LEADERSHIP

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

Name: Michael Breen

Date Enrolled: Spring 2019
Date of Graduation: Spring 2022

*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

Leadership Inventory Revised 08/22/2017 2

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

CSLD Mission Statement

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

CSLD Vision Statement

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

CSLD Values Statement

Grounded in the Social Change Model of Leadership Development (Higher Education Research Institute), Relational Leadership Model (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.
Leadership Inventory Revised 08/22/2017 3
CORE REQUIREMENTS- 9 Credits
Required Element Class options Notes
Introductory Course HDF 190: FLITE Only offered in spring for first-year students
3 credits or
HDF 290: Modern Leadership Issues Offered Fall and Spring for sophomores & juniors

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

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

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

MINOR ELECTIVES-9 credits

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

AAF 300: Civil Rights Movement in the US COM 402: Leadership and Motivation (capstone option) 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
Leadership Inventory Revised 08/22/2017 4
 BECOMING A POSITIVE LEADER THROUGH DEVELOPMENT & INVOLVEMENT
Wilson, 1998 (URI Memorial Union / Center for Student Leadership Development)
Revised after the publication of Exploring Leadership: for College Students Who Want to Make a Difference by Komives, McMahon and Lucas, 1998.

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

2. Lead Yourself

Time management
Organization
1. Know Yourself
Self care
Lead Others Self discipline
Strengths Perseverance
Weaknesses Develop and maintain family,
Values PROGRESS
interpersonal, and intimate relationships
P Needs Academic, social, personal goals and
Styles objectives
R
Learning
O Teaching
G P
Personality
R Membership R
E Leadership O
S G
S RE-EVALUATE R
E
former stages
S
Develop and as you progress S
Refine
Skills
3. Broaden Your Perspectives…
Leadership theory and
practice Understand others
Communication
Group Development Hierarchy of needs
Inclusion PROGRESS Racial, cultural, gender, sexual orientation,
Citizen Activist Skills religious, class, ability, etc. diversity and
Critical Thinking commonalities
Teaching and Programming Power, privilege, oppression, liberation;
individual and institutional discrimination

Leadership Inventory Revised 08/22/2017 5

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

New Revised
HDF 190 Font
3 4
HDF 413 Font
6 5
7 17
45 42
46 114
89
90
119
120
121
122
125
126
132
133

Leadership Inventory Revised 08/22/2017 6

Outcome Category: Self-Leadership
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
1. Student will demonstrate autonomy and a
minimized need for approval

2. Student will demonstrate personal,

organizational, and academic examples
of self-discipline
3. Student will demonstrate the ability to CSV 302 RAM, Personal Life In CSV 302, we have had many group discussions about our lives and where we are in our
manage emotions college careers. Especially when it comes our positions as HRL student staff members and how
to manage our emotions and find support when needed. Recently I had lost my best friend’s
dad who meant a lot to me. Through these past couple of months, I had struggled to show my
emotions to my friend, but once Mr. Bayne had passed away I was able to have a vulnerable
conversation about death and what life is truly about. I found the best way that I manage my
emotions is through discussion and communication of all forms whether that be verbal or non-
verbal.

We as human beings need to communicate, it is encrypted in our DNA to have interaction

between ourselves, and when we are dealing with things like our feelings one must let them out
rather than bottle them up and hold back certain things. This problem is often seen in people
who do not have good support systems or have trust issues. When I reflect on my life, I try to
be the person that I need/want in my life and that is why I am in the RAM position. Over this
past semester I have gotten to know my residents on a deeper level than most, emotional
support is seriously needed for those who feel lost in their first year at college. So while at
looking at both aspects this is an important trait that takes time to develop and I see this as one
of my strengths as a human to try and connect with others but also learn how to manage my
own emotions more by knowing how to communicate in a more appropriate and healthy way.

SEE EVIDENCE #3
4. Student will demonstrate knowledge of URI 101 SOLC, Production Assistant In URI 101 the class was taught ways of how to approach a stressful situation. Stress is something
stress management methods everyone has to deal with, it is not a thing we all look forward to dealing with, it just is what it is.
However, you need to find ways to destress and take time for oneself. My URI 101 mentors had told us
to get involved with something that is not academically based that just allows you to relax and from an
article I had read from the American Heart Association just reinforced what they have said to us as a
class. This was the exact moment when I decided to join SOLC and just focus on being around friends.
The clubs and organization I have joined have helped me realize that stressful situations only come up
because of my poor time management and through lots of practice I have seen improvement in ways I
deal with my stress. Adding on top of that that I work as well allows me to get off campus for a lot of
time when I can get my mind off of schoolwork or anything else I have going on at a time. In addition
to SOLC, during the Fall semester of 2019 I have decided to go back to my old high school as
an intern working with my old show choir. I knew this would be super helpful with the stress
that was to come from this semester. During this fall I have faced a lot of problems
academically and socially. The one place I have had been able to escape to is rehearsals with
my students. I know when I am feeling the pressure, I tend to shut down but when I am in front

Leadership Inventory Revised 08/22/2017 7

 of my choir I have found a center of peace. Having the knowledge of stress management
methods are important because it will allow you to release your own tension and take away the
stress that has been building up within oneself. I know without SOLC and my position within
the directing team I would be stressed all the time and would not be able to focus on school,
work, etc. Stress is a silent killer and will take over a person’s mind if not taken care of properly
and this is why I am constantly trying new things to do or be a part of so I will not get caught up
in the little problems of life and will focus on the bigger picture which is my life in its entirety.

3 Tips to Manage Stress. (n.d.). Retrieved March 6, 2019, from https://www.heart.org/en/healthy-

living/healthy-lifestyle/stress-management/3-tips-to-manage-stress

SEE EVIDENCE #4 and #4A

5. Student will demonstrate the ability to BUS111 Personal Life, Production During my first semester at URI I was in BUS111 which is an introductory calculus class for all
manage stress Assistant business majors. The first couple of weeks of college were hectic, I had no idea if I wanted to continue
being a business major and did not feel like I was going to do well, I had bad grades in the class and
actually got a 60 on my first exam in that class. I did not have many stress relievers to help me get
through the hectic time, but then I figured out how to calm myself and step away from what I was
dealing with and it allowed for me to figure what I need to do when I am dealing with stressful courses.
To manage the stress I was under I actually learned how to mix music and use music software to allow
myself to occupy my mind and release any negative vibes I have built up during a certain period of
time. Through my organizations as well I have been able to step away for a bit and clear my mind,
especially when final exam season comes along it allows for me to realize that an exam should not
break my mental health and I can work through anything I have going on. In addition to mixing
music, I have realized that my position as a production assistant/intern has allowed me to deal
with my stress. This semester has been one of the most demanding mentally and I was at a
point in the semester where I wanted to just quit on myself. That is when I decided to reach out
to my old director and see if he needed help with my old group’s show for this upcoming year.
He answered with yes and I started my journey with Paramount. During midterm week this year
was when I was able to see how the designing process of the show helped me with my stress
management. During my study periods I was able to take breaks in between and actually pick
out songs and costume pieces and share those ideas with my partners and finally by the end of
the week I had finished the design aspect. From this I have learned that using my creativity is
my savior and allows me to decompress and let out angst that has built up. As I look to
continue my college career this position will help me through my tough times and I will
continually seek to advance myself to find new ways to destress,

SEE EVIDENCE # 5 and #5A

6. Student will express a personal code of CSV 302 RAM In HDF 190, we learned about Relational Leadership and Ethical Leadership. Ethics is the
leadership / membership ethics baseline of behavior that explain how humans should act in certain situations. In regard to
morals, morals change ethics and morals are just personal beliefs. Ethical Leadership is how
our values and morals are shaped into our leadership style and why one leads the way they do.
My personal code of leadership ethics is to use my empathy strength to seek to understand
everyone’s perspectives before making final decisions on major issues or problems that may
arise. I will use my strengths to make others feel included and heard rather than just listened to.
Within this ethical leadership mindset I will apply this to the most important aspect as leader in
my RAM position. I will use fairness and equality within my position to treat everyone the same
and not choose favorites.

SEE EVIDENCE #6/7

7. Student will demonstrate practice of the CSV 302 RAM CSV 302 is the class required for all RAMs, within this class we have had many talks about
personal code of ethics equality amongst all of our students. As an academic leader within our colleges we have to be
Leadership Inventory Revised 08/22/2017 8
 role models and use our judgement and strengths to be the best we can be within our job. This
past semester I have had many interactions with my students and one in particular that has
shaped me further is one I had in the very beginning of the year. One of my residents came to
me with a roommate conflict instead of going to their RA. I had a full conversation with this
student about different aspects of living with people they do not know and shared my very own
experience of my living situation last year. After explaining the situation my resident thanked
me and then moments later the other roommate came to me out of nowhere and I gave the
exact same speech about how you need to treat each other equally and talk as grown adults. I
knew that if I were to have chosen sides in the situation I would not have been doing my job to
its fullest extent and I would be letting my students down if they were to have said I agreed with
either one of them in regards to the problems, which were miniscule to the point where it came
to just respecting one another. As I go through these upcoming semesters in this position I will
be working my hardest to continue to be the best mentor I can be and lead with the mindset of
leading by example and treating everyone confidentiality with dignity and respect.

