Leadership Inventory

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

Date Enrolled: 01/23/2018
Date of Graduation: May 2021
*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 PSC 304: Introduction to Public Administration
COM 322: Gender & Communication option) PSC 369: Legislative Process and Public Policy
COM 351: Oral Comm. in Business & the Professions HDF 291: Rose Butler Browne Program Peer Mentoring Program PSC 504: Ethics in Public Administration
COM 361: Intercultural Communication HDF 412: Historical, Multi‐Ethnic, & Alternative Leadership SOC300/WMS350: Women and Work
COM 383: Rhetorical Theory (capstone option) THE 221: Stage Management
COM 385: Communication and Social Influence HDF 413: Student Organization Leadership Consulting THE 341: Theater Management
HDF 414: Leadership for Activism and Social Change
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
 Organization
1. Know Yourself  Self care
 Self discipline
Lead Others  Strengths  Perseverance
 Weaknesses  Develop and maintain family,
 Values PROGRESS interpersonal, and intimate relationships
 Needs  Academic, social, personal goals and
P  Styles objectives
R o Learning
O o Teaching
G o Personality P
R o Membership R
E o Leadership O
S G
RE-EVALUATE R
S
former stages E
as you progress S
4. Develop and Refine
Skills S
 Leadership theory and

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

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

Outcome Category: Self-Leadership
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
1. Student will demonstrate autonomy and a Picking a college to attend During my senior year of high school, I had to make the tough and important decision on where I
minimized need for approval wanted to go to college. Nearly everyone in my school was going to either James Madison or Virginia
Tech and the few rest would go to smaller Virginia schools. Basically, all my friends were staying in
state for college and as much as I love my friends and family in Virginia I did not want to stay there. I
started to look at out of state school that would still be affordable, and I visited the University of Rhode
Island and loved it and knew this was the place for me. Once I got back to school my friends seemed
confused that I wanted to go to college so far away from home and all of them especially to a place that
is cold most of the year. My friends just thought it was so weird I wanted to go somewhere where I
would not know anyone beforehand and would have to make all new friends. This did not bother me
though because I knew the University of Rhode Island was the best school for me and I liked the idea
of not knowing anyone ahead of time so I could make more connections and build up more friendships
than what I already had. I also was used to moving around when I was younger and never struggled to
make new friends. If I stayed in Virginia, I feel like I would be staying in my comfort zone and I was
eager for an adventure that I do not think I could have in Virginia. After some time, my friends who may
have been a little sad I was not going to be around all the time finally respected and supported my
decision and they knew as well as I did that going to different schools would not end our friendship.
Looking back at my decision to go to the University of Rhode Island and move away from home a few
years later I can confidently say I have no regrets. I am happy with this decision and not only do I still
have the friendships from high school, but I have more friendships from people I met at college. All in
all, I believe that my decision to go to the University of Rhode Island and not stay in state was a good
personal example of an experience where I demonstrated a minimized need for approval, I did not care
that people thought it was weird I wanted to go to school in a cold state far away from home.
2. Student will demonstrate personal, HDF492 One personal example I have of executing organizational and academic self-discipline would be
organizational, and academic examples of working on this Leadership Inventory for HDF492 and the other two big assignments due at the end of
self-discipline the year. (website and portfolio) At the beginning of this semester I knew that the final few weeks of the
semester would be very hectic because of not only preparing for graduating but because of the many
big projects and assignments I have due at the end of the semester. I had not worked on the inventory
since I was in HDF190 so at the beginning of the semester I knew I was going to have to work hard on
the inventory and it would take up a lot of time. I knew if I procrastinated it would be nearly impossible
to get it all done so I decided to start doing two outcomes a day in order so get the inventory done on
time but also so I would not have to do it all at once at the end of the semester which would really
stress me out. Once we got the instructions for the portfolio and website as well, I started to work on
one of the two every day for at least an hour. By splitting up the work like this it made it much easier to
complete and make sure it was some of my best work. It would get hard sometimes however, because
my roommates and friends would still want to hangout or go out to eat and they would tell me I had
plenty of time and should not worry about doing this project now when its not due till April. I still stayed
committed to my goal of doing two outcomes a day and sometimes to get all my work done I had to
wake up earlier, so I still had time to hang out with everyone. I am defiantly not a morning person so
waking up in the morning to work on something due months away was annoying, but I knew it was for
the best and I would thank myself when it was over. If I did not plan to do two outcomes per day and
hold myself accountable to that goal this April would be much more stressful. Since I was able to get
these assignments done consistently it allowed me to focus on more on work for my job, so I was able
to make a little more money thanks to this planning. All in all, I believe working on this inventory and the
other assignments in HDF492 is an excellent example of myself executing organization and academic
self-discipline. Without proper planning and staying committed to my daily goal I was able to slowly get
this project done on time at a high level of quality and I can proudly say this was the last outcome I did,
and I am done with the inventory.
3. Student will demonstrate the ability to Theta Chi Scholarship Chairman For the entire year of 2019 I was elected to serve as Scholarship Chairman on the executive board of
manage emotions my fraternity Theta Chi. During my time as Scholarship Chairman, we started off as the worst fraternity
in terms of average gpa and I was determined to change that. To increase our average gpa I had to
implement and create changes to our academic standards for the fraternity. Generally, people do not
like change and are very resistant of it especially the older brothers, so this was not an easy task. One
of the things I implemented was that if you were below a 2.5 gpa you had to meet with me once a week
to go over what you had due that week and if you did not complete everything, I would not let them go
out that following weekend. I also made it more of a priority to document study hours and if you did not
meet the minimum amount every two weeks you could also miss out on all social activities that
following weekend. Most brothers recognized that this was a smart decision and would not only be for
the better of the fraternity but their education as well. However, I had a few brothers resist the change
and they had no problem voicing their opinion. Some of these members were close friends of mine and
did not think it was my place to say they could not go out just for not doing their schoolwork and they
would take their anger out on me. It was hard for me not to get upset at them and talk back but as an
executive member I recognized that I had to put on a strong face because if I showed I was anger or
annoyed it would make me look weak and I would lose credibility. It was very important for me to hold
my composure when one of these upset brothers was expressing their opinion angerly in my face. After
these brothers expressed their thoughts and opinion on the matter, I took a deep breath made sure to
relax and really think about what I was going to say. I usually liked to do this in a separate room and I
just told them way I was doing this I understand why your upset but its for the best of the fraternity and I
am doing this to help you and will continue to guide you. All in all, I believe this experience when I
made stricter academic enforcement within my fraternity was a good example of my ability to manage
emotions and I believe I managed the situation in the best way possible.
4. Student will demonstrate knowledge of CVS302 In my CVS302 class, we learned about stress management methods and tips to share with our URI101
stress management methods students to help them succeed with their first semester of college and promote mental wellness. Stress
comes in all forms and affects people of all ages and all walks of life. In general, stress is related to
both external and internal factors. The degree of stress in our lives is highly dependent on upon
individual factors such as but not limited to, physical health, the number of commitments and
responsibilities we carry, and the degree of others’ dependence upon and expectations of us. While the
elimination of stress is impossible, management of stress is an attainable and realistic goal that can be
achieved by several strategies. In CSV302 we learned five main techniques that can help relieve stress
and those are exercise, relaxation and meditation, time management, organizational skills, and support
system. Exercise can help manage stress because exercise can emotionally remove one temporarily
from a stressful environment or situation and being fit and healthy also increases your ability to deal
with stress as it arises. Eating healthy also helps with this and can overall improve your sleep.
Relaxation and meditation also help students deal with stress as it can help clear the mind and calm on
down. Deep breathing can support this, and it helps allow the individual who is stressed to think more
clearly and lower the hart rate. Good time management skills are also critical for effective stress
control. Learning to prioritize tasks so you are not over scheduled can greatly reduce stress. Keeping
an agenda or calendar is something I used to recommend to my students and allows you to schedule in
breaks. Organizational skills can help manage stress as well in the sense that if your physical
surroundings are well organized, you won’t be faced with the stress of misplaced objects or clutter.
Lastly, individuals with strong social support systems experience fewer physical and emotional
symptoms of stress than their less-connected counterparts. This can be family members, friends,
coworkers, and even pets. All in all, dealing with stress is something everyone goes through and these
methods can help reduce stress to better your overall mental health and wellness. I hope these tips of
managing stress helped some of my students in their freshmen year and they still use these methods
today.

5. Student will demonstrate the ability to Finals Week Spring 2020 During finals week the Spring semester of 2020 I had the most stressful week of my life. I was tasked
manage stress with preparing for my excel certification exam, writing a ten page paper for my global supply chain class
on how the auto industry was affected by the impacts of COVID-19, preparing for my business law final
exam, and on top of all that I had to help run the stipend review for student senate which takes in total
8 hours and is the process of interviewing everyone on senate that gets a stipend along with
interviewing any URI club member if they have a stipend and come to a decision with my committee
what they should be paid in the following semester. In addition, the COVID-19 pandemic was just
beginning, and everything was transitioning to being done virtually. Rather than freak out and panic I
thought back to the stress management methods I had to teach my URI101 students and decided to
put those methods into action. I recognized that time management was critical during this stressful
time, so I scheduled and planed out ahead everything I was going to do day by day. This not only
helped me know exactly when I was going to work on but also allowed me to schedule in breaks to
exercise or relax. During those scheduled breaks I would go on jogs, lift weights in my basement and
relax by taking a short nap or playing with my cat. This defiantly helped me compete my work on time
and prepare me for my exams while feeling confident in my ability to do well on the exams and paper.
Working on the stipend review for student senate also went smoothly and I was happy to get that
accomplishment done since it was my first real task on student senate. During this time, I received a lot
of positive support and encouragement from my family and my senate committee, and I defiantly
surrounded myself with the right people during this time. Although I was still stressed at some moments
I got through this obstacle and finished my junior year strong. I was able to receive an A on my paper, I
passed my excel certification exam and become a Microsoft office specialist, got an A- on my exam
and finished stipend review. Looking back, it was defiantly a stressful time and I wouldn’t want to do it
again but I am very proud of myself for the way I handled it especially during a global pandemic and I
am very thankful I learned those stress management methods in CVS302.
6. Student will express a personal code of HDF190 StrengthsQuest I struggled a lot academically and slacked off a lot in high school and did not have very much
leadership / membership ethics leadership experience which caused many of my top college choices to reject me. When I came to URI,
my main goal was to do as well as possible in school and get involved as much as possible within the
URI community to prove to myself that these rejection letters did not define me. I attended the
leadership institute a few days before the beginning of my freshman year of college and it was just the
push, I needed to stay motivated as well as learn the skills and functions of leadership and how to
develop and apply them. The leadership institute and the members of my group inspired me to get
involved in my fraternity Theta Chi and Delta Sigma Pi and other organizations such as Student Senate
and the URI101 mentorship program. Throughout these experiences I have learned a lot about the
ethics of leadership as well. While in these roles it is important for me to always be inclusive whether it
is adding new members or having everyone share their thoughts so we can develop better ideas for the
group and the organization. By simply treating others the way you want to be treated you will be more
respected as a leader and will have better ideas and involvement within your group. My freshmen year
in HDF190 we took the StrengthsQuest to figure out what our true strengths are. Once they were
identified using your strengths to the best of your ability become critical while in my leadership role
because it helped me identify what I needed to improve on but also what I do best to leave my mark on
these organizations. Something else that I have also learned during my time at URI is leadership is
action it is not position. It does not matter if you are the one in charge of the group or a follower,
leadership is demonstrated by what you do and how it impacts others in a positive way. Something my
dad used to say was “it doesn’t matter what happens to you what matters is what are you doing to do
about it.” This basically means how your respond to a situation is more important than what initially
happened. For example, when I was diagnosed with dyslexia in high school rather than company and
use it as an excuse for poor performance, I worked hard to improve my vocabulary and writing by
reading one book a month and learning one new word a day. All in all, being in these leadership roles
has given me hands on personal experience being a leader and continues to inspirer me to keep trying
to get involved and continue my leadership development.

7. Student will demonstrate practice of the
personal code of ethics
8. Student will express a personal values HDF190 HDF190, Day of Discovery In my HDF190 class, we took the Values in action assessment (VIA) to figure out our top five values.
statement (Sources = VIA, values Values are broken up into six sections Wisdom, Courage, Humanity, Justice, Temperance, and
clarification exercises, etc.) Transcendence. Each one of these is what a person’s principal or standards of behavior fall into. After I
took the assessment, I found out that my values are Humor, Prudence, Love, Fairness, and Honesty.
Interestingly each one of my values falls into a different section. I have courage, humanity, justice,
temperance, and transcendence. Given my values my personal values statement would be I will always
be fair and honest, and I will not be bias towards others and I will lead with integrity, Caution, and
playfulness. Some experience I have using this statement would be anytime I am working in a group or
when I’m at work when I am dealing with a customer. As an employee it is important to know that the
costumer’s satisfaction is the most important part of a succeeding business, so it is always important to
show respect and be fair but also to be lighthearted and bring a smile to their face. Also, I have used
this statement with my coworkers because even if they are new or a little slow at first you still need to
be the best coworker you can be and be fair and caring to one another. This values statement is very
important to me not only because it involves all my values but also because this is how I approach
anything I do and how I plan on leading in the future. One day I hope to own my own business so
staying committed to this statement will show people that I care whether a customer or employee and I
want to be honest and fair to everyone but still having fun.
9. Student will demonstrate practice of the HDF190 HDF190, Day of Discovery In my HDF 190 class, we took the Values in action assessment (VIA) to figure out our top five values.
personal values statement My top five values were Humor, Prudence, Honesty, Love, and Fairness. During the HDF190 Day of
Discovery we went more in depth with our values and learned what they are and what they mean to us
and how we use our values in your everyday lives. I use all five of my values almost every day. I use
Humor to create new relationships with people and to keep the mood light when I’m in a group of
people, so everyone is happy and getting along. This one experience I had I was put in a group with
some random people, and everyone was super quiet so out of nowhere I started telling jokes. This
made everyone a little more comfortable with me and the group. I use Produce in any situation where I
am in an unfamiliar environment, for example when I am with a group of people, I do not really know I
will be careful what I say so I do not accidently offend someone. I also I try not taking any unnecessary
risks such as doing something I do not believe I am capable of. I use Honestly to create trust with
people so I can have strong relationships, and I want people to always hear something up front the way
it is, so I always find it important to always be honest. I use integrity with my professor, parents, and
friends even if the truth hurts because I now being un honest would be worse. I use love to keep the
relationships with people I have and to show them that I value our friendship and I value those people. I
use Fairness so they no one gets left out and no one is more important in any group and everyone is
equal. This also means I do not let emotions get in the way of decisions to avoid being Bias. What
these values mean to me in my opinion is that I am a very loving person who is always respectful to
others and I want to create strong relationships with people without taking any unnecessary risks.
These values and the Day of Discover showed me that I am a kind person and that makes me happy to
hear. After the day of discovery, we talked more about our values in class discussions so we can all
learn each other’s values and how everyone is unique and alike. Overall, I hold these values dear to
me and no matter the situation I am in a use these values to be the best person I can be and through
all my experiences in college I have used every single one.
10 Student will demonstrate the ability to Com100 HDF190 In my Com100 class that I took first semester we were asked to create a group speech on a given
lead a project from start to finish (follow- chapter in the Com100 textbook. This speech had to be at least 35 minutes long and we had to talk
. through) about key topics of the chapter we were given. Personally, I didn’t have too many friends in that class,
and since this was the first group assignment we had to do, so when we were put into groups of five we
all were not comfortable with each other and had different ideas on how to approach the assignment. In
my group I felt the need to take charge of the group because I was the least shy person in my group. In
addition, I had some leading a group experience in high school. As the captain of the hockey team. I
wanted to make the group more comfortable with each other so I gathered everyone’s number and
created a group chat so we could all contact each other and work out a time we could all meet. It was
defiantly hard to get everyone together since we all had different schedules, but once we did, we slowly
started to become more comfortable with each other and get a feel for not only our personalities but
also our strengths. Since I was the group leader, I did my best to let everyone share what they wanted
to do for the project so I could make a compromise so everyone would be happy ad willing to work. My
experience as a captain of the hockey team came in handy hear because someone might be quite but
have a great idea, so it is important for everyone to be comfortable with one another. Now that we
were knew what we wanted to do we all take our sections of the chapter and did individual research. As
group leader I made sure to make sure everyone was doing their part so I would stay in contact with
them and ask them if they needed any help they can just reach out. We all got together the day before
the presentation to decide how we would present the project and make any final adjustments. Even
though we were more comfortable with each other we still encountered a problem on deciding how to
give the presentation. Some people wanted to just stand to the class and speak and the others did not
they wanted to have more class interactions. Because of my strengths and Values, I am known as a
strategic thinker, so I came up with a decision that made everyone satisfied. For our presentation we
had us into, and conclusion presented to the class like a normal presentation, but we also broke off into
groups and went over our individual section of the chapter to a group of students and rotated every 5
minutes. My group members were really impressed by my idea and it worked out fantastic for everyone
and it made our presentation a couple minutes longer. We ended up with a 95% on the project and my
group members complemented my help on leading them through this presentation. I defiantly took
away from this experience that it is important to compromise and make sure everyone has a chance to
share their ideas because someone might be shy, but they could have really great ideas. All in All I
believe this group project was good experience for me on leading a group and I plan to continue
leading this way in other group projects in the future.
11 Student will describe goals and objective First semester of College School has always been tough for me ever since I was diagnosed with dyslexia, so when I came to
statements regarding personal issues, Second semester of College college I set a personal, Career and Community goal for myself so I could get the most of my first year
. career issues, and community issues of college and make a smooth transition from not only the mover from high school to college but from
Virginia to Rhode Island. The personal goal I set for myself was I wanted to get above a B in every
class. I have always had a hard time keeping good grades in high school and I regret not working hard
enough my freshmen and sophomore year of high school so I wanted to get off to a strong start at
college. The career goal I set for myself was to network and get a internship that went into my field of
study for the summer. Being in the business field I want to get as much experience as possible since it
is very competitive. The community goal I set for myself was to get involved on campus to get familiar
with the community around URI and try to make positive experiences. Since I came to UR all the way
from Virginia I wanted to make sure I got involved as soon as possible to get a feel for the community
so I can make a positive impacted for it. I really wanted to set high expectations for my self when I
came to college so making these goals felt achievable and impacted full for my self my career and my
new community here at URI.
12 Student will show evidence of goals and First semester of College When I came to URI for the first time in September I really wanted to get the most out of my freshmen
objectives that were planned and Second Semester of College year and work hard to benefit me better in the future. I set a personal, career and community goal for
. achieved myself to help me work towards so I could get the most out of my first year experience at URI and
make a smooth transition from high school to college. The personal goal I set for my self was to get a B
or higher in all my classes. I did this by never skipping a class and always showing up even if they
didn’t take attendance so I could get all the material from the professors’. I also made sure to stay very
organized and keep track of when every assignment is due so I could get it done in time. In addition I
also studied very hard for each exam and went to study hours to make sure I understood everything. I
am very proud of my self for achieving this goal and making the deans list first semester with a 3.71
cumulative gpa. The career goal I set for my self was to get an internship fro the summer of 2018. What
I did to achieve this was talk to my consolers and advisors to see if they knew where I could find
internships for the summer. I also networked at Delta Sigma pi events that had business owners at and
make sure I got my name out there. I was lucky enough to achieve this goal despite being a freshmen
and I’m also lucky that I found on in Virginia so I can still go home this summer. I will be interning at the
State department in Washington D.C. and will be just doing simple office tasks like making copies and
filling paper but it will give me experience for the future which I am very happy about. The last goal I
set for myself was a community goal and the goal was to just get more involved and become more
familiar with the community around URI. I accomplished this goal by getting involved on campus. I am
a member of Delta Sigma Pi and Theta Chi and I plan on getting more involved next year as well.
Some things I did were just explore the community since I don’t know the area well and ate at local
restaurants’. I helped do volunteer work at a dinner with Delta Sigma pi members and helped volunteer
keeping up a grave yard with them as well. I feel like I have achieved this goal because I am defiantly
more familiar with the community then I was before and I got as involved as I felt was reasonable to
balance grades and activities. I am very proud of myself for achieving all my goals and I plan on
making more for my sophomore year as well.
13 Student will show knowledge of the PHL212 In my PHL212 class I took sophomore year, we learned and discussed what Maslow’s Hierarchy of
“Hierarchy of Needs” theory by Maslow Needs is. This is a motivational theory in psychology comprising a five-tier model of human needs,
. often seen as hierarchy levels within a pyramid. This theory suggests that people are motivated to fulfil
basic needs before moving on to other, more advanced needs. There are five different levels of
Maslow’s hierarchy of needs which are starting from the bottom and then moving up the pyramid,
Physiological, Safety, Love/belonging, esteem, and Self-actualization. Needs at the bottom of the
pyramid are basic physical requirements including the need for food, water, seep, and warmth. The
basic physiological needs are probably fairly apparent and are the things that are vital for our survival.
Following that is the need for safety and security. People want control and order in their lives and this
need could include being financially secure, having good health and wellness, and safety from
accidents or injuries. Once these lower-level needs have been met, people can move on to the next
level of needs which are the social needs. The social needs include things such as love, acceptance,
friendship and belonging. At this level, the need for emotional relationships drives human behavior.
Further up the pyramid, is the Esteem Needs which is the need for appreciation and respect. At this
point, it becomes increasingly important to gain the respect and appreciation of others. People have a
need to accomplish things and then have their efforts be recognized. In addition, the need for feelings
of accomplishment and prestige, esteem needs include personal worth. Finally, at the top of the
pyramid there is the need for self-actualization. Maslow has explained this need as the need people
have to achieve their full potential as human beings. It can also be described as the full use and
exploitation of talents, capabilities, potentialities. Maslow believed that these needs are like instincts
and play a major role in motivating behavior. The highest level of the pyramid is seen as the growth
needs which are needs from a desire to grow as a person. The order in which these needs are fulfilled
also does not always follow this standard progression. Overall, The Maslow Hierarchy of Needs is a
theory of motivation which states that five categories of human needs dictate an individual’s behavior
and the fulfillment of the needs has been strongly correlated with happiness.
14 Student will show application of Maslow’s COVID-19 Pandemic I have always thought of Maslow’s theory “Hierarchy of Needs” as helpful when times were tough
theory to own life however, when the COVID-19 pandemic first started by in March 2020 my thoughts on this theory
. certainly changed. This was the first time I had some worry about not getting enough food, toilet paper,
or hand sanitizer sense everyone was storming the stores and buying everything in huge quantities.
The most important need on Maslow’s theory is the fundamental needs which is the need for food,
housing, water, and other things that you need simply to survive. Sense a lot of the stores were running
out of food fast we had to buy whatever kind of food we could find and make sure we had enough
stored in the basement to feed us all in case we had to completely lock down. My dad also bought a
bunch of flashlights, water bottles, batteries, and other things we might need in case we either lost
power or could not leave the house for some time. Although I was lucky to still have housing and water
I could see on the news and social media that some people were getting kicked out because they lost
their jobs and could not pay rent or lived in areas that had poor tap water and relied on finding water in
the stores which got sold out quickly. Seeing this stuff made me realize how much of an impact this
virus was having on the world and this was a global crisis. During this time is when I also realized the
importance of another part of Maslow’s Hierarchy of Needs and that is love/belonging. Although I have
always known the importance of friendship and the positive emotion benefits, they bring during the start
of the pandemic I could not hangout or be with my friends anymore because of the lock down. This was
something that really affected me internally because I could not see or hangout with my friends for
months. We started to call each other on the phone more and have zoom calls but it was not the same
as being with everyone and I missed the positive emotional benefits you get when you are with the
people you love. I went home for spring break and then the pandemic started, and I did not get to see
my friends for the next six months. I also was not able to see certain family members due to cancelled
plans because no one wants to spread their germs because of the risk of COVID-19. My sister was
living abroad at the time and she was supposed to come home 6 months before she goes the
opportunity to do so, and it was lonely in the house especially sense my parents had to work during the
day. Overall, the beginning of the COVID-19 pandemic changed how I see Maslow’s Hierarchy of
Needs and affected my needs in new and different ways I never would have thought of.
15 Student will show knowledge of the theory BUS441 In my BUS441 class, we learned and talked about Manz and Sims theory of superleadership and what
of Superleadership by Manz & Sims it is. Superleadership is based on individual self-leadership and is similar to the situational leadership
. theory. The theory describes a management style that emphasizes the importance of having individuals
lead themselves. In other words, it is often described as leading others to lead themselves. According
to Manz and Sims, superleaders are not like traditional leaders in that their strength does not rest solely
in their own abilities of those who surround them. A super leader is one who leads others to lead
themselves through designing and implementing the system that allows and teaches employees to be
their own leaders. Superleadership also focuses on the growth and development of the self-leadership
abilities in others. This can be accomplished by giving praise to employees along with feedback and
some constructive criticism. Superleaders are expected to exemplify strong self-leadership but also
high moral. There are four main goals for superleaders and those goals are to develop environments
that promote positive attitudes. The next goal is to help enable employees to set personal goals so that
they stay motivated and focused. The third goal is to encourage observation and comment amongst
subordinates. This helps with finding new processes and continuous improvement to create lean and
innovation. The last main goal of superleadership is encourage your members to support and motivate
each other. This allows the organization to feel as a team all working towards one goal and allows for
high moral. There are certain key benefits of Superleadership and they are high team performance and
flexibility, high follower development and self-confidence, increase in team creativity, and better long-
term performance for everyone within the organization. In addition, a few other benefits are continuous
innovation and improvement of processes and allows the ability of the team to work effectively
independently in the absence of a leader. An example of this could be a manager who gives his
improves constant feedback and praise when deserved. They also allow employees to share ideas and
sett their own goals for success. This increases moral amongst the employees and self-confidence.
Overall, the Superleadership theory by Manz and Sims is leadership that inspires organizational
success by showing followers how to lead themselves.
Northouse, P. G. (n.d.). Leadership Theory and Practice. Retrieved from

