Elizabeth Rogers

Outcome 4. Student will demonstrate knowledge of stress management methods Target class URI 101

Outcome Inventory
Additional Experiences Time Commitment Activity Descriptive notes regarding learning and practice

29 April 2014

During URI 101, we spent one day discussing what activities are priority in our lives and which activities take up the most of our time. Proper time management is an extremely useful way to reduce stress. Stress is often times caused from having too many responsibilities and too little time to complete the millions of tasks to the best of ones ability. Because of this focusing on organizing priorities and then committing specified amounts of time to each can be helpful to reduce stress.

! At the beginning of class, we filled out a paper that had various activities

that I do on a daily basis such as sleep, study, and use social media. I signified the amount of time that I spent doing each activity on the average day. Although I was able to fit all my activities into a 24 hour period (one day), I realized that I had many distractions in my daily routine that could be cut out in order to reduce my time commitments, increase the amount of sleep I could get, and reduce my stress. Knowing this, I need to be persistent in keeping myself focused on the priorities and not on the distractions. 6. Student will express a personal code of leadership / membership ethics HDF 190: FLITE Forum Posting Ethics are a very important part of being a leader and even just being a human for that matter. As leaders, it is vital that our actions are ethical and that they match what we preach. It is difficult and confusing for anyone to follow a leader who chooses to be hypocritical and not impeccable with his or her word.

! When completing the forum posting after taking an ethical values

questionnaire, it was interesting to see that, although there were trends in the top choices of unethical behavior, my peers had varying opinions about what the most unethical and ethical issues were. Regardless of these differences, we can all respect each others ethical codes and try to live by our own.

Elizabeth Rogers
10. Student will demonstrate the ability to lead a project from start to finish (follow-through) HDF 190: FLITE

Outcome Inventory
Group Project

29 April 2014

As one of the final projects for FLITE, we had to work on a group project with 4 other students in order to create a unique group on campus that would be worthy of a $10,000 grant from the CSLD. The club had to support the CSLD mission.

! We began the group project by brainstorming ideas about what type of

club we wanted to see at URI and where there was a great need. We also conducted some research to see what already existed on campus and what the CSLDs values were. The first assignment that was due was a grant proposal which helped our group to finalize our ideas. The other two parts of the assignment were a 6 minute presentation about our club and why it should be at URI and an essay describing mainly the process we went through as group from start to finish.

! Throughout the group process, my role was primarily to keep the group

organized and on time when deadlines approached. Using my strength of discipline, I was able to accomplish this task efficiently and in a way that allowed everyone to stay informed about the group progress. One challenge that we encountered was that we all had extremely busy schedules and couldnt always meet at convenient times. Fortunately, we were able to overcome this obstacle by being flexible with our schedules and staying informed if we could not make a meeting. Although, I did not lead this project as the primary leader, we each played a vital role in leading the group by applying our individual strengths in order to ultimately complete a successful project.

Elizabeth Rogers
12. Student will show evidence of HDF 190: goals and objectives that were FLITE planned and achieved

Outcome Inventory
Group Project

29 April 2014

As one of the final projects for FLITE, we had to work on a group project with 4 other students in order to create a unique group on campus that would be worthy of a $10,000 grant from the CSLD. The club had to support the CSLD mission.

! During the group project, our goal was to create a presentation that

persuaded the members of the CSLD to grant us the funds to begin our club. Although this was the overall goal, we had smaller goals during the process of the assignment. One of these goals was to create a club that we felt passionate about and that we felt was missing from URI. One of group members was very passionate about actually creating this club in the future so we were successfully able to bring this passion and enthusiasm to the presentation of the club. Another goal we had was to work well together in a way that allowed everyone to have an equal share and say in the final project. This might have been difficult if each group member was not focused and committed to the same goal. Fortunately, all group members were willing to put forth their best efforts which helped to contribute to a better environment and a ultimately a better final result. Our success as a group on the presentation is proof that we were able to set goals for the project and for our group interactions that helped us to succeed in the end.

Elizabeth Rogers
15. Student will describe personal HDF 190: leadership style and/or FLITE 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.)

