Leadership Inventory 2022-3

LEADERSHIP
DEVELOPMENT
Progress Inventory*
MINOR IN LEADERSHIP STUDIES
Center for Student Leadership Development
Memorial Union
University of Rhode Island
Name: Tyrai Jones

Date Enrolled: Spring 2018
Date of Graduation: May 2022
*The Outcomes & Evidence Progress Inventory is the intellectual property of the Center for Student Leadership Development (CSLD)
at the University of Rhode Island and cannot be reproduced in part, or in its entirety, without the written permission of the acting
Assistant Director of the CSLD.
1
Outcome Category: Self-Leadership
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
1. Student will demonstrate
autonomy and a minimized
need for approval
personal, organizational,
and academic examples of
self-discipline
3. Student will demonstrate As you get older extracurriculars and work also become more
the ability to manage COVID difficult to keep up with as well. COVID also cancelled and set back
emotions many of the plans that I had for the year.
I’m the type of person who likes to have control and know what the
next steps are going to be before they happen, but it was like I was
losing all sense of control and motivation with everything that was
going on due to the pandemic. With that, I started to feel
overwhelmed, anxious, nervous, and scared because I wasn’t sure as
to what was going on or what to do as a result of everything changing
so quickly. I had plans such as an internship through the Prepare RI
program, new ideas for my organizations BOND & Theta Chi and
more but all of that had to change because of COVID limiting so
many things and opportunities now that I am close to graduation
when I think back now.
As a result of all of these changes, my emotions started to run high.I

started to become sad and scared of the future because I didn’t have
as much control or ability to carry out the plans that I had for both the
semester and the year. I also started to become less motivated and
more mentally drained because of the difficulty to balance everything
such as my academics, involvement, and work. It even reached the
point where I had a mental breakdown because I didn’t think I would
be able to manage or balance everything that I needed to.
It was at that point that I realized that something needs to happen in

order to suppress all of the emotions that were going through my
2
head. I first started by talking about how I’ve been feeling and what
I’ve been going through. Usually, I try to keep my feelings and
thoughts in because I don’t want to feel like a burden which causes
these emotions to start consuming me till I eventually explode.
Talking with my close friends about what’s been going on made me
feel better in the sense that it allowed me to express my emotions and
get advice as to what I should do. These served as starting steps to
getting back on the path that I was working towards. They also
assured me that I was doing well, and can’t focus on or try to control
things that I don’t have control over. Since that day, I started to try to
be in control of everything and focus more on the present rather than
so much in the future or past. I’ve been able to manage my feelings
and emotions more as a result of being able to talk to people I trust
and not focusing on so much at once. I also started to practice more
self-care and taking time to myself to give myself time to recharge
and relax rather than trying to do so much all the time.
4. Student will demonstrate personal As college students we are always undergoing points in our lives
knowledge of stress research where we have so much stress placed on our shoulders from trying to
management methods balance our academic life, social life, and personal life. It may seem
like so much to handle, but being mindful that being able to create
balance and maintaining everything can make it so much easier.
Some of the stress management methods that can help to create that
balance are time management, organization, staying positive, and
spending time with friends. Out of the four of these stress
management methods, the most important one would have to be time
management. Having the capability to plan everything and taking
advantage of time will help to lower stress levels. Placing time for
work, school, and also time to relax will help people to feel less
stressed and less overwhelmed. Next, there’s organization. Being able
to stay organized with everything will make it feel as though things
are less hectic because it allows us to know where everything is,
when everything is, and when important things need to get done.
After organization there’s staying positive. As individuals we tend to
focus more on the negative sides of things which makes us more
3
paranoid and stresses us out even more. Staying positive and being
optimistic calms us down and relaxes us which as a result lowers
stress levels. Lastly, there’s spending time with friends. This is very
important in a general sense because there are times we just need to
get away from work and school, and relax and have fun. Going out
with friends and just spending time with people we care about helps
to keep us happy and escape from our challenges just for a little bit.
We always need time to relax and just be ourselves. I learned some
ways to manage it such as using medication, using service animals
and several behavioral therapies. I learned effective cognitive
techniques such as focusing on the important things, and staying
positive. One of the biggest things that I learned was how to
effectively relax by using yoga or exercise.
Stress Management Tips for Students. (2016, January 21). Retrieved

December 8, 2021, from
https://psychcentral.com/blog/stress-management-tips-for-students/
See evidence #1
5. Student will demonstrate ECN 328 Stress is something that creates doubt in my mind and makes me
the ability to manage stress hesitant on many decisions. In my opinion, stress is something that I
am constantly in a battle with and is always on my shoulder.
Overtime, I have learned how to manage my stress and have come up
with different methods in order to help me get there as well as gotten
some pieces of advice. The first step for me was to first be aware of
where my stress was coming from, then I came up with ways to lower
it or get rid of it completely. For academics, I gained a better
knowledge of structure and time management. Time management is
something that has helped me greatly with stress because it has
allowed me to take more advantage of time, especially free time. Free
Time I have between getting home from classes before going to
work. I get some assignments done so I don’t have to worry about
them later. I usually get the easier assignments done in that time
period since they don't take as much time as the harder assignments.
When I find myself with free time and nothing to do, I sometimes
push myself to do homework so I have less on my plate. I also like to
plan out my day where I put aside time to relax and time to do work
4
which has been very beneficial. Along with time management, I’ve
also become more organized. Setting check lists of the assignments I
have to do and their do dates along with marking when exams and
projects are coming up has helped me out a lot. With methods I’ve
been ahead in many of my classes and have realized I’ve been less
stressed and more relaxed. This benefitted me the most in ECN 328
as this one of my challenging courses so far this year.
For my personal life, I’ve just been able to manage my stress by

doing less but working harder. I was told at the beginning of my
freshman year of college that it’s better to be part of a few clubs and
work harder in them instead of trying to balance too many clubs. I’ve
stuck to two clubs and have limited the amount of things that I do and
have been more committed to them. I now know when something
would be too much instead of trying to fit everything in which has
helped to lower the stress that I used to have trying to be involved in
everything.
see evidence #2
6. Student will express a
personal code of leadership
/ membership ethics
practice of the personal
code of ethics
8. Student will express a HDF 190 Leadership retreat During the HDF leadership retreat in our FLITE groups each
personal values statement individual in the group including me talked about our top 5 values. I
(Sources = VIA, values talked about my 5 values: fairness, honesty, teamwork,humility, and
clarification exercises, etc.) leadership and how each of them played a role in my life. Fairness is
treating all people the same according to notions of fairness and
justice. Honesty speaking the truth but more broadly presenting
oneself in a genuine way and acting in a sincere way. Teamwork
working well as a member of a group or team. Humility lets one
accomplishment speak for themselves. Leadership encourages a
group of which one is a member to get things done. I would use my
values into action first with fairness by not letting my own feelings
be biased decisions about others. I would put honesty into action by
5
taking responsibility for one's feelings and actions. I would use
teamwork by being loyal to the group doing one share. I use humility
as not regarding oneself as more special than one is. Leadership I
would organize group activities and see that they happen.
https://www.viacharacter.org/survey/surveys/finished
SEE EVIDENCE #1
9. Student will demonstrate HDF 190 B.O.N.D I work well and am loyal as a member of B.O.N.D (teamwork). I
practice of the personal sacrifice my time to go to a community service event with my
values statement brothers. For example this past MLK day we served lunch in the East
Providence community at the Cape Verdean Center. That day my
brothers and I working as a team made over 300 lunches and did our
job well. This experience was a time I was able to put my values into
use. Me helping with making the sandwiches with my brothers put
my teamwork into play because we were all working to make as
many sandwiches as possible. I was a fair person with sharing stuff
they needed or giving a hand when needed so if somebody needed
more peanut butter and if I had it I would share some with them
(fairness).
SEE EVIDENCE #2
10 Student will demonstrate
. the ability to lead a project
from start to finish
(follow-through)
11 Student will describe goals HDF 190 B.O.N.D A personal issue is I wanna grow as a person that gives back to the
. and objective statements community and mentors younger kids to be a guidance in their life. I
regarding personal issues, am in B.O.N.D which serves to empower inner communities that
career issues, and have community issues to give back to urban neighborhoods we was
community issues raised in. A career issue is improving my networking among people
that are in similar work fields as me and people who are in the work
field I want to be in to have a higher chance of getting into this field
and gaining more knowledge from people I know.
SEE EVIDENCE #3
6
12 Student will show evidence HDF 190 B.O.N.D I really did not have a goal for myself in the first semester except for
. of goals and objectives that making sure I got into B.O.N.D, so I made sure I did everything I had
were planned and achieved to do to get in. I showed a lot of commitment and sacrifice
throughout the process which I believe is why I am in now. I showed
commitment by learning the brother values and being able to say
them out loud when asked to say them. I did all the tasks needed the
entire semester of the process which showed sacrifice because I
sacrificed a whole semester of time going to sunday meetings,
attending events which were on school days and I had to manage my
school work and doing these types of stuff.
SEE EVIDENCE #4
13 Student will show
. knowledge of the
“Hierarchy of Needs”
theory by Maslow
. application of Maslow’s
theory to own life
. knowledge of the theory of
Superleadership by Manz &
Sims
. application of Manz & Sims
theory to own life
17 Student will describe HDF 190 Leadership In HDF 190, we completed Gallup’s strengthsfinder inventory
. StrengthsQuest Signature assessment. According to the test results my top five strengths are
Themes, shadow side of B.O.N.D Restorative, Competition, Consistency, Focus, and Command. I use
Strengths and/or Restorative when my group had a few issues with coming to an
weaknesses, and examples agreement, but I managed to help my group come with a resolution;
of application (Source = Competition for me academically and physically going against others
Gallup) throughout my life ;Consistency by staying on track by getting
necessary things done in life;Focus by staying on the path to my
goals and do not get side tracked ;Command sometimes making
actions in order to make things effectively positive. If I have trouble
7
in a class like struggling wise I go to office hours to my professor and
seek help to find ways to solve my problem of struggling in the
course (restorative). I stay updated with doing my work ahead of time
which makes my college life easier to have time to study to keep
being ahead (consistency & focus). I started going to the library
doing my work instead of doing it in my room, which I often get
distracted by, but it was for the better that my work ethic improved
(command).
SEE EVIDENCE #5
18 Student will describe