https://studydaddy.com/attachment/146554/Peter_G._Northouse_Leadership__Theory_and_Practiz-
lib.org.pdf.
16 Student will show application of Manz &
Sim’s theory to own life
.
17 Student will describe StrengthsQuest HDF190 Day of Discovery In HDF190 we took the Gallup StrengthsQuest assessment to figure out our top five strengths. After
Signature Themes, shadow side of the assessment I found out that my top five strengths are Futuristic, Context, Harmony, Consistency
. Strengths and/or weaknesses, and and Discipline. In the Day of Discovery in our small groups we talked about how we apply them in our
examples of application (Source = Gallup) everyday lives just like our values. The way I use my strengths in my everyday life is I am very futuristic
which was my top strength and I use this to inspire others with my visions of the future. I also am very
inspired by the future and what could be and what I could accomplish an example of me using this
strength is before each semester I set a goal for me to get a certain grade or higher in the class and
this will drive me to do better because in the future I will be better off academically. My next strength
was context, which means I understand the present by researching the history, and I enjoy learning
about the past and how it can help me in the future. An example of me doing that is if I try a method of
studying and I didn’t do that great on the exam then in the future I know I should not use that method
again so basically I learn from experience to improve myself in the future. I use Harmony to find areas
of agreement in a group so everyone get along and there is a peace in the group between the
members. All in All I don’t enjoy conflict. My last two of my strengths are Consistency and Discipline. I
use consistency to try to be more aware of the need to treat people the same and that way everyone
knows what I bring to the table when working in a group and I can be trusted. I use discipline because I
need to always have a routine and I like structure. I like when everything is in order to and I apply that
everywhere. After the day of discovery we had class discussions on our strengths so everyone knows
what everyone is best at and how we are all unique and alike in some way.
Gallup, I. (2021, March 05). Develop engaged & THRIVING students, on campus and beyond. Retrieved
April 13, 2021, from https://www.strengthsquest.com/home.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
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 the BUS441 BUS359 In my BUS441 and BUS359 class we learned and talked about what the Scientific Management theory
“Scientific Management” theory of of leadership is. This theory developed by Fredrick Taylor and he argued that flaws in a given wok
. leadership by Taylor process could be scientifically solved through improved management methods and that the best way to
increase labor productivity was to optimize the manner in which the work was completed. Also known
as Taylorism, the scientific Management theory uses scientific methods to analyze the most efficient
production process to increase productivity. There are four core principles that apply to the scientific
management theory. The first core principle is to look at each job or task scientifically to determine the
best way to perform the job. Rather than allowing individual worker the freedom to use their own
method to accomplish a task, you should instead use the scientific method to determine the best wat to
do the job. The second core principle is to hire the right workers for each job and train them to work at
maximum efficiency. Instead of randomly assigning employees to any open position, assess which
ones are most capable of each specific job and train them to work to their highest potential. The third
principle is to monitor worker performance and provide instruction and training when needed. To
guarantee your employees are working productively it is important to assess your worker’s and provide
additional instruction when necessary. Lastly, the fourth principle of scientific management theory is to
divide the work between management and labor so that management can plan and train while workers
can execute the task efficiently. Dividing the workload between managers and workers is also
important because the managers who should be leaders should be the ones planning and training,
while the workers should implement what they have been trained to do. Overall, the scientific
management theory of leadership from Fredrick Taylor is about improving efficiency, reducing variation,
and increasing output and this theory for improving worker productivity can still be seen today at
throughout companies, militaries and even in professional sports.

lib.org.pdf
of the above theory (Taylor)
.
23 Student will show knowledge of the SCA410 In my SCA410 class which is the class to earn your Lean Six Sigma Green Belt, we learned and
“Management by Objectives” theory of discussed what the Management by Objectives theory is. The management by objectives theory is a
. leadership by Drucker strategic management model that aims to improve the performance of an organization by clearly
defining objectives that are agreed to by both management and employees. In other words, it aims to
increase the organizations performance, make goals, accomplish them, and avoid activity trap by
ensuring that the managers are involved and committed to the goals. The management by objectives
theory by Peter Drucker outlines five steps that organizations should use to put the management
technique into practice. The first step is determining or revising organizational objectives for the
company. This should still connect with the company’s mission and vision. The second step is to
translate the organizational objectives to employees. The theory supplier an acronym SMART that
helps accomplish this which stands for specific, measurable, acceptable, realistic, to express the
concept. A key component of this is to make sure it is measurable to see how well the goals are met.
Step three is stimulating the participation of employees in setting individual objectives. Once the
objectives are shared with everyone, managers should encourage employees to help set their own
objectives to achieve the larger organizational objective. The fourth step involves monitoring the
progress of employees. The fifth and final step is to evaluate and reward employee progress. This step
includes honest feedback on what was achieved and not achieved. Overall, the management by
objectives theory aims to improve the performance of an organization and can help align employees
with their strengths, skills, and experiences. This model also leads to better communication between
employees and management and can lead to great goals that lead to more company success.
Hayes, A. (2021, April 09). Management by objectives (mbo). Retrieved April 13, 2021, from
https://www.investopedia.com/terms/m/management-by-objectives.asp#:~:text=Management%20by
%20objectives%20%28MBO%29%2
24 Student will describe personal application Internship at Mattson & Company When I first started my internship at Mattson & Company, I recognized that they were all paper based
of the above theory (Drucker) when it came to holding client information. I thought it would be much smarter and easier to get client
. information more quickly through an online platform then searching for a folder in the cabinet or having
to wait for a client to bring it in rather than upload it. I brought this idea to my boss and he loved and
told me he had been trying to do this for a few years now and put me in charge of the project. I defined
the objective of this project to create an online platform to use to hold client information, but clients
could also upload their information to it as well. In addition, I wanted to set up as many clients as
possible for this. My boss assigned two more employee named Kyle and Sean to work on this task with
me. We all started searching for platforms to use and decided to go with SecureFilePro which was the
most secure database we could find which was good because for a tax account firm security was the
company’s most important mission. I started making calls to clients and made a professional email to
send to all the clients while Kyle helped them get set up on the site so activate their portal and Sean
transferred current information onto the site. We made sure the whole company was aware of this
objective and encouraged other employees to let their clients know about this if they happen to meet
them. I also kept track of the clients we set up and did not as well as the information Sean uploaded
that we already had through a excel file which I kept organized for my boss’s knowledge. Nearing the
end of my internship we were able to get 84 clients set up on the site and my boss was very impressed.
He said it was a huge help for him and we were able to clear out a ton of file cabinet space and he was
gong to use this system for a while. Overall, I believe this experience I had at my internship was a good
example of using management by objectives because we came up with an objective to improve the
business process, set tasks for everyone, and accomplished our goal in a measurable way.
25 Student will show knowledge of “Theory BUS441 Using a management style that connects with employees and encourages their work is a critical part of
X and Theory Y” theory of leadership by helping an organization succeed. Understanding the Theory of X and the Theory of Y management can
. MacGregor help determine how to most effectively mange your employees based on the work environment and
their individual needs. These two opposing management styles were first explained by McGregor are
the different in the sense that one is authoritarian based and the other participative based. The theory
of X management is based on the idea that employees thrive when they have outside motivation from
their manager. This management style assumes that employees work mainly to earn an income or
support their own goals, requiring regular supervision and input from management to complete high-
quality work. Managers who use the theory of X tend to be highly involved in the work of their
employees to create a consistent and uniform output from their business. This style can be beneficial to
a team that requires consistent oversight, such as employees just learning the rules and expectations
of their team. Some characteristics of theory of X mangers are high attention to detail, consistency, and
they focus on the output. The theory of Y management style assumes that employees are motivated by
work that is fulfilling and do not necessarily require supervision to succeed. Individuals that use theory
Y management believe that employees will have a strong work ethic if their work is fulfilling, and the
company’s mission is important to them. Managers who follow the theory of Y style support creativity
and independence among their employees, trusting that each person is capable of innovating and
leading others if they are properly inspired. This style has become more popular in organizations today.
These managers have an optimistic, positive opinion of their people, and they use a decentralized,
participative management style. Overall, the theory of X ensures quality work and keeps employees
focused on a particular task while theory of Y encourages a more collaborative, trust-based relationship
between managers and their team members.
T. (n.d.). Theory X and Theory Y: Understanding people's motivations. Retrieved April 13, 2021, from
https://www.mindtools.com/pages/article/newLDR_74.htm
26 Student will describe personal application Theta Chi Scholarship Chair During my time on the executive board for Theta Chi as Scholarship chairman there was certain
of the above theory (MacGregor) URI101 occasions where I believe I executed the leadership theory of X and Y. As Scholarship chairman I
. oversaw the academic excellence of the fraternity and made sure brothers stayed on top of their work. I
used the theory of Y when working with the brothers on assisting them in their academics. Most of the
brothers I worked with did not necessary require supervision to succeed and were very self-motivated. I
would frequently check in on these brothers with how their work is going or what they are working on,
but I had confidence and trust that they have a strong work ethic, and they are got to get their work
done at the highest level of quality they are capable of. I also used the theory of Y with these brothers
because I would inspire them to be creative in their work and projects. This one instance a brother
came to me about a project idea and instead of agreeing that it was a good idea which would lead to a
good grade I challenged him to get more creative with the aspects of his projects and I was proud to
hear that he got the highest grade in the class. I always tried to encourage collaboration between
brothers in similar class to establish a participative management style as well. Another example when I
used the theory of X and Y was when I was a URI101 mentor. When I was in this role, I used the theory
of X a little more then when I was Scholarship Chairman because while I was a URI101 mentor a lot of
the students were only their because it was required, and they needed to pass the class to graduate.
Some of the students did not like the work and unless I used supervised and gave constant direction,
they would avoid their work. I told my class that for each student that gets an A I will bring in a
doughnut for them on the last day of class to motivate my students to work at a high level even if they
did not URI101 was an important class. Although I used the theory of Y with a few students that were
self-motivated and did not need constant direction and supervision the majority needed to some
guidance. It was not because they were bad student but because they were just starting college and
did not yet know the expectations students must reach to succeed in college. Overall, I believe my
experience as Scholarship Chairman and a URI101 mentor is a good example of using the theory of X
and Y and depending on the group you are working with you will have to pick the approach that leads
your group and its members in the direction for success.
27 Student will show knowledge of the HDF190 HDF190 Class activities, Servant In my HDF190 class, we discussed what the “Servant Leadership” theory of leadership by Robert K.
“Servant Leadership” theory of leadership Leadership Speech Greenleaf is all about. Robert K. Greenleaf is the man who coined the term “Servant Leadership” he
. by Greenleaf also said “It begins with the natural feeling that one wants to serve” this statement means that once an
individual decides that they want to serve is when they take their first step into becoming a Servant
Leader. In addition, once an individual wants to serve the best test to see if they are a servant leader is
doing the person become healthier, wiser, freer, and more likely themselves while. This means that
when someone is serving are, he or she more all around happy. Also, it is important to see what kind of
positive effect they have had on the least privileged in society and what a difference they have made.
Greenleaf also said “The servant leader is servant first” this quote basically means put others ahead of
you. There are also ten characteristics of a Servant Leader and those ten are Listening, Empathy,
Healing, Awareness, Persuasion, Conceptualization, Foresight, Stewardship, Commitment to the
growth of people, and Lastly Building Community. They are all equally important but the two that stand
out to me are Empathy and Awareness. I think empathy is important for a servant leader because it is
important to understand and empathize with others and people need to be accepted for their unique
spirits. Everyone has different strengths, so it is important to find each other’s strengths. Awareness is
the other characteristic that I think is most important because it brings the issue to the people because
they might not even know what is going on so if they become more aware then they could have an
impact. What servant leadership means to me is to always be excepting of everyone because we are
all humans, so we are all equal no matter what country you are from or the social class you are in we
are all equal. When I graduate and possible own my own business, I plan on giving back to the
community by holding fundraisers and donating to people that need it. Also, after an activity we did in
class I also think a servant leader is someone who treats others the way they wanted to be treated
because some people might have a harder time in life, and they cannot do much so do not discourage
them for that and help them out. An example of this would be do not avoid homeless people on the
straight and pretend they are dangerous or bad people, that is very dehumanizing so instead smile at
them and show that you support them, and they are an equal to you. Overall, all these characteristics
are important and contribute to the success of a servant leader.

