LEADERSHIP DEVELOPMENT Outcomes & Evidence Progress Inventory*

MINOR IN LEADERSHIP STUDIES

Center for Student Leadership Development Memorial Union University of Rhode Island
Name: Katelyn St. Ours Date Enrolled: 2012 Date of Graduation: 2016
*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.
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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

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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.
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CORE REQUIREMENTS- 9 Credits

Required Element
Introductory Course 3 credits HDF 190: FLITE
or

Class options

Notes
Only offered in spring for first-year students Offered Fall and Spring for sophomores & juniors Requires 40 hours/credit with a min. of 80 hours & a max. of 120 hours of documented internship experience for graded credit

HDF 290: Modern Leadership Issues Internship 3 credits HDF 417: Leadership Internship
or

Experience through Office of Experiential Learning & Community Engagement

or

Internship Class in Academic Major Capstone 3 credits HDF 412: Historical, Multi-ethnic & Alternative Leadership
or

The only time the major and minor can overlap 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 Taken last spring semester of enrollment (some exceptions)

COM 402: Leadership & Motivation

or

BUS 441: Leadership Skills Development

or

HPR 411/412: Honors Senior Seminar Portfolio 1 credit HDF 492: Leadership Minor Portfolio

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 Leadership Inventory Revised 8/30/2013 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 Self care Self discipline Perseverance Develop and maintain family, interpersonal, and intimate relationships Academic, social, personal goals and objectives

1. Know Yourself
Lead Others
Strengths Weaknesses Values Needs Styles o Learning o Teaching o Personality o Membership o Leadership

PROGRESS

P R O G R E S S

4. Develop and Refine Skills

Leadership theory and practice Communication Group Development Inclusion Citizen Activist Skills Critical Thinking Teaching and Programming

RE-EVALUATE former stages as you progress

P R O G R E S S 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

PROGRESS

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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 use d 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.

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Outcome Category: Self-Leadership 1. Outcome Student will demonstrate autonomy and a minimized need for approval Target class HDF 290 Additional Experiences Buying my own car Descriptive notes regarding learning and practice I have heard the term autonomy used before, but I have never really understood exactly what it meant. During HDF 290, I learned what it meant along with the fact that I have started to demonstrate it throughout my life. Let me first explain what autonomy is. It is the right or condition of selfgovernment. Now let me explain to you why I think that I have started to show signs of autonomy. I have always wanted to Mini Cooper. Ever since I saw the Italian Job, I thought they were the coolest little cars and that one day I would be driving one. But because I was already on my 2nd car in 2 years (because of poor quality, not poor driving) my parents didnt support me getting a new one. I had paid for half of both my other cars, but this time my parents told me that the car I was driving was perfectly sufficient and I was only being greedy. This didnt satisfy me though, so during the summer of 2013 I worked my butt off as a waitress at a sports bar in Newport. I saved and saved my money. I also secretly searched the internet for my dream car. Around the time of July, I had found the perfect one! I went to my dad who knows a lot about cars and showed him the beauty I had found. I got an automatic no, and was told I would never be able to afford it. So I called the dealer and made an appointment to go up and test-drive the car myself. This is a task I had never done before. Because my dad is a mechanic, he either went to check out cars alone or I would tag along to help. But I still scrounged up the nerve and drove an hour to see this dream car of mine. I immediately fell in love. I called my dad mid-test-drive and told him what I was doing and how I was going to buy the car no matter what he said. I think at that point my dad heard the desperation in my voice and he caved just a little. Wrong move on my dads part! After my dad went up to see the car and gave it the approval it was fair game. I bought the car with my own money not 2 weeks later! I feel like this is a perfect example of how I am beginning to do things my own way, and starting to break away of being under my parents governing. For the evidence of this outcome, I am using a picture of my Mini, what I got from not giving up on what I wanted!! See Evidence If you ask almost any student in college what their favorite part of being in college is, it would be the weekends, and the parties. I personally have never
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2.

Student will demonstrate personal, organizational, and

HDF 290

Work

academic examples of selfdiscipline

3.

