspect is achievement. This behavior is when challenges are set for the followers
so the leader is able to show confidence. House also define four other minor factors
such as: work facilitation, group oriented decision product, work group
representation and networking, and value based. At the end, the application process
is the final step. This assumes that at the end the person will be able to adapt to the
situation.
Evidence:
http://www.nwlink.com/~donclark/leader/lead_path_goal.html
application of the above theory (House)
61. Student will demonstrate knowledge of Self Research The Leader Member Exchange theory was first introduced in the 1970’s. It is the
Leader Member Exchange (LMX) theory relationship that develops between the managers and the members on their teams.
by Dansereau, Graen & Haga; Graen &
The theory is based on the idea of three stages: role taking, role making, and
Cashman; Graen
reutilization. Role taking occurs when a team member first joins the group.
Managers use this time to analyze the new members skills. In the second step the
managers sort the members into being “in-group” or “out-group.” If you are “in-
group” team members are skilled, loyal, and trustworthy. The manager sees
potential in them and what they are going to do. On the other hand, if you are “out-
group” you are seen as unmotivated. The manager sees you are a risk and they have
less opportunity for advancement. In the last phase, routines are made between the
manager and the team. In-group members maintain respect with manager while out
group may start to dislike their managers. The category the team member is placed
in affects the relationship between them and the manager.
Evidence:
https://www.mindtools.com/pages/article/leader-member-exchange.htm
62. Student will describe personal Old Navy Summer of 2016 I worked at least 40 hours a week at Old Navy. (Now looking back,
application of the above theory I am pretty sure that was not allowed for a 19 year old to be working a full time job
(Dansereau, Graen & Haga; Graen &
at early and late hours.) Anyways, I was able to work this often because I joined the
Cashman; Graen)
shipment team. We would have shifts from 5am-2pm doing shipment twice a week.
The people who succeeded in this were who got other hours in addition to those
shifts that’s why I was put on so often. When thinking about this is when I realized I
was put “in-group” by my manager. The store manager that I had for the year of me
working there was on maternity leave, so a new head manager came in with two
others. This shift of managers allowed for them to have to get to know all of the
employees from start. When they asked who wanted to be on the shipment team
they had a meeting. We all got together and they put out a plan so we knew what
we were going to do on the first day. We all got a department to focus on and would
be responsible for the boxes pertaining to those. The first shipment shift the new
managers watched as we worked. They saw who was slow, who was fast, who was
sloppy, ect. This allowed them to analyze the team members. Like the LMX theory
explains, the new managers saw who they had and how they performed to make
conclusions about who was going to be able to improve the company. I performed
well during shipment so they included me on signage, promotion, and

merchandising. By efficiently finishing tasks at hand and proving myself to my
managers, they saw my potential and gave me the steps I needed to further myself.
However, those who were lazier began to complain how their hours were getting
cut.
63. Student will demonstrate knowledge of BUS341 Self Research The Leadership Substitute theory states that in some circumstances situational
Leadership Substitutes Theory factors may substitute for leadership. Also, there are situational factors that may
neutralize leadership in order to prevent the leader from taking action.
Organizational factors such as how the job is designed and follower characteristics
like ability and training both are types of leadership substitutes. The theory states
that these substitutes will allow for moderation between leadership and
effectiveness. That is, when one has a leadership style that will not be the most
effective, they will replace it with the substitute. This theory allows for the leader to
be able to find the best way for success without foregoing his/her own beliefs.
Factors that can impact a leader from doing their job well are based off of the
amount of leadership the team needs. If this were to happen, a leader must use the
idea of substitutes to forego the skills they use, since the level of importance would
be low, and find another way to lead. How the team members were previously
trained is a factor of this. When teams are built of people with experience they do
not usually need to be lead. In cases when the leader is not needed because of their
skills they must provide other options for them.
Evidence:
https://www.le.ac.uk/oerresources/psychology/organising/page_13.htm
Models of leader emergence
66. Student will describe the impact of traits
on leadership emergence and
performance
Chaos approach to leadership by
Wheatley
(Wheatley)

Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership
Outcome Target class Additional Descriptive notes regarding learning and practice
Experiences
69. Student will demonstrate how cultural
anthropology / paradigms relate to
leadership
70. Student will describe personal Intercultural Study Abroad During my spring semester of junior year, I studied abroad in Florence,
example of using cultural Communication/International Italy. While I was there I took an Intercultural Communication class. During
anthropology / paradigms as a leader
Marketing this class we looked into cultural differences, mostly focusing on the
difference between American, Italian, and Chinese cultures. My class was
international, consisting of all American students, my teacher who was from
Milan, and her “special guests” she would bring each class. My classmates
and I shared stories of different experiences in Italy as a foreigner and
would receive feedback of how we were perceived in the eyes of someone
from Italy. This class allowed me to learn from my teacher I was able to see
Italy from a perspective of an Italian instead of an American. One of my
other classes I took while I was there was an International Marketing Class.
In this class we needed to introduce an American product that was not
available in the Italian markets. My group and I debated many products
before coming up with one that we felt would make the biggest impact. I
was able to use my knowledge of not only how other Americans studying
abroad felt about culture shock, but also how native Italians felt, to choose a
product. We chose to introduce plastic bags because of a story that was told
from one of my classmates in my Intercultural Communication class. A girl
was talking about how she was going on a trip one weekend and had to
bring entire bags of food for the long trip and how inconvenient it was. My
teacher and her colleague both agreed that how in America you can take
smaller portions on trips was a good idea but they just did not have them in
the country. This idea then allowed me to lead my group into the product
that would be best for introducing to a new culture.
71. Student will demonstrate knowledge Self-Research The Cycles of Socialization by Harro consists of four circles and arrows leading from one to
of the “Cycles of Socialization” (Harro) the next. The first circle represents the beginning of socialization that starts before birth. This
theory and its uses in leadership describes that you are born into a life with no choice on it, and the influences around you are
pre determined. You inherit any judgment and tradition without permission. This circle then
leads to the first arrow that consists of the first socialization. The arrow is there to show
movement between the different steps in life. The first socialization is between people that
are loved and trusted. The people surrounding us shape our self-perceptions and how we
see others. Dreams, values, and expectations are all first influenced at this stage and set up
the basis for the rest of the cycle. The second circle is institutional and cultural socialization.
This shows how we are able to interact with society and how it too can influence our
thoughts. Government and business both have large control due to power and what do we
have to say about it? That is influenced by our culture, such as media, lyrics, and holidays.
This then leads to the second arrow. This arrow is for enforcements, such as the law. This is
what forces us to follow the rules and keep us in line. If you do not follow the rules, others
can discriminate you against. This leads to the third circle, consisting of results. The results
are the outcomes that the rest of your life has led you to. The stereotypes that have been
inflicted on you for the past years has finally caught up. Harro calls this section “internalized
oppression.” Violence and self-hatred are both outcomes of the victims of the cycle. People
can from then question the system as a whole. They start to wonder the credibility of society
and begin to go against it. On the other hand, people may decide to continue the cycle. They
give into society’s norms and decide to continue with the process. They choose to not make
their own waves and to stay in path with the majority of people. In the middle of the cycle
there is “the core.” This is what fuels the entire cycle. Things that keep it going are ignorance
and confusion. If more people were to educate themselves on information apart to just what
they are being told by society, but to experience it they, we could break from this vicious
cycle. When the minority of people that will break away become the majority, which is when
society has changed.
Evidence:
Harro, B. (1997). The cycle of socialization. In M. Adams, W. J. Blumenfeld, R. Casteneda,
H. W. Hackman, M. Peters,& X. Zuniga (Eds.),
Readings for diversity and social justice: An anthology on racism, antisemitism, sexism,
heterosexism, ableism, and classism
(pp. 15-21). NY: Routledge.
72. Students will demonstrate personal
application of the “Cycles of
Socialization” (Harro)
73. Student will demonstrate knowledge
of the “Cycles of Liberation” (Harro)
theory and its uses in leadership
74. Student will demonstrate personal
application of the “Cycles of
Liberation” (Harro)
of the “Configuration of Power”
(Franklin) and its relationship to
leadership
application of the “Configuration of
Power” (Franklin)
of racial identity development (Cross
& Fhagen-Smith; Rowe, Bennett &
Atkinson; Ferdman & Gallegos; Kim;
Horse; Renn etc.)
application of model(s) of racial
identity development above
of models related to gender / identity /
gender identity development (Lev;
Bussey; Bussey & Bandura; Bilodeau;
Gilligan; Belenky et al; etc.)