SEE EVIDENCE #6/7

8. Student will express a personal values HDF 190 Everyday within my social and In HDF 190 the class has spent a lot of time talking about our character strengths through our VIA
statement (Sources = VIA, values academic life. results. Mine are humor, bravery, creativity, curiosity and kindness. My values represent myself very
clarification exercises, etc.) well and I have comprised a personal values statement based off of them. “Through times of distress I
will use my kindness and positivity to cope with whatever I have going on. I will use my curiosity to find
the answers to help me serve as better leader. With bravery, I will only speak with truth and stand up
for others. I will use my creativity to find answers to the problems I know I can solve. And at the end of
the day I will find humor in whatever situation it is.” Every day I will live by this because I know that
kindness always trumps hate and will allow me to brighten and lighten a situation. Through curiosity
and creativity, my problem solving skills are always in play and I challenge the process with finding
new ways to perceive the world around me. Bravery is not always about being courageous but more
about speaking up about what is right and just. It is something I use when I know a situation is not safe
or makes someone uncomfortable. Lastly with humor, I see myself as a person who can find a bright
side to every situation and its mostly through humor and irony that I can do this.

Character Strengths, P. D. (n.d.). VIA Institute On Character. Retrieved from

https://www.viacharacter.org/survey/Surveys/Finished/9285902

SEE EVIDENCE # 8
9. Student will demonstrate practice of the HDF 190 In my personal life In HDF 190 I was able to learn about my top values through the VIA test. My personal values
personal values statement statement that I created from my values is, ““Through times of distress I will use my kindness and
positivity to cope with whatever I have going on. I will use my curiosity to find the answers to help me
serve as better leader. With bravery, I will only speak with truth and stand up for others. I will use my
creativity to find answers to the problems I know I can solve. And at the end of the day I will find humor
in whatever situation it is.” Within my life I have been through a lot of distress and trauma in all reality.
The one event in particular that I relate this statement to most is that at the end of my senior year of
high school I was sexually assaulted. I used to just wipe the thought of the event out of my head but
through college I have learned to cope with what had happened to me and to learn more about
advocacy and sexual assault prevention. During my first semester of college I saw that through the
trauma I could be kind and positive and use my bravery to help others share their stories and start my
own healing process. I also have used my creativity to seek ways of how I can learn more about the
statistics of college sexual assault and present new ways to prevent it from happening to my friends,
family and even strangers. Lastly, when I am feeling down or have flashbacks I use my humor to calm
myself down and center myself and find that life is more than one tragic event and how it does not
define myself as a person or define my future.

Leadership Inventory Revised 08/22/2017 9

 Character Strengths, P. D. (n.d.). VIA Institute On Character. Retrieved from
https://www.viacharacter.org/survey/Surveys/Finished/9285902
10 Student will demonstrate the ability to
lead a project from start to finish (follow-
. through)
11 Student will describe goals and objective
statements regarding personal issues,
. career issues, and community issues
12 Student will show evidence of goals and
objectives that were planned and
. achieved
13 Student will show knowledge of the
“Hierarchy of Needs” theory by Maslow
.
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 HDF 190 HDF 413, SOLC In HDF 190 one of the first assignments that we had to complete was our StrengthsQuest
Signature Themes, shadow side of test. My results that I had gotten were Ideation, Adaptability, WOO, Communication and Empathy.
. Strengths and/or weaknesses, and Ideation is the ability to create and always wanting to come up with new ideas, “People especially
examples of application (Source = Gallup) talented in the Ideation theme are fascinated by ideas. They are able to find connections between
seemingly disparate phenomena.”. A shadow side to this strength is sometimes my ideas are outside
of the box and do not read well for others. I use this strength on a daily basis for business ideas and
choreography ideas. Adaptability is be able to think quickly on your feet and changing your approach
to a problem, “People especially talented in the Adaptability theme prefer to “go with the flow.” They
tend to be “now” people who take things as they come and discover the future one day at a time.”, I
have been told by many people that I do not stick to plans well and I am a go with the flow type of
person which could be considered a shadow side to this strength as well. WOO aka Winning Others
Over is the ability to create connections easily and being able to be very persuasive, “People especially
talented in the Woo theme love the challenge of meeting new people and winning them over. They
derive satisfaction from breaking the ice and making a connection with another person.” A shadow side
to this strength is sometimes making other feel pressured to get out of their comfort zone and being
“extra”, I am a total people person type of guy who loves to love and get to know the hearts of others
rather than just the outside of a person. Communication is the ability to convey words and getting your
point across, “People especially talented in the Communication theme generally find it easy to put their
thoughts into words. They are good conversationalists and presenters.” A shadow side to this strength
is sometimes over using my communication and not using my listening skills enough. I like to talk,
there is no denying that, I like being the center of attention sometimes and like being known that I am
heard. I use communication as much as my ideation strength and would say that these two together
are the best ways I can describe myself to others. Lastly, Empathy is the ability to seek understanding,
“People especially talented in the Empathy theme can sense the feelings of other people by imagining
themselves in others’ lives or others’ situations.”, I believe that everyone should be able to be
compassionate about certain situations, however a shadow side to this strength is that you cannot truly
understand something unless you have been through it themselves. I like to see myself as a person
who can help people get back on their feet in times of need and apply my empathy to everyday
matters. Overall my top strengths combined sum me up as person and I was not really surprised by my
Leadership Inventory Revised 08/22/2017 10
 results in the slightest, I am excited that I can bring these strengths into every aspect of my life and us e
them as a stepping stone in my college career. In addition to my strengths as a whole I have been
able to develop them further as a facilitator due to my experience in HDF 413 and SOLC. I now
have been able to be a part of 5 retreats within this past year which has shaped my leadership
style. Again my personal top five strengths are: Ideation, Adaptability, Winning Others Over
(WOO), Communication and Empathy. As a facilitator I have used my strengths to my
advantage and as a successful consultant. Through Ideation, I am able to create new things and
see how different phenomena can be related to each other. This has been prevalent in my
debrief skills by trying to find connections and trying to find new ways to view others’
perspectives on issues. With Adaptability, I am able to think quickly on my feet when problems
arise. I can also change up the activities I have prepared to meet the needs of the group I am
facilitating for. With Winning Others Over (WOO), I am able to recognize and see that I am able
to get people to like and trust me very quickly. This is a benefit when I would need a group to
be open during a debrief or when I am facilitating because getting people to like me is very
valuable. When a person is able to be vulnerable and open in a retreat that is when the best
results occur. In collaboration with WOO, Communication is a key player because I am able to
format my words in a way that is “dangerous”. I ask questions that make people think and as a
facilitator you need to have good communication skills because we are the ones leading the
groups toward their goals. If I do not know how to articulate or present things in a clear way,
then my job will not be done to the fullest. Lastly, Empathy is surely the most important aspect
in the way I facilitate because I love to hear what other people have to say and find my own
interpretation and understanding as to why people are feeling the way they feel. As well as
being able to present my points of view and have a collaborative effort to have understanding
across all the people involved. Within this last semester I saw within each activity I was a part
of I was able to access most/ if not all 5 strengths while either participating or facilitating. It has
been amazing to see the growth of where I was last year compared to this when it comes to
personal development of all of these strengths.

Learn What the 34 CliftonStrengths Themes Mean | Gallup. (n.d.). Retrieved March 6, 2019, from
https://www.gallupstrengthscenter.com/home/en-us/cliftonstrengths-themes-domains

SEE EVIDENCE # 17 and #17A

18 Student will describe personal leadership URI 101 In URI 101 my class had taken the Type Focus assessment. My results were ENFP. Which means I
style and/or personality style including am extroverted, intuitive, a feeler, and perceiver. I am very outgoing but with that being said
. strengths and weaknesses and examples extroversion has its dark side which includes making people feel uncomfortable at times and stepping
of application (Sources = Leadership style on people’s toes because of how outgoing one may be. As an intuitive person I try find a deeper
inventories, the L.P.I., Type Focus meaning of an experience. From the Type Focus website it says that being intuitive, “gives them a "big
(MBTI), LAMP, DISC, and other career picture" outlook on life and they tend to become creative and innovative.” which I can then relate to my
inventories, etc.) Gallup Strength of Ideation. Again a shadow side to this is that sometimes my ideas are so out of the
box that many people will doubt them at first and will not see them as feasible. With the feeling ability,
“People with a preference for feeling make decisions based on their own personal values. This often
means taking into account the impact that decision will have on someone's life. Because they treat
everyone individually, they tend to become empathetic and compassionate.” and this as a whole just
makes me know that going off of a gut instinct is not always a good thing but is mandatory because if
you do not feel safe in a situation you get out of it. Lastly with the perceiver ability I like to try new
things all the time and be spontaneous. With that being said the shadow side to this is that I can never
stick to hard core plans and always like to change what I am doing.

