Inv Checklist

LEADERSHIP DEVELOPMENT
OUTCOMES INVENTORY
WILLIAM SWOPE
LEADERSHIP
DEVELOPMENT
Outcomes & Evidence
Progress Inventory*
MINOR IN LEADERSHIP STUDIES
Center for Student Leadership
Development Memorial Union
University of Rhode Island
Name: William Swope

Date Enrolled: September 2018
Date of Graduation: May 2022
*The Outcomes & Evidence Progress Inventory is the intellectual property of the Center for Student Leadership Development (CSLD)
at the University of Rhode Island and cannot be reproduced in part, or in its entirety, without the written permission of the acting
Assistant Director of the CSLD.
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: 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 Office of Experiential Learning & Community Engagement
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: First‐Year Leaders Inspired to Excellence (FLITE) PEX 375: Women in Sport ‐ Contemporary Perspectives
COM 302: Advanced Public Speaking (introductory 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: Student Organization Leadership Consulting THE 221: Stage Management
COM 385: Communication and Social Influence HDF 414: Leadership for Activism and Social Change THE 341: Theater Management
HDF 415: FLITE 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
1. Know Yourself Organization
Self care
Lead Others Strengths
Self discipline
Perseverance
Weaknesses
PROGRESS Develop and maintain family, interpersonal, and
Values
intimate relationships
Needs
PROGRESS Academic, social, personal goals and objectives
Styles
Learning
Teaching
PROGRESS
Personality
Membership
Leadership
RE-EVALUATE
former stages as you progress
4. Develop and Refine Skills
Leadership theory and practice

Communication
3. Broaden Your Perspectives… Understand others
Group Development
Inclusion
Citizen Activist Skills Hierarchy of needs
Critical Thinking Racial, cultural, gender, sexual orientation, religious, class,
Teaching and Programming PROGRESS ability, etc. diversity and 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
minimized need for approval
2. Student will demonstrate personal, BUS355 Entirely an online class before online classes were the norm (intro to supply chain management).
organizational, and academic examples of There were no lectures, we had to teach ourselves from reading the textbook and then doing
self-discipline homework questions and exams. Having to do this for any class, yet alone an intro to a topic I have
never had a class in before, is mentally taxing. There was zero human interaction and no one
reminding me to get stuff done, it was all on me. A tip I found useful was setting aside a designated
time 2-3 times a week solely to work on assignments and studying for this class. This mirrors a typical
in-person class with the time set aside for it. I also wrote down all the deadlines for this class, as no
one is there to remind me, something I still do today for all classes.
3. Student will demonstrate the ability to MKT366 Have a professor who I feel has just got something against me. The class is largely based on
manage emotions innovative ideas when creating advertisements and how to implement these new ideas, something that
there isn’t one right answer to. The man just seems to hate on everything I put to the table, but I do my
best to hold the anger and tears back. ):
4. Student will demonstrate knowledge of HDF413 Stress happens to everyone, as it is a result of being human. The key is using strategies to help
stress management methods limit the amount of stress you feel as a result of your everyday tasks. A lot of these rely on
focusing around self-care, doing what makes you, you. Activities include doing your hobbies,
manage your time more effectively and learn to set boundaries, keep a positive attitude, and
seek out social support if necessary. The best first step you can do is getting some physical
activity in and focus on improving your sleep. These are proven to help boost the mood and get
your focus away from what is stressing you out.
Ragland, L. (n.d.). Stress management: Ways to prevent and relieve stress. WebMD. Retrieved
April 28, 2022, from https://www.webmd.com/balance/stress-management/stress-management
5. Student will demonstrate the ability to HDF413 Yoga, Rugby Due to having a loaded schedule with campus involvement, jobs, classes, and just the nature of
manage stress the university workload, it is easy to become stressed. Over the past few years, I have found
some methods to combat this, which work for me. The first one to get away from school and
work is by playing rugby. This is my favorite thing in the entire world to do in my spare time,
meeting a bunch of great guys in similar situations as myself. Another one, which I have started
just recently, is yoga. There are classes offered at the Anna Fascitelli Fitness and Wellness
Center here on campus. This is a great way to stretch out the body, focus on breathing, and
meditation, and just escape your problems for 45 minutes. Lastly, is my mindset of everything
will work out just fine in the grand scheme of things. I do not ever freak out over anything, even
if I have an entire inventory and website to complete in one day (whoops!).
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 HDF290 Completed the VIA strengths test. My top 5 results were perseverance, love of learning, humor,
statement (Sources = VIA, values kindness, and forgiveness. I would say these five traits embody me perfectly. The top two,
clarification exercises, etc.) perseverance and love of learning, are present in anything that requires working towards a goal,
whether it be classwork, a job, playing rugby, working out, etc. The other three, humor, kindness, and
forgiveness, are present when interacting with other people. This could be interacting with classmates,
coworkers, teammates, etc. These are values I hold deeply and try my best to let them do their work
whenever possible.
The ones based on social interaction have really developed strongly from all the group work in
classes and rugby practices over the past few years. The execution strengths develop by just
repetition and seeing what sort of strategies of tackling tasks work. Specifically, love of
learning is present in my studies and personal hobbies. I am always trying to expand my
knowledge in everything, whether it be business related, new rugby moves, workout and diet
tips, etc. This is due to having a mindset that no matter how much you think you know, there is
always more to learn. I find it extremely important to surround yourself with people who excel in
areas you do not, while trying to absorb as much of their knowledge as possible. All in all, these
strengths all fit a theme of just living in the moment and enjoying every moment as much as
possible, something I focus on doing each and every day.
Institute on Character. (n.d.) The 24 Character Strengths. Institute on Character.

https://www.viacharacter.org/character-strengths
9. Student will demonstrate practice of the HDF290 Applied our results of the strengths tests to deeper understand ourselves and our behaviors. This is
personal values statement based on my top 5 strengths from the assessment: perseverance, love of learning, humor, kindness,
and forgiveness. The first two focus more on executing a task by trial and error of going about it in
different ways and just sticking with it. An example could be an accounting project I had sophomore
year. It was extremely difficult at the time, as it was a lot just thrown at us. I had to stick with it mentally
and just pound away at it for a few hours a day. This was the application part of what we were learning,
so it was nice to see it actually put into action. As with the subject, everything compounds on top
of each other, so having the mentality that it will get easier the more you do it, really pays off.
This goes back to just trusting the process, as not everything will be sunshine and rainbows.
My other three traits focus on social interactions. This has been a major focus from all the group work
in classes. For example, I was working on a group project in an analytics class last year and noticed
someone did a section wrong. Instead of yelling at them saying it is wrong, I kindly pointed it out, briefly
stated how I would go about it, and probably even used some of my funky wording to lighten the mood.
Doing this helps create higher levels of engagement, as people do not want to work with others who
make them feel worthless after making a mistake. I find it valuable, especially as a consultant, to
deal with empathy first, when working with others. This helps send a message to others that it
is okay to mess up, nobody is perfect. This will help them be transparent with any mistakes and
be able to fix it themselves, instead of being afraid of being ridiculed and hide their error.
10. Student will demonstrate the ability to BUS211 Case study with a group of others in the class, I set up the communication and formed a group chat.
lead a project from start to finish (follow- From there, I helped assign roles to everyone and make deadlines for everyone to get stuff done by.
through) Basically, just helped facilitate the entire process of getting the case study done on time. There were
three stages with requirements and deadlines that must be met. I made sure we were on track to meet
these about two days beforehand, then made sure everyone had their work in the day before so we
could all review it before submitting. Once that was done, we repeated the process for the remaining
stages, having a successful group project collaborative experience.
11. Student will describe goals and objective
statements regarding personal issues,