application of model(s) of gender
identity above
of additional social identity
development model(s): Sexual ID,
Faith & Spirituality, Disability, Social
Class (Dillon et al; Fowler; Parks;
Astin et al; Peek; Smith; Johnstone;
Gibson; Forber-Pratt & Aragon; etc.)
82 Student will demonstrate personal
application of additional social identity
development model(s) above
83. Students will demonstrate knowledge
of McIntosh’s theory of privilege and
its relationship to leadership
application of McIntosh’s theory
85. Student will describe the differences
and similarities of individual and
institutional oppression and
relationships to leadership (Source =
Three Dimensional Matrix of
Oppression)
86 Student will demonstrate knowledge
of relevant laws and policies related to
issues of equity and its relationship to
leadership (i.e., Title IX, Affirmative
Action, Protected Classes, etc.)
87. Student will show knowledge of HDF190 Social Change Model In HDF190 we learned about the Social Change Model. The Social Change Model of
effective leadership as it relates to Leadership Development has the ability to make lasting, positive impacts on those involved
change agency with the process. Effective leaders will follow this model in order to impact the community.
They must follow the three levels: individual, group, and community/society. These all
intertwine and make a loop that creates success. As an individual, one must have a
development of personal qualities, self-awareness, and personal values. With the group,
there should be an emphasis on collaboration and interaction between the group and
individual. Lastly in the society, there should be a change for the common good. This type of
leadership is effective because it allows people to make a difference in the world by working
with others to make goals larger and more achievable. Change can happen from effective
leaders wanting to make a difference in the world.
Evidence:
88. Student will describe personal Celebrate my Drive During Jr and Senior year of high school, my school raised $125,000 for safe driving from
examples of being a change agent public relation campaigns. Both years I was involved in helping out with this cause. We
reached out to people around my county to help with the reckless driving epidemic to try and
bring about change for the common good. We went on radio stations, held press
conferences, went on morning shows, made videos, and held assemblies to raise awareness
for this cause. StateFarm brought this campaign to us in a competition called Celebrate my
Drive. We got voters from hundreds of thousands of people to support my high school,