lib.org.pdf.
28 Student will describe personal application CSV302 My term on the Executive board for During my time at URI, I feel confident I developed into a servant leader and exhibited traits of servant
of the above theory (Greenleaf) my fraternity and student senate leadership more and more each year. When I first came to URI, I rarely was an individual who went out
. of his way to help others and mainly focused on myself. Once I attended the Leadership institute,
started my first semester at URI I started to realize how impactful it can be to serve other not only to
help the individual you serve but to better yourself. I began to want to help serve others and ran for an
executive position within my fraternity that I felt I could use my strengths and help my brothers and
fraternity. Although I was only in the fraternity for one full semester so far, I was elected scholarship
chair and my journey of becoming a servant leader began. For the next year I helped brothers who
were struggling in academics and offered scholarship opportunities for them. I spent several afternoons
and weekends sitting down with brothers to help them study, help them make their schedules, and
teach them new study habits to help them do better in their classes. The fraternity was struggling
academically but the year I served as scholarship chair I helped several brothers greatly increase their
gpa it felt amazing to help each on of them. Once I got a taste of what it was like to be a servant leader,
I got addicted and wanted to do it again. I decided to step out of my comfort zone and become a
URI101 mentor. As a URI101 mentor, I was tasked with assisting 20 first year students make a
successful transition to URI and helped teach them how to address wellness, coping and academic
success skills. Although I was nervous, I loved teaching those kids and it made my day when they
showed up to my class and laughed at my jokes. It was through this experience I felt I started to
become a servant leader and exhibited the characteristics of servant leadership. I believe I was making
a strong commitment to the growth of people and building a strong community when I taught my class
each day on how these new adults could succeed here in college and that the URI community wants
everyone to grow into great individuals. In addition, active listening and awareness was critical to
success. An example of this would be to be aware if a student is falling behind and listen to why they
need to catch up and succeed in my class and URI. Following my semester as a URI101 mentor, I still
wanted to do more so I ran for student senate to serve as an AT-Large representative and represent
the general interest of the URI undergraduate student body. I helped bring issues that the undergrade
student body was dealing with and did my best to stand up for my classmates. While my development
and journey as a servant leader is not over, I feel I have grown into one. I believe I have shown all the
characteristics of servant leadership in some way during these experiences especially listening,
empathy, awareness, and having a commitment to the growth of people. Ever since I started to serve, I
feel wiser and overall, happier as an individual and I’m proud of myself for stepping out of my comfort
zone and hope those I served had just as good of an experience that I had. These experiences I have
had serving on campus are my favorite moments of my college career and I would do it again in a
heartbeat.
“Principle Centered Leadership” theory by
. Covey
of the above theory (Covey)
.
31 Student will show knowledge of the “14 BUS359 BUS441 In my BUS359 class, we learned and discussed what W. Edwards Deming’s 14 points for Total Quality
Points / TQM” theory of leadership by Management is. Deming believed by improving quality, companies will decrease expenses as well as
. Deming increase productivity and market share. Deming offered 14 key principles for management to follow to
significantly improve the effectiveness of a business or organization. Many of these principles are
philosophical, and others are more programmatic, but all are transformative in nature. The first point is
to create constancy of purpose toward improvement of product and service, with the aim to become
competitive and to stay in business. Deming believed that this is not just a short-term commitment or a
luxury but a long-term philosophy that would ensure business survival. The second point is to adopt the
new philosophy. Achieving this step takes more than traditional management, but it also requires
leadership. That means that staff should be inspired to support quality rather than needing to be forced
to do so. The next point is to cease dependence on inspection to achieve quality. The goal with this
point is to eliminate the need for inspection on a mass basis by building quality into the product in the
first place. After that, the next point is to end the practice of awarding business based on price tag or in
other words use single suppliers for any item, on a long-term relationship of loyalty and trust. The fifth
point of Deming’s theory is improve processes constantly and improve them forever. In this point,
Deming encourages business to continuously analyze and improve the way they perform processes.
By improving productivity and training its staff so that they can deliver their best, a business also
improves its profits. The next point is use on the job training. Deming encourages knowledge-sharing
and exhorts managers to let their staff see how they fit into a process rather than just giving them work
to do. The following point is to use leadership skills which requires understanding, collaboration, and a
coaching approach to management. The eighth point which I believe to be the most important point is
to drive out fear, so that everyone may work effectively for the company. This is critical in my opinion
because employees must feel free to report problems, own up to their mistakes, and know you’re their
to make things better without resorting to punitive measures. The following point is to break down
barriers between departments. People must work as a team to foresee problems of production and in
use that may be encountered with the product or service. Deming’s tenth point is to ditch slogans and
communicate with individuals. Such exhortations only create adversarial relationships, as the bulk of
the causes of low quality and low productivity belong to the system and thus lie beyond the power of
the work force. Moving on to point eleven to improve quality eliminate work standards on the work floor
and instead substitute in leadership but also eliminate management objectives and management by
numbers and substitute it for leadership. The next point is to remove barriers that rob the hourly worker
of his right to pride of workmanship. The responsibility of supervisors must be changed from sheer
numbers to quality. In other words, remove barriers that prevent teams from feeling proud of their work.
The following point is to encourage education and self-improvement. The better the quality of the skills-
sets your business has its disposal the better the overall product and service quality you can deliver.
The fourteenth and final point of Deming’s theory is making transformation everybody’s job. Put
everybody in the company to work to accomplish the transformation. Overall, Deming’s 14 points on
quality management are a set of management practices to help companies increase their quality and
productivity.
W. Edwards deming's 14 points for total quality management. (n.d.). Retrieved April 13, 2021, from
https://asq.org/quality-resources/total-quality-management/deming-points#:~:text=Deming’s
%2014%20Points
of the above theory (Deming)
.
33 Student will show knowledge of the BUS441 In my BUS441 class, we learned and talked about Visionary Leadership or more often know as
“Visionary Leadership” (now often cited Transformational Leadership. Transformational Leadership involves an exceptional form of influence
. as “Transformational Leadership”) theory that moves followers to accomplish more than what is usually expected of them. In Transformational
by Sashkin Leadership the leader is considered a role model and they tap into the motives of followers, while
creating a connection that raises the level of motivation and morality in both the leader and the follower
to better reach their goals. This is different than Transactional Leadership which stresses hierarchy and
focuses on the exchanges that occur between leaders and followers. An example of this could be a
professor giving students grades for their completed work. Transformational Leadership on the other
hand stresses relationships and is the process where a person engages with others and creates a
connection that raises the level of motivation in the leader and followers. These types of leaders are
attentive to the needs and motives of followers and tries to help followers reach their fullest potential.
An example of this could be a manager attempts to change the company’s values to reflect a more
humane standard for fairness and justice. There are four factors of Transformational Leadership which
are Idealized Influence, Inspirational Motivation, Individualized Consideration, and Intellectual
Stimulation. Idealized influence describes leaders who act as strong role models for followers and
followers identify with these leaders and want very much to emulate them. These leaders usually have
high standards of ethical conduct and moral and can be counted on to do the right thing. Inspirational
motivation describes leaders who communicate high expectations to followers, inspiring them through
motivation to become committed to and a part of the shared vision in the organization. Intellectual
stimulation supports followers as they try new approaches and develop innovative ways of dealing with
issues. This encourages followers to think things out on their own and engage in problem solving.
Lastly, individualized consideration represents leaders who provide a supportive climate in which they
listen carefully to the individual needs of the followers. The first four steps to use Transformational
Leadership are first, the leader must create a vision and have an inspiring message to their followers.
Next, create motivation by linking it to their tasks and do not assume your followers will respond right
away. After that, the leader must manage delivery of the vision by setting an example. Finally, the
leader must build trust based on relationships with your followers’. Overall, Transformational or
Visionary Leadership provides a broader view of leadership and has an intuitive appeal with emphasis
on values and morals. Transformational Leaders are effective at working with people encourage others
to celebrate their accomplishments and results in people feeling better about themselves and their
contributions to the greater common good.

lib.org.pdf
34 Student will describe personal application Theta Chi Executive Board- In my sophomore year I ran to be on the executive board of my fraternity, theta chi as Scholarship
of the above theory (Sashkin) Scholarship Chairman Chairman. This was my first real test of demonstrating my leadership skills and abilities and I was
. super excited not only for the opportunity to lead but that my brothers believed in me despite only being
a brother for one semester prior. Immediately right when I came into this position, I was already tasked
with a touch objective. Our fraternity had the lowest average gpa amongst brothers and as Scholarship
Chair it was my responsibility to change that. Right away I announced to the chapter that academics
will be taken more seriously while I was in this position and I will be working with closely with everyone
under a 2.5 cumulative gpa. Rather than yell and scream at brothers who were struggling in their
academics to get their grades up and be more responsible, I instead decided to nurture them in change
and attempted to raise the consciousness in those brothers and get them to transcend their own self-
interest for the sake of other. I would tell them that if our average gpa went up it would not only benefit
you, but it would be a great look for the fraternity from an outside perspective that could bring new
members, events, and even more financial support from alumni. I attempted to create a vision for the
fraternity with a goal on where we need to go. For the next two semesters I consistently worked one on
one with brothers needing academic assistance whether it was creating a new schedule and signing up
for classes or helping them study for an exam. Since I was working with the brothers of my fraternity, I
already had established relationships with everyone, and it was easy and effective working with
everyone because I had already built a sense of trust with them. I rarely used an authoritative style
while I was scholarship chairman and used a relationship style instead while encouraging collaboration
with others. Sometimes I had no idea what the material they were going over was but I continued to
help them study by keeping them on track and promoting good academic and stress tips. In addition, I
always made sure to encourage those brothers to celebrate their accomplishments because I saw how
hard they were working. Finally, my term on the executive board as Scholarship Chairman was over
and during my term, we went from last in average gpa for fraternities to sixth out of thirteen. The vision
I had created become reality and I felt very proud I had such a positive influence on my fraternity. My
first opportunity and test as a leader was a success and I will always remember that round of applause
all my brothers gave when we heard the news we were in sixth now instead of last.
“Individuals in Organizations” leadership
. theory by Argyris
of the above theory (Argyris)
.
37 Students will demonstrate knowledge of HDF190 HDF190 In my HDF190 class we learned about the 4-V Model of Ethical Leadership. This model was created by
the “4 V’s” theory of leadership by Grace Dr. Bill Grace, based on his formal leadership research and personal passions of faith and ethics. Also,
. (Center for Ethical Leadership) the model aligns the internal beliefs and values with the external behaviors and actions for the
advancing the common good. In other words it’s about how does not only your values but also your
actions shape you as a leader and help the people around you. The 4 – Vs of the 4- V Model of Ethical
Leadership are Values, Vision, Voice, and Virtue. Ethical leadership begins with an understanding of
and commitment to our individual core values. Basically once you figure out what your values are then
you can empress them and begin using them with the choices we make in our civic and personal lives.
Vision is the ability to frame out our actions especially in service to others. An example of this would be
to picture what you think the community ought to be or have. Voice is the process of articulating your
vision to others in a persuasive way that motivates people to go out and make change. The last V,
which is in the center of the model, is Virtue. Virtue stands for the common good. Virtue is also all
about understanding that we become what we practice. In other words, by practicing virtuous behavior
and being determined to do what’s right. For example, ethical leaders will ask themselves “How are my
values, Visions, and Voice in keeping with the common good?” There are also three addition elements
to the model, which are service, polis, and renewal. Service connects to vision and values, which
means that when our values go through service to each other the vision inside them is often revealed.
Polis is the root of the English word politics. This means as we share our voice and vision in the context
of a public act, we are engaged in politics. Renewal is when we express our voice in multiple ways, we
need to break from the action on a regular basis to make sure our actions are still connected with our
values and visions. What the model really is all about is keeping the common good. There are many
definitions of what the common good is but personally I think it’s all about equality for all. In addition,
considering and honoring the needs of the whole also are what common good means to me because it
is important to take care of your community and others as much as yourself. All in all the 4-Vs of the
Ethical Leadership Model demonstrate the importance to keep the common good and taking action to
create change within your community and making your voice and vision heard.

lib.org.pdf
of the above theory (Grace)
.
39 Student will show knowledge of the BUS441 In my BUS441 class we learned and talked about what the Situational Leadership
“Situational Leadership” theory by Hersey
. & Blanchard
theory by Hersey and Blanchard is. The main idea of this theory is that different
situations demand different kinds of leadership. This means in order to be an
effective leader you must be able to adapt your leadership style to the demands of
the situation. Hersey and Blanchard developed a model called the Situational
Leadership SLII model to illustrate this approach. This situational approach stresses
that leadership is composed of both a directive and a supportive dimension.
Directive behaviors help group members accomplish goals by giving directions,
establishing goals and methods of evaluation, setting timelines, and defining roles.
In other words, directive behaviors clarify, what is to be done, how it is to be done,
and who is responsible for doing it. Supportive behaviors are mostly job related and
help group members feel comfortable about themselves, their coworkers, and the
situation. An example of supportive behavior could be asking for input and sharing
information about oneself. To determine which one is needed in a particular
situation, leaders must evaluate their followers and asse how competent and
committed they are to perform a given goal and meet the changing needs of
followers. Leadership styles can be classified further into four distinct categories of
directive and supportive behaviors. Those four categories are high directive-low
supportive style (directing), high directive-high supportive style (coaching), high
supportive-low directive style (supporting), low supportive-high directive
(delegating). These four categories are shown on the Situational Leadership SLII
model and illustrates how directive and supportive leadership behaviors combine
for each of the four different leadership styles. A second part of the model is the
development level of followers, which is the degree to which followers have
competence and commitment necessary to accomplish a given goal or activity. An
example of this would be followers are at a high development level if they are
interested and confident in their work and know how to achieve the goal. For
leaders it is critical that they determine where followers are on the developmental
continuum and adapt their leadership styles to directly match their followers’
development levels. An example of this would a man who owns a housing panting
business and has a coworker who has been working for him for a while and was
trained and another coworker that just started. The first coworker would classify
higher on the development continuum and use more a directing behavior than the
other coworker just starting because they are very competent. Whereas the new
coworker would be low on the development continuum because of lack of
experience and would need a supporting behavior to help them gain confidence.
Overall, Situational leadership requires leaders to be flexible in their leadership style
and recognize which style must be used to best motivate your followers’ and get the
job done effectively.

lib.org.pdf
40 Student will describe personal application N/a Skate Patrol at Fairfax Ice During my time at URI and my college experience I feel confident that I have used
of the above theory (Hersey & Blanchard)
. arena effective Situational Leadership. After I learned about what Situational Leadership is
Being the executive board for in my BUS441 class I realized that I have been a Situational Leader by adapting my
Delta Sigma Pi leadership style to the situation I am currently in. During my college career I
continued to work as a Skate Safety Patrol at the local ice arena in my town. Since I
had been working, they are for a couple years already my manager promoted me to
head Safety Patrol to be the individual the other safety patrols look to for what tasks
need to be done and how to approach certain situations on the ice. I used situational
leadership when I was working with my team of safety patrols and not only adapted
my leadership style to what situation was at hand but the leadership style I used
with my coworkers. An example of this would be if a member on my team that day
had been working at the arena for quite some time they would be classed as D3 on
the development level because they are very competent but still come to me for
insight on some tasks. With coworkers like this I usually used high supportive and
low directive because I could trust that they would do their work and I supported
them as they accomplished their tasks like cleaning the lobby or setting up a
birthday party because I had an established relationship with them. For coworkers
that were new and only had been there for a few days or weeks I used a high
directive and high supportive behavior because they were only at a D1 or D2 on the
development level. I made sure to be supportive and get to know them, but I also
was more directive when telling them what to do because I didn’t have an
established relationship with them yet and as head safety guard, I still needed to
make sure they got the job done. Another example where executed Situational
Leadership was while I was on the executive board for Delta Sigma Pi as
Scholarship chair. The older brothers always new what was expected of them from
me, so I lead with a supporting behavior however the newer brothers did not just
from lack of experience, so I used a more coaching behavior when it came to
applying for fraternity scholarships and maintaining the required study hours. In
both situations I most importantly tried to lead by example and depending on the
situation I was in at the ice arena or within the fraternity I adapted my leadership
behavior to what I felt would allow the organization, my followers’ and myself get
the task done and creating relationships along the way.
41 Student will show knowledge of the HDF190 HDF190 In my HDF190 class we learned and talked about what the Relational Leadership model is. The
“Relational Leadership” model by relational Leadership model is all about the importance of relationships among people in the process of
. Komives, McMahon & Lucas making purposeful change. The Relational Leadership Model also encourages leaders to inclusive,
empowering, purposeful, ethical, and process- oriented, which are all elements of the Relational
Leadership Model. The inclusive part of the model is best explained by how you typically approach
working with others who are different than you and how comfortable and effective are you in including
others. No one ever wants to be left out and to succeed in life and be a good leader you need to be
able to compromise and work effectively with different people. Empowering is what motivates and
drives people to go out and create change. Also, it’s about building on your own strengths and the
strengths of others. Purposeful is all about do you have clear goals and awareness and do you know
how to effect change. If you can do that then you can make a difference and lead big. Ethical about
trusting others and identifying your values that guide your actions. If you can find it easy to act well with
integrity than that’s what being an ethical leader is all about. The last element of the model is Process-
Oriented, which can be explained by knowing what approaches you must take or prefer for creating
change and reaching your goal. In addition, the model wants leaders to think about what you need to
know, be, or do to get the most out of the model and create purposeful change. One of the things
people can do to become more effective of a leader is to learn to see yourself clearly. In my opinion I
think this means it is important to know your strengths and values you can express them to the best of
your ability, and you can learn what you need to improve and work on. The model is a great way to
explore what you value and how to learn best and how aspects of yourself like gender or culture have
shaped whom you are. The three basic principles of the Relational Leadership model are knowing,
being and doing. The knowing principle of the model means you need to know yourself, how change
occurs, and how others view things differently than you because everyone is unique and has different
strengths and values. The being principle means you must be ethical, open, caring, and inclusive. This
principle I think is most important of the three because it’s important to always be unbiased and we are
all humans, so we have to care for one another. The last principal doing is all about acting in socially
responsible ways. In other words, stay committed and passionate to everyone and your community
consistently. The entire Relational Leadership model is used by knowing, being and doing in each of
the elements of the model. It is important to create and keep relationships among people everywhere
and in your community because that is when you can create purposeful change.