career issues, and community issues
12. Student will show evidence of goals and BUS111 ART101, FLM101, GEO120, During my first semester of freshman year, I really struggled transitioning into college from high school.
objectives that were planned and PHL212 Even with a lot of extra free time throughout the days, I was not expecting the few weeks around mid
achieved and end of semester to be jam packed 24/7. I wasn’t really invested into any of my classes and wasn’t
really involved much in classes either. On top of that, adulting was a thing now. I ended with a
disappointing 2.76 semester GPA, while earning the lowest grade I have ever received in a class, at a
D+. While I was flying home to Kentucky for winter break, I decided that was never going to happen
again and decided to just start popping off academically. I decided to set a goal of making the Dean’s
List for the spring semester, which I definitely thought to be achievable. In order to achieve this goal, I
decided to stay on top of everything, lightening the load for the mid and end of semester workload
fiestas. Unfortunately, this was often at the cost of a social life on certain nights, but my one goal for
the semester was academics, and nothing was going to come in my way. It certainly helped that the
classes I picked were a bit more relaxed, and therefore, enjoyable. Not only did I accomplish my goal
of making Dean’s List, I blew it out of the water with a 3.53 GPA!
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 HDF290 Completed Gallup Clifton Strengths test and applied them to ourselves, with ongoing conversation as a
Signature Themes, shadow side of class, highlighting any similarities with others. My top 5 strengths are achiever, consistency, focus,
Strengths and/or weaknesses, and adaptability, and learner. Achiever, consistency, and focus are all executing traits. These can be
examples of application (Source = Gallup) developed through schoolwork, working at a job, or on a sports team. A lot of times, they require you to
take the initiative on yourself to get the work done. Adaptability and learner are more flexible of traits.
They are good for pretty much any situation, and traits you want to bring with you wherever you go.
They focus more on leading others, rather than doing the work yourself, along with building good
relations with the people you are around.
In an example of facilitating a group presentation, the first step is to create a general outline of
how the group will accomplish the project. This helps set up my consistency and focus traits. In
order to work with these strengths best, I need a structured plan to follow. Once that is in place,
I follow it to a tee. From there, this is where finding important content to include really comes
into play. This is where I excel with my learner and achiever strengths. This stage is where you
collect all the content that will be the backbone of the presentation. I love this part due to the
vast knowledge you collect, even if you ultimately decide not to include it in the presentation.
This can be crucial if the audience asks further questions, you will be prepared with the correct
knowledge. Lastly, the adaptability trait is useful for every stage of projects. Even with a
structured outline to follow, unforeseen complications will arise. This is where you have to be
able to think fast on your feet and be prepared to make changes you were not anticipating. This
is one of the most important traits to have as a leader. In times of uncertainty, people will look
to you to make a decision on what to do, and you have to be prepared to lead them in the right
direction.
Clifton Strengths. (n.d.) The 34 Clifton Strengths Themes Explain Your Talent DNA. Clifton Strengths.
https://www.gallup.com/cliftonstrengths/en/253715/34-cliftonstrengths-themes.aspx

18. Student will describe personal leadership
style and/or personality style including
strengths and weaknesses and examples
of application (Sources = Leadership style
inventories, the L.P.I., Type Focus
(MBTI), LAMP, DISC, and other career
inventories, etc.)
Outcome Category: Leadership Theories
Outcome Target Additional Descriptive notes regarding learning and practice

class Experiences
19. Student will show knowledge of
the “Authority and Bureaucracy”
theory of leadership Weber
20. Student will describe personal
application of the above theory
(Weber)
21. Student will show knowledge of HDF492 Taylor’s Scientific Management theory is broken up into four principles. The first is to develop a science for
the “Scientific Management” each element of work. This means gathering objective data on the work, performing experiments, and
theory of leadership by Taylor standardize policies and procedures based on the experiment results. The next principle is to scientifically select,
train, teach, and develop the worker. This helps prepare them to perform their selected job to the level of
standard required for the workplace. Third up on the four principles is monitoring worker performance, while
providing feedback for them to be their most efficient on the job. The final component of this theory is to divide
the work up between managers and workers, based on the credentials required to perform the job functions.
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 May 3, 2022,
from https://www.mindtools.com/pages/article/newTMM_Taylor.htm
22. Student will describe personal BUS341 In a group project, there were many stages to conducting a business plan. We used a similar strategy to this
Scientific Management theory, unintentionally. First, we identified everything we needed to accomplish within
the four steps of our project. This included the end goals, along with the steps and requirements for each section.
Next, we made sure everyone was qualified for each portion of the project, guiding them through “training”, if
they weren’t. Next, if anyone came into any troubles, we helped provide feedback on how to improve it, if they
ran into any roadblocks. Lastly, we divided the work up per section, so we all worked on each chunk of the
project evenly.

(Taylor)
the “Management by Objectives”
theory of leadership by Drucker
(Drucker)

25. Student will show knowledge of HDF290 Theory X is for people who need more traditional classes. These are people that need a set defined structure to courses,
“Theory X and Theory Y” theory with professors reminding them of upcoming deadlines. Theory Y is for people who are able to thrive with more flexibility
of leadership by MacGregor in their lives. They can take responsibility on their own to get things done, without the extra push as in Theory X.
Asynchronous online classes are perfect for these types of people. There is no best theory to be used. It mainly comes
down to personal preferences in each situation.
Mind Tools. (n.d.) Theory X and Theory Y. Mind Tools. https://www.mindtools.com/pages/article/newLDR_74.htm

26. Student will describe personal BUS255 I took a completely online class sophomore year, was expected to complete all work by the dates assigned in syllabus
application of the above theory without the reminders you get from in-person classes. This would be a Theory Y type of leadership. This was an entirely
(MacGregor) new experience to me, but the only option to fit my schedule. In order to do well in the class, I had to really focus
on organization. I wrote down the due dates for the upcoming week every Sunday, which is a habit I have now
done every week since then. This kind of early preparation made the transition to fully online classes during
covid a lot easier for me personally. Due to covid, this has sort of become a norm offered around college campuses,
as students have learned to love the flexibility, but it is not best for everyone. Theory X is the typical in-person classes
with a strict syllabus to follow, with not much flexibility. The vast majority of my classes have been this way, definitely
the preferred learning style for me. I love the social interaction with the professors and classmates, something
that is difficult to replicate on an online class format. Not only that, but I also feel so much more engaged, as I
take written notes and put all electronics away to limit distractions and focus solely on learning.
the “Servant Leadership” theory
of leadership by Greenleaf
(Greenleaf)
the “Principle Centered
Leadership” theory by Covey
(Covey)
the “14 Points / TQM” theory of
leadership by Deming
(Deming)
33. Student will show knowledge of BUS390 Transformational Leadership focuses on identifying a need for change, creating a vision, and then putting that vision into
the “Visionary Leadership” (now action. There is a portfolio course for accounting students in the college of business centered around professional
often cited as “Transformational development, including resume building, applying to jobs, interview tips, etc. The need for change is the lack of
Leadership”) theory by Sashkin preparedness us students are for obtaining jobs in our fields after college. The vision and action steps are students being
prepared to easily transition from college to the workforce, through the use of professional development activities and
workshops.
Burkus, David (Mar. 18, 2010) Transformational Leadership Theory. David Burkus.
https://davidburkus.com/2010/03/transformational-leadership-theory/
34. Student will describe personal BUS247 As a group, we took on the task of helping a local business transition to the evolving circumstances of covid. We
application of the above theory identified the need to change during the covid lockdown, as customers could no longer feel safe to shop in the
(Sashkin) stores. We created a vision of keeping operations running during this time, and acted on them, as we
implemented curbside pickup, home delivery, and covid spacing lines at the checkout.