Danbury High School, in their attempt to make people safer drivers. Competing in this
competition two years in a row proved that my school cared about this cause and wanted to
make the community safer. My DECA teacher, Carmella Calafiore, was the individual who
brought this competition to the attention of the student body, or the “group.” The student body
was then those who impacted the community of Danbury and Fairfield County as a whole.
89 Student will demonstrate knowledge COM361 Study Abroad In my Intercultural Communication I took abroad, we learned about the idea of intercultural
of the “Model of Intercultural sensitivity. This idea explains how people accept differences in culture. Cultural adaptation is
Sensitivity” by Bennett and its uses in talked about in this process where one’s worldview is expanded to view behavior and values
leadership appropriate to the host culture. There are six steps to this model that allow for the person to
grow from being in the ethnocentric column to ethnorelative. The first three stages are
ethnocentric, beginning with denial. In this state the person stereotypes with broad categories
and are unable to accept culture differences. The second stage is defense where people
view groups as “us” versus “them.” Anger is an outcome from this stage. The third stage, the
last ethnocentric stage, is minimization. This is when people choose to only acknowledge
visible differences. The first stage in the ethnorelative section is acceptance. This is when the
person finally begins to think about cultural differences, however tolerance is not at full
acceptance. The fifth stage is adaptation and this is when a person can become bicultural or
multicultural. People have learned how to change their behavior in a new environment. The
final stage of the DMIS model is integration. This is when people have understood another
culture so well that they can solve problems about the differences between them. They can
be able to evaluate the context effectively and objectively. This process allows for the
persons involved to connect to others around them by accepting, understanding, and use
what they learned to have a more open view. In leadership this allows for the leader to be
understanding of those around and know the best way to intergrade everyone together. This
model allows for those involved to be aware of cultural differences and to embrace them.
90. Students will demonstrate personal Study Abroad When I studied abroad I went with two of my best friends. They were both like me, egger and
application of the “Model of excited to have one of the greatest experiences of our lives. We did not, however, prepare for
Intercultural Sensitivity” by Bennett the culture shock that we had. When I left for aboard I was still in the ethnocentric stages of
the DMIS model. I had my own perceptions and notions on what I thought life in Italy was
going to be like, and I was stuck in my ways. One of the biggest differences between America
and Italy is how going out to eat went. In the US you can go to a restaurant, substitute
anything, have quick service, and take what you want home. In Italy, you get what you get,
you better eat it all, and you’re there for 3 hours. For the first month or so, I complained each
time when I would sit out to eat. I would wonder why I could not have my meat well done,
why it was so hard to find the waiter, and why I had to finish all my food on my plate. I missed
home and the people I was with were not helping as they were in the same boat as me. I was
in denial about being in a new country with new traditions and lifestyle. As I stayed longer, I
was able to become more accustomed to their way of life, and started to enjoy how the
lifestyle was. I was able to learn that going out to eat wasn’t just something you did, but
instead an experience. When I realized this it was the beginning of me entering the
ethnorelaztive stages, beginning with acceptance. As I learned through my classes and
experiences I saw how Italians felt about meals and the importance it meant to them. I
stopped thinking about “us” (abroad students) versus “them” (locals) and began to think of
myself as one of them. To fully be apart of the culture I needed to adapt to their way of life
and intergrade it into my own. By the end of the semester we would spend hours in each
restaurant and finish our entire plates. I was able to accept other cultures into my own life
and change my behavior towards them. Even now when I’m in America out to eat, I have a
slower pace and enjoy spending hours out to eat.
of the ally Action Continuum by Griffin
& Harro
92 Student will demonstrate personal
application of the Action Continuum
by Griffin & Harro
Multicultural Organizational
Development Model (Jackson)
94. Student will show personal application
of the Multicultural Organizational
Development Model (Jackson)
Multicultural Change Intervention
Matrix (Pope)
96. Student will show personal application
of the Multicultural Change
Intervention Matrix
97. Student will create a personal code of HDF190 Relational Leadership Model In HDF190, we learned about the Relational Leadership Model. This model includes an
inclusive leadership inclusive area for leadership and relational building. Being inclusive of all students, staff, and
diverse points of view allows people to know, be, and do. They have an understanding of self
and others, a belief that differences in people are valuable, and skills in listening. I believe
that inclusive leadership should make people be accepting of others and different cultures.
My personal code of being inclusive is making sure the people have the ability to feel
comfortable being them true selves because they are not nervous to be judged for it. They
know people will accept them and they don’t have to worry about pleasing everyone because
they are able to please themselves. People are able to come together as a group and lead
with different views making everyone be included in the process.
Evidence:
Outcome Category: Critical Thinking
98. Student will show knowledge of principles HDF492 Diversity Rocks Critical thinking is one of the most important skills in leadership. When being a leader, one must be
of critical thinking and fallacies (logic is BUS441 able to envision a goal and know how to get there. In addition, they must find and help others achieve
used in this minor) this goal. Critical thinking consists of different aspects that allow for success. It allows for alignment
between goals and encourages accountability from each member. The ability to solve problems is a
skill that leaders must possess since they are who other members will go to if there is a problem.
Being logical is also very important to leaders. They need to understand that not everything is going to
go as planned and because of this they must be prepared for the worst. Logic is described as
something that is valid, which is very important in the Leadership Studies minor. If a leader does not
use critical thinking or logic when brainstorming they have the opportunity to fail the entire group.
Rash decision making without analyzing can cause for many detours. An unsound argument, a
fallacy, can cause for those involved to unsuccessfully complete the task at hand. The idea of the
bandwagon is an example of what not to do. It is very easy to do something just because everyone
else is also doing so. Without being able to think critically, one would not use their leadership skills to
go against others. In addition, whistle blowing is another example. Sticking to stereotypes can cause
for rational to be low between groups and cause for less leadership skills. Being able to break down
the situation to see what is the best option before following others is a critical skill that leaders,
especially in the minor, must posses in order to be successful. I was able to learn about using logic
through this minor as well as attending the diversity event at the business school. Here the presenter
taught us about how easy it is to get caught up in stereotypes and bandwagons and how to think
around them and to be your own person. This is an area that I have grown in over my college career
because of the minor. I am able to step back and analyze the situations and see where we should go
in order to make sure the rest of the group is thinking clear.
99. Student will demonstrate proficiency of HDF190 Gallup StrengthsQuest In HDF190, we took a Gallup StrengthQuest test to find out what our strengths are. One of my top
critical thinking BUS111 strengths was analytical. Being analytical I am very into critical thinking. When I have an issue at hand
I think deeply into the different outcomes different ways to approach it. During my first semester of
college I took BUS111, a business calculus class. This class applied math into real life situations. One
of the projects was finding a house to put a mortgage on by finding a house the makes sense
realistically and finding low mortgage rates. I know in the future I wanted to stay in the northeast so I
looked into the states average pricing and ended up in New Hampshire. I used critical thinking skills of
what places would allow me to get the most bank for my buck as well as having things to do around
the area. Without having the strength of being analytical, critical thinking would be harder to do. It
would because I would not be able to think in as great of depth about certain tasks and it would hold
me back
100. Student will show knowledge of
metaphorical analysis to critically analyze
self and leadership situations
101. Student will demonstrate proficiency of
metaphorical analysis to critically analyze
self and leadership situations
102. Student will show knowledge of at least five HDF190 Five decision-making methods are voting, ranking, scoring, multiple rounds, and convergence. These
decision making methods methods allow myself and others to come to a complete agreement in which the majority is pleased.
With voting, the majority opinion is supported. It is hard to make each person individually happy, so
the best way is to compromise and take the majority. The second method is to rank. Ranking allows
people to see the importance of the subject at large and where everything stands to people. Scoring is
the third method. Scoring allows an average to come out. People can score different elements to find
out the overall feeling on something. Having multiple rounds is the fourth method. Multiple rounds
allows for people to rethink ideas and get a feeling of others opinions. This calls for more talking
between those involved. The last method is convergence. This allows for people to talk ideas through
from feedback and try to compromise even more because there are feelings being said.
103. Student will describe personal examples of HDF190 College Decision Making In HDF190, we took a Gallup StrengthsTest finder and one of my top strengths was analytical. Being
having used five decision making methods analytical, I think each decision through to the capacity. When choosing a college it is a hard process
that multiple people are involved in. When committing to URI, my mom, dad, and I all worked together
to find a common ground. We ranked my college acceptances in order of my favorite to least favorite.
We then scored them in different categories based on what my major would be in the school and how
much it costs. My parents first voted on which ones they liked the best, my dad being URI and my
mom being Temple. After multiple rounds of everyone putting in our input, we came to convergence
that URI hit the most checks on my list. Using these five decision-making methods made me know
that my decision was going to be the best one for me.
104. Student will show knowledge of at least five
problem solving / conflict management
methods, as well as understanding the
roots of conflicts
105. Student will describe personal examples of Internship Over the summer going into my senior year, I was an intern for a relocation company. During this time
having used five problem solving / conflict there were many opportunities for me to problem solve. One of my responsibilities was to be on “roll