Outcome Inventory
FLITE Retreat, Strengths Quest

29 April 2014

During the 2014 retreat, I had the opportunity to get to know my group members through our discussions about our strengths, values, and believes. When giving my small I am speech during the day, I found it relatively easy to fit my strengths and values into who I am as a person, although I never felt like these words completed the picture of me. What I came to realize the day before when contemplating what I was going to say was that these strengths and values do not define who I am as if they were restrictions. Instead they are only guidelines of how I naturally lead. Although I possess many other traits that could be considered leadership qualities, these were the ones that I need to know in order to maximize my influence and potential as a leader.

! After discussions of strengths and values in class and at the retreat, I feel

that I own my top 5s but now I need to make progress on being cognizant of how I use these strengths to their fullest potential. The application part will come with time as I continue through college and define who I know I am.

Elizabeth Rogers
26. Student will show knowledge of the Servant Leadership theory of leadership by Greenleaf HDF 190: FLITE

Outcome Inventory

29 April 2014

Servant Leadership The Servant Leadership Model describes a method of leading where the Presentation Assessments people come first. The leader does not take a traditional position of having the authoritative position and using that power to lead. Instead, a servant leader is often times not recognized for his or her contribution to bettering the life of an individual or the community. This model is composed of ten characteristics that fall under three categories: servant, leader, and a combination of the two.

! The servant characteristics are listening, empathy, and healing. Listening

means actively taking in what someone is saying and not just letting the information go in one ear and out the other. Empathy is taking what you have heard through listening and having an understanding of someones reasons for acting or feeling a certain way. Being empathetic is about putting yourself in someone elses shoes. Healing is the characteristic where a servant leader tries to help others move on from past experiences and look forward to the future.

! The four leader characteristics are awareness, persuasion,

conceptualization, and foresight. Awareness consists of knowing your own values and the values of your organization. Persuasion is important in getting others to believe in and make positive change for the future. Conceptualization means forming ideas and plans to bring about a certain goal. Foresight is seeing potential advantages and disadvantages to decisions made now and in the future.

! The three characteristics that combine being a leader and a servant are

stewardship, commitment to the growth of people, and building community. Stewardship is taking on the responsibility of caring for others. Commitment to the growth of people combines being a good listener and empathetic with awareness for example in order to bring out the best in others. Finally, building community means putting the communitys needs first and always trying to create a better environment for everyone. All ten of the characteristics work together to create the ideal servant leader.

Elizabeth Rogers
27. Student will describe personal HDF application of the above 190:FLITE theory (Greenleaf)

Outcome Inventory
In-Class Group Skits

29 April 2014

In our small groups in class, we brainstormed ideas of how to present a few of the components of the servant leadership model. The goal of the skits were help us understand the model better and to give us a way to apply the model to real world situations. My group got listening, healing, and empathy. We decided to present these three components by showing how they can be used by friends in a break up scenario. The break up was caused because the couple did not listen well to each other and didnt try to understand each others problems. Once the break up happened, each persons friends came together to actively listen and empathize with the hurt that the girl or boy was feeling. Healing was shown by the friends as they reassured them of their self worth and tried to cheer them up. Ethics play a large role in a leaders influence and effectiveness. Being an ethical leader will help to ensure that justice is maintained. One leadership model that focuses primary on being an ethical leader is the 4 Vs theory of leadership. This model consists of 4 parts: values, vision, voice and virtue. Value is the starting point of this theory and it means that a leader must know ones own value before leading others in an ethical manner. Vision is the ability to create a goal that is focused on the good of the community and upholds the values of all. Voice is the way that someone takes the vision and spreads the idea to others. The final piece, virtue, is practicing what we preach. Being virtuous is striving to be good and do what is right.

36.

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

HDF 190: FLITE

Ethical Leadership Powerpoint Presentation

! All four pieces must be applied together in order to maintain ethical

leadership. Without one, such as voice for example, one would not defend his or her values, speak up for a vision, and lose virtue by not advocating for good. Service, polis, and renewal are also very important aspects of the theory for they tie the 4 Vs together even more and show the vital connection between each individual V.