the “Individuals in Organizations”
leadership theory by Argyris
(Argyris)
37. Students will demonstrate PHL212 The 4 V’s theory of leadership stands for values, vision, voice, and virtue. By focusing on these four
knowledge of the “4 V’s” theory aspects in a leader, the idea is to create a positive future with inclusive opportunities for all. In an
of leadership by Grace (Center
Ethics class I took sophomore year, the course was designed with this theory in mind. We learned
for Ethical Leadership)
necessary ethical theories learned for development in personal and professional fields.
Villanova University. (Feb. 18, 2020) What is Ethical Leadership? Villanova University.
https://www.villanovau.com/resources/leadership/what-is-ethical-
leadership/#:~:text=The%20four%20V's%20stand%20for,create%20a%20strong%20ethical%20leader.
38. Student will describe personal MKT365 The 4 V’s are very much prevalent in businesses. In the Marketing Principles class, I took J term of sophomore
application of the above theory year, we learned about how each aspect applies to running a successful business. We had to work in teams to
(Grace) create a business plan, with each of the 4 V’s a strong component of the assignment. For values, that is found in
the company’s statement of purpose, what it is founded upon. Vision is where the company sees itself going in
the future. Voice is how they communicate that vision with others, while virtue is the behavior in which they act.
39. Student will show knowledge of BUS366 Situational Leadership is designed in a way for the leader to change their leadership style based on the scenario and the
the “Situational Leadership” person. Each individual person responds to situations differently, so there is no “one size fits all” best leadership style in
theory by Hersey & Blanchard every case. I had a class over the J-term last year where the professor tried different approaches and examples for
different types of students to understand. There was a group of exchange students from China, so he tried using
examples they could relate to. He asked them for examples from China, while also giving some examples from America
in comparison.
The Center for Leadership Studies (n.d.) The Right Leadership at the Right Time. The Center for
Leadership Studies. https://situational.com/situational-leadership/
40. Student will describe personal GEO100G In my geology class sophomore year, we were assigned a group project about a natural disaster of
application of the above theory out choosing. My group worked on the impact tsunamis have on smaller islands in the
(Hersey & Blanchard)
Mediterranean. Of the four other members, two of them were super engaged, going above and
beyond and did not need much guidance with what needed to be done. The other two were not
really that interested in the assignment and really needed to be pushed along. We were working on
a google doc shared among us, so I typed out everything that needed to be done and had them
split up a few sections to get them back on track. This helped them see exactly what it was they
should
be doing and helped the group finish the work that much quicker.
41. Student will show knowledge of HDF290 Relational leadership is a great model for making everyone feel valued. All opinions are heard and weighed
the “Relational Leadership” carefully before the leader eventually deciding. This creates a positive work environment that encourages
model by Komives, McMahon & employees to contribute their thoughts and ideas. The boost in team morale will lead to a higher level of
Lucas commitment from the employees to the organization. This obviously gives the organization great value, as they
have highly engaged employees eagerly volunteering ideas for their company.
What is the Relational Leadership Model? Graduate Programs for Educators. (2020, September 14). Retrieved
April 28, 2022, from https://www.graduateprogram.org/2020/09/what-is-the-relational-leadership-model/
42. Student will describe personal MKT366 In a group project for a marketing class, the relational leadership theory was unintentionally used. As we were
application of the above theory brainstorming ideas, we were on a zoom call. Instead of just shooting down any ideas we did not necessarily
(Komives et al) agree with, we wrote everything down, then followed up each idea by briefly listing where we would go with
that idea from there. This way everyone is encouraged to fire off everything that comes to mind, and not have to
worry about getting it rejected right away. We ended up picking one of the ideas that was not one of our first
choices, so this method is a good way to encourage brainstorming.
43. Student will show knowledge of HDF413 Constructivism is a method of teaching where the students are actively engaged in the lesson, with the teacher
the concept of constructivism playing a facilitator role. This is opposed to the traditional methods of just passively learning, through
notetaking methods, for example. The constructivism theory found that students learn best when actively
engaged in the learning experience, as learning is inheritably a social process. The goal of a teacher using this
method is to create a relatable experience for the student that allows them to construct knowledge from.
Constructivism. Office of Curriculum, Assessment and Teaching Transformation - University at Buffalo. (2022,
March 23). Retrieved April 28, 2022, from
https://www.buffalo.edu/catt/develop/theory/constructivism.html#:~:text=Constructivism%20is%20the
%20theory%20that,%2Dexisting%20knowledge%20(schemas).
44. Students will describe personal MGT441 Tutoring, HDF413 Constructivism plays a major role in facilitation features. I have had the opportunity to implement
examples of implementing constructivism while teaching a group, or facilitating a class, several times. In the example of MGT441, we were
constructivism teaching the topic of crisis leadership. This was one of the more interesting topics taught in that class, as we got
a very high amount of class engagement. First, we introduced some basic information about the topic through a
brief homework reading the night before. This allows the students to come prepared with a starter level of
information. As we slowly dive into more depth of the topics, we engage our students, allowing them to offer
their input on what they would od in certain crisis scenarios. This opens class discussion up, as other students
might tend to act differently, so they would also engage in conversation of how they would act. This method of
teaching is much better than the traditional methods of straight notes and maybe a few broad class discussion
questions at the end.
45. Student will demonstrate HDF290 The Experiential Learning Model focuses on teaching through experiences. The model suggests that cognition,
knowledge of the Experiential environmental factors, and emotions influence the learning process. Concrete experience provides information
Learning Model (Kolb) that serves as a basis for reflection. From these reflections, we assimilate the information and form abstract
concepts. Experiential learning can be good for helping people explore their own strengths when learning new
things.
Cherry, K. (2020, May 15). The David Kolb theory of how experience influences learning. Verywell Mind.
Retrieved May 3, 2022, from https://www.verywellmind.com/experiential-learning-2795154
46. Student will describe personal HDF413 During the group presentations for HDF413, we had to teach the class about a leadership theory. We used a mix
application of the Experiential of a traditional and experiential teaching method. To start, we filled the class in on the basics of the theory by a
Learning Model (Kolb) traditional notetaking lecture. Then, we led everyone outside to do a class facilitation to reinforce what they
learned. This opened the floor for reflection about the activity and leadership theory. This experiential aspect
seemed to be far more effective than just spewing facts at their faces for an entire class period.

47. Student will show knowledge of HDF290 The Social Change Model of Leadership is designed to create positive change while considering the
the “Social Change Model of values of individuals, group, and communities. The individual level involves consciousness of self,
Leadership Development” by
congruence, and commitment. Group values are collaboration, common purpose, and controversy
Astin et al
with civility. Finally, the community values encompass citizenship. Any change must reflect the
values of all three of these groups of categories in order to reflect
everyone’s best interests.
Brown, Zach R. (May 10, 2017) Problematizing the Social Change Model of Leadership
Development. Thinking Race Blog.
https://thinkingraceblog.wordpress.com/2017/05/10/problematizing-the-social-change-model-of-
leadership-development/
48. Student will describe personal BUS247 NABA In the social change model, the goal is to create a positive change while considering the different
application of the above theory values of individuals, groups, and communities. In my innovation and design class fall of Junior
(Astin et al)
year, we were tasked with responding to the ongoing pandemic as a small business. My group
chose the perspective of a local URI apparel business. The changes we made had to motivate the
workers and customers of the store, while also being a positive business venture, and following the
current covid protocols. One of these changes we made was the implementation of online
shopping, where the customer can pick out what items they want, and an employee will have them
ready for pickup to avoid having too many customers in the store. This is in the best interest of the
customer, a successful innovative shopping option for the business, and follows the guidelines to
keep the community safe from covid.
From my freshman up through Junior year, I was a member in the National Association of Black
Accountants (NABA) student organization, even serving as the Vice President Junior year. The
organization was centered on creating diversity in the accounting industry, which is
predominantly white male dominated. There would be bi-weekly meetings, where we had a
guest speaker from an accounting firm come in. Their presentations typically focused on
developing professional skills, such as resume workshops, mock interviews, career path advice,
etc. This type of access is not always available to underrepresented demographics, so these
meetings can be extremely valuable.
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)
51. Students will demonstrate
knowledge of the Strengths-
Development Model by Hulme et
al
(Hulme et al)

53. Student will demonstrate HDF413 MGT441 Ohio State conducted a research study on leadership in 1945 and came away with two crucial characteristics of
knowledge of behavior theories leaders. These are consideration and initiating structures. Consideration is the degree of which a leader exhibits
of leadership from Michigan and concern for the wellbeing of the members of their group. This leadership style is people oriented. The initiating
Ohio State structures characteristic is task oriented, in which they initiate action, organize the group, and define how tasks
are to be accomplished. The Michigan State study of the early 1950s found the task-oriented leadership style
works in the technical aspect of the job, views employees to accomplish the task of the job and requires close
supervision. The relation-oriented leadership style treats their group members as human being, show concern for
and motivates employees, and increases employee retention rate.
Isha Joshi Follow Education at choithram school. (n.d.). Ohio & Michigan State Theories of Leadership.
SlideShare a Scribd company. Retrieved April 28, 2022, from https://www.slideshare.net/ishajoshi503/ohio-
michigan-state-theories-of-leadership
54. Student will describe personal ACC403 In my federal tax class spring of Junior year, we were assigned groups to create a tax return in. This was at the
application of the above theories height of covid, so one of our members joined the class from the zoom call, while our other member, and
(Michigan & Ohio State) myself, were in the classroom. We did not have a means of communicating with this person over zoom, as it was
on the professor’s call-in front of the entire class. We ended up working on the tax return there in that class and
got nearly all of it completed, then and there. The distant member did not really have a chance to put his input
into the project, so we emailed him what we had and asked to review it over. For the zoom call guy, we used the
relation-oriented leadership style, as he was not able to meet us in person, due to circumstances out of his
control. Both the other member, and I, were using the task-oriented leadership style with one another. We were
able to work towards the task of the tax return project.
55. Student will demonstrate
knowledge of Charismatic
leadership
knowledge of contingency
approach to leadership by
Fiedler
(Fiedler)
knowledge of Path-Goal theory
by House
(House)
knowledge of Leader Member
Exchange (LMX) theory by
Dansereau, Graen & Haga;
Graen & Cashman; Graen
(Dansereau, Graen & Haga;
Graen & Cashman; Graen)
knowledge of Leadership

Substitutes Theory
knowledge of Models of leader

emergence
66. Student will describe the impact
of traits on leadership
emergence and performance
knowledge of Chaos approach to
leadership by Wheatley
(Wheatley)

Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
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
the “Cycles of Socialization” (Harro)
theory and its uses in leadership
72. Students will demonstrate personal
application of the “Cycles of
Socialization” (Harro)
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
83. Students will demonstrate knowledge of
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
89 Student will demonstrate knowledge of HDF413 The Model of Intercultural Sensitivity is a scale in which people experience, interpret, and interact
the “Model of Intercultural Sensitivity” by among cultural differences. The scale was designed to show how some people are able to effectively
Bennett and its uses in leadership interact with different cultures better than others. The first stage is denial of cultural differences. This
happens when someone does not recognize cultural differences between them or others. They
typically try to downplay their differences, unintentionally using hurtful prejudices. The next stage,
defense against cultural differences, occurs when privileged races used to having their advantages,
now have to share them with other cultures and races due to social change. They tend to get defensive
when accused of being biased or racist towards these marginalized groups. The third stage
minimization of cultural differences occurs when groups downplay the impact of these differences.
They think because everyone is a human, they should all be treated the exact same. This discredits
everything people of minority groups have to go through each and every day. This stage is followed by
the acceptance of cultural differences. In this stage, people acknowledge that culture has shaped their
values, beliefs, and experiences differently than their own. They might be interested in learning more,
or at least accept that there is a difference. Adaptation to cultural differences happens when people
adopt the perspective of other cultures, in order to interact in an appropriate way with them. This stage
is tricky to get to, as it takes a great deal of effort and empathy on both ends. Finally, the last stage is
integration of cultural differences. At this level, organizations are able to actually implement their values
to help support these multicultural members. This most often occurs for communities within vastly
diverse communities, where it is not just one severely dominant group, with a few other cultures, in the
population.
https://organizingengagement.org/models/developmental-model-of-intercultural-sensitivity/
90. Students will demonstrate personal HDF413 While learning about this model in HDF413, we had to take time to reflect on where we were personally
application of the “Model of Intercultural on the scale. I have definitely seen growth over the past few years. Before college, I grew up in the
Sensitivity” by Bennett predominantly white town of Smithfield, so I was not exposed to any type of diversity. I would say I was
actually in the minimization stage, as I did not really deal with any experiences. That all changed the

moment I began attending the University of Rhode Island. Some of my friends, who were from diverse
backgrounds, convinced me to join the National Association of Black Accountants (NABA) club with
them. It definitely felt awkward for me being the only white person in the room, but to my surprise, they
did not seem to care. I definitely improved to the acceptance stage at this point.
I actually ended up serving as the vice president last year and had to learn how to listen to tough topics
we covered in meetings. Normally I am someone who always has the right answer, so it is new to me
to have to listen with empathy and acknowledge that I might not have the answer. This was also a
completely new challenge for me, as I had never served as one of the top board members for an org.
By now, I would have moved up to the adaptation stage, as I am trying to help better understand their
experiences. I would say in the past year, I have dropped down to the acceptance stage, as I have not
really done anything to try to understand other groups’ experiences better.
the ally Action Continuum by Griffin &
Harro
92 Student will demonstrate personal
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
Outcome Targ Addition Descriptive notes regarding learning and practice

et al
class Experien
ces
98. Student will show HDF490 Critical Thinking is the process of using and assessing reasons to evaluate statements, assumptions, and arguments in ordinary situations. The
knowledge of primary subject matter of critical thinking is the proper use and goals of a range of reasoning methods, how they are applied in a variety of social
principles of contexts, and errors in reasoning. Critical thinking often requires deeper effort and thinking into what the meaning behind a statement is, compared
critical thinking to traditional thinking methods. Fallacies occur when a statement appears to be true but is not.
and fallacies (logic
is used in this Critical Thinking | Internet Encyclopedia of Philosophy. (2022). Internet Encyclopedia of Philosophy. https://iep.utm.edu/critical-thinking/#SH5a

minor)
99. Student will PHL212 The entire class focused around studying ethical theories and interpreting their meaning and influence in our lives. Often, it came down to how each
demonstrate one of us individually interpreted the reading for each theory. We were asked to share with the class personal examples of how we relate to the
proficiency of theory and how it will impact our life for similar situations in the future. This is far different than just reading about a theory and having a test on it,
critical thinking this method of critical thinking helped resonate the material learned from the theories much deeper.
10 Student will show
knowledge of
0. metaphorical
analysis to
critically analyze
self and
leadership
situations
10 Student will
demonstrate
1. proficiency of
metaphorical
analysis to
critically analyze
self and
leadership
situations
10 Student will show HDF492 When faced with a problem, it is crucial to come up with the right decision. There are several different methods to come up with this decision, all
knowledge of at based on the team around you and the situation you face. The first is brainstorming. This method focuses on listing out all the potential decisions you
2. least five decision could make to get out of this predicament. Next up is the Delphi method. This contains sending out an anonymous questionnaire to each member of
making methods the group, to generate responses. This may take a while to conclude but could be useful if there are a lot of scheduling conflicts. The RAPID
framework method is used to tackle complex problems. In this method, you recommend and agree upon a decision, allow input, then decide and
perform the decision. The Multi-vote decision method is a popular way to eliminate options. In this method, a member typically gets the ability to
vote for one-third of the total options. The goal is to eliminate the unpopular options, while keeping the ones that seem favorable. Last up is the
Nominal Group Technique. This also allows members to stay anonymous while giving feedback, as they write down their ideas on a piece of paper.
The group then ranks all the ideas on importance.
5 Group Decision-Making Techniques -. (2022, January 10). Organizational Psychology Degrees.

https://www.organizationalpsychologydegrees.com/lists/5-group-decision-making-techniques/
10 Student will BUS247 While working on a group project for a business plan, we had to first brainstorm the ideas we would like to use. This was our first method of
describe personal decision making, simply listing out all the potential ideas. We then slimmed down the list using the multi-vote decision method. The Delphi and
3. examples of Nominal Group Technique were used to generate our opinions in between group meetings, then come prepared ready to discuss these ideas as a
having used five group. The RAPID framework was used to decide whether the final decision would be a successful choice.
decision making
methods

10 Student will show HDF492 Conflicts are an unavoidable part of life. No matter how hard you try, they will eventually present themselves, one way or another. There are five
knowledge of at methods to resolve them. They are avoiding, accommodating, compromising, competing, and collaborating. There is no best method, and your
4. least five problem choice likely will change based on the situation. For example, if the issue is minor and won't have lasting consequences, it may be in your best
solving / conflict interest to accommodate the other party rather than to try to serve your own needs. Being able to choose and apply the best conflict resolution
management strategy effectively is made possible by developing better conflict resolution skills. These may include listening effectively, identifying points of
methods, as well disagreement, expressing your own needs, and viewing conflict as an opportunity for growth.
as understanding
the roots of Training, C. L. I. M. B. P. D. and. (n.d.). What are the five conflict resolution strategies? What Are the Five Conflict Resolution Strategies?
conflicts Retrieved May 1, 2022, from https://climb.pcc.edu/blog/what-are-the-five-conflict-resolution-strategies
10 Student will Rugby As the Rugby Treasurer, my main responsibility is to collect everyone's dues. Since not everyone brings them in right away, there are a few ways I
describe personal Treasurer can deal with this problem. The first is to avoid it, hoping they forgot and will bring it in soon. This does not always work, so I have to accomodate
5. examples of or compromise with them for extended periods of time to get their payment in.
having used five
problem solving /
conflict
management
10 Student will
demonstrate the
6. ability
to synthesize multi
ple knowledge
perspectives
(course work),
competencies
(communication,
writing,
information
literacy or
mathematical/stati
stical skills) and
responsibilities
(global, diversity &
inclusion or civic
knowledge)
10 Student will MGT44 Crises are fast-developing events that put an organization at risk and force action. The two types of crises are routine and novel
demonstrate 1 crises. In a routine crisis, the risks are known, and organizations have established procedures set prior. A novel crisis occurs
7. knowledge of
unforeseen, with the impact unknown. There is usually no plan set in place for these. To get through a crisis, action must be taken,
leadership that is
used in crisis (i.e., but leaders should be transparent in communication with their followers. To help get through crises as smoothly as possible, it is
James & Wooten; important to have organization-wide Crisis Management Plans set in place. These plans detail how they will react, with who is in
Garvin; Covey; what role. The goal of these plans is to quickly identify and contain the crisis from doing more damage than needed, while finding a
Frohman; solution to eliminate the crisis. It is important to continue to be on the lookout for new threats, as they can evolve through time.
Lalonde;
Schoenberg; Joni; https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7254531/#:~:text=Personal%20and%20organizational%20worldviews%20affect,mak e
Braden et al; etc.)
%20it%20through%20a%20crisis.
10 Student will COM10 In a COM100 class, our group had to present a group speech persuading the need to take action on a social issue. Our topic was the
describe 0 ongoing issue of a beach cleanup, due to trash being left behind. We were given four weeks to work on the speech, which is more
8. examples of
than enough time. We decided to meet every Tuesday and Thursday, to ensure we would be on track to get it done. At first,
leadership in crisis everything was going quite swell. The first meeting was just focused on brainstorming, with everyone contributing pretty evenly.
situations (i.e., Since we had what seemed like a lot of time, some members began to push the group work off for later, which could be foreseen.
application of
This would be classified as a routine crisis. The group members that stayed active still carried on the best we could in their absence.
James & Wooten;
Garvin; Covey; The day before we were scheduled to present and had everything all planned out, one of our members had a family emergency and
Frohman; had to take time off school for. This would be a novel crisis, as it was completely out of the blue. Our group ended up having to
Lalonde; readjust our individual presentation lengths to accommodate for the missing member’s material. All in all, both crises were handled
Schoenberg; Joni; pretty well.
Braden et al; etc.)