Jung, C. G. (n.d.). Self Assessment. Retrieved March 6, 2019, from

http://v6.typefocus.com/self_assessments/personality_your_four_letters
Leadership Inventory Revised 08/22/2017 11
 SEE EVIDENCE # 18

Outcome Category: Leadership Theories

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
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)
.
21 Student will show knowledge of the
“Scientific Management” theory of
. leadership by Taylor
22 Student will describe personal application
of the above theory (Taylor)
.
23 Student will show knowledge of the
“Management by Objectives” theory of
. leadership by Drucker
24 Student will describe personal application
of the above theory (Drucker)
.
25 Student will show knowledge of “Theory
X and Theory Y” theory of leadership by
. MacGregor
26 Student will describe personal application
of the above theory (MacGregor)
.
27 Student will show knowledge of the HDF190 In HDF 190 we have been taught the theory of servant leadership by Robert Greenleaf. The premise of
“Servant Leadership” theory of leadership servant leadership is based upon 10 characteristics which are: listening, empathy, healing, awareness,
. by Greenleaf persuasion, conceptualization, foresight, stewardship, commitment to people, and building community.
The most important thing to note about this theory is that you are serving others not helping, or fixing
There is a key difference between the three, as stated by Remen in her article, “Helping, fixing and
serving represent three different ways of seeing life. When you help, you see life as weak. When you
fix, you see life as broken. When you serve, you see life as whole. Fixing and helping may be the work
of the ego, and service the work of the soul.” To serve means to seek understanding and empathize
with others, and to see the future and create long term goals of how to build a better community.
Service in itself is one of the most important things in the human life cycle. As stated before the ten
characteristics can be broken down into three different categories. The servant category entails
listening, empathy, healing and awareness. Within these 4 characteristics is how we build relationships
and become the servant first. Listening and empathy go hand in hand, with listening you are able to
learn more about circumstances a person or community are going through. With empathy you develop
an understanding which then leads to awareness and how to teach others about how to serve others.
Healing comes into play when all of these are met, when one knows they are being heard rather than
listened to their hearts will become full again. On the flip side the leadership category contains
persuasion, conceptualization and foresight which are future oriented. All three allow for strategic
thinking and going through the motions of planning out what the best way to serve someone is.
Persuasion and conceptualization contain ways of how to gain consensus and brainstorm. Foresight
Leadership Inventory Revised 08/22/2017 12
 allows for leaders to see into the future and dive into the longtime repercussions after one has been
served. Stewardship, commitment to people, and building community fall into the combined category.
Stewardship allows for ownership of what one does for a community and on a greater scale the world.
As stated by Greenleaf, “It also emphasizes the use of openness and persuasion, rather than control.”
Commitment to people allows for nurturing and promising to be there for one’s in need. Lastly the most
important aspect of servant leadership is building community. When a group of people serve it creates
a sense of camaraderie between the people being served as well as those who are serving and it is
one of the most amazing things when you know you have touched someone’s life by doing a simple
thing like holding the door or by letting someone know that you are there for them and create new and
strong connections everyday. With these ten characteristics combined we can see a servant leader
come to fruition and inspire others to lead in a way that makes people realize that a leader is not
someone who always is first, but is in reality someone who goes last.

Greenleaf, R. K. (1991). The servant as leader. Indianapolis, IN: Robert K. Greenleaf Center.
Remen, R. N. (n.d.). Helping, Fixing or Serving? Retrieved February 27, 2019, from
https://www.uc.edu/content/dam/uc/honors/docs/communityengagement/HelpingFixingServing.pdf
28 Student will describe personal application HDF 190 Rotaract In HDF 190 the class had learned about Robert Greenleaf’s theory of Servant Leadership. When I
of the above theory (Greenleaf) relate this to my own life I have used servant leadership within one of my organizations that I am part
. of: Rotaract. In the fall semester of my freshman year I had been involved with many different events
that Rotaract had been a part of. The one event that was the most memorable for me was the Mew’s
Tavern 5k race. It was held on November 18th, and we as an organization served the community by
volunteering as flaggers for the runners. It was a super fun day and I saw connections with this event
and three parts of the theory which are awareness, empathy and building community. I used
awareness to help out with anything that was needed from the organizers of the event and to help be
the best flagger possible for the runners. I used empathy to learn from others about why they were
running and who they were running for. I also saw this as an event that has built community, the race
itself has been around for 19 years and the turn out for the event keeps on growing year after year.
Also with such a big URI presence we were able to spread the word of serving the community to
people who have never heard of Rotaract and even got to talk to people about how they could even get
involved community groups like the Rotary Club, etc. As human beings we are called to serve our
community and through events like this and through organizations like Rotaract. Serving is something
that we should do to continue to grow and develop into better people, even though sometimes it is
difficult to get yourself motivated there is something so rewarding when an event or process is over
and you know that you have made a change in someone else’s life.

Greenleaf, R. K. (1991). The servant as leader. Indianapolis, IN: Robert K. Greenleaf Center.
29 Student will show knowledge of the
“Principle Centered Leadership” theory
. by Covey
30 Student will describe personal application
of the above theory (Covey)
.
31 Student will show knowledge of the “14
Points / TQM” theory of leadership by
. Deming
32 Student will describe personal application
of the above theory (Deming)
.
33 Student will show knowledge of the
“Visionary Leadership” (now often cited
.
Leadership Inventory Revised 08/22/2017 13
 as “Transformational Leadership”) theory
by Sashkin
34 Student will describe personal application
of the above theory (Sashkin)
.
35 Student will show knowledge of the
“Individuals in Organizations” leadership
. theory by Argyris
36 Student will describe personal application
of the above theory (Argyris)
.
37 Students will demonstrate knowledge of HDF 190 In HDF 190 we had learned about the 4 V’s theory of leadership by Grace. The 4-V Model of Ethical
the “4 V’s” theory of leadership by Grace Leadership is a umbrella theory that combines the “inner beliefs and values” of a person with the
. (Center for Ethical Leadership) “external behaviors and actions” for the purpose of creating positive change and integrating one’s
being to show others how to be an ethical leader. The model was created by Dr. Bill Grace, he used
his own leadership research and personal faith and ethics to create the foundation of the 4-V’s. The 4-
V’s of the theory are values, vision, voice and virtue. Values are the core of our identities,” we begin
the process of integrating our unique values with our choices on all levels of our personal and civic
lives”. With vision we guide ourselves to figure out the picture of life and what things truly means
through things like service and self development. We use our voices to shape our vision of the world
and share our thoughts as to why things are the way they are. In essence when we practice what we
preach we use our virtue and connect all 4 V’s together and an ethical leader tends to asks
themselves “How are my values, vision, and voice in keeping with the common good?” Through the 4
V’s we see the heart of leadership through ethics, compassion and the empathy that all of us contain.

Center for Ethical Leadership. (2007). The four –v model. Retrieved from
http://www.ethicalleadership.org/philosophies/ethical-leadership

SEE EVIDENCE #37

38 Student will describe personal application HDF 190 Personal Life In HDF 190 I was able to apply the 4-V theory to my own life. Through a worksheet given in class I was
of the above theory (Grace) able to create my own leadership crest and incorporate my own values, vision, voice and virtue in one
. organized place. My top 5 values are humor, bravery, creativity, curiosity and kindness. For my vision I
had put down the statement “There is more to life than what meets the naked eye. Take the time to
realize this and you will understand your values” This statement to me personally means that we have
to figure out why we value certain things over the other and how we learn to appreciate other people’s
values once we realize why we value certain things over the other. For voice I had put down my
favorite quote “do it passionately or not at all” (DIPONAA), this quote in itself is very powerful in the
sense that we use our values as our moral compass and constantly use them to make our decisions in
life and that if we are going to do something we need to do something with passion and with the zest
needed to make a good product. To tie all of my values together I labeled my virtue as wisdom
because that is what I personally value the most. Wisdom is not just about having the most knowledge
it is more about seeking to understand more about the world around us and how to connect with others
on a deeper and personal basis. One instance I used all 4-V’s was when I had went to the Leadership
Institute. I did not fully know what I valued but had an idea as to what I could provide to discussions
and benefit others into a broader picture and my own vision of life. I constantly used DIPONAA as a
reminder to the group that we are one unit and should continue to grow and be open to the new
experience to what was to come during the weekend. Lastly I used virtue to show that I am more sane
than I actually seem and that I just find human interaction amazing and the growth that can come when
there is an open mind, open heart and open soul approach to life.