management over calls.” These calls were from consultant’s files who they either were unable to speak to or did not
want to. Either way, it was the other intern’s and I job to help the customer as much as we could,
without advancing the call to a superior. In many cases, the phone call was quick and I took a
message or helped them with what they needed. However, sometimes the customer was angry and I
had to effectively calm them down and resolve the problem. The first step was for me to identify the
problem. A lady had called to ask how much of her cap was left after the expenses that come from the
company were taken out. I had to go through her expense report and figure out how much she has left
to spend. When I told her the amount she began to escalate her voice and ask me why she has not
received any money from what she had paid for on her own. In this very moment she began to break
down and cry, over the phone, to me about how she was having to move money from her retirement
for the move. I had to use conflict management techniques in order to calm her down and make her
understand that in order for her to receive her money she needed to show proof of payment. She was
not listening to what I was saying and continued to avoid the fact that she had not completed all the
steps. I developed two solutions of her needing to submit her receipts on her account or to contact her
consultant at a later time. I had to accommodate and collaborate with her for the realization her not
receiving any money was because she did not do her part. Eventually the problem was solved when
the woman understood how much money she had left and why she was not receiving any.
106. Student will demonstrate the ability
to synthesize multiple knowledge
perspectives (course work), competencies
(communication, writing, information
literacy or mathematical/statistical skills)
and responsibilities (global, diversity &
inclusion or civic knowledge)
leadership that is used in crisis (i.e., James
& Wooten; Garvin; Covey; Frohman;
Lalonde; Schoenberg; Joni; Braden et al;
etc.)
108. Student will describe examples of
leadership in crisis situations (i.e.,
application of James & Wooten; Garvin;
Covey; Frohman; Lalonde; Schoenberg;
Joni; Braden et al; etc.)
Outcome Category: Interpersonal and Organizational Concepts & Skills
Outcome Target Additional Experiences Descriptive notes regarding learning and practice
class
109. Student will demonstrate knowledge of COM100 When listening to others talk, one must be skilled in active listening techniques. These techniques
active listening techniques allow for the listener to receive the most information about what is being said. One technique for active
listening is to pay attention. This should be a given, however it is very easy to doze off when people are
speaking which is why active listening is tough in the first place. Another technique is to show that you
are listening. This allows for the other party to see that you are following them by using skills such as
making eye contact. Another way to show you are listening is to nod. Furthermore, a response is the
last step to active listening. This shows that you were able to process the information and seek clarity if
needed. Active listening is important in order to make sure communication is clear. If a party does not
actively listen information can get lost and this can cause for detours in the future.
110. Student will describe examples of using BUS315 Active listening techniques are important in almost any scenario. From having a conversation to a
active listening skills friend or sitting in a lecture, paying attention and soaking information are skills needed for success. In
my Business Law class we would have to guess what the crime was based on scenarios given. We
would pair off into groups and have to hear a scenario be told by a member and then answer questions
about what was being told, most specifically what the crime was. I had to use my active listening
techniques in order to secure success with the project. Since one member had to read the scenario I
had to make sure that I was listening in the first place. If I did not listen, I would not know any answers
to any of the questions asked. This would then set back the entire team and that is not something that I
would want to happen. In addition, since it was a student talking, I made sure that I kept eye contact,
as I am sure it is stressful to be publicly speaking in front of an audience. This kept them encouraged
and on track to effectively communicate the message. At the end of the of the scenario we would
discuss what we heard and then answer the questions. This discussion allowed us to respond to the
presenter and ask any details we missed or to reiterate important parts.
functions of group communication by
Hirokawa
112. Student will describe personal application
of functions of group communication
(Hirokawa)
techniques regarding giving and accepting
of feedback
114. Student will describe examples of giving HDF190 I Am Speech In HDF190 each student had to give a personal “I Am” speech. When doing so, a paper floated around
and accepting feedback. to different members of the group the presenter was apart of. This sheet consisted of feedback with
pros and cons of the speech. I was able to help my group members realize ticks they do when giving
speeches such as saying the word “um” or touching their hair when talking. Getting a paper with ticks
that I do like not make enough eye contact throughout my speech will help me realize my faults for
future speeches. Having this paper be given out in time for our second speeches allow each group
member to practice what they did wrong for the first speech and be able to improve for the social
change project speech. I attempted to make more eye contact and know what I had to say and talk with
more enthusiasm in my social change speech.
115. Student will show knowledge of the 7D
coaching model (Knott)
application of the 7D Model (Knott)
117. Student will show knowledge of elements
of a Crucial Conversation and steps to
maintain dialogue and move to action
(Patterson, McMillian & Switzler)
118. Student will describe examples of
engaging in a Crucial Conversation
119. Student will demonstrate knowledge of BUS441 Alpha Xi Delta Facilitation allows for teams to receive the skills they need to achieve their goals. Organizations can
facilitation techniques benefit from these techniques to build relationships throughout the group. This means that those
involved can connect on a more personal level and be comfortable with each other to communicate.
One facilitation technique that is always useful is an icebreaker. They are there to break the ice. This