Outcome Category: Interpersonal and Organizational Concepts & Skills
Outcome Target Additional Experiences Descriptive notes regarding learning and practice
class
109. Student will demonstrate knowledge of HDF492 Active listening requires listening attentively to the speaker, understanding what they are
active listening techniques saying, then respond and reflect on what was said. Some useful techniques are paying attention
to the speaker’s body language, along with other nonverbal cues. The six steps of active
listening include paying attention, withholding judgement, reflecting, clarifying, summarizing,
and sharing. We need to be consciously aware of these six steps, as we may unintentionally be
sending the wrong message to the speaker.
Use 6 active listening skills & techniques to coach others. CCL. (2022, January 7). Retrieved
April 29, 2022, from https://www.ccl.org/articles/leading-effectively-articles/coaching-others-
use-active-listening-skills/
110. Student will describe examples of using Rugby Treasurer As the treasurer of the rugby team, it is my responsibility to collect every member’s team dues.
active listening skills Some guys have certain financial situations that require some extra time to get the money in. I
make my best effort to exhibit these active listening skills, since we’re just a bunch of bunch
college kids. Typically, I listen to what they have to say, with eye contact, nod my head at the
end, and then offer some type of payment plan that fits their needs.
111. Student will demonstrate knowledge of BUS341 In this theory, group communication starts by identifying and assessing a problem. The next
functions of group communication by step is to gather and evaluate information about the problem or decision. Next, the group creates
Hirokawa a variety of alternative proposals for handling the problem and discusses the objectives it desires
to accomplish the given problem. Lastly, the objectives and alternative proposals are evaluated,
and a decision is made. Group communication is greatly influenced by each of its members and
because of this, there can be a wide variety of outcomes or answers.
Small Group Communication: Hirokawa's general functional theory. Hirokawa's General

Functional Theory. (n.d.). Retrieved April 29, 2022, from
http://zimmer.csufresno.edu/~johnca/spch100/9-5-hirokawa.htm
112. Student will describe personal application BUS341 Group case study, had to communicate with the other 4 group members to complete the requirements
of functions of group communication for each of the stages of the case study, to achieve a proficient score. First, we laid out the groundwork
(Hirokawa) for each stage, meeting up in the library for a few hours and banging out the majority of the work. First,
we would write down on a checklist everything that needs to be done, then cross them off as we go
along. We divide up the work on the list and come back together and review what everyone had done. If
we think anything needed to be changed, we will talk it over with an open discussion. After we leave the
library, we still have a small few parts left to do before submission. We communicated in a
group chat when we finished those up, so we can review it again.
113. Student will show knowledge of techniques BUS315 Giving and receiving feedback can be a tricky task to do, as it may seem like you are attacking
regarding giving and accepting of feedback them personally. When giving feedback, there are a few guidelines to follow to avoid this. You
want to concentrate on behavior, balance the positives and negatives of what they did when
giving feedback, and be specific. While receiving feedback, it is important to listen and
understand the message behind the feedback. You should also be open to new ideas and reflect
on the next steps of what to do. After all, the feedback is designed to give you a new point of
view too improv the work.
Receiving and giving effective feedback. Centre for Teaching Excellence. (2020, May 13).
Retrieved April 29, 2022, from https://uwaterloo.ca/centre-for-teaching-excellence/teaching-
resources/teaching-tips/assessing-student-work/grading-and-feedback/receiving-and-giving-
effective-feedback
114. Student will describe examples of giving BUS315 Research essay about how certain laws have impacted society. We submitted a rough draft, then
and accepting feedback. commented feedback for improvements on 3 classmates’ papers. Then submitted a final copy after
adjustments were made. My paper was on the NFL suspending players and them appealing to the
courts. The feedback I was given helped me restructure my essay in a way to flow better for the reader,
while also providing more details for one of the evidence pieces. In particular, I had to change up the
order of the cases I used for examples. I changed them to be in chronological order, as one of the
court rulings referenced the first case. This made it easier for the reader o understand the
reasoning behind the ruling. I also changed up my intro and conclusion paragraphs to make the
reader become ore engaged in the essay and leave with the overall message at the top of their
minds. This feedback really helped take my essay up a level, with changes I probably would not
have thought of proofreading my own writing. My feedback I gave others was mainly on grammar
and sentence structures. This is just simple errors that you catch by proofreading the writing. I
also recommended better transitions in between topic paragraphs, something they found to be
very useful. This naturally creates a better flow between points and not make it sound like a list
of examples.
115. Student will show knowledge of the 7D
coaching model (Knott)
application of the 7D Model (Knott)
117. Student will show knowledge of elements HDF492 Most outstanding leaders can influence the outcomes of difficult but vital conversations,
of a Crucial Conversation and steps to without offending others. Crucial conversations involve 3 key components: high stakes,
maintain dialogue and move to action differing views, and strong emotions. When dealing in crucial conversation, you should first
(Patterson, McMillian & Switzler) start with the heart, stating what it is you want. Be aware of the nonverbal cues of whom you
are in dialogue with, and state your path, then follow up with action.
Book summary - crucial conversations: Tools for talking when stakes are high. Readingraphics.
(2022, April 11). Retrieved April 30, 2022, from https://readingraphics.com/book-summary-
crucial-conversations/
118. Student will describe examples of MKT365 In my marketing class, our professor had us come up with a vision for ourselves in the future. I
engaging in a Crucial Conversation had mentioned I envisioned myself becoming a CFO one day. The professor used to work as a
CMO at the Rhode Island Blood Center, and still had connections there. He pulled me aside
after class, helping me create some steps to do in the next few years, including taking the
leadership minor, that would help accelerate my path. He left off with setting me up with a
colleague of his, who is a CFO, to meet over coffee.
119. Student will demonstrate knowledge of HDF413 The main goal of the facilitator is to guide the discussion. They often do not have perfect
facilitation techniques knowledge about the topic but excel at keeping the conversation flowing. Some successful
techniques for facilitating are opening with a check-in, practice using active listening, pause to
allow reflection, and encourage participation.
Tsao, T. (2018, December 29). 10 facilitation techniques that will make your meetings sing.
meeteor. Retrieved April 30, 2022, from https://www.meeteor.com/post/meeting-facilitation-
techniques

120. Student will demonstrate proficiency of MGT441 In a Leadership Skill Development class, I had to work with 2 other group members to teach the class
facilitation techniques on a leadership topic of choice. We had to facilitate the class, through the usage of mixed media
(PowerPoint presentation, ted talk videos, group discussions then sharing to the class). Our topic was
Crisis Leadership. Before the class, we had assigned a quick 5-minute article, highlighting the
main points of the topic. This allowed the class to show up with some basic knowledge of what
we were going to talk about. We broke up our presentation between the three of us, with each of us
having a few slides of information, a short 3-5 minute video, then a class discussion. The presentation
started off going more in-depth into the topic, then opened into a class discussion about the
homework article. During the discussion, we would make sure to let everyone have their
opinion be heard before moving onto the next part. Following this was our examples within
organizations, with a short ted talk video at the end. This allowed us to have another
opportunity for a class discussion. In the discussion, we left the class with two questions to
talk about and split them into small groups, then had them report back to the class. This
discussion took our group of facilitators and even the professor by surprise. Normally, these
discussions die out within a minute or two, but this seemed to flow quite naturally, even getting
a slight bit off topic at times, but the class was relating it to their personal lives. As facilitators,
we welcome this, as it truly shows they understand what it is we are presenting. It did force us
to cut out our last engagement activity, but the highly engaged discussion was definitely more
valuable.
121. Student will demonstrate knowledge of de- HDF492 Debriefing is a very useful technique when dealing with groups. People need time to talk and
briefing techniques share opinions in a controlled, structured environment. It is important to talk with them, instead
of to them. This will help engage them with lots of open-ended questions, and reply with neutral
comments, so you do not sway their opinions one way or the other.
How to conduct a debrief - top seven tips for successful reflections. playmeo. (2019, August
21). Retrieved May 1, 2022, from https://www.playmeo.com/how-to-conduct-a-debrief/
122. Student will demonstrate proficiency of de- NABA VP As the Vice President of the National Association of Black Accountants, I had to attend the
briefing techniques biweekly Presidents meeting with a representative of the College of Business, as well as the
Presidents of all the other COB student organizations. My responsibility there was to debrief
them on all of our club’s activity of the past two weeks, as well as plans for the next two weeks,
plus planning beyond that. After the meeting, I had to inform our President in on the
information and feedback presented to me at the meeting.
framing based on psychology and its use in
group facilitation
124. Student will demonstrate proficiency of
framing based on psychology and its use
in group facilitation