Center for Ethical Leadership. (2007). The four –v model. Retrieved from
http://www.ethicalleadership.org/philosophies/ethical-leadership
Leadership Inventory Revised 08/22/2017 14
 SEE EVIDENCE #38
39 Student will show knowledge of the
“Situational Leadership” theory by Hersey
. & Blanchard
40 Student will describe personal application
of the above theory (Hersey & Blanchard)
.
41 Student will show knowledge of the HDF 190 In HDF 190 we have learned about the relational leadership model by Komives, McMahon & Lucas.
“Relational Leadership” model by The relational leadership model is based on three things: knowing, being and doing. Knowing deals
. Komives, McMahon & Lucas deals with a person knowing who they are, being open to change, and that the fact that there are
different views than your own. Being entails a person being ethical, having principles, open, caring, and
inclusive. Doing has to deal with how we as leaders should act in socially responsible ways,
consistently and congruently, as a participant in a community and on your commitments and passions.
There are five other parts which lie underneath knowing, being and doing. They are Inclusive,
Empowering, Purposeful, Ethical and Process-oriented. It starts off with process and developing the
leadership skills. Then empowering which is when you are lifting others up and showing that they are
heard and matter. Inclusivity allows for other to feel like they are a part of the bigger picture and again
make others feel needed and wanted in a group. Ethical allows for people to make morally correct
decisions and for people to develop fairness. These all intertwine, without one of these things there is
no balance and will never lead to the final purpose of something/a goal. Being purposeful and finding
purpose for things is the most important part of this model in my eyes. If there is no purpose then why
should one feel obligated to do it? I ask myself that everyday, I try to find passion in everything I do and
it is important to ask questions to develop the proper relationship skills because it the foundation of
how to be a good leader.

Komives, S, Lucas, N., & McMahon, T. (1998). Exploring Leadership for College Students What Want
to Make A
Difference. San Francisco: Jossey-Bass. (68-72).
42 Student will describe personal application HDF 190 High School Theater, SOLC In HDF 190 we had learned about Relational Leadership. With learning more about this theory I can
of the above theory (Komives et al) relate it to my own life. When I look back on my high school years the one example I can use with
. someone having bad relational leadership skills deals with my high school director. He was a great guy
but not the best leader, he created unnecessary drama and division within the program. The one major
situation that occurred between him and I was during my senior year after auditions for the winter
musical. After many years of being told “it is not your time yet Michael”, “you have a lot of growing to
do”, etc. I decided to try to have a meaningful conversation with this man about why after doing 14
other shows that I had never received a big part. Linking this experience to the 5 components the only
2 parts that occurred were process oriented because there was a process for the audition and callback
and trying to get feedback after the whole fiasco of not getting a part. The other being purposeful, he
had a purpose for the way he chose things. He wanted the shows to sell out and if he knew that certain
kids could not sing, he would choose a better actor any other day of the week instead of looking for an
entire package. However, there was no common ground for decisions it was his way or no way for all
of us. We would be forced not to ask questions about why things were the way they were and could not
comment on his decisions because they were “disrespectful” to him. Other than that there was no
inclusivity because of my director having his favorites and pushing every other student who had never
gotten a chance out of the way. He would degrade his own students even about how their auditions
would go, there was no “this is how you take the steps that can improve on the following skills” it was
more along the lines of “this is what you did wrong” with many comments about things that cannot
change about one’s physical appearance, many students other than myself often felt miniscule in a
program that was supposed to make you feel empowered. Lastly my old director would often contradict
himself, he would use the statement “we are a family” but then would go behind students’ backs and
would stir the pot about certain he said/she said and division happened because of his non-ethical
Leadership Inventory Revised 08/22/2017 15
 ways. If you want to have a somewhat decent program, organization, business, etc. These 5 main
components are very important to leadership and this whole experience could have been different if
they were applied. Especially with being inclusive to everyone, not just his favorites. If there was
inclusivity then the other two parts of being ethical and empowering would come along. Within the URI
community the most prevalent places where relational leadership is apparent is in student
organizations. In SOLC we use relational leadership model on a weekly if not daily basis. The
model consists of five components: Purpose, Inclusive, Empowering, Ethical, and Process.
These five parts focus on “a group or organization's positive social development and
advancement” (ModelTheWay). Each component can be applied to the organization especially
through the Knowing-Being-Doing example that Robert Vincent introduced in HDF 190. When
you know what your objective is, you can be proactive in getting to your goal and achieve
whatever that may be. The purpose of SOLC is to serve our community through running
student led retreats and work on goals organizations may have. We are inclusive through many
different things, every student comes from a different background and we embrace sharing new
ideas and methods. We empower everyone to take a new chance and try new things all the time
by providing new opportunities to grow as facilitators. We are ethical in the way the
organization is run and by being cognizant of how we recognize others' differences and treat
everyone with the respect and dignity they deserve. Lastly, we have a process as to how we as
an organization get things done efficiently and effectively. Through the five characteristics it
fulfills the mission of the organization by “promoting and using peer leadership to help URI’s
student groups to effectively achieve their goals” (URI) not just with other campus
organizations but with ourselves as well.

Komives, S, Lucas, N., & McMahon, T. (1998). Exploring Leadership for College Students What Want
to Make A
Difference. San Francisco: Jossey-Bass. (68-72).

SEE EVIDENCE # 42 and #42A

43 Student will show knowledge of the HDF 190 In HDF 190 I had learned about the concept of constructivism. The theory states that “people are
concept of constructivism thought to construct their own understanding and knowledge of the world, through both experiencing
. things and reflecting on those experiences.” Constructivism is very interesting in the sense that through
the processing of new information that we as humans connect it to our own experiences and prior
knowledge. While this is happening we can change our perspectives and either deem things true or
false and even decide if information is relevant or irrelevant to ourselves and keep or discard the new
information. From a handout in class the constructivist learning experience tends to focus on three
main components which are “the desire for students to become active and expert learners, the
knowledge of HOW to learn and reflection and the ability to integrate new information.” As leaders we
continue to change and develop our own leadership skills and constantly use constructivism to figure
out what works for oneself and what does not. It is an important skill to have to continue to change up
current thoughts and adapt to new challenges given and pursue new questions that need to be
answered at some point.

Education Broadcasting Corporation. (2004). Constructivism as a paradigm for teaching and learning.
Retrieved

SEE EVIDENCE #43

44 Students will describe personal examples HDF 190 Personal Life In HDF 190 I had learned about constructivism. I applied constructivism to the course through learning
of implementing constructivism about myself on a daily basis and in the class itself. One of the most recent example of this theory
. being applied to my life is during the second to last class, we as a section brought news articles to talk
about in class and engage in a conversation about leadership in our current world. We engaged in a
Leadership Inventory Revised 08/22/2017 16
 lively discussion that tied all of what we had learned in class this semester together. All 4 theories:
ethical leadership, servant leadership, relational leadership and the social change model were all
reintroduced as we discussed various topics like the fire at Notre Dame, Pete Buttigieg and carpooling
on URI’s campus. Allie had allowed the class to take the reins of the discussion and create a new
knowledge for myself about how certain problems like wealth and climate change are in the world right
now. For the discussion I brought up Mayor Pete and introduced the fact that he was the first ever
openly gay candidate for president of the United States and learned even more from my classmates
who knew more or other information that I did not know about him and created a different opinion about
him and started to like him even more than I already do. Constructivism is important because of the
discussions that can come from it and how people can gain a bigger insight in how we learn and how
we can teach others about things were are either interested or disinterested in.

Education Broadcasting Corporation. (2004). Constructivism as a paradigm for teaching and learning.
Retrieved

SEE EVIDENCE #44

45 Student will demonstrate knowledge of HDF 413 In HDF 413, the class had learned about the Experiential Learning Model created by David Kolb.
the Experiential Learning Model (Kolb) This model is comprised of 4 parts: Concrete Experience, Reflective Observation, Abstract
. Conceptualization and Active Experimentation. Concrete Experience is a new experience or
situation is encountered, or a reinterpretation of existing experience. Reflective Observation
shows how the group went along during an activity. Abstract Conceptualization allows for reflection
and adds to the idea of deeper meaning and what the person has learned after completing a
task. Active Experimentation allows the participant to apply their ideas to the world around them
to see what happens and what they can bring back to their own organizations. In addition to
that there are 4 learning styles that are based on the 4-stage learning cycle. The 4 learning
styles are presented on a plane with two axis labeled the Processing Continuum (how we
approach a task), and the other is called the Perception Continuum (our emotional response, or
how we think or feel about it). From there the 4 outcomes you can have are: diverging,
assimilating, converging and accommodating. Each of which are a mixture of 2 of the 4 parts of
the cycle. Diverging is when people “prefer to watch rather than do, tending to gather
information and use imagination to solve problems. They are best at viewing concrete
situations at several different viewpoints.” Assimilating is when people believe “ideas and
concepts are more important than people. These people require good clear explanation rather
than practical opportunity. They excel at understanding wide-ranging information and
organizing it in a clear logical format.” Converging is when people “will use their learning to
find solutions to practical issues. They prefer technical tasks and are less concerned with
people and interpersonal aspects. People with a converging learning style are best at finding
practical uses for ideas and theories. They can solve problems and make decisions by finding
solutions to questions and problems.” Lastly accommodating is when people are “'hands-on’
and rely on intuition rather than logic. These people use other people's analysis, and prefer to
take a practical, experiential approach. They are attracted to new challenges and experiences,
and to carrying out plans.” This model is the heart of leadership and facilitation, it allows for
the learner to realize what is their best learning style and how to approach different situations
with their strengths and helps improve their own facilitation skills while also help develop other
skills of learning and teaching.

