Leadership Outcomes Inventory 2013-2014

Leadership Inventory Revised 8/30/2013 1
LEADERSHIP
DEVELOPMENT
Outcomes & Evidence
Progress Inventory*

MINOR IN LEADERSHIP STUDIES
Center for Student Leadership Development
Memorial Union
University of Rhode Island

Name: Jakob Frenette
Date Enrolled: 2013
Date of Graduation: 2017

*The Outcomes & Evidence Progress Inventory is the intellectual property of the Center for Student Leadership Development (CSLD)
at the University of Rhode Island and cannot be reproduced in part, or in its entirety, without the written permission of the acting
Assistant Director of the CSLD.
CONTENTS

ABOUT THE MINOR & CENTER FOR STUDENT LEADERSHIP DEVELOPMENT (information included)
Center for Student Leadership Development Information
Minor Information
Developmental Model

ADVISING INFORMATION (students will include own documentation)
Tracking Sheet / Advising Updates
Syllabi of Minor Classes (Core and Electives)
Internship
o Guidelines
o Syllabus
o Mid-term
o Final

OUTCOMES
Outcomes (Self-Leadership, Interpersonal and Organizational, Leadership Theories, Inclusive Leadership,
Critical Thinking)
Targeted Classes
Experiences
Evidence

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

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

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

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

MINOR IN LEADERSHIP STUDIES

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

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

Introductory Course
3 credits

HDF 190: FLITE
or
HDF 290: Modern Leadership Issues

Only offered in spring for first-year students

Offered Fall and Spring for sophomores & juniors

Internship
3 credits

HDF 417: Leadership Internship
or
Experience through Office of Experiential Learning & Community Engagement
or
Internship Class in Academic Major

Requires 40 hours/credit with a min. of 80 hours & a max. of 120 hours of documented
internship experience for graded credit

The only time the major and minor can overlap

Capstone
3 credits

HDF 412: Historical, Multi-ethnic & Alternative Leadership
or
COM 402: Leadership & Motivation
or
BUS 441: Leadership Skills Development
or
HPR 411/412: Honors Senior Seminar

Offered only in the fall with preference given to seniors

Offered in the spring and summer with Dr. Leatham

Offered in the fall and spring with Dr. Cooper

Must be in Honors or have GPA of 3.3

Portfolio
1 credit

HDF 492: Leadership Minor Portfolio

Taken last spring semester of enrollment (some exceptions)

MINOR ELECTIVES-9 credits
*Additional classes may be appropriate and therefore added to the list; see CSLD for the most updated list or bring a class that you think should be an elective

AAF 300: Civil Rights Movement in the US
BUS 341: Organizational Behavior
BUS 342: Human Resource Management
BUS 441: Leadership & Motivation (capstone option)
BUS 443: Organizational Design & Change
BUS 448: International Dimensions of Business
BUS 449: Entrepreneurship
COM 100: Communication Fundamentals
COM 202: Public Speaking
COM 208: Argumentation and Debate
COM 210: Persuasion: The Rhetoric of Influence
COM 221: Interpersonal Communication
COM 250: Small Group Communication
COM 302: Advanced Public Speaking
COM 308: Advanced Argumentation
COM 322: Gender & Communication
COM 351: Oral Comm. in Business & the Professions
COM 361: Intercultural Communication
COM 383: Rhetorical Theory
COM 385: Communication and Social Influence

COM 402: Leadership and Motivation (capstone option)
COM 407: Political Communication
COM 415: The Ethics of Persuasion
COM 421: Advanced Interpersonal Communication
COM 422: Communication and Conflict
COM 441: Race, Politics and the Media
COM 450: Organizational Communication
COM 461/462: Managing Cultural Differences in Organizations
CSV 302: URI Community Service
GWS 150: Introduction to Womens Studies
GWS 310: Race, Class, Sexuality in Womens Lives
GWS 350: International Womens Issues
HDF 190: FirstYear Leaders Inspired to Excellence (FLITE)
(introductory course option)
HDF 290: Modern Leadership Issues (introductory course option)
HDF 291: Rose Butler Browne Program Peer Mentoring Program
HDF 412: Historical, MultiEthnic, & Alternative Leadership
(capstone option)
HDF 413: Student Organization Leadership Consulting
HDF 414: Leadership for Activism and Social Change
HDF 415: FLITE Peer Leadership
HDF 416: Leadership in Organizations
HDF 417: Leadership Minor Internship
HDF 437: Law & Families in the U.S.
HDF 450: Introduction to Counseling
HPR 118: Honors Course in Speech Communications
HPR 203: The Prepared Mind
HPR 412: Honors Seminar (capstone option)
MSL 101: Introduction to Military Leadership
MSL 201: Leadership & Military History
MSL 201: Military Skills and History of Warfare
MSL 202: Leadership & Team Building
MSL 301: Leadership & Management
PEX 375: Women in Sport Contemporary Perspectives
PHL 212: Ethics
PSC 304: Introduction to Public Administration
PSC 369: Legislative Process and Public Policy
PSC 504: Ethics in Public Administration
SOC300/WMS350: Women and Work
THE 221: Stage Management
THE 341: Theater Management