begins any group meeting with a way for everyone to first get to know each other. Names can be
learned so people are more connected, in addition conversations stem from the activity that improves
the relationships. Another facilitation technique is ranking. Ranking allows for things to be show in
order of importance. This is helpful when making decisions because it shows information clearly to
quickly find the group conscious. Furthermore, working in smaller groups is another way to facilitate.
This allows for more ideas to be made because connections will be made on a smaller scale. Talking to
two people instead of ten allows for more speaking time per person. In addition, it allows for more
overall thoughts to be said and then discussed on another scale. Facilitation allows for groups to
connect through communication skills. It is so people can effectively work together and think of the best
ideas through shared visions.
120. Student will demonstrate proficiency of BUS441 For my capstone class I took BUS441, Business Leadership, where I was given a student facilitation
facilitation techniques project. My partner Liz and I had to choose a leadership style and teach it to the class using
PowerPoint’s, videos, and activities. We began the class by doing an icebreaker where the students in
the class had to line themselves up according to birthday, without talking. This allowed for
communication skills to come into play early on in our presentation. Icebreakers are a good way to
begin facilitation so our peers will be more apt to discuss our topic of Followership throughout the entire
process. When we presented the videos to the class we did a “round robin” type of setting where ½ the
class had to present their feelings on video 1 and the other ½ did the same for video 2. This also
increased participation since each student shared his/her thoughts on the style and how it was
important. We had another activity planned with a questionnaire that our peers needed to complete. My
partner and I had to make sure that each person was completing the form and following along with the
activity. The students then did another “round robin” where they shared their outcomes of the
questionnaire. This allowed us to group people together based on their results. The purpose of our
facilitation was to inform our classmates about Followership and how it is a useful form of leadership.
We facilitated the class so they were able to share their own personal views on this idea as well as
informing them about what they may have not known before hand. The techniques we used allowed for
a greater impact on both communication and ideas in the group.
121. Student will demonstrate knowledge of de-
briefing techniques
122. Student will demonstrate proficiency of de-
briefing techniques
framing based on psychology and its use
in group facilitation
124. Student will demonstrate proficiency of
framing based on psychology and its use
in group facilitation
125. Student will demonstrate knowledge the
four frames of organizations, and the
meaning of reframing by Bolman and Deal
126. Student will describe personal application
of organizational analysis using the four
frames of organizations, and breaking the
frame / reframing (Bolman and Deal)
127. Student will show knowledge of organizing
meetings / setting agendas / and leading
meetings
128. Student will describe personal examples Alpha Xi Delta When running the final philanthropy event of the semester I had to hold meetings with the leaders of
of organizing meetings / setting agendas / each group in order to make sure everything was going as planned. I created a google doc calendar
leading meetings that was shared so each person knew when the meetings were happening. In addition, I would make

an agenda that consisted of the topics we were going to discuss so people could prepare in advance
with questions. I made sure that at least ¾ of the members could attend each meeting so it was the
most efficient. When I began the meetings I would start them by recapping what has been going on
since the last meeting. This would give everyone a refresher and catch up those who were unable to
attend before. I would then go over the agenda and talk about what was being done and what still
needed to be done. At the end I would ask if anyone had questions or any other input they wanted to
say. I felt like this was the best way to lead a meeting because it allowed for myself to make sure that I
hit each point that I wanted while also making sure no one else’s time was wasted. The other persons
also felt useful because they got a chance to voice opinions.
Parliamentary Procedure
130. Student will show knowledge of Dealing with difficult people is one of the most annoying things. It is tough to break through to them so
techniques for working with difficult people they understand your point of view. They are usually very stubborn and are unable to easily persuaded
which causes outcomes to be harder to come to. Throughout my life I have learned many different
techniques for working with difficult people. The first is to stay calm. One of my natural reactions is to
pop off when I get angry, I am very impulsive in that sense. I have learned that getting angry never
works and if anything, the other party enjoys the reaction and it sets you farther behind. After you
remain calm, you must defend your position by explain where you are coming from. A difficult person
does not have skills like empathy and sympathy come to them easy, so they take longer to see other
ways of thinking. If you can effectively explain and communicate an agreement can be made, and this
is hard with difficult people. Lastly, don’t get side tracked. When you get mad you tend to get lost from
what originally was the problem. Difficult people allow for opinions and personal feelings to be more
prevalent and they should come second in the situations. If nothing works, asking others is always
helpful. Sometimes people do not get it from just one person and they need other influence to be
persuaded.
131. Student will describe personal examples Internship Over the summer of 2018, I directly interned with two others. One had been there the year before and
of using techniques to work effectively with one was new like me. All three of us had the same training and job, although the girl who returned did
difficult people have a little extra responsibility. The other intern on the other hand was not a good worker. He came in
30 minutes late every day and would just leave his desk for hours at a time. In addition, he did not do
any of his work. The work was shared between the three interns in one cloud type folder so the
managers did not even know he was not doing anything. If the work did get backed up, however, we
would get reprimanded. The other intern and myself began to get fed up with the unfair distribution and
would talk to him about it. He would always say he was going to get whatever the project was done, but
would never follow through. We would get frustrated because we did not want to snitch and go to
someone higher up, but he would not listen to us. He thought it was fine that he did not do as much
because “he didn’t know how” and did not care to learn because he just wanted to float by. We
eventually did get fed up and escalate it to the manager. Our manager then created lists of who each
intern “belonged” to, each receiving about 10 consultants. This was so you only had to do the
consultant work that you belonged to and if it was not done they would know who to go to. It allowed for
myself and the other intern to be less overwhelmed by the amount of work given.
132. Student will show knowledge of the stages Self Research The stages of group development by Tuckman have five parts. They are forming, storming, norming,
of group development (Tuckman/Tuckman performing, and adjourning. These all equal the path that most teams follow on their way to high
& Jensen, Bennis or others) performance. When forming, partners are still feeling each other out. They are in their best state, being
nice to each other and attempting to get to know one another. In the storming phase, people being to
push boundaries, which may make some, teams fail. During norming the team may resolve their
differences that were caused by the frustration from before. Performing is when the team reaches the
goal they were set out to do in the first place. The last stage, adjourning, is when the team dismantles
since their task is over.
Evidence:
M. (2016). Forming, Storming, Norming, and Performing: Understanding the Stages of Team
Formation. Retrieved April 27, 2016, from https://www.mindtools.com/pages/article/newLDR_86.htm
133. Student will describe personal examples HDF190 Servant Leadership Project/Speech In HDF190, each group had to do a servant leadership project and speech with their small groups. The
of group development in use project consisted of us doing a Save the Bay clean up and then the speech was us saying how we
(Tuckman/Tuckman & Jensen, Bennis or were able to impact our target area of the environment. When receiving our group in the beginning of
others). the semester, most people did not know the others in the group. During our forming stage, each person
did not speak their minds when we had topics to talk about and agreed with what most people said.
During the storming stage, we had to all agree on a time when everyone could meet. With everyone
being super busy with schedules it was very hard to try and please everyone. We almost were unable
to succeed in finding a time until we decided to split up the group. If we did not do that, we could have
failed with completing the project. This also took over the norming stage since each person of the
group was able to find a date that worked for them. After we did the project, we then met and practiced
our presentation. Once the presentation was presented in front of the class the performing stage was
over. Since the class ends at the end of the semester and we will all no longer be apart of the small
group it comes to the bitter-sweet adjourning phase. My group and I were able to succeed in group
development by over coming difficulties and reaching our goal.
134. Student will show knowledge of group
roles and how they contribute to group
dynamics (Johnson & Johnson; Benne &
Sheats; Knowles & Knowles; etc.)
135. Student will describe personal examples
of group roles and how they contribute to
group dynamics (Johnson & Johnson;
Benne & Sheats; Knowles & Knowles;
etc.)
136. Student will show knowledge of effective Effective membership skills in groups are those that relate to teamwork. In order for a group to be
memberships skills in groups successful they must be able to work together effectively and efficiently. Communication is one of the
most important factors of effective memberships skills. On both intellectual and emotional levels the
communication needs to be reached in order to be able to explain and listen to ideas. Another skill is a
healthy group climate. To have a warm group of people others are more likely to be comfortable with
each other. This allows for a tighter bond and a higher level of trust. In addition, respect can be earned
at a higher level. Feedback and reflection is often overlooked when thinking about effective
membership skills. By doing this people are able to evaluate their process to make sure they are going
in the right direction. It allows for conflicts to get resolved and for a greater efficiency. Lastly,
organization is important for successful membership skills. This allows for group members to be able to
work together by knowing roles in order to complete the task.
Evidence:
https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/tips-
students/being-part-team/teamwork-skills-being-effective-group-member
of membership skills in use
Challenge and Support theory by Sanford,
and its relationship to organizations
of using the theory of Challenge and
Support (Sanford)
construction / elements of informative and
persuasive speeches