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development
(Vol. 1). Englewood Cliffs, NJ: Prentice-Hall.
Mcleod, S. (2017, February 5). Kolb's Learning Styles and Experiential Learning Cycle.
Retrieved from https://www.simplypsychology.org/learning-kolb.html.

Leadership Inventory Revised 08/22/2017 17

 SEE EVIDENCE #45
46 Student will describe personal application HDF 413 Leadership Institute 2018 During my time at the Leadership Institute of 2018, the challenge course facilitators, Mariah and
of the Experiential Learning Model (Kolb) Josh, used Kolb’s model of experiential learning to debrief a multitude of activities we had done
. in our small group/team. The one activity that stands out in my memory is Whale Watch. The
group of 14 students had to attempt to balance a huge seesaw and through many trials and
attempts we eventually did. In the debrief Mariah led the discussion through a series of
questions using Kolb’s model. We started through the concrete experience and talked about
what happened during the activity. Then it led into the reflective observation of why things did
not work or why they did work. From there we went into abstract conceptualization by asking
why doing this activity was important. We decided on a group that it was a metaphor to be able
to trust others in a group and to take a collaborative approach during our years in college.
Lastly, Josh and Mariah asked with the knowledge that we now possess how could we use this
on campus within our newfound friend group and our future organizations we would be a part
of. At the time I had no idea why they were asking certain questions, but now it makes perfect
sense as to how/why they conducted their debrief the way they did.

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development
(Vol. 1). Englewood Cliffs, NJ: Prentice-Hall.

SEE EVIDENCE #46

47 Student will show knowledge of the HDF 190 In HDF 190 I was taught the Social Change Model (SCM). The SCM was developed in 1994 and was
“Social Change Model of Leadership initially researched at UCLA. The SCM provides insight about leaders who may not hold traditional
. Development” by Astin et al roles of leadership, but rather want to make positive impact on the world and leave their mark without
having a title of some sorts. The biggest concept of this model is that leadership as a process. Within
the SCM there are 7 C’s which are Consciousness of Self, Congruence, Commitment, Collaboration,
Common Purpose, Controversy with Civility and Citizenship. The 7 C’s are separated into two
categories individual and group settings. The first three deal with an individual basis. “Consciousness
of Self requires self-awareness of personal beliefs, values, attitudes, and emotions. Congruence is
when one knows their personal values, beliefs, attitudes and emotions and acts consistently with those
values, beliefs, attitudes and emotions. Commitment requires an intrinsic passion, energy, and
purposeful investment toward action.” While on the other hand the other 4 deal with a group setting.
Collaboration deals with the effort to use other people’s strengths to a groups advantage and help the
group as a whole to make the process move at a quicker pace. Common Purpose is when a group
shares similar values and visions and trust. Controversy with Civility is when you seek to understand
multi-perspectives and have civil discourse to lead to solutions. Citizenship is when one is connected
to a community/environment and actively seeks to show their concern and care through their own
community involvement. However there is an 8th C which is Change. Change is the ultimate goal of
the SCM. “It gives meaning and purpose to the other C’s. It means improving the status quo, creating
a better world, and demonstrating a comfort with transition and ambiguity in the process of change.”
Overall the SCM is a very crucial part of leadership and ties together ethical, relational and servant
leadership and is the root of how societies grow and develop and on a smaller scale even with
personal change and growth.

Higher Education Research Institute (HERI). (1996). A social change model of leadership
development: Guidebook version III. College Park, MD: National Clearinghouse for Leadership
Programs

SEE EVIDENCE #47

Leadership Inventory Revised 08/22/2017 18

48 Student will describe personal application HDF 190 In HDF 190 our small group within the class had to do a project based on the SCM. We decided to do
of the above theory (Astin et al) a campus clean up and we were able to connect the project to all 7 C’s. I was able to use
. consciousness of self and congruence by sharing what I valued to the group and provide more of an
insight into my other minor which is sustainability and why I am passionate about green energy
sources. I used commitment by hugging a tree I was allergic to and continued to keep working with the
group until we were done with cleaning up the area we were at before going to health services. We as
a group were collaborative with the project by separating it equally among ourselves and doing our
work in a timely manner and set deadlines as to when we decided to have the project done. We used
common purpose in a more abstract sense of wanting to learn more about why students choose to
litter and where they do mostly, we figured out that doing a campus clean up would be beneficial and
would be the most rewarding for ourselves because of how much work and effort goes into doing one.
With controversy with civility we were able to debate how clean URI actually was and had discussions
as to how we can do more to show our love for the campus and spread the word on how to be servants
to the Earth. Through citizenship we took ownership of our environment (URI) and cared for the
community we are a part of. Lastly we were able to see the effects of the 7 C’s and produce change,
even though the change was miniscule in the grand scheme of things it was able to send a message to
those around us who were wondering what were were doing that Tuesday afternoon and show that
change can happen if the time, work and effort are put into projects like the one we had done.

Higher Education Research Institute (HERI). (1996). A social change model of leadership
development: Guidebook version III. College Park, MD: National Clearinghouse for Leadership
Programs

SEE EVIDENCE #48

49 Students will demonstrate knowledge of
the “Leadership Identity Development
. Model” by Komives et al
50 Students will describe personal
application of the above theory. (Komives
. et al)
51 Students will demonstrate knowledge of
the Strengths-Development Model by
. Hulme et al
52 Student will describe personal application
of the above theory (Hulme et al)
.
53 Student will demonstrate knowledge of
behavior theories of leadership from
. Michigan and Ohio State
54 Student will describe personal application
of the above theories (Michigan & Ohio
. State)
55 Student will demonstrate knowledge of
Charismatic leadership
.
56 Student will describe personal application
of the above theory
.
57 Student will demonstrate knowledge of
contingency approach to leadership by
. Fiedler

Leadership Inventory Revised 08/22/2017 19

58 Student will describe personal application
of the above theory (Fiedler)
.
59 Student will demonstrate knowledge of
Path-Goal theory by House
.
60 Student will describe personal application
of the above theory (House)
.
61 Student will demonstrate knowledge of
Leader Member Exchange (LMX) theory
. by Dansereau, Graen & Haga; Graen &
Cashman; Graen
62 Student will describe personal application
of the above theory (Dansereau, Graen &
. Haga; Graen & Cashman; Graen)
63 Student will demonstrate knowledge of
Leadership Substitutes Theory
.
64 Student will describe personal application
of the above theory
.
65 Student will demonstrate knowledge of
Models of leader emergence
.
66 Student will describe the impact of traits
on leadership emergence and
. performance
67 Student will demonstrate knowledge of
Chaos approach to leadership by
. Wheatley
68 Student will describe personal application
of the above theory (Wheatley)
.

Leadership Inventory Revised 08/22/2017 20

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

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
69 Student will demonstrate how cultural
anthropology / paradigms relate to
. leadership
70 Student will describe personal example
of using cultural anthropology /
. paradigms as a leader
71 Student will demonstrate knowledge of
the “Cycles of Socialization” (Harro)
. theory and its uses in leadership
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)
75 Student will demonstrate knowledge of
the “Configuration of Power” (Franklin)
. and its relationship to leadership
76 Student will demonstrate personal
application of the “Configuration of
. Power” (Franklin)
77 Student will demonstrate knowledge of
racial identity development (Cross &
. Fhagen-Smith; Rowe, Bennett &
Atkinson; Ferdman & Gallegos; Kim;
Horse; Renn etc.)
78 Student will demonstrate personal
application of model(s) of racial identity
. development above
79 Student will demonstrate knowledge of
models related to gender / identity /
. gender identity development (Lev;
Bussey; Bussey & Bandura; Bilodeau;
Gilligan; Belenky et al; etc.)
80 Student will demonstrate personal
application of model(s) of gender identity
. above
81 Student will demonstrate knowledge of
additional social identity development
. model(s): Sexual ID, Faith & Spirituality,
Disability, Social Class (Dillon et al;
Fowler; Parks; Astin et al; Peek; Smith;