125. Student will demonstrate knowledge the HDF413 The four frames of organizations are structural, human resource, political, and symbolic. The structural
four frames of organizations, and the frame focuses primarily on achieving goals and objectives, while maximizing efficiency and
meaning of reframing by Bolman and Deal performance. This frame only cares about performance and everything else is basically obsolete. This
is an example of Weber’s Authority and Bureaucracy Leadership Theory. The human resource frame
exists to serve human needs and regards people’s skills, attitudes, energy, and commitment. This
frame focuses on human relationships, which can be seen as putting too much emphasis on it at times.
An example of a leadership theory is situational leadership. The political frame focuses on enduring
differences in values, beliefs, information, interests, and perceptions of reality. Many of the decisions
involve the allocation of scarce resources. Unfortunately, people may become power hungry and try to
develop their own personal agendas, in which nothing gets done. The nature of this frame creates
mistrust, as not everyone will agree with the decisions you make. The symbolic frame focuses on the
culture the organization was built upon and upholding those founding values and beliefs. This can be
any company traditions, to the mission statement, and even special company perks. An example of this
is Patagonia was founded in California. The founder and many workers were avid action sports people,
so when the high tide came, they dropped what they were doing and caught some waves. A downside
to this frame is it can be seen as fluff and eventually lost over time with changes of leadership.
Reframing organizations means the ability to think of situations in more than one way. This can be a
useful and powerful tool to gain clarity, balance, new options, and find working strategies. Often times,
situations cannot be effectively solved by using a singular frame. It takes practice using different
frames to find which ones work best in different situations, but a combination is almost always useful.
https://www.businessballs.com/leadership-models/four-frame-model-bolman-and-deal/
126. Student will describe personal application BUS345 There are four frames of the Bolman and Deal model: structural, human resource, political, and
of organizational analysis using the four symbolic. During the Business in Society class, which I took over the J-term Junior year, we learned
frames of organizations, and breaking the about a case study into how the company Patagonia operates on all four of these aspects. In the
frame / reframing (Bolman and Deal) structural frame, this is the most basic among the business level, since it is purely performance based.
This can usually be measured using basic performance metrics, such as sales, profit, revenue, cost,
along with more in-depth financial ratios. On the other end of the spectrum, the human resource frame
focuses on serving human needs on a relationship level. This can be tied into the fun work environment
that Patagonia was trying to build. The founders were avid outdoorsmen, with their office on the
beaches of California. Every time there was a high tide, everyone in the office would drop everything
they were doing and go catch some waves. This would be unheard of at any other company, but it is
something they have built their company around. Sharing passions and interests outside of just work
helps the employees connect with each other on such a deeper level, which would in turn create a
higher employee retention rate. The political frame focuses on generating the most bang for your buck
with scarce resources amongst the entire company. In their early years, Patagonia was struggling and
was planning to unfortunately make staff cuts to survive. They let their employees review their
financials and actually found a way to make cost-saving moves in other areas and keep all of the staff,
which is a company value. They were able to successfully reframe the pollical frame and still
accomplish the goal of cutting costs. Finally, the symbolic frame upholds the company values and
traditions they were built upon. The founders of Patagonia were major environmentalists. In 2008,
during the financial crisis, they put out an entire one-page advertisement in The New York Times. They
told customers NOT to buy their jackets if they already had one, as the older one would end up
creating waste in the community. This move that was widely ridiculed actually proved to increase
customer loyalty, followed by an increase of sales. Patagonia is one of the shining examples I have
come across for the Bolman and Deal model.
127. Student will show knowledge of organizing HDF492 Public meetings should make progress toward the goal of solving public problems. When
meetings / setting agendas / and leading organizing a meeting, it is your responsibility to plan the agenda and effectively lead the
meetings meeting. When planning the agenda, it is important to first define the results, list the topics of
the meeting, and plan participation strategies of the meeting participants. Open-ended surveys
are a great method of engagement at the end of meetings.
Hinz, A. L. (n.d.). Planning an effective meeting agenda. UMN Extension. Retrieved May 1,
2022, from https://extension.umn.edu/leadership-development/planning-effective-meeting-
agenda
128. Student will describe personal examples of BUS247 In a BUS247 course, our group had a case study where we were the owners of a small business that
organizing meetings / setting agendas / sells URI apparel. We had to describe the issues covid-19 has had on the business and incorporate
leading meetings any modifications we have made during these times. We first communicated by group chat over text,
but decided it was best to meet up. Unfortunately, we could not meet in person due to covid
restrictions. I helped organize a set time to meet via the zoom 2-3 days a week for the 4 weeks we
were working on this project. We laid out everything that needed to be done and divided it up between
us in the initial meeting. The group as a whole decided to meet every Monday on zoom to talk about
the progress we had during the previous week and our plan for the current week. It was important to
stick to the meeting structure, as not everyone could stay on the call for more than 30 minutes.
Knowing this restriction, we made sure to work on the most important tasks first, where there is
a lot of brainstorming needed from the entire group, so that way everyone is able to give an
opinion. We then divided up the remaining tasks for the week, so everyone could do it on their
own time. If anyone had a question during the week, they would put it in our group chat, and I would
check it out and give advice right away. This method of feedback was definitely used a lot, as
sometimes people just wanted a fresh pair of eyes to overview their work or get a second
opinion. There wouldn’t need to be an entire zoom meeting just for tasks like these. In the final
week, we made sure to have it all wrapped up on the Tuesday, so we had three days to review it and
make any final changes before it was due on Friday.
Parliamentary Procedure
130. Student will show knowledge of techniques HDF492 People can be difficult in many areas of our lives. The most important thing is to focus on our
for working with difficult people reactions, as that is the only thing, we can control. Some useful techniques focus heavily on
connecting with them personally, such as treating them with compassion and kindness, respect,
and finding something in common. If this does not work out as planned, it is best to just stay
calm and ignore them the best you can. Remember not everyone will always be cooperative and
you shouldn’t let one bad interaction ruin your day.
Apodaca, M. (2020, January 6). How to Deal with Difficult People: 10 Expert Techniques.
Lifehack. https://www.lifehack.org/articles/communication/how-deal-with-difficult-people.html
131. Student will describe personal examples of ACC403 I had a tax return where I had to prepare in a group with 2 others. One member was helpful and
using techniques to work effectively with worked diligently with me, but the other was on the class via zoom and not in person with us. He
difficult people basically just did nothing since he could not really connect with us as we did the project in class.
Before meeting in class, we had each filled out our own personal tax returns and then in class
compared our results. This allowed an opportunity for us to have dialogue on any mismatches
from our results. The professor gave us enough time to bang it out within that one class period.
The other member not being there basically made it so he could not input his opinions into the
project. We ended up emailing him our work, allowing him the chance to put in his feedback before we
ended up submitting. Overall, I think this was the best move to allow him the chance to add to the
report, since he was not able to meet in person and did not set up to meet with our group in
class through zoom.