BECOMING A POSITIVE LEADER THROUGH DEVELOPMENT & INVOLVEMENT

Wilson, 1998 (URI Memorial Union / Center for Student Leadership Development)
Revised after the publication of Exploring Leadership: for College Students Who Want to Make a Difference by Komives, McMahon and Lucas, 1998.

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

1. Know Yourself

Strengths
Weaknesses
Values
Needs
Styles
o Learning
o Teaching
o Personality
o Membership
o Leadership

2. Lead Yourself

Time management
Organization
Self care
Self discipline
Perseverance
Develop and maintain family,
interpersonal, and intimate relationships
Academic, social, personal goals and
objectives

4. Develop and Refine
Skills

Leadership theory and
practice
Communication
Group Development
Inclusion
Citizen Activist Skills
Critical Thinking
Teaching and Programming
3. Broaden Your Perspectives
Understand others

Hierarchy of needs
Racial, cultural, gender, sexual orientation,
religious, class, ability, etc. diversity and
commonalities
Power, privilege, oppression, liberation;
individual and institutional discrimination

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

Outcome Category: Self-Leadership
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
1.
Student will demonstrate autonomy and a
minimized need for approval
HDF 190 Campus Life As a college student on a campus away from home, being on your own is already a huge step. While
living on this campus, I have demonstrated the ability to be autonomous and show a minimized need
for approval. I have learned that you should not do things because you will be awarded or commended
for them, but rather just because it makes you happy. When you begin to do things for you and not for
some type of reward, thats when you do it for the right reasons.
2.
Student will demonstrate personal,
organizational, and academic examples of
self-discipline
HDF 190 College Life One example of how I show self-discipline in a personal way is how I go to the gym or for a run at least
three times a week. An organizational example is how I use a binder and a notebook for every class
and I keep them on my shelf. An academic example is that I go to almost all of my classes and I try to
avoid ever missing a class. Finally, A self-discipline example is how I am limiting myself from spending
money and I choose to only spend money on a coffee twice a week.
3.
Student will demonstrate the ability to
manage emotions
HDF 190 Student Entertainment Committee I personally believe that in order to succeed in life, you must keep your emotions under control. I have
personally learned that if you are not in control of your emotions, it can cause you to say and do things
that you shouldnt. One occurrence that I had with this issue was when I was attempting to print an ad
for SEC. I sent my ad on a Monday and went back the next day to pick it up. The first issue I had was
when the woman told me that I had forgot to send it, when I specifically remember sending it. Next,
once the woman found the ad, she started to print it, but the printer unfortunately jammed. At this point
I was crunched for time and was getting frustrated. Rather than lashing out, I chose to control my
emotions and deescalate the situation. I asked the woman if she could print half of the ads in black and
white and the other half in color, when the machine was fixed.
4.
Student will demonstrate knowledge of
stress management methods
HDF 190 Student Entertainment Committee I personally believe that in order to succeed in life, you must keep your emotions under control. I have
personally learned that if you are not in control of your emotions, it can cause you to say and do things
that you shouldnt. One occurrence that I had with this issue was when I was attempting to print an ad
for SEC. I sent my ad on a Monday and went back the next day to pick it up. The first issue I had was
when the woman told me that I had forgot to send it, when I specifically remember sending it. Next,
once the woman found the ad, she started to print it, but the printer unfortunately jammed. At this point
I was crunched for time and was getting frustrated. Rather than lashing out, I chose to control my
emotions and deescalate the situation. I asked the woman if she could print half of the ads in black and
white and the other half in color, when the machine was fixed.
5.
manage stress
HDF 190 Final Exams One time that I showed how I was able to manage stress was during my final exams in the fall 2013
semester. When I was stressed, I would put my work down for a period of time and go for a walk. One
thing that I specifically do when Im stressed or I am trying to relax is I close my eyes, I visualize all of
my problems in a bubble and as I slowly breathe in and out and visualize the bubble deflating and