Leadership Inventory Revised 08/22/2017 21

 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
84 Student will demonstrate personal
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 effective
leadership as it relates to change agency
.
88 Student will describe personal examples
of being a change agent
.
89 Student will demonstrate knowledge of HDF 413 In HDF 413, we had learned about Bennett’s Model of Intercultural Sensitivity. The model is
the “Model of Intercultural Sensitivity” by broken up into 6 stages: Denial of Difference, Defense against Difference, Minimization of
Bennett and its uses in leadership Difference, Acceptance of Difference, Adaptation of Difference, and Integration of Difference.
People within the Denial of Difference stage are described as those who are “unable to
experience difference in other than extremely simple ways.” For example, one who is in this
stage may say things like “live and let live” or “as long as we speak the same language, there’s
no problem”. Which in essence is a problem because one is not aware of others’ differences
and how diversity is important in the world. People within the Defense against Difference stage
are described as “people with a predominant experience of Defense experience cultural
differences in other that extremely simple ways”. People within this stage may say “These
people do not value life the way we do” or “My culture should be a model for the rest of the
world” This is the most destructive phase to be in in my opinion because you are showing that
you are not willing to learn about anyone else and promoting that your opinion is the best and
its either in essence “your way or the highway”. In the Minimization of Difference stage, it is
described as “the predominant experience of having “arrived” at intercultural sensitivity. The
polarized experience of Defense has given way to a recognition of the common humanity of all
people regardless of culture” People within this stage promote “we are the world” or “the key
to getting along in any culture is to just be yourself-authentic and honest!” which in reality
would be nice but with different trains of thought and opinions does not promote diversity nor
does it teach others how to accept differences. In the 4th stage of Acceptance of Difference it is
when people “experience cultural difference in context” In this stage people may say “the more
difference the better-it’s boring if everyone is the same” This stage is the first one to introduce
a positive mindset and provide “viable solutions to human existence” However it is only the
first step to being culturally adept. In the fifth stage of Adaptation of Difference it is described
as “the application of Acceptance, and it is likely to become the predominant experience when
Leadership Inventory Revised 08/22/2017 22
 there is need to actually interact effectively with people from another culture.” People within
this stage may say “to solve this dispute, I’m going to have to change my approach” or “I can
maintain my values and also behave appropriate ways”. This stage is where you finally see a
change or growth of a person, one who takes the initiative to use their strengths to understand
and put their understanding of cultural diversity to engage in intercultural empathy. The last
stage is Integration of Difference. This stage is described as “a person who is not defined in
terms of any one culture-typically a person who is bicultural or multicultural” Within this stage
you may hear people say “my decision making skills are enhanced by having multiple frames of
reference” or “I truly enjoy participating fully in both of my cultures” This stage is one of those
that can be used as not only a learning tool but in a way that personal growth can ensue. What I
mean is that you can jump from dramatically from denial of differences to this stage through
practice of learning to love oneself and using the power of difference to empower others. In
relation to this model the biggest application that can come from this in leadership is the self-
awareness aspect of trying to teach others to be accepting of one another and expressing
differences of opinions in a respectful way. Good leaders will use cultural sensitivity to make
others feel like they are a part of something, but great leaders will use cultural sensitivity to
help mold the group they are working with to become something bigger themselves.

Bennett, M. (2004). Becoming interculturally competent. In J. Wurzel (Ed.), Toward

multiculturalism: A reader in multicultural education (2nd ed., pp. 62-77). Newton, MA:
Intercultural Resource

90 Students will demonstrate personal HDF 413 RAM position In HDF 413, I had learned about Bennett’s Model of Intercultural Sensitivity. After learning about
application of the “Model of Intercultural the Model of Intercultural Sensitivity I believe I am in the Acceptance of Difference stage. It
. Sensitivity” by Bennett describes me best because I am constantly learning about new cultures as well as my own. I
believe that everyone’s story should be heard and shared. There is something intriguing about
learning a person’s history and why they have developed into the person they are. The ideation
and empathetic part of myself comes out when I try to connect with others with my own
background and find common grounds between new and innovative ideas that I have never
thought of. When you connect with others through our trials of life it makes you able to develop
a part of yourself that will make you appreciate your privileges and own life even more so. I
have seen this through my own time as a RAM when I held my own diversity program for my
residents. We had watched a TEDTalk and talked about diversity and inclusion within three
main focuses of our own lives, the university and the world as a whole. I was lucky enough to
have students from all backgrounds talk to me about sensitive topics such as race, socio-
economic status, and prejudice they had faced. The conversation allowed for a breakthrough in
my eyes that my students are growing and wanting to be a change within our own campus. In
addition to that experience I think through having more experiences of meeting new people will
allow me to grow into the integration of difference stage. I do not know how long it would take
me to get to that point, but I am constantly growing and changing, and I hope that I will soon be
able to integrate and understand more in my life.

Bennett, M. (2004). Becoming interculturally competent. In J. Wurzel (Ed.), Toward

multiculturalism: A reader in multicultural education (2nd ed., pp. 62-77). Newton, MA:
Intercultural Resource

SEE EVIDENCE #90

91 Student will demonstrate knowledge of
the ally Action Continuum by Griffin &
. Harro

Leadership Inventory Revised 08/22/2017 23

 92 Student will demonstrate personal
application of the Action Continuum by
Griffin & Harro
93 Student will show knowledge of the
Multicultural Organizational Development
. Model (Jackson)
94 Student will show personal application of
the Multicultural Organizational
. Development Model (Jackson)
95 Student will show knowledge of the
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
inclusive leadership
.

Outcome Category: Critical Thinking

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
98. Student will show knowledge of principles
of critical thinking and fallacies (logic is
used in this minor)
99. Student will demonstrate proficiency of
critical thinking
100 Student will show knowledge of
metaphorical analysis to critically analyze
. self and leadership situations
101 Student will demonstrate proficiency of
metaphorical analysis to critically analyze
. self and leadership situations
102 Student will show knowledge of at least five
decision making methods
.
103 Student will describe personal examples of
having used five decision making methods
.
104 Student will show knowledge of at least five
problem solving / conflict management
. methods, as well as understanding the
roots of conflicts
105 Student will describe personal examples of
having used five problem solving / conflict
. management

Leadership Inventory Revised 08/22/2017 24

 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)
107 Student will demonstrate knowledge of
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
active listening techniques
.
110 Student will describe examples of using
active listening skills
.
111 Student will demonstrate knowledge of
functions of group communication by
. Hirokawa
112 Student will describe personal application
of functions of group communication
. (Hirokawa)
113 Student will show knowledge of techniques COM 100 In COM 100 one of the big topics that the class talked about was how to provide feedback and criticism
regarding giving and accepting of feedback properly. My professor had told the class from the beginning that it is all in the way you say something.
. Your tone and use of the words always matter when trying to provide feedback. When someone asks
for advice or guidance you do not want to be rude and discouraged one’s ideas. Instead of blatantly
saying you do not like an idea, use your words to empower and provide at least three good things
about what the person said and then focus in and help find a clearer purpose for the parts you do not
agree with. When you turn something down super fast, most of the time the person whose idea it was
will either turn a person completely off from participating in a discussion or being a part of the group
setting entirely. There is a difference between being brutally honest and being impeccable with your
words and how you can help with developing someone’s thoughts or ideas.
Leadership Inventory Revised 08/22/2017 25
114 Student will describe examples of giving COM 100 Production Assistant In COM 100, when I was developing my last speech for class, the students had to bounce ideas off of
and accepting feedback. one another to see if their motives for their speech were clear and if they had a concise vision on how
. they were going to get their points across. When developing my group speech, we as a collective
decided to do ours on water pollution. I told my fellow classmates about different types of water
pollution we could cover in the speech such as trash island, oil pollutants, even URI’s own campus
pollution, etc. There was one person in particular who did not like my ideas and gave me feedback of
the ideas not being clear but after much discussion and persuasion we went forward with the idea and
continuously kept giving subjects to bring up to each other and working together to get to the common
goal of getting a good grade on our final project. Through the process of giving positive feedback and
criticism there was a sense of clarity and allowed for the group to progress further than we had
expected. In addition to what I learned last year from giving and accepting feedback, this year I
have taken major strides into the arts education world and I realized when one is on a
professional staff it is more important to take things more seriously. When it came to designing
my students show for their competition set, a lot of communication decisions took place on
what works and what will not work in regards to staging and cost. Through this process I
gained the confidence to be able to share my own ideas and was able to be heard not as a
student but as a colleague and a member of the directing staff. Through the multiple
conversations over a couple weeks, major decisions were made and we had a cohesive show
that we all were proud of and were confident in the results that we are anticipating to receive
once competition season comes around.

SEE EVIDENCE #114 and #114A

115 Student will show knowledge of the 7D
coaching model (Knott)
.
116 Student will demonstrate personal
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, McMillan & Switzler)
118 Student will describe examples of
engaging in a Crucial Conversation
.
119 Student will demonstrate knowledge of HDF 413 SOLC Training Retreat 2019 During the 2019 SOLC Training Retreat we had been broken up into two small groups to learn
facilitation techniques about facilitation styles and how to form our own way of how we want to lead retreats of our
. own. For instance, in my workshop I had learned that there are multiple ways to frame an
activity, one of those being using a story or setting a scenario up to reach your audience. After
that experience I had found a great article from Mind Tools where it explained a facilitator role
even further. One quote that stands out from the article was, “What a facilitator does is plan,
guide and manage a group event to ensure that the group's objectives are met effectively, with
clear thinking, good participation and full buy-in from everyone who is involved.” Which in
essence was what was taught to us at the retreat. We are the ones who are going to lead a
group to a similar mindset and hopefully improve or meet the goals of organizations we work
with. The whole purpose of being a facilitator is to reach your audience in a way that has not
been done before and intentions are everything. There also is a balance on when to be a full-
fledged leader within an activity or taking a side seat to allow a group to progress to a goal. All

Leadership Inventory Revised 08/22/2017 26

 in all facilitating is rewarding and important, it is a lot of hard work and takes patience to gain
the skills to be an effective leader and facilitator.