132. Student will show knowledge of the stages HDF290 There are five stages of group development: forming, storming, norming, performing, and adjourning.
of group development (Tuckman/Tuckman First a group gets together and defines roles and sets goals. In the storming stage, you tend to run into
& Jensen, Bennis or others) conflicts with other group members and have to work out the difference of views in the norming stage.
The performing stage is where everything comes together in the group, with work efficiency at an all-
time high. Finally, the adjourning stage is after the group finishes and the group members go their
separate ways.
MasterClass Staff. (Nov. 8, 2020) How to Recognize the 5 Stages of Group Development. Master
Class. https://www.masterclass.com/articles/how-to-recognize-the-5-stages-of-group-
development#what-is-tuckmans-model-of-group-development
133. Student will describe personal examples of BUS341 In my Organizational Behavior class during spring of sophomore year, we had to do a group case
group development in use study. There are five stages of group development: forming, storming, norming, performing, and
(Tuckman/Tuckman & Jensen, Bennis or adjourning. The forming stage was done in class when we were allowed to pick our group members.
others). We had already gone over what was required to be completed for each of the four steps of the
assignment, so we immediately set up group goals and assigned each other roles. In the storming
stage, there was a little miscommunication on some parts of who was supposed to do what part of the
assignment, as there was some overlap. We were able to work out all the kinks in the norming stage
and focus on the task at hand. In the performing stage, we were able to become hyper productive and
bang out the assignment. Following this, we all congratulated each other on a successful case study in
our text group chat to finish off the adjourning stage.
134. Student will show knowledge of group roles HDF492 Group roles are broken into four categories: task, social-emotional, procedural, and individual.
and how they contribute to group dynamics Task roles work on the actual production of the project. These may include the task leader,
(Johnson & Johnson; Benne & Sheats; information and opinion gatherers, devil’s advocate, and energizer. Social-economic roles focus
Knowles & Knowles; etc.) on the relationships part of the group. These include the Social-economic leader, encourager,
followers, tension releasers, and compromiser. Procedural roles are concerned with how the
group accomplishes its task. This includes the facilitator, gatekeeper, and followers. Individual
roles include any role “that detracts from group goals and emphasizes personal goals”. This
includes the aggressors, blockers, self-confessors, and jokers. It is important to remember you
can play more than one role at once per section.
Phil Venditti, Open Course Library. (2022). Groups Roles | Introduction to Communication.
Lumen Learning. https://courses.lumenlearning.com/introductiontocommunication/chapter/
groups-roles/
135. Student will describe personal examples of BUS341 While working on a group project my group roles often varied. I was the task leader throughout
group roles and how they contribute to the entire process, while also being an information gatherer and energizer at certain times. As
group dynamics (Johnson & Johnson; backed by my strengths assessments, I personally excel at completing the actual tasks in the
Benne & Sheats; Knowles & Knowles; etc.) projects. I also happened to be the facilitator, mapping out the meetings ahead of times and
making sure everything was going according to plan. In the social-economic category, I filled
the roles of encourager and follower. We had a social-economic leader who kept the positive
vibes flowing throughout, which helped the group dynamic a lot.
136. Student will show knowledge of effective HDF492 Mass communication professionals almost always work in teams. Different members of the
memberships skills in groups group bring their skill sets and competencies to the overall task. Some common skills of an
effective member in groups are acknowledging and working through conflicts openly, respect
other members, works for consensus on decisions, and is committed to team objectives. Notice
how all these examples include working with other members with the success of the group as
the main objective.
Paul, N. A. H. K. A. (2015, October 21). 1.3 Team Membership Skills – Information Strategies
for Communicators. Pressbooks. https://open.lib.umn.edu/infostrategies/chapter/1-3-team-
membership-skills/#:%7E:text=Respects%20and%20is%20tolerant%20of,Encourages
%20feedback%20on%20own%20behavior
137. Student will describe personal examples of COM100 Had to create a group presentation, creating change in the local community. We chose to do a
membership skills in use beach cleanup program. As a member of the group, I had to respect others’ opinions during the
brainstorming phase, while keeping everyone committed for the deadline. Everyone had their
own personal conflicts with meeting times, but ultimately we had to put our own agendas aside
and do what was right for the sake of the group and just get the project done.
Challenge and Support theory by Sanford,
and its relationship to organizations
139. Student will describe personal examples of
using the theory of Challenge and Support
(Sanford)
140. Student will show knowledge of the HDF290 The goal of informative speaking is to teach an audience something using objective information.
construction / elements of informative and Three organizational patterns that are particularly useful for informative speaking are topical,
persuasive speeches chronological, and spatial. In informational speeches, it is essential to cite your sources, as this
will help build your credibility. Also, make sure to never voice your opinion, or use the first
person in informational speeches. Straight facts. Persuasive speaking seeks to influence the
beliefs, attitudes, values, or behaviors of audience members. In persuasive speeches, you want
to get the audience to take action in some form on the topic you are bringing to their attention.
The structure is to start with a claim, provide evidence, followed with a call to action.
Informative and Persuasive Speaking. (2022). Lard Bucket.

https://2012books.lardbucket.org/books/a-primer-on-communication-studies/s11-informative-
and-persuasive-spe.html
141. Student will demonstrate proficiency in HDF290 MKT265 We were given a leadership theory to research and present to the class. I worked with one other
informative and persuasive public speaking person, and we were given the Social Change Model of Leadership Development. This was an
informative speech, so my partner Liz started with the purpose and mission statement behind the
model. I then went on to explain the flow chart associated with the model and finished explaining the
different aspects and an example. While doing so, I showed how each of the components related
to one another, with all the aspects falling under the main component of change, all in my own
words. This demonstrated that I not only was able to reiterate the information I found on the
interwebs, but that I understand what I was saying. I then followed all this up with an example
that related to the seven aspects of the model, while all focusing on change. This was where the
presentation really lit some lightbulbs in the viewers’ heads on what the model was about.
During the first week of a MKT265 class that I was taking over J-Term, our professor had us do
a minute long elevator pitch. This was based off of no preparation, so we can see the
improvement when we redid them at the end of the semester. I, like many others, started with
very basic information, suh as name, school and year, major, etc. The point of the pitch was to
land a job in the field you were studying. In my initial e-pitch, I was just listing off organizations
I’m involved wih on campus, thinking that in itself would hold value. What I learned from the
class and corrected at the end of the semester, was that after mentioning the experience, relate
it to the role you have your eyes set on. You want to help them picture how you add value to
their team. This is now something I think of every time someone asks me about myself. You are
trying to persuade them how you might help them out in return.

142. Student will show knowledge of planning BUS390 Similar to being interviewed, you need to come prepared. This includes setting aside enough time,
and conducting interviews (as the have a good interview structure set up, write specific questions, research who you are interviewing, etc.
interviewer) When in the interview, start by introducing yourself and set the stage of why you are there. Then ask
your questions and provide them an opportunity to ask any questions for you to answer. In BUS390, I
had to conduct an informational interview with someone in my career field. I set up mine with Ken
Allen, the former Chief Financial Officer at the Rhode Island Blood Center over coffee at Starbucks. I
started with questions about his background, including education and career experience. From there
the conversation naturally transitioned into advice he recommends for someone my age in college. I
ended with questions focusing on his current career trajectory and any aspirations he has for himself in
the future. The conversation took about an hour and was a great experience. This was the first time I
had the opportunity to sit down and talk with a CFO, a career I have been passionate about pursuing
for a few years now.
Go2HR. (n.d.) Planning & Conducting Interviews. Go2Hr. https://www.go2hr.ca/recruitment/preparing-

conducting-interviews
143. Student will describe personal examples of BUS390 As part of our final assignment, we were to connect with and conduct an informational interview of
planning and conducting interviews (as the someone in our desired career field. I chose Ken Allen, the Chief Financial Officer of the Rhode Island
interviewer) Blood Center. For the assignment, we were to interview someone in the field we wish to pursue for a
career and fill out a sheet with general questions. In addition to the few questions, we were required to
ask, I came with an additional few that interested me. These were based on some research I did
beforehand about the field and his own personal experiences, such as “what was your career path to
get to your position today?”.
144. Student will show knowledge of preparing BUS390 Preparation is one of the keys to success, especially when it comes to interviews. This may include
for and effective answers in interviews (as practicing your 60 second elevator pitch, researching the company and industry, knowing your market
the interviewee) value for salary, and preparing five questions to ask about the job or company. It is important to be
genuine in your responses and be as detailed as possible, as you were the only one there in
your experiences. You should know what you will say ahead of time for the basic interview questions
and arrive early. Make sure to send a thank you letter after the interview. In the BUS390 class, we not
only learned about these useful techniques, but were able to practice them in assignments and
mock interviews. There was a whole day event where all the BUS390 classes met together and
went around for a speed-run of mock interviews with actual hiring professionals. We were able
to practice walking in, shaking their hands, keeping a smile on our faces, and answering some
typical interview questions.
Monster. (2021) Interview cheat sheet and prep tips. Monster. https://www.monster.com/career-
advice/article/interview-cheat-sheet
145. Student will describe personal examples of BUS390 Had to attend a large seminar event where they went over topics such as resumes, cover letters,
preparing for and being interviewed applying for jobs, interview tips. Then we were required to attend the COB Career Day, where we had
the opportunity to network with recruiters and set up an interview. For the interviews, a lot of them are
online due to covid. The night before, I make sure I am prepared with background information on the
company and interviewer, along with a few potential questions to ask. I make sure I am set up 15
minutes early for the interview, with a quiet environment, good lighting, stable internet connection,
neutral background, well dressed, hydrated and ready to go.
146. Student will show knowledge of effective
collaboration / coalition building (Sources:
Cilente/Komives et al; NCBI; etc.)
147. Student will describe personal examples of
working in collaboratives/coalitions