breathing my problems out. It helps me relax and really manage my stress.
6.
Student will express a personal code of
leadership / membership ethics
HDF 190 Helping a Friend I personally have a personal code of ethics. My father has always taught me that honesty is the best
policy. That is the first part of my code, honesty. I believe that honesty is always important and should
always be used. The next part I find important is inclusiveness. Nobody likes to feel left out or invisible,
so I believe that being inclusive and always having open arms is important in leadership. One personal
example I have with this is when I was showing a friend of mine how to make an ad using Photoshop. I
had to be inclusive and show him how I would do it, and when he did something wrong, I was honest
so that he could fix it and improve himself.
7.
Student will demonstrate practice of the
personal code of ethics
HDF 190 Walking on Campus I have experiences with expressing a personal code of leadership ethics. After learning about ethics in
leadership in HDF 190, I went back and decided to apply what I learned to life in my fraternity. When I
was walking back to my room from the gym, I noticed a card on the ground, so when I picked it up, it
was a persons student ID. I thought about just leaving it on the ground, but I thought about the ethics
that I learned in class. If it were someone else in my shoes with my ID, I would want them to turn it in
somewhere. I decided that turning it in to the memorial union would be the best decision.
8.
Student will express a personal values
statement
HDF 190 Personal Life What I value personally is my family, my friends and the well being of both. I value ones ability to stay
positive and try to make the most of things. I also learned after taking my VIA that I appreciate beauty
and excellence. Finally, I value being one with nature and connecting to your natural self, without trying
to be something youre not.
9.
Student will demonstrate practice of the
personal values statement
HDF 190 Leadership Institute When I first got to this campus, I went to the leadership institute. It was the one thing in my life that
helped me be who I am today. I learned that leading is not being the head of the project, but rather
helping others to help themselves. I believe that I have the values that I do because of institute. When
classes finally started, I was not afraid to be my true self and I did not hold anything back. I showed
people my true colors and because of this, I believe that I am in the right place.
10.
lead a project from start to finish (follow-
through)
HDF 190 Student Entertainment Committee In the Student Entertainment Committee, I am used to having to complete projects on my own on a
daily basis. Last week I was given the task of making ads for the free showing of Frozen in Edwards
Auditorium. First I had to create the ad, then I had to print them. Next step was to send the
advertisement to the PR Coordinator so the ad could be shared using social networks Facebook and
Twitter. Finally, I gave the ads to the vice president so that they could be handed out at a promo booth
in Hope.
11.
Student will describe goals and objective
statements regarding personal issues,
career issues, and community issues
HDF 190 Student Senate One goal that I have personally had was to start being a better person. I know that sounds very vague
and clich, but it is something that I have been working on for a while. I strive to be a happier person
and to really appreciate the little things in life. As well as personal, I also make career goals. One big
goal that I had this year was to become involved in senate. I really enjoy marketing, and it is something
that I am good at, so my goal was to become the director of marketing for the student senate. I have
recently achieved that goal, but what I want to do is continue to grow and change and achieve more in
life. I am not yet where I want to be, but that is why we have goals. We make goals so that we may
better ourselves, achieve those goals, and then proceed to make new ones.
12.
Student will show evidence of goals and
objectives that were planned and
achieved
HDF 190 Student Entertainment Committee When I first got to campus, I really wanted to get involved, but I wanted it to be fun, so I chose to apply
for SEC. I asked questions of people that were on the committee, I planned out my application and I
applied. I also practiced my interview skills with my Mom on the phone during the first few weeks of my
freshman year. When I finally had my Interview, I did really well on it and ended up getting the position.
13.
Student will show knowledge of the
Hierarchy of Needs theory by Maslow