141. Student will demonstrate proficiency in COM100 Being a business major, a lot of my classes include presentations. Public speaking is something that I
informative and persuasive public BUS365 have become more comfortable with throughout college. When I first began my years at URI I took a
speaking BUS420 COM100 class. This was my first time learning how to give a presentation and the aspects of it. I
HDF492 learned what both informative and persuasive public speaking consisted of and what a good speech
looked and sounded like. After this class I was still no expert on public speaking but I had the building
blocks to get myself there. The first class after COM100 that made an impact of how I publicly spoke
was my marketing class. My teacher called you out during the middle of the presentation if you were
doing something incorrect which caused me to want to make sure I was on my A game when it was my
turn. I practiced over and over to make sure I did not stutter and knew what I was saying if he did ask
for clarification. This class then prepared me for my advanced financial management class where the
teacher too would call the presenter out in the middle of the class. Having experience with this before, I
knew how to act and be successful in the presentation. As my classes went on I learned how to make
eye contact with the audience and not read off note cards. Being a senior I am now able to successfully
give a presentation without needed to read off of note cards. I used them as a safety net for most of my
presentations but slowly realized that they would make me more nervous. Practice is what allowed me
to become proficient in public speaking.
142. Student will show knowledge of planning Work Experience During the summer of 2017 I worked for Vector Marketing as a personal recruiter. My job was to seek
and conducting interviews (as the out potential sales people and contact them with information on the job to see if they would want to
interviewer) come in for an interview. Throughout this experience I learned new information on the opposite side of
the interview process that consists of planning and conducting the interviews. When planning
interviews, there are multiple steps that have to be made. The first, is that both parties must be able to
attend. Checking with the schedule of the person who is holding the interview and the person who is
interviewing is very important to make sure that it will happen. Another part of planning in the interview
is to inform the interviewee about what is going to happen. This means to let them know if they need to
fill out paperwork, how they should dress, the location, and what the interview is for. Once the interview
is planned then the conduction happens. I was trained on what types of questions would be asked to
make sure the people that I had coming in were acceptable applicants for the position. I was there to
do a pre screening for the interview which is when I asked what other experience the person had. I
would then line this up with the goals of the company to see if they would make it onto the final
interview with the area manager. This experience allowed me to learn the behind the scenes of the
interview process.
of planning and conducting interviews (as
the interviewer)
144. Student will show knowledge of preparing BUS390 Junior year I was required to take a class pertaining to my major, which was geared toward preparing
for and effective answers in interviews (as and helping us when it came to resumes, interviews, and putting yourself out there when scoring a
the interviewee) dream job. I attended several meetings with my mentor/professor for the class, who calmed my nerves,
and helped me during the internship applying process. It is very intimidating meeting someone for the
first time one-on-one and especially hyping yourself up to let them know you are the one the should
hire. I participated in a couple mock interviews, where I was posed with difficult questions, but through
practice and preparation I was able to receive a good grade for the class, and more confident when it
come to the interviews I had in order to get an internship for the summer before senior year.
145. Student will describe personal examples URI101 Mentor Interview Freshman year of college I applied to be a URI101 mentor. When doing so, one has to complete an
of preparing for and being interviewed Old Navy Interview application online and then take place in a group interview. The application includes questions about
why one wants to be a URI101 mentor and what they feel they would be able to bring to the incoming
freshman. These questions made me feel like they would be questions to be asked in the interview
also. So when preparing for the interview I thought of different things I could say when asked. I also
remembered questions that were asked when I applied for my current job at Old Navy such as what my
biggest weaknesses are. When in the interview took place, none of the questions on the applications
were asked. This made me nervous since I was then taken back by the questions asking me to talk for
a minute about the food in Rhode Island. Although, the question about my weaknesses was answered.
I had always been told to say a weakness that isn’t really a weakness. I chose to say I am a
perfectionist, because I try to be, since the interviewer at Old Navy liked my response to that. Although
in the end I did not receive this position, I know that in the future this interview will help me to not be as
frazzled when asked curveball questions.
146. Student will show knowledge of effective
collaboration / coalition building (Sources:
Cilente/Komives et al; NCBI; etc.)
of working in collaboratives/coalitions
techniques to communicate and engage in
difficult dialogues related to diversity and
inclusion.
149. Student will demonstrate proficiency in Study Abroad Traveling abroad to Florence was definitely an eye-opening and unique experience. Often times people
communicating and engaging in difficult travel around the world and don’t care to fully indulge into the culture, however I took the approach very
dialogues related to diversity and differently. The language was hard to adjust to, but if I was going to live there for four months I wanted
inclusion. to fully immerse myself in their way of life. I took an intercultural communication class, which was
directly related to the area, a renaissance class where I was able to learn more about their past, and a
pairing food and wine class, which is what Italy is famously known for. As the weeks went on an I
became more adjusted, was able to communicate with the people there, and open up about questions
they had about where I was from. Often times I was asked about our government, our leaders, and
how we do things so different, but I did not find that hard to talk about because the more comfortable I
was with the city and the people, the easier it was to talk about the difficult things. People abroad were
always very opinionated about US politics, and I did not realize how much affect the US had on other
countries. Every decision made by Trump either positively or negatively impacted other countries and
being able to experience that first hand allowed me to become more worldly.
150. Student will describe ways to maintain
accountability in leadership / member
relationships
151. Student will describe personal examples BUS445 In my Strategic Management class my teacher chose me as the team leader. My
related to maintaining accountability as a teacher based on the score earned from the individual made this decision round. I
leader
was one of the top performers in the class that is why I earned the position. When
being a team leader, it is your job to direct the team in the simulation to victory. The
game is played by having to buy/sell products, promote them, and maintain all
other aspects that go into running a business. I learned how to play the game
differently than the other 3 members in my group that led to our downfall. I am big
when it comes to being a team player, so if the three of them agreed on a decision,
even if I thought it was completely wrong, I would go with it. These decisions made
our scores drop. On my own, I was able to receive scores of 60’s (50 was what was
needed) and on the group rounds we were receiving 20’s and 30’s, this is what my
other group members got on their individual rounds. I knew that the reason why we
were not doing well was due to me listening to my other members however I did
not feel comfortable until round 4/6 to state that I am unable to continue with their
process. I had a meeting with my professor with the other team leaders where we
compared our results. I did not blame my group for the bad results, as I did not
speak up enough on my thoughts and let them make the over all decisions. I had to
take accountability that my team was doing bad because I was not able to effectively