Elizabeth Rogers
37. Student will describe personal HDF 190: application of the above FLITE theory (Grace)

Outcome Inventory
Newman Club

29 April 2014

Although the 4Vs model can be applied to many different areas of life, I applied it the most to my religious life. With any religion, it is important to first of all establish the values of one I believe in. Without a base of values, I would not be able to have a strong foundation for my believes. At this point in my life, I have set this basis, and I now have to try to live out my faith according to a vision of peace and love throughout the world. In order to achieve this vision, I use my voice to communicate the importance of faith to others. As a part of the Newman Club, the Catholic group at URI, I used my voice to welcome newcomers to the group and encourage inclusiveness of all members. Lastly, I learned to be virtuous by practicing what I preached. All four Vs help me to continue to be a welcoming force at Newman club in order to bring about my vision in a virtuous way. Relational leaderships main focus is on the relationships between individuals within a group. The five components that make up the model are inclusiveness, empowering, purposeful, ethical, and process-oriented. In order to create change, a leader must know, believe, and do what is right by applying knowledge about the five components.

40.

Student will show knowledge of the Relational Leadership model by Komives, McMahon & Lucas

HDF 190: FLITE

In class activity- guessing the component

! During one class period, half the class had a slip with different scenarios

on them and the other class had a component of the relational leadership model. The people with the component had to answer the scenario with solutions in a way that reflected their component. This activity helped show how the model is used to solve conflict and interact with people. Reflecting upon the relational leadership model when leading a group of people is useful in building a sense of community and cohesiveness within the group.

Elizabeth Rogers
41. Student will describe personal HDF 190: application of the above FLITE theory (Komives et al)

Outcome Inventory
Applying for Summer Institute Leader Position

29 April 2014

I applied to be a Summer Institute Leader for the upcoming freshmen 2014. In preparing myself for this interview and for the position itself, I studied the relational leadership model and reflected on how I could have potentially use each aspect of the grid to contribute to a group at institute. For example, I had to know that being inclusive is important. This means that I have to know mine and others views in order to be more open minded, believe that everyone in my group was going to be able to make a difference, and have skills in listening well. All these aspects of this one component of inclusiveness would have helped me be more prepared for the position and create a positive and beneficial environment for everyone. The process of applying this theory to the preparation for the interview is just as important as actually implementing it. Constructivism is a method of teaching that is opposite of the traditional methods that most teachers follow today. Traditional methods consist of teaching to a class where the students are receptors of the information and the teachers role is rooted in authority. Knowledge is considered to be defined and is assessed through tests with correct answers. The constructivism method consists rather of teaching with a flexible curriculum where classes are based in discussion, and knowledge is dynamic rather than strictly defined. Assessment is based on group work, observations, and projects along with tests. While the product is important, the process of how one gets there is just as important.

42.

Student will show knowledge of the concept of constructivism

HDF 190: FLITE

In-Class Handout and Discussion

! According to the handout on constructivism, students are the creators of

their own knowledge, because each person has a different background to compare new information with. Our knowledge, understanding, and perspective of the world are forever changing, because of new experiences and information. Therefore, learning new information must be taught in a dynamic way in order to accommodate and best suit the students with different experiences and views on life.

Elizabeth Rogers
43. Students will describe personal examples of implementing constructivism HDF 190: FLITE

Outcome Inventory
Learning Contract

29 April 2014

During FLITE, the instructors used the constructivism method most often in order to encourage students to take an active role in their learning. The focus was more on teaching students how to learn rather than what to learn. The content became important once the skills were established on how to receive and interpret information.

! While completing my learning contract, I used some aspects of

constructivism is order to lead a group discussion during a catholic retreat. Knowing that every person was at a different point in their religious journey, I tailored my questions and geared the conversation to meet them where they were at according to their experience. This method helped them better comprehend the themes of discussion, because they had a context for what I tried the themes to. I encouraged them to lead the conversation and take an active role in the discussion while I tried to merely guide it along in a certain direction. This method of constructivism aided in making the themes more applicable to the group members and helped to encourage everyones participation. 46. Student will show knowledge of the Social Change Model of Leadership Development by Astin et al HDF 190:FLITE Hula Hoop and Lava Challenge During FLITE, we were split into three groups, positioned in three different hula hoops, given the 7 Cs on blocks, and presented with the challenge to move each group into each hula hoop and back to the original spot by only using the blocks. First, we discussed our strategy in individual groups but then realized that this had to be a group effort in order to ensure that everyone succeeded. We struggled as a group at times to commit to one strategy and to communicate effectively. Also, a lack of focus by every single person tended to cause us to loose a block, in a sense one of the Cs. Loosing focus, for example, was a way in which we lost our Common purpose. Although we did not ultimately succeed in our task, the experience showed that all 7 Cs are vital in achieving social change. Loosing just one can cause chaos and misunderstanding that leads to a lesser ability to succeed.