14.
Student will show application of Maslows
theory to own life

15.
Student will describe personal leadership
style and/or personality style including
strengths and weaknesses and examples
of application (Sources = Leadership style
inventories, the L.P.I., StrengthsQuest,
Type Focus (MBTI), LAMP, and other
career inventories, etc.)
HDF 190 Strengths Quest My personal leadership style is in direct correlation with my strengths. My strengths are Adaptability,
positivity, futuristic, competition and maximizer. First is adaptability; I use this the most, which is why it
is my top strength. The way I use this is that I can usually take what is thrown at me even though it may
be stressful I can also adapt what I am doing to get the job done. Second, I have positivity. I try to look
at things with a smile on my face and a good outlook on life because if I do that then it makes life
better. Next, is futuristic, I can definitely see this strength in my every day life because I am always
thinking of the next step or what may come my way. Next, I have competition. The way I look at this is
that a little bit of competition keeps me motivated and ready to do my work. Finally, I have maximizer.
This to me is the way I like to make the most of things and experience life to the fullest.
16.
Student will show knowledge of the theory
of Superleadership by Manz & Sims

17.
Student will show application of Manz &
Sims theory to own life

Outcome Category: Leadership Theories
18.
Authority and Bureaucracy theory of
leadership Weber

19.
Student will describe personal application
of the above theory (Weber)

20.
Scientific Management theory of
leadership by Taylor

21.
of the above theory (Taylor)

22.
Management by Objectives theory of
leadership by Drucker

23.
of the above theory (Drucker)

24.
Student will show knowledge of Theory
X and Theory Y theory of leadership by
MacGregor

25.
of the above theory (MacGregor)

26.
Servant Leadership theory of leadership
by Greenleaf
HDF 190 After learning about Robert Greenleafs theory of servant leadership, I now know that servant
leadership starts with a willingness to serve others. It is selfless and the server looks for nothing in
return only a willingness to serve. I personally learned the most about this when we had to do the
speech about servant leadership in FLITE. The research and formation of my speech was very eye
opening to me because it took what we leaned in class and it made me critically think about it and be
able to complete it.
27.
of the above theory (Greenleaf)
HDF 190 Leadership Institute The way I personally applied Greenleafs theory to my life is after we watched the TED Talks about
the lollipop moment. It really hit home for me because when I think about a lollipop moment for myself,
I think about the leadership institute, and more importantly Cate Carter. She was the one that made me
feel at home and accepted and because of that, I chose to let her know and give her a lollipop to let her
know how much she has touched my life. She did not expect anything in return for her help and since
she defines servant leadership for me, I figured I would use the theory to give back to her.
28.
Principle Centered Leadership theory by
Covey

29.
of the above theory (Covey)

30.
Student will show knowledge of the 14
Points / TQM theory of leadership by
Deming

31.
of the above theory (Deming)

32.
Visionary Leadership (now often cited
as Transformational Leadership) theory
by Sashkin

33.
of the above theory (Sashkin)

34.
Individuals in Organizations leadership
theory by Argyris

35.
of the above theory (Argyris)

36.
Students will demonstrate knowledge of
the 4 Vs theory of leadership by Grace
(Center for Ethical Leadership)

37.
of the above theory (Grace)

38.
Situational Leadership theory by Hersey
& Blanchard

39.
of the above theory (Hersey & Blanchard)

40.
Relational Leadership model by
Komives, McMahon & Lucas
HDF 190 Studying for FLITE
Assesment
In class we learned about the relational leadership model. This theory consists of building relationships
from a leadership point of view. It Includes, Inclusiveness, process oriented, empowering, ethical and
purposeful. In class we learned about this through a chart and had to know it for an assessment. I
believe that this was one of the harder theories to understand and memorize but it has been so
important in my life without me even realizing it. I have always used this when I meet new people and
start to build relationships.
41.
of the above theory (Komives et al)
HDF 190 SEC Committee Meetings My personal application of the above theory is when I have my weekly committee meetings for SEC, I
always try to be inclusive and empowering. Members feel so much more important when you make
their opinion matter and make them a true part of the organization, and that is what I try to do. I have to
lead with this theory because it is one that I must use whenever I meet a new person.
42.
concept of constructivism

43.
Students will describe personal examples
of implementing constructivism

44.
experiential learning in leadership
development (Kolb)

45.
of experiential learning in leadership
development (Kolb)

46.
Social Change Model of Leadership
Development by Astin et al
HDF 190 FLITE In FLITE, we learned about the Social Change model of leadership development. This model, to me,
was the most important one so far. It was the one that we learned that I feel has the potential to change
the world if everyone knew it. It starts with the individual and they must make change in the group, who
in turn makes a change for society. The best way I can describe what I have learned from this model is
that it is a ripple effect. It starts small and grows as it touches more people.
47.
of the above theory (Astin et al)