Student will demonstrate the ability to manage emotions

HDF 290

CMD program

really gotten the chance to experience this. I work at a job where all staff needs to be working on the weekends. This has made it very hard to go out on a Friday night when I need to be in Newport for 8 in the morning the next day. This is a perfect example of my personal and academic self-discipline. HDF 290 has also helped me demonstrate this because I wouldnt have the grade I have in this class right now if it wasnt for my personal and academic self-discipline. With all the work that was given in the beginning of the semester, if I didnt have the self-discipline I do I would not have gotten all the assignments done in time. The evidence I used for this outcome is the grades that I have in this class to show the amount of work we had done in such a short period of time in the beginning of the semester. See evidence Coming into URI, I thought I knew I wanted to be a speech pathologist and that the CMD program is where I was meant to be. But coming up to this past semester I have been uninterested and exploring other ideas as possibilities. I went to my advisor asking him to help out with getting an internship. I went with all kinds of paper work and information I had received from the HSS internship coordinator and I was excited to see if my advisor was going to be happy to see that I had take the initiative. I got the complete opposite reaction. I was told that my GPA was no where near high enough to think about doing an internship and wasting my elective courses on ungraded courses would be stupid of me. I needed to take easy A courses to get my GPA back up to an appropriate place. I have a 3.45 GPA. But according to the CMD program here at URI that is unacceptable, and having additional experience to make sure the major you are in is the correct one is unacceptable as well. To say the least this confused me and made me very mad. But I reached out to some contacts I have personally and will continue to try and find the support I need from an outside source to make sure that the major I am in is right for me. I feel like this situation I have been going through perfectly demonstrates the ability I have to manage my emotions. Because though I feel like I should just quit on CMD all together, I know theres a reason I started and I want to do everything I can to power throu gh and find that reason and love my major. HDF 290 hasnt really helped me out very much class wise with this topic, but Ali as an instructor of this class has, and she has told me to continue to look for that internship and find the things I am looking for no matter what my advisors poor advice was. I used the evidence I have for this outcome because it shows the requirements of my CMD major, and nowhere in it does it suggest the use of an internship, which
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4.

Student will demonstrate knowledge of stress management methods

HDF 290

Work College Experience

5.

Student will demonstrate the ability to manage stress

HDF 290

Work College Experience

personally makes me crazy. Because how do you know if what you are doing is really what you want if you dont get the chance to experience the career in full swing. See evidence Through out my life so far I have encountered many areas of stress. Though my dad has told me multiple times, you havent seen anything yet kid I believe the little bit of stress Ive been through has given me the opportunity to come up with some stress management methods that will help me get through the stresses of now, and the harder times to come. I have HDF 290 as my target class because I used some of these stress management methods to cope with the large amount of work we were given in the beginning of the course. For my day to day stresses, of my stress management methods includes keeping a planner. One of the biggest things I stress about is when I have things planned. And because I have a terrible memory I have to write everything down or I will forget everything. I find that keeping a planner and having a schedule that maps literally everything I have to do for the whole month out not only allows me to see when I have things due or remember tests or work times, but it reduces my stress a whole lot. Another stress management method I use is yoga. I figured this out at the beginning of my sophomore career and its amazing. Just the feeling of relaxation it gives you is an instant stress reliever. Now I am going to share with you my secret weapon of stress relieve: shopping! I dont know if this is something that works for everyone, but for me personally, the instant I buy anything I feel like the Eiffel Tower has been lifted off my shoulders. I could be having the worst day of my life, and I could go and buy a throw pillow, and I would be as happy as a clam just like that! The evidence I used for demonstrating my stress management methods, I provided a picture of my planners calendar with everything mapped out for the whole month, because this is one of the methods I use daily to manage my stresses. See evidence Before selecting HDF 290 as a class, you are first told that it is a very headstrong class and that you need to be prepared for the work so that you will make it through the first few weeks of the course. Students are told this because the instructors dont want to see you do all the work to fall behind and drop out as the class begins to level out. When I was told this before taking the class I was skeptical, but I wanted to be apart of the leadership minor so bad that there was no way of getting around taking HDF 290. And though we had a paper, reflection, or presentation due for each class in the
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first 2 and a half weeks, I not only made it through, but I made it through with good grades and new knowledge. Not only does this class prove that I have the ability to manage stress within schoolwork, I have a work schedule that proves it as well. Not only during the summer do I work about 50 hours a week as a waitress, but I also work about 20 hours every 2 weeks as a pass helper. And though during the school year my hours drop to much less, I still manage both jobs and my schoolwork. One would say that having two jobs during school is easy to pass, but for me, being a CMD major, I cant just get by in my classes. The CMD program here at URI is very demanding and keeping a GPA of a 3.8 is what is recommended to make it into mandatory graduate school. So with that being said, not only do I have to just pass, I have to pass with flying colors. Now at 19 years old if having two jobs while full time at school doesnt prove that I have mastered the ability to manage stress, I dont know what does. See Evidence 6. Student will express a personal code of leadership / membership ethics 7. Student will demonstrate practice of the personal code of ethics 8. Student will express a personal values statement 9. Student will demonstrate practice of the personal values statement 10. Student will demonstrate the ability to lead a project from start to finish (follow-through) 11. Student will describe goals and HDF 290 objective statements regarding personal issues, career issues, and community issues

Finding an internship

One of my biggest goals of this summer is to connect with a source that will be able to aid me in making sure my major is the one for me. Recently I have been questioning my major, and I was searching for some kind of internship or shadowing program where I could just see what my career in the future would be all about. So I went to my advisor and was shot down for an internship position. Though this upset me, I am going to continue to look for other options where I can find the support I need. For example, I have a job as a pass helper for a little boy with special needs. He has many therapists and workers that help him on a day-to-day basis and I have gotten very close
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12. Student will show evidence of goals and objectives that were planned and achieved