teach the game and have enough credibility that they would believe what I was
saying. Being one of the worst teams in the class I realized that my job as a team
leader was not to make my teammates happy, but to inform them of all that I could.
When I told them that 55at the end of the day their decisions affect my credibility as
a leader and I needed to take accountability for the low scores they realized that
there was a reason why I had the role that I did. I reiterated to them that the reason
why I am the team leader is because I was able to successfully complete the
simulation the first time. At first I let the title slide and become less important, but I
needed to take accountability of this role in order to be successful.
152. Student will describe ways to build HDF190 Relationships are very important when dealing with leaders and their members. A
relationships between leaders and BUS441 leader has to both earn respect and trust from the members in order to be successful.
members
BUS445 In addition, the members must be willing to accept the leader as a superior in order
to create a strong relationship. Ways to build the relationship aspect between a
leader and members is to first distinguish the mutual benefit. Both parties should
want the same outcome and this will be the reason that the persons work together in
the first place. In addition, the understanding that neither can be successful without
the other is needed. They can then build their relationship by communicating with
each other. The leader has the ability to encourage the members and guide them in
the right direction. The members will only follow through if the relationship is
strong and supportive. Having meetings can build the relationship because there
will be more communication between parties. In addition, being authentic as a
leader allows for a deeper connection since people will learn the truth. In my
BUS441 class we learned about authentic leadership styles. This style allows for a
stronger relationship between a leader and the members since the members feel as if
they truly know who they are following. This relationship becomes full of self-
awareness.
153. Student will describe personal examples HDF190 Web In the last class of HDF190 we did an activity called web. In this activity we had a
of building relationships with members as ball of yarn and each person passed the yarn around until each person talked back
a leader
and forth to one another. When talking, people said what they admired about
another person. This allowed the members of my small group to build deeper
relationships with each other when each person found out how other members felt.
This brought everyone closer when they were able to see that people enjoyed their
personalities and passions. Using the Relational Leadership Model knowledge I
have, I was able to be process orientated. I used my skills in making meaning to
make what I said to each member purposeful and impact them positively. The web
assignment helped build relationships by allowing each person to feel a connection
to someone else.
154. Student will describe how credibility BUS441 People want to follow others when they know they are reliable. A leader is
applies to leadership, as well as the supposed to set an example for those around. To be credible it means that people
characteristics and skills of a credible
have trust in you since you have a positive track record. In addition, a credible
leader
leader needs to have expertise. Without the knowledge behind what they are doing
there would not be the belief for success. It is easier to believe in someone when they
have proof that they have been able to do something. In my business leadership
class I was able to learn about credibility. This is something that takes time to perfect
so not every leader is credible. Things like certifications and experience are both
important when talking about this leadership style. Examples of these types of
leaders are teachers and managers. They are both experts in their field and know the
most on the topic.
155. Student will describe personal examples Alpha Xi Delta My first position in Alpha Xi Delta was Corporate Sponsorship Chair. This position
of building, maintaining, and repairing was given to me as a freshman, and my only job was to call local places and see if
his/her own credibility as a leader
they would want to donate items to AXiD for prizes. This is where I first began my
leadership roles that allowed me to hold multiple positions. Being a freshman and
holding a position I knew I had a lot to learn. This is when I became close to the
philanthropy chair at that time. She was who I reported to so I knew she would be a
good resource when I had questions and allowed to to know that I was willing to
learn. This is what lead to me first build my credibility as a leader. Others saw me
with older girls and saw that I knew what I was doing which is what then allowed
me to become elected as philanthropy chair. They saw me in my first small position
and knew that I would be able to make it at a more advanced leadership role. After
holding these two positions and successfully doing so, I became the Social Chair.
People knew my name and knew that I was organized and able to influence those
around me. However, I was kicked off this position due to my leadership skills. I
was unable to gain the respect from younger girls like I had in the past, and they did
not agree with my style which lead to my downfall. I was too direct in what I did
and people took that the wrong way. After I was let go from my position, I then had
to regain the respect from people in my sorority by apologizing for what I had done.
It took a semester before the girls learned to trust me again.
156. Student will describe ethical standards in PHL212 Influencing with ethics is an important concept. This allows for whatever the
influence outcome to be based on morals. When an act is about to happen, one must see the
outcome to make sure it is the best decision. That means to see if it will be ethical or
not. When a leader has a set of followers, they will do what is expected of them. This
means that even if the act is unethical the influence will be great enough to
overcome that factor and the action could not be the best choice. Ethical standards
consist of trust, good behavior, fairness, and kindness. Each standard makes sure
that the relationship is strong and just. When there is influence involved in ethics it
can change the outcome. The best leaders know that they have a responsibility when
they influence to make the best decision. In addition, the followers put trust into
them to do so. This is what separates a just leader from an unjust one. Using power
of influence when being unethical is also, unethical. I believe that if people have
faith in you, you should be doing want you can for the common good.
157. Student will describe influence applies to BUS441 Followership Being able to influence someone is one of the most important parts of leadership.
leadership Without the act of influence there will be no following from others. In my Business
Leadership class my partner and I conducted a project on the theory of
Followership. This leadership style is one where the leader creates an environment
that then allows for others to get on board and follow what is being done. This idea
is based around influencing. In order to show how influencing impacts others, we
started off our presentation with a birthday game. It is played by having every
person in the room line up by birthday in order, with no talking. Since the
communication aspect is nonverbal, people have a tough time forming proper order.
If one person does not go into the correct spot it has the ability to mess up all the
others. In this situation, most people follow others since they are influenced by what
they say. For example, someone who was born in May ended up in November
because he was following the wrong person. To help explain further how people can
be influenced by those around them we showed a video of a man dancing at a