48.
the Leadership Identity Development
Model by Komives et al

49.
Students will describe personal
application of the above theory. (Komives
et al)

50.
the Strengths-Development Model by

Hulme et al
51.
of the above theory (Hulme et al)

52.
behavior theories of leadership from
Michigan and Ohio State

53.
of the above theories (Michigan & Ohio
State)

54.
Charismatic leadership
HDF 190 Leadership Minor Charismatic Leadership is when one leads with a positive energy and charisma. The best way I can
describe it is an infectious energy. I see this used by a lot of people in the leadership minor. My second
strength is positivity so I enjoy using this type of leadership. The importance of this style of leadership
is to use a positive attitude to motivate the group and help better the group as a whole.
55.
of the above theory
HDF 190 Ke$ha Concert I personally use this method when I lead others or even myself. An example of when I used this
method to lead a group was load-in and load-out for the Ke$ha concert in the fall. For load in we had
to be there extremely early and people were tired and did not want to have to set up the whole Ryan
center. I used my positivity to motivate people and make it fun even though we had a job to do. Later,
after the concert, people were happy but they were tired and did not want to have to clean up. I also
used this method to help motivate people and tell them, Whens the next time youll get to set up and
take down Keshas stage? It was a great opportunity to use this style of Leadership.
56.
contingency approach to leadership by
Fiedler

57.
of the above theory (Fiedler)

58.
Path-Goal theory by House

59.
of the above theory (House)

60.
Leader Member Exchange (LMX) theory

61.
of the above theory

62.
Leadership Substitutes Theory

63.
of the above theory

64.
Models of leader emergence

65.
Student will describe the impact of traits
on leadership emergence and
performance

66.
Chaos approach to leadership by
Wheatley

67.
of the above theory (Wheatley)

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

68.
Student will demonstrate how cultural
anthropology / paradigms relate to
leadership

69.
Student will describe personal example
of using cultural anthropology /
paradigms as a leader

70.
the Cycles of Socialization (Harro)
theory and its uses in leadership

71.
Students will demonstrate personal
application of the Cycles of
Socialization (Harro)

72.
the Cycles of Liberation (Harro) theory
and its uses in leadership

73.
Student will demonstrate personal
application of the Cycles of Liberation
(Harro)

74.
the Configuration of Power (Franklin)
and its relationship to leadership

75.
application of the Configuration of
Power (Franklin)

76.
racial identity development via the Cross,
Helms or other models (Ferdman &
Gallegos; Kim; Horse; Wijeyesinghe etc.)

77.
application of model(s) of racial identity
development above

78.
McIntoshs theory of privilege and its
relationship to leadership

79.
application of McIntoshs theory

80.
Student will describe the differences and
similarities of individual and institutional
oppression and relationships to
leadership

81.
Student will show knowledge of effective
leadership as it relates to change agency

82.
Student will describe personal examples
of being a change agent

83.
Student will create a personal code of
inclusive leadership
HDF 190 Leadership Institute The first time I learned about leadership was at the leadership institute. It gave me, not only the tools to
be a leader for others, but also, how to lead myself. Institute also helped me create a personal code of
inclusive leadership. It taught me that everyone can be inclusive and welcoming. Institute was that for
me. I know look at inclusive leadership as building relationships and being relational as well as
inclusive. I also came from a town with little diversity, so institute and HDF 190 taught me that inclusive
leadership is look at many different cultures, points of view and personalities. By having an open mind
like this, I feel as though I am benefiting from my personal code of inclusive leadership.
84.
the Model of Intercultural Sensitivity by
Bennett and its uses in leadership

85.
Students will demonstrate personal
application of the Model of Intercultural
Sensitivity by Bennett

86.
the ally Action Continuum by Griffin &
Harro

87.
application of the Action Continuum by
Griffin & Harro

Outcome Category: Critical Thinking
88.
Student will show knowledge of principles of
critical thinking (logic is used in this minor)

89.
Student will demonstrate proficiency of
critical thinking
HDF 190 Class Teamwork In my HDF 190 class, one activity that we were given was to create the tallest tower we could using
only dried spaghetti, a marshmallow, some tape and a string. We were told that we would be timed.
With the time constraint, it put some stress on the group, but we worked together as a group in order to
create the tower. We had to create a strong base and still have enough materials left so that we may
make it tall enough. This took a lot of critical thinking, not only as individuals, but as a team. We did not
end up having the tallest tower, but we had the strongest base and second tallest tower. I personally
believe that even though we did not win we succeeded by using our critical thinking methods as a
team.
90.
Student will show knowledge of
metaphorical analysis to critically analyze
self and leadership situations