Elizabeth Rogers
47. Student will describe personal HDF application of the above 190:FLITE theory (Astin et al)

Outcome Inventory
Working at the Center for Nonviolence and Peace Studies

29 April 2014

This semester, I got a job as a student assistant at the Center for Nonviolence and Peace Studies. When I applied for the job, I had very little understanding of what the Center did or what cause it was trying to promote. Having joined the team for a whole semester now, I can see that we use the social change model in order to promote the cause of nonviolence at home, in the community, and world wide.

! While working at the Center, common purpose, collaboration, and

controversy with civility are the three components of the social change model that I have used the most. In order for me to successfully promote the Centers cause, I had to learn about what the Center does and how it was founded. This understanding helps me now join with my coworkers with a common purpose of promoting peace and nonviolence according to the philosophy of Martin Luther King. Collaboration comes into play when working with others on projects for events. While I was creating a service award, I worked with two other workers to revise and improve the drafts. Although I believed at times that the draft was ready to be finalized, having many sets of eyes to look it over helped to make it even better. Through the use of collaboration, we were able to take everyones individual ideas and create a superior final project. Finally, we use controversy with civility in the way that we handle our differences among opinion. Continuing with the previous example, I may not always agree with the revisions that a coworker believes is best, but I am able to take these revisions into consideration and have an open mind to differing opinions than my own. 48. Students will demonstrate knowledge of the Leadership Identity Development Model by Komives et al HDF 190: FLITE In-Class Powerpoint presentation The Leadership Identity Development Model is a model that views leadership as a life long process that is strengthened over time. Discovering ones leadership potentials and identity does not happen over night, but instead is a continuous process. The five stages of the model are awareness, exploration/engagement, leader identified, leadership differentiated, and generativity & internalization/synthesis.

Elizabeth Rogers
50. Students will demonstrate HDF 190: knowledge of the StrengthsFLITE Development Model by Hulme et al

Outcome Inventory
Strengths introduction presentation

29 April 2014

The Strengths-Development Model encourages the exploration of ones strengths and how a person can work to improve these strengths. This model consists of four categories of exploration: self theories (awareness), other awareness, self management, and collaborative engagement.

! Self theories or awareness is learning more about how a persons

strengths work together with a persons interests in order to form character. Learning strengths will help a person gain a better sense of self awareness and even a better sense off ones purpose in life according to what that person is good at.

! Self management comes into play when a person hones in his or her

strengths and using them for the better good of the community. Knowing that each strength can have its downfalls if not balanced out, self management involves gaining an understanding of using ones strengths appropriately and in a moderate manner.

! Other awareness includes having an understanding of different peoples ! Finally, collaborative engagement is necessary to investigate when

perspectives and lenses and how these views affect our approaches to problems. By exploring these differences, we are able to recognize that different lenses do exist and that they affect our actions in ways that might not be noticeable to us at first. developing strengths, because we can learn about our own strengths by engaging with others of similar and differing strengths. People with the same strengths will most likely respond to crisis or prefer forms of communication that are the same. Recognizing these similarities and differences will help a leader maximize on every persons strengths, whether they be similar or different.

Elizabeth Rogers
51. Student will describe personal HDF 190: application of the above FLITE theory (Hulme et al)

Outcome Inventory
In-Class Strengths Discussion

29 April 2014

During FLITE, we spent a few days exploring our strengths and how these strengths worked with our individual personalities and also with others in the class. First we took the Gallup strength test and became aware of what strengths defined us best. Although I wasnt able to draw the connection between my strengths and values and my personality at first, the more I thought about them, the more I was able to see the way I use these strengths unconsciously on a day to day basis.

! While exploring strengths, it is easy to then think of weaknesses. The

Strengths-Development model encourages the recognition of weakness but not a focus on them. During class, we applied this idea by trying to understand how our strengths could lead to weaknesses if we dont balance them. For example, as an achiever, I know that being too committed to being a perfectionist on every project may make me lose sight of the purpose of a project. As I improve this strength, I must be conscientious of my weaknesses, but not focused on them.