148. Student will demonstrate knowledge of HDF290 When it comes to difficult dialogues regarding diversity and inclusion, it is important to understand the
techniques to communicate and engage in correct steps to go about it. Everyone should show up knowing the topic of the discussion and be
difficult dialogues related to diversity and prepared to have a serious dialogue. There should be an emphasis placed on hearing from different
inclusion. viewpoints, keeping in mind the common goal. This has been and remains to be one of the major
struggles organizations face, so it is important to understand the seriousness behind it.
Coach Diversity Institute. (2021) Ten Strategies For Holding Difficult Conversations About Diversity.
Coach Diversity. https://coachdiversity.com/blog/ten-strategies-for-holding-difficult-conversations-
about-diversity/
149. Student will demonstrate proficiency in HDF290 We had a diversity and inclusion unit, with an assignment where we took a highly reputable company
communicating and engaging in difficult and examined their diversity statement. Mine was the National Football League and created a visual
dialogues related to diversity and inclusion. guide highlighting the main issues, realities of the situation, moral and ethical considerations, legal
factors, and leadership theories used. My main points highlighted the breakdown of races in both the
player base and team officials, what has been implemented to help improve diversity, and the progress
that has been made.
150. Student will describe ways to maintain HDF492 Often, accountability can determine what makes a good or bad leader. Nobody wants to follow
accountability in leadership / member someone that consistently casts the blame onto everyone else. You can improve the
relationships accountability within your team by choosing one specific person, with clear expectations for the
job, while following up and holding them to that standard. Once accountability is clear, formal,
and widely communicated, it will improve the way your team works.
Brearley, B. (2021, July 9). 5 simple ways to improve accountability in your team. Thoughtful
Leader. Retrieved May 1, 2022, from https://www.thoughtfulleader.com/improve-
accountability-in-your-team/
151. Student will describe personal examples
related to maintaining accountability as a
leader
152. Student will describe ways to build HDF492 The members of groups and organizations are always changing. As new members come in, it is
relationships between leaders and essential to get them comfortable with their new group members. The best way to do that is to
members build the relationships, especially between leaders and members. Some effective tactics are to
create a culture of listening, recognize emotions, praise the members, while developing shared
values. The goal is to connect with them on a personal level, while still wanting them to strive
for greatness, giving them recognition when they hit those high standards.
A. (2019, December 18). 7 Ways To Build Great Relationships With Your Team. Be Leaderly.
https://beleaderly.com/7-ways-to-build-great-relationships-with-your-team/
153. Student will describe personal examples of Rugby As a member of the rugby team for the past three years, we must recruit each year. This requires
building relationships with members as a me to connect with the younger players, as they are just starting out on the team, and in some
leader cases, the sport. I take pride in being one of the best teammates around, so this is very important
to me. I try to just be as helpful as possible, giving them tips, while also getting to know them
personally. The biggest thing is to just create a safe environment to share anything if they need
to, while getting better as a rugby player.
154. Student will describe how credibility applies HDF492 There are certain qualities that leaders need to have if they want to attract and then retain talent,
to leadership, as well as the characteristics so it's important to recognize these qualities and work hard to create that strong sense of
and skills of a credible leader leadership businesses need to grow stronger. These include honesty, integrity, communication,
respectful, trustworthy, hardworking, and maintain a positive attitude. The best leaders do not
even have to be the best workers. More so, how they deal with others and treat them.
Heitzman, A. (2020, February 6). Leadership Credibility: 10 Qualities Every Employee Looks
For in a Leader. Inc.Com. https://www.inc.com/adam-heitzman/leadership-credibility-10-
qualities-every-employee-looks-for-in-a-leader.html
155. Student will describe personal examples of Rugby In my first year of playing rugby, I was given a leadership role of Treasurer, based on my
building, maintaining, and repairing his/her background and accounting major. This set me up in the second year to be a leader on the team.
I took this mindset on and off the field, focusing on being someone everyone respects, while
always smiling and spreading positive vibes. I unfortunately have been the most injury prone
player around, but keep the positive mindset, and commitment to the team, which speaks
volumes.
own credibility as a leader

156. Student will describe ethical standards in
influence
157. Student will describe influence applies to
leadership
158. Student will describe principles of effective HDF492 A mentor is viewed as the advisor in the relationship with mentee being the party benefiting
mentoring, as well as problems particular from the relationship. A mentor is a person with expertise, experience or knowledge which is
to the mentoring relationship valuable to others and holds strong beliefs about helping others by sharing this knowledge with
the world. A mentor will provide constructive feedback, designed to help the mentee improve
their behavior in the future. It is important to realize the mentor is not perfect, they have made a
fair share of mistakes. They can, however, fill in the mentee about them, so they can learn from
them as well. This alone can help the mentee start years ahead of others in similar situations.
Bansal, V. (2021, May 19). Mentorship: Key To Effective Mentor Mentee Relationship.
TechTello. https://www.techtello.com/mentor-mentee-relationship/
159. Student will describe personal examples of BUS365 BUS302 I took a required marketing principles class over the J-term sophomore year with
mentoring and being mentored who has since become my favorite professor, good friend, and possibly even a
mentor. Scott Asadorian has great business knowledge and an aspiration to help
students reach their dreams. I mentioned to him that one of my main career goals is
to become a Chief Financial Officer (CFO), and he hooked me up with an
informational interview with a buddy who he used to work with who holds that
role. We still go out for coffee every few months to catch up on life.
When it comes to mentoring, my best example comes in an Intermediate Accounting

II class Junior year. I sat next to someone who did not have the best study habits, so I
offered to show him my ways. This included starting to study a week before an
exam, binge studying the two nights before it, having a set time to do the homework
each night, and simply just writing down all the class notes. Being around someone
rubs off on you, in both positive and negative ways.
160. Student will describe principles of effective
peer leadership, as well as problems
particular to peer leadership
161. Student will describe personal examples BUS111 Our professor went on maternity leave and the grad student who filled in as an
related to being a peer leader and being instructor was very subpar. A good amount of the students in the class would meet
led by peers
1-2 times a week at night and review the material. Often, I would be one of the
people leading the study sessions, as I had come prepared by looking it over
beforehand. I seemed to understand it right away, so this definitely helped a lot for
my preparation for these meetings. When I was the leader, I would use the
whiteboard and go over problems step by step, making sure everyone is on the
same page. In a case of someone being left behind, I would give the others some
problems to work on, while I individually help this person, going back over the
previous problem step by step. If someone else was leading the charge, I would be
engaged and asking questions if I had any. This would help create an engaged
meeting,
allowing others to be willing to participate with any questions they had themselves.


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LEADERSHIP DEVELOPMENT

Name: William Swope

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 practice

Leadership Inventory Revised 08/22/2017 5

Leadership Inventory Revised 08/22/2017 6

Leadership Inventory Revised 08/22/2017 7

Institute on Character. (n.d.) The 24 Character Strengths. Institute on Character.

Leadership Inventory Revised 08/22/2017 8

Leadership Inventory Revised 08/22/2017 9

Outcome Category: Leadership Theories

Outcome Target Additional Descriptive notes regarding learning and practice

application of the above theory

Leadership Inventory Revised 08/22/2017 1

Mind Tools. (n.d.) Theory X and Theory Y. Mind Tools. https://www.mindtools.com/pages/article/newLDR_74.htm

Leadership Inventory Revised 08/22/2017 1

Leadership Inventory Revised 08/22/2017 1

50. Students will describe personal

Leadership Inventory Revised 08/22/2017 1

Leadership Inventory Revised 08/22/2017 1

knowledge of Models of leader

Leadership Inventory Revised 08/22/2017 1

Leadership Inventory Revised 08/22/2017 1

Leadership Inventory Revised 08/22/2017 1

Outcome Category: Critical Thinking

Outcome Targ Addition Descriptive notes regarding learning and practice

Leadership Inventory Revised 08/22/2017 1

5 Group Decision-Making Techniques -. (2022, January 10). Organizational Psychology Degrees.

Leadership Inventory Revised 08/22/2017 2

Leadership Inventory Revised 08/22/2017 2

Small Group Communication: Hirokawa's general functional theory. Hirokawa's General

Leadership Inventory Revised 08/22/2017 2

Leadership Inventory Revised 08/22/2017 2

Leadership Inventory Revised 08/22/2017 2

Informative and Persuasive Speaking. (2022). Lard Bucket.

Leadership Inventory Revised 08/22/2017 2

Go2HR. (n.d.) Planning & Conducting Interviews. Go2Hr. https://www.go2hr.ca/recruitment/preparing-

Leadership Inventory Revised 08/22/2017 3

own credibility as a leader

When it comes to mentoring, my best example comes in an Intermediate Accounting

Leadership Inventory Revised 08/22/2017 3

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