. personal leadership style
and/or personality style
including strengths and
weaknesses and examples
of application (Sources =
Leadership style
inventories, the L.P.I., Type
Focus (MBTI), LAMP,
DISC, and other career
inventories, etc.)
Outcome Category: Leadership Theories
. knowledge of the
“Authority and
Bureaucracy” theory of
leadership Weber
. personal application of the
above theory (Weber)
. knowledge of the
8
“Scientific Management”
theory of leadership by
Taylor
above theory (Taylor)
. knowledge of the
“Management by
Objectives” theory of
leadership by Drucker
above theory (Drucker)
25 Student will show hdf 412 theory x and theory y The Theory X and Theory Y theory of leadership by MacGregor
. knowledge of “Theory X slide states that there ae two fundamental ways to manage and motivate
and Theory Y” theory of others as a leader. Leaders are either of Theory X or Theory Y.
leadership by MacGregor Theory X matches the leadership style of a manager who
micromanages the people who work under them and feel the need to
be overbearing in nature. Their management directs employee’s
efforts and modifies their behaviors to fit the organization. This stems
from the assumption a manager makes that their people dislike work,
being assigned tasks, and that they lack ambition. They use tactics
like threats, punishments and consequences to reinforce their
expectations. Typically, these types of managers see worse results
because of the environment they create. However, in an authoritarian
leadership style where goals are specific too efficiency and
effectiveness, Theory X has proven its worth. Theory Y leans in the
opposite direction, where managers are optimistic in practice and
keep a positive outlook. The environment which these managers pave
the way for allows creativity, freedom in work, and takes an interest
in learning in development. Efforts put towards work come as natural
as play for these cohorts. Managers in Theory Y add personal gain
and incentive, and are better suited for creative brainstorming and
problem solving.
See evidence #3
9
Value Based Management.net. (2010). Theory X theory Y McGregor.
Retrieved from
http://www.valuebasedmanagement.net/methods_mcgregor_theory_X
_Y.html
above theory (MacGregor)
27 Student will show HDF 190 The “Servant Leadership Model” by Robert Greenleaf is the
. knowledge of the “Servant center for Servant Leadership. According to Greenleaf ,
Leadership” theory of servant leadership is serving with a purpose so basically to a
leadership by Greenleaf great cause where those that are served grow and give service
back that was once given to them. A servant-leader focuses
primarily on the growth and well-being of people and the
communities to which they belong. The servant-leader shares
power, puts the needs of others first to help people grow and
perform as highly as possible. The goal of servant leadership
is to help everybody grow and serve back to others that was
once in their position to create a better future where there are
more caring institutions and people that are leaders in the
community. Servant-Leadership characteristics often occur
naturally within many individuals; and like many natural
tendencies, they can be enhanced through learning and
practice (pg.32).
SEE EVIDENCE #6
above theory (Greenleaf)
. knowledge of the “Principle
Centered Leadership”
theory by Covey
above theory (Covey)
10
. knowledge of the “14
Points / TQM” theory of
leadership by Deming
above theory (Deming)
. knowledge of the
“Visionary Leadership”
(now often cited as
“Transformational
Leadership”) theory by
Sashkin
above theory (Sashkin)
. knowledge of the
“Individuals in
Organizations” leadership
theory by Argyris
above theory (Argyris)
37 Students will demonstrate HDF 190 The 4 V’s model of ethical leadership by Dr.Bill Grace consist of
. knowledge of the “4 V’s” four components: values,vision,voice,virtue. The 4 v’s is a framework
theory of leadership by that aligns the internal beliefs and values with external behaviors and
Grace (Center for Ethical actions for the purpose of advancing the common good. Values are
Leadership) discovered by taking a VIA test which is a core of our identities that
integrates with our choices of our personal and civic lives. Vision
frames out actions particularly in service to others, within a real
picture of what ought to be. Voice is showing our vision to others that
motivates them to action and to make your vision come true. Virtue is
understanding that you become what you practice so we all strive to
become a leader so in order to become one we have to practice
11
virtuous behavior using our values and strengths to help build us into
this character of virtue. (pg 20)
SEE EVIDENCE #7
above theory (Grace)
. knowledge of the
“Situational Leadership”
theory by Hersey &
Blanchard
above theory (Hersey &
Blanchard)
41 Student will show HDF 190 The Relational Model displays how relational leadership may
. knowledge of the be used in people’s everyday life. Relational leadership can be
“Relational Leadership” defined in various ways, but in my words it often refers to a model or
model by Komives, perspective on leadership that focuses on the idea that leadership
McMahon & Lucaands effectiveness has to do with the ability of the leader to create positive
relationships within the organization or group. A mixed variety of
talents in a group working together attempting to accomplish a
change or difference in something good. A good example would be
my Flite group and me on our group project. We all have different
skills that we are clashing together because we are all working
toward something as a group and individually. Relationships are the
key to leadership effectiveness and we are all leaders within
ourselves. Relational leadership involves a focus of five primary
components (inclusive, empowering, purposeful, ethical,
process-oriented). Inclusive is including everybody no matter if
they're different and a good example would be a school that has
students of all races and backgrounds. Empowering is the process of
becoming stronger and more confident and an example would be
your experiences which specifically was not a good one, but you
looking back at it is something you grow and learn from. Purposeful
12
is having or showing determination to achieve a specific aim and an
example would be MLK historic speech I Have A Dream. Ethics are
moral principles that include honesty, equality, respect for rights,
integrity and adherence to the law. Process-oriented is how a group
acts as a group , staying a group, and accomplishing the group’s
purpose. Each term is put into three categories to show you how
would is used and its effectiveness in a group. The three categories
are Knowing (knowledge/understanding of...), Being (Belief that...),
Doing (skills in....). The knowing is what you know for example what
you know of inclusive,empowering,etc and how it can be used in
your group. The Being is actually acting in that matter with your
actions that you strongly believe in. The Doing is actually performing
this among your group learning and building up closer to the group
purpose goal.
SEE EVIDENCE #8
42 Student will describe ECN 201 ECN 201 Group Project A perfect example of the Relational Leadership Model being put to
. personal application of the use is in my ECN 201 class this semester. In this class, we were
above theory (Komives et assigned a group project on the first day of class that was to be
al) presented at the end of the semester. All 12 group members including
me knew little about each other heading into this project. Everyone
had a part so nobody was not left out and we communicated a lot in
our group chat where we started knowing each other's names. We all
met a few times in the library together so we all updated each other
with our work progress in our project. If everybody could not make it
to the meeting we would not meet because we wanted everybody to
be involved and up to date. It was a semester-long project that had
different areas of our topic, so it was needed that all members
contribute to complete different parts of the project ahead of time ,
so that it will be top notch. If we had waited to do this at a later time
it would not be as good as it was. We all had a purpose to complete
the project to our best ability so we can get a good grade and do well
in this class The purpose of the project was to learn and teach about
something happening today in the economy today to the rest of the
class about how it making a new stadium for the city baseball team
can influence the community, and we showed this through a research
information about urban communities and the role sports plays. We
13
Made sure that we were all doing our part to achieve our common
goal. We used Ethics in our project due to the fact that nobody in our
group picked up more slack than anyone else. Everyone kept their
morals/values in mind to make sure that everyone in the group was
happy and had an equal amount of task work , so it was fair.
Empowering was a huge part of our project. It was important for
everybody to keep each other in check and motivated to make sure
we stay on track and don’t fall behind. I feel after this long project
throughout the semester we definitely incorporated the Relational
Leadership Model to its full extent which led to a successful outcome
of our ECN 201 project.
SEE EVIDENCE #9
43 Student will show HDF 412 With a new understanding of constructivism, it’s a concept that is
. knowledge of the concept prevalent in almost everyone’s lives regardless of it being in
of constructivism academics, service, or just personal life. It’s to express the sense of
learning and sometimes teaching. Constructivism is a theory that
highlights the way that people learn whether it being from
experiences, beliefs, or knowledge that we have. This theory is
something of great value to us, especially as leaders, because it aids
in our comprehension of the world and what’s going on around us.
In regards to constructivism, there’s the constructivist view of

learning which is shown through different practices but ones that are
more hands-on and active, such as experiments or real-world
examples. This is beneficial because it allows those who are learning
to think more and work outside the box to get to the point that they
need to. They are using the current knowledge that they have on the
issue or event while also gaining new knowledge that will then be
reflected and discussed upon. Being able to also address how and
why one is doing what they are doing is very crucial to the concept of
constructivism because it really shows how when it comes to
individuals with different experiences, beliefs, and knowledge they
tend to act different as they see the world different in some areas. It
also helps to formulate the idea that the views and understanding of
14
the world is also constantly changing through these new experiences
and this new way of learning.
What is Constructivism? (n.d.). Retrieved December 10, 2021, from

https://www.thirteen.org/edonline/concept2class/constructivism/
44 Students will describe

. personal examples of
implementing
constructivism
. knowledge of the
Experiential Learning
Model (Kolb)
Experiential Learning
Model (Kolb)
47 Student will show hdf 412 In HDF 412, we were re- introduced to the “Social change model of
. knowledge of the “Social leadership”. Social change means the act of getting involved or
Change Model of establishing things that create a change or a solution to a problem out
Leadership Development” in society. It’s more about moving away from those in the moments
by Astin et al events or activities and working towards those that have a larger and
longer impact. In the social change model of leadership there is a
portion called “the Seven C’s for change” which are consciousness of
self, congruence, commitment, collaboration, common purpose,
controversy with civility, and citizenship. These seven C’s are broken
up into three groups known as individual values, group values, and
society & community values.Individual values consists of
consciousness of self, congruence, and commitment. Group values
consists of collaboration, common purpose, and controversy with
civility. Society/ community values includes just citizenship.
15
First, There are the individual values which starts with consciousness
of self which are having knowledge of what one believes in and
values as well as their attitudes and emotions regarding a situation.
This specific value takes a part in practice towards communication
(COM 100) because it also relates to the idea of mindfulness. There’s
also congruence which where one’s actions should match their beliefs
and values and commitment which is consistent involvement, time,
and passion towards people or an issue. Next, there’s the group
values which starts with collaboration which is working alongside or
with other individuals or groups that have the same goal or vision.
There’s also common purpose which is individuals or groups having
a similar goal, value, or vision, and controversy with civility which is
noticing that disagreements and conflict will arise and taking away
perspective from it. Lastly, there’s the society/community values
which includes just citizenship. Citizenship is just various people,
groups, and organization coming together to play different role in a
bigger picture.
Komives, S. R., Lucas, N., & McMahon, T. R. (1998). Exploring

leadership: For college students who want to make a difference. San
Francisco: Jossey-Bass Publishers.

above theory (Astin et al)
49 Students will demonstrate Personal The Leadership Identity Development Model created by Susan
. knowledge of the research Komives is a model that is geared towards displaying the changes
“Leadership Identity that individuals undergo as their leadership identities change over
Development Model” by time. The model is presents process by which leaders are seen to
Komives et al develop. There are six key stages within this model and these stages
are awareness, exploration/engagement, leader identified, leadership
differentiated, generatively, and integration/synthesis.
Awareness is known as the first stage and this is where individuals

are aware that there are leaders out there. In this stage, they define or
relate the concept of being a leader to people such as a president, a
16
teacher, a mother. They don’t consider themselves leaders to be a
leader. Exploration/ engagement is the next stage. This is a stage
where individuals learn to interact with others and take on group
experiences to make friends. Development of group skills are
generally starting to develop in this stage. Following is leader
identified, and this is the stage where individuals see a leader as
someone who is in power or has power. They think of leadership as a
hierarchy. Leader differentiated is the next stage. Leadership
differentiated is the idea that leadership is a concept that is shared
within a group and the group process and is non-positional.
Generativity is known to be the fifth stage, and in this stage
individuals are passionate and motivated to help others develop their
leadership skills and their sense of leadership. They are also
committed to influences and making the change that they group is
striving for. Lastly, there’s integration/synthesis. In this stage,
individuals move away from the idea of a leader being someone who
holds a specific role or has power. They move towards the idea that
everyone expresses a sense of leadership and that can be different and
look different among each person. It highlights the idea that everyone
has a unique and different leadership style.
Longerbeam, S. D., Komives, S. R., Mainella, F., Osteen, L., & Owen,
J. E. (2020, May 19). Leadership Identity Development: Challenges
in Applying a Developmental Model.
Retrieved December 10, 2021, from

https://journalofleadershiped.org/
jole_articles/leadership-identity-development-challenges-in-applying
-a- developmental-model/
see evidence #4
50 Students will describe
above theory. (Komives et
al)
51 Students will demonstrate
. knowledge of the
17
Strengths-Development
Model by Hulme et al
above theory (Hulme et al)
. knowledge of behavior
theories of leadership from
Michigan and Ohio State
above theories (Michigan &
Ohio State)
. knowledge of Charismatic
leadership
above theory
. knowledge of contingency
approach to leadership by
Fiedler
above theory (Fiedler)
. knowledge of Path-Goal
theory by House
above theory (House)
. knowledge of Leader
Member Exchange (LMX)
theory by Dansereau, Graen
18
& Haga; Graen &
Cashman; Graen
above theory (Dansereau,
Graen & Haga; Graen &
Cashman; Graen)
. knowledge of Leadership
Substitutes Theory
above theory
. knowledge of Models of
leader emergence
66 Student will describe the
. impact of traits on
leadership emergence and
performance
. knowledge of Chaos
approach to leadership by
Wheatley
above theory (Wheatley)
19
Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership
69 Student will demonstrate HDF 412 In my HDF412 class, we learned about cultural anthropology and
. how cultural anthropology / paradigm shifts. Cultural anthropology is “the study of human society
paradigms relate to and culture; describes, analyzes, interprets, and explains social and
leadership cultural similarities and differences” (Kottak, University of
Michigan). This study of anthropology (the scientific study of
humans) focuses on how different cultures vary in society and
include certain topics such as language, customs, beliefs, values and
practices. Cultural Anthropology has to do a lot with leadership
studies because in order to effectively lead a group, you must know
the people that you are leading. People come from so many different
backgrounds that it is imperative that you are actively educating
yourself about different cultures. You must broaden your perspectives
in order to truly understand others. It is so powerful to be
knowledgeable and educated about different cultures because you are
able to connect to everyone that you are leading. From there, you get
to know them, understand their strengths, and realize how to
productively utilize them. In turn, this will also make the followers
more motivated to work hard because they know that they have a
leader that respects them and is genuinely interested in getting to
know them. Once you learn to understand the different kinds of
people and cultures, you can start to focus on the development of
each person as well as the team. This also relates to paradigm shifts.
A paradigm shift is a change in underlying assumptions, ways of
thinking or actions. By taking the time to become educated on
different cultures, there is the possibility for a change in your way of
thinking, or a paradigm shift. Your idea of reality can change because
of your new awareness of others’ realities.
Boyd-Colvin, M. A. & Camba-Kelsay, M. J. (2020). Intro to cultural

anthropology and inclusive leadership [PowerPoint slides].
Retrieved from
https://brightspace.uri.edu/content/enforced/162569-2219_222804_0
20
001_0000_1/412-Module%20I%20Intro.pdf?_&d2lSessionVal=TYR
N6odrjFSsTX3sAUA9MYDIj&ou=162569