! When recognizing everyones different lenses on life, we discussed how

our backgrounds had formed our strengths. For instance, my parents are very strict and find planning important so I am bound to have discipline as one of my strengths. Understanding these differences in lenses allowed me have a greater appreciation for each persons talents that they had to offer. we had go around the room and ask a list of questions to someone with a similar strength and then later someone with a different strength. It was interesting to see that I could relate most closely to the answer of those with similar strengths. At the same time, someone with one similar strength might have a similar view on one question while a very different view than mine on a different question because their other strengths were coming into play. A homogeneous group will only produce one idea and one way doing things. I found that, although we felt most comfortable separating into groups of people with similar strengths, it is necessary to have a diverse group of people in order to succeed.

! In order to understand collaborative engagement, we did an activity where

Elizabeth Rogers
81. Student will show knowledge of effective leadership as it relates to change agency HDF 190:FLITE

Outcome Inventory
In-Class Powerpoint Presentation

29 April 2014

Following from the social change model of leadership, a change agent is someone, whether in a defined leadership role or not, who focuses on cultivating change. The first step in becoming a change agent is recognizing that everyone is leader right now and it is merely about focusing these leadership qualities on promoting positive change. Recognizes where power comes from is also another important step. Some leadership power is taken through voluntary acts, given through being elected, earned based on talents, and influenced through perception. Once one recognizes the roots of power, he or she must then decide where to use the power he or she has.

! There are some characteristics of a change agent that are helpful to

understand and embody in order to bring about change. A change agent must be willing to take risks and understand that change will not occur overnight. Change is a slow process, so a change agent must be committed and dedicated to bringing about his or her purpose. The ability to be influential is also vital in order o inspire others to act and to believe that change is necessary and possible. Only then will a change agent be able to encourage others to get involved with a cause or movement for change, whatever the change may be.

Elizabeth Rogers
92. Student will show knowledge of at least five decision making methods HDF 190: FLITE

Outcome Inventory
Powerpoint presentation

29 April 2014

Decision making is an important process for leaders as they try to maintain justice while being fair to all. In order to carry out ethical behavior, decisions should be made after going through five steps of the decision making process.

! The first step in decision making is recognizing that there is an ethical

dilemma at hand that needs attention. A person needs to question whether the issue is between two bad things or a good and a bad. Next, a leader needs to obtain the facts in order to make a more informed decision about the topic. An ignorant devision is usually a bad one. Evaluating alternative actions is also important after becoming informed about the issue. There may be a better option than what either side of the issue is offering as a solution. Once all views and alternatives are considered, one must make a decision based on the gained insight and test the effects of the action. Lastly, acting and reflecting on the outcome is important in order to evaluate the effectiveness of the decision and understand where improvements can be made in the future. All five of these steps are used together in order to make a well informed and ethical decision. 93. Student will describe personal HDF 190: examples of having used five FLITE decision making methods Forum Posting As a leader, I feel that it is extremely important to be an ethical person, because so many people are looking up to us as role models. One ethical issue that I am working through now is changing plans with one friend to hang out with another. If I change my plans my friend that I originally had plans with would be upset and disappointed that I did not stay true to the commitment. At the same time, I don't get to see my other friend frequently, and this would be a perfect opportunity to spend time together. When thinking about getting the facts, I considered that either way, one friend will be let down to some degree. I have the option of hanging out with one friend or the other. As an alternative, I could ask them each if they wouldn't mind spending time all together. This might be an issue because of transportation though. After some deliberation, I decided that I am going to stick with my original plans, because I know I personally feel let down when my friends cancel plans with me. I will tell my second friend that I have to stay true to my original commitment and try to plan for a later date. Once I put this plan into action, I will observe the reactions of my two friends. Even though this is a dilemma for me, they will probably be more understanding than I expect. (See evidence for outcome 6.)

Elizabeth Rogers
99. Student will demonstrate knowledge of active listening techniques HDF 190: FLITE

Outcome Inventory
FLITE Spring Retreat 2014

29 April 2014

Active listening is a vital part of being a leader in order to understand the views of those who follow you and to advocate for the greater good of all. The five categories or active listening are encouraging, restating basic ideas, reflecting feelings, clarifying, and summarizing. Just like the 4 Vs mentioned 36, all five pieces of active listening need to be employed in order to effectively listen. Although all pieces are important, I find that I use reflecting feelings in my personal life most often. When I listen to a friend who is upset, I rephrase what he or she is saying in order to understand the feelings for myself and for my friend. Hearing someone else say what one is feeling helps that person see the issue more clearly and gives him or her confidence that the listener truly understands.

100. Student will describe examples of using active listening skills

HDF 190: FLITE

FLITE Spring Retreat 2014

During the spring retreat, it was imperative that I used active listening skills in order to show respect to my teachers, the peer leaders, and my peers. The small group discussions gave me an opportunity to practice hearing what my peers had to say and actively listening to their stories and views that they shared. The paper drops that we wrote one thing that we wanted to comment to a person in our group on were helping in applying this outcome. By writing a meaningful comment to a peer, it showed that I respected the other person for their views and it showed that I was listening with the intention to understand.

Elizabeth Rogers
104. Student will describe examples of giving and accepting feedback. WRT 227

Outcome Inventory
Tennis club

29 April 2014

In my business communications class, we had multiple assignments where we gave peer feedback. After doing this throughout the year, I learned that feedback is important in order to gain a different perspective and to see flaws that I might have missed. I was then able to take these ideas about peer editing assignments and apply them to receiving feedback in a sport.

!I am on the tennis club team at URI and I am by far not the best player on
the team. While this can be frustrating at times to compare myself to other who I are better, I have learned to take feedback as a reflection of my abilities at the point in time and not as a reflection of me as a person. Knowing that others are more advanced players than I am, it is actually beneficial for me to take feedback rather than believe it is criticism of my tennis style.

! One day during a practice, I worked with a teammate who gave me a lot of
feedback on adjustments I needed to make in order to improve my performance. Although it can be difficult to take so much constructive criticism all at once, I could see the results of the adjustments to my swing immediately. Although I need more practice with applying the feedback, I recognize that feedback is important in order to get better. That being said I welcome advice from all my teammates and I hope that they will have the same type of open mind towards feedback that I give them. 114. Student will show knowledge of the stages of group development (Tuckman, Bennis or others) HDF 190: FLITE Cycles of Group Development Handout The five stages of group development are forming, storming, norming, performing, and adjourning. Each stage comes with its successes and its challenges. Forming involves getting to know the group I will be working with and the goal that we are aiming to accomplish. Storming is a difficult stage where the group is not working well together. There might be conflicts with personalities or with ideas about how to reach the goal. These issues can be resolved through judging in a fair manner and mediating conflicts immediately when they occur. Next comes norming when everyone in the group starts to settle into their roles and feels more comfortable with each other. Performing occurs when the group members finally make progress towards reaching their goals. Finally, the last step is adjourning where the task is complete and the group wraps up their task.

Elizabeth Rogers
115. Student will describe personal HDF 190: examples of group FLITE development in use (Tuckman, Bennis or others).

Outcome Inventory
Pasta and Marshmallow Challenge

29 April 2014

In our small groups in FLITE, we completed the marshmallow challenge where we had to create a free standing tower using marshmallows, uncooked, spaghetti, tape, and a piece of string. Once the timer started, our group immediately began formulating ideas for the structure. During this forming stage, we were clarifying our goal and working to understand each persons ideas. Fortunately, we did not have a long storming stage, for we settled on one idea for the towers structure and moved onto the norming stage where everyone was on the same page. As the time wound down, we did relapse to the storming stage a bit as we were pressured to move quickly. Finally, time was up and we completed the task by creating the only free standing structure out of all three groups. During the adjourning stage, we discussed what went well and what parts of the experience could have been improved. (The picture of the tower we created is going to be my piece of evidence.) Sanfords Challenge and Support theory is a model for people to achieve growth throughout different areas of their lives. The main idea is that there needs to be a balance between challenge and support for any growth to occur. Too much support will cause a person to not be able to stand on his or her own. Too much challenge will discourage a person and may only proof to force him or her to quit. The proper amount of support and challenge must also be given when a person is mentally and physically prepared for it.

120. Student will show knowledge of the Challenge and Support theory by Sanford, and its relationship to organizations

HDF 190: FLITE

In-Class Powerpoint and Discussion

! Although this theory of challenge and support results in growth, it does not
automatically mean that there will not be failure and down falls at times. Sometimes these falls are exactly what are needed in order to produce growth. The challenge in these situations is getting back up while the support can come from people who believe in a persons ability to persevere and continue to grow. Support can be simple in the form a friendly remark or a smile that shows a friend or even a stranger that there is happiness and that bad times will pass.

Elizabeth Rogers
121. Student will describe personal HDF 190: examples of using the theory FLITE of Challenge and Support (Sanford)

Outcome Inventory
Interviews for Leadership Roles during Freshman Year

29 April 2014

Throughout my freshman year at URI, I applied for numerous leadership positions and went through countless interviews. Out of all the times I took a risk and challenged myself to come out of my introverted shell, I got only one of the positions I applied and interviewed for. Although each rejection email was difficult to handle at first, I kept hope that something better was out there waiting for me. My friends challenged me to apply for a position even if I was considering it and just a bit unsure. They along with my family supported me through encouragement and interviewing advice beforehand and then better luck next times once I did not get the position I wanted.

! Like the Challenge and Support theory indicates, growth can come from

positive or negative outcomes. In this example of the application of the theory, my result was negative, but I gained quite a bit of practice for interviews. These experiences will help me prepare in the future for positions at URI and for internship or job interviews. While these skills can be taught, I believe that it was necessary to get this practice in order to truly understand how to act and how to prepare when going for an interview. Although the results appear negative, I grew from this experience in an unexpected way.

Elizabeth Rogers
127. Student will describe personal American examples of preparing for and Marketing being interviewed Association (AMA) Conference

Outcome Inventory
Summer Leadership Insititute Leader Interview

29 April 2014

Throughout this year, I applied for numerous positions on campus including SAA, CEL, and the Summer Leadership Interview. After a few interviews at the beginning of the year, I found that I was never prepared enough to answer the questions I was given. During first semester, I went to a day long conference with AMA and I learned the basics of interviewing, writing resumes, and applying for jobs from professional speakers. This experience helped me to improve my interviewing skills. During the spring semester, I took this newly gained knowledge and put it to the test, especially when I interviewed to be a leadership institute peer leader. Before the interview, I made sure I understood the main goals of the program. Having been a participant already, this was easy enough to understand exactly the position I was applying for. Next, I brainstormed questions that I might be asked and rehearsed possible answers to them. I also reviewed the questions that were given to applicants in order to prepare us for the interview. Finally, I dressed formally and tried to stay calm as I went through the interview.

! I feel that this interview was the best one that I have completely to this

point, because I was well prepared and had a full understanding of the position and organization I was applying for. Although I ultimately did not get a position as one of the peer leaders, I found the experience to be extremely rewarding because of the practice it gave me. Having grown a lot this year and interviewed for many positions, I feel that I will be better suited to go through the interview process in the future.

Elizabeth Rogers
135. Student will describe personal HDF 190: examples of building FLITE relationships with members as a leader

Outcome Inventory
Learning Contract: Group leader at Catholic retreat

29 April 2014

Because of my experience with the Newman Club, I decided that being a group leader for the spring retreat would be the perfect way for me to test my understanding of my faith and my leadership skills at the same time. During the three day overnight retreat, I, as one of the five group leaders, facilitated the group discussions with groups of five other students. Discussions followed each of the three speakers' testimonies and the short play.

! Although I was a little apprehensive about being a group leader, the

experience was very rewarding. I was able to apply the relational leadership model along with get a better sense of a leaders role in a discussion based setting. It also gave me an opportunity to assess my knowledge about the discussion topics and give me a sense of my ability to possibly lead a bible study next year.

! What I found most enjoyable about the group work as a peer facilitator

was that I was the designated leader, but I was still able to be part of the discussion just as a everyone else was. ! Being younger than every member in the group was interesting, but this actually made it easier for me to build relationships with the members since they viewed me not only as the facilitator but a friend as well. In order to continue to build these relationships between myself and the members, I made sure post retreat to stay in touch with them. When I see them at Newman meetings, I make sure to say hi and take a genuine interest in their well being. These small interactions, though seemingly insignificant, help to build the relationships with these members and the sense of community within the club. (See evidence for outcome 37.)