91.
metaphorical analysis to critically analyze
self and leadership situations

92.
Student will show knowledge of at least five
decision making methods

93.
Student will describe personal examples of
having used five decision making methods

94.
Student will show knowledge of at least five
problem solving / conflict management
methods, as well as understanding the

roots of conflicts
95.
having used five problem solving / conflict
management methods (if student has been
trained in mediation, that information goes
here)

96.
Student will describe what it means to
analyze, criticize, synthesize and utilize
information as a leader

97.
leadership that is used in crisis

98.
Student will describe examples of
leadership in crisis situations

Outcome Category: Interpersonal and Organizational Concepts & Skills
Outcome Target
class
Additional Experiences Descriptive notes regarding learning and practice
99.
active listening techniques
HDF 190 Class Discussions In FLITE, I found it very important to have knowledge of active listening techniques. In this class there
is much more conversation and debate compared to your average lecture. Because of this, it is
important for one to actively listen so that they are able to respond with educated answers. I found it
helpful to actively listen and retain information in the class because when I was asked a question I
could give a real opinion and give positive feedback because I knew what I was talking about when we
were on a specific topic.
100.
Student will describe examples of using
active listening skills
HDF 190 Relationships with friends Because of what I learned in FLITE about active listening, I was able to apply it to a conversation that I
was having with a friend. She came to me wanting relationship advice, as she had done many times
before, but this time I used some of the active listening techniques that I learned in class. I paid
attention to exactly what she was saying, and as she spoke, I smiled and nodded to reinforce to her
that I was listening. When she was done speaking I was able to put my thoughts together and give her
an honest opinion on what I would do if I were in here position. I definitely think that the listening
techniques that I learned in HDF 190 helped me in my personal life when speaking with my friend.
101.
functions of group communication by
Hirokawa

102.
of functions of group communication
(Hirokawa)

103.
Student will show knowledge of techniques
regarding giving and accepting of feedback

104.
Student will describe examples of giving
and accepting feedback.

105.
facilitation and de-briefing techniques
106.
facilitation and de-briefing techniques
HDF 190 Learning Contract For my learning contract, I shadowed an SOLC retreat. The group participating in the retreat was a
sorority named Alpha Xi Delta or AXiD. When I got to the retreat in the morning to set up, I found out
that I would actually be helping to facilitate some of the activities for the day. One of the activities that I
helped to facilitate was with a hula-hoop pass. This is when the participants stand in a circle holding
hands and they must pass a hula-hoop all the way around the circle without letting go of their
teammates hands. I helped facilitate this exercise and when they were done we talked about what
worked, what didnt, and what could be improved. The group then redid the activity and with the new
information that they talked about, we able to finish much faster.
107.
framing and breaking the frame

108.
framing and breaking the frame

109.
Student will show knowledge of organizing
meetings / setting agendas / and leading
meetings

110.
organizing meetings / setting agendas /
leading meetings

111.
Parliamentary Procedure

112.
Student will show knowledge of techniques
for working with difficult people
HDF 190 Student Senate One instance that I had to work through was when dealing with a difficult person on student senate. In
this situation I had to make an ad for exam rights. I finished the project and handed it in to the person
that asked me to make it, he liked it so I send it to the person that does PR for senate. After I sent the
ad, another person, without my knowledge, took the ad and altered it drastically and sent it to print. I
found out who did it and confronted them. They said that they did not like my ad even though it was not
their place to change it. I calmly spoke with this person and let them know that, while there was nothing
we could do now because the ads were already printed and distributed, next time I would appreciate if
they would just come to me with their concerns. Normally, I would have gotten angry about this
situation, but HDF 190 taught me many ways to manage stress and deal with difficult people.
113.
using techniques to work effectively with
difficult people

114.
Student will show knowledge of the stages
of group development (Tuckman, Bennis or
others)

115.
group development in use (Tuckman,
Bennis or others).