. personal example of using
cultural anthropology /
paradigms as a leader
71 Student will demonstrate HDF 412 In HDF 412, we spent a good amount of time discussing inclusive
. knowledge of the “Cycles leadership and identity and its connected to the Cycle of
of Socialization” (Harro) Socialization. The cycle of socialization was a theory developed by
theory and its uses in Bobbie Harro and serves as a way to help us understand and realize
leadership why we group up to think the specific ways we do in terms of roles in
society, oppression, social identities, and more. It’s a cycle that falls
in one direction showing how the process of socialization occurs,
where it may or does come from, how it has impact on each of us and
our lives, and how it constantly continues. The steps in the cycle are
as the following in order. It starts with the “beginning” to “first
socialization” then to “institutional and cultural socialization” After
that follows “enforcements” which is the followed by “results”. Once
reaching the “results” stage, an individual can either break out the
cycle or move into “continuation” which causes them to go through
the cycle again.
The “beginning” which is the point where individuals aren’t

necessarily conscious of the biases, stereotypes, habits, etc. that we
inherit as we are born into a world where they are already present.
First socialization is the stage that discusses how those individuals
love and those around them such as their families or other adults
shape their self-concepts and perceptions as well as place the rules or
norms they “have” to follow. Institutional and cultural socialization
are generally the messages that are presented to people more on a
group or institutional level in terms of those in power presenting
these messages. Our culture is also filtered and modified in ways to
also follow and express these norms or rules. Enforcements are
rewards or punishments that are put out to ensure that individuals are
following the rules or norms that are set. The results are defined as
the negative outcomes that come from this specific socialization. As
21
stated before, following the results stage, an individual can either
move into continuation which causes them to go through the cycle
again or break out the cycle. The continuation stage is where nothing
is done to make change or challenge the norms and rules that are
placed which pushes individuals back into continuing the cycle.
Breaking out the cycle is where people challenge and questions the
norms and rules in place, seeing something is wrong, and actively
doing something to change their views or working to learn what’s
actually right.
Harro, B. (2018). The cycle of socialization. In M. Adams, W. J.

Blumenfeld, D. C. J. Catalano, K. DeJong, H. W. Hackman, L. E.
Hopkins, B. J. Love, M. L. Peters, D. Shlasko & X.
Zuniga (Eds.). Readings for diversity and social injustice (pp. 37-34).
NY: Routledge.
see evidence #5

“Cycles of Socialization”
(Harro)
73 Student will demonstrate HDF 412 In HDF 412, we learned about the cycle of Liberation also created by
. knowledge of the “Cycles Bobbie Harro. This specific theory is one that generally represented
of Liberation” (Harro) the steps that are taken for individuals to obtain solidarity with
theory and its uses in certain identities they judged, went against, or just didn’t understand.
leadership The steps in the Cycle of Liberation is order are, “waking up”,
“getting ready”, “reaching out”, “building community”, “coalescing”,
“creating change”, and “maintaining”.
“Waking up” is the starting step and this is the step where things that
was seen as a norm or made sense to us are starting not to make sense
anymore. This is the point where views start to become challenged or
questioned. “Getting ready” is what we do in order to expand our
knowledge and start to build ourselves based on the new perspectives
22
that we have. The subgroups that are major points in this step are
empowerment of self, gaining, and dismantling. Following “getting
ready” is “reaching out”. “Reaching out” is taking on new
experiences and exploring in order to learn more information about
the norm being questioned and the new perspective that’s being taken
on. This enhances being more vocal about disagreements and both
experimenting and exploring these new ideas. “Building community”
is the step where individuals start to work with others and change
they way we interact with others in a day to day basis. It highlights
the idea of bringing people together through interaction with people
like us and interactions with people who are different from us. It’s
through these interactions and encounters that works towards
discussing and exchanging views with others, understanding others’
perspectives, and listening to one another. After that is “coalescing”
which is the step where people start to serve as allies before moving
into action. This can be done through educating, sharing views, being
a sense of support, organizing and planning events, being awareness,
and more. “Creating change” follows and this is the step where
individuals actively participate in moving towards action in order to
work towards establishing new values, rules, norms, etc. while
continuing to interact with others. The last step is “maintaining”
“Maintaining” is the idea of placing this change and passion for
change on a day to day basis in order for it to stay strong and
relevant. In order to successfully maintain, it needs to be observed,
payed attention to, taken care of, learned about, and changed
consistently or when necessary.
Harro, B . (2018). The cycle of liberation. In M. Adams, W. J.

Blumenfeld, D. C. J.
Catalano, K. S. DeJong, H. W. Hackman, L. E. Hopkins, B. J. Love,

M. J. Peters, D. Shlasko, & X. Zuniga (Eds.) Readings for diversity
and social justice (pp. 627-634). NY: Routledge.
see evidence #6
23
74 Student will demonstrate Personal experiences at Harro’s Cycle of Liberation in my opinion is a cycle that represents
. personal application of the home and higher the steps that are taken for individuals to obtain solidarity with
“Cycles of Liberation” education opportunities certain identities they judged, went against, or just didn’t understand.
(Harro) I believe that my “waking up” was when I first realized how my
family’s religion made them so judgemental of people's life choices
and how it caused them to disapprove of certain identities. It was
clear to me when I saw that I couldn’t even come out to my family
and be my full self around them because of the beliefs they had in
their religion. It was at this moment where I came to the conclusion
that it isn’t fair for them to judge other people’s religion choices
given that some aspects of their religion causes unfair treatment and
negative judgement of others and their life choices. Next, there's
“getting ready”. As I moved towards being more accepting of other
identities in terms of religion and religion choices, I started to
diminish those beliefs and internalized oppression of those with
atheist identities. I also educated myself, and learned that the
concepts and ideas that were taught to me at a young age were altered
and not accurate of what this identity actually incorporates and is.
Moving into “reaching out”, I started to explore through the
discussions that I had with others in order to continue to expand my
knowledge and break down the beliefs that I thought were the rules.
This specific point was the start step to being more accepting and
understanding of those with this identity as I learned more and more
over time. “Building community” and “coalescing” are through my
involvement in diversity organizations on campus I’ve been able to
work towards creating a safe place and environment where
differences are welcomed and appreciated, judgement is to be left
behind, and a thirst for knowledge is encouraged. “Creating change”
for me has been through the discussions I’ve had and roles that I’ve
taken on in the sense of speaking out and advocating for those who
have been misunderstood or judged for too long. I’ve worked to push
others to step out of their comfort zones, educate themselves on the
truth behind the norms and rules they’ve learned, and respect other
perspectives and identities. Lastly, “maintaining” is present through
my continuous involvement in the organizations and groups and my
constant motivation to continue to expand my education.
24
75 Student will demonstrate HDF 412 The Configuration of Power is a model developed by Robert
. knowledge of the Franklin. This shows us how power is distributed within our society,
“Configuration of Power” who controls it, and who is left out. The configuration is designed as
(Franklin) and its a circle with a core and several rings around it. At the core of the
relationship to leadership circle are Economics. This basically describes where the distribution
of money lies. This is important because money is a large driver of
our society. It describes who controls means of production, means of
employment and purchases of resources. The next ring beyond the
core is Politics. This second layer focuses on the ways in which
economic interests are protected. They are the ones who create the
laws that we must follow, which is also a main driver of society. The
third layer is Bureaucracy. The Bureaucracy enforces the laws that
are create by the politicians. They are officials who create policies.
The fourth and final layer is the Controllers of symbols. These are
entities such as the media, schools, religion and culture. Every day,
people see these symbols and they communicate certain norms,
values and ideals. There are groups outside of these rings that include
minorities and counter-culture groups. It is important to understand
this configuration of power because you know where the power lays
in society in order to make change. It is so easy for something like
institutional racism to become the norm, when no one is doing
anything to challenge the way power is distributed. Leaders should
understand this configuration because they are the ones who can
equip themselves with the knowledge and power to change the hands
in which power is held.
Boyd-Colvin, M. A. & Camba-Kelsay, M. J. (2020). Power and

privilege [PowerPoint slides]. Retrieved from
https://brightspace.uri.edu/content/enforced/162569-2219_222804_0
001_0000_1/412-5-Power-Priv.pdf?_&d2lSessionVal=TYRN6odrjFS
sTX3sAUA9MYDIj&ou=162569]
25
“Configuration of Power”
(Franklin)
77 Student will demonstrate HDF 412 Cross and Fhagen-Smith’s Model of Black Identity Development is a
. knowledge of racial process in which individuals move towards expansion, adjustment,
identity development and expression of their black identity. Although this model is more
(Cross & Fhagen-Smith; known as the theory of Black identity development, it can also be
Rowe, Bennett & Atkinson; known as the theory of psychological Nigrescence. This theory was
Ferdman & Gallegos; Kim; previously a five-stage theory, but was then modified into a theory
Horse; Renn etc.) composed of four stages with three central concepts. These concepts
are personal identity, reference group orientation, and race salience.
Personal identity is defined as the one’s personality traits and
characteristics. Reference group orientation is defined as an
individual’s specific values, view of the world around them, and
philosophical and political views. Race salience is how the
importance of one’s race impacts the methods and choices they made
in life (Cross, 1991).
As the Black identity development theory focuses on these three

concepts, there are also three patterns in which the Nigrescence
lifespan approach is stated to be made up of. These three patterns are
Nigrescence Pattern A, Nigrescence Pattern B, and Nigrescence
Pattern C. Nigrescence Pattern A is the state and process where
through the encounters and experiences that these individuals have
with those close to them such as family, friends, and partners they
form or establish their black identity. This pattern generally is seen to
occur from birth to adulthood. This particular pattern is said to relate
to most Black people as they are seen to identify with one of their
many Black identities by the time they become adults. Nigrescence
Pattern B is the transformation that some individuals go through in
adulthood due to the fact that they are not socialized towards
Blackness or have not reached or established a Black identity that is
healthy. Nigrescence Pattern C is the state where individuals expand
and modify their Black identity during their adulthood. This pattern
happens regardless of if an individual experiences Nigrescence
26
Pattern A or B, and also includes Nigrescence recycling (Cross &
Fhagen-Smith, 2001).
In regards to the Nigrescence patterns, there are six sectors that are
involved. These sectors are infancy and childhood in early Black
identity development, preadolescence, adolescence, early adulthood,
adult nigrescence, and nigrescence recycling, respectively. Sector one
is infancy and childhood in early Black identity development. In this
sector, certain factors in an individual’s life as well as history play
huge roles in their experiences as Black children. This is a point
where these children are not aware of what racism is or what it looks
like or what a racial identity may be. Next, there’s preadolescence
which is sector two. In this sector, a sense of development in regards
to black identity starts to form from what these individuals learn from
their parents and outside factors or people. In terms of parental
teaching, there are three identity types that are involved which are
low race salience, high race salience, and internalized salience. Low
race salience is when children don’t learn much or learn only a few
things about race or what struggles or difficulties that may come with
being black. High race salience is when children are taught to take
pride in their Black identity and learn to view it positively as a major
part of themselves. Internalized salience is when children form
negative thoughts and opinions towards being black or anyone who
identifies as black. This most of the time comes from the things that
they learn as they are in this stage of their life that pushes them to
thinking more negatively about this identity as well as the stereotypes
that come with it. Following this sector is sector three, adolescence.
In this sector, these individuals start to become more aware of their
Black identity and the concepts that come with it. These individuals
begin to form their own beliefs, thoughts, and opinions on their Black
self-concept and start to take more pride in their identity. Many start
to move from their unhealthy Black self-concept to a more healthy
Black self-concept (Cross & Fhagen-Smith, 2001).
Sector four, early adulthood, is made up more of those with high race
salience while those with low race salience still see race as a concept
that is not important or essential. Those with high race salience move
27
towards growth in this sense of creating and obtaining a viewpoint
that greatly values race, Black self-concept, and Black culture. Those
with low race salience are still in that mindset that pushes them away
from valuing this Black identity, and most of the time they need to go
through a crucial experience that pushes them to look more into their
race. Individuals with internalized salience need a conversion to
occur in order to work towards gaining a healthy Back identity and
race salience. Lastly, there’s sector five and sector six. Sector five,
adult nigrescence consists of four stages. These four are
pre-encounter, encounter, immersion-emersion, and
internalization/internalization commitment. The pre-encounter stage
represents low race salience and internalized racism. The encounter
stage is the point where individuals encounter a situation that
challenges their understanding of their Black identity.
Immersion-immersion is the stage where individuals take more pride
in their Black-identity or obtain a pro-Black identity along with
creating a lens that allows them to focus on the aspects of Black
identity. The internalization stage is a stage in regards to differences
in perspectives. It is composed of three perspectives with them being
Black Nationalist, bicultural, and multicultural. Sector six,
Nigrescence recycling, is the last sector included in this model. This
sector is the point in which a person’s Black self-concept is
challenged. These challenges may be represented by the experiences
that Black people go through on a daily basis such a racism or sense
of pride in their identity. Within this sector there are five suggested
identity enactments or transactions that Black people commonly use.
These enactments and transitions are buffering, code-switching,
bridging, bonding/attachment, and individualism. Buffering, code-
switching, and bridging are the three enactments used to help Black
people with interactions with different groups of people. The
enactment of bonding/attachment is more to provide a sense of
belonging with Black people. Individualism is an enactment that
assists individuals with obtaining a more individualistic perspective
rather than a collective one. It is also seen to decrease the degree that
race-salience may be present (Cross & Fhagen-Smith, 2001).
28
Patton, L. D., K. A., Guido, F. M., & Quaye, S. J. (2016). Student
development in college: Theory, research and practice (3rd ed.). San
Francisco: Jossey-Bass.
78 Student will demonstrate HDF 412 When comparing this lifespan model and relating to
. personal application of
model(s) of racial identity myself, born into humanity as a black infant/child (sector 1) who was
development above at the time unaware of racism or my racial identity. As a
preadolescent raised by a single mother my development of finding
my identity was still at progress due to the parental socialization and
external reinforcement factors. Then you can guess I was a pre
adolescent child with low race salience who had a few encounters
about my race with mom , but not heavily during this time placing no
significance on my physical features (sector 2). As I got older where
cultural stereotypes/norms are based on a particular group of people.
My Black identity status changes began to occur in my adolescent
years (sector 3). Which I begin to develop a black self-concept,truly
based on my own beliefs . In this case this reflected high race
salience, as the development of my self-concept affected by peer
group, community, and school environment I experienced. I believe
the cultural change of environment I was in played a huge pivot role
when I moved from Rhode island to the south (first- Georgia;
rest/mostly -Tennessee). I still ask myself this question who would I
be as a person that I am now if I did not have that living experience
down south ? My brief experiences of living somewhere else
influence me to value & view black culture more from which I
develop a healthy black self-concept. Early adulthood where I believe
I’m currently at in this point of my life (sector 4). I am a black person
with a high race salience identity who references group orientation
that values race and Black culture. Sector five: adult nigrescence with
my experiences which my pre-encounter represented low race
salience, next my experience of an encounter stage moment made me
understand my racial identity and reinforced me to being aware of it.
I’m an individual who deeply immerses and adopts a pro-black
identity where I can sometimes connect easily to somebody that is
placed in the same identity group as me through connections we
29
might commonly share. I consider myself having a Black Nationalist
identity when looking at the last stage of sector 5 as being Black my
main Identity. which I believe I make change in great ways
for my community positively even if it means getting a higher

education or volunteering my time. Sector 6 last stage of the model
where I subconsciously questioned myself about my Black Identity
due to an event where microaggression was involved from the same
group identity. Through the ups and downs I have truly achieved a
healthy self-concept of wisdom, which gives me a firmer
understanding of black identity from all facets of life. Overall I agree
with the Identity model which understands the theory and thinking
about how it applies to my real life application. My life experiences
when comparing gave me a better insight that this model best fits me
in the long run.
79 Student will demonstrate HDF 412 Bussey and Bandura’s Social-Cognitive Theory of Gender Identity
. knowledge of models Development is a person-environment approach to understanding
related to gender / identity / development. This theory considers three components: personal,
gender identity behavioral and environmental. Personal components are biological
development (Lev; Bussey; characteristics, self-perception and self-concept. Behavioral
Bussey & Bandura; components are gender-related activity patterns. Environmental
Bilodeau; Gilligan; components are factors such as family, friends, peers, the media, and
Belenky et al; etc.) educational settings. All three of these components interact with each
other when a person presents themselves in a “gendered” way. For
example, when a male wears feminine clothing on their college
campus, it may elicit responses from some students, negative or
positive. Or, a girl might wear her hair in a certain way or dress rather
masculine and get a similar response. Such reactions can ultimately
affect the way a person views their gender identity or gender
expression. It can also be similar for a cisgender woman, for
example, where she wears her hair in the “expected” way and does
not get a response. This can factor into a person’s gender identity
development because it tells them that that kind of gender expression
is acceptable. The reason why a cisgender woman can blend into
society is because of the ways in which we have socialized certain
30
norms and roles surrounding gender. On college campuses especially,
you begin to see people experiment with their expression and
identities to explore who they are. College campuses have students
with all different beliefs, backgrounds, personalities and interests.
However, they have people who express themselves in different
ways. At college, students can experiment to see reactions or even to
experience their own feelings. Or, students can choose to conform
with whatever the gender identity standard is for them. Gender has
such a big effect on peoples’ self-perceptions and self-concepts, that
it is important that people explore who they are. Bussey describes
gender identity as an “ongoing process” that has the ability to change
over your lifestyle depending on the social environments you are in.
As the social environments change, the three components, personal,
behavioral, and environmental, interact to help you construct your
identity.
Patton,L.D.,Renn,K.A.,Guido,F.M.,&Quaye,S.J.(2016).Student
Development In College: Theory,research and
practice(3rded.).SanFrancisco:Jossey-Bass.

model(s) of gender identity
above
81 Student will demonstrate HDF 412 In HDF412, we learned a lot about identity and different models that
. knowledge of additional go with them. Parks’s Theory of Faith Development revolves around
social identity development the idea that as a young adult, you go through a period of your life in
model(s): Sexual ID, Faith which provokes self-reflection and contemplation of life and its
& Spirituality, Disability, meaning (Patton, et al., 2016, 203). She mentions that faith is learned
Social Class (Dillon et al; and understood through everyday experiences, which means that it is
Fowler; Parks; Astin et al; present through the decisions we make, the obstacles we encounter
Peek; Smith; Johnstone; and the emotions we face. She emphasizes that it is much deeper than
Gibson; Forber-Pratt & religious faith and that young adulthood is a key stage in person
Aragon; etc.) realizing their faith. Young adulthood is important because in this
stage people are trying to add purpose and meaning to their actions,
and are trying to find their sense of belonging. Parks then goes on to
note that there are three forms of development – cognition/knowing,
31
dependence and community (Patton, et al., 2016, 203). Under
cognition, there are 5 forms of knowing. Authority-bound knowing
illustrates individuals putting their trust and faith into authority
figures. Unqualified relativism illustrates an individual’s realization
that an authority figure might not be correct. Probing commitment
illustrates young adulthood characterized by exploration. Tested
commitment describes that through adulthood, peoples’ commitments
become secure. Convictional commitment describes a stage of life
where a person is actively looking for new truths about life. Under
dependence, she explains that changes in dependency shows how the
role of specific feelings and emotions have on a person’s faith
development (Patton, et al., 2016, 204). Dependent/Counter
dependent describes how adolescent individuals rely on authority
figures for understanding about how they should feel about things,
until they believe that they are wrong and then act against them
instead of creating their own truth. Fragile inner-dependence
describes a balance in your own views as well as others’ views.
Confident inner-dependence describes a person’s confidence in their
ability to make their own decisions and shape their own life.
Interdependence describes a realization in midlife where you come to
value others’ opinions but don’t see them as a threat to your own.
Finally, under community Parks explains that individuals need others
to help them find meaning in life. Conventional community describes
how individuals accept values and norms from the communities they
are face-to-face with. Diffuse community describes the beginning of
an incongruence between your new ideas and your community’s.
Mentoring community describes a group that supports you as your
ideas grow and develop. Self-selected groups are groups that people
seek because they have similar beliefs. Finally, open to the other
communities are communities that are open to other ideas and beliefs.
An important thing to remember about these forms of development
are that they are not fixed and binary. But rather, they are “dynamic
and multidimensional (Patton, et al., 2016, 206), meaning your faith
development will not have the same path as everyone else.
32
Patton,L.D.,Renn,K.A.,Guido,F.M.,&Quaye,S.J.(2016).Studen
t Development In College: Theory,research and
82 Student will demonstrate HDF 412 My faith is a part of my identity that I did not come to know until
personal application of recently. As I read through Sharon Daloz Parks’s Theory of Faith
additional social identity Development, I find myself connecting to everything she is saying,
development model(s) and it has helped me further understand this part of who I am. I,
above personally, feel as though my experiences, both growing up and in
my current life, match this model of faith development. As a young
adult, I was trying to make meaning of everything that was going on
in my life, from major familial changes, to family deaths, to
friendships and even going to college. I realized at an early age that I
needed to understand and put meaning onto a lot of these things or
else I would never overcome them. A huge part of my faith came
from my ability to overcome hardships. I noticed the amount of
courage I must have in order to get through those things and I thus
realized that my faith lives within my strength and determination.
This directly matches what Parks mentions about courage and how
faith is present in everyday acts of courage. Under the Knowing form
of development, I would say that I am currently under the probing
commitment form. As a young adult, I am becoming aware of what
my commitments are, but, I am still exploring new ideas. However,
as a child it is evident to me that I was in the authority-bound form
because I agreed with anything my parents said to be true. Under the
Dependence form of development, I am at the Fragile
inner-dependence because I value both my own and others’ views but
I also actively look for guidance. As a child, I stayed very firm in the
dependent form because I was scared to act against my authority
figures in fear of disappointment or being wrong. Under the
Community form of development, I am slowly making my way
towards communities that are more open to others. In the past, I have
felt very comfortable in self-selected groups where there are people
that all share the same views and ideas. I have come to realize that in
order to grow your faith and yourself, it is advantageous to surround
yourself with people who have different views on faith and how they
want to live their lives.
33
Patton,L.D.,Renn,K.A.,Guido,F.M.,&Quaye,S.J.(2016).Studen
t Development In College: Theory,research and

. knowledge of McIntosh’s
theory of privilege and its
relationship to leadership
McIntosh’s theory
85 Student will describe the
. differences and similarities
of individual and
institutional oppression and
relationships to leadership
(Source = Three
Dimensional Matrix of
Oppression)
knowledge of relevant laws
and policies related to
issues of equity and its
relationship to leadership
(i.e., Title IX, Affirmative
Action, Protected Classes,
etc.)
. knowledge of effective
leadership as it relates to
change agency
. personal examples of being
a change agent
34
knowledge of the “Model
of Intercultural Sensitivity”
by Bennett and its uses in
leadership
“Model of Intercultural
Sensitivity” by Bennett
91 Student will demonstrate HDF 412 IN HDF 412, we learned about the Action Continuum. This specific
. knowledge of the ally model was created by Adams, Bell, and Griffin. Included in this
Action Continuum by continuum are eight stages of response. These eight stages are
Griffin & Harro “actively participating”, “denying”, “recognizing”, no action”,
“recognizing, action”, “educating self”, “educating others”,
“supporting, encouraging”, and “initiating, preventing”.
First, there’s actively participating. Actively participating is a place

on the spectrum where individuals are taking part in the oppression
through making jokes, targeting or disrespecting these specific
groups, avoiding or discriminating against these target groups, and
harassing individuals in these groups. Denying is a place on the
spectrum where individuals are basically stating that the oppression
that these groups are experiencing or stating isn’t real. They aren’t
being mindful or recognizing the oppression that is actually occurring
and just dismissing it through denial. Recognizing, no action is not
taking any action or doing anything to help even though one is aware
of the oppression that's present. This lack of action is most of the
time due to free, lack of knowledge, or not knowing exactly what to
do in order to help out. Recognizing, action is taking action while
being aware and recognizing the oppression that’s present. Educating
self is expanding one's education and knowledge of the target group
and the oppression they experience and the history behind it through
research, reading, and participating in various events, workshops, and
more to learn more about it. Educating others is using one's
knowledge of that oppression to inform others that might not be
aware or know much about it. This can be done though difficult or
educating discussions, conversations, and more to see other’s
35
perspectives while presenting history, facts, and one’s own
knowledge. Supporting, encouraging is supporting, encouraging, and
serving as an ally to those who are speaking out and bringing
awareness to the oppression that's present. It’s generally the idea of
helping to make a different while provide support where one can or
where it’s needed. Lastly, there's initiating, preventing. This place on
the spectrum is where individuals are actively working to make that
change in rules and policies to assist in preventing or getting rid of
the oppression on certain target groups. It also serves to bring
awareness and shed light on these issues through programs and other
events.
These stages are placed on a continuum with supporting oppression

on one end and confronting oppression on the other. The supporting
oppression end starts with actively participating and goes down the
stages to confronting oppression respectively.
Adams, M., Bell, L. A., & Griffin, P. (Eds.). (1997). Teaching for
diversity and social justice: A sourcebook. New York: Routledge.
92 Student will demonstrate HDF 412 Being a Talent When it comes to recognizing privilege, many individuals can see
personal application of the Development Scholar themselves on the Action Continuum relating to supporting
Action Continuum by oppression to confronting oppression in regards to a specific social
Griffin & Harro identity. My socioeconomic status is one dominant social identity
that I have and a specific privilege that provides me with the ability
to attend college and further my education to obtain a more
successful future and career. In relation to my involvement in the
sense of what I’m doing to help those that don’t have the privilege of
attending college given their socioeconomic status, I feel as though I
fall into the “educating others” stage on the action continuum. The
“educating others” stage is defined generally as the stage where an
individual initiates discussions and conversations with those who
might not be as educated on the situation or problem at hand to see
their perspective while providing their own perspective on the
situation itself as well.
36
In my opinion, I believe that many of the students that attend the
university are very fortunate and privileged to attend college but
aren’t very aware of that privilege based on the encounters and
conversations I’ve had with different people on campus. I’ve had
many conversations with various people regarding this perspective
whether that being in class, with old residents, or even with some of
my friends. There have been times where I’ve had to advocate for
those who are struggling financially because of the fact that some
people just don’t understand or realize how ignorant they are and
how not everyone has the same experiences or opportunities as
others. One specific example were conversations that I’ve had with
people in regards to Talent Development. Talent Development is a
program run by the university that allows multicultural students the
opportunity to attend the University of Rhode Island through
assistance given by the school. I've had other students come to me
and express that they feel that they don’t understand the purpose of
Talent Development or what the need for it is. With this experience,
I’ve shown the stage of educating others by first opening up the floor
to expressing why they feel this way and then discussing the concepts
of privilege and opportunity. The main points that I discuss in these
conversations are related to the fact that some students wouldn’t even
have the opportunity to attend college without the assistance of this
program given their socioeconomic status, experiences, etc. while
also getting these students to be more aware of the privilege they do
have in terms of their socioeconomic status. I invite them to express
their perspective, but also educate them on the ideas of privilege and
lack of privilege based on a certain identity. In this case,
socioeconomic status.

. knowledge of the
Multicultural
Organizational
Development Model
(Jackson)
37
94 Student will show personal
. application of the
Multicultural
Organizational
Development Model
(Jackson)
95 Student will show HDF 412 The Multicultural Change Intervention Matrix is a model that is used
. knowledge of the to understand and evaluate the current amount of multicultural
Multicultural Change measures in place at different levels of society. You are able to
Intervention Matrix (Pope) evaluate which levels are successful and which are lacking
multicultural change efforts. The 3 levels are Individual, Group and
Institutional. Those represent the three places or targets of change.
Individual pertains to yourself as a person, group pertains to the
cluster of people you surround yourself with and institution pertains
to an organization or establishment you are a part of. There are also 2
types of changes that can be made, which include First-order changes
and Second-order changes. First order changes are awareness,
membership and programmatic. Awareness is your ability to
recognize a current status, membership pertains to the number of
people that are a part of the group and programmatic pertains to
policies or how things are usually run. Second-order changes consist
of paradigm shifts, restructuring and systemic. Paradigm shifts are
changes in underlying assumptions, ways of thinking or actions.
Restructuring pertains to focusing on the groups’ goals, missions, and
values and changing them so effectively welcome diverse ideas and
meet multicultural goals. Systemic pertains to striving to change
universal policies that are ingrained into the everyday life and
running of the institution. An example of an individual awareness
change is actively educating yourself about different cultures. An
individual paradigm shift would be totally changing your assumption
that your social identity is at the center of society, to the idea that
everyone is equal. An example of a group membership change is
accepting more people to your group so the number changes, but you
are not changing your practices. A group restructuring change would
be creating new goals or missions. An example of an institutional
programmatic change would be adding new positions, new offices or
new trainings but no altering of policies. Finally, an institutional
38
systematic change would be an implementation of a new campus or
institutional wide diversity plan so that it is engrained in the campus.
Boyd-Colvin, M. A. & Camba-Kelsay, M. J. (2020). Action

[PowerPoint slides]. Retrieved from
https://brightspace.uri.edu/content/enforced/162569-2219_22
2804_0001_0000_1/412-7-Action.pdf?_&d2lSessionVal=TYR
96 Student will show personal

. application of the
Multicultural Change
Intervention Matrix
97 Student will create a HDF190 FLITE Retreat In HDF 190 when we had a FLITE Retreat where I learned about a
. personal code of inclusive lot of people's personal background stories which opened my eyes.
leadership To perform inclusive leadership I would use language say “you all”
instead of using “you guys” making everybody feel included. I would
use active listening to engage all members of a group. I would use
Inclusive leadership by not just accepting, but actively seeking out
diverse viewpoints and making sure everyone on your team feels
their voice is heard. I won’t just talk about concepts like equality and
engagement, but actually implementing them and believing in them. I
would ask people what they think, and stop to listen to the answers.
SEE EVIDENCE #10
Outcome Category: Critical Thinking
Outcome Target Additional Descriptive notes regarding learning and practice

class Experiences
98. Student will show HDF 412 Critical thinking is the analysis and evaluation of information in
knowledge of principles of order to make a knowledgeable decision or judgment. In leadership
positions, it is important to have the ability to critically think
39
critical thinking and fallacies because you have to make sure that you make ethical decisions. In
(logic is used in this minor) order to make a critical decision, you must process the evidence that
you are given. Evidence are pieces of materials with external
information that supports a certain conclusion. Evidence can include
information from testimonials, qualitative or quantitative data, or
facts. One important skill of a successful critical thinker is to be able
to recognize fallacies. Fallacies are structural errors in arguments
and reasoning. It is the use of faulty reasoning when constructing an
argument. Some fallacies include: Hasty Generalization, Begging the
Question, Complex Question, Ad Hominem, False Analogy,
Slippery Slope, Prejudice and Group Think. Hasty Generalization is
a conclusion based on flimsy evidence. Begging the Question is an
assumption of the point that is trying to be made. Complex
Questions are questions that lead to no correct answer. Ad Hominem
is an attack on a certain person rather than the statement they made
or the issue under question. A False Analogy is an invalid
comparison between two items. A Slippery Slope is an assumption
that one action will create another, which will ultimately and
inevitably lead to a series of unfortunate events. Prejudice is when a
person forms a negative judgment about a person or group of people,
before any facts are known. Finally, group think is the desire for
consensus in a group, so much that you let go of your own opinions
in order to suppress disagreement.
Boyd, M. A. & Camba-Kelsay, M. J. (2020). Critical and reflective

thinking for effective leadership [PowerPoint Slides]. Retrieved from
https://brightspace.uri.edu/content/enforced/162569-2219_222804_
0001_0000_1/412-05-Critical-Thinking.pdf?_&d2lSessionVal=TYR
Caputo, J.S., Hazel, H.C., & Mcmahon, C.(1994). Interpersonal

communication: Competency through critical thinking. Needlam
Heights,Ma: Allyn and Bacon
proficiency of critical
thinking
40
. knowledge of metaphorical
analysis to critically analyze
self and leadership situations
. proficiency of metaphorical
analysis to critically analyze
self and leadership situations
. knowledge of at least five
decision making methods
103 Student will describe URI 101 College decision In URI 101 we learned how to make sure to choose the right major
. personal examples of having that best fits us by taking a wide variety of classes. They always
used five decision making preach to us not to rush to pick your major or feel pressured too. At
methods the end of my senior year as any other typical senior, I have to
choose what they feel is the best college for them to continue their
next chapter of life. Well my situation: I got accepted into a lot of
colleges and really had a hard time deciding where to go. I wanted to
be somewhere that I feel I fit in on campus and also a home to me.
As you can see I chose to attend URI, a decision I do not regret
making. The way I went about choosing the college to attend was by
first identifying my goal of what I want to do in life which is to work
in the business industry which URI has a great business school that
can prepare me best. I gather information when weighing my options
by going on school tours, asking kids their experience at their
college, and going on the college website looking at what
opportunities they have on campus. I thought about the
consequences of choosing an out of state school, being too far from
family, paying more for college, and not being used to the new area.
This is what led me to my decision and choose to stay in state and
attend URI to further my education which I never look back at and
regret this choice. I am glad I did important steps before making my
decision that was going to affect my life and future.
5 Steps to Good Decision Making. (2018.) Corporate Wellness

Magazine
41
http://www.corporatewellnessmagazine.com/focused/5-steps-to-goo
d-decision-making/
SEE EVIDENCE #11
104 Student will show personal Conflict can start from a variety of different situations, but in my
. knowledge of at least five research opinion, conflict usually roots from disagreements in perspectives,
problem solving / conflict ideas, or opinions along with differences in views or personality.
management methods, as Some other common roots of conflict can come from toxic
well as understanding the environments, poor communication, unclear expectations, or
roots of conflicts resistance to change.
It’s beneficial to be aware of problem solving and conflict

management methods that will assist in resolving conflict or
preventing conflict from worsening. Five problem solving/conflict
management methods are actively and carefully listening,
communicating issues, feelings, etc., evaluating options, embracing
conflict, and the potential use of Tuckman’s Group Development
Theory. Actively and carefully listening helps in problem solving
and conflict management in the sense that it allows involved parties
to express their concerns or issues to make others aware which can
help in pushing towards the next steps in resolving these problems or
conflicts. Communicating issues is another great strategy because
most of the time issues may start due to lack of communication,
miscommunication, or poor communication. Increasing and working
towards better communication can help to lay the problems and
feelings out on the table to again work towards a solution. During
these conversations, it’s good to keep in mind that the conversation
should target the problem not the individual. Evaluating options is
another method as it works towards creating a list of alternative or
potential solutions in order to work towards compromise or
agreement to alleviate or get rid of the problem or conflict at hand. It
can also work to prevent it in the future. It’s inevitable that conflict
will occur, so embracing conflict is a method in problem solving and
conflict management. When conflict arises, it’s best to deal with it
rather than ignoring or avoiding it. Most of the time the
uncomfortable situations are the most important ones to deal with.
42
Lastly, there’s Tuckman’s Group Development Theory which assists
in problem solving and conflict management in group settings.
Tuckman’s Group Development Theory was created and published

by Bruce Wayne Tuckman and Mary Ann Jensen in 1965. The
model was first published with just four main stages. These stages
were forming, storming, norming, and performing. In 1977, a fifth
stage known as adjourning was added (Project Management 2018).
These five stages have seen to be present in many of the leadership
and group experiences, projects, and events that I have taken on and
been a part since I was introduced to this theory in HDF 190 my
freshman year of college. Forming is the first stage of Tuckman's
Group Development Theory model. This is the stage where the
individuals that make up this group or team introduce themselves in
order to get to know each other. The forming stage is generally
where rules are put into place and first impressions are made.
Storming is the next step following forming. The storming stage is
where disagreements and conflicts within the group or team start to
become present due to different ideas, opinions, and perspectives. It
is said that this is the stage where those in these groups start to act
more like individuals rather than as a team. Next, there’s the
norming stage. The norming stage is the point where the individuals
in this team start to encourage and accept differences in the group in
order to come together and move away from or resolve the conflict
that has arrived. Following the norming stage is the performing
stage. This stage is where the group works towards being a single
unit as they make decisions together and work together. Trust and
respect generally increases in the performing stage. Lastly, there's
the adjourning stage. The adjourning stage is when the group
celebrates and reflects on their journey as they have reached their
goal or completed their tasks. They look bad on what happened,
reflect on their successes while being mindful of potential failures,
and recognize all members for their contribution to the team.
Although, these steps are presented in a certain order groups and
teams can move back and forth between stages. For example, a
43
group could go from the storming to norming stage, but then go back
to the storming stage if new conflict arises.
Tuckman's stages of group development. (2018, October 15)

<https://ns4business.com.br/tuckmans-stages-of-group-development
/>
105 Student will describe Friendship/ personal Throughout different situations with friends, family, and group
. personal examples of having relationships members in group projects I use problem solving and conflict
used five problem solving / management methods consistently. I used to be the type of person
conflict management Group situations who tried to avoid conflict, but as time went on and I grew up it
(organization events, came clear to me that avoiding conflict is not healthy or beneficial to
work, and group anyone. Avoiding conflict starting making me feel certain ways
project) against friends as I wasn’t vocal on my issues and started to place
me in situations that weren’t necessary. These past experiences
taught me to embrace conflict and be comfortable with being
uncomfortable as I knew change needed to be made. In conflict or
problems that either include me or that I’m meditating, I make sure
to listen actively and carefully as well as communicate in a positive
manner in order to hear the other perspective and effectively explain
my points, feelings, and ideas. This allows me learn why other
people are feelings the way they are, be empathetic, and express my
concerns and thoughts which helps to push towards a solution. I
strongly stand by the idea of putting myself in other people’s shoes.
Coming up with possible solutions and evaluating options is another
method that I use consistently in order to give all parties involved
the chance to state their thoughts on the solution at the moment
while also working to compromise or find a resolution that will work
for everyone. This works to make this fair while also trying to make
the most beneficial and logically decision, but also helps so that this
issue isn’t revisited or comes up in the future.
Tuckman’s Group Development Theory helps me when I’m working

in group settings whether that being in my organizations, my staffs,
or in group projects.I believe that all groups go through these steps
44
constantly, but these can assist in conflict management and problem
solving. With this, I mainly focus on the idea of welcoming and
encouraging differences whether the being personality, ideas, etc.
because I strongly think different types of people in a group makes a
group stronger as it bring new perspectives and ideas. Conflict will
definitely arise as a result of that, but it’s up to us to learn to deal
with it effectively, include everyone and their ideas, and work
towards making a collaborative effort to be successful.
see evidence #7
106 Student will demonstrate the

. ability to synthesize multiple
knowledge perspectives
(course work), competencies
(communication, writing,
information literacy or
mathematical/statistical
skills) and responsibilities
(global, diversity & inclusion
or civic knowledge)
107 Student will demonstrate HDF 412 In HDF 412, we learned about various methods of leadership in
. knowledge of leadership that crisis. One method that stood out to me was Braden’s Crisis
is used in crisis (i.e., James Lifecycle Model, which outlined what happens before, during, and
& Wooten; Garvin; Covey; after a crisis in terms of an organization’s stress levels and learning
Frohman; Lalonde; potential. At the beginning is the preparation phase, where an
Schoenberg; Joni; Braden et organization is functioning within their comfort zone with the
al; etc.) system’s stress level below that of the learning zone. A group cannot
comprehend a crisis because the thought of change is frustrating and
scary, and it threatens stability in power and relationships. This
leads organizations to be ill-prepared for a crisis when it does
arrive. Leaders can prepare for crisis by creating change while
easing stress by creating credibility and giving directives from the
face of the organization, showing that there is competence and skill.
They can also prioritize and mobilize change when they see it so that
45
the group is constantly adapting and evolving to change and crisis is
more accounted for. Because these changes can be daunting,
organizations are often unable to cope with immediate crisis. In the
emergency phase, stress levels have gone beyond the learning zone
and into the danger zone where people begin to panic and shut
down. It is important for a leader to do several things in the face of
an emergency. The first is to mitigate the threat and reduce stress
levels by actively working to intervene in the threat and keep
everyone safe. If not, long term danger will occur. Leaders must also
remove themselves from the urgency of the crisis and the panic and
focus on the core of the problem, meaning that they must focus on
what’s causing the threat rather than the ensuing panic. Quick
decisions and knowledge about procedures must be employed. A
leader must tell the story and communicate any relevant and
necessary information they receive as quickly as possible to the right
sources. This helps to minimize panic and find quick solutions.
Finally, in the emergency phase, a leader must go to “ground zero”
and provide empathy and understanding for all those impacted by
the crisis. Calmness will spread to those around them when they see
a leader relating to their feelings. After the emergency phase is the
adaptive phase, where the immediate threat is gone but the stress
levels are in the learning zone, helping the organization prepare to
make changes to prevent crisis from happening again. Crisis
provides an opportunity for the company to change procedures and
management of crisis without causing more undue stress, basically
letting the leaders and the organization profit from the crisis. The
organization is changing in the learning zone while still maintaining
calm amongst its members.
Braden, Victor (2005). Crisis a Leadership Opportunity. Harvard

University John F. Kennedy School of Government, 1-13.
see evidence #8
108 Student will describe HDF 412 In my HDF412 class, we learned about crisis leadership and how
. examples of leadership in successful leaders act in a crisis. For an assignment, we were put
crisis situations (i.e., into groups and were tasked with picking a crisis in society that
46
application of James & called for successful crisis leadership. My group chose ebola crisis
Wooten; Garvin; Covey; that first occurred in 2013 Guinea then rapidly spread to other
Frohman; Lalonde; countries then eventually making it a worldwide crisis as it got
Schoenberg; Joni; Braden et worse entering the US in September 2014. Health officials in the
al; etc.) United States knew what was happening in West Africa but did not
close United States borders. This led to Ebola spreading to the
United States.The Ebola outbreak in the United States and in West
Africa was caused by a lack of foresight and planning. was
responsible for announcing the epidemic even though it was
announced late, other organizations listed in the slide helped by
providing first responders, medical supplies, and isolation.
Description of the crisis only appropriate leadership skills
Despite the immense longevity on the outbreak being announced and
recognizing it to be emergent, first responders went out into towns
and villages across Africa to help, some of these places included
Ituri, and North Kivu, to set up treatment centers, tracing contacts,
vaccinating people, and bringing medical supplies. Because WHO
(World Health Organization) announced the epidemic late, help was
not provided as soon as it needed to be, which lead to the death of
many that could’ve been prevented. This is why Crisis recognition is
important. It is a lot hard to do than said, in most cases it isn’t until
the case is emergent and really bad is when its recognized as a crisis.
When Ebola was finally recognized as an epidemic, contingent
theory which is known to drastically change something, was applied.
It was applied because now that it being announced as a epidemic,
organizations started to help. With hep comes improvement and
intervention. One person who was continuously mentioned was
Margaret Chan who at then time was the director of WHO. Although
mistakes were made under her supervision, she quickly addressed
them and fixed them in order to improve the situation especially
since she had people who depended on her and others who looked to
her for guidance. This can describe the leader-member-relation. She
was a huge part of this epidemic. President Obama sent 3,000 Army
soldiers into West Africa so that they could build Ebola treatment
facilities.This response helped to decline the numbers of new
cases.Within six months, the outbreak was deemed under
control.The decreased numbers helped to stop the spread all around
47
the world, leading to no new cases in the United States.Following
the Crisis Life Cycle Model by Braden et al, neither West Africa nor
the United States had a proper preparation phase. They did not have
leaders that “built effective teams that were able to rapidly respond
to crisis in a timely manner”. The emergency phase was quite
prominent. Leaders had to mitigate the problem in a timely
manner.During the emergency stage the vaccine trials started as well.
However it was deemed effective while in the adaptive phase. The
adaptive phase is best described as when leaders take the opportunity
to change/grow.develop new procedures. Certain procedures used
during this outbreak were later put into place for the COVID
outbreak, showing that the US was successful in developing
procedures for future crises.
Boyd-Colvin, M. A. & Camba-Kelsay, M. J. (2018). Overview of

crisis models [PowerPoint slides]. Retrieved from brightspace
google powerpoint content
Group Presentation
https://docs.google.com/presentation/d/1aqvQtprYIWFB74nR-KULn
Ij1gVMe5F_-8g_56fO2aiE/edit#slide=id.g105b50b1b48_0_21
Outcome Category: Interpersonal and Organizational Concepts & Skills
Outcome Target Additional Descriptive notes regarding learning and practice

class Experiences
. knowledge of active
listening techniques
48
. examples of using active
listening skills
. knowledge of functions of
group communication by
Hirokawa
functions of group
communication (Hirokawa)
113 Student will show In terms of giving and accepting feedback, there are specific
. knowledge of techniques techniques and points that individuals can follow to both of these
regarding giving and successfully and in the most intentional way. There are strategies
accepting of feedback specific to giving feedback as well as strategies specific to accepting
feedback.
With giving feedback, the most effective and helpful techniques are
concentrating on the behavior rather than the person, balancing the
content, being specific, being realistic, being timely, owning the
feedback, and offering continuing support. Concentrating on the
behavior and not the person allows for individuals to avoid using
others or targeting an individuals character. One should discuss the
issue at hand in terms of the behavior, how it made them feel, and
what they potentially want at the end. Balancing the content is
presenting examples and points as to what the person has been doing
or is doing then following that with where things or what can be done
to make improvements while ending it on a positive note. Being
specific allows better illustration of the issue or situation that’s being
described but also providing information to help the receiver decide
on what next steps they want to take. Being realistic is having a
discussing with a focus on what can be changed because man of the
time people make comments on this that the receiver may not have
control of. There needs to be a focus on something that the receiver
can change or work towards in regards to the situation. Owning the
feedback is merely just using first person to show that the feedback is
coming from you as it is your opinion. Being timely is just making
49
sure that the issues and feedback is communicated in a timely
manner. This relates to the idea of not waiting too long to express
opinions, concerns, or feelings while also keeping in mind to express
these issues at an appropriate time. Offering continuing support
highlights the fact that feedback should be process that’s continuous.
This can be done through a follow up or just setting an environment
that allows the receiver to be vocal if they want honesty in the future,
have questions, etc.
Receiving feedback has a variety of techniques as well. These

techniques include listening to the feedback given, being aware of
responses, being open, understanding the message, reflecting and
deciding what to do, and following up. Listening to the feedback is
presenting the concept of active listening such as nonverbal cues, no
interruptions, and concentration on the messages being stated. Being
aware of responses is shown through both verbal and nonverbal cues.
This means displaying open body language, remaining focused on the
person talking, and tone of voice. These two techniques work towards
moving away from becoming defensive or upset, and focusing more
on receiving the information being put out in a more positive manner.
Being open is basically the idea of being receptive to the ideas and
issues that are being expressed by the one giving the feedback.
Understanding the message is doing what needs to be done in order to
make sure one fully comprehends the feedback they are receiving.
This is usually done through asking questions, actively listening to
the key points, and asking for clarification if needed. Reflecting and
deciding what to do is realizing the importance of the feedback while
also being aware of what could happened if it is ignored and basing
the next steps off of that. Following up can be done through future
conversations related to the feedback that was presented and the work
that was done from before to that point to see if any growth or
beneficial changes was made.
Receiving and Giving Effective Feedback. (2020, May 13). Retrieved

December 10, 2021, from
https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resourc
50
es/teaching-tips/assessing-student-work/grading-and-feedback/receiv
ing-and- giving-effective-feedback

. examples of giving and
accepting feedback.
. knowledge of the 7D
coaching model (Knott)
7D Model (Knott)
117 Student will show HDF 412 I can so distinctly remember the feeling I get in my stomach every
. knowledge of elements of a time I think a crucial conversation with someone. For me, these
Crucial Conversation and conversations are uncomfortable, anxiety-inducing, and
steps to maintain dialogue nerve-racking, yet important and necessary at the same time.
and move to action Specifically, crucial conversations are “interactions that happen to
(Patterson, McMillian & everyone. They’re day-to-day conversations that affect your life”
Switzler) (Patterson, Grenny, McMillan, & Switzler, 2012, p. 1). In order for
them to be crucial, they must contain three things: opposing
opinions, high stakes, and strong emotions (Patterson, Grenny,
McMillan, & Switzler, 2012, p. 2). However, there is more to these
stressful dialogues than recognizing the issue and confronting the
person about it. There are certain steps that need to be taken in order
to get unstuck from the issue (Patterson, Grenny, McMillan, &
Switzler, 2012, p. 214). First, you must Start with the Heart. This
means thinking about what you really want to come from this
conversation, both for you and the other person involved. You don’t
want to do what you think would usually be the smartest decision in
other scenarios because it might not be the best for this one. The
overarching need and want must be analyzed. Next, you need to
Learn to Look. This means that you must be aware of how the
conversation is progressing and what the tone is. There is a chance
that these conversations can turn hostile, and the environment
therefore becomes unsafe. It is necessary to ask yourself, “do I feel
51
safe” or “will this dialogue become unsafe?” You have to be aware
of a possible change in the content or conditions, as well physical,
behavioral, or emotional changes in yourself (Boyd-Colvin &
Camba-Kelsay, 2020). The situation also has the potential to elicit
problems such as violence or silence. Violence is comprised of
controlling, attacking and labeling, and silence is comprised of
withdrawing, masking and avoiding (Boyd-Colvin &
Camba-Kelsay, 2020).The third step is Make It Safe. Making it safe
means that you have recognized the state of the dialogue and you
are actively making decisions to improve the safety. Here, you want
to fix any misunderstandings and make sure that conditions such as
mutual respect and mutual purpose have not been compromised.
The fourth step is Master My Stories. This is where you make sure
you remain true to what you want from this conversation. You are
reminding yourself what your story is and justifying why you are
telling it. You must retrace your path to action by remembering what
you have felt and heard, form your story, feel, and then plan your
action (Boyd-Colvin & Camba-Kelsay, 2020). The next step is State
My Path. This is where you verbalize the path to action that you
have just laid out in your head. You must talk with purpose while
constantly asking yourself if you are skillfully sticking to your story,
saying what you have intended and thoroughly addressing the issue.
You want to be able to share these delicate topics while also
remaining confident. The sixth step is Explore Others’ Paths. This is
when you examine the other side of the conversation. You want to
remain sincere, patient and curious with the other person because
you want to give them an equal opportunity to share their truth and
retrace their path. You can encourage this by remembering the
“ABC’s:” Agree, Build, and Compare (Boyd-Colvin &
Camba-Kelsay, 2020). That is, agreeing with the other persons’
stance, building off of what they have to stay, and comparing it to
what you believe. Finally, the last step is Move to Action. This is
when you must come to a conclusion or make a decision about
where you will go on from here. This decision must include a who,
what and a when.
52
Boyd-Colvin, M. A. & Camba-Kelsay, M. J. (2020). Crucial
conversations [PowerPoint slides]. Retrieved from
https://brightspace.uri.edu/content/enforced/162569-2219_222804_
0001_0000_1/412-Crucial%20Conversations.pdf?_&d2lSessionVal
=TYRN6odrjFSsTX3sAUA9MYDIj&ou=162569
Patterson, K., Grenny, J., McMillan, R., & Switzler, A.

(2012). Crucial conversations: tools for talking when stakes
are high (2nd ed.). New York: McGraw-Hill.
see evidence #9
118 Student will describe HDF 412 Personal experience One specific crucial conversation that I have had in the past was with
. examples of engaging in a one of my closest friends where our friendship almost ended because
Crucial Conversation of the fact that we were avoiding each other and expressing our issues
with outside parties rather than to one another. At some point we both
realized that we were at the point where we needed to confront each
other about the issues that we were having as nothing was resolved
from ignoring each other. Emotions were very high once the
conversation began. We both entered the conversation very
aggressively and became more and more defensive as the
conversation continued as it seemed as though we were more so
attacking each other rather than trying to reach the route of the
problem and finding a solution. It was clear that this conversation
wasn’t going anywhere, so we just took a step back and revisited it
when we collected our thoughts and calmed down. When we
revisited the conversation, we focused more on just getting over the
issues and forgiving each other rather than actually saying what was
on our mind. This dialogue and approach to the conversation wasn’t
effective as these issues still pop up here and there making us
annoyed with each other at times. It’s even more consistent because
of the fact that we now live with each other along with some of our
closest friends.
Reflecting on the information and lessons learned from the crucial

conversations content, changes could have and should have been
53
made to lead the conversation in a more successful direction as well
as reach successful dialogue. Start with the heart could have been
reached by first initially figuring out what I generally wanted from
this conversation, what I want my friend to get from this
conversation, and what I wanted for the relationship. I wanted to be
able to express my issues in a way that he understood, and wanted to
create an environment for him to also be comfortable with expressing
his issues. For the relationship, I wanted for us to share how we’ve
been feeling, find a solution and recognize the issues at hand, then go
back to how we used to be. By focusing on these main points, it
would’ve allowed me to approach the conversation in a more calm
manner in order to ensure that these were met. Next, there’s learn to
look. It was clear that our environment of the conversation wasn't
safe as voices were getting loud, we were being aggressive towards
each other, and there was a high level of hostility. Once we reached
that point, we should have taken a step back, took a breath, realized
what was going on that was preventing the conversation from
flowing, and revisited it with a more open minded and understanding
attitude. Being aware of how I’m going into the situation and
conversation as well because it will allow me to be more cautious of
how I’m coming off as the conversation progressed. After, there’s
make it safe. Even at the start of the conversation there was a lack of
respect and lack of understanding as we were constantly disregarding
and dismissing each other’s feelings. We should have worked
towards meeting in the middle, and recognizing what both our
purposes were to gain a better understanding of where the other
person was coming from. Rather than being so defensive, we should
have taken their feelings into account and reflect on it as each of our
emotions are valid. Master my stories is up next. This is the step
where rather than trying to come at my friend for the things that have
been bothering
me, I should focus more on telling him how what she’s doing makes
me feel and why it makes me feel the way it does. This relates to the
concept of sharing my feelings rather than trying to attack her
54
character which again works to prevent that defensive and aggressive
demeanor.
Following all these steps is STATE my path. STATE my path, in my

opinion, is one of the most crucial out of all the steps as it tackles so
many different areas that help to guide the conversation in the right
direction, ensure that the effective dialogue is being used, and make
sure that the overall purpose is being met successfully. It allows
individuals to express their thoughts and opinions as well as
encourage the other parties to also express their thoughts and
opinions in an encouraging and empathetic manner. This step would
be crucial in my conversation with my friend as it will allow us to
both discuss what our issues are with each other along with how it
makes us feel while being sure to present these points in a way that
doesn’t halt the conversation or upset one another in any way.
Explore others’ paths is the step that follows and that step serves as a
focus on the other parties’ story and points. This specific step focuses
on the act of being aware of the thoughts that the other person is
expressing and placing attention on them. In a way it’s the idea of
active listening to be more aware of where the other person is coming
from. This is definitely another area I lacked during my crucial
conversation with my friend as I was constantly disregarding his
feelings and paid more attention to getting my points across. By
recognizing his story it will allow me to see his perspective and gain
a better understanding of it to move towards a solution that benefits
both sides. It will allow us to find ways to prevent the issues that we
are both feeling from happening again constantly and allow us to
move towards rebuilding our friendship. Lastly, there’s move to
action. This is the point where decisions are made regarding the issue
or situation that is being presented. As a potential solution is being
reached, we need to be sure to remain in that state where mutual
understanding and respect are still present. Going through and
targeting all the points in these past steps will also for the most
beneficial decisions to be made. With that, going through these steps
with my friend regarding our situation will allow for us to both create
a space where our dialogue and communication is approached in the
most effective way to discuss our issues, gaining that understanding
55
and perspective, which will allow us to reach a decision that will be
best for our friendship.
In regards to this situation, I took the approach of talking about what

I would have done differently with my new knowledge of these
crucial conversation steps because of the fact that this may be a
potential conversation that needs to be revisited as the conversation
didn’t go as well as it should have the first time. These issues are still
present here and there. Being able to practice and master these skills
to reach successful dialogue in crucial conversations is beneficial in a
variety of ways as it allows and promises better communication
which can lead to personal and relationship growth.
see evidence #10

. knowledge of facilitation
techniques
. proficiency of facilitation
techniques
. knowledge of de-briefing
techniques
. proficiency of de-briefing
techniques
. knowledge of framing based
on psychology and its use in
group facilitation
. proficiency of framing
based on psychology and its
use in group facilitation
56
. knowledge the four frames
of organizations, and the
meaning of reframing by
Bolman and Deal
organizational analysis using
the four frames of
organizations, and breaking
the frame / reframing
(Bolman and Deal)
127 Student will show For organizations, companies, and other group settings it’s always the
. knowledge of organizing best to organize meetings, set agendas, and lead messages in the most
meetings / setting agendas / professional, inclusive, and engaging way possible. With organizing
and leading meetings meetings, it’s best to set a time that works for majority of members
and a place easily accessible. For those meetings, it’s also a good idea
to add interactive segments that gets the group high in energy,
talking, and participating. Participation in meetings results in new
ideas being presented and new perspectives being expressed. Asking
the members for their input in terms of how the meetings are run or
the components included can help in making changes or creating
meetings that are most effective.
When setting agendas, it’s best to include the main points of the
meetings so that the members know what’s being discussed and can
follow along throughout the meeting. Having an agenda also assists
the leaders of the organizations to stay on task and follow a following
schedule that makes the most sense based on what needs to be
discussed. A technique that also can be used is sending the agenda to
the members beforehand, so that they can be prepared and come in
with new ideas or changes if they have any.
Leading meetings is definitely the most crucial step as it’s what keeps
members engaged and involved in the ideas and events that are being
presented and talked about. Like stated before, adding interactive
components brings happier moods and attitudes, and can change the
57
overall energy in the room. The way in which higher members also
lead meetings plays a huge role in how effective the meeting is or
how it will go. Having good public speaking skills, speaking in the
right tone and volume level, and confidence shows credibility. Also,
setting up the room in a way that all members see and hear each other
can assist in guiding and starting discussion if needed. Lastly,
organizations should set aside meetings for bonding events or time
for members to come in and have a good time as a way to escape
from stressful work, academics, or any other stress they could be
dealing with.
Krakoff, S. (n.d.). How to Lead and Run an Effective Team Meeting.

https://online.champlain.edu/blog/how-to-lead-effective-team-
meeting

organizing meetings / setting
agendas / leading meetings
. knowledge of Parliamentary
Procedure
. knowledge of techniques for
working with difficult people
. personal examples of using
techniques to work
effectively with difficult
people
58
132 Student will show HDF 190 In HDF 190 we learned team theory, which is that the Tuckman
. knowledge of the stages of stages of group development stages are all necessary and inevitable in
group development order for the team to grow, to face up to challenges, to tackle
(Tuckman/Tuckman & problems, to find solutions, to plan work, and to deliver results. There
Jensen, Bennis or others) are five stages forming,storming, norming,performing,and
adjourning. The first stage is forming as people start to work together
and as they make an effort to get to know their colleagues and learn
about the purpose of the task ahead of them. The second stage is
Storming where roles are assigned and ideas are thrown out trying to
find agreement among going onto the next step which is norming
when people develop a stronger commitment to the group and group
main purpose so where success begins and relationship builds.
Performing the 4th stage which the hard work leads to the
achievement of the team goal. The last stage is adjourning which is
the ending where you reflect on what could have been better and
acknowledge your group work.
SEE EVIDENCE #12

133 Student will describe HDF 190 Save The Bay Project In HDF 190 we were assigned to do a group project of performing
. personal examples of group social change out in the community. So we did a beach clean up at
development in use Narragansett bay campus shore where we picked up trash all around
(Tuckman/Tuckman & the site. During the whole project we display and perform all the 5
Jensen, Bennis or others). stages of the tuckman group development model. We already
surpassed the forming stage when we first formed as a group and
made a decision of what we were doing our project on. Our group
experienced the Storming phase next to Tuckman's Group
Development Model when we first started discussing how we were
going to go about accomplishing the project. Then we grew into the
Norming phase, where we realized that we could be successful and
respectful of one another. Eventually, we reached the Performing
phase while we were at the Save The Bay initiative because there was
no chaos between members of the group and we were extremely
motivated to get the task done (Tuckman, B. & Jensen, M.). We
planned what side of the beach we would be responsible for and we
split up to pick up trash from different areas. We all had specific
roles, for example Kara was the trash collector and Sierra was the
camera person. Lastly but not least, when we reflect on our project, it
59
is a great way to utilize our individual values and strengths along
with group and societal values.
SEE EVIDENCE #13
. knowledge of group roles
and how they contribute to
group dynamics (Johnson &
Johnson; Benne & Sheats;
Knowles & Knowles; etc.)
. personal examples of group
roles and how they
contribute to group dynamics
(Johnson & Johnson; Benne
& Sheats; Knowles &
Knowles; etc.)
memberships skills in groups
137 Student will describe HDF 190 ECN 201 In HDF 190 we all learn what type of skills and strengths we can
. personal examples of potentially bring as members to the group. A leader is not always
membership skills in use leading, it is about being a good team member also. In ECN 201 we
are working on a group project which is on the debate of
reconstruction of a new pawsox stadium in pawtucket. The group
consisted of more than 10 people which we all were a randomized
selected group together which is very challenging with new people
you do not know. We recently had a rough draft essay due so we all
agreed for a few people to work on different parts of the essay like
the intro, arguments for/against, and conclusion. It took a while for us
to pick their roles which I had to change from intro to conclusion
since too many people were doing intro and nobody choosed
conclusion to make the group leader job easier. Most of the time
when the group leader would ask for a favor from a group member I
would offer to help to contribute to my group (teamwork) and set the
tone for my group. My role is to write the conclusion paragraph so
sum up everything that everybody talked about and found out about
60
our group topic. I am also the one that ends the presentation basically
re summarizing things and elaborate it.
SEE EVIDENCE #14

. knowledge of the Challenge
and Support theory by
Sanford, and its relationship
to organizations
. personal examples of using
the theory of Challenge and
Support (Sanford)
140 Student will show HDF190 Since I started my college life I did quite a few informative and
. knowledge of the COM 100 persuasive speeches in numerous classes I have taken so far. A
construction / elements of persuasive speech basically utilizes logic and reason to show that one
informative and persuasive idea is more legitimate than another idea.Persuasive rely more on
speeches pathos which is the appeal emotion of the intended audience and
informative rely less on this. It attempts to persuade a reader to adopt
a certain point of view or to take a particular action. Informative
speech is the type of speech that gives information about a particular
subject. In COM 100 I did my informative speech on nonverbal cues
such as facial expressions, body postures, etc. also is another way to
communicate besides verbally speaking.
SEE EVIDENCE #15

141 Student will demonstrate HDF 190 In COM 100 & HDF 190 I did public speaking speeches which I got
. proficiency in informative COM 100 good grades on in all my speeches. I believe I got this grade because I
and persuasive public mostly got my point across clearly and answered the question for the
speaking most part which was incorporated into speech in a certain either
informative or persuasive speech. For example In HDF 190 we
basically had to give an informative speech about servant leadership.
I showed great knowledge of it and how it applies also how I can
practice this type of leadership. In Com 100 I did a persuasive speech
of how nonverbal speaking is a language and a way to communicate
besides verbal speaking because nonverbal cues like facial
61
expressions, body gestures, and hand signals are one way of
communication.
SEE EVIDENCE #16

142 Student will show HDF 190 HRL Hillside In HDF 190 we learn how our resume should be and should always
. knowledge of planning and have multiple copies of it. I would ask that person I interview for
conducting interviews (as the that and any values and strengths they have to contribute to the team
interviewer) if they knew theirs.I work with a lot of older people in a professional
area that conduct a lot of interviews on potential RA & RAMS. First
they look at the applicant application and resume. I noticed how most
of my coworkers do not read the whole application or resume, just
skim through it and look at a few milestones or something that makes
you stand out. They then schedule interviews by phone or email
whichever is best to contact that person and make a schedule so they
will not lose track of time. Making an Interview schedule makes
everything more organized and things more easy after doing it a few
times repeatedly. In the interval of the interview basically throughout
the interview you are looking for the best qualified person for a
certain position. You do this by learning what type of person they are
(personality,etc.), skillset, and can they be effective.

planning and conducting
interviews (as the
interviewer)
144 Student will show HDF 190 HRL Hillside In HDF 190 learning leadership practices and learning more about
. knowledge of preparing for B.O.N.D yourself prepares you even more to be able to express what type of
and effective answers in person you are and what you bring to a team. For example I can
interviews (as the incorporate my strengths, focus & consistency by stating you can
interviewee) always count on me to do my part and getting the job in the most
professional manner which will make everybody's job easier as we all
work together as a team. When I had interviews before I got into
B.O.N.D I prepared myself by practicing a lot in my room with my
roommate and had note cards with similar questions that I would use
62
to have time to answer effectively. My roommate would usually
interview me and he also gave me tips on what I can work on and
how to improve my answers with better word choices. I always knew
and told myself never lie about nothing when asked something. You
should always be honest which I have always been in all my
interviews.
SEE EVIDENCE #17

145 Student will describe HDF 190 Job interviews (Stop n I make sure I present myself professionally in my appearance. I bring
. personal examples of Shop, Hillside) multiple copies of my resume so if more than one person would like
preparing for and being to see one I can provide one for them. I think about questions that
interviewed they would ask and how would I answer them as quickly as possible.
I say this because I believe it makes you look better when you
respond to questions at a quick pace. My interview at a stop n shop
was telling them how I had my own business cutting people's grass
and how I had a little experience of customer service, but never had a
real job. They told me guidelines and rules for people that work here
where I had to sign a lot of paper and register myself in their work
system. My interview at Hillside was a quick interview where I was
questioned by two women about my work experience as they looked
at my resume and I told them my experience at my jobs and how I
deal with people effectively, even the rude grumpy ones.
SEE EVIDENCE #18

collaboration / coalition
building (Sources:
Cilente/Komives et al;
NCBI; etc.)
working in
collaboratives/coalitions
. knowledge of techniques to
63
communicate and engage in
difficult dialogues related to
diversity and inclusion.
. proficiency in
communicating and
engaging in difficult
dialogues related to diversity
and inclusion.
150 Student will describe ways
. to maintain accountability in
leadership / member
relationships
. personal examples related to
maintaining accountability
as a leader
152 Student will describe ways HDF 190 In HDF 190 we have Peer leaders that are there to help us in our
. to build relationships journey through our first minor class. I believe our peer leader builds
between leaders and the relationship with her members of the group through
members communication and being an open minded person not being biased. I
believe when you incorporate your values and strengths to be an
effective leader it can come into play. Keeping up with each member
consistently helping them out if needed and showing them examples
of doing things definitely builds the foundation of a relationship
because it shows that you care. Also having a quick 1on1 interview
catching up with them about life and school is a great way to grow
closer with somebody because you learn about a person which can
help you as a leader.
SEE EVIDENCE #19

building relationships with
members as a leader
64
154 Student will describe how
. credibility applies to
leadership, as well as the
characteristics and skills of a
credible leader
building, maintaining, and
repairing his/her own
credibility as a leader
156 Student will describe ethical
. standards in influence
. influence applies to
leadership
158 Student will describe personal personal experience There are a variety of principles that assist in effective mentoring.
. principles of effective research BOND These specific principles include the idea of understanding the roles
mentoring, as well as Theta Chi at which mentors play, specific skills that should be tackled and
problems particular to the developed in order to be a great mentor, and creating a bond and
mentoring relationship comfortable environment. For understanding the roles at which
mentors play, it’s the concept of knowing what mentors are here to do
and what they aren’t necessarily here to do. Mentors serve more as a
support system and a sense of guidance. They are not here to serve as
a coach, a therapist, or give a step my step outline of how to get to
where their mentee needs to go. A mentor isn’t there to show you
how to do things, but there to encourage and provide advice through
their experiences. There are specific skills and qualities that a mentor
should have so they have can have the biggest impact on their
mentees. These skills include being a good listener, having good
communication skills, being open ad honest, providing feedback
when necessary, and giving advice when needed. These main skills
along with others that could be specific to the mentee can help in
strengthening the relationship as well as put in that effort needed to
push the mentee to do what they need to do in order to get to where
they want to be. This also makes it so the mentee confide in the
mentor and is comfortable expressing concerns, plans, ideas, and
65
struggles that they might need assistance or help with. Creating a
comfortable environment and a strong bond helps to strengthen the
relationship as well. It will continue to support and push towards
creating that safe space that allows the mentee to express themself in
the way that works best for them, and know that their mentor is there
to support them.
As there are principles of effective mentoring, there are also common

problems that are particular to the mentoring relationship. One of
these common problems is that mentors feel as though they have to
serve as a therapist for their mentees so sometimes they integrate
themselves a little too much into the mentee’s life. This can lead to
overstepping boundaries or crossing certain lines. Another problem
could be that the relationship could not be strong and that safe space
could not be set which makes it difficult for the mentee to speak to
the mentor about problems or struggles that they’re having based on
what they have mentor for. The last common problem is that the
mentor could be engulfed in their own life and not pay as much
attention to their mentee as they should. This could lead to lack of
support, communication, and more which could lead to future
problems or challenges.
Reh, J. F. (n.d.). This Is How a Great Mentor Could Boost Your

Career and Life. Retrieved December 10, 2021, from
https://www.thebalancecareers.com/a-guide-to-
understanding-the-role-of-a-mentor-2275318
159 Student will describe HDF 190 Times 2 Academy In HDF 190 we have our peer leaders that give us advice from their
. personal examples of High school seniors experience and upper classmen talked briefly in one class about their
mentoring and being experience after FLITE and their impact on this campus. They told us
mentored advice that they followed and how they did the things they did. I have
older brothers in my brotherhood that tell me things from their early
years in college when I seek guidance from them. At the end of last
semester I went to a high school in providence to speak to seniors
about my experience so far in college and give them tips about
66
college; things to look forward to when continuing their next chapter
of life.
SEE EVIDENCE #20

. principles of effective peer
leadership, as well as
problems particular to peer
leadership
. personal examples related to
being a peer leader and being
led by peers
67

Leadership Inventory 2022-3

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Leadership Inventory 2022-3

Uploaded by

Copyright:

Available Formats

LEADERSHIP

Name: Tyrai Jones

As a result of all of these changes, my emotions started to run high.I

It was at that point that I realized that something needs to happen in

Stress Management Tips for Students. (2016, January 21). Retrieved

For my personal life, I’ve just been able to manage my stress by

18 Student will describe

In regards to constructivism, there’s the constructivist view of

What is Constructivism? (n.d.). Retrieved December 10, 2021, from

44 Students will describe

Komives, S. R., Lucas, N., & McMahon, T. R. (1998). Exploring

48 Student will describe

Awareness is known as the first stage and this is where individuals

Retrieved December 10, 2021, from

Boyd-Colvin, M. A. & Camba-Kelsay, M. J. (2020). Intro to cultural

70 Student will describe

The “beginning” which is the point where individuals aren’t

Harro, B. (2018). The cycle of socialization. In M. Adams, W. J.

72 Students will demonstrate

Harro, B . (2018). The cycle of liberation. In M. Adams, W. J.

Catalano, K. S. DeJong, H. W. Hackman, L. E. Hopkins, B. J. Love,

Boyd-Colvin, M. A. & Camba-Kelsay, M. J. (2020). Power and

As the Black identity development theory focuses on these three

for my community positively even if it means getting a higher

80 Student will demonstrate

83 Students will demonstrate

First, there’s actively participating. Actively participating is a place

These stages are placed on a continuum with supporting oppression

93 Student will show

Boyd-Colvin, M. A. & Camba-Kelsay, M. J. (2020). Action

96 Student will show personal

SEE EVIDENCE #10

Outcome Category: Critical Thinking

Outcome Target Additional Descriptive notes regarding learning and practice

Boyd, M. A. & Camba-Kelsay, M. J. (2020). Critical and reflective

Caputo, J.S., Hazel, H.C., & Mcmahon, C.(1994). Interpersonal

5 Steps to Good Decision Making. (2018.) Corporate Wellness

SEE EVIDENCE #11

It’s beneficial to be aware of problem solving and conflict

Tuckman’s Group Development Theory was created and published

Tuckman's stages of group development. (2018, October 15)

Tuckman’s Group Development Theory helps me when I’m working

106 Student will demonstrate the

Braden, Victor (2005). Crisis a Leadership Opportunity. Harvard

Boyd-Colvin, M. A. & Camba-Kelsay, M. J. (2018). Overview of

Outcome Category: Interpersonal and Organizational Concepts & Skills

Outcome Target Additional Descriptive notes regarding learning and practice

Receiving feedback has a variety of techniques as well. These

Receiving and Giving Effective Feedback. (2020, May 13). Retrieved

114 Student will describe

Patterson, K., Grenny, J., McMillan, R., & Switzler, A.

Reflecting on the information and lessons learned from the crucial

Following all these steps is STATE my path. STATE my path, in my

In regards to this situation, I took the approach of talking about what

see evidence #10

119 Student will demonstrate

Krakoff, S. (n.d.). How to Lead and Run an Effective Team Meeting.

128 Student will describe

SEE EVIDENCE #12

SEE EVIDENCE #14

SEE EVIDENCE #15

SEE EVIDENCE #16

143 Student will describe