festival and how everyone began to join once he was the first to start. People will
follow what others do if the environment is set up so they can do so. In both
situation, the activity we played and the video showed, we were able to explain how
influence makes an impact on leadership.
158. Student will describe principles of effective RA Effective mentoring is when a relationship is built on trust and respect. The purpose
mentoring, as well as problems particular of being a mentor is to help those around you and to make sure that they are
to the mentoring relationship
comfortable to confide in you. Mentoring is a way to lead when you have more
experience in a situation than those around you. When I was a freshman I had a lot
of roommate problems. None of my friends had problems with theirs and were
unable to effectively help me when I had concerns, which is why I would go to my
RA. He was always there to help mediate any meetings or to tell me how to react to
what was done. It was good to have him as a third party when there were any
problems since no one could ever compromise correctly. A problem that was faced
with this mentoring relationship is that I had a stronger connection with him than
my roommates. This caused the respect that they had for him to be lesser and they
would not always take him seriously. This was a problem for him since he had to try
harder to make sure that the relationship was equal between the four of us. It is hard
when you have a group of people to mentor since there are different personalities to
match. I believe that since I was the one who went to him that is why we had a more
respectful relationship than my other roommates. A way that he could have made
one with my other roommates would to be to talk to them on their own like he did
with me. The one-on-one contact allows for a deeper connection but is tough to do
sometimes.
159. Student will describe personal examples CSV302 For my internship, I was a Greek101 mentor. This opportunity allowed me to use the
of mentoring and being mentored previous mentoring I had received to mentor others. When I first entered Greek life,
it was mandatory to go to the four Greek101 mentoring sessions. During this time I
had two peer mentors teach me about the different aspects of Greek life including
hazing, philanthropy, drugs and alcohol, and sexual assault. Having these mentors
allowed me to be comfortable with what was expected in Greek life and get to know
others around me. Learning the ins and outs from people who are currently in the
same part of their life as me was helpful as a freshman new member. I saw how they
were able to encourage people to share their stories and how open they were and
used this to my advantage when it was my turn to mentor others. One thing that
stuck with me from the mentors I had that I then put onto others was beginning
with talking about myself first. This allowed everyone to become more comfortable
since they do not feel as if they are starting the conversation, rather continuing it
along. One example of my peer mentor experience was when one of my students
asked my co-mentor and I for advice. She had joined a sorority where it was
mandatory to drive, however she had vision problems where she could not drive
late at night. This was something that concerned her since she felt uncomfortable
with both options of either not driving at all and driving when she physically could
not. What we told her to do was to reach out to her pledge mom and see if there was
something she could do in place of driving. This allowed her to continue to be safe,
but to not completely get out of new member rituals. One of the hardest parts is then
being talked about by others that you are not pulling your weight, so by her doing
different things to make up for what she is not. Although I was not able to
completely solve her problem, I was able to give her advice in a way that made the
most sense for her situation and that is what I believe mentoring is all about.
160. Student will describe principles of effective Greek101 Mentor Peer leadership can sometimes be tough because it is hard to be taken seriously by
peer leadership, as well as problems people the same age as you. Distinguishing the authority figure role to people who
particular to peer leadership
are your peers takes work. Effective principles of peer leadership include being a
mentor, setting an example, and setting goals. By being a mentor, you allow the
connection between the two people to be one filled with trust. Both will feel more
comfortable if the leader acts as a mentor figure so the other feels like there is help.
Setting an example shows that you are the person to be followed. It distinguishes
yourself from them so the peer will be more apt to follow. They will see you as who
they aspire to be. Lastly, setting goals is important so there is something to work for.
If you are not allowing the peer to know where you’re headed, they will not follow.
Setting a goal allows them to know what your purpose is. A problem that may arise
during peer leadership is that the peer does not respect the leader. They may think
of them as a “friend” rather than a “mentor” which would allow for no following.
This would cause any goal that is attempting to be reached to not be as easily
achieved.
161. Student will describe personal examples CSV302 A time when I was a peer leader and was also led by peers was through CSV302.
related to being a peer leader and being This class consisted of two older students in Greek life that were there to be helpful
led by peers
hands to new members in Greek life. This class was mandatory for each student
entering Greek life, and those who were the mentors took CSV302 in order to
prepare for the role. When I was a student in the actual CSV302 class, we had two
TA’s. These TA’s were previous students and mentors who were there to help us to
help others. They were in charge of the entire process and gave us the tools were
needed to have successful classes. They helped Simo teach the classes by being a
peer figure instead of a professional figure. They were the people you would go to
when the topic was more personal. One example was when I was asked a question
by one of my students. In this situation I was unsure how to be a peer mentor myself
and needed additional resources. The student asked about being arrested and what
he should do to make it not be on his record. My partner and I did not have much
background on this and did not know what to tell him. Instead, we told him that we
were going to find out the best solution and get back to him at the next class. We
went to our own peer mentor to inquire about helping students with more intense
situations. We did not want to give advice directly, as we did not want to be held
accountable if it did not go as planned. Instead, we wanted to mentor the student
into choosing what he thinks would be the best deal made. For this reason, we asked
for help with how to do correct decision-making methods that would help him. In
this situation we had to peer mentor and were able to through being peer mentored.

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Outcomes & Evidence Progress Inventory : Leadership Development

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LEADERSHIP

Name: Alison Pappas

Leadership Inventory Revised 08/22/2017 1

ADVISING INFORMATION (students will include own documentation)

Leadership Inventory Revised 08/22/2017 2

CSLD Mission Statement

CSLD Vision Statement

CSLD Values Statement

MINOR IN LEADERSHIP STUDIES

MINOR ELECTIVES-9 credits

 Leadership theory and

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Maslow, A. (1943). A theory of human motivation. Psychological Review, 50 , 370-396.

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Hulme, E. (2006).Strengths Development Model

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Outcome Category: Critical Thinking

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Outcome Category: Interpersonal and Organizational Concepts & Skills

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