The Role of a Facilitator: Guiding an Event Through to a Successful Conclusion. (n.d.).

Retrieved from https://www.mindtools.com/pages/article/RoleofAFacilitator.htm.

SEE EVIDENCE #119

120 Student will demonstrate proficiency of HDF 413 Sigma Kappa Retreat (2019) This past semester I was able to facilitate on the Sigma Kappa retreat for the women who were
facilitation techniques transitioning into new executive board positions. The activity I facilitated was the energizer
. called “May I Take This Seat?” The way I had framed the activity was through a story where I
had said they were all transformed into “frogs” and that they were all sitting on their “Lilly
pads” in the pond and that there was one frog in the middle of the pond having to find a new lily
pad to sit on because if they did not find a place to rest they would drown. Once I had brought
up the objective of the activity the participants were somewhat intrigued in what was going on,
after I had asked if they had any questions and answered those. They started to do the activity
but since it was earlier in the day there was a little bit of a pacing issue which is why I had
decided not to put in any variation to confuse them any further but continued to cheer them on
to achieve the objective of warming them up before their full values contract and initiative
which were going to take the majority of the retreat. While on this retreat I was able to observe
facilitation methods from Shawn Chambers and Jessi Florendo and was able to learn that
sometimes chaos is key to helping a group develop, I had talked to them after and was able to
relate this methodology to Tuckman’s model of group development and how sometimes
storming is the most important part to a group dynamic and will lead to greater success down
the road.

Tuckman, Bruce W., & Jensen, Mary Ann C. (1977). ‘Stages of small group development
revisited’, Group and Organizational Studies, 2, 419- 427.

SEE EVIDENCE #120

121 Student will demonstrate knowledge of de- HDF 413 SOLC Training Retreat 2019 In HDF 413 we were taught about debriefing techniques. During the 2019 SOLC Training
briefing techniques Retreat, we as an organization had a whole day dedicated to debriefing methods and how to
. form our way of creating conversation after an initiative. There were three mini sessions one of
those using Kolb’s method, another with using props, and the other one using feeling or
unbuntu cards. The major conversation occurred in the Kolb’s discussion. Kolb’s method is
made up of 4 parts: Concrete Experience, Reflective Observation, Abstract Conceptualization
and Active Experimentation. Concrete Experience is a new experience or situation is
encountered, or a reinterpretation of existing experience. Reflective Observation shows how the
group went along during an activity. Abstract Conceptualization allows for reflection and adds to the
idea of deeper meaning and what the person has learned after completing a task. Active
Experimentation allows the participant to apply their ideas to the world around them to see what
happens and what they can bring back to their own organizations. The debrief is the most
important part of any retreat because it is where you see the most growth out of the
participants and shows more than face value problems. It allows for all parts of team
development to occur and hopefully bring problems to a solution or allow for an initial
discussion to occur to lead to a future solution.

Kolb, David A. 1984. Experiential Learning: Experience as the Source of Learning and
Development. Prentice-Hall, Inc., Englewood Cliffs, N.J.

Leadership Inventory Revised 08/22/2017 27

 SEE EVIDENCE #121
122 Student will demonstrate proficiency of de- HDF 413 Musically Inclined Retreat (2019) In HDF 413 we learned how to debrief and were required to facilitate on a retreat and apply the
briefing techniques skills we had learned. During the fall semester of 2019 I was able to facilitate a retreat for an on-
. campus organization: Musically Inclined. Before going into the retreat, the staff had received
the goals they wanted to achieve which stated, “This is a big year for our group. We're trying to
elevate ourselves without alienating less experienced members. Bearing this in mind we are
trying to focus on goal setting and healthy communication. Additionally, we want to focus on
inclusion not just for our newer members but for everyone. We had a problem with cliqueness
and personal conflicts, and we are trying to grow from that.” This is why I had decided to do the
activity called Strategic Structures. Through the activity I could clearly see who was trying to
take over for the leadership roles and when it came to the debrief, I wanted to lead the
discussion into how communication is key when it comes to being a team. After the teams had
finished the activity and I rallied them into the debrief portion. By using Kolb’s I started with the
simple question of “what just happened?” after moments of asking that question multiple
people raised their hands and started mini chaos of conflict that needed to occur. From there I
led into more questions about how one can hold each other accountable within the group and
tangible goals within the organization as a whole. When it came to the Abstract portion, one of
the members did not hold back their feelings and let out how she does not feel heard and led
into the breakthrough they needed and started a self-led conversation between all of them
which is exactly how the conversation needed to go. I was able to see a shift in dynamic where
members needed to air their frustrations and lead towards apologies and forgiveness. Once
they were done with that I had asked about their goals and what they can now do with all the
information they had just talked about and could see the results instantly. I was lucky enough
to lead this debrief and as anxious as I was, I was able to see how the method I used with the
debrief actually helped.

Kolb, David A. 1984. Experiential Learning: Experience as the Source of Learning and
Development. Prentice-Hall, Inc., Englewood Cliffs, N.J.

SEE EVIDENCE #122

123 Student will demonstrate knowledge of

framing based on psychology and its use
. in group facilitation
124 Student will demonstrate proficiency of
framing based on psychology and its use
. in group facilitation
125 Student will demonstrate knowledge the HDF 413 IN HDF 413, we learned about the 4 frames of organizations and the meaning of reframing by
four frames of organizations, and the Bolman and Deal. The 4 frames are the: Structural Frame, Human Resource Frame, Political
. meaning of reframing by Bolman and Deal Frame and Symbolic Frame. The Structural Frame is the typical organization formation where
there is a head boss and there are multiple departments below that leader who oversees their
own staffs. The organization is just there to achieve established goals and objectives. The
example Melissa Camba provided in class was at the University, President Dooley was at the
top of the pyramid and branches off to many different sectors but in the realm of student
affairs, Dr. Collins is next person below him and is the head of 29 departments and oversees
their day to day progress. Underneath that she went directly to the Director of the Memorial
Union and their subsects and related it to the Center for Student Leadership Development.
Problems for this frame include not following rules, regulations, policies or organizational
structure. For the Human Resource Frame is based in regards to people’s skills attitudes,
energy and commitment. “Organizations exist to serve human needs rather than the reverse.”
People and organizations work in tandem and it is a give and take cycle of organizations
Leadership Inventory Revised 08/22/2017 28
 needing ideas, energy and talent and people on the reverse need careers, salaries and
opportunities. Without one or the other the system is flawed and will suffer. With a good fit the
individuals and organizations thrive and succeed. An example of this is within the CSLD at URI
there is Melissa Boyd Colvin as the assistant director and below her are the coordinators, Allie,
Melissa Camba-Kelsay and Robert who all provide different strengths to the CSLD and work to
create opportunities for students all over campus while also promoting URI in a better light
around our own community and the country. The problem within this frame is that this mindset
clings onto the romantic view of human nature. For the Political Frame organizations are
“coalitions of diverse individuals and interest groups”. Each of which have major differences in
values, beliefs, information, interests and perceptions of reality. It is all based on who gets what
as a standard and a spread of resources (scarcity). Within this frame are many conflicts and
power dynamics. As a result of this goals and decisions “emerge from bargaining, negotiating,
and jockeying for position among competing stakeholders.” The most basic example of this
frame is the bipartisanship government within the US between Republicans and Democrats
within our society. The problem with this frame is the mistrust and greed that creates a bad
outlook of the common good. Lastly the Symbolic Frame was described as an organization that
is held together by culture and unity of shared values and beliefs. “What is most important is
not what happens but what it means.” The most basic examples of this frame in my eyes are
organized religion, and fraternities and sororities. Each of which have their own sacred rituals
and beliefs that are upheld by their members and help find purpose for their personal lives and
work. The problem with this frame is that it can be seen as “fluff” and not important to every
member of society and does not have a goal for the common good. At the end of the day
though each of these framework have their positives and negatives, but without one another
the dynamic within organizations would not be able to meet the needs of the people within
them.