lib.org.pdf
42 Student will describe personal application VP of Scholarship and Award In the fall of 2019, I ran for an executive position in my professional business
of the above theory (Komives et al)
. for DSP fraternity Delta Sigma Pi. I was elected by the chapter to be the VP of Scholarship
and Award for the next year and be an executive board member and work closely
with the other people elected. During my time being the VPS of Scholarship and
Awards I was given a committee and for the first time I was “in charge” of a group
of people and we all needed to find ways to work together. Rather than an
authoritarian leadership style I choose to lead my committee using inclusion,

empowerment, and process orientation which are all aspects of the Rational
Leadership model. I did my best to also empower my committee members to be the
best person they could be to reach their full potential. I gave key roles to certain
members in areas I knew they would excel in based on their strengths and
weaknesses to make them feel comfortable and confident to perform the task. I also
made it a priority of mine to consider everyone’s viewpoint and experiences before
deciding to create a trusting and inclusive environment. In addition, I also tried to
recruit new members to my committee every semester to demonstrate an inclusive
environment. My purpose during my term as VP of Scholarship and Awards was to
increase the number of brothers applying for Delta Sigma Pi scholarships as well as
increase the overall academic excellence of the chapter. I communicated this goal to
my committee and with everyone’s determination, hard work and great ideas we
were able to accomplish that task. We came up with the idea to create major specific
group chats where every brother with the same major will be in a group chat to
work together and sign up for future classes. We also promoted applying for
scholarships each week and one of our brothers ended up winning the reginal
collegiate brother of the year, which also inspired more involvement with applying
for Delta Sigma Pi scholarships. The rational leadership model emphasizes the
relationships among people when leading an organization. I can confidently say I
developed a positive relationship with each member of my committee and my
fellow executive members, and I hope they feel the same way about me. I used
concepts within the Rational Leadership model to help lead my committee and
positively influence the chapter.
43 Student will show knowledge of the PHL212 In my PHL212 class we learned and discussed about what the concept of
concept of constructivism
. constructivism is. Constructivism is a learning theory that educators or managers
use to help their students or employees learn. This is an approach to learning that
people actively construct or make their own knowledge and that reality is
determined by the experiences of the learner. There are many specific elements and
principles of constructivism that shape the way theory works and can be applied.
Some of those principles learning is contextual, knowledge is personal, learning is
an active process, and motivation is key to learning. The most basic principle
however is knowledge is constructed meaning that knowledge is built upon another
knowledge. There are also different types of constructivism which are cognitive,
social, and radical. Cognitive constructivism focuses on the idea that learning should
be related to the learner’s stage of cognitive development. These methods work to
help individuals learn new information by connecting it to things they already
know, allowing them to make changes in their existing intelligence to accommodate
the new information. Social constructivism focuses on the collaborative nature of
learning. Knowledge develops from how individuals interact with one another, the
culture they are from and society at large. Radical constructivism focuses on the idea
that learners and the knowledge they construct helps us function in our
environment. This overall idea is that knowledge is invented rather than discovered.
The only disadvantage with the concept of constructivism is its lack of structure.
Some individuals and I require structured environments to be able to reach their
highest potential. All in all, constructivism is the theory that learners construct
knowledge rather than just passively take in information. As individuals experience
the world and reflect the build their own representations and incorporate new
information they receive into their pre-existing knowledge. This is crucial because it
influences the way people learn whether it is in a classroom or in a work
environment.
Constructivism. (2020, December 08). Retrieved April 13, 2021, from

http://www.buffalo.edu/ubcei/enhance/learning/constructivism.html
44 Students will describe personal examples Internship at Mattson & During the summer of 2019 I was given the opportunity to be an intern for Mattson
of implementing constructivism
. Company & Company with is a tax accounting firm in Lakeview Minnesota. After I had
completed all my hours and the internship came to an end, I met with my boss for
one more time to receive a final evaluation of how I performed during my time with
the company. When I received this feedback there was two sections a verbal section
where we essentially had an interview and then a written section was, I was graded
out of five on specific performances. During the verbal feedback it was relaxed, and
we had a good overall decision of my time with the company. He told me all the
things he thought I did well at and what I accomplished. In addition, he mentioned
things I could improve on. Two things my boss said I could improve on was better
writing and better on the spot decision making. I understood why he mentioned I
needed to improve on these things because when a client asked me a question on the
phone, I did not know I struggled to come up with an answer and made me look a
little unorganized. I was also not surprised by the need to improve on my writing
skills because I have always struggled with writing ever since I found out I have
dyslexia. The writing section was very similar to the verbal feedback I received from
my boss and got 5/5 on mostly every section expect a 4/5 on decision making and 3/5
on writing. To improve my writing and reading skills I started to read one book a
month to increase my vocabulary and to write daily even if its just my goals for the
day. To improve my on-the-spot decision making I plan to always be better
prepared for everything no matter what the situation is. Overall, I had a great
experience at this company although it was a different environment then what I was
used too, and I did my best to deliver my highest quality of work. A few months
later Mattson & Company offered me a job to work there, and I have been making
sure I have been better at my writing and decision making after my boss’s
constructive feedback and he seems to be impressed with the progress I have made
since the summer of 2019.
45 Student will demonstrate knowledge of CVS302 In my CSV302 class we learned and talked about what the experiential Learning
the Experiential Learning Model (Kolb)
. Model is. David Kolb’s experiential learning theory is an approach to all forms of
learning, development and change. Experiential learning describes the ideal process
of learning, to understand yourself as a learner, and empowers you to take charge of
your own learning and development. There are two parts to Kolb’s experiential
learning theory. The first part is that learning follows a four-stage cycle. This cycle or
model is based of Kolb’s idea that as learners progress through the stages to
complete the cycle they transform their experiences into knowledge. The second part
to Kolb’s theory focuses on learning styles or cognitive processes that occur to obtain
knowledge. The four stages of learning that make up the experiential learning model
or cycle are concreate experience, reflective observation, abstract conceptualization,
and active experimentation. Kolb’s model begins with concrete experience which
can either be a completely new experience or a reimagined experience that already
happened. In this stage each learner engages in an activity or task because the key to
learning is involvement. After engaging in the concrete experience, the learner steps
back to reflect on the task. In this stage the learner asks questions and discusses the
experience with others. The next step in the cycle is to make sense of the events. The
learner tries to draw conclusions of the experience by reflecting on their prior
knowledge and using ideas they are familiar with. The last stage active
experimentation is the testing stage. Learners return to participating in a task, this
time with the goal of applying the conclusions they developed to new experiences.
Through this they can make predictions and future plans. The next part of the model
is the learning styles. Those styles are diverging, assimilating, converging, and
accommodating. An example, could be a teacher student lecture may be both a
concrete and an abstract experience, based on how the learner interacts with it.
Overall, Kolb’s theory of experiential learning includes learning as a whole process.
All stages can be included throughout the experience and it is important not to limit
learning experiences to the stage that you perceive them to be.
Mcleod, S. (n.d.). Kolb's learning styles and experiential learning cycle. Retrieved April 13, 2021, from
https://www.simplypsychology.org/learning-kolb.html
46 Student will describe personal application Theta Chi Exec A personal application I have of the experiential learning model would be how I
of the Experiential Learning Model (Kolb)
. Delta Sigma Pi Exec progressed and grew as a leader through college. When I first arrived at URI and
was committed to take the minor, I recognized that I needed to get out of my
comfort zone and take on a leadership role. I decided to run for an executive
position in my fraternity Theta Chi and won. During the next year I experienced
what it is like to be a leader within an organization hands on and it was honestly
one of the best things I have ever done. After my term, I reflected on what was a
successful and what I could have done better as well as everything I accomplished.
During this time of reflection, I began to think of how to improve on the things I
believe I struggled on. One thing I believe I struggled on was addressing the whole
chapter at once, so I thought of ways to improve on this. I began practicing my
public speaking skills and took COM202 as well to help. I then started to look and
plan for my next possible leadership experience and decided to run for a position in
the professional business fraternity Delta Sigma Pi. During this experience I brought
the knowledge of what I did well to this new experience and knew what I should
improve on, so I made sure I addressed the entire chapter in a different way then
before. This helped with the overall experience because I was able to address the
whole chapter in a more effective way. After my time on the executive board for
Delta Sigma Pi I again reflected what went well and what I could improve on. I saw
some personal growth in my communication skills but now noticed I could have
been more involved within other aspects other than just my position. I thought of
ways I could execute this and began planning for my next opportunity to be a leader
which ended up being student senate. Throughout these two experiences I
continued to cycle through the experiential learning model by Kolb because I had
the initial experience then after I reflected, then thought about what happened and
made sense of the experience followed by planning out my next opportunity to test
what I have learned to see how I have developed and improved. All in all, I believe
these two leadership experiences and all the experiences I have been though college
show that I have continued to cycle on Kolb’s experiential learning model.
47 Student will show knowledge of the HDF190 HDF group project The Social Change Model of leadership by Astin et al examines leadership development from three
“Social Change Model of Leadership levels group, individual and society. Social change addresses the root causes of a problem and is
. Development” by Astin et al collaborative between all parties. This has the ability to make lasting, positive impacts on those
involved with the process. Those involved have a deep personal connection to the problem that is
being addressed and derive satisfaction from making a difference. The group part of the model
emphasis on collaboration and interaction between the group and the individual. This means how well
you worked with your members and what didn’t go well. The individual section is about development of
personal qualities, self-awareness, and personal values. This basically is all about your growth and
what you take from the group and the experience and what you have learned about yourself. The last
section of the model is society, which is about bringing about change for the common good. This is the
most important part because it is about what did you and your group does to help the community in a
positive way. There are seven critical values associated with the model. Those values are
consciousness of self, congruence, commitment, collaboration, common purpose, controversy with
civility and citizenship. Each one contributes to the model and is a value that you or your group will
experience during your experience working together. The goal of the model is for everyone to be a
change agent. A change agent is a person who has the understanding, motivation, and skills to create
positive change. In the center of the model is change and if you do all these things you can create a
positive impact. All in all, the sections of the model are group, individual and society and there are
seven C’s of social change, which are values you will have to experience. The model is all about
working together with you group to create a positive change in your community. Social change is all-
inclusive and promotes equality, social justice, and knowledge.

lib.org.pdf.
48 Student will describe personal application HDF190 HDF group project In my HDF90 class, we were assigned to do a group project that had something to do with social
of the above theory (Astin et al) Com100 Group project change. My group decided to do a project on bringing awareness to melanoma and to learn more
. about it. My group and me experienced everything in the social change model of leadership. When we
first got into our group it was hard adjusting to everyone’s busy schedules and different strengths
however once we got to know each other and collaborated more and interact during group meetings it
started to get easier this part of our experience would be apart of the group section of the model. We all
were very committed and passionate about the topic too so it was easy and a fun experience. After we
attend the presentation, which featured a melanoma survivor we made a video to try to show the
importance of the subject and in the video, we came up with ideas of how to help prevent students at
URI from getting melanoma. This would have to be apart of the society section because we came up
with ideas how to spread the awareness and help prevent it from happing on campus. Our goal was to
make that change so now one was at a high risk of this cancer. After that we presented our project
during class and we were all very happy because we feel like we raised awareness and we made
positive change with this project. We also as a group came a long way and turned out to be a great
team. I feel like I came a long way too because I usually don’t like groups and try to take charge but
everyone did their share and I feel like I improved on my weaknesses and used my strengths to the
fullest. I applied this by staying organized and making sure my group members could trust me. This
project was very eye opening to me and my group members and we all feel like we experienced every
part of the social change model and we raised awareness for melanoma on campus.
49 Students will demonstrate knowledge of
the “Leadership Identity Development
. Model” by Komives et al
50 Students will describe personal
application of the above theory. (Komives
. et al)
the Strengths-Development Model by
. Hulme et al
of the above theory (Hulme et al)
.
53 Student will demonstrate knowledge of BUS441 In my BUS441 class, we learned and talked about what the behavior theories of
behavior theories of leadership from
. Michigan and Ohio State
leadership are. The behavior approach emphasizes the behavior of a leader and how
it is viewed differently than the skills and trait approach. This approach focuses on
what leaders do and how they act towards their followers’ depending on the
situation they are in. There are two general kinds of behaviors this approach is
composed of: Task and relationship behaviors. Task behaviors allow a leader to help
their followers achieve their objectives and goals. The relationship behavior helps
the followers feel comfortable with themselves and the atmosphere they are in.
Leaders strive to use both these behaviors to help make their followers’ reach their
goals and ambitions while still making helping them be more comfortable with
themselves. There were two studies conducted that strongly represent the ideas in
this approach, one at The Ohio State University and the other at the University of
Michigan. The study at The Ohio State was done through a questionnaire called the
Leader Behavior Description Questionnaire. The study showed that followers cluster
around two general types of leaders: initiating structure, which are essentially task
behaviors like organizing work. The second type is consideration, which is more of
a relationship behavior such as building trust and respect. While researchers were
making the questionnaire at Ohio State, the University of Michigan was conducting
its own study. This study was focused on the impact of leaders’ behaviors on the
performance of small groups. They also identified two types of behaviors: employee
and production orientation. Employee orientation is the behavior of leaders who
approach followers with strong human relations. In other words, they take an
interest in workers as human beings and value their individuality. This is like the
cluster of behaviors identified in the Ohio State study. Production orientation consist
of leadership behaviors that stress the technical and production aspects of a job.
From this orientation workers are viewed as a means for getting work done which
parallels the initiating structure for the Ohio State study. All in all, the behavior
theories of leadership offer a means of assessing in a general way the behaviors of
leaders. It reminds leaders that their impact on others occurs through the tasks they
perform as well as in the relationships they create.

lib.org.pdf
of the above theories (Michigan & Ohio
. State)
55 Student will demonstrate knowledge of BUS441 In my BUS441 class we learned what Charismatic leadership is and what the benefits
Charismatic leadership
. of it are. The charismatic leadership style relies on the charm and persuasiveness of
the leader. These leaders are driven by their convictions and commitment to their
cause and often try to make the status quo better. What sets charismatic leaders
apart is that they are very skilled communicators. Charismatic leaders are also often
identified in times of crisis and exhibit exceptional devotion and expertise in their
field. They are individuals with a clear vision and are effective engaging a large
audience. Charismatic leadership is like transformational leadership because they
both rely on the ability of the leader to influence and inspire followers but to also
motivate the individual or those around them to be better and work for the greater
good of an organization. What makes these two styles different however is the
personal vision of the charismatic leader has a great deal of influence over their
audience and speak about their moral passion rather than an existing method of
doing business. Some requirements to be a charismatic leader is to be inclined
toward taking personal risks, adept at using unconventional behavior, and being a
visionary. The world needs charismatic leaders because they fight for quality of life
and a better world. Some of the benefits of charismatic leaders is they have the
courage of their convictions and are willing to stand up to people who have a
differing view of the organization. In addition, they create visions that their
supporters can readily see, and in return the supports are motivated to contribute to
a common goal. One example of a charismatic leader is MLK because his speeches
ignited movements for equal rights and had a great amount of influence but stood
up to differing opinions. Overall, charismatic leaders are committed to their cause
and know how to engage and audience with a vision they believe in to create
change.

lib.org.pdf
56 Student will describe personal application Theta Chi Scholarship Chair While I was the Scholarship Chairman for Theta Chi, I believe I exhibited
of the above theory
. charismatic leadership. When I was first elected to serve on the executive board as
Scholarship Chairman for my fraternity Theta Chi, I was given an opportunity right
away to make my mark. Theta Chi was the lowest fraternity in average gpa and as
Scholarship Chairman it was my job to turn it around. Sense this was seen as a crisis
within my fraternity I created a plan and vision that our fraternity could eb one of
the more academically serios on campus. Almost immediately I addressed the entire
chapter and told them all that their will be some changes to how we treat our
academics and my vision of our fraternity being one that cares about academics.
Most of the chapter seemed inspired and was all for it and seemed energize to have
me help guide them along the way. I did receive some different opinions from
brothers like “who cares about grades when you’re in a frat” but I would always
stand behind my statement and argue that by having a higher average gpa it would
look better for incoming members and the school would see us in a better light as
well as alumni. Every week I addressed the entire chapter on progress we were
making and new ways to improve everyone’s grades. Instead of using old methods
such as required study hours I though outside the box and came up with a reward
system and the one with the most study hours would get a $30 gift card. What also
made this different than previous idea is it only contributed to the lower half of the
fraternity to make them feel they had a chance. Throughout my time in this position,
I was very committed to this vision and goal trying to make academics more serios
in our fraternity and keep everyone engaged and focused. All in all, being
Scholarship Chair for my fraternity in this situation gave me personal experience on
being and developing into a charismatic leader. I did my best to inspire the chapter
to work together for this common goal and keep everyone committed to this mission
and I can proudly say we turned my vision into a reality becoming the 6th best out of
14.
57 Student will demonstrate knowledge of BUS441 In my BUS441 class learned and discussed what the contingency approach to
contingency approach to leadership by
. Fiedler
leadership is and how to apply it. The contingency theory of leadership supposes
that a leader’s effectiveness is contingent on whether their leadership style suits a
particular situation. The basic idea of this according to Fiedler’s theory is an
individual can be an effective leader in one situation or circumstance and an
ineffective leader in another. To increase your likelihood of being a productive
effective leader this theory stats that you should be able to examine each situation
and decide if your leadership style is going to be effective or not. This requires the
individual to understand the objective, be self-aware, and can be adaptable. Some
things that can affect the effectiveness of the leader can be the size of the group, the
scope of the project or objective, or the deadline for the project, and standards for
behavior. The contingency theory suggests that no matter how successful a leader
becomes there will always be a situation that challenges them so leaders must be
willing to acknowledge that their success depends partially on their circumstances
in addition to their personal skills. This goes back to the idea that for leaders to lead
their group they may need to adapt their leadership style to the current situation or
delegate some of their responsibilities to someone else in the group that has the
potential to fill that need. To apply this theory, you must determine your leadership
styles and favorableness using Fiedler’s model. The first step is to use the preferred
coworker scale and rate them based on how pleasant they were to work with and
supportive along with a few other factors. You then add them all up and if your
score is low, you are more likely to us a task-oriented approach and if it is high then
a more relationship-oriented approach should be used. Next, you determine
situational favorableness which has three factors leader-member relations, task
structure, and leaders position power. To apply this model according to Fiedler,
more favorable situations require low preferred coworker leaders, while less
favorable ones require high preferred coworker leaders. For example, a situation
with good team relations and a well-structured task leader who are task-oriented
will likely be more productive whereas the opposite requires relationship-oriented
leaders to be effective. Overall, the contingency theory of leadership focuses on how
specific situations affect a leader’s effectiveness and how a leader’s ability to adapt
can be their most important tool.

lib.org.pdf
of the above theory (Fiedler)
.
59 Student will demonstrate knowledge of BUS441 In my BUS441 class, we learned and talked about what the Path-Goal theory by
Path-Goal theory by House
. House is. The Path-Goal theory discusses how leaders motivate followers to
accomplish designated goals. This theory’s goal is to enhance follower performance
and follower satisfaction by focusing on follower motivation and the nature of the
work tasks. This is innovative because it shifted attention to follower needs and
motivations and away from the predominate focus on tasks and relationships.
According to House, leadership motivates when it makes the path to the goal clear
and easy to travel through coaching and direction, removing obstacles and
roadblocks to attaining the goal and making the work itself more personally
satisfying. There are three major components of Path-Goal Theory: Leader
Behaviors, Follower characteristics and Task Characteristics. The leader behavior
component of the Path-Goal Theory identifies four primary leadership behaviors
which are directive, supportive, participative, and achievement-oriented. Directive
leadership characterizes a leader who gives followers instructions about their task,
including what is expected of them, how it must be done, and the timeline for when
it should be completed. Supportive leadership consists of being friendly and
approachable as a leader while also attending to the well-being and needs of your
followers. Participative leadership involves inviting your followers to share in the
decision making because the more ideas and involvement in decisions the better.
Lastly, Achievement-oriented leadership is a leader who challenges followers to
perform work at the highest possible level and demonstrate your potential. In
addition, to leader behaviors the next major component is follower characteristics.
Follower characteristics determine how a leader’s behavior is interpreted by
followers in each work context. These characteristics are needs for affiliation,
preferences for structure, desire for control, and self-perceived level of task ability.
An example of these characteristics is, Path-Goal theory predicts as followers’
perception of their abilities and competence goes up, the need for a directive
leadership goes down. Finally, task characteristics have a major impact on the way
a leader’s behavior influences followers’ motivation. Those characteristics are

followers’ tasks, the formal authority system of organization and the primary work
group of followers. If a situation that provides a clearly structure task, followers will
find paths to desired goals apparent and will not need a leader to clarify goals or
coach them to how to reach these goals. The Path-Goal approach suggest that
leaders need to choose a leadership style that best fits the needs of followers and the
work they are doing. An example of this would be for tasks that are structured
unsatisfying the theory suggest that leaders should use a supportive style as
opposed to a directive style. All in all, Path-Goal theory is designed to explain how
leaders can help followers along the path to their goals by selecting specific
behaviors that are best suited to followers’ needs and to the situation at hand.

lib.org.pdf
60 Student will describe personal application URI101 Mentor During the fall semester of 2019 I had the opportunity to be a URI101 mentor and
of the above theory (House)
. help assist 20 first year college student makes a successful transition form high
school to college. I believe I used aspects of the Path-Goal theory by House to help
motivate and guide my students to accomplish their desired goals of the beginning
of their college careers. Every student in my class came to college for their own
reason and as their mentor I found it my responsibility to help guide my students to
choose the best paths to reach their goals. One of the first assignments my students
did in my class was to define a goal they wanted to accomplish during college and a
goal for their freshmen year. After going through my students first year goals, I did
my best to give them as much information and motivation as possible to accomplish
those goals so they would not have too many obstacles in their path. Then
throughout the year I could give them consistent and constant support and
encouragement to achieve their desired goals. I used different leadership behaviors
depending on which student I was working with and that students’ characteristics.
An example of this was I had a smart student who had very high expectations for
themselves and had a lot of ambition to succeed in college. When working with this
student I used a more achievement-oriented behavior because I wanted to challenge
this student to work at their highest level possible and I had great confidence that
student is capable in accomplishing their goals. While I was a URI101 mentor I also
used a lot of supportive leadership because a lot of things in college are very
structured and I wanted to give my students confidence they can succeed in college
and it will be a pleasant and enjoyable experience. I did this by always being nice
and friendly with my students in and out of the classroom. All in all, during my
time as a URI101 mentor I adapted and choose a different leadership style that best
fit the needs of my students and the work they were doing. I believe I demonstrated
aspects of Houses Path Goal theory to help motivate my students accomplish their
college goals and giving them the support to strive here at URI.
61 Student will demonstrate knowledge of BUS441 In my BUS441 class, we discussed and learned about what the Leader Member
Leader Member Exchange (LMX) theory
. by Dansereau, Graen & Haga; Graen &
Exchange theory is. Research into LMX theory has also focused on how exchanges
between leaders and followers can be used for leadership making. Leadership
Cashman; Graen making is a prescriptive approach to leadership emphasizing that leaders should
develop high quality exchanges with their followers rather than just a few. It
attempts to make every follower feel as if he or she is a part of the in-group and by
so doing, avoids the inequities and negative implications of being in an out group.
Grean suggested that leadership making develops progressively over time in three
phases: The stranger phase, the acquaintance phase, and the mature partnership
phase. During phase one the interactions in the leader-follower dyad generally are
rule bound, relying heavily on contractual relationships. Phase two, begins with an
offer by the leader or the follower for improved career-oriented social exchanges,
which involve sharing more resources and personal or work-related information.
Phase three, is marked by high quality leader-member exchanges. People who have
progressed to this stage in their relationships experience a high degree of mutual
trust and respect. LMX theory in action works in two ways: It describes leadership,
and it prescribes leadership. The theory suggests that it is important to recognize the
existence of in-groups and out-groups within a group or an organization. Working
with an in-group allows a leader to accomplish more work in an effective manner
than he or she can accomplish working without one. In-group members are willing
to do more than is required in their job description and look for innovated ways to
advance the group’s goals. In response leaders give them more responsibilities and
more opportunities. Out-group members operate strictly within their prescribed
organizational roles. They do what is required of them but nothing more and leaders
treat out-group members according to formal contract and they receive the standard
benefits as defined in the job. Overall, the Leader Member Exchange theory works
by focusing on the unique relationships that leaders can create with individual
followers. When these relationships are of high quality, the goals of the leader, the
followers, and the organization are all advanced.

lib.org.pdf
of the above theory (Dansereau, Graen &
. Haga; Graen & Cashman; Graen)
63 Student will demonstrate knowledge of BUS441 In my BUS441 class we learned about the Substitutes for Leadership theory and
Leadership Substitutes Theory
. what it is. Substitutes for leadership theory is based on understanding the context
within which leadership occurs. Different situational factors can enhance, neutralize,
or substitute for leader behaviors like under certain circumstances; situational
factors may substitute for leadership. These substitutes are of two types which are
substitutes and neutralizers. Substitutes take away from the leader’s power and help
group members increase their performance. Substitutes for leadership can clarify
role expectations, motivate organizational members, or satisfy member making it
unnecessary for the leader to have to do this. Sometimes it is a group member’s
characteristics that make leadership less necessary when a master craftsperson or
highly skilled worker performs up to his or her own high standards without

needing outside prompting. In addition, sometimes the characteristics of the
organization make leadership less necessary, as when work rules are so clear and
specific that workers know exactly what they must do without help from the leader.
Neutralizers only remover influence from the leader and they prevent the leaders
from acting as they wish. Leaders must be aware of the presence of neutralizers and
their effects so that they can eliminate troublesome neutralizers or take advantage of
any potential benefits that accompany them. If a leader’s effectiveness is being
neutralized by a poor communication system for example the leader might try to
remove the neutralizer by developing a more effective system. Overall, the
substitutes leadership theory states that different situational factors can enhance,
neutralize, or substitute for the leader’s behaviors.
Black, S., Gardner, D., Pierce, J., & Steers, R. (2019, February 27). Substitutes for And neutralizers of
leadership. Retrieved April 13, 2021, from
https://opentextbc.ca/organizationalbehavioropenstax/chapter/substitutes-for-and-neutralizers-of-
leadership/
of the above theory
.
65 Student will demonstrate knowledge of
Models of leader emergence
.
66 Student will describe the impact of traits
on leadership emergence and
. performance
Chaos approach to leadership by
. Wheatley
of the above theory (Wheatley)
.

Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership
69 Student will demonstrate how cultural HDF492 HDF190 The class HDF492 and the leadership minor in general is about helping committed
anthropology / paradigms relate to
. leadership
future leaders learn about different aspects and components about being a leader
and encouraging them to experience and use these methods. It is also about
developing into an inclusive and respected leader amongst their peers and being
more than any typical leader. Cultural anthropology is about the study and analysis
of human societies and cultures and their development. In other words, its how
people who share a common cultural system organize and shape the physical and
social world around them, and in turn shaped by those ideas, behaviors, and
physical environments. As an inclusive leader it is important to be aware and
understand the differences in people no matter what the setting is because it will
show how certain situations will be addressed and managed. Once an individual
can appreciate and understand those differences it will increase the cooperation,
growth, participation, and overall, the atmosphere of the group. This will also lead
to a sense of belonging for the ones in the group being lead. It is critical for all
leaders to be equipped with the knowledge of the differences in people can also help
in handling a crisis when they occur because they will be better at addressing and
handling that crisis with everyone giving ideas and different perspectives to help
with the crisis. Overall, cultural anthropology is critical to be aware of because the
world we live in is huge and we will be forced to work with new and different
people and leaders must be able to recognize these differences to help make
decisions but also for a better positive environment within the group.
What is cultural anthropology? (n.d.). Retrieved April 13, 2021, from

https://www.nps.gov/orgs/1209/what-is-cultural-anthropology.htm
70 Student will describe personal example
of using cultural anthropology /
. paradigms as a leader
71 Student will demonstrate knowledge of PHL212 In my PHL212 class we learned and discussed what the Cycles of Socialization theory by Harro is. The
the “Cycles of Socialization” (Harro) cycle of socialization helps us understand the way in which we are socialized to play certain roles, how
. theory and its uses in leadership we are affected by issues of oppression, and how we help maintain an oppressive system based upon
power. The cycles of socialization are a six-step model, and the first part is how an individual first
becomes socialized. This is caused by your family, parents, or anyone you are around while growing
up because they have a direct influence on how you were raised and developed, and it was not the
individual’s choice. After that then there is an effect on the person through cultures and institutions.
This happens because a completely new set of rules is exposed to the individual which they are not
used to. This can vary between country, state, or even the school you go to. These rules also can
consist of gender norms and how each gender is supposed to behave. In other words, they begin to
install ideas, beliefs, and behaviors to reinforce the cycle of oppression. Those with good behavior are
rewarded and those with bad behavior are punished for rebelling against oppressive societal norms.
The next step represents the devastating result upon all of us that this self-perpetuated cycle of
oppression produces. Following that is the final arrow of the model which represents the results of the
cycle. We are forced to decide and take the easy way and do nothing about it or take the hard way and
question why things are the way that they are and stop following the set rules. Finally, at the center or
core of the cycle of socialization are fear, misunderstanding, and confusion. These can flow into each
step because we can become confused why things are like that or fear of rebelling and being punished.
Overall, the cycle of socialization is a process through which social identities are created and in effect
everyone represents and is affected by their social identity.
Cycle of socialization - university of washington. (n.d.). Retrieved April 13, 2021, from
https://depts.washington.edu/fammed/wp-content/uploads/2018/06/Cycle_ofSocializationHandout.pdf
72 Students will demonstrate personal
application of the “Cycles of
. Socialization” (Harro)
73 Student will demonstrate knowledge of PHL212 In my PHL212 class we learned and discussed what the Cycles of Liberation theory by Harro is. This
the “Cycles of Liberation” (Harro) theory theory is about how one person can start a different pathway straying away from how they were
. and its uses in leadership socialized. It describes a cyclical process that seems to occur in most successful social change efforts,
leading to some degree of liberation from oppression for those involved, regardless of their roles.
Although there is no specific beginning or end point in the cycle of liberation the first step is usually
when a person changes or challenges how one normally thinks or acts. The next step is when the
person starts to get ready and decide to change. This consist of seeking help through books, articles,
websites, but also creating ideas. The following step is reaching out and seeking help from others by
asking for advice and being open to receiving feedback. During this step however the person should be
cautious for who they ask advice from because they could also discourage your idea of change. The
next step is to begin to build a community. During this step there are two things that are critical. The
first is to have conversations with people who are both like us and different than us for support. This
helps break down the barrier from an individual and the change happening because people tend to
seek help or reach out to people who have executing or have executed a similar change. In other
others find a support group. After that, there is coalescing, which is breaking down and minimizing
barriers. This requires coming up with an action plan and organizing with your allies. This gives us
encouragement and confidence. The next step is creating change. This includes using our critical
analysis of the assumptions and rules of the existing system of oppression to begin transforming the
system. This means creating a new culture that reflects our coalition’s collective identify. Then there is
maintaining which one can do with a group. Lastly, the core of the cycle of liberation is a set of qualities
of being that hold it together. In other words, they are aspects of our lives such as love or joy that are
always there and motivate us. Overall, the cycle of liberation is a model that describes a cyclical
process that seems to occur in most social change efforts, leading to some degree of liberation from
oppression.
The cycle of liberation - john muir college. (n.d.). Retrieved April 13, 2021, from
https://muir.ucsd.edu/_files/about/themuircollegeway/cycleofliberation.pdf
74 Student will demonstrate personal Theta Chi- Scholarship Chairman I believe my time as the Scholarship Chairman for my fraternity Theta Chi is a good personal
application of the “Cycles of Liberation” application of going through the Cycles of Liberation. While I was the Scholarship Chairman, I
. (Harro) recognized that we were the worst fraternity in terms of average gpa on campus so once I was elected,
I implemented new and stricter academic rules within the fraternity that members had to follow. First, I
realized that as a fraternity we were struggling a lot in academics as a whole and everyone in the
fraternity had the capability to get higher grades but some policy changes needed to be made. I believe
the ones who were struggling were smart people they just needed some structure and guidance to
reach their full potential and be star students. Then for the getting ready stage, I spent the two weeks
before I was officially sworn in on the executive board after elections thinking about new ways to
enforce better academic excellence and changing the old way. I also thought about how the members
of the fraternity would react to this change and how much resistance would there be. Next, for reaching
out I talked and communicated with other Scholarship chairs in other fraternity and sororities on

campus to see what kind of academic policy they must gather ideas and advice. For building
community for this step, I reached out to people in the fraternity that I was close with to see what they
thought about the idea and plan as well as asking for their support to implement the change. I also kept
the other executive members in the loop and to see how they felt about it and to help me enforce the
new needed changes. Then for coalescing was when I presented the new idea and change to the
whole fraternity during our week meeting. I was pleased that the majority recognized the need for this
change but there was some resistant mainly from the members it would affect the most because they
were the ones struggling. For creating change, we had to vote to implement these new academic
enforcement changes and I was happy that it passed the vote. We then presented these changes to
our new members during their meeting to make them understand that they too are expected to meet
these grade requirements and if they struggle, they must meet with me weekly. For maintaining, during
my term I made sure that everyone was educated about these new changes and followed the
guidelines. Overall, I believe this experience I had as Scholarship chairman been a good example of
going through the cycle of liberation and I am proud that those changes are still in place and we went
from last in average gpa to sixth and a year later top five.
the “Configuration of Power” (Franklin)
. and its relationship to leadership
76 Student will demonstrate personal
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.)
application of additional social identity
development model(s) above

McIntosh’s theory of privilege and its
.
relationship to leadership
application of McIntosh’s theory
.
85 Student will describe the differences and
similarities of individual and institutional
. oppression and relationships to
leadership (Source = Three Dimensional
Matrix of Oppression)
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 PHL212 In my PHL212 class we learned and discussed what the Model of Intercultural Sensitivity is and how it
the “Model of Intercultural Sensitivity” by is used. The development model of intercultural sensitivity is one of the more influential models in the
. Bennett and its uses in leadership field of intercultural communication, equity, and engagement. The model describes the standard ways
in which individual experience and interact cross cultural differences. It proposes a development
continuum along which people can progress toward a deeper understanding and appreciation of
cultural variance, as well as greater social facility when negotiating cross-cultural dissimilarities. The
model describes six developmental stages of intercultural sensitivity and communication, beginning
with denial and culminating with integration. The stages of intercultural sensitivity described in the
model apply not only to individuals but to groups and organizations as well. The continuum describes
two distinct orientations toward cultural difference which are ethnocentrism and ethnorelativism. The six
developmental stages of intercultural communication and sensitivity start with denial of cultural
differences when people fail to recognize distinctions among cultures or consider them to be irrelevant.
After denial is defense which occurs when people perceive other culture in polarized competitive terms.
Following that is minimization of cultural differences which occurs when people assume that their
distinct cultural worldwide is shared by others, when they perceive their culture’s values as
fundamental or universal. The next stage is acceptance which occurs when people recognize that
different beliefs and values are shaped by culture and that different patterns of behavior exist among
cultures, and that other cultures have legitimate and worthwhile perspectives that should be respected
and valued. Following acceptance is adaptation which occurs when people can adopt the perspective
of another culture, when they can empathize intellectually and emotionally with the experiences of
others. The final stage is Integration of cultural differences and it occurs when someone’s identity or
sense of self evolves to incorporate the values, beliefs, perspectives, and behaviors of other cultures in
appropriate and authentic ways. In most cases, the developmental progression of intercultural
sensitivity is a one-way phenomenon and as people adapt, they rarely go back to ethnocentrism.
Overall, this model created by Milton Bennett describes how people or groups interpret cultural
differences and how they progress through the model.
Developmental model of intercultural sensitivity. (2020, July 29). Retrieved April 13, 2021, from
https://organizingengagement.org/models/developmental-model-of-intercultural-sensitivity/
90 Students will demonstrate personal
application of the “Model of Intercultural
.
Sensitivity” by Bennett
the ally Action Continuum by Griffin &
. Harro
application of the Action Continuum by
Griffin & Harro
93 Student will show knowledge of the PHL212 In my PHL212 class we learned about what the Multicultural Organizational Development model is and
Multicultural Organizational Development the key steps in the process. The multicultural organization development is a process of change that
. Model (Jackson) supports an organization moving from a monocultural or exclusive organization to a multicultural or
inclusive and diverse organization. In other words, it is an organization that seeks to improve itself or
enhance its competitive advantage by advocating and practicing social justice and social diversity
internally and externally. Once the organization makes the decision to pursue the goal of becoming
multicultural, the multicultural organization development begins. The process has four main
components. One is identification of the change team. Two is determination of system readiness. Three
is organization assessment and the last one is change planning and implementation. The change team
part of the model is a group of well-regarded individuals who demonstrate a commitment to diversity
and inclusion efforts. The system readiness step of the model is the process facilitates a mini
assessment to determine if the system is ready to begin it is work or would some fundamental
groundwork need to take place first. This step would also inform leaders how best to enter the work
with the organization. The following step in the model assessments has the purpose to get a clear
picture of where the organization currently is and how far is must go to become a multicultural
organization. The process involves collection of three types of data which is surveys, interviews, and
audits. Overall, the assessment step intends to hold up a mirror to the organization and allow the data
to speak for itself. In the implement change step, the organization is ready to develop a specific change
plan and goals. It is important to select high impact changes that will be observable and measurable
over the next few years. The last step of the model evaluates and renew is when the organization is
ready to evaluate and renew its efforts of becoming a Multicultural organization. The multicultural
organization development process is expected to become part of the organizations culture. Overall,
becoming a more multicultural organization requires intentional effort and you cannot just do nothing
and expect that something will happen. You must pass through all the stages of development and must
understand multicultural organization development means working for social diversity and justice at the
organizational level.
MCOD: Multicultural Organization development. (n.d.). Retrieved April 13, 2021, from
http://inspirusconsulting.com/tools-insights/mcod-multicultural-organization-development-five-
questions-must-address-attempting-initiate-diversity-inclusion-multicultural-work/
94 Student will show personal application of
the Multicultural Organizational
. Development Model (Jackson)
95 Student will show knowledge of the PHL212 In my PHL212 class we went over and discussed what the Multicultural Change Intervention Matrix is.
Multicultural Change Intervention Matrix This matrix was brought up in 1993 by the pope. The purpose of this framework is to evaluate and
. (Pope) understand the current interventions on Medaille’s campus, what has been successful, and where there
are shortcomings in the multicultural change efforts. There are three targets of change which are
individual, group, and institutional. In each of these targets of change, there are two types of change,
which are first order and second order changes. First order change is multicultural awareness,
Membership, and programmatic. Multicultural awareness or cell A change efforts at the individual level
are typically content oriented and include information on various cultural groups to enhance the
awareness and knowledge of others. Membership or Cell C change efforts are focused on increasing
the diversity of the group incorporating and expanding underrepresented individuals usually focusing

on race, ethnicity, and gender. Programmatic or cell E change efforts are primarily focused on
programmatic interventions targeting the entire organization or a particular department. The second
order changes are any changes that alter the structure of a system. These changes are paradigm shift,
restructuring, and systemic. Paradigm shift or cell B change efforts are focused on creating second-
order change within students, staff, and faculty in terms of how they view themselves, others, and the
world around them. Restructuring or cell D change efforts are focused on the group’s membership,
mission, values, and norms and how those individuals go about conducting their business in a way that
values all and effectively negotiates the diversity of ideas, customs, and behaviors. Systemic or cell f
change efforts targets interventions within the college or organization or department within an institution
that systematic and systemic in nature. In other words, this is really focusing on the values of the
institution. Overall, the Multicultural Change Intervention Matrix is based on systemic planned change
that provides a framework for understanding the change efforts or activities that may be used to
address multicultural change.
Multicultural strategic plan. (n.d.). Retrieved April 13, 2021, from

http://honeydbashir.weebly.com/multicultural-strategic-plan.html
96 Student will show personal application of
the Multicultural Change Intervention
. Matrix
97 Student will create a personal code of HDF190 HDF190 Inclusive leadership in my opinion is all about being un bias and accepting everyone no matter their
inclusive leadership Delta Sigma Pi race, sex, or ethnicity. Inclusive leadership is important because a good leader always includes
. everybody. This also gives you a chance to not only meet new people but also meet people from other
cultures who are just as talented and gifted as everyone else. We are all humans in this world so not
being inclusive you are creating a conflict and missing out of getting the most out of a group or team or
anything. I promise to always be inclusive and never dis include someone one because of his or her
race, sex, or ethnicity. I do this already in my professional fraternity Delta Sigma Pi. In this fraternity we
are a profession business fraternity but since we are professional we except male or female or other
sex members because we believe together we have more brainpower as a group rather than being
simply just male. When someone is interested in becoming apart of this fraternity I am never bias and
encourage them to apply because the more people that join the more everyone gets from it. I also do
this while trying to recruit people and I ask people to join no matter what they look like or believe.
Inclusive leadership is important because if everyone is included there would be less conflict in the
world and we could achieve more because we can get a different perspective and ideas from these
great people. Inclusive leadership means to me is someone who cares about the common good and
loves all humans no matter what. Also the more inclusive you are the more ideas you will have to help
you achieve your goal ad create lasting positive change. (See evidence #10)
Outcome Category: Critical Thinking
98. Student will show knowledge of principles
of critical thinking and fallacies (logic is
used in this minor)
99. Student will demonstrate proficiency of

critical thinking
100 Student will show knowledge of
metaphorical analysis to critically analyze
. self and leadership situations
101 Student will demonstrate proficiency of
metaphorical analysis to critically analyze
. self and leadership situations
102 Student will show knowledge of at least English in high College decisions making process In my English class my senior year of high school we learned what the five steps for deciding are and
five decision making methods school how these five steps we go through without even realizing it sometimes, but they are the most
. beneficial steps in making good decisions. The first step is to identify your goal. You need to have a
goal in mind on what you want to accomplish so the first thing you always must do is make a goal, so
you have an idea of what you want to accomplish at the end of this process. The second step is
gathering information for weighing your options. This step is very important because you want to have
as much information on your options because you need to be aware of what the options are. For
example, if you are deciding on two restaurants you want as much information on both as possible
because what if one has lots of history giving people food poisoning and the other does not, but it is a
very small restaurant. Gathering all the information you can like this will help you on your next step
which is consider the consequences. This step is also very important because it is your chance to
make a pros and cons list and to see which option is the best choice. Going back to the restaurant
example this is where you would decide would you rather take a chance on food poisoning or eat in a
small place. The next step is making your decision. After identifying your goal and what you want to
accomplish and gathering the information and considering the consequences this is when you decide
what option will best accomplish your goal and benefit you. The last and final step is evaluating your
decision. This step comes after you have made your decision. This is where you reflect and look back if
the decision you made was really the best option. All in all, this is the best decision-making process to
accomplish your goal and anytime we decide we do this process without even realizing it. Another set
of decision-making methods is directive, conceptual, analytical, and behavioral options. Directive is a
method that relies on a rational and autocratic style that results in the employee using their own
experiences or knowledge to make the decision. Conceptual is more concerned with long term results
and taking creative approaches or risks when making decisions. Analytical decision-making uses
observations and facts to determine the best decision. The behavioral method is when the decision is
more based on the mood and behavior of the individual so if they are mad, it will have input in the
decision. Overall, all these methods are effective decision-making methods.
103 Student will describe personal examples of English in high College decisions making process In high school I took an English class where I learned five decision-making steps. The five steps are
having used five decision making methods school Identify your goal, Gathering information for weighing your options, Consider the consequences,
. making a decision, and evaluate your decision. I used these steps while I was deciding where I wanted
to go to college and what was the best option for me to pursue my career. First I identified what I
wanted to do in life, I discovered I was really into business and finance and I liked the thought of
owning my own business. After I decided what I wanted to study then I gathered information from all
the colleges to see which one had their best program for what I wanted, which was business. After that
I considered the consequences like going far from home or close to home and the cost for each school.
Finally I made a decision on where to go and I decided to go to the University of Rhode Island. Later I
evaluated my decision to make sure I didn’t miss anything and I was 100% sure University of Rhode
Island was the place I wanted to go. After my first semester I can see that I made the right decision.
Another example of me using these decision-making steps would be whenever I am picking classes for
each semester. First again I identify my goal, which in this scenario would be what can I get out of the
class. Next I gather information, so I would look up professors’ to see which ones are the best and the
times the lectures. Also what can the information taught in the class help me in my career? After that I
consider what the consequences could be. For example if the class is in the morning then I have to

wake up early. Then I make the decision and once the semester is over I evaluate my decision if it was
good or bad. The five steps that I talked about can be used in everyday situations and they are the
steps to making good decisions.
104 Student will show knowledge of at least Com251 PHL212 In my COM251 class we went over and learned about different methods for problem solving and
five problem solving / conflict management conflict management as well as understanding what the roots of conflict are. There are a few main
. methods, as well as understanding the causes for conflict and why they arise. These main cause or roots of conflict are information, values,
roots of conflicts interest, relationship, and structural conflicts. If someone feels that their values or interest are being
threaten this is a keyway conflict can come up. Another example could be if someone disagrees over
what data is relevant then an information conflict arises. Dealing with conflict effectively is a key
management skill and there are five different approaches to conflict management that can help avoid
conflict. One method is Accommodation. This approach is generally used when one party is willing to
forfeit their position and is best used in situations where it is more important to safeguard the
relationship rather than argue about the issue. Another method is to compromise. In this method,
everyone gains and loses through negotiation and flexibility. The main goal of this approach is to find
common ground and maintain the relationship. This method is best used when time or other
circumstances are constrained. Avoidance is also a method for conflict resolution and is best used
when more time is needed before thinking about dealing with the issues. In this method neither party
takes action to address the issues involved in the conflict, meaning that it will remain unresolved. In
emergency situations when quick decisive action is called for competition is the best method. This
method is used when one party attempts to win the conflict through dominance and power. The final
method to conflict management is collaboration. This is the most effective method but most difficult way
of managing differences. It requires trust and commitment on all sides and is best used when trying to
get to the source of problems that have continued for a long time. These methods can help in conflict
management and problem solving. When trying to solve a problem it is also important to define the
problem, brainstorm solutions, decide on a solution, implement the solution, and review the results.
Overall, conflict can arise in several ways such as value, relationship, or information conflict. If use
these five-conflict management and problem-solving methods, you can avoid or remove the conflict
and set yourself and team up for success.
Five methods for Managing Conflict. (n.d.). Retrieved April 13, 2021, from
https://www.southampton.ac.uk/~assets/doc/hr/Five%20methods%20for%20managing%20conflict.pdf
105 Student will describe personal examples of COM251 group project I have several experiences where I have had to use methods of conflict management but a group
having used five problem solving / conflict BUS355 group project project, I did in COM251 and BUS335 especially come to mind. During the spring semester my
. management sophomore year I took COM251: Small Group Communications to learn the functions of group
communication and how to improve working in groups. In the class we had a big group project worth
30% at the end of the semester and we were randomly assigned groups. While working in this group I
found myself getting in conflicts with two of my group members. One member did not do anything to
help with the project and would always be “unavailable” to meet with the rest of the group. The other
group member was trying to use do the project he thought it should be done and disregarded everyone
else’s ideas or information. I recognized that this could lead to the collapse of the group and ultimately
a bad grade for all of us. Since time was limited, I used compromise to mange the conflict with both
members. I reached out to the individual who was not pulling their wait and mentioned how this was a
group project and everyone will get a lower grade unless we work together. We came to a compromise
on what could be split up amongst the group for workload and when to meet as a group. I used
compromise with the other group member to find common ground and use some of his ideas if other
ideas are used as well. It was a win/lose situation, but we were able to maintain the relationships within
the group and got the project done on time with a great score. Another group project where I clearly
remember using conflict management methods was a group project for BUS355: Operations of Supply
Chain. In this group project I was working with someone I was familiar with and we came to a conflict
on which transportation company we should use for the project. Although I thought the one, I had

picked was better they still picked a fair option so rather than to keep arguing about the issue and to
maintain the relationships I used the conflict management method accommodating. I was generally ok
with forfeiting my position to maintain the relationship and establish a degree of fairness with the group.
This member also accommodated later when a similar situation come up so the decision to establish
this degree of fairness was effective. For the rest of the project, I feel that effective collaboration was
also used between us to investigate alternative solutions and understand each other’s situation. We got
a great grade on this project as well and using these methods helped. During these two projects I
never felt it was appropriate to use the method of avoidance or competition because the situation I was
in did not call of either of these methods and avoiding the conflict or competing with the other members
would have made each situation worse in terms of maintain the relationships and our project results. All
in all, I believe I used effective conflict management during these two group projects to remove conflict
and help lead my group to the best success we were capable of by using compromise,
accommodating, and collaboration.
106 Student will demonstrate the ability
to synthesize multiple knowledge
. perspectives (course work), competencies
(communication, writing, information
literacy or mathematical/statistical skills)
and responsibilities (global, diversity &
inclusion or civic knowledge)
107 Student will demonstrate knowledge of BUS441 In my BUS441 class, we learned and discussed about leadership that is used in a
leadership that is used in crisis (i.e., James
. & Wooten; Garvin; Covey; Frohman;
crisis or better known as Crisis Leadership. Crisis Leadership is the process by
which an organization or person deals with a major unpredictable event(s) which
Lalonde; Schoenberg; Joni; Braden et al;
etc.) threatens to cripple the organization, its followers’, or the public. In other words, it
is the application of strategies designed to help an organization deal with a sudden
and significant negative event. To better understand Crisis Leadership and
management we must link them to leadership competencies. This led to the creation
of the Crisis Leadership Competency Model. This model lays out the nine
competencies that were determined to be the most critical for leaders in a crisis
response situation. Emotional Effectiveness is the first competency that is critical for
a leader to have in a crisis. Leaders must recognize the impact a crisis has on oneself
and others and promote positive interactions under emergency response conditions.
Next, they must show effective team leadership, by inspiring, motivating, and
guiding emergency response team members in a safe and effective manner. The
following competency is integrative thinking which is the leader identifying what is
critically important during an emergency and uses the information to strategically
lead, balance priorities, and anticipate consequences. After that, is communication. It
is critical leaders communicate effectively and concisely during a crisis in a timely,
clear, accurate, and truthful way. Connectivity is the next competency on the model,
and it requires leaders to interact effectively with individuals from other agencies
and organizations to facilitate collaboration. Next, is Credibility and leaders
recognize personal strengths and weaknesses and they look to others for guidance
on topics outside of their expertise. They also demonstrate expertise and
trustworthiness during crisis’s while being composed and competent. Situational
Awareness is the next competency on the model. For leaders to have effective crisis
leadership they must assess the big picture and facts to foresee outcomes and
implications. They are also aware of their environment and stays on task to the
objective. The eighth competency on the model is decisiveness which means they
gather all opinions and facts, identify critical options, uses information to make the
overall best decision. They use intuition, experience and already established
protocols while also adjusting the plan as information changes. Finally, the last
competency on the model is courage and perseverance which entails being confident
in the face of strong opposition and intimidation. Being confident in taking risks and
accepting the outcomes and having strong perseverance. All nice of these crisis
leadership competencies are important in having effective crisis leadership and
allows the group to stay focused and achieve their task despite the obstacles.
108 Student will describe examples of
leadership in crisis situations (i.e.,
. application of James & Wooten; Garvin;
Covey; Frohman; Lalonde; Schoenberg;
Joni; Braden et al; etc.)
Outcome Category: Interpersonal and Organizational Concepts & Skills
Outcome Target Additional Descriptive notes regarding learning and practice

class Experiences
109 Student will demonstrate knowledge of HDF190 Day of Discovery In my HDF190 class, we took part in a Day of Discovery retreat in which we got into small groups and
active listening techniques broke off and talked about Active Listening and how to improve at it. During the presentation of how to
. become an active listener I learned what to say while active listening like saying “I see” or “I understand”
is a good way to be encouraging while active listening because the person who is talking can tell your
listening and this encourages them to continue and share more knowledge. If someone is speaking to you
and you are not saying things like “I see” and your just silent and you don’t have any eye contact or good
body language it will come across that you don’t care which will only make the speaker feel like there
wasting their time. We learned what to say if you want to restate basic ideas, reflecting feeling, clarifying,
or summarizing. In addition we learned that while active listening there is a process and a goal. What I
mean by process is while your listening you can ask specific questions which the speaker can then clarify
what they were trying to say and they can tell your paying attention, an example of this is if your professor
is telling you about the class you could ask questions that show the professor your interested like “what is
your favorite unit of the course” and with goal by restating basic ideas you show the speaker you are
understanding the message they are trying to get across. This means not to say exactly what they just
told you but restate the basic idea or theme in your own words to see if you understand it. All in All this
process and these components like clarifying and summarizing in my opinion show how you can be
respectful while listening and you can create good relationships and a good reputation by being an active
listener and that’s what it means to me because you are encouraging others and gaining knowledge.
These are the Active listening skills and the process of it that we learned during the day of discovery to
improve our active listening.
Doyle, A. (n.d.). Important active listening skills and techniques. Retrieved April 13, 2021,
from https://www.thebalancecareers.com/active-listening-skills-with-examples-2059684.
110 Student will describe examples of using HDF190 Day of Discovery In HDF190 during the Day of Discovery I was taught what an active listener is and about how I can be an
. active listening skills active listener. An example of me applying active listening was during the day of discovery retreat, while
my peer leader was teaching us about active listening, I showed her I was listening by encouraging her by
saying things like “I understand”. I was also showing my active listening skills by having good body
posture and keeping eye contact with her the whole time. In addition, I continued to ask questions to get
clarification on information I was not sure about to gain even more knowledge and I kept restating basic
themes and ideas to show I was paying attention and to get as much information from her as possible. An
example of this would be if a professor is in a meeting with you, if you continue to ask questions about the
class like “Sine your office hours are only on Wednesdays, how long are you available” that shows you
are clarifying what they are saying so the speaker can tell you listening and you are asking another
question to get even more information. Also, if you continue to add to the conversation by bringing up
basic themes the speaker is aware you are paying attention. By doing these things I showed I know how
to be an active listener during my peer leaders talk about active listening and I know even more
information on how to improve active listening then I did before the lecture. Another example where I
executed active listening was when I was a URI101 mentor. I made sure to actively listen to my students
to show them I cared about what they were talking about and help them feel comfortable. I used
techniques I learned such as keeping eye contact and repeating key components they brought up to show
I was listening and paying attention. Overall, I learn the techniques and skills to be an active listener at
the day of discovery and used these techniques throughout the rest of my college career.
111 Student will demonstrate knowledge of COM251 In my Com251 class we learned and discussed what the functions of group communication is. Dennis
functions of group communication by Gouran and Randy Hirokawa are the researchers most closely associated with the functional theory of
. Hirokawa effective group communication. Effective group decision making rests on the assumption that decision-
making effectiveness is not affected by the production of certain communicative behaviors but by the
extent to which these fulfill the requirements for the task’s completion. Hirokawa and Gouran believe
groups are like biological systems because like biological systems, groups must perform certain functions
to survive and thrive. Groups will make high quality decisions when members fulfill these functions and
those four functions are problem analysis, goal setting, identification of alternatives, and evaluation of
positive and negative consequences. Although groups may address the requisite functions in any order,
Hirokawa has observed that effective groups often start with the analysis of a problem because unless the
problem is well-know, it is best for groups to start by clearly identifying the problem they seek to solve.
Next a group uses goal setting when the group establishes the criteria for a solution to the problem they
are out to solve. Once the group has set the goal, they bring to brainstorm all ideas and alternatives.
Finally, the most crucial step in ensuring a quality decision is the evaluation of the positive and negative
consequences and ensuring it is the best decision for the group and the group members. As a group
progresses on its path towards a given goa, communication may influence decision making in three ways.
When communication plays a promotive role, it allows the group to successfully achieve the functional
requisites. When communication plays a disruptive role, it functions to create obstacles that prevent the
group from satisfying any of the requisites for successful group decision making. Lastly, when
communication plays a counteractive role, it functions to negate or neutralize a communicative act that
functioned as disruptive influence. Overall, Hirokawa and Gouran designed the functional perspective to
help groups achieve decisions that are appropriate and quality and are less concerned with harmony then
they are with effectiveness.
SAGE Publications, Inc. (n.d.). Functional group communication theory : Encyclopedia of ... Retrieved
April 13, 2021, from https://edge.sagepub.com/system/files/77593_8.2ref.pdf
of functions of group communication
. (Hirokawa)
113 Student will show knowledge of COM100 CSV302 In my COM100 and CSV302 class we learned about techniques for giving and accepting feedback in an
techniques regarding giving and effective way. Whether explicit through oral or written language, or tone of voice we are continually
. accepting of feedback receiving and giving feedback. Feedback conveys information about behaviors and offers an evaluation of

the quality of those behaviors. Feedback can reinforce existing strengths, keep goal-directed behavior on
course, clarify the effects of behavior, and increase the recipients’ abilities to detect and remedy errors on
their own. Some techniques or tips to receive feedback more effectively is listen to the feedback given, be
aware of your responses, be open, understand the message, reflect and decide what to do, and follow up.
A technique that I feel is the most important to receiving feedback is to be aware of your response. Your
body language and tone of voice often speak louder than words. If you look distracted and bored, that
sends a negative message as well. Attentiveness, on the other hand, indicates that you value what
someone has to say and puts both of you at ease. Another one of these techniques that really stands out
to me is understanding the message. It is critical to make sure you understand what is being said to you,
especially before responding. Ask questions for clarification if necessary and listen actively by repeating
key points so you know you have interpreted the feedback correctly. In contrast, techniques for giving
effective feedback are concentrate on the behavior, not the person, balance the content, be specific, be
realistic, own the feedback, be timely, and offer continuing support. When giving effective feedback it is
important to limit your feedback to the most important issues. Consider the feedback’s potential value to
the receiver and how you would respond. A technique that I believe to be one of the more important
aspects is balance the content. Begin with providing comments on specific strengths which provides
reinforcement and identifies the individual should continue doing. Then identify the specific areas of
improvement and ways to make changes but conclude with a positive statement. Another one of the
techniques I believe is very important is specific. Avoid general comments that may be of limited use to
the receiver. Try to include examples to illustrate your statement as well as offering alternatives rather
than just giving advice allows the receiver to decide what to do with your feedback. Overall, we receive
and give feedback constantly in our lives but if we understand and execute these techniques, we can be
more effective in our feedback and elevate ourselves to be the best we can be.
Receiving and giving effective feedback. (2020, May 13). Retrieved April 13, 2021, 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 Mattson & Company Job Two example I had during my college career of giving and accepting feedback was one for my job at
and accepting feedback. URI101 Mattson and Company and when I was a URI101 mentor. While working for Mattson and Company there
. was many times where other employees, and my boss would give me constructive feedback to improve
the quality of work I did. The job I have at Mattson and Gleason requires me to help file tax returns in
addition to organizing client information through excel. I got this job because my uncle is the owner and
needed some help some, he hired me since I could not find any other jobs during the pandemic. When I
first started working for Mattson and Company, I had no experience preparing or filing tax returns so I
would regularly receive feedback from coworkers and my boss due to my lack of experience. When I
receive feedback from my coworkers, I was always listen carefully to the feedback they are giving me so I
can understand and learn from my mistake so I know what to do for future returns. I know when I am
receiving feedback my boss and coworkers are just trying to help me become a better tax prepare so I
never negatively respond t their feedback but instead respond positively for helping me. After I have
received feedback and reflect on the message, they gave me I follow up with either further questions or
how I appreciated their feedback and I have applied it to the next return I am working on. An experience I
have where I have given an individual feedback would be when I was a URI101 mentor. As a mentor I
had to regularly give my students feedback on how they were performing in class and on their work.
Some students needed more feedback than others but for the students that I gave lots of feedback too I
always made sure to concentrate the feedback on the problem and not the person. I also made sure I was
very specific on what they need to improve on. For example, some students were getting a low grade just
because they were not showing up, so I told them exactly that skipping class was the reason they were
not getting a high grade. After I gave the feedback to students, I would offer continuing support and
followed up with students to see how they are improving. My commentor and I gave our feedback to
students one on one in the hallway away from the class because its not anyone else’s business but that
student. All in all, being a URI101 mentor gave me experience of giving feedback and doing it in a proper
way to avoid offending the student but still elevating their quality of work. Working at Mattson and
Company. Has also giving me more experience of receiving and accepting feedback and every tax return
I do is better than the last and I continue to learn and develop my skills as a tax preparer the more
feedback I receive.
115 Student will show knowledge of the 7D In my COM251 class we went over what the 7D model created by Gene Knott is. Coaching proceeds
coaching model (Knott) through a series of steps that ensure both a thoughtful and comprehensive approach. The following seven
. processes within the 7D coaching model provide a thorough pathway for strengths-focused change
conversations. The seven processes are declare, define, distinguish, differentiate, develop, decide, and
determine. This coaching model developed by Gene Knott is both a mindset and a tool. The first two
process of the model suggests a framework that allows both individualization of content and a consistent
goal-oriented process for working together. It begins with the individual’s declaration of desired focus for
the session, and their attempt to define the change or improvement they are out for. This also honors the
preference to have coaches direct the agenda as it fits their changing as well as any ongoing interest,
needs and wants. The middle three process-distinguish, differentiate, and develop- assist with three
related steps of expansive thought and analysis, all by the individual being coached. They are also linked
attempts to discover the background and characteristics of the situation or issue to be dealt with, briefly
and quickly moving from history to the present status. Then the next step in the 7D process is to decide
when to make the change and how to bring it about. In the deciding process you must look through the
possible choices for desired change and choose the best option and then choose how and when to bring
it about. Lastly, this model uses shared evaluation or determination to close and simultaneously to lever
that outcome to renew the process if they want. The original plan for reaching the desired goal declared is
discussed, and a evaluation plan is created. Overall, the 7Ds create a dynamic and progressive system of
comprehensive analysis for strength-based dialogue. These steps can help coaches develop the
individuals they are training to reach their fullest potential.
application of the 7D Model (Knott)
.
117 Student will show knowledge of elements
of a Crucial Conversation and steps to
. maintain dialogue and move to action
(Patterson, McMillian & Switzler)
118 Student will describe examples of
engaging in a Crucial Conversation
.
119 Student will demonstrate knowledge of CSV302 In my CSV302 class we learned about certain techniques that individuals can use to facilitate effectively.
facilitation techniques A skilled facilitator can make a meeting feel thoughtful, cohesive, participatory, and enjoyable. Every
. facilitator has a different leadership style, and every group has different dynamics so a skilled facilitator
can adapt to the needs of each team. Some of the group facilitation techniques we learned to help your
team achieve their goal can also aid creativity in ideas, raise energy and help make group decisions. One
technique we learned about is brainstorming. Brainstorming is an ideal tool for generating a large quantity
of ideas within the group. For effective brainstorming sessions it is important for the facilitator to
encourage ideas to flow freely and do not criticize or evaluate ideas in the session. Another technique for
facilitation is ice breakers. Ice breakers are ideal to get the people interacting early in the meeting and are
particularly helpful for new groups coming together. In addition, the ice breaker activity will make each
group member feel included and provide a bridge into the meeting itself. The facilitator should make these
fun and engaging for all participants but also short and simple. Another technique that the facilitator can
use to increase participation is have everyone work in pairs or trios. This technique also helps encourage
participation and break down any initial barriers particularly at the earlier stages of a meeting. It is also a
good way of helping individuals define the issue the group is working on. These discussions should last
about five to ten minutes before bringing pairs back together to discuss the issue as one group. One last
technique we learned for effective facilitation is meta-planning. Meta-planning is a simple technique that
encourages individuals to express their thoughts on the issue under discussion. It involves writing key
words or ideas onto post-it notes and then collectively placing and arranging them into sub-groups on a
chart. This approach helps to incorporate everyone’s ideas and contributions in the shortest amount of
time. In conclusion, there are many different facilitation techniques available, but the facilitator must
identify which to use to best fit the groups needs. These few tips can help someone facilitate the team’s
progress in achieving their goal.
Larkins, K. (2021, April 11). Best group FACILITATION techniques & methods. Retrieved April 13, 2021,
from https://www.ksl-training.co.uk/free-resources/facilitation-techniques/group-facilitation-techniques-
and-methods/
120 Student will demonstrate proficiency of URI101 Mentor In the fall of 2019, I was given the opportunity to be a facilitator as a URI101 mentor. I was tasked with
facilitation techniques helping 20 first year college students make a successful transition from high school to college while
. educating them on tips to succeed in their academics as well as wellness to make sure they were taking
proper care of themselves now that they are living without their parents. While I was a URI101 mentor I
used certain facilitation techniques to make the class thoughtful, enjoyable, and participatory. In the first
few classes one facilitator technique I used to be to have ice breakers. These students have just moved
away from home and do not know that many people. To get them to start to feel comfortable with each
other and participate I had a short and simple ice breaker at the beginning of every class. We did ice
breakers like the name game, two truths and a lie, and the travel game. These ice breakers also made
each student feel included and served as a great way to start class. Another facilitator technique I used
was meta-planning. This encouraged my students to express their thoughts and ideas even if they did not
want to raise their hand and say it. I used this after we went over a lesson and had the students write
down something that stood out or what they learned on a sticky note and then put it on the board. This
encouraged my students to brainstorm and helped us to come to a faster conclusion on the main idea of
the lesson. At the end of the year, I also used this technique and had my students write the most
impactful thing they got from the class and the majority said helping them sign up for classes and effective
study tips. One other facilitation technique I used as a URI101 mentor was group review. Before my
students were dismissed, we had a quick group discussion about what they learned or gained from the
meeting. This helped me understand what went well and what did not and what I could do differently next
class. Overall, I believe my time as a URI101 mentor is proof that I executed effective facilitation
techniques. As a facilitator your goal is to provide opportunities and resources to a group of people that
enable them to make progress towards their goals. With the URI101 curriculum I helped taught, and the
activities I planned and executed. I believe I set my students on the right path to accomplish their college
goals and make them more comfortable with one another and the URI environment.
121 Student will demonstrate knowledge of COM202 In my COM202 class we learned about how to conduct a debrief and a few tips to help have effective
de-briefing techniques discussion. Debriefing is a term used in experiential education to describe a question-and-answer session
. with participants. This is important because people need time to talk and share opinions in a controlled,
structured environment. Debriefing an experience helps participants connect lessons and activities they
learned in your program to the outside world. Debriefing can help people learn from challenges and
success, create plans to make positive change, and how to deal with incidents more effectively next time.
In COM202 we learned about seven pieces of advice to consider when you want a group to reflect on
what they may have learned from their experience. The first piece of advice is stop talking at people and
start talking with people. Invite people into the conversation rather than just telling them what they need to
know. Next is to sequence your discussion to prepare your group for talking. This can be done by starting
off with an ice breaker or a warmup. The third piece of advice is to ask lots of open-ended questions.
Open-ended questions are more likely to provide greater insight and opportunities for people to
participate. The following advice is to use a variety of formats to keep your group engaged. Choose fun
and interactive discussion techniques to attract people’s attention. The fifth piece of advice is to make it
easy to see and hear each other. Everyone should be ideally siting in a circle or around a table and close
enough where everyone can hear one another without having to be super loud. Next is to use a neutral
response to comments. Do not clearly say something is the right answer or something is the wrong
answer because saying it is right will make everyone think that the answer has already been given and no
need to participate while saying something is wrong will only discourage them. The last piece of advice to
conduct more a more effective debrief is to use what works for you and change what does not. Adapt to
the overall age and characteristics of the group and the environment you are in because it will not be the
same all the time. These pieces of advice are not hard rules, but they will help you get more out of the
discussion. Overall, debriefing can help people talk and share opinions in a structured environment.
These seven tips can help lead to an effective and efficient debriefing session that creates and open
environment and active participation.
Playmeo. (n.d.). How to conduct a debrief - top seven tips for successful reflections. Retrieved April 13,
2021, from https://www.playmeo.com/how-to-conduct-a-debrief/
122 Student will demonstrate proficiency of URI101 Mentor While I was a URI101 mentor the fall semester of 2019 I believe I executed proper and effective
de-briefing techniques debriefing techniques that helped my class create an open environment with high participation. Before
. each class I wanted to make sure I made my class as interactive as possible, so I thought back to the
debriefing techniques and advice I learned the year before in COM202 to attempt just that. One thing that
did which was critical had the class all sit in a circle because I remember when I took URI101 we were all
scattered around, and it made it hard to hold active discussions. With everyone siting in a circle everyone
could see each other and hear each other which made it easier to conduct the conversation but also
keeps the students more engaged. Another debriefing technique I used while I was a URI101 mentor was
to sequence my discussion to prepare the class for talking. I accomplished this by starting each class with
an ice breaker or a fun activity to help wake up everyone, get them talking, and motivate them to stay
engaged and participate. Doing this also made my classmates become more familiar with one other and
myself which made the environment of the class much more active and fun. During the class when I was
teaching, I also made it a priority to invite everyone in the class to participate and join the discussion
rather than just siting in front of a computer and give them the planned lesson. I wanted everyone to
share their opinion and know what my students wanted to talk about more and what they did not. This
overall helped create an open environment and I think helped my students learn more from the class. One
more technique I used while I was a URI101 mentor that demonstrated proficiency of debriefing was ask
lots of open-ended questions. During my class I always went around the table to ask my students how
things are going or what is new. I did this to start a discussion and avoided one-word answers. This
helped me get to know my students more and allowed me to give my advice on situations there were
currently dealing with like roommate disputes for example. All in all, I believe the time I spent as a URI101
mentor was good experience of using debriefing techniques and I demonstrated those techniques
effectively to create a positive open environment.
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
four frames of organizations, and the
. meaning of reframing by Bolman and Deal
of organizational analysis using the four
. frames of organizations, and breaking the
frame / reframing (Bolman and Deal)
127 Student will show knowledge of COM251 CSV302 In my COM251 and CSV302 class we went over effective ways to organize and lead meetings while also
organizing meetings / setting agendas / setting an agenda for that meeting. Good meetings are the result of good planning. The time you send
. and leading meetings before will result in major benefits later by efficiently using the meeting time, accomplishing objectives,

and avoiding the need for follow-up meetings. To help in organizing meetings there are a few major
elements essential for meeting effectiveness. The first is plan meetings with a purpose and define the
purpose or objective of the meeting. Next is who needs to attend this meeting to accomplish the purpose.
In other words, you must figure out who needs to participate in the meeting when organizing it. After that,
it is important to figure out the structure of the meeting and how should the meeting be organized to best
accomplish the purpose. Some techniques could be brainstorming sessions, discussion groups, or
demonstrates. Whatever technique is selected, it should have the greatest impact on the participants to
attain the meeting objective. Figuring out the location and time is the next step in organizing a meeting.
Select a meeting place and tie that best matches the participants needs, the objective, and the meeting
structure. Setting an agenda is the next part of organizing meetings. A meeting agenda should be
prepared and distributed to participants prior to the meeting. An agenda is crucial to meeting success
because it clarifies the objectives, so people understand the meetings’ purpose and tasks. Also,
distributing the agenda prior to the meeting helps participants plan and prepare to make effective
contribution. During the meeting, the agenda also provides direction and focus for the discussion. Lastly,
the agenda should contain the time, date, location, discussion items, and names responsible for covering
each item. The final part of organizing a meeting is to contact the participants to confirm they will be in
attendance and the meeting will go as scheduled. When it comes to leading a meeting the leader or
facilitator is responsible for setting the meeting tone, keeping the discussion on track, and making sure
everyone has a fair chance of being heard. A few tips to lead a meeting effectively is to begin and end on
time, use the agenda, use ideas, establish, and use ground rules, and end the meeting by summarizing
the discussion. Overall, the responsibility for the success and effectiveness of the meeting ultimately rests
equal with everyone in the group. However, by following those techniques to properly organize a meeting
and setting a well-planned agenda it can help you lead the meeting, and all parties can walk out of the
meeting feeling the got the most out of it.
How to organize and run effective meetings. (n.d.). Retrieved April 13, 2021, from
https://emmarehmblog.files.wordpress.com/2016/02/unce.pdf
128 Student will describe personal examples URI101 Mentor During my time as a URI101 mentor and as the VP of Scholarship and Award for Delta Sigma Pi I had to
of organizing meetings / setting agendas / DSP VP of Scholarship and Award organize and lead meetings as well as setting an agenda in an effective manner. As a URI101 mentor it
. leading meetings was my responsibilities to organize and prepare for each class and set an agenda for what we will be
going over that day. I would always determine what the purpose for that class was going to be and what
activities or lessons needed to be given for my students to understand that purpose. I would also start and
end class at the same time every week and follow the agenda which was given to every student. Not only
was the objective for the day put in their syllabus which they all had but I wrote the lesson plan on the
board before class so they would know right when they came in. To keep my students engaged and make
them participate more, I would bring candy to give out to students as motivation. Nearing the end of class
I would summarize the important points of todays lesson and ask if there were any questions or need for
a last-minute discussion. Another example of when I was tasked with setting an agenda and organizing
and leading meetings was when I had to arrange meetings with my committee when I was the VP of
Scholarship and Award for Delta Sigma Pi. Unlike when I was a URI101 mentor the time, location, and
participants were not always the same. In addition, the agenda was not already decided on at the
beginning of the semester, so I had to make my own agenda that clarifies the objectives, so people
understand the purpose of the meeting. Once I decided my committee and I have to meet I would text our
group chat when everyone would be available for a meeting to go over what the purpose of the meeting
was. Once we came to an agreement on a time I would start to prepare and agenda which I would send
out to my committee members the night before and confirm we were meeting tomorrow. Just like when I
was a mentor I started on time and would go over the purpose of the meeting and follow the agenda. I
would make sure it was an open environment and my committee members could share ideas or feedback
to we could come up with the best plan possible. I also used my active listening skills to show all
members I was interested and cared about their opinion. I also made sure my ground rule of “no talking
when someone else is talking” so no one got interrupted. After the meeting and we came to a decision or
delegated tasks I would text the group chat a message of an overview of the meeting in case they forgot
and thanked them for their time and collaboration. All in all, these two experiences are examples of when
I set and agenda and organized and led meetings and these experiences will prepare me for when I need
to organize meetings in the workforce soon.
129 Student will show knowledge of COM251 Theta Chi and Delta Sigma Pi In my COM251 class we learned what the parliamentary procedure is, and its rules and I experienced it
Parliamentary Procedure Executive Board firsthand as a member of the executive board for Theta Chi, Delta Sigma Pi as, and student senate. The
. Student Senate parliamentary procedure is a set of rules, ethics, and customs governing meetings. The purpose of this is
for the assembly to conduct its business in the most effective and efficient way possible while considering
the rights of all its members. A few basic rules for the parliamentary procedure are only one person may
speak at a time, all members have equal rights, and each item presented for consideration is entitled to a
full and free debate. When I was on the executive board for Theta Chi and Delta Sigma Pi one night each
week, we would have a chapter meeting. This is when all the brothers or members of the fraternity come
to gather for a meeting to discuss weekly updates, future events, and rules of the fraternity. At all these
meetings we used the parliamentary procedure for everyone to say their report. After that we moved into
old/new business where we can rediscuss a previous statement or situation or anyone can bring up
something new to discuss. The meeting then moves into a time where anyone present can bring
something up to talk about or to let the fraternity know. I also experienced this in a similar way when I
served on URI student senate. Each senator would get a chance to say something in a certain order and
after the meeting everyone had the opportunity to speak if they wanted too. Throughout all these
meetings everyone respected everyone’s voice and interrupting was not allowed and you had to wait till
after the report to bring up questions or concerns. Overall, the parliamentary procedure is a great to have
because it is an effective and organized way to run a meeting.
Ask MRSC. (n.d.). Retrieved April 13, 2021, from http://mrsc.org/Home/Explore-

Topics/Governance/Legislative-Organization-Meetings-and-Process/Parliamentary-Procedure.aspx
130 Student will show knowledge of Skate Patrol at Fairfax Ice Arena The day after my 16th birthday my day made me go out and get a job. The job I found and my first ever job
techniques for working with difficult people was to be a skate patrol at Fairfax Ice Arena. What I had to do when I came into work was first I was
. responsible to make sure the rink stayed clean, so I occasionally had to take out trash and sweep the
floor. After that I either had to hand out skates at the skate desk or patrol the ice during the public
sessions. Both tasks I had to deal with people and sometimes I had to deal with difficult people who were
hard to work with. What I did when dealing with difficult people when working at the skate desk was first I
would use my active listening skills to understand the wants of the customer because it is important to
make sure all customers’ are satisfied. After listening to what they want I would either carefully try to
answer their question or go and try to fix the issue myself. If the situation was out of my control I would
escort them to my manager or in the nicest way possible try to explain to the customer that we cant do
that, but I still try to compromise in any way so the customer is still satisfied. When I’m dealing with
difficult costumers on the ice while patrolling I still use my active listening skills to understand what the
issue is or what the customer wants. Next since skating can be a dangerous activity I try to be very strict
but kind so they understand I want to help them but I am responsible for everyone’s safety, so if what they
are doing could be potentially dangerous I kindly tell them to stop so no one will get hurt and if it happens
again or the situation is out of my control I go get my manager. Working with customers can be difficult
but its important to listen to what they have to say then kindly explain to them the rules or what you can
do to help and if it really gets out of control find someone who is a higher position then you so they can
possible help so all the customers’ are satisfied and they enjoy their time.
131 Student will describe personal examples Skate Patrol at Fairfax Ice Arena As a skate patrol at Fairfax Ice Arena I occasionally have to deal with customers’ on and off the ice. What
of using techniques to work effectively I do when dealing with difficult people or customers is first listen to what they have to say then either
. with difficult people explain what I can do to help or if the situation is out of my control I will go get a manager. I do these
things whether I am patrolling the ice or handing out skates at the skate desks. An example of how I do
this would be if a customer comes up to me when I’m at the skate desk and is yelling at me I kindly ask
her what the problem is and use my active listening skills so I know what the issues is. I do this by

keeping eye contact with the person and answering with “I see” or “I understand” so the customer knows
that I am paying attention and I care about the issue. After listening to the customer if it is something I can
handle like if they need a new pair of skates I will kindly help them out by getting them a new pair and
help them tie their skates so they don’t have the same problem again. If the problem is something that I
have no control over like if their snack in the vending machine didn’t come out then I tell the customer that
I will get them a manager who would gladly help them. If I am dealing with a difficult person while
patrolling the ice I still kindly ask them what the problem is by using my active listening skills so the
person can see that I care about the problem. After that I kindly explain the rules to them while they are
on the ice and the rules are that way to keep everyone safe. After that if they still are not satisfied I go get
a manager. Another thing I have to do on the ice is if a difficult kid is causing problems on the ice at first I
kindly ask them to stop and tell them what they are doing like skating to fast or raucously is dangerous to
the other customers. If they are still causing issues I kick them off the ice and have them talk to a
manager so they can really understand that the safety of everyone is our first priority and we don’t want
an injury to occur. All in all dealing with difficult customers and people is obviously difficult but I do
everything I can to resolve the issues and I do this by using my active listening skills and being kind to the
customers and if I can’t do anything to help I get someone like a manager who can so the difficult people
don’t stay difficult anymore and they can enjoy their time at the rink.
132 Student will show knowledge of the COM251 In my COM251 class we learned and discussed what the stages of group development are. Newly formed
stages of group development teams often experience growing pains and members of any team cannot work efficiently together without
. (Tuckman/Tuckman & Jensen, Bennis or having any time to get acquainted with each other. Bruce Tuckman developed a model to explain how
others) healthy teams cohere over time. Tuckman’s model identifies the five stages through which group progress
which are forming, storming, norming, performing, and adjourning. Each of the five stages of team
development represents a step on the team building ladder. The first stage in Tuckman’s stages of group
development is forming. In this stage, most group members are overly polite and are excited for what the
future holds forming team goals, ground rules, and individual roles. Since the group dynamics and team
roles are not established, the team leader will often take charge to direct the individual members. The
next stage of group development is storming. In this phase members will notice small things about other
members that irritates them. This conflict often arises due to different working styles between group
members. This negative and stressful effect on those who keep up the hard work since the pre-
established group processes no longer function smoothy. The next stage is the norming phase. This is
when the team moves past their previous differences and begins to recognize and value their teammates’
strength. During this stage, team members increasingly respect those in leadership roles. Now that
everyone has begun to bond and familiarize themselves with the team processes, teammates feel
comfortable giving each other constructive feedback as they work toward accomplishing new tasks. The
next stage is the performing phase, and this is the happiest step of group development. In this stage, your
team performance is at an all time high. Everyone is working like a well-oiled machine, free of conflict and
moving in sync toward the same end goal. Lastly, the fifth stage of Tuckman’s development sequence is
the adjourning phase. The adjourning phase assumes that teams only exist for a set period; once the
team mission is complete the team itself dissolves. In this phase team members reflect on the progress
they made, and it is common for team members to experience a feeling of loss when the group is
disbanded. Overall, as the group members go through these five stages of Tuckman model of group
development they morph from a random assembly of strangers into a high-performing team that can work
toward a common goal.
MasterClass. (2020, November 08). How to recognize the 5 stages of group development - 2021. Retrieved
April 13, 2021, from https://www.masterclass.com/articles/how-to-recognize-the-5-stages-of-group-
development
133 Student will describe personal examples Theta Chi Executive Board Two examples when I experienced Tuckman’s five stages of group development would be when I was on
of group development in use Delta Sigma Pi Executive Board the executive board for Theta Chi and being on the Delta Sigma PI executive board. In the fall of 2018 me
. (Tuckman/Tuckman & Jensen, Bennis or and seven other brothers were elected to serve on the executive board and be the leaders of our
others). fraternity and represent our fraternity in a professional matter. When we first got all elected, we had a
group meeting the next day to establish what we want to accomplish during our term as well as lay down
some group rules for what we expect from each other as well as the chapter. This was the forming stage
because although we knew each other we had all never worked together and we wanted to establish
goals we can work toward and accomplish to better our fraternity and lead it in the right direction. After
that first meeting, we started working on our goals and working together through issues as a team. This
was the storming phase for our group according to Tuckman’s model. During this time, we started to
notice little things about each other that bother us. For example, I am very organized and on time but one
other brother who was on the executive board with me was always running a little late and was not super
organized. This would bother me, and it would stress me out especially when we had limited time.
Although this time in our group’s development was stressful and made some of us doubt, we could
accomplish our goals we then entered the next stage of Tuckman’s group development model norming. In
this stage myself and the rest of the executive board moved past our differences and instead began
recognizing our strengths. We were able to figure our differences out after a couple of meetings and some
discussions through our group chat. Also, although that one brother would annoy me with his organization
and lack of time management, we were able to accommodate to make both of us happy and I begun to
recognize his strengths. It was also in this stage that we really began to feel like a team and were more
familiar with each other and started bonding which allowed for effective constructive feedback to be
delivered when needed. Our executive board then transitioned to the performing stage for the next
semester and a half, and we were able to accomplish some great things like save $5,000, win the risk
management award, went from last average gpa to sixth, win philanthropy week and much more. Our
team performance was at an all time high and we were working like a well-oiled machine free of conflict
and moving in sync toward the same end goals. Eventually, it was the end of our term and our time as the
Theta Chi executive board was over. My team and I then experienced the adjourning phase of group
development where we reflected on all our hard work and everything we accomplished. Some of the
members I served with graduating the end of that following semester and I experienced a feeling of loss
when the group disbanded because it was an awesome experience working with all of them. I
experienced these stages of group development in a very similar way when I was on the Delta Sigma Pi
executive board. All in all, I can confident say I experienced Tuckman’s group development stages when I
was on the executive board for Theta Chi and Delta Sigma Pi, and I will always keep these phases and
experiences in mind the next time I am working in a group.
134 Student will show knowledge of group COM251 In my COM251 class we learned about the different roles within a group and how they contribute to the
roles and how they contribute to group overall group dynamic. A group can be defined as several individuals who come together to accomplish a
. dynamics (Johnson & Johnson; Benne & particular task or goal. Group dynamics refers to the attitudinal and behavior characteristics of a group. It
Sheats; Knowles & Knowles; etc.) is also concerning with how groups form, their structure and process, and how they function. Within
groups roles are usually predetermined and assigned to members. Each role will have specific
responsibilities and duties. Group roles are organized into four categories which are task, social-
emotional, procedural, and individual. Task roles are those that help or hinder a group’s ability to
accomplish its goals. They can also be information and opinion gathered, the energizer, or the devils
advocate. Social-emotional roles are those that focus on building and maintaining relationships among
individuals in a group. This person can also be the encourager or compromiser. Procedural roles are
concerned with how the group accomplishes its task. Groups cannot function properly without a system of
rules or norms in place. People in these roles are interested in following directions, proper procedure, and
going through appropriate channels when making decisions or initiating policy. Individuals in this role can
also be facilitators or recorders. Individual roles include any role “that detracts from group goals and
emphasizes personal goals. Because groups are made of individuals, group members often play various
roles to achieve individual goals. These individuals can be the joker, blocker, or aggressor. These roles
contribute to group dynamics because they establish what the environment and atmosphere of the group
will be. Depending on the roles the group members become it will have a direct impact on the
development of the group as well as how well they will function and achieve their desired goals. The roles
and dynamic of the group will also lead to what kind of leadership style will control the group. Will it be an
authoritarian or democratic style of leadership? The decision will be decided on the individual roles
established. Overall, task, social-emotional, procedural, and individual roles are group roles that
contribute and affect the overall group dynamic and the groups development.
Phil Venditti, O. (n.d.). Introduction to communication. Retrieved April 13, 2021, from
https://courses.lumenlearning.com/introductiontocommunication/chapter/groups-roles/
of group roles and how they contribute to
. group dynamics (Johnson & Johnson;
Benne & Sheats; Knowles & Knowles;
etc.)
136 Student will show knowledge of effective COM251 In my COM251 small group communications class we went over skills you can develop and use to be an
memberships skills in groups effective member when working in groups. When working in teams it can be very rewarding, but it can
. also be difficult and frustrating at times. To be an effective team member and create a successful team,
effective communication methods are necessary for both team members and leaders. Six skills that can
help an individual be an effective leader is communicate, don’t blame others, support group member’s
ideas, no bragging, listen actively, and get involved. If you are a team member communication is critical. If
you have a problem with someone in your group, talk to them about it. Letting bad feelings brew will only
make you sour and want to isolate yourself from the group. Not only does it feel good to get it out, but it
will be better for the team in the long run which is why effective communication leads to effective group
membership. The next skill is do not blame others for your mistakes because people in your group lose
respect for you if you are constantly blaming others. You will earn a lot more respect for owning up to your
mistakes than trying to make it seem like its everyone else’s fault that you missed a deadline for example.
The next skill that can help you be an effective member in a group is to support your group member’s
ideas. If a teammate suggests something, always consider it. Considering the group’s ideas shows you
are interested in other people’s ideas, not just your own. This also overall leads to better group
performance because everyone in the group is participating and sharing ideas that could be beneficial to
the group’s goals. No bragging is another skill for being an effective member when working in groups.
Active listening is the next skill and is the most important skill in my opinion. Look at the person who is
speaking to you, ask questions, and acknowledge what is being said. If you are unclear about something
that has been said, ask for more information to clear up any confusion. Effective communication is a vital
part of any team having good listening skills should not be underestimated. Lastly, getting involved in the
group discussions and task is also a crucial skill in being an effective member. Share suggestions, ideas,
solutions, and proposals with your team members. Take the time to help your fellow teammates and if you
have helped them in the past, they will be more than willing to lend a heling hand in the future. Overall,
these six skills can help anyone become a more effective member when working in groups. These may
not be the only six skills you need and acquiring other skills could also benefit your membership in groups
but if you can develop these six you should be a effective and contributing member in any group you are
working in.
How to be an effective team member. (n.d.). Retrieved April 13, 2021, from
https://www.umes.edu/uploadedFiles/_DEPARTMENTS/Residence_Life/Content/EffectiveTeamMember.pd
f
137 Student will describe personal examples BUS359 Project Two specific examples where I exhibited skills of effective membership would be during my BUS359
of membership skills in use Mattson & Company Job project to receive my yellow belt and while working for Mattson & Company as a tax return preparer.
. During the group project I had to do to get my yellow belt I had to work with two other students who I had
never worked with before. Everyone in the group was equal and we had no established team leader. To
be an effective member of the group while helping us work towards our common goal of earning our
yellow belt I made sure to always support and consider all the ideas my other group members came up
with. We had to think of a company we could reach out and help them improve a process to decrease
waste such as waiting or inventory that would ultimately save the company money. Every time a

teammate suggested something, I made sure to always consider is and showed that I was interested, and
they did the same with my ideas. Building on that to get involved in our group discussions I shared
suggestions as well as my own ideas. I would also help them when they asked such as going down to the
company with them and in return, they helped me when I needed help making the analysis. In addition, to
supporting my group members ideas I also made sure to listen actively. If they said something that I was
confused about in our meeting I asked questions and tried to exhibit effective communication between us
as a group. Another example of using membership skills would be while working as a tax return preparer
for Mattson & Company. When I work with my team due to my lack of experience, I do not take on a
leadership role but instead try to be a supporting and hardworking team member. A skill I have been
using to do this would be communication. When I have a problem with a return or a coworker, I reach out
immediately to establish effective communication. Even today I still either email or call my coworkers daily
so we stay on the same page about everything which has also improved our performance. While working
with my coworkers I also use active listening when they tell me information because I am not as
experienced as them, so I am trying to learn ore but also, so they feel I am interested in what they have to
say. All in all, I feel these two experiences are good examples of my skills in membership and by following
these skills I was able to earn my yellow belt and continue to become a better tax return preparer each
day while building stronger relationships with my coworkers.
138 Student will show knowledge of the BUS441 In my BUS441 class we learned and went over what Stanford’s Theory of Challenge and Support is. This
Challenge and Support theory by Sanford, theory was created in 1962 and the basic idea of this theory is that for growth to occur, a person needs a
. and its relationship to organizations balanced amount of challenge and support as appropriate for the task as stated by Stanford. An example
of this could be teaching a child to tie their shoes. If you hand them a pair of shoes, they might try to lace
them but then become frustrated and give up. On the other hand, if you tie their shoes for them all the
time they will never learn. This shows there must be a balance in the amount challenge a person has to
go through, but they should receive and equal amount of support. This theory is one I fully support
because you cannot make any real growth by staying in your comfort zone and if you want to continue to
develop you have to challenge yourself. Most people achieve the most when they get pushed out of their
comfort zone. When we encounter challenges, we generally begin to learn more about ourselves and
what are real strengths and weakness are. Another example of this theory is the growth of college
students. Usually, when a person goes to college the atmosphere is much different then high school and
it is filled with people from around the world who you have never met, harder work, and no parents
making sure you get to class. It is up to the student to challenge themselves through different experiences
and watch themselves and their behavior to grow into an adult but if they do not, they will ultimately never
grow from who they were in high school. A third factor of this model is the element of readiness. This
means that an individual cannot grow until they are physically or psychologically ready to grow. This
theory does not imply that the student will never experience failure or negative consequences, but what it
does imply is that when those consequences take place, there will be individuals and processes in place
to support the person. I truly believe that there is no greater teacher than failure and you cannot have
success unless you had some sort of failure to learn from. Overall, the Challenge and Support theory is
the idea that to experience grow you need a balance between support and challenges and too much
support they will never learn and a too big challenge the person will get frustrated and give up. I truly
believe in this theory and can confident say I have grown from stepping out of my comfort zone in college
and those challenges and support I have gotten have helped me grow mentally and physically.
Academic advising Resources. (n.d.). Retrieved April 13, 2021, from

https://sites.miis.edu/academicadvisingresources/theories/sanford-challenge-support/
of using the theory of Challenge and
. Support (Sanford)
construction / elements of informative and
.
persuasive speeches
141 Student will demonstrate proficiency in
informative and persuasive public
. speaking
142 Student will show knowledge of planning WRT227 CSV302 In my WRT227 class and briefly in my CSV302 class we went over how to properly plan and conduct a
and conducting interviews (as the professional and productive interview. WRT227 is a class designed to prepare business majors for the
. interviewer) real world and in the business environment especially it is critical to understand how to plan and conduct
a good interview with a possible future employee. When interviewing job candidates, you want to
determine what sort of person they are, how good their interpersonal skills are, and how they might react
under stress. When you are planning an interview, it is important to choose your interview questions
carefully. You should start by identifying the skills, experience and qualities required for the position and
then develop questions that explore them. It is also a good idea to use open ended questions which
brings out personality of each candidate. It is also very important to allow the same amount of time and
stay consistent with questions for all candidates because it gives a fair an equal opportunity to all. In
addition, to planning the interview know the responsibilities of the job and know what you want in a
candidate. Lastly, when setting up an interview give clear instructions about the time and location and
reach out to the interviewee 24 hours prior to the interview as a reminder. When conducting the interview
first introduce yourself in a polite way to show respect and help them relax. Then set the stage for the
interview by adjusting your tone do not be too serious but do not be too casual because the applicant may
take the interview less serious. Next, begin with general questions to get to know the candidate these
should be the open-ended questions you prepared so the applicant and tell you about themselves.
Remember to stay consistent with your questions and ask mostly the same questions with each
candidate. It is critical to remember to let the candidate speak through the whole question and do not
interrupt them if they brought someone else up during their response. Make sure to provide a timeline and
stay on schedule so you do not go over the amount of time for the interview. Lastly remember to dress
professionally have good eye contact and body language and actively listen to what the candidate is
saying. I learned these techniques in CSV302 as well as WRT227 when we had to have an interview with
all out URI101 students. Overall, it its just as important that the interviewer prepares just as much for the
interview as the candidate because you are trying to sell the company and make them want to work there
so develop good questions and be professional throughout the interview to successfully conduct a
productive interview.
Preparing & conducting interviews. (2019, June 06). Retrieved April 13, 2021, from
https://www.go2hr.ca/recruitment/preparing-conducting-interviews
143 Student will describe personal examples Theta Chi- Scholarship Chair During my time on the executive board as Scholarship Chairman for my fraternity Theta Chi I had to plan
of planning and conducting interviews (as URI101 mentor and conduct interviews as part of the application of certain scholarship and for meeting with brothers that
. the interviewer) were struggling academically. Personally, I am someone who does not wait till the last minute to get
things done so I started planning for my interviews a few days before the interview was conducted. When
I was holding interviews for brothers who were applying for scholarships, I put together questions asking
them why they needed the scholarship and why they felt they deserved the scholarship. While conducting
the interviews I made sure to keep the interview more relaxed so the individual I was interviewing felt
more comfortable. I would always start off with some small talk asking what they did today, what their
plans were for later before I stated asking them questions regarding the Scholarship and why they should
receive it. Although I wanted the atmosphere to be relaxed, I still made sure there was some seriousness
to the interview and asked that they arrive in business casual attire and I took notes on if they were taking
the interview seriously. During my second semester as Scholarship Chairmen, I was conducting
interviews for our annual Danny Dye Scholarship which was given to a brother who exhibited strong
academic performance and lots of involvement for the fraternity. I also personally liked to give the award
to a brother that not only showed these qualities but could use the financial assists. I was interviewing this
one brother who was a close friend of mine, but I could tell he wasn’t super serious during his interview

and he didn’t have as good of academic performance as others. Another brother I was interviewing had
great academic performance strong involvement and based on how the interview went I could tell he took
this Scholarship very seriously. I ended up awarding the scholarship to this other brother because he
better fit the qualities of who should receive the scholarship than my other closer friend who just wanted
the extra money. Another time I had the opportunity to conduct interviews was during my time as a
URI101 mentor. Apart of the URI101 curriculum the mentors must interview each student midway through
the semester to touch base and see how they were doing. These interviews were much more relaxed and
there was no dress code. I still prepared a few days before my interviews and tried to make them more
directed towards each student differently based on how they were performing in class and how well I
knew them at that point. While conducting these interviews I could tell some students were a little
nervous, but I kept the conversation relaxed while talking about other things such as how their weekend
was but still asking the questions needed for the interview. In these interviews I also asked them if there
was anything more, I could do to help them because I wanted to make sure each student did the best
they could do. Overall, while being the Scholarship Chairman and a URI101 mentor gave me experience
of planning and conducting interviews. These experiences will come handy in the future when I enter the
work force and need to either be interviewed or interview others.
144 Student will show knowledge of preparing Delta Sigma Pi The best way to prepare for an interview is first you have to dress the right way. For guys you should
for and effective answers in interviews (as Applying for my job at Fairfax Ice show up in a nice suit with hair brushed nicely and good body Oder. For girls you don’t want to have
. the interviewee) Arena anything to reveling and you should have your hair up and the interviewer should not see your shoulders.
FBLA Right when they first see you they are already interviewing you have to show up very nice and be well
behaved so also show up on time with everything you need. Before the interview some things you could
do to calm down to do some breathing techniques while you wait for your turn. This gives you a moment
to relax and prepare yourself for when your interviewer calls you into their office. Its also important before
an interview to make sure you don’t have anything stupid on social media. Employers now days check
your social media accounts to see what your like outside the office so its important to not have anything
bad on there. When your in your interview its very important to make sure you show your interest. They
want someone who wants to work there so if you do researches of the company before to talk about
during the interview that will show the interviewer that you are interested in the company itself. While your
in the interview don’t play with your hair or bit your teeth or stuff like that just have your hands in your lap
sit up straight and keep good eye contact with the interviewer so it shows you are paying very close
attention and you care what he is talking about. When answering questions make sure you are specific
and clear so there isn’t any confusion. After the interview make sure to ask the interviewer a few
questions then give them a sturdy handshake on the way out. The next thing you need to do is send the
interviewer a thank you card to thank the interviewer for their time. I learned this at a Delta Sigma Pi event
by a former URI student and at my time in FBLA in high school. Interviews can be scary but its important
to relax because your life isn’t going to ever end if you don’t get a job and there are always plenty more
jobs to go out and get.
145 Student will describe personal examples Applying for my job at Fairfax Ice Since I am a business major and am hoping to go into the business field I have been well educated on
of preparing for and being interviewed Arena what to do in an interview and also I have had experience with being interviewed. When I was first
. FBLA applying to get the job at Fairfax Ice arena I had to go in for an interview. This interview I didn’t have to
dress business formal however I made sure I still looked very nice and I didn’t look like a slob. I kept good
body posture thought the interview and used my active listening skills so the manager knew I was paying
attention. I made sure I knew about the company as well before hand so after the interview I could ask
him questions about the company so he knew I was very interested in the position. After the interview I
shook his hand and was lucky enough to have gotten the job. Despite that experience as not being very
formal I still have another more official experience with being interviewed. During my time in Future
Business Leaders of America (FBLA) in high school I competed in the mock interview event. This event
was run like a professional interview so when I showed up I had my pretend resume and cover letter
since it was all pretend and I came in full business attire which means in a full suit for men. I stayed calm
in the lobby and when it was my turn I gave each interview a sturdy hand shack. While the interview was
going on I had my hands in my lap and again used my active listening skills to show them they had my full
attention. I also asked them questions at the end about their company and gave them another sturdy
handshake on the way out. After the event I sent them a tank you letter to thank them for my time. A
month or two later I found out that I had gotten second place in the mock interview event for the whole
region, so I was very proud of myself and can see that this strategy really works for having a successful
interview. All in all I have decent personal experience when having interviews and I have the confidence
to do well on other interviews in the future. (See evidence #15)
146 Student will show knowledge of effective
collaboration / coalition building (Sources:
. Cilente/Komives et al; NCBI; etc.)
of working in collaboratives/coalitions
.
techniques to communicate and engage
. in difficult dialogues related to diversity
and inclusion.
149 Student will demonstrate proficiency in
communicating and engