Meyer Final Inventory 2

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

Date Enrolled: 2018
Date of Graduation: May 21, 2022
*The Outcomes & Evidence Progress Inventory is the intellectual property of the Center for Student Leadership Development (CSLD)
at the University of Rhode Island and cannot be reproduced in part, or in its entirety, without the written permission of the acting
Assistant Director of the CSLD.
Leadership Inventory Revised 08/22/2017 1

CONTENTS
ABOUT THE MINOR & CENTER FOR STUDENT LEADERSHIP DEVELOPMENT (information included)
 Center for Student Leadership Development Information
 Minor Information
 Developmental Model
ADVISING INFORMATION (students will include own documentation)

 Tracking Sheet / Advising Updates
 Syllabi of Minor Classes (Core and Electives)
 Internship
o Guidelines
o Syllabus
o Mid-term
o Final
OUTCOMES
 Outcomes (Self-Leadership, Interpersonal and Organizational, Leadership Theories, Inclusive Leadership,
Critical Thinking)
 Targeted Classes
 Experiences
 Evidence

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

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

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

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

At URI, we are among only a handful of colleges and universities across the country that offers a Minor in Leadership Studies and one that is customized for each student. We
utilize a cross-disciplinary approach to leadership education designed to complement your academic studies. All courses utilize a variety of teaching methods but ultimately include
some form of experiential learning, practical application, and reflective learning. Employers, now more than ever, are seeking candidates with exceptional skills in the areas of
interpersonal and group management, problem solving, critical thinking and effective communication. We can help with all of the above.
GENERAL INFORMATION
 Regardless of your major, you can minor in Leadership Studies.
 Requirements may be satisfied by completing 18 or more credits related to leadership and offered by more than one department.
 Twelve (12) of the 18 credits must be at the 200 level of instruction or above. A course grade of “C” or better must be earned in each graded course. At least 12 of the credits
must be earned at URI.
 No course may be used to apply to both the major and minor fields of study. Courses in General Education or for other minors may be used for the minor* (*this does not
apply to students in the College of Business). With the exception of internship credit, all courses for the minor must be taken for a grade. The Introductory class must be taken
before the internship and the capstone course.
 Application for the minor must be filed in your academic dean’s office no later than the beginning of the final semester or term.
 Approval of the minor does not guarantee that the suggested courses will be available to you on a schedule correlated with your graduation plans nor guarantee space in any
required course.
CORE REQUIREMENTS- 9 Credits
Required Element Class options Notes
Introductory Course HDF 190: Introduction to Leadership Issues (FLITE) Only offered in spring for first-year students
3 credits or
HDF 290: Modern Leadership Issues Offered Fall and Spring for sophomores & juniors
Internship HDF 417: Leadership Internship Requires 40 hours/credit with a min. of 80 hours & a max. of 120 hours of documented
3 credits or internship experience for graded credit
Experience through Center for Career and Experiential Education
or
Internship Class in Academic Major The only time the major and minor can overlap
Capstone HDF 412: Historical, Multi-ethnic & Alternative Leadership Offered only in the fall with preference given to seniors
3 credits or
COM 402: Leadership & Motivation Offered in the spring and summer with Dr. Leatham
or
BUS 441: Leadership Skills Development Offered in the fall and spring with Dr. Cooper
or
HPR 411/412: Honors Senior Seminar
Must be in Honors or have GPA of 3.3
Portfolio HDF 492: Leadership Minor Portfolio Taken last spring semester of enrollment (some exceptions)
1 credit
MINOR ELECTIVES-9 credits

*Additional classes may be appropriate and therefore added to the list; see CSLD for the most updated list or bring a class that you think should be an elective
AAF 300: Civil Rights Movement in the US COM 402: Leadership and Motivation (capstone option) HDF 416: Leadership in Organizations
BUS 341: Organizational Behavior COM 407: Political Communication HDF 417: Leadership Minor Internship
BUS 342: Human Resource Management COM 415: The Ethics of Persuasion HDF 437: Law & Families in the U.S.
BUS 441: Leadership & Motivation (capstone option) COM 421: Advanced Interpersonal Communication HDF 450: Introduction to Counseling
BUS 443: Organizational Design & Change COM 422: Communication and Conflict HPR 118: Honors Course in Speech Communications
BUS 448: International Dimensions of Business COM 441: Race, Politics and the Media HPR 203: The Prepared Mind
BUS 449: Entrepreneurship COM 450: Organizational Communication HPR 412: Honors Seminar (capstone option)
COM 100: Communication Fundamentals COM 461/462: Managing Cultural Differences in Organizations MSL 101: Introduction to Military Leadership
COM 202: Public Speaking CSV 302: URI Community Service MSL 201: Leadership & Military History
COM 208: Argumentation and Debate GWS 150: Introduction to Women’s Studies MSL 201: Military Skills and History of Warfare
COM 210: Persuasion: The Rhetoric of Influence GWS 310: Race, Class, Sexuality in Women’s Lives MSL 202: Leadership & Team Building
COM 221: Interpersonal Communication GWS 350: International Women’s Issues MSL 301: Leadership & Management
COM 250: Small Group Communication HDF 190: Introduction to Leadership Issues (FLITE) (introductory PEX 375: Women in Sport ‐ Contemporary Perspectives
COM 302: Advanced Public Speaking course option) PHL 212: Ethics
COM 308: Advanced Argumentation HDF 290: Modern Leadership Issues (introductory course option) PSC 304: Introduction to Public Administration
COM 322: Gender & Communication HDF 291: Rose Butler Browne Program Peer Mentoring Program PSC 369: Legislative Process and Public Policy
COM 351: Oral Comm. in Business & the Professions HDF 412: Historical, Multi‐Ethnic, & Alternative Leadership PSC 504: Ethics in Public Administration
COM 361: Intercultural Communication (capstone option) SOC300/WMS350: Women and Work
COM 383: Rhetorical Theory HDF 413: Advanced Facilitation and Consulting Skills THE 221: Stage Management
COM 385: Communication and Social Influence HDF 414: Leadership for Activism and Social Change THE 341: Theater Management
HDF 415: Peer Leadership
BECOMING A POSITIVE LEADER THROUGH DEVELOPMENT & INVOLVEMENT
Wilson, 1998 (URI Memorial Union / Center for Student Leadership Development)
Revised after the publication of Exploring Leadership: for College Students Who Want to Make a Difference by Komives, McMahon and Lucas, 1998.
You need to have your own act together before you can lead others:
2. Lead Yourself
 Time management
 Organization
1. Know Yourself  Self care
 Self discipline
Lead Others  Strengths  Perseverance
 Weaknesses  Develop and maintain family,
 Values PROGRESS interpersonal, and intimate relationships
 Needs  Academic, social, personal goals and
P  Styles objectives
R o Learning
O o Teaching
G o Personality P
R o Membership R
E o Leadership O
S G
RE-EVALUATE R
S
former stages E
as you progress S
4. Develop and Refine
Skills S
 Leadership theory and

practice 3. Broaden Your Perspectives…
 Communication Understand others
 Group Development
 Inclusion  Hierarchy of needs
 Citizen Activist Skills PROGRESS  Racial, cultural, gender, sexual orientation,
 Critical Thinking religious, class, ability, etc. diversity and
 Teaching and Programming commonalities
 Power, privilege, oppression, liberation;
individual and institutional discrimination

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

Outcome Category: Self-Leadership
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
1. Student will demonstrate autonomy and a Tour Guide Program Co-Coordinator Individual autonomy is defined as “the idea that is generally
minimized need for approval
understood to refer to the capacity to be one’s own person, to live
one’s life according to reasons and motives that are taken as one’s
own and not the product of manipulative or distorting external forces,
to be in this way independent” (2003, Christman). Essentially having
the ability to think, operate and make decisions without worrying
about what other’s think or accept of.
In my position of Tour Guide Program Co-Coordinator I
frequently have to take actions and make leadership decisions that are
disputed by members of the team. One aspect of leadership that I
have learned through experience is that it is impossible to make
everyone fully satisfied and even with a best possible decision
someone is always not going to approve. In this position specifically,
I consistently must stand by decisions and actions I take as well as
keep friendships with many of the guides and professional matters
separate. Additionally, I also make decisions that are not always pre-
approved because I know that it is best for the team. Through taking
action and making these hard decisions I have learned how to
critically think and reach a best solution without have to fully adhere
to others for approval.
Christman, John. “Autonomy in Moral and Political Philosophy.”

Stanford Encyclopedia of Philosophy, Stanford University, 29
June 2020.
2. Student will demonstrate personal,

organizational, and academic examples of
self-discipline
3. Student will demonstrate the ability to Theta Xi Recruitment Chair Spring 2021 was a fully virtual recruitment process for Greek life. I
manage emotions
spent 30+ hours preparing and strategizing for this recruitment and
gave it my full effort. It ended up being an extremely poor
recruitment for us as we recruited 2 new members despite all of my
efforts. I had to manage the emotions of frustration, anger and
hopelessness as I headed into my senior year. I kept these emotions in
check and instead took the experience as a learning process and
motivation to do better in the Fall. We ended up putting even more
work into Fall recruitment and recruiting nearly 20 new members that
Fall. I was proud of my ability to manage my emotions and carry on
with my term at hand.
4. Student will demonstrate knowledge of URI101 Throughout my time at URI I have attended multiple stress
stress management methods
management courses and other seminars, but URI 101 was the first
place I was ever exposed to this. It was in URI 101 where my mentors
showed my peers and I how to manage stress with a focus on being a
college student. Keeping a calendar/planner is a huge part of
managing stress as it allows you to visualize all your responsibilities
and develop an action plan on how to slowly chip away at larger tasks
over a longer period. Physical and mental health are underrated, yet
key factors when it comes to managing stress. Being physically active
and mentally sound has so much to do with how you handle stress
daily. Simple activities like walking or breaks in between work have
such a large impact.
5. Student will demonstrate the ability to Campus Involvement, Academic I have learned the best practices/methods for me when it comes to
manage stress Track
stress management. Especially in my senior work while working two
20 hour/week jobs, being a full time student and starting my own
business, stress has been at all time high and its easy to feel very
overwhelmed. Something I truly began to practice during this time
was the importance of self-care as a stress reliever. Simple activities
mixed into the day such as walking or biking as well as eating a
healthy/balanced diet has made me more mentally focused and
happier even when facing stress.
Learning how to use google calendar as my main planner has
helped me become much more organized and find some sense of a
work/school/social life balance. Utilizing a to-do list and blocking out
time ahead of assignment due dates has made me feel so much less
stressed out as well and feeling like I have a grasp on everything.
These practices have allowed me to manage a lot of stress on a
weekly basis.
6. Student will express a personal code of
leadership / membership ethics
7. Student will demonstrate practice of the
personal code of ethics
8. Student will express a personal values HDF 190 In HDF 190 we took a VIA test to figure out what our values were.
statement (Sources = VIA, values My top five values were honesty, kindness, social intelligence,
clarification exercises, etc.)
leadership, and prudence. I will continue to use these personal values
throughout everyday life in order to grow as both a leader and a
person. Continued use of honesty allows me to build trust with
anyone I interact with and be my wholesome self in any setting.
Kindness ensures that I will get the same treatment in return from
most, which leads to positive relationships in both directions. Social
intelligence allows me to gauge situations and people, and I have a
really strong sense of general feelings and moods. Because of this I
know how to handle individual situations in specific ways that are
most effective. My value of leadership goes hand in hand with pretty
much anything I do, as it states I have the natural feeling to lead. This
can be defined as many different things, but I simply think of it as
keeping people on task whether that be in group projects or at jobs,
creating a positive environment by keeping good relationships, and
making sure tasks are done the right way. My final top value of
prudence is something that I use and will continue to use everyday
and goes along with social intelligence. I do not like to make sudden
decisions, but I prefer making decisions that consist of a decent
amount of thought and after reading the situation. Social intelligence
allows me to read situations, but my value of prudence allows me to
have the patience of what I am observing and make smart decisions. I
will continue to keep these values present in my everyday life.
9. Student will demonstrate practice of the Avon Pavilion Head Manager My personal values statement is something I practice in my everyday
personal values statement position
life, but also in specific situations as well. One place that I have
practiced my values at full strength is at my summer job where I
manage. I am both honest and kind to my coworkers, which helps
form solid relationships through trust and fair treatment to all. These
healthy relationships that are constructed form a happier environment
for all where everyone wants to be at work. Social intelligence allows
me to observe my employees and understand how to best handle
certain situations. For example if I see someone down, I am able to
read the situation and know how to best approach them and get them
happy again and working more efficiently. It also allows me to be
equipped for any challenge thrown at me and I have to use it often in
situations like machines breaking or products running out. I practice
leadership in every aspect of the job from interviewing new
employees to delegating tasks in a fair and efficient manner. Hope
allows me to always have faith in the future and when something bad
occurs at work I have faith that I can make it better and work towards
that using my other values. My managerial job has really allowed me
to practice these values frequently.
Via Character Strengths Survey & Character Reports. VIA Institute

On Character. (n.d.). Retrieved April 24, 2022, from
https://www.viacharacter.org/
10. Student will demonstrate the ability to Surv Position One of the many projects that I have done during my internship at
lead a project from start to finish (follow-
through) Surv was a event giving back to the community. I reached out to a
local land trust organization to plan a volunteer event looking to fill
some kind of volunteer need they had. They requested that we plan an
event to help clear out invasive plants in an area of one of their parks.
I reached out to the Catholic Center as well as other organizations
other than Surv to bring people together and come help volunteer for
the community.
I had to plan scheduling, food/drink, obtain tools (shears, gloves,
etc) and communicate with all parties involved to get the event
scheduled. Once at the event I took the lead on delegating tasks for
the group so that the project would get completed in a timely matter
throughout the day. I also served as a resource answering any
questions and providing extra assistance when it was needed. Upon
completion I made sure that those we were volunteering for were
satisfied with our work before anyone left. Once we had cleaned up
our area and been confirmed that our job was sufficient, I dismissed
the volunteers. After the project was completed, I made sure to reach
out to all of the volunteers expressing gratitude as well.
11. Student will describe goals and objective Honors Diversity For personal issues I had a few objective statements prior to
statements regarding personal issues, Class,
career issues, and community issues arriving at URI. In college I wish to challenge myself to step outside
of my comfort zone by becoming more extroverted and go for
opportunities I would not have otherwise. In college I wish to develop
myself my personal social and professional skills through classes and
other experiences. In college I look to expand my personal views on
politics as well as meet a more diverse range of people and quash any
biases that may have been created in my youth.
For my career I also had a few objective statements. In college I
wish to discover what I want to do as a professional career by trying
new classes, experiences, and talking to industry professionals. In
college I wish to develop my professional skills and create a
marketable resume.
12. Student will show evidence of goals and Extracurriculars, Personal As early as my first month in school I achieved my objective of
objectives that were planned and Experiences
achieved stepping outside of my comfort zone. Being quiet in high school, I
never would have expected myself to meet so many new friends and
go for opportunities like tour guiding. Additionally, I pursued
opportunities such as being the founding Vice President of a fraternity
and becoming more involved with tour guiding as well. Through
these positions and my classes I achieved my objective of developing
my personal skills as I fine-tuned public speaking, organization,
balancing work and social life. For my final personal objective, I
aimed to expand my views and perspectives especially when it comes
to others. Coming from an upper middle class, majority white
community my views and perspectives on others were extremely
limited. URI instantly threw me into the mix and created new
friendships with people of different backgrounds and expanded my
views on others.
Professionally, my objectives took slightly longer to conquer. It
took me until late in my sophomore year to determine I wanted to do
sales/marketing. This resulted from switching around different majors
and taking different classes as well as obtaining internships. Also
from these same experiences I developed valuable professional skills
and realized that is what I wanted to do for my professional career.
13. Student will show knowledge of the
“Hierarchy of Needs” theory by Maslow
14. Student will show application of Maslow’s
theory to own life
15. Student will show knowledge of the theory
of Superleadership by Manz & Sims
16. Student will show application of Manz &
Sim’s theory to own life
17. Student will describe StrengthsQuest HDF190 Tour Guide Position After taking the Gallup Strengths test for HDF 190, it gave me my
Signature Themes, shadow side of
Strengths and/or weaknesses, and top 5 strengths. They are Adaptability, Strategic, Achiever, Ideation
examples of application (Source = Gallup) and Learner in that specific order. Adaptability being my top strength
means that I take things as they come, tending to go with the flow and
to adjust to each day and challenge as I see fit. This tends to fit with
me, as I do not like to think too far ahead into the future and prefer to
deal with the now, knowing that will lead to success in the future. My
second strength is Strategic, which means that I perform well at
seeing alternate solutions to any scenario as well as the various
different similarities. My Achiever strengths means that I am a hard
worker and enjoying being both busy and productive. Ideation is my
next strength and means that I am imaginative and always thinking of
new ideas, which reigns true with me. Learner means that I always
want to improve and continue to absorb information to become the
best person and leader I can be. My strengths also pertain to my
particular leadership style. My top strength of adaptability allows me
to think on my feet, dealing to any situation that may occur while
leading. This can pertain to my leadership role of Tour Guiding, as
you must be prepared for anything on every tour. Factors like
weather, obnoxious guests, or other obstacles can be thrown at me on
any tour and I must adapt. At my Summer manager position, being
strategic allows me to implement new ideas to improve efficiency
into my role, or make people more useful in their own roles. Achiever
goes hand in hand with my Strategic strength, as I am a hard worker
and enjoy being productive. By pairing these two, I become a more
effective leader by further gaining the respect of my employees
because they know their work is meaningful and helping to make a
difference. My Learner strength keeps me always wanting to improve
and open to all suggestions in order to be the best leader I can.
Gallup, I. (2021, October 11). Cliftonstrengths. Gallup.com.

Retrieved April 24, 2022, from
https://www.gallup.com/cliftonstrengths/en/252137/home.aspx
18. Student will describe personal leadership HDF190 Tour Guiding, Manager position at In HDF 190 we took self assessments to learn what our strengths and
style and/or personality style including Avon Pavilion
strengths and weaknesses and examples values and how they tie into our personal leadership styles. My top
of application (Sources = Leadership style values were honesty, kindness, social intelligence, leadership and
inventories, the L.P.I., Type Focus prudence. I lead others by connecting with them on a personal level
(MBTI), LAMP, DISC, and other career
inventories, etc.) using my VIA values like kindness and honesty. By using these
values, my peers trust me and in turn respect me, making my
leadership style effective. I also use my value of social intelligence to
gage situations and know how to encourage someone that is feeling
down, or just leave them alone. At my manager position at my
summer job I have practiced this type of leadership. By being kind to
my peers and leading by example I have formed good relationships
with mostly all of them, which in turn allows me to be an effective
leader and forms a positive community.
Outcome Category: Leadership Theories
19. Student will show knowledge of the Individual Study Max Weber lived during industrialization and observed how
“Authority and Bureaucracy” theory of
leadership Weber organizations (specifically companies) were organized and came up
with a theory on what he thought worked best as a practice. At the
time many managers and employees were chosen based on social
status or popularity, which he claimed that many of the organization’s
shortcomings stemmed from. He believed that assigning those roles
based on who was most qualified and prepared for the position would
be the most effective way to lead an organization.
The theory itself consists of six main rules with the first being
hierarchal management structure (Lumen). This is defined by each
level of leadership controlling the level below it, thus creating a chain
of command. The next rule is division of labor, which proclaims that
every employee should have a specific set of responsibilities and jobs
that they specialize in and master. The third rule is following a formal
selection process, which defines employee selection being based on
experience, technical qualifications and more. The next rule is career
orientation, which ensures to keep management separate from
ownership. The next rule is setting rules themselves and code of
standards for all employees to follow. The final rule is impersonality;
these rules will be applied to everyone and there will be no favoritism
of certain employees.
Learning, L. (n.d.). Principles of Management. Lumen. Retrieved

April 25, 2022, from https://courses.lumenlearning.com/wm-
principlesofmanagement/chapter/reading-bureaucratic-
management/

20. Student will describe personal application Theta Xi Fraternity The bureaucratic system is set in place for my fraternity in the by
of the above theory (Weber)
laws we constructed at our founding in 2019. The chain of command
is clearly defined and so are each position’s responsibilities. The one
part where this theory might fall short in our organization is the rule
of a formal selection process. Executive officers are selected off of a
chapter vote, but do have a chance to present a speech highlighting
qualifications for the position. It could be argued that this process has
more to do with popularity rather than actual qualifications. Our
committee heads however, are typically selected through an
application and interview process.
Having all of this on paper was the first major step, but actually
implementing it and seeing what works best was certainly a challenge
for us. On the first executive board I served on the majority of us had
no clearly defined roles, tasks or expectations for our positions. There
was little delegation, as our president did a large portion of our
overall work. With the second executive board I served on, there was
certainly more delegation and an overall understanding of the
specialized roles we had sworn into. Slowly, but surely we became
adapted to our roles and began to report directly to those above us.
After serving on these two executive boards, we laid the groundwork
for the third executive board. Through conflict and failure, we
defined the roles much better for those coming after us and set the
precedent of following the bureaucratic system tightly. Today’s
executive board understands their responsibilities and delegates
exceptionally.
21. Student will show knowledge of the Individual Study This revolves around the idea that by optimizing and simplifying
“Scientific Management” theory of
leadership by Taylor the actual jobs assigned to employees, efficiency would increase
overall. There are four major principles of the theory with the first
being using the technical scientific method to determine whether a job
is being completed efficiently rather than just common sense. The
second principle is assigning workers based on ability to learn and
grow in the role. The third principle is taking a large focus on
focusing on employee performance and providing
instructions/feedback to make sure their position is being maximized.
The final principle is making sure work is distributed so managers are
focusing on managerial activities like supervision and decisions,
while employees are focused on acing their assigned individual tasks.
This theory is all about maximizing efficiency by restructuring the
actual jobs, rather than those that do them. Through assigning
motivated/capable employees, clearly defining roles, providing
extensive feedback and more Taylor believes that efficiency and
productivity of an organization can be maximized.
the Mind Tools Content Team By the Mind Tools Content Team,
Team, the M. T. C., wrote, Y., wrote, B. T., & Wrote, A. (n.d.).
Frederick Taylor and Scientific Management: Understanding
taylorism and early management theory. Taylorism and
Scientific Management - from MindTools.com. Retrieved April
25, 2022, from
https://www.mindtools.com/pages/article/newTMM_Taylor.ht
m
22. Student will describe personal application Theta Xi Recruitment Chair I served as the second Recruitment Chair in our fraternity’s history
of the above theory (Taylor)
at URI. Recruitment follows a tight schedule at the start of every
semester and is truly a 4-5 week sprint of events. Besides actual
scheduled IFC events such as meet and greets and bid day, each
fraternity is responsible for planning their own recruitment schedule
to invite potential new members to. Prior to serving my term the
recruitment team had not operated efficiently, being unorganized and
underutilized. When I took on the position I vowed to study and
figure out how to revolutionize the position to make the team operate
more efficiently.
After multiple discussions with our nationals advisors, other
recruitment teams and members of my fraternity I came up with an
entirely new set up for our recruitment committee. This committee
has previously been underutilized, so I set up a completely new
organizational chart and defined new positions that I believed would
be able to work efficiently through delegation and specialization.
Additionally, I had anyone who was interested submit an extensive
application as well to make sure they were willing/capable to learn
and grow in the role. By creating a more defined, organized and
structured set-up I knew that our committee members would be much
more efficient. By filling these roles with qualified members who
were also capable I also was confident in our new structure. With this
as well I was able truly allocate between managers and employees, by
allowing me to take more of the high level responsibilities and
leaving the actual boots-on-the-ground recruiting to others. I also was
able to have more time to observe the recruiting happening and
provide feedback, creating an overall more efficient process.
The implementation of these new processes resulted in a huge fall
recruitment less, which then lead to a spring recruitment class of
nearly the same size. The fraternity will continue to implement this
organizational strategy and constantly improve it every year.
23. Student will show knowledge of the Individual Study Drucker’s theory on management by objectives revolves around
“Management by Objectives” theory of
leadership by Drucker the idea that work performance should be based off of effectiveness
rather than efficiency. The theory revolves around setting goals
following a specific set of criteria and to give employees a clear path
to succeed. Goals being set need to follow the SMART theory of
them fitting the criteria of being specific, measurable, attainable,
realistic and time bound. Once these goals are set the theory follows a
specific plan by assigning these goals to the appropriate employees.
Managers are responsible for monitoring the completion of these
goals and providing further instruction or feedback.
Monitoring performance is the next major step of the Management
by Objectives process. Rewarding high performing employees is also
a very crucial step of this process upon completing goals to motivate
employees to continue crushing their future goals. Then the cycle
repeats with setting a new seat of SMART goals for the employees to
follow. This theory allows the employee to be involved in the goal
setting process and make their own commitments to the overall
process. By having a say and evaluating their own time commitments,
goals are more likely to be accomplished. Job satisfaction is also
increased as well as communication, employees are more motivated
and more benefits follow.
in Business Communication, O. C. (2017, October 30). Management

by objectives (Drucker). Communication Theory. Retrieved
April 25, 2022, from
https://www.communicationtheory.org/management-by-
objectives-drucker/

24. Student will describe personal application Honors Project Draw 3 Game For my honors project my friend and I decided to make his idea
of the above theory (Drucker)
for a storytelling/drawing party game into an actual business.
Together, we have worked through the entire process of starting a
new business and looking to mass produce our game. I took a focus
on the business aspects of the entire project and a large part of this
came during the planning stage of forming a business plan, marketing
plan and other strategizing.
With the marketing plan specifically I set multiple goals for us to
complete prior to our Kickstarter campaign. I actually utilized the
Management by Objectives theory to develop these goals initially. By
laying out exactly what the attainable goal was, who was responsible,
and placing due dates on each I effectively began the process of
Management by Objectives. At the time of writing this outcome we
are still in the process of completing these goals, but as the acting
manager I have made sure that our designers and other team members
are in the process of completing the set goals. As we approach our
Kickstarter we look to have the majority of these goals completed.
25. Student will show knowledge of “Theory Individual Study These theories are two rivaling approaches to the management,
X and Theory Y” theory of leadership by
MacGregor organization, and overall leadership of people in an organization.
Theory X assumes that people do not enjoy work and must be
persuaded and controlled by management. Theory Y believes that the
average person has some basic interest in goals and desires to seek
responsibility and take action with their own goals. Macgregor’s
conclusion is that Theory Y is the more desirable approach for
managers, although Theory X can be more effective in some
situations.
Current day experts tend to dispute this theory arguing that
leadership is much more complex than these two rivaling theories. A
lot of experts believe that the best approach to use depends on the
nature of the work being done and a variety of other factors such as
work environment, complexity and more. Despite what new evidence
and research has been performed, these are still foundational theories
that have a place when studying organizations and leadership in
general.
Beyond theory Y. Harvard Business Review. (2014, August 1).

Retrieved April 25, 2022, from https://hbr.org/1970/05/beyond-

theory-y
26. Student will describe personal application Tour Guide Co-Coordinator Position, In some of my management/leadership positions I have seen
of the above theory (MacGregor) Theta Xi Fraternity, Avon Pavilion
scenarios where either theory could be applied and work. Obviously I
think MacGregor is accurate when he states that Theory Y is more
desirable. As a leader you want to simply act as a guide and resource
for those you are leading, but you want them to take individual action
and responsibility. You want them to enjoy their position to some
extent and take it in their own hands to care and get their tasks done.
Unfortunately, this is not always the case in every setting or with
every person. What gets me with this theory is that it is extremely
broad on the organization as a whole rather than taking leadership by
an individual basis. I have noticed in my experiences that everyone
needs to be held to the same standards, but different individuals need
to be communicated to and lead in different ways to be most
effective.
In all my leadership positions mentioned I have used both theories
for different individuals. You are always going to have some people
who simply don’t have the passion or care self-responsibility for the
organization. As a leader I truly believe it is your duty to do
everything in your power to uncover this or help allow someone to
embrace it. Of course for every individual there is only so much you
can do as a leader and I believe that doing this requires allowing an
individual to fail and over time learn to care more about their
individual role.
As mentioned, eventually you will reach that breaking point where
someone truly doesn’t care and needs to be coerced and motivated in
other ways. Its ok to accept this as a leader as well as sometimes
people are simply their for the money or resume experience, rather
than trying to the best job they can for themselves. Others just need
more guidance and don’t have the capacity to take self-control of
tasks and overall ownership as well. Both theories have their
individuals and scenarios where they can be applied and it is
important to know that.
27. Student will show knowledge of the HDF190 I learned about the many different aspects of servant leadership and
“Servant Leadership” theory of leadership
by Greenleaf what it is in HDF190 class and outside of class. The idea of Servant
leadership was first defined by Robert Greenleaf in 1969. He defined
servant leaders as having a natural feeling that makes them obligated
to serve others first. In class, our lesson defined service as “a person
who works or exerts himself for the benefit of another person.” It is
made up of the 10 major characteristics of listening, empathy,
healing, awareness, persuasion, conceptualization, foresight,
stewardship, commitment to the growth of people, and building
community. People who perform service are selfless go out of their
way to help and care for others. The idea of servant leadership is not
changing the leadership wheel, but rather make it better. Those who
lead by service focus on building relationships by caring for their
peer’s well being and using characteristics such as active listening
and empathy. Servant leaders lead by example and in turn they get
respect from those they are leading. If the people you are leading
observe you going out of your way to benefit others, they will be
more receptive of you and further construct a positive community.
Greenleaf, R. K. (n.d.). Who is a Servant Leader? Retrieved from
https://www.greenleaf.org/ - Vincent, R. (2019). Servant Leadership,
An Introduction [Slideshow from class on Servant Leadership].
28. Student will describe personal application Public Health Club Member I have applied the ideals of servant leadership all throughout my life
of the above theory (Greenleaf)
and never really knew there was an official term for it until learning
about it in HDF 190. I have done various acts of Servant Leadership
in college so far and this can be found in a few different examples
such as involvement in Rotaract Club and participating in events such
as the Public Health Club campus clean up. Rotaract’s motto is
“service before self” and throughout different events, I along with its
other members share the feeling of serving first as well as
selflessness. For the Public Health Club campus clean up, we cleaned
up an unbelievable amount of garbage around campus. The group I
was in focused on the area by the Keaney lot and in that area alone
we were able to fill up six large garbage bags of miscellaneous trash.
We all felt the natural feeling to serve first, which is why we took
time out of our weekend to make our campus a more beautiful place
for all to enjoy. By cleaning up we lead by example for all other users
of the campus, and helped construct a more positive environment
overall. Besides doing formal acts of service, servant leadership can
be achieved in the smallest of ways. Things as simple as holding the
door open, saying thank you, or being friendly to a stranger, are all
examples of servant leadership and things I have done on a daily
basis my entire life. These small acts of kindness may seem
meaningless, but they go a long way and are an example of Servant
Leadership in action.
29. Student will show knowledge of the Individual Study The book titled Principle Centered Leadership details the
“Principle Centered Leadership” theory by
Covey extensive leadership theory by Covey. This type of leadership does
not allows occur, but it is when the core values of a leader and a
follower are the same. Because of this leadership becomes a much
easier process and followers are much more willing to take risks
because they trust that the leader is making decisions following their
shared values and placing them at the forefront.
The theory of course is much more complicated than that, but that
is the basic overview. Leadership tends to flow much smoother, and
the overall process ends up being much less full of
conflicts/disagreements. It also focuses on leaders defining and laying
out what they value in their position and what every decision should
focus on. For principle centered leaders, the majority of their
decisions and performed tasks revolve around their set values.
Covey, S. R. (2009). Principle-centered leadership. RosettaBooks.
30. Student will describe personal application Avon Pavilion During my time as Head Manager at the Avon Pavilion I had a
of the above theory (Covey)
few main values and precedents that I aimed to be a leader with. I
chose to lead through relational leadership by following my values of
empathy, kindness, understanding, working hard and more. I chose to
lead by forming respectful relationships with my employees through
means such as humor/respect, while also maintaining the professional
boundaries as well. I found that many of my employees resonated
with my “work hard, play hard” mentality that allowed me to
complete my tasks as best as possible, but while also enjoying it.
I believe that I set an example of how working hard can actually
be fun, but I also was never afraid to gently call someone out if they
were straying too far from completing their assigned work. I was able
to maintain seriousness while also being able to be their as a resource
for my employees. A lot of my employees came around to trusting
me, which established an open line of communication with me. I
encouraged them to share any problems/issues they experienced at
work so I could hear them out and find a solution. I always was as
transparent as possible as well when it came to big decisions or
policies. What I found through using this theory was a more positive
work environment, more efficient employees, and overall greater
morale at work.
31. Student will show knowledge of the “14
Points / TQM” theory of leadership by
Deming
32. Student will describe personal application
of the above theory (Deming)
“Visionary Leadership” (now often cited
as “Transformational Leadership”) theory
by Sashkin
of the above theory (Sashkin)
“Individuals in Organizations” leadership
theory by Argyris
of the above theory (Argyris)
37. Students will demonstrate knowledge of HDF190 In HDF190 we learned about the “4 V’s” theory of leadership through
the “4 V’s” theory of leadership by Grace
(Center for Ethical Leadership) an online reading as well as filling out our own “Leadership Crest”
with our own Values, Vision, Voice and Virtue. Value has to do with
your own individual morals and what kind of person you aim to be on
a daily basis. Vision is putting these core values into stated actions
and typically involves using your morals to perform service. Voice is
putting you vision statement into words and motivating others to
follow it. Lastly, Virtue is all about doing the right thing and aligning
your values, vision and voice to doing what is good for everyone.
Service is also a large part of the model, and mostly connects Vision
to Values, by putting these two statements into action. Polis relates to
politics, but is generally about putting your Voice into action to make
a change in today’s society. Renewal, another part of the model,
states that sometimes we must stop our everyday actions and self-
reflect to see if we are following our stated “4 V’s.” The overall goal
of this model in particular is to help lead effectively, but also in a
moral and fair manner. By having you own “4 V’s” your specific
leadership type is created and it ensures that you are leading in a
morally-correct way that helps promote the common good. Source:
Center for Ethical Leadership. (2007). The four –v model. Retrieved
from http://www.ethicalleadership.org/philosophies/ethical-leadership
38. Student will describe personal application HDF190 In HDF190 after being taught the “4 V’,” we were given our own
of the above theory (Grace)
Leadership Crest to write down our own values, vision, voice and
virtue. For my values I chose to pick a combination of my VIA values
and what I believe to be my core values although, many of them do
align. I wrote down honesty, kindness, social intelligence, leadership
and prudence as my values. These are all values that I have and strive
to have on a daily basis. My vision is by using a blend honesty,
kindness, and social intelligence I will lead other by serving them. By
using these values, I will make everyone feel noticed, cared for, and
important. This will create a better environment wherever I am and
allow me to be a more respectful leader. For my voice, I stated that I
will fully understand the situation using social intelligence and use
my grasp of what is happening to motivate and support those around
me. I will then use kindness and honesty to level with my peers and
care for them, in return gaining respect as a leader. I will put
prudence and leadership into action to make well thought out
decisions and lead. Putting these values into action will allow me to
be a respected person, leader and form a better community. My virtue
is the way I will live by my assigned morals and values of honesty
and kindness in whatever I do. I will stand by these morals in every
aspect of life and continue to be a good person.
39. Student will show knowledge of the Individual Study As it is named, situational leadership focuses on the leader being
“Situational Leadership” theory by Hersey
& Blanchard able to adapt their leadership style to help fill the needs of the
organization. Leaders following situational leadership must be able to
have insight and understand what an organization needs while
simultaneously being able to adapt their leadership style as well.
Under Hersey and Blanchard’s theory, 4 different leadership styles
were formulated. The first being telling leaders who make
decisions/objectives and pass them on to others through good
communication. Selling leaders sometimes create objectives, but are
open to changing them around based on feedback from followers.
Participating leaders leave the decisions and voice in their followers
hands and the ultimate choice is left to them. Delegating leaders let
their followers do the actual tasks and they delegate to them. Under
this theory there also four types of development for followers. These
are low competence-high commitment, some competence-low
commitment, high competence-variable commitment, and high
competence-high commitment.
Blanchard and Hersey believe that by leaders being able to
understand the situation and what is needed the most that situational
leaders can choose which of these styles to lead by.
“What Is Situational Leadership? How Flexibility Leads to Success.”

St. Thomas University Online, 25 Nov. 2014,
https://online.stu.edu/articles/education/what-is-situational-
leadership.aspx.
40. Student will describe personal application Tour Guide Program Co- During my time as Program Co-Coordinator I learned that what
of the above theory (Hersey & Blanchard) Coordinator this organization needed was more of a delegating leader. We had an
immense amount of work on our plate and certain members of the
executive board and staff were taking on an unproportionate amount
of work. Over the span of the year we learned how to delegate tasks,
especially those that were more mundane and that a higher-level
manager should not be focusing their time on.
Through delegation both on my executive board and staff we were
able to complete tasks more efficiently and create a more positive
work environment. As the higher level managers we had more time to
focus on other issues such as low team morale, poor communication,
and more.
41. Student will show knowledge of the HDF190 In the past, leadership has been very focused on those in power. In
“Relational Leadership” model by
Komives, McMahon & Lucas HDF190, we learned that Relational Leadership is a fairly new style
of leading, as general leaderships styles have been shifting from
focusing on those in power to putting more focus on who can be
viewed as those being led as a group. Relational leadership
encourages to view the so called “followers” instead as members of a
collaborative team all working to accomplish similar goals. This style
is all about leaders putting their group members first, and creating a
positive -minded team that can accomplish a lot. Both the principles
and components of relational leadership help us to make all group
members feel valued and achieve true relational leadership. The
principles include knowing, which is all about having intelligence
about yourself and having awareness of how others are thinking.
Being refers to the core values of the leader and can be compared to
our VIA Values. Relational leaders have to be open, and kind to
everyone involved. The last principle is doing and is all about taking
action in ways that promote relational leadership such as acting
responsibly and being active in the community. It is here where our
Gallup Strengths come into play and can be put into action. Besides
the principles, the four components of relational leadership are
Inclusive, Purposeful, Ethical and Process -oriented. Inclusive means
making sure everyone involved feels like they have a role. Purposeful
has to do with the actual work being done and if each team member is
doing meaningful work. Ethical means that the group is being kind to
each other and those around them. Process oriented has to do with
group members creating steps in order to solve problems as a team.
When a leader is following these components, they create a better
environment by forming a team of people who feel as though they
have a voice, are treated kindly, working towards a goal and being
efficient. When these components are achieved, relational leadership
is being followed and proving to be effective.
Source: Komives, S., &

McMahon, T. (1998). The Relational Model. Retrieved from
https://www.uta.edu/leadership/_downloads/The -Relational -
Model.pdf
42. Student will describe personal application HDF190 Head Manager position at I have applied relational leadership in many different situations in my
of the above theory (Komives et al) Avon Pavilion life from group projects to social settings, but one example comes
from my Summer Job. I work as a manager at a beachfront restaurant,
and during my time at this job I have used relational leadership to
connect with my coworkers and become a more effective leader
overall. At my job I make sure to be inclusive, being open to
everyone’s input and not viewing myself as the sole leader, but rather
as everyone being leaders in their own way. By putting the overall
group first my employees respect for me grows, which makes them
more eager to listen to me and creates a better work environment for
everyone. By putting my values of kindness and honesty into action, I
truly form e d relationships with my peers and make everyone feel
valued and heard. Not only does leading with relational leadership
form a more positive work environment, but also creates a more
efficient workplace. My employees genuinely enjoy working for me
because they know they have a say and I care about them. This relates
to the ethical component of the model, as a I treat my employees with
kindness and respect Rather than having the authoritative style of
leadership where what I say goes, I implement relational leadership
because it is truly much more effective and enjoyable for me in a
leadership setting. A final component of the model that I can
remember myself using is empowering. When I see an employee
down I always want to pick them back up through empowering, and
get them to start enjoying themselves again.
43. Student will show knowledge of the Individual Study Constructivism is defined as “the theory that says learners
concept of constructivism
construct knowledge rather than just passively take in information. As
people experience the world and reflect upon those experiences, they
build their own representations and incorporate new information into
their pre-existing knowledge” (University of Buffalo). Essentially this
concept is that people do not simply import information at first, but
rather it is built over time through multiple experiences.
Constructivism. Office of Curriculum, Assessment and Teaching

Transformation - University at Buffalo. (2022, March 23).
44. Students will describe personal examples Tour Guide Trainer, Avon I have implemented constructivism in many of my positions, but
of implementing constructivism Pavilion especially within my experiences of Tour Guide Trainer and Avon
Pavilion Head Manager. While training my new tour guides I realized
that information does not just simply get imported into their brains
just from reading off a page and telling them. Many people learn by
actually doing and practicing their teachings rather than just listening
to information. I found that after simply reading them or telling them
feedback, many tour guides were simply not retaining it. They had to
go out and fail a mock tour and then they would learn how to do it
better and what study tactics worked. We had laid the groundwork in
weekly training meetings and teachings, but what they really learned
from was the following experiences and failures and slowly
constructing on their knowledge.
During my time at the Avon Pavilion, I was responsible for the
training of all our new employees and overseeing that process. We
established a slow, clear and easy-to-follow training process of telling
them information and then showing them how to do specific tasks.
Despite our thorough teachings and even having the employees pass
tests, they would still not retain certain aspects while working the job
or other situations would arise. While working the job I would answer
any questions or help handle any special circumstances, but over time
these employees learned how to take care of them without having to
ask me. Through experiences, failures and issues the initial training
we gave to them was constructed upon making them a fully
successful employee.
45. Student will demonstrate knowledge of Individual Study Kolb’s Experiential Learning Model is based off the fact that
the Experiential Learning Model (Kolb)
learners gain new knowledge through a series of interactions with
their physical environment. This model begins with a learner in the
stage of concrete experience. This experience is simply a learner
engaging in a task or experience relating to what they are learning and
becoming involved. The next stage is called reflective observation
and in this the learner steps back to reflect on the task they just
completed to gain feedback, ask questions and discuss. The following
stage is abstract conceptualization and it is when the learner attempts
to interpret the experience based on learned knowledge or gained
knowledge from other peers.
The next stage is titled active experimentation or the “testing
stage.” The learner leaves the discussion and conceptualization and
returns to the actual experience involvement, but bring to it the newly
gained knowledge they have. It is important to note that Kolb
believes every learner is different and this process can vary greatly in
terms of timing spent on every stage and other factors as well. Some
learners like to spend more time in certain stages over others or prefer
different stages being communicated in different ways.
Kurt, Serhat. “Kolb's Experiential Learning Theory & Learning

Styles.” Educational Technology, 28 Dec. 2020,
https://educationaltechnology.net/kolbs-experiential-learning-
theory-learning-styles/.
46. Student will describe personal application Tour Guide Training When I was first hired as a tour guide I moved through this full
of the Experiential Learning Model (Kolb)
experiential learning model. At first they provided us with a written
script of the tour and went over all of the bullet points on a slideshow.
They went over a bunch of major factors such as how to walk, how to
interact, how to answer questions and more. Then for our first
practice “mock tour” I had to give the tour like I was with visitors and
get graded on it. For me, everything went out the window and all of
my learnings/studying shattered once I was in front of an actual
audience. After this initial experience my assigned trainer moved me
into the reflective observation stage. It was here where she talked to
me and provided feedback and insight about my performance. She
also opened a dialogue to talk about, discuss and ask any questions on
any aspect that I was confused on.
From here I moved into conceptualization stage where I went back
home and continued to study my materials. I asked my peers for
advice on how their tours went as well as continuing to study until I
felt I had gained a good understanding of where I went wrong. For
my next mock tour I entered the active experimentation stage where I
was able to implement the feedback and new knowledge I had
received. I was able to practice the ideas I had gotten from other tour
guides and with the newly gained knowledge I had I was able to
perform much more successfully in my second experience.
I truly was given the full process of working through the
experiential learning model and I could certainly see the benefits in
this process. There is only so much simply teaching can get across,
but when you are forced to actually implement the teachings you
must adapt and instantly learn.
47. Student will show knowledge of the HDF190 The Social Change model involves performing acts that address the
“Social Change Model of Leadership
Development” by Astin et al root of problems in society rather than temporary fixes. The model
involves people coming together and making a difference in an
advanced way that goes at the base of a social problems. The model
involves the seven C’s of consciousness of self, congruence,
commitment, collaboration, common purpose, controversy with
civility and citizenship. Citizenship has to do with people seeing
themselves as a whole, rather than the individual, which connects
directly with collaboration. When the group is viewed as a whole,
members will collaborate their ideas and talents to achieve a common
goal and vision more easily. This common goal is also known as a
common purpose, which is another one of the seven C’s. A healthy
sign of collaboration is conflict and the model believes that this
conflict must remain civil, allowing each others opinions to be heard
and respected. Consciousness is being fully self aware and knowing
your personal beliefs and values. Congruence has to do with taking
action and not just talking about doing things. Along with the other
C’s, those involved in social change must be committed to their
group’s common purpose. This means they prioritize working
towards this goal with their group by putting in work/time, as well as
truly caring about what is being done. When a group is collaborative,
has a common goal that is targeting the roots of a social problem,
taking action, and following the rest of the seven C’s of the model,
they are achieving social change.
Source: Higher Education Research Institute. (1996). A social change

model of leadership development (Version III). Los Angeles:
University of California Los Angeles Higher Education Research
Institute
48. Student will describe personal application HDF190 I applied the social change model in my personal life when my
of the above theory (Astin et al)
peer leader group and I did a clean up at the North Woods Challenge
Course for our group project. We went to the URI challenge course
and cleaned up the numerous articles of litter around the course,
making it cleaner. This improves the environment and helps protect
our beautiful planet and its species. By doing this clean up, we not
only helped the environment and the wood’s inhabitants, but cleaned
a very important space. This Challenge Course is used by the
Leadership Program for retreats that help improve the relationships of
specific groups/organizations and facilitate. The Challenge Course
helps form long -lasting friendships and improve the overall status of
group members, which is very important in accomplishing their goals.
Our group fulfilled the C of commitment because after planning the
cleanup, we remained committed to our goal and physically went
there and achieved our plans.
By cleaning the challenge course, we provided organizations using
it for retreats with a more appealing place for their group members to
grow closer. As a group we saw ourselves accomplish the
collaboration aspect of the model when we came together and
performed our goals as a team by delegating tasks . After cleaning,
we felt like we had made a change which comes along with the
citizenship part of the leadership model . We saw ourselves as part of
something greater as with a cleaner course, retreats and facilitations
will run more smoothly and in the long run allow groups to achieve
their common purposes, which is something that many struggle to do.
A lot of times in group settings, many find it hard to achieve common
set goals, but by attending a retreat in an appealing challenge course ,
these members will be brought together and bond. Also by helping
the environment, we are also spreading environmental awareness,
which will spread to other areas to combat the root of the problem.
Our clean up targeted the roots of the problems of organizations not
being able to come together to efficiently achieve their goals, as well
as spreading environmental awareness.
49. Students will demonstrate knowledge of
the “Leadership Identity Development
Model” by Komives et al
50. Students will describe personal
application of the above theory. (Komives
et al)
the Strengths-Development Model by
Hulme et al
of the above theory (Hulme et al)
53. Student will demonstrate knowledge of
behavior theories of leadership from
Michigan and Ohio State
of the above theories (Michigan & Ohio
State)
55. Student will demonstrate knowledge of Independent Study Charismatic leaders bring many skills to the table such as having
Charismatic leadership
empathy, energetic, engaging, confident and more. They bring energy
and personability to leadership situations. Charismatic leaders “given
their ability to connect with people on a deep level, are especially
valuable within organizations that are facing a crisis or are struggling
to move forward” (Torch). It is important to know that charismatic
leaders need to be extremely careful with how they utilize their skills
and talents. Too much charisma can have an adverse effect such as
the leader becoming self-centered, or people thinking the leader is
fake/shallow.
“What Is Charismatic Leadership?” Torch, 22 Apr. 2022, .

56. Student will describe personal application Surv Position In my position with Surv I was assigned a team of employees to
of the above theory
train and oversee with sales outreach. In a position that relies heavily
on communication, energy and talking to others over the phone I had
no choice but to be a charismatic leader when working alongside
them. I had to set the example of enjoying the outreach work while
also bringing energy and engaging conversation to the phone calls
with potential customers. For me, this charismatic leadership paid off
as the employees doing sales calls began to make more sales and
become more motivated to do their jobs as well. I also was able to
handle different problems on an individual basis with them and be
there as a center of support and knowledge.
contingency approach to leadership by
Fiedler
of the above theory (Fiedler)
Path-Goal theory by House
of the above theory (House)
Leader Member Exchange (LMX) theory
by Dansereau, Graen & Haga; Graen &
Cashman; Graen
of the above theory (Dansereau, Graen &
Haga; Graen & Cashman; Graen)
Leadership Substitutes Theory
of the above theory
Models of leader emergence
66. Student will describe the impact of traits
on leadership emergence and
performance
Chaos approach to leadership by
Wheatley
of the above theory (Wheatley)

Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership
69. Student will demonstrate how cultural
anthropology / paradigms relate to
leadership
70. Student will describe personal example
of using cultural anthropology /
paradigms as a leader
71. Student will demonstrate knowledge of Individual Study The Cycles of Socialization is a short exercise that anyone can
the “Cycles of Socialization” (Harro)
theory and its uses in leadership work through. It has the outcomes of overcoming biases, recognizing
harmful benefits, and combatting systemic oppression overall. Harro
writes about how we are all born with our own backgrounds and
differences whether that be socio-economic, gender, race, status, etc.
He believes that due to these different identities in addition to an
already present oppression today, every individual has some kind of
bias present. Harro’s exercise allows anyone to work through a
practice and uncover any of these hidden biases simply to become
aware and help combat systemic oppression.
Being understanding of unspoken bias is extremely important for
leaders. When you are leading a group of people everyone stems from
a different background and has different perspectives, thoughts and
experiences. A leader must be aware of any biases they possess and
not let it impact the job they have to do. By being aware of these
biases, leaders can also be more impartial when it comes to making
big decisions and for daily operations. This will allow the actual best
outcome to come to fruition and the organization to thrive.
72. Students will demonstrate personal Surv Position It is so important for a leader to be aware of any biases they
application of the “Cycles of
Socialization” (Harro) possess themselves, but also simply be aware that everyone also has
their own individual backgrounds as well. I encountered myself
having to understand my own biases recently in my Business
Development Position at Surv. We brought on some of our local odd-
job employees to come in and help with sales outreach. Some of them
are not college students while others are and others have never
studied business. They also all came from different backgrounds
outside of education as well and have different skillsets.
I had to understand my own biases on these backgrounds and
levels of education/business knowledge. I put these past and decided I
would do my best to train them without taking these into
consideration. Throughout my time acting as their boss for this sales
role I have continued to put these biases aside and treat them fairly by
understanding their different backgrounds. For example one of them
was not super confident and didn’t love doing outreach so I worked
with him and provided different options. Once we came to the point
where it was evident he simply just didn’t enjoy this part of the job, I
told him that was totally fine. For the others I had to take into account
their backgrounds and work with them to help develop these skills. I
can proudly say that they have come a long way with their personal
development.
the “Cycles of Liberation” (Harro) theory
and its uses in leadership
74. Student will demonstrate personal
application of the “Cycles of Liberation”
(Harro)
the “Configuration of Power” (Franklin)
and its relationship to leadership
application of the “Configuration of
Power” (Franklin)
racial identity development (Cross &
Fhagen-Smith; Rowe, Bennett &
Atkinson; Ferdman & Gallegos; Kim;
Horse; Renn etc.)
application of model(s) of racial identity
development above
models related to gender / identity /
gender identity development (Lev;
Bussey; Bussey & Bandura; Bilodeau;
Gilligan; Belenky et al; etc.)
application of model(s) of gender identity
above
additional social identity development
model(s): Sexual ID, Faith & Spirituality,
Disability, Social Class (Dillon et al;
Fowler; Parks; Astin et al; Peek; Smith;
Johnstone; Gibson; Forber-Pratt &
Aragon; etc.)

82 Student will demonstrate personal
application of additional social identity
development model(s) above
McIntosh’s theory of privilege and its
relationship to leadership
application of McIntosh’s theory
85. Student will describe the differences and
similarities of individual and institutional
oppression and relationships to
leadership (Source = Three Dimensional
Matrix of Oppression)
86 Student will demonstrate knowledge of
relevant laws and policies related to
issues of equity and its relationship to
leadership (i.e., Title IX, Affirmative
Action, Protected Classes, etc.)
87. Student will show knowledge of effective
leadership as it relates to change agency
88. Student will describe personal examples
of being a change agent
the “Model of Intercultural Sensitivity” by
Bennett and its uses in leadership
90. Students will demonstrate personal
application of the “Model of Intercultural
Sensitivity” by Bennett
the ally Action Continuum by Griffin &
Harro
application of the Action Continuum by
Griffin & Harro
Multicultural Organizational Development
Model (Jackson)
94. Student will show personal application of
the Multicultural Organizational
Development Model (Jackson)
Multicultural Change Intervention Matrix
(Pope)
96. Student will show personal application of
the Multicultural Change Intervention
Matrix
97. Student will create a personal code of
inclusive leadership

Outcome Category: Critical Thinking
98. Student will show knowledge of principles HPR412 Individual Study Critical thinking consists of analyzing an extensive number of
of critical thinking and fallacies (logic is
used in this minor) components such as available facts, evidence, observations and
arguments to form a sound judgement. Critical thinking can be used
for decision-making, strategizing, or just leadership tasks in general
to come to the best solution for an organization. A major part of
critical thinking are fallacies, which are defined as mistakes in
reasoning (OSU, 2022).
Fallacies are differ from factual mistakes that are not objective.
For example something that is factually incorrect is not a fallacy, a
fallacy is a mistake that has been made during the process of critical
thinking and can lead to incorrect outcomes. Fallacies include
fallacies of inconsistency, fallacies of relevancy, fallacies of
insufficiency, and fallacies of inappropriate presumption.
99. Student will demonstrate proficiency of HPR412 Surv Position I first started to develop my proficiency of critical thinking in
critical thinking
HPR412, which was my honors seminar on ethics in government. In
this class we were presented with multiple different scenarios that
our professor had encountered in his position as Director of Labor for
the state of Rhode Island. He had us think critically then discuss the
best courses of actions for these difficult situations he had
encountered. In addition we had intense critical thinking discussions
regarding multiple ethical theory and leadership theories as well.
In my current position as a Business Development Associate for
Surv I am forced to think critically on a weekly basis. I have been
tasked with leading the charge on outreach for our new membership
program; handling all outreach, consultations and retention on a
program that is driving the future of our company. My CEO
frequently contacts me for my opinions on the sales process and has
me writing foundational planning documents and materials. I have to
think critically and assess past experiences, data, and other practices
to determine an effective plan of action moving forward.
100 Student will show knowledge of
metaphorical analysis to critically analyze
. self and leadership situations
101 Student will demonstrate proficiency of
metaphorical analysis to critically analyze
. self and leadership situations
102 Student will show knowledge of at least five
decision making methods
.
103 Student will describe personal examples of
having used five decision making methods
.
104 Student will show knowledge of at least five
problem solving / conflict management
. methods, as well as understanding the
roots of conflicts
105 Student will describe personal examples of
having used five problem solving / conflict
. management
106 Student will demonstrate the ability
to synthesize multiple knowledge
. perspectives (course work), competencies
(communication, writing, information
literacy or mathematical/statistical skills)
and responsibilities (global, diversity &
inclusion or civic knowledge)
107 Student will demonstrate knowledge of Individual Study I learned the bulk of my knowledge about leadership in crisis
leadership that is used in crisis (i.e., James
. & Wooten; Garvin; Covey; Frohman; situations simply viewing on the onset of the covid pandemic and
Lalonde; Schoenberg; Joni; Braden et al; how world leaders responded. In addition, reading articles and
etc.) analyzing these real life examples while also observing what could
have been done better. In times of crisis and uncertainty, groups look
to leaders to remain a strong, consistent presence and inspire hope
within them. Obviously, it depends on the crisis at hand, but leaders
need to remain on course and possess major skills that allow groups
and organizations to get through these hurdles.
A leader during a crisis needs to be an excellent communicator
and be able to convey information timely and efficiently. A leader
must be prepared to act and be that center of support for when a crisis
arises, and they are completely caught off guard. A leader must be an
expert problem-solver and have high ability to think on their feet.
Often in times of crisis, leaders need to make bold decisions to act
fast and then evaluate their decisions later. They need to be prepared
to field the responsibility of someone that everyone else is looking
toward for a solution or to be strong in the face of crisis.
“Leadership in Times of Crisis.” Monitor on Psychology, American

Psychological Association,
https://www.apa.org/monitor/2020/07/leadership-crisis.
108 Student will describe examples of Avon Pavilion During my time as Head Manager at the Avon Pavilion I had to
leadership in crisis situations (i.e.,
. application of James & Wooten; Garvin; handle multiple crisis situations and apply the skills of this theory in
Covey; Frohman; Lalonde; Schoenberg; action. One instance was when we had an employee pass out. The
Joni; Braden et al; etc.) minute I heard this happened I thought on my feet and ran to the
employee who passed out. I immediately yelled for someone to get a
nearby EMS or police officer from the boardwalk. I then checked for
any signs of injury and comforted them when they woke up and
grabbed them water. An EMS officer was there within minutes and
evaluated her to make sure she was all good. In this situation I had to
think quickly and delegate in order to make sure she was getting
immediate professional attention. Another employee had come to me
panicking and needing my support, and I had bravely accepted that
responsibility and swung into action.
Other smaller crises that occurred regularly were machines
breaking down, angry customers and more. In all of these situations
employees would come to be frustrated and nervous and would
expect me to jump into action and fix it. As a leader in this
management position that is the expectation during a crisis. Your
followers look to you to lead by example and guide the group to a
solution. Being an excellent communicator, problem-solver and
quick thinker are all necessary components to lead during a crisis.
Outcome Category: Interpersonal and Organizational Concepts & Skills
Outcome Target Additional Descriptive notes regarding learning and practice

class Experiences
109 Student will demonstrate knowledge of HDF190 I have adapted active listening techniques in everyday life like
active listening techniques
. conversations, but I learned actual active listening techniques in
HDF190 during our Leadership retreat. We learned all about different
strategies like nodding when someone is speaking to acknowledge you
are listening. Another thing we learned at the retreat is to think about
what the person is saying and actually retain information. A lot of times
when someone is listening to a conversation they will be thinking about
what they are about to say next, rather then actually listening to the
person. We learned to actually take in every word the person is saying
and comprehend what they are trying to get across. Then, once they are
done speaking you can begin to form your response
110 Student will describe examples of using HDF190 Good Five Cent Cigar reporter, As well as practicing active listening everyday in basic acts like
active listening skills Leadership retreat
. conversations, I also practice it through the school newspaper. In
interviews you have to actively listen to the person you are interviewing
in order to form new questions and pick out important quotes. In
HDF190 we have practiced active listening on a few different
occasions. The first being during the Leadership Retreat. At one point
we all discussed our opinions on various issues and barriers and when
we first started noticing them. We were taught how to actively listen
and practiced it while each member of the group was talking about such
sensitive topics. At the retreat my active listening was definitely
improved and put to the test.
Another place I use active listening is when talking to friends and
family.. Being an active listener not only allows the person speaking to
truly be heard, but allows the listener to obtain potentially valuable
information and retain it. Things such as nodding or reaffirming what
the person is saying shows that you are actually listening to them. Also
by truly retaining information, it makes your response that much better
and meaningful.
functions of group communication by
. Hirokawa
112 Student will describe personal application
of functions of group communication
. (Hirokawa)
113 Student will show knowledge of HDF190 I have learned throughout multiple classes and experience techniques
techniques regarding giving and
. accepting of feedback of giving and accepting feedback. In HDF190 we learned techniques
and applied it through different peer review tactics. In terms of giving
feedback I certainly learned how to perfect that while serving as a
trainer for new tour guides. I learned how to present criticism in a
constructive way through multiple strategies. One strategy was always
to highlight what the guide did well, rather than simply focusing on all
of the negative aspects. Mixing in positive feedback can allow someone
receiving it’s confidence to not be shattered. Another strategy for giving
feedback was simply to be empathetic and really try to understand the
reasons of why something occurred. Sometimes there are underlying
circumstances of other problems outside of the feedback setting that
could be uncovered.
Through accepting feedback, I have also learned through classes as
well as experience. From the time I had my first job, you must be
willing to accept feedback. I have been multiple in professional settings
where someone is presenting me with feedback and I have learned to
not take it personally and use it as a learning experience. Creating an
action plan to implement newly received feedback is also an effective
strategy I have implemented as well.
114 Student will describe examples of giving Tour Guide Trainer, Business Through my position of a new tour guide trainer, giving feedback was
and accepting feedback. Development Associate @Surv
. essentially my main responsibility. Weekly I would follow around my
new tour guides on “mock tours” and score how it was compared to the
actual script we provided them. After every mock tour I would take
ample time to sit down and provide feedback on the entire tour
referencing my notes. Besides simply hitting the lines and facts, I
always provided my new tour guides general tips, advice and other
feedback as well such as potential study habits or practice methods.
In my position of Business Development Associate with Surv, I have
learned how to receive and apply feedback to my role. In my position I
am constantly doing sales outreach, pitches and extending my opinions
on the overall sales process for our company. My CEO constantly calls
to check in with me and provides feedback on my actual pitches,
outreach, and overall ideas. I am able to take this feedback and not get
offended by it while carrying it into my sales role.
115 Student will show knowledge of the 7D
coaching model (Knott)
.
application of the 7D Model (Knott)
.
117 Student will show knowledge of elements Crucial Having a crucial conversation is an extremely difficult, but often
of a Crucial Conversation and steps to Conversations
. maintain dialogue and move to action necessary to have in many situations. In the book titled Crucial
(Patterson, McMillian & Switzler) Conversations, these many elements are detailed as well as steps that
can be taken before and after a crucial conversation. Keeping an open
dialogue in these conversations extremely important by sharing theories,
feelings, thoughts, and more. This results in getting to the point sooner
and reaching a conclusion as fast as possible.
Trying to reach what each member of the crucial conversation really
wants at their core is also pivotal. Staying aware and looking for any
signs is also critical in these conversations; anything that can get violent
or other dangerous signs cannot be ignored. Creating a safe, open space
by making it known that you care about what is best for them is critical
in these conversations so the person can share what is on their mind.
The book details how to handle different situations and scenarios that
can arise in these type of conversations. Maintaining the dialogue as
well and preparing a plan of action are also covered among a handful of
many more throughout this text.
Grenny, J., Patterson, K., McMillan, R., Switzler, A., & Gregory, E.
(2022). Crucial conversations: Tools for talking when stakes are
high. McGraw Hill.
118 Student will describe examples of Program Co-Coordinator There have been multiple instances of critical conversations that I have
engaging in a Crucial Conversation
. encountered during my time as Program Co-coordinator. Especially
being in this role after the covid pandemic, a lot of tour guides became
disengaged from their roles on the team. Going into Fall many
upperclassmen felt overwhelmed with the pressures of being a tour
guide again as well as a return to in-person classes. Many tour guides
wanted to quit so I took it upon myself to schedule individual meetings
and have crucial conversations with the guides.
In many of these conversations I often uncovered circumstances
arising from outside of the workplace that were effecting their
commitment to the team. I found myself in many different crucial
conversation settings and applied the learned skills from the text to
navigate them. By finding out what each person wanted at their core
individually I was able to work through these conversations and figure
out what was best for each employee.
119 Student will demonstrate knowledge of HDF190 Tour Guide Position In my position of tour guide during the 10 week training process I
facilitation techniques
. learned first hand what facilitation looks like by simply observing.
Simultaneously while being trained to be a tour guide, I was also
enrolled in HDF190 learning about different group facilitation
techniques as well as being able to observe them in practice during
different required workshops. By learning about facilitation and also
being able to observe it, I formed a solid understanding on the many
different techniques and components.
120 Student will demonstrate proficiency of Tour Guide Trainer Position When it comes to facilitating groups myself, I gained a lot of experience
facilitation techniques
. while serving as a new tour guide trainer. Every week I had to create my
own agenda and facilitate group study hours. This consists of designing
an ice breaker as well as promoting active listening and participants to
engage. I learned that a key to facilitation is being able to fuel the start
of a conversation, but then taking a back seat unless the conversation
goes awry. Through this position I was able to master the extensive
process of facilitation.
de-briefing techniques
.
de-briefing techniques
.
framing based on psychology and its use
. in group facilitation
framing based on psychology and its use
. in group facilitation
125 Student will demonstrate knowledge the
four frames of organizations, and the
. meaning of reframing by Bolman and
Deal
126 Student will describe personal application
of organizational analysis using the four
. frames of organizations, and breaking the
frame / reframing (Bolman and Deal)
127 Student will show knowledge of WRT227 Theta Xi positions, Tour Guide With my roles of Vice President and Recruitment Chair for Theta Xi,
organizing meetings / setting agendas / positions, Surv positions
. and leading meetings Program Co-Coordinator for Tour Guiding, and position as Surv I have
learned by doing when it comes to meetings overall. I learned the power
of setting an agenda that can be edited by other members prior to the
start of the meeting in order to keep everything on track. Leading
meetings requires a lot of attention to detail and proactive listening to
make sure the meeting time is being maximized and important issues
are being discussed. Another critical aspect to leading a meeting is
navigating hostility whether it stems from difference of opinions or
other reasons. Leading a meeting requires being unbiased and willing to
hear everyone out, but it also requires being able to have control in
situations that may arise. Sticking to the agenda as well as keeping a
proper record of notes/action steps provides for a more effective
organization overall.
128 Student will describe personal examples Theta Xi positions, Tour Guide In all of these referenced experiences I have organized and lead
of organizing meetings / setting agendas / positions, Surv positions
. leading meetings meetings varying of different sizes and importance. With Theta Xi, I
served as our first Vice President and a large aspect of the role is
helping to organize and lead meetings through taking attendance,
meeting minutes and finalizing the agenda. With tour guiding my
position as Program Co-Coordinator meant that I had to lead weekly
meetings with me executive boards as well as monthly full staff
meetings with 100+ employees. With my positions at Surv I have had to
lead sales training meetings as well as meetings with potential
customers as well. Through all of these experiences I have developed
valuable insights onto how to lead and organize meetings the most
effective way possible.
129 Student will show knowledge of Theta Xi Vice President In both our ritual and weekly chapter meetings for Theta Xi we are
Parliamentary Procedure
. governed by practicing parliamentary procedure or “Roberts Rules.” It
was through this role that I learned how parliamentary procedure works.
It follows a series of rules that provides an atmosphere where every
voice can be heard that wants to, proper democratic voting rights are
established, majority rules, one question at a time and more.
130 Student will show knowledge of Theta Xi Recruitment Chair, Head There are multiple theories present when it comes to working with those
techniques for working with difficult Manager at Avon Pavilion, Tour
. people Guide Positions, Surv positions you disagree with, and I have certainly carried some of those into my
roles. But honestly I have learned these techniques the most from all of
my listed experiences and every encounter gives me more insight on
how to handle someone who falls under this classification. I have found
that trying to find a sense of understanding and some common ground is
perhaps one of the most effective techniques. By practicing active/
respectful listening, having an open mind, and recognizing that
everyone has different thought processes are all huge parts of this.
Acting with empathy and actively trying to make an effort to come to a
compromise can be felt by others and also allow a situation to be
diffused.
131 Student will describe personal examples Theta Xi Recruitment Chair, Head When it comes to talking about my past experiences I believe the term
of using techniques to work effectively Manager at Avon Pavilion, Tour
. with difficult people Guide Positions, Surv positions “difficult people” as used in this outcome is slightly false. I believe that
when someone is acting difficult they typically have a different
background or opinion stemming from a different thought process. In
my experiences I have always tried my best to remain respectful,
composed and empathetic when I am encountered with conflict between
others. In my position as Theta Xi recruitment chair I frequently had
differing opinions than the other members of my executive board. Our
weekly eboard meetings were typically not enjoyable, but I had to stand
by my opinions and attempted my best to reach a solution even when
others were not actively trying to do the same. In both of my positions
within tour guiding and head manager at the Avon Pavilion I have had
countless encounters with those who disagree as well.
In these scenarios I was technically in a higher position than those
involved, so handling these situations was very different. Typically
those who you are formally leading have more respect, kindness and
understanding at least at the surface level. In these positions when I was
faced with disagreements I always tried my best to put myself in their
shoes and explain to them as clear and kindly as possible. By stepping
outside of a formal “leadership” role and just being a human being, a lot
of people’s respect increased and ability to accept opposing opinions.
132 Student will show knowledge of the HDF190 I first learned the stages of group development in HDF190 my first year
stages of group development
. (Tuckman/Tuckman & Jensen, Bennis or and was able to subsequently practice this with our servant leader
others) assignment. Tuckman’s stages of group development follow a handful
of stages; forming, storming, norming, performing, and adjourning.
Forming is the initial stage of assembling the team. Within this stage
conflict is typically avoided as everyone is getting to know each other
and solidify their basic grounding on the team. Next is the storming
stage, which consists of tasks being completed. Within this stage
organization of leadership is typically straightened out, and some
interpersonal conflicts tend to arise.
The next stage is the norming stage of group development. Within
this stage team members create new ways of sharing responsibility and
leading together. Relationships and trust are a key part of this stage, and
the group is finally at a point where they feel comfortable in their roles.
The following stage is performing, which the team becomes flexible to
adapt to the needs of others and becomes highly productive. Both
individually and from a group perspective this is a highly productive
stage. Many groups never actually make it to this stage due to a variety
of issues. The final stage is adjourning, which refers to the disengaging
of the group from the tasks it has set forward. It is obviously a stage of
much change and transition. Some groups experience sadness while
other rejoice or a sense of pride. Adjourning is simply the group
disengaging as a relational group and moving on to other roles.
133 Student will describe personal examples MGT450 In MGT450 and many other classes during my time at URI, I have
of group development in use
. (Tuckman/Tuckman & Jensen, Bennis or gone through all stages of the Tuckman’s model. My grade in this class
others). consisted largely of a group presentation about a topic relating to small
business. We formed our group of three initially because we all had
known each other from other classes prior. In the storming stage we had
to get past some initial differences in personalities. We knew the task at
hand and what to complete, but we had different ways we wanted to do
things and assign tasks. Next we transitioned into the norming stage of
development and I emerged as one of the leaders of the group, taking
charge and delegating tasks to the other members. Then we entered the
performing where we really hit our stride and embraced our newfound
roles on the team. It was here where we became highly productive and
completed a large bulk of our workload in a short span of time. It was
also in this stage where we aced our presentation in front of the class.
After our presentation and the completion of our class it was time for
the final stage, adjourning. For our group we certainly felt sad, but also
happy with the task that we completed.
134 Student will show knowledge of group
roles and how they contribute to group
. dynamics (Johnson & Johnson; Benne &
Sheats; Knowles & Knowles; etc.)
135 Student will describe personal examples
of group roles and how they contribute to
. group dynamics (Johnson & Johnson;
Benne & Sheats; Knowles & Knowles;
etc.)
136 Student will show knowledge of effective Individual Study There are many aspects that goes into being an effective group
memberships skills in groups
. member. Communication is often cited as one of the most important
skills to have while being a member in a group. Voicing opinions,
issues, opportunities and being honest about your situation helps keep
everyone in the group on the same page and allow your ideas to be put
into the mix.
Supporting or at least hearing out other’s ideas or opinions and
practicing active listening is a very important skill for a member. Even
if the idea goes against your own opinion or thoughts, simply hearing
the idea out initially fosters an atmosphere that encourages ideas and
innovation. Being able to listen and understand other’s ideas and
thoughts is extremely important to creating this atmosphere and
strengthening relationships. Being involved and engaged with the tasks
at hand is an obvious part of being a solid group member. Having high
self-awareness is also necessary to contribute as a group member. You
need to know where both your strengths and weaknesses are and be
honest with how much you are contributing. Lastly, not shifting the
blame to others for failures of the group. When you are the member of a
group you are part of a team and no sole person should take the blame.
TimeDoctor.com, A. P. A. writes for. (2021, October 28). 15 qualities

of a great team member. Biz 3.0. Retrieved April 25, 2022, from
https://biz30.timedoctor.com/team-member-qualities/
137 Student will describe personal examples MGT441 There have been many situations where I have strived to be an
of membership skills in use
. exceptional group member whether it be in the classroom or in my
extracurricular activities. In MGT441, a major part of our grade was
taking over the lecture for a day by creating a lesson plan and teaching a
leadership topic over the duration of an hour. We were put in a group of
three and assigned this daunting task at the start of the semester.
While we were brainstorming potential activities and icebreakers for
the class we all had our own separate ideas. We heard each group
member out fully before moving onto the next, and we considered the
pros and cons of each. There was little disagreement as we all came to a
conclusion on what would be best fairly quickly. Next came delegating
the actual tasks we were required to complete- at first the other two
group members were taking on a lot more than me. I utilized self
awareness to speak up and offer to take more of a work load before we
started working on our assignment. I also utilized self-awareness to
ensure that I was taking one of the larger speaking roles over the more
technical/writing responsibilities, since that is a strength of mine. This
also worked nicely because one of our group members requested less
speaking time and more of the technical role. Together as a group we
heard all ideas/opinion fairly, discussed respectfully and delegated as
fairly as we possibly could. I believe that I not only acted as an
exceptional group member, but the rest of the group as well.
138 Student will show knowledge of the Individual Study This theory follows an organizational chart and scale. It basically
Challenge and Support theory by
. Sanford, and its relationship to states that challenges occur in situations where someone doesn’t have
organizations the skills, knowledge or ability to complete. Supports are buffers in the
challenges that allows others to close the gaps. By following a chart you
can see the true meanings of the theory.

“Academic Advising Resources.” Sites DOT MIIS,
https://sites.miis.edu/academicadvisingresources/theories/sanford-
challenge-support/.

of using the theory of Challenge and
. Support (Sanford)
140 Student will show knowledge of the Com100H In Communications 100 Honors we learned how to further develop our
construction / elements of informative and
. persuasive speeches skills with informative and persuasive speeches. We were taught in
class how to get out ideas down on paper and turn it into an outline.
Once the outline is down we learned how to put it onto an index card in
short bullet point fashion where we could further explain the points. In
addition to learning how to write the actual speech we learned many
different techniques for delivery. We learned how to speak from our
diaphragm loud and clear, and use facts to back up the points we were
making. Both persuasive and informative speeches are all about the use
of facts and statistics to back up the points being made by the speaker.
In persuasive speeches facts are used to convince the audience specific
points trying to be made. Informative speeches bias is required to be left
out, and bare facts are supposed to be presented in a non -persuasive
way .
Source: Writing@CSU. (n.d.). Retrieved from

https://writing.colostate.edu/guides/page.cfm?pageid=1061&guideid=52
141 Student will demonstrate proficiency in Com100H + I have demonstrated proficiency in both informative and persuasive
informative and persuasive public HDF190
. speaking speeches in HDF190 and Comm100. In Comm100 we had to present
both of these different types of speeches. I did a 5 minute informative
speech about economic inequality. In class we learned that informative
speeches are supposed to contain little to no bias and provide the truth
along with facts. That is exactly what I did in my informative speech,
discussing how economic inequality is an issue using cold hard facts
and statistics. Later in the semester we were assigned a persuasive
speech and my topic of choice was how treating people with kindness
and respect goes a long way. I backed up my opinion points with factual
information in order to appeal to my audience’s logic. We learned that
persuasive speeches are all about knowing who your audience is and
how to appeal to them emotionally, and logically. Also by the use of
certain persuasive techniques, your points often can hit home a lot more
often, which we learned all about in class. I performed all of these on
my persuasive speech and now know what is needed to write them in
the future.
142 Student will show knowledge of planning HDF190 Good Five Cent Cigar reporter From my experiences in high school journalism classes and
and conducting interviews (as the
. interviewer) newspaper, and being on the Good Five Cent Cigar I have learned how
to plan and conduct interviews over time. Planning an interview consists
of responsibly scheduling and communicating with who you are
interviewing. For an interview, a set time and meeting place must be
agreed upon by efficient communication between the two parties. The
interviewer must give the interviewee a preview on what they will be
asking them about so they are aware. The interviewer must also be
punctual and well prepared for the interview. This involves creating
purposeful questions prior to the interview, bringing materials in order
to track information, and any other materials that are needed.
During the actual interview itself, the interviewer must practice
active listening skills and make the interviewee feel heard. We practiced
this idea of active listening while at the HDF 190 retreat earlier in the
semester in small groups. We learned that this includes actions like
nodding and actually retaining the information being spoken by the
person and using that to form further questions and learn more about the
situation
143 Student will describe personal examples Good Five Cent Cigar reporter, I have conducted numerous interviews for the newspaper dating back to
of planning and conducting interviews (as High School newspaper reporter
. the interviewer) high school. It was in high school where I first developed interviewing
skills, having to interview three sources per story and I wrote for the
school newspaper for 4 years. In college, I have written numerous
stories for the Good Five Cent Cigar and talked to many people on and
off campus in these experiences. For these interviews, you need to come
in prepared with meaningful questions and have a general background
on the interviewee. While speaking to them you have to make it feel
like a fluent conversation, actively listening to them and forming
questions to further dive into their story and get quotes. In addition you
must retain the information in both your memory as well as physically.
For my interviews, I choose to write notes as well as record the entire
session to get the most accurate quotes possible. Through these many
experiences on these respective school newspapers, I have developed
valuable interviewing skills and learned how to conduct a successful
interview.
144 Student will show knowledge of preparing Tour Guide position, Head For job interviews you have to be prepared both mentally and
for and effective answers in interviews (as Manager position at Avon Pavilion
. the interviewee) physically. As well as dressing nice I have learned you must be ready
for any type of question they throw at you and how to shape the answer
so it is shedding positive light on you as a good worker and person.
Your answers must be thoughtful, thorough and put yourself ahead of
other applicants. In addition to typical interview questions, a lot of times
interviewers will throw curveball questions, which I have learned about
both through my experiences and in classes. You must be prepared for
these and handle them professionally to demonstrate your ability to
think on your feet, which is something many interviews want to observe
from an interviewee.
145 Student will describe personal examples Tour Guide position, Head My experiences I have had in the past have prepared me to have
of preparing for and being interviewed Manager at Avon Pavilion
. impactful interviews and thrive while answering questions. I have been
interviewed for multiple jobs in the past and gotten the job offer
including Tour Guiding on campus and my summer job. In the Tour
Guide interview they asked questions to throw us off as well as test our
thinking on the fly. These types of questions are known to be asked in
most interviews as most employers want to see your ability to handle
different obstacles. In the second round of interviews we were told to
prepare for the interview by memorizing different facts about the
university. We had to study material and prepare for the interview. My
experience dealing with them has prepared me for interviews in the
future
146 Student will show knowledge of effective
collaboration / coalition building (Sources:
. Cilente/Komives et al; NCBI; etc.)
of working in collaboratives/coalitions
.
148 Student will demonstrate knowledge of Diversity Dialogues In my four years at URI I have participated in multiple diversity
techniques to communicate and engage
. in difficult dialogues related to diversity trainings from the on-campus organization Diversity Dialogues. When it
and inclusion. comes to communicating with difficult conversations relating to
diversity and inclusion transparency and communication are always
extremely important. When you are talking to someone and not sure
how to approach it is typically best to ask them what they prefer and
maintain that open dialogue. It is also important to be aware of any of
the unspoken biases that are present based on your
background/upbringing. Being aware of these and understanding that
we all come from different backgrounds is extremely important when
having these conversations. Relating to that open dialogue is being an
active listener when discussing these matters. Not trying to dominate the
entire conversation, but nodding to follow along and really
understanding what they are saying. Asking follow up questions to
really come to a full understanding of expectations and what is
comfortable for the other.
It can often be hard to be the first one to speak up about an issue
relating to diversity and inclusion. Having the bravery to speak up and
recognize that there is an issue occurring is half the battle as well. Being
able to remain respectful, communicative and empathetic during these
conversations is also extremely important.
149 Student will demonstrate proficiency in Diversity Dialogues The first training I received came at a tour guide meeting when we
communicating and engaging in difficult
. dialogues related to diversity and were given a formal training on microaggressions. Microaggressions are
inclusion. language that can demonstrate hostility or oppression to marginalized
groups or others in general that can be either intentional or
unintentional. Prior to that night I had no idea what a microaggression
even was or that I sometimes used them. A lot of people, including
myself before this training, use microaggressions daily with no intention
of harm at all. Sometimes even what we think are simple expressions
can be taken as a microaggression by others. We participated in practice
exercises such as analyzing different fictional scenarios and rewording
the communication so it was no longer a microaggression.
The second training I had from Diversity Dialogues was with a
whole different group of people with my fraternity. We had another
training on microaggressions, but this time it was slightly different. I
was impressed with the participation of my fraternity brothers as well as
myself in this conversation. We all discussed the issues with diversity
and inclusion both in Greek life and at URI and were able to all at least
acknowledge awareness of these issues in our community. Throughout
this conversation we followed many of the principles that should be
followed when engaging in these difficult and personal conversations.
We practiced active listening by hearing each brother who wanted to
talk and asking follow-up questions to understand them. We remained
respectful no matter how different someone else’s opinion was. And of
course we kept an open dialogue and promoted an environment where
anyone could talk about anything and it would stay confidential at our
meeting.
150 Student will describe ways to maintain Experiences + Independent When leading an organization one of the most difficult things is
accountability in leadership / member Study
. relationships holding others accountable; whether that be with members or other
leaders you are working with. When it comes to followers there are a
plethora of theories and experts when it comes to holding them
accountable.
For followers the first step is setting clear expectations for your
followers. Have a genuine open dialogue conversation about what they
expect from themselves and what you as the leader expects from them.
For the leader making sure that the follower has the capability to do
what you are asking from them is important- if they can’t you need to
delegate. Having clear feedback and performance measurement is also
extremely important and setting that early on as well. Having specific
measurable goals and being able to provide solid feedback that they can
implement is a huge part of holding someone accountable. Lastly,
having clear consequences set in place if a follower performs less then
what you were expecting. Being aware of potential consequences and
transparent throughout the entire process will minimize the chances of
actually having to get to this point.
“The Right Way to Hold People Accountable.” Harvard Business

Review, 9 Mar. 2016, https://hbr.org/2016/01/the-right-way-to-
hold-people-accountable.
151 Student will describe personal examples Theta Xi Recruitment Chair, In my experiences I have been in multiple positions where I delegate
related to maintaining accountability as a
. leader tasks to followers, and it is my responsibility to hold them accountable.
In my position as Theta Xi Recruitment Chair, it was my responsibility
to make sure my recruitment committee was passing on news to our
general members and I was constantly delegating tasks to them. I started
working through the accountability methods prior to them even being
selected for the role. I provided an application for my committee
captains stating in writing exactly the kind of effort I was expecting
from them and prior to them accepting the role I had a conversation
with each to confirm what they were getting themselves into. From the
start I set clear expectations and then we set measurable goals together
through an open conversation.
Together we set achievable goals prior to the start of recruitment.
Throughout recruitment I acted as a source of help for all of them
continuing to oversee and pass on important information. Additionally, I
observed their work and performance closely and provided valuable
feedback and constructive criticism. After a first recruitment period
where we failed to meet our goals in Spring, I had not had any
predetermined consequences, so I did not want to “punish” anyone. The
consequence I chose for our committee failing to be accountable was
giving them all an out on the job. I stated that in the Fall I would be
expecting nearly twice the effort and higher goals and if they could not
commit the time that was totally fine, but I just wanted to know. By
reestablishing these expectations I had a few members depart my team,
which was totally ok with me. I was able to weed out those who had the
capability as well as the willingness to perform. Going into Fall with
these new expectations and insight on accountability, we had an
extremely successful recruitment.
152 Student will describe ways to build Experiences + Individual Building strong relationships between leaders and
relationships between leaders and Study
. members members/followers requires a mix of skills, practices, and values. Social
intelligence and being situationally aware are two extremely important
skills when it comes to creating relationships. Those who are socially
intelligent can understand certain signs from people and know how to
gauge approaching a potential new relationship. They can read social
cues exceptionally well and this bodes well when a leader is attempting
to form a relationship with their followers.
Leadership style is also huge when it comes to forming relationships
with others. A more authoritative leader is most likely not going to form
the best relationships with followers, especially if they are making
decisions that followers do not agree with. Leaders that allow followers
to participate in decisions and listen to their follower’s ideas are much
more likely to build great relationships with them. This relates back to
the ideals of the servant leadership theory where a leader doesn’t think
of themselves as “more” than their followers. Lastly, providing kind and
constructive feedback that allows followers to get closer with the leader
also can go a long way in forming relationships.
“Building Relationship Skills at Work: 4 Relationship Skills You

Need.” CCL, 15 Mar. 2022, https://www.ccl.org/articles/leading-

effectively-articles/building-relationship-skills/.
153 Student will describe personal examples Tour Guide Program Co- In my position as Tour Guide Program Co-Coordinator I have been
of building relationships with members as Coordinator
. a leader able to create great relationships with many of our tour guides and staff
members. By practicing active listening, relational leadership, listening
to feedback, providing constructive criticism and leading with empathy
I have been able to form solid relationships with many. Treating them
with respect and kindness also has gone a long way.
Additionally, I have high emotional/social intelligence and can read
situations exceptionally. After reading the situation I can typically come
up with the best way how to handle or approach someone who is upset
or in another emotional state. Through these caring interactions
relationships are further built.
154 Student will describe how credibility Experiences + Individual Credibility as a leader is extremely important when it comes to
applies to leadership, as well as the Study
. characteristics and skills of a credible getting respect from your followers. Credibility is essentially the ability
leader and knowledge to be able to be in your leadership position. Others
respect that you are in your position and can see why you are serving in
it because you have high knowledge and skills that pertain to success.
Without credibility your role as a leader will faulter greatly. You will
most likely lose the respect of your followers and leading will become
exponentially more difficult as well. When a leader is able to reach a
credible status among their followers the entire process becomes much
smoother. Followers are much more likely to respect you and perform
efficiently in their roles.
To be deemed a credible leader one must be consistent, highly
communicative, responsible at making decisions, leading by example
and being empathetic. Followers can feel how much a credible leader
cares about their well being and trusts them to make big decisions on
behalf of the organization. Credible leaders lead with integrity and
respect and value the opinions of their followers highly.
155 Student will describe personal examples Avon Pavilion Credibility can be gained, lost, or rebuilt. Before I was head manager
of building, maintaining, and repairing
. his/her own credibility as a leader at the Avon Pavilion I served as a shift leader. In this role I was given
some shifts to manage and oversee the restaurant. One of the main
responsibilities is making sure everything immediately outside on the
boardwalk is looking good and is ok. We have large electronic
retractable awnings outside and I noticed one day that it was very
windy. It was one of my first times using the electric remote for the
awnings and I honestly didn’t know what I was doing. I pressed the
wrong button and the awning actually opened further rather than
closing. As it expanded it filled with wind and began to blow around so
violently that I had to hop on a chair to pull it back down. The entire
restaurant staff gathered around and watched. To make matters worse,
the owner of the entire business just happened to be there and was
sitting down on the counter frowning at me as well.
I had embarrassed myself in this situation as a leader and I felt
terrible. Even though my coworkers were extremely supportive and
laughed it off with me, I felt as though my credibility had been partially
lost especially with upper management. I determined to not let that
instance define my time at the pavilion and for the remainder of the
summer I worked as hard as possible to rebuild my credibility. I think
that with the majority of the staff that followed me, my credibility was
never truly lost, even though I felt it had. I worked hard to repair my
credibility through hard work and by next summer I was given my
promotion to head manager.
156 Student will describe ethical standards in Individual Study Ethical standards in influence refers to holding a high ethical code
influence
. and practices in a position of power. When in a leadership role you have
immense influence over those following you, especially if the
leadership is effective. Depending on the actual leadership position you
most likely have access to valuable information, or other trusted
responsibilities. It is important for a leader to not take advantage of
these aspects and stick to a tight moral and ethical code.
Values such as integrity, honesty, transparency, respect and trust all
create a high ethical standard for leaders. Being in a leadership position
you must also set a high ethical example for your followers to see and to
live by as well.
157 Student will describe influence applies to Individual Study This has a lot to do with the previous outcome as well, but the simple
leadership
. fact of being in a leadership position means that you will have
influence. If your followers truly respect you and you are an effective
leader your influence will be substantially higher, but even if not you
will hold influence simply because you are in a leadership position.
Going beyond the simple position of power, leaders with true
influence have a greater effect. Followers are effected in aspects such as
changing habits, patterns and daily routines. Especially having an
impact on the beliefs and actions of the followers being led as well.
They have true influence over more than just the organization they hold
a leadership position in.
“Power versus Influence: How to Build a Legacy of Leadership.” Power

versus Influence: How to Build a Legacy of Leadership,
158 Student will describe principles of
effective mentoring, as well as problems
. particular to the mentoring relationship
159 Student will describe personal examples Tour Guide Both during my time being trained as a new tour guide and my time
of mentoring and being mentored Training/Trainer, LinkedIn
. training new tour guides, I have experienced both ends of the
Connections
mentorship spectrum. Throughout the new tour guide process, we were
provided with study materials and scripts to follow. We then had to put
this to action on practice “mock tours” with our assigned trainer
following us around grading us and taking notes with a clipboard. After
every mock tour my trainer would sit down with me and provide
extensive feedback, tips and other mentorship. When I served as a tour
guide trainer I was on the other end of this mentorship. After every
mock tour I would take extra time out of my day to sit down and
provide extensive feedback. Of course, mixing positive and constructive
feedback together and saying it as nicely as I possibly could. My goal
for the feedback sessions was always to let my new tour guides leaving
more confident and knowing what they had to do to improve. Also
exploring different study tactics or offering to spend extra time
watching me give a tour to make them feel prepared for the next time.
I have also gained valuable mentors from reaching out to others on
LinkedIn. During my Junior year I was completely lost on where I
wanted my career to go. I also had extra time in the fall so I reached out
to URI graduates with interesting jobs on LinkedIn and set up
informational interviews with many of them. A few of these
informational interviews went so well that a couple of these connections
offered to be my mentors. I consistently reach out to them with career
questions and any other concerns I have regarding my major decisions.
Having these mentors watching out for me whenever I need something
is an excellent resource for me.
160 Student will describe principles of Peer leaders are natural leaders who in their groups tend to emerge as
effective peer leadership, as well as
. problems particular to peer leadership more vocal, organized, and find themselves leading in many different
situations. They are often nominated by their peers in group settings to
lead whether they are in an actual labeled leadership position or not.
One of the major principles for peer leaders is being able to relate to
those they are leading. By being on the same level as those in their
group there is typically already a mutual respect and no hierarchy of
position in mind. They think of the entire group rather than themselves
solely. Peer leaders see first hand what they are all going through and
have a deep understanding of all these issues. Because of this they often
gain the respect of their peers as well and can also respond to these
issues better than a disconnected leader could. Other major principles
for peer leaders consist of discipline, effective communication and
inspiring others. Peer leaders are the motivators that keep the group
going even when morale is low.
Peer leading can be extremely effective in many situations, but
problems can also arise. Some peers in the group may not always agree
with those who emerge as peer leaders or accept their leadership. This
kind of resistance is common especially since peer leaders are typically
on the same level of hierarchy as the rest of the group. When this
disagreement happens the impact of peer leaders can be drastically
lowered. Other peers might fall into group think and also question peer
leaders taking more control and overstepping their boundaries of being
a general member.
161 Student will describe personal examples HDF190 I have been in many situations where I have experienced being a
related to being a peer leader and being
. led by peers peer leader and being led by other peer leaders. My first exposure to
peer leadership was in HDF190 with my peer leader Ryan Hecht.
Obviously this was a little more of a designated peer leadership role, but
Ryan was also a student in the leadership minor and acted to help us out
throughout our FLITE journey. He provided great support and insight
on how to succeed in the class since he had been there before. Because
he was a student just like us his leadership definitely had a larger impact
on our group. He related to us and shared many of our same concerns
for what was going in both inside and outside of the classroom. He
played a huge role in helping us plan our servant leadership project as
well. The effectiveness of a peer being in a leadership role was simply
evident with Ryan and you could truly feel the difference by interacting
with him.
I have served as a peer leader in technically all my roles on campus.
I think my role as a tour guide trainer was probably my most effective
peer leadership experience. At the time I was only a sophomore and I
was helping to mentor and lead students that were only a year younger
and some that were my same age. By being in the same boat outside of
tour guiding I understood the challenges/struggles they were going
through. This made it easy to relate to each other and build stronger
relationships that would help them succeed more in their roles as a new
tour guide. They felt comfortable and we formed bonds of trust with
each other, promoting open dialogue as well.
6 LEFT
Evidence:
Outcomes #155,

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LEADERSHIP

Name: Jack Meyer

Leadership Inventory Revised 08/22/2017 1

ADVISING INFORMATION (students will include own documentation)

Leadership Inventory Revised 08/22/2017 2

CSLD Mission Statement

CSLD Vision Statement

CSLD Values Statement

MINOR IN LEADERSHIP STUDIES

MINOR ELECTIVES-9 credits

 Leadership theory and

Leadership Inventory Revised 08/22/2017 6

Leadership Inventory Revised 08/22/2017 7

Christman, John. “Autonomy in Moral and Political Philosophy.”

2. Student will demonstrate personal,

Via Character Strengths Survey & Character Reports. VIA Institute

Gallup, I. (2021, October 11). Cliftonstrengths. Gallup.com.

Outcome Category: Leadership Theories

Learning, L. (n.d.). Principles of Management. Lumen. Retrieved

Leadership Inventory Revised 08/22/2017 14

in Business Communication, O. C. (2017, October 30). Management

Leadership Inventory Revised 08/22/2017 17

Beyond theory Y. Harvard Business Review. (2014, August 1).

Leadership Inventory Revised 08/22/2017 18

Covey, S. R. (2009). Principle-centered leadership. RosettaBooks.

“What Is Situational Leadership? How Flexibility Leads to Success.”

Source: Komives, S., &

Constructivism. Office of Curriculum, Assessment and Teaching

Kurt, Serhat. “Kolb's Experiential Learning Theory & Learning

Source: Higher Education Research Institute. (1996). A social change

“What Is Charismatic Leadership?” Torch, 22 Apr. 2022, .

Leadership Inventory Revised 08/22/2017 31

Leadership Inventory Revised 08/22/2017 33

Leadership Inventory Revised 08/22/2017 34

“Leadership in Times of Crisis.” Monitor on Psychology, American

Outcome Category: Interpersonal and Organizational Concepts & Skills

Outcome Target Additional Descriptive notes regarding learning and practice

TimeDoctor.com, A. P. A. writes for. (2021, October 28). 15 qualities

Leadership Inventory Revised 08/22/2017 45

139 Student will describe personal examples

Source: Writing@CSU. (n.d.). Retrieved from

“The Right Way to Hold People Accountable.” Harvard Business

“Building Relationship Skills at Work: 4 Relationship Skills You

Leadership Inventory Revised 08/22/2017 51

“Power versus Influence: How to Build a Legacy of Leadership.” Power

Leadership Inventory Revised 08/22/2017 56

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