Bolman, L. G. & Deal, T. E. (2013). Reframing organizations: Artistry, choice & leadership (5th
ed.). San Francisco: Jossey-Bass

SEE EVIDENCE #125

126 Student will describe personal application HDF 413 TLC Coffee Roasters After learning about the 4 frames of organizations and breaking the frame and reframing in HDF
of organizational analysis using the four 413, I decided to look within my own organizations and work life and can relate to the first
. frames of organizations, and breaking the frame mostly. Within my own job at TLC I am directly in the Structural Frame. In the
frame / reframing (Bolman and Deal) metaphorical pyramid of the structural frame there are 3 layers. On top of the pyramid is my
boss/owner who oversees all of us staff and takes care of major issues within his company.
Beneath him is my manager who takes care of day to day progress of the store and is our
Human Resource manager as well who deals with any issues in the staff or problems that any
worker may have outside of work. Under her is all of the staff who are trained in all positions.
Each of us have our duties and contribute to the success of the company. If you would take out
any of the three parts the business would fall apart. In a world where most companies are
within this structure/frame it is important to consider what is brought to the table among all
levels of positions and the symbiotic relationship between everyone involved.

Bolman, L. G. & Deal, T. E. (2013). Reframing organizations: Artistry, choice & leadership (5th
ed.). San Francisco: Jossey-Bass

SEE EVIDENCE #126

Leadership Inventory Revised 08/22/2017 29

127 Student will show knowledge of organizing
meetings / setting agendas / and leading
. meetings
128 Student will describe personal examples of
organizing meetings / setting agendas /
. leading meetings
129 Student will show knowledge of
Parliamentary Procedure
.
130 Student will show knowledge of techniques
for working with difficult people
.
131 Student will describe personal examples of
using techniques to work effectively with
. difficult people
132 Student will show knowledge of the stages HDF 413 In HDF 413, the class had learned about Tuckman’s Model of Group Development. This model
of group development (Tuckman/Tuckman shows the steps necessary to become a cohesive group or team. There are 5 parts to this
. & Jensen, Bennis or others) model which are: forming, norming, storming, performing and adjourning. The forming stage is
when “the team is formed and everyone shows their best behavior. There is a positive and
polite atmosphere. Strong guidance is needed by the facilitator as group tasks are not clearly
defined yet.” The storming stage is when “emerging boundaries become contested and
conflicts occur. Also frustration with the lack of progress is common. Guidance is needed by
the facilitator.” The norming stage is when “team members start to resolve their differences,
appreciate colleagues' strengths, and respect the leader’s authority. Behavior from the
storming and norming phases can overlap for some time when new tasks come up.” The
performing stage is when “hard work goes hand in hand with satisfaction about the team’s
progress. Team confidence makes team roles more fluid and more tasks can be delegated by
the facilitator. Problems are prevented or solved as they pop up.” Lastly the adjourning stage is
“when all tasks are completed, and the group is able to celebrate the team’s positive
achievements. Letting go of the group structure after long periods of intensive team work can
also generate uncertainty for individual team members.” The whole process can be happening
in a variety of ways, group development is not linear which is the most important aspect of the
model. Groups change on a constant and are constantly evolving and growing in different
ways. It comes down to good leadership and communication to deal with the bumps that may
come along.

Tuckman, B. (1965) Developmental Sequence in Small Groups. Psychological Bulletin, 63, 384-
399.
Tuckman, B. & Jensen, M. (1977) Stages of Small Group Development. Group and
Organizational Studies, 2, 419-427

SEE EVIDENCE #132

133 Student will describe personal examples of Butterfield Hall Staff 2019-2020 During my time as a RAM at URI, I was lucky enough to be a part of a tremendous student staff.
group development in use However, there were some setbacks in the beginning of the year as a staff and we had to go
. (Tuckman/Tuckman & Jensen, Bennis or through all the stages of group development which for us went in a linear progression of the
others). model. It all started when we had received our housing assignments and getting to meet the
staff, we were all bright eyed and excited to meet each other and did not know what to expect.
We meet up again at URI at the end of August, still excited as ever we all had decided to start
friendships and get to know each other. That is when the storming stage started to occur, and
we had all became tense and it led to a huge blowup and group discussion that went on for a
couple days about group roles and accountability on all levels as a staff. As we started to settle
down and forgive each other we saw a shift in our personal relationships with one another and
Leadership Inventory Revised 08/22/2017 30
 saw an improvement within our own hall and team dynamic. This then led into our performing
stage and where we currently are as a staff which is mutually respecting one another’s skill
sets and helping one another out whenever needed. This group development was definitely
needed to become stronger as a staff and ultimately has improved our lives as mentors for our
residents and I reflect on it often that if I was not a catalyst for this conversation that we as a
group would not like each other or be able to be around the building together.

Tuckman, B. (1965) Developmental Sequence in Small Groups. Psychological Bulletin, 63, 384-
399.
Tuckman, B. & Jensen, M. (1977) Stages of Small Group Development. Group and
Organizational Studies, 2, 419-427

SEE EVIDENCE #133

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
memberships skills in groups
.
137 Student will describe personal examples of
membership skills in use
.
138 Student will show knowledge of the HDF 190 In HDF 190 the class had learned about the Challenge and Support theory by Sanford. The basic
Challenge and Support theory by Sanford, premise of the theory is that “for growth and personal development to occur, a student needs to have
. and its relationship to organizations balance or challenge and support as appropriate for the task” The examples provided to the class were
that if there was too much support that the student would not learn what is necessary for growth and
development. While on the flip side if there is too much challenge the student would eventually give up
on the task due to frustration. Along with this theory we had talked about the element of readiness and
how an individual cannot go through any growth if they are not physically or psychologically ready for
the growth. For example if one is to be told to bench lift twice their weight that is physically impossible,
it is the same for someone who just learned algebra and being asked to solve a quantum physics
problem. They are just not ready for something of that capacity. This theory is important because with
students who are in their first year of college there is a constant struggle between finding the right
amount of challenge vs. the amount of support, and to learn what you are physically and mentally
ready for and continue to use your strengths to find out what path you need to take to get to whatever
your goals may be.

Sanford, N. (1962). The American College. New York: Wiley

Sanford, N. (1966). Self and Society: Social change and individual development. New York: Atheron.

See Evidence #138

139 Student will describe personal examples of HDF 190 ITL 100 In HDF 190 I had learned about the Challenge and Support theory by Sanford. In the spring semester
using the theory of Challenge and Support of my freshman year of college I had decided to challenge myself and take a 6 credit course, ITL 100. I
. (Sanford) had never taken Italian before in my life and knew that I was possibly going to struggle through the
course. I thought that I could not handle taking 18 credits and was contemplating dropping the course
before even going to the first class of the semester. I went to the first class and really liked the
atmosphere of the class and the professor. After the first class I went to the professor and formally
Leadership Inventory Revised 08/22/2017 31
 introduced myself and explained my concerns and she had recommended that I stay in the course and
I did. That was one of the best decisions in my educational career, Professoressa Boyle had
challenged me the whole semester and continually made herself available for myself and provided
enough challenge and support for me to grow and start to learn the language, which I doubted myself
of doing. Now I can firmly say “Mi piace la lingua di italiano e ho intenzione di aggiungere un maggiore
italiano!”

Sanford, N. (1962). The American College. New York: Wiley

Sanford, N. (1966). Self and Society: Social change and individual development. New York: Atheron.

See Evidence #139

140 Student will show knowledge of the
construction / elements of informative and
. persuasive speeches
141 Student will demonstrate proficiency in
informative and persuasive public speaking
.
142 Student will show knowledge of planning
and conducting interviews (as the
. interviewer)
143 Student will describe personal examples of
planning and conducting interviews (as the
. interviewer)
144 Student will show knowledge of preparing
for and effective answers in interviews (as
. the interviewee)
145 Student will describe personal examples of
preparing for and being interviewed
.
146 Student will show knowledge of effective
collaboration / coalition building (Sources:
. Cilente/Komives et al; NCBI; etc.)
147 Student will describe personal examples of
working in collaboratives/coalitions
.
148 Student will demonstrate knowledge of
techniques to communicate and engage in
. difficult dialogues related to diversity and
inclusion.
149 Student will demonstrate proficiency in
communicating and engaging in difficult
. dialogues related to diversity and inclusion.
150 Student will describe ways to maintain
accountability in leadership / member
. relationships
151 Student will describe personal examples
related to maintaining accountability as a
. leader
152 Student will describe ways to build
relationships between leaders and
. members

Leadership Inventory Revised 08/22/2017 32

153 Student will describe personal examples of
building relationships with members as a
. leader
154 Student will describe how credibility
applies to leadership, as well as the
. characteristics and skills of a credible
leader
155 Student will describe personal examples of
building, maintaining, and repairing his/her
. own credibility as a leader
156 Student will describe ethical standards in
influence
.
157 Student will describe influence applies to
leadership
.
158 Student will describe principles of effective
mentoring, as well as problems particular
. to the mentoring relationship
159 Student will describe personal examples of
mentoring and being mentored
.
160 Student will describe principles of effective
peer leadership, as well as problems
. particular to peer leadership
161 Student will describe personal examples
related to being a peer leader and being
. led by peers

Leadership Inventory Revised 08/22/2017 33