116.
Student will show knowledge of group
dynamics and group roles

117.
group dynamics and group roles

118.
memberships skills in groups

119.
membership skills in use

120.
Challenge and Support theory by Sanford,
and its relationship to organizations

121.
using the theory of Challenge and Support
(Sanford)

122.
construction / elements of informative and
persuasive speeches

123.
Student will demonstrate proficiency in
informative and persuasive public speaking
HDF 190 COM 100 This semester, I was enrolled in Com 100, so I learned about many ways to use public speaking
techniques in many different types of speeches. In one instance I had to work in a group of five and
give a presentation on how age effects communication through technology. In this speech we informed
the audience of different facts on how we thought this, we also had to persuade them to think that this
thesis was correct. We used things such as speaker credibility and different hooks throughout to keep
the audience interested. I connected this back to HDF 190 because it was techniques that I also used
in my speech assessment for FLITE.
124.
Student will show knowledge of planning
and conducting interviews (as the
interviewer)
HDF 190 Leadership Institute Interviews This year I decided to apply to be a peer mentor for the leadership institute. I was extremely nervous
for the interview, but because of knowledge I gained in HDF 190, I was able to keep calm and prepare
for the interview. I did not know what would be asked of me so I reviewed some of the things I learned
when I was at the leadership institute such as LPIs and the four agreements. I figured that if I had
some of the basic knowledge fresh, it would help me in some of the questions that would be asked. I
also asked questions to past peer mentors to see what I would need to know for my interview or what I
could use to prepare. I asked questions, reviewed material and in the interview gave my answers
depending on how I saw the question. I pride myself for making it to a round two interview. Even
though I was not selected for the position, I feel as though it was a success for me in a way and a
chance to help me grow and hopefully try again next year.
125.
planning and conducting interviews (as the
interviewer)

126.
Student will show knowledge of preparing
for and effective answers in interviews (as
the interviewee)

127.
preparing for and being interviewed

128.
collaboration / coalition building

129.
working in collaboratives/coalitions

130.
Intercultural communication considerations

131.
Student will demonstrate proficiency in
intercultural communication

132.
Student will describe ways to maintain
accountability in leadership / member
relationships

133.
related to maintaining accountability as a
leader

134.
Student will describe ways to build
relationships between leaders and
members

135.
building relationships with members as a
HDF 190 Student Entertainment Committee One problem that has occurred in the past with SEC is that the executive board and the general
members have a disconnection. This year we as an exec board had a few ideas to bridge that gap.

leader One thing that I helped organize was a bonding event before Eli Young Band came this year. We
decided that a good way to advertise would be to go to Mishnock Barn which is a country line dancing
club. Rather than just advertise there, we decided to take executive members of SEC and general
members of SEC and make a bonding event. By doing this, I was bale to make more relationships with
the general members. As a byproduct of this, our new relationships were able to help SEC as a whole
to develop more and work smoothly. I found this very similar to the relational leadership and inclusive
leadership that I learned in HDF 190.
136.
Student will describe how credibility applies
to leadership, as well as the characteristics
and skills of a credible leader

137.
building, maintaining, and repairing his/her
own credibility as a leader

138.
Student will describe ethical standards in
influence

139.
Student will describe influence applies to
leadership

140.
Student will describe principles of effective
mentoring, as well as problems particular
to the mentoring relationship

141.
mentoring and being mentored
HDF 190 Student Entertainment Committee One mentor that I personally had on SEC was Meredith Peabody, who is the Special Events
Committee president. When I first got onto SEC as the Special events Advertising Manager, I was
nervous about how well I would be able to do my job. Meredith guided me in the right direction and
showed me what other Advertising Managers had done in the past. She was always positive and gave
me a lot of positive feedback and constructive criticism. She was a mentor to me in more ways than I
can explain and because of that I am a better person. I wanted to pay that forward, so this semester
when we got two new executive members on SEC, I went out of my way in an attempt to help them do
a good job. I gave positive feedback and constructive criticism when it was needed. I personally feel as
though I was able to mentor these people in some way because I went out of my way to help them
looking for nothing in return except a friendship that will last forever. I related this back to HDF 190
because it was a way that I learned how to mentor while using components of servant leadership.
142.
Student will describe principles of effective
peer leadership, as well as problems
particular to peer leadership

143.
related to being a peer leader and being
led by peers

144.
Student will describe the four frames of
organizations by Bolman and Deal

145.
of organizational analysis using the four
frames of organizations (Bolman and Deal)

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Leadership Inventory Revised 8/30/2013 1

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