HDF 290

The rest of 2nd Semester Sophomore year

with his mother. She mentions his speech therapist often and talks about all the wonderful things she is doing for Trevor. So I recently as her if she knew if his speech pathologist would take me on as a shadow for a day so I could see what she does on a normal day in the office. Because my dream career is working with special needs in a school setting this would be a wonderful opportunity for me. We are in the process of communicating and making plans to have this shadowing experience happen, and I couldnt be more excited. I feel like this describes one of my many goals in my career and how I am beginning to achieve that goal. See evidence Starting at the beginning of 2nd semester, I bought a planner. During first semester, I was forgetting about assignments or losing track of certain things that were going on in my life at the time. But for this semester, I decided I wanted to be more organized and be able to complete my goals and assignments on time. Once I started mapping out each month assignment by assignment, and test by test I became more aware of due dates and was able to get assignments done not only on time but ahead of time. This really helped me out when it came time for HDF 290. With the beginning of the semester being very head strong, and a new assignment being due every class for the first couple of weeks, having my planner to keep me in line was so helpful. When I didnt remember when something was due, or what was due for a certain date, all I had to do was take a quick look at my planner and my answer was there. For my evidence of goals and objectives being planned and achieved, I took a picture of one of the months in my planner showing how all assignments and tests are planned out and shown on a dayto-day basis. See Evidence

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
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inventories, the L.P.I., StrengthsQuest, Type Focus (MBTI), LAMP, and other career inventories, etc.) 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 Outcome Target class 18. Student will show knowledge of the Authority and Bureaucracy theory of leadership Weber 19. Student will describe personal application of the above theory (Weber) 20. Student will show knowledge of HDF 290 the Scientific Management theory of leadership by Taylor Additional Experiences Descriptive notes regarding learning and practice

I learned of the Scientific Management theory in HDF 290 this semester, and here is the description of what this theory is. Scientific Management theory, also known as Taylorism is a leadership theory that was created by Fredrick Winslow Taylor. This theory has four main principals on which it runs by. The first being it replaced working by common sense and in turn used the scientific method to study work and determine the most efficient way to perform a certain task. Second, rather then assigning workers with just any job, they would match workers to a job that fit their capability and then would train the extensively for maximum efficiency. Third, workers performance would be monitored, and supervision and further instruction would be given to make sure that the most efficient way of working was being used. Lastly, the work between managers and workers would be allocated so that the managers could have time to plan and train new workers, and the workers were allowed more time to perform their tasks efficiently. Some major benefits that came along with Taylorism include: A highly efficient production method, improved relationship standards between the employer and the employee, and incentive wage systems caused employees to improve productivity. But along with benefits always comes criticisms and some of
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those criticisms I found about Taylorism are as follows: The management theory can be misused to abuse employees. To prevent that from happening today employees have labor unions. Having an employee only do one specific task day after day takes away an employees initiative and personal opinion. Lastly, workers were treated more as machines than people, and that is a morally unethical way to treat your employees. For my evidence I used the website where I found this information. See evidence 21. Student will describe personal application of the above theory (Taylor) 22. Student will show knowledge of the Management by Objectives theory of leadership by Drucker 23. Student will describe personal application of the above theory (Drucker) 24. Student will show knowledge of HDF 290 Theory X and Theory Y theory of leadership by MacGregor

25. Student will describe personal application of the above theory (MacGregor)

Work

Theory X and Theory Y, which was created by American social psychologist Douglas McGregor. I learned about this leadership theory during HDF 290. Theory X assumes that employees are lazy and unmotivated. They dislike working and avoid responsibility needing them to be directed almost constantly. They need to be controlled and threatened to deliver whats needed, by supervisors that sit over their shoulders constantly. They also need to be enticed to produce results, or no ambition to work will happen. Theory X tends to be very top heavy, needing managers and supervisors for every step of the way. Theory Y assumes a participation style of management that is de-centralized. It also assumes that employees are happy to work, are self-motivated and creative, and enjoy working with a greater responsibility. Workers take responsibility for the goals they are given and need little direction from management. They consider work as a life style and solve work problems imaginatively. This management style tends to be participatory, and is widely applicable. For my evidence of this leadership theory I used the website I researched the topic from. See Evidence I feel like my job is very much like Theory Y of MacGregors leadership theory. I am a waitress at a bar and grille in Newport, and the work environment is very much of the one that is portrayed in the theory y
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workplace. My managers are really around very often, so as workers we get our job done with very little help. All of my coworkers are usually very happy to be at work and see one another during our shifts. Though sometimes we may wish we were doing something other than working, we know that work is part of our lifestyle and to keep our jobs we need to do what is expected of us. I have never seen anyone be threatened to make them do their job, and there is definitely never a manager over our shoulder making sure that every move is made and is made correctly. I feel that over all the staff that I work with at Tickets is almost the perfect example of a Theory Y leadership model. The evidence I used for this outcome is the website I researched this leadership theory from. See evdience 26. Student will show knowledge of the Servant Leadership theory of leadership by Greenleaf 27. Student will describe personal application of the above theory (Greenleaf) 28. Student will show knowledge of the Principle Centered Leadership theory by Covey 29. Student will describe personal application of the above theory (Covey) 30. Student will show knowledge of HDF 290 the 14 Points / TQM theory of leadership by Deming

During the course of HDF 290, William Demings 14 points on Quality Management was one of the leadership theories that was presented to us. Demings 14 points is a set of management practices that helps companies increase their quality and productivity. These 14 points include the following. 1. Create a consistent purpose toward improvement 2. Adopt the new philosophy 3. Cease dependence on inspection to achieve quality 4. End the practice of awarding business on price alone; instead minimize total cost by working with a single supplier 5. Improve constantly and forever every process for planning, production and service 6. Institute training on the job 7. Adopt and institute leadership
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Eliminate fear Break down barriers between staff areas Eliminate slogans, exhortations and targets for the workforce Eliminate numerical quotas for the workforce and numerical goals for management 12. Remove barriers that rob people of pride of workmanship and eliminate the annual rating or merit system 13. Institute a vigorous program of education and self-improvement for everyone 14. Put everybody in the company to work accomplishing the transformation The evidence I used for this leadership theory is the website where I found this information. See Evidence 31. Student will describe personal application of the above theory (Deming) 32. Student will show knowledge of the Visionary Leadership (now often cited as Transformational Leadership) theory by Sashkin 33. Student will describe personal application of the above theory (Sashkin) 34. Student will show knowledge of the Individuals in Organizations leadership theory by Argyris 35. Student will describe personal application of the above theory (Argyris) 36. Students will demonstrate HDF 290 knowledge of the 4 Vs theory of leadership by Grace (Center for Ethical Leadership)

8. 9. 10. 11.

During HDF 290, the 4 Vs Model of Ethical Leadership was one of the theories we learned about. The 4 Vs model was created by Bill Grace and was based on his formal leadership research. This model is made up of 4 Vs: Values, Vision, Voice, and Virtue. Below is the explanation for each one. 1. Values: This is being able to understand and commit to our own
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personal core values. Then being able to integrate those unique values with our choice making on all levels of our lives. 2. Vision: This is being able to frame our actions within a picture of what is ought to be. 3. Voice: This is articulating your vision in an authentic and convincing way that motivates others to act. 4. Virtue: And with this being the last stage, it is being able to foster virtue by practicing virtuous behavior, and trying to strive to do what is right and good. It is also being able to understand that we as people become what we practice. Now along with these 4 Vs come 3 additional elements of this leadership model. Those 3 elements are explained below. 1. Service: This connects vision to values. When our values are tested through service to others, our vision is often revealed. 2. Polis: This is from the Greek root of politics. This stage is all about giving voice to our vision in the context of the public act. This includes engaging in the art of politics. 3. Renewal: This last element is regularly reflecting and considering if our actions are congruent with our values and vision. All of these stages together creates the 4 Vs model of ethical leadership. For my evidence I used the website where I found this information. See Evidence 37. Student will describe personal application of the above theory (Grace) 38. Student will show knowledge of HDF 290 the Situational Leadership theory by Hersey & Blanchard

During HDF 290 we were introduced to the Situational Leadership model. This is a theory that was written by Hersey and Blanchard and consists of 4 styles. The first one is Delegating. During this style, the leader is less involved with decisions and is able to focus on the work and achievements of the group. The responsibilities of the leader during this style consist of goals falling onto the individual rather than the group. This has a low task rate and low relationships. A good example of this could be a lecture hall setting. The next style is Participating. During this style, leaders focus more on relationships. They work closely with the group and share the decisionmaking responsibilities. This has a low task rate but is high in relationships. An example of this would be a professional coach. The third style is selling. During this style, the leader sells material to the group. They make sure the group buys into the task. This is a high task rate and high in building
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relationships. And example of this would be a fortune 500 company. Lastly is the Telling stage. During this style, the leader instructs the group of what to do and how to do it. This has a very high task rate, but it is very low in relationships. An example of this would be the military. For my evidence, I used the website that I found this information. See evidence 39. Student will describe personal application of the above theory (Hersey & Blanchard) 40. Student will show knowledge of HDF 290 the Relational Leadership model by Komives, McMahon & Lucas

During HDF 290 this semester I learned about the Relational Leadership model, here is a description of what this theory is. The relational leadership model was created by Komives, McMahon and Lucas and is described as; using values and talents of each individual in the group, decisions are made for the greater good. The Relational leadership model is made up of 5 stages and under each stage there are three subsections: Knowing, Being, and Doing. Below I am going to map out each stage and its sub-stages individually. 1. Inclusive: -Being sure that everyone is heard and has the equal ability to talk. -Knowing: one must understand the people in their group. Their background, cultures and organizations. -Being: different is good, fairness, conceptualize -Doing: listening, devolving skills, engaging. 2. Empowering: -Inspiring those in the group -Knowing: what the impact of power will be, self esteem. -Being: everyone has something to offer, concern for others is important, and information should be shared willingly. -Doing: Sharing information, learning, encouraging and building capacity of others. 3. Purposeful: -Leader is committed, facilitates collaboration and establishes group mission. -Knowing: Change process and importance of vision. -Being: positive attitude, committed, and hopeful for future outcome. -Doing: Envisioning, creating goals, and finding purpose. 4. Ethical: -Leader has certain values and standards that are considered good in nature/ society.
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-Knowing: Develop values, and ethical decision-making. -Being: Good character, responsible behavior, and a role-model for appropriate actions. -Doing: Reliable, responsible and trustworthy. 5. Process-Oriented: -Leader focuses on group structure, success, and purpose. -Knowing: Senses of community, understands group process, and relational. -Being: Values and process are significant, high quality of effort, and trusting the process. -Doing: Collaboration, learning, constructive criticism, and reflection. All of these stages above work together to make the Relational Leadership Model. For my evidence, I have the website I used to research this leadership model. See evidence 41. Student will describe personal application of the above theory (Komives et al) 42. Student will show knowledge of the concept of constructivism 43. Students will describe personal examples of implementing constructivism 44. Student will demonstrate knowledge of experiential learning in leadership development (Kolb) 45. Student will describe personal application of experiential learning in leadership development (Kolb) 46. Student will show knowledge of the Social Change Model of Leadership Development by Astin et al 47. Student will describe personal application of the above theory
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48.

49. 50.

51. 52.

53.

54. 55. 56.

57. 58.

(Astin et al) Students will demonstrate knowledge of the Leadership Identity Development Model by Komives et al Students will describe personal application of the above theory. (Komives et al) Students will demonstrate knowledge of the StrengthsDevelopment Model by Hulme et al Student will describe personal application of the above theory (Hulme et al) Student will demonstrate knowledge of behavior theories of leadership from Michigan and Ohio State Student will describe personal application of the above theories (Michigan & Ohio State) Student will demonstrate knowledge of Charismatic leadership Student will describe personal application of the above theory Student will demonstrate knowledge of contingency approach to leadership by Fiedler Student will describe personal application of the above theory (Fiedler) Student will demonstrate knowledge of Path-Goal theory by House
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59. Student will describe personal application of the above theory (House) 60. Student will demonstrate knowledge of Leader Member Exchange (LMX) theory 61. Student will describe personal application of the above theory 62. Student will demonstrate knowledge of Leadership Substitutes Theory 63. Student will describe personal application of the above theory 64. Student will demonstrate knowledge of Models of leader emergence 65. Student will describe the impact of traits on leadership emergence and performance 66. Student will demonstrate knowledge of Chaos approach to leadership by Wheatley 67. Student will describe personal application of the above theory (Wheatley)

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Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership 68. 69. Outcome Student will demonstrate how cultural anthropology / paradigms relate to leadership Student will describe personal example of using cultural anthropology / paradigms as a leader Student will demonstrate knowledge of the Cycles of Socialization (Harro) theory and its uses in leadership Students will demonstrate personal application of the Cycles of Socialization (Harro) Student will demonstrate knowledge of the Cycles of Liberation (Harro) theory and its uses in leadership Student will demonstrate personal application of the Cycles of Liberation (Harro) Student will demonstrate knowledge of the Configuration of Power (Franklin) and its relationship to leadership Student will demonstrate personal application of the Configuration of Power (Franklin) Student will demonstrate knowledge of racial identity development via the Cross, Helms or other models Target class Additional Experiences Descriptive notes regarding learning and practice

70.

71.

72.

73. 74.

75.

76.

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77.

78.

79. 80.

81. 82. 83. 84.

85.

86.

(Ferdman & Gallegos; Kim; Horse; Wijeyesinghe etc.) Student will demonstrate personal application of model(s) of racial identity development above Students will demonstrate knowledge of McIntoshs theory of privilege and its relationship to leadership Student will demonstrate personal application of McIntoshs theory Student will describe the differences and similarities of individual and institutional oppression and relationships to leadership Student will show knowledge of effective leadership as it relates to change agency Student will describe personal examples of being a change agent Student will create a personal code of inclusive leadership Student will demonstrate knowledge of the Model of Intercultural Sensitivity by Bennett and its uses in leadership Students will demonstrate personal application of the Model of Intercultural Sensitivity by Bennett Student will demonstrate knowledge of the ally Action Continuum by Griffin & Harro
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87. Student will demonstrate personal application of the Action Continuum by Griffin & Harro

Outcome Category: Critical Thinking Outcome Target class 88. Student will show knowledge of principles of critical thinking (logic is used in this minor) 89. Student will demonstrate proficiency of critical thinking 90. Student will show knowledge of metaphorical analysis to critically analyze self and leadership situations 91. Student will demonstrate proficiency of 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 HDF 290 examples of having used five decision making methods Additional Experiences Descriptive notes regarding learning and practice

Work

At the end of HDF 290, we wrote 2 consulting papers. During these two consulting papers we were to read a case study and then consult them to help get them through their situation. Part of this process included giving them decision-making methods to choose which steps they should take next. Because personally I am a terrible decision maker, (not in that I make bad decisions, but I am terrible at making a decision), writing these papers allowed me to not only come up with new decision-making tactics, but allowed me to present some of my own that I use on a daily basis. Here are 5 that I like and use in my own life. 1. Eenie Meenie Minie Moe: though this is an outrageously childish way to make a decision, I use it more often than I probably should to make small decisions such as which dessert I should eat or which
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shopping mall I should drive to. 2. Asking a friend or family member: I often look to other people for advice on situation that are sometimes more complex. I find that getting advice from people that have more experience than you is usually helpful and can sometimes prevent you from doing something not worth your wile. 3. Make a pro and con list: though I dont use this often, I have used it before and it is very helpful. When trying to decide if something is the right thing for you, marking out the pros and cons of the situation gives them more of a visual view and allows you to reflect on it from that point of view rather than just keeping it all built up in your mind. 4. Flipping a coin: I use this method only for little things, such as who makes the first move during a board game or who wins in an argument. 5. Rock, paper, scissors, shoot: yet another childish form of decision making but very dependable indeed. This can also call the draw between a tie, or who can make the first move during a game. The evidence I used for this outcome is one of my grading rubrics to one of the consulting papers I wrote regarding the grade on where I provided decision-making methods to my client. See evidence 94. Student will show knowledge of at least five problem solving / conflict management methods, as well as understanding the roots of conflicts 95. Student will describe personal examples of having used five problem solving / conflict management methods (if student has been trained in mediation, that information goes here) 96. Student will describe what it means to analyze, criticize, synthesize and utilize information as a leader 97. Student will demonstrate
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knowledge of leadership that is used in crisis 98. Student will describe examples of leadership in crisis situations

Outcome Category: Interpersonal and Organizational Concepts & Skills 99. Outcome Student will demonstrate knowledge of active listening techniques Target class HDF 290 Additional Experiences Descriptive notes regarding learning and practice During HDF 290 I was allowed many opportunities to use listening techniques thought out class. Because of the amount of presentations we gave and guest speakers we had, I was allowed the chance to sit and listen to the different things they had to say. Here are two of my listening techniques I tend to use, and did use through out the semester of HDF 290. Sometimes I like to take notes while listening to presentations, so that way I have documentation of what was being said and I can go back and look at it whenever there is a need to. But my favorite way of listening to someone is just sitting and let everything they say sink in and give it a chance to mull over in my mind. That way I can allow myself to form an opinion or retain the information that was just given to me. See evidence During HDF 290 we were encouraged to write and present many presentations. Some of them partner, some of them individually. And with a class of about 20 students, there was a lot of time spent listening to different subjects and different peoples opinions on those subjects. Also through out HDF 290 we had 3 classes where guest speakers came in to talk about their success as small business owners and their advice and encouragement, along with personal stories of health and how something as simple as a service dog can be so beneficial to one persons life. I feel like the fact that I sat through presentations from classmates and guest speakers and not only heard what they had to say and was able to agreed, or disagreed, or even begin to form my own opinion on topics I never before had any thought on proves that I have techniques of active listening. See Evidence
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100. Student will describe examples of using active listening skills

101. Student will demonstrate knowledge of functions of group communication by Hirokawa 102. Student will describe personal application of functions of group communication (Hirokawa) 103. Student will show knowledge of techniques regarding giving and accepting of feedback

HDF 290

WRT 103

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

HDF 290

During HDF 290 there were many opportunities for us to get feedback on our work from our instructors. We had presentations to give along with papers to write. Some being very brief and superficial, and some getting in-depth. During the beginning of the course, we were given many assignments that were simple but came up back to back and didnt really count as a grade. They were just a chance to get feedback on our presenting and writing skills before we got into the tough stuff. And during this time I was allowed to get really helpful feedback on one subject I really struggle with which is public speaking. As one of my additional experiences I used WRT 103 which is a course I took my freshmen year. Though I got a fair share of feedback, as a class we were allowed to give our fair share of feedback back during peer review. During this time we would pair up and read one anothers papers and give feedback to our peers. This allowed me to not only accept feedback, but how to give feedback as well. During HDF 290 there was one presentation I gave that was the worst ever. Not only had I started the day off terribly, but I had lost my flash cards in the process of leaving my dorm room and making it to the class room. I was so unprepared that I just winged the presentation and it was blatantly obvious I had done so. The grading rubric that I got back was just a reassurance of how terrible I had done. I feel that this experience describes and example of accepting feedback. Also during HDF 290 we performed little skits on acts that were researched during class. During this little assignment, we were to watch each groups presentation and then at the end we had to vote one whose was the best. I feel like this little assignment is an example of me being able to give feedback because I was able to process and evaluate each groups performance and make a decision based on that evaluation. For evidence of this outcome, I provided the grading rubric for the worst presentation of the semester! See evidence

105. Student will demonstrate knowledge of facilitation and debriefing techniques

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106. Student will demonstrate proficiency of facilitation and debriefing techniques 107. Student will demonstrate knowledge of framing and breaking the frame 108. Student will demonstrate proficiency of framing and breaking the frame 109. Student will show knowledge of organizing meetings / setting agendas / and leading meetings 110. Student will describe personal examples of organizing meetings / setting agendas / leading meetings 111. Student will show knowledge of Parliamentary Procedure 112. Student will show knowledge of techniques for working with difficult people 113. Student will describe personal HDF 290 examples of using techniques to work effectively with difficult people

Work

During HDF 290 I might not have worked effectively with difficult people but I sure did learn a lot about myself and why I can effectively work with difficult people outside of school and in my job. I learned that I am a very patient person and that this is the number 1 reason why I can work and deal with difficult people. Patience is a huge technique for working with difficult people and I use it constantly at my job as a waitress and with Trevor. Sometimes as a waitress you get difficult customers where no matter what you do, or what you say you are in the wrong and because you are in the service industry you just need to smile and give the customer what they want. This requires a lot of patience from my part. Also with Trevor, he can have bad days where no matter what you say to him he wont listen. And as his helper, I cant yell at him because for all I know he didnt understand what was asked of him. So I need to use my patience and find another way of explaining to him what I asked, or just simply asking him to do the task again and again until he reacts. For evidence of this outcome I used a website I found that shows a job description of what you need to have to be a waitress. And patience is one of them.
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114. Student will show knowledge of the stages of group development (Tuckman, Bennis or others)

HDF 290

115. Student will describe personal examples of group development in use (Tuckman, Bennis or others).

HDF 290

See evidence During HDF 290, The Group Development Theory was one of the theories we learned about in class. Bruce Tuckman created this theory, and the first 4 stages were presented in 1965. The first of these four stages is Forming. This is the initial stage of a group. No one within the group is familiar with one another, which caused mistrust and a lack of mission. Because there is unfamiliarity between group members, the group is highly dependent on the leader for direction. The next stage of this theory is Storming. This theory is usually pretty tricky and a lot of groups dont make it past this stage. During this stage of development, there is competition and power struggles between group members. There is also either very high participation, or very low participation within the group. If a group makes it past the storming stage, the move onto the Norming stage. During this stage of development, members start to agree on necessary roles and relationships and trust are being built. Members start to express opinions that are reinforced by the leader and other members of the group. The last stage that was created in 1965 is the Performing stage. This stage includes everyone knowing what to do and working interdependently within the group. A unique identity of the group is being formed and little help from the leader is needed during this stage. In 1977, a fifth stage was added. This stage is known as the Adjourning stage and is a vital piece of group development. This stage is called the break -up stage and it is sometimes planned and other times it is unplanned. This is when the group becomes no longer either because the project that was being worked on has finished or some other circumstance has created the group from no longer working. For my evidence, I used the website I researched this leadership theory. On that evidence page you will find the APA citation for that website. See Evidence As I explained above, HDF 290 is where I learned this leadership theory. It is also where I got first hand experience on how this theory is actually applied. During the first couple of classes we had, my peers and I were kind of unfamiliar with each other. Yes there were familiar faces but I really couldnt call many of them acquaintances let alone my friends. There was very little participation and we mostly looked to Ali, Michelle, and Emily for support and guidance. But then came our retreat. During this time our group was kind of forced to get to know one another and share our opinions with one another about different topics. I feel like our HDF 290 class went from the Forming stage to the Storming stage quite quickly. But I feel that we went from the
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Storming stage to the Norming stage even quicker. During our retreat there were times in the beginning where there still was very few participation. And then during opinion time, some were competing for heir voice to be heard and at time to high of participation was happening. This was the storming part of our group development. But I feel like once we got to know one another, trusts and friendships were built making it through the norming stage successfully. I feel like for our HDF 290 class, the Norming and Performing stages of this theory went hand in hand. While working in groups with little help from our leaders, we learned more and more about our peers and became closer as a class. But now, as the semester comes to an end, our group is coming to an end as well. And though some of us will be back together in another leadership class in the fall, our group as it is right now in HDF 290 is over and that is just how the group development theory is described. For my evidence of this personal use of the group development theory, I used the website from where I researched the theory along with the start and date of HDF 290, showing the time line where this theory started with Forming and ended with Adjourning. See Evidence (2 EVIDENCES) 116. Student will show knowledge of group dynamics and group roles 117. Student will describe personal examples of group dynamics and group roles 118. Student will show knowledge of effective memberships skills in groups 119. Student will describe personal examples of membership skills in use 120. Student will show knowledge of the Challenge and Support theory by Sanford, and its relationship to organizations 121. Student will describe personal examples of using the theory of Challenge and Support (Sanford) 122. Student will show knowledge of

HDF 290

During HDF 290 we did our fair share of public speaking. Though most of
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the construction / elements of informative and persuasive speeches

123. Student will demonstrate proficiency in informative and persuasive public speaking

HDF 290

124. Student will show knowledge of planning and conducting interviews (as the interviewer)

HDF 290

125. Student will describe personal

HDF 290

those presentations were informative, it gave me the knowledge of what is needed in a speech for it to be effective. When I started this semester off, I was not a very good public speaker. I have never been comfortable in front of a group of people never mind speaking in front of one. But I feel that now that I have learned the elements that go into a speech and how to appropriately write and give one, I have the confidence I need to go up in front of the room and give a speech that is clear and informative to my audience. For evidence of the knowledge I know how to construct an informative speech, I provided one of the grading rubrics that was used for a speech I wrote. I used this rubric to write and construct the elements I put into my speech and I feel that by following it I not only learned how to write a well written speech, but I did write a well written speech. See evidence As I said before, during HDF 290 we gave many informative speeches. And during the beginning of my semester I was not confident in giving a speech to the class on anything, never mind on a topic I had to research and teach myself first. But over the course of the semester I learned how to do this efficiently and one of the last presentations I gave I feel was the best I had given yet. It was on my manager and how he runs his business. I sat down to interview him and then wrote an outline fulfilling all of the required elements. I practiced multiple times and when it came time for me to give my speech I was confident and did very well. To prove this, as evidence I provided the grading rubric I received after my presentation was given. See evidence During HDF 290 on of our assignments was to interview a small business owner and then give a presentation on how the lead and the success of their business. We were given a rubric with topics we were to touch upon during the interview and we were given a deadline. I set up an appointment with my manager a couple weeks ahead of time, because I know hes a busy guy and I didnt want to potentially not have time to meet with him if I waiting until a later time. When it came time for me to interview him, I sat with him at a booth in the restaurant and I asked him questions and then typed out his responses to me on a blank word document. After our interview I thanked him and I went home to write his interview into my presentation. I feel like this assignment gave me the starting knowledge of how to professionally conduct an interview with someone. As evidence of this outcome I used the worddocument in which I jotted down notes during our interview. As stated above for HDF 290 we were instructed to conduct an interview with
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examples of planning and conducting interviews (as the interviewer)

a small business owner and write a presentation for it to share their successes and leadership styles with the class. For my interview, I interviewed my manager. After our interview I went back home and wrote my presentation and practiced many times. Though my presentation was very good I dont think I can give that credit to my presenting skills, but rather give the credit to the good job I did on conducting the interview. Of course we had a guide line of topics to ask questions about, but overall if I had failed to conduct a good interview, I would of gotten a worse grade on my presentation. For evidence of this outcome, I provided my grading rubric for this presentation along with the document on which I wrote out the notes during our interview. See evidence

126. Student will show knowledge of preparing for and effective answers in interviews (as the interviewee) 127. Student will describe personal examples of preparing for and being interviewed 128. Student will show knowledge of effective collaboration / coalition building 129. Student will describe personal examples of working in collaboratives/coalitions 130. Student will show knowledge of Intercultural communication considerations 131. Student will demonstrate proficiency in intercultural communication 132. Student will describe ways to maintain accountability in leadership / member relationships 133. Student will describe personal examples related to maintaining accountability as a leader
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134. Student will describe ways to build relationships between leaders and members 135. Student will describe personal examples of building relationships with members as a leader 136. Student will describe how credibility applies to leadership, as well as the characteristics and skills of a credible leader 137. Student will describe personal examples of building, maintaining, and repairing his/her own credibility as a leader 138. Student will describe ethical standards in influence 139. Student will describe influence applies to leadership 140. Student will describe principles of effective mentoring, as well as problems particular to the mentoring relationship 141. Student will describe personal examples of mentoring and being mentored Being a pass helper As my job as a pass helper, I work with Trevor one on one to make sure he learns the skills he needs to become apart of his community. And even though my job title isnt mentor I still believe I am mentoring this little boy in places he needs help growing in. For example, he has poor social development. When he sees a group of children his age, he doesnt exactly know how to play along with them rather then just make a crash landing into whatever it is they are doing. When I work with Trevor and I see this happening, I talk to him before he approaches the group of children. I tell him that when he plays with his friends he needs to learn to share and to take turns. And that he needs to understand he isnt the only person that matters in a group situation like this. Usually he takes my advice for a few minutes and then forgets everything that I said, but for those few minutes he is allowed to play with his friends like a normal 7 year old by without them
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excluding him from their group for being different. And if each time this happens I can allow him an extra 30 seconds of playing time, then my mentoring of this little boy isnt being wasted. For evidence of this outcome I provided a time sheet for my job as a pass helper. See evidence 142. Student will describe principles of effective peer leadership, as well as problems particular to peer leadership 143. Student will describe personal examples 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. Student will describe personal application of organizational analysis using the four frames of organizations (Bolman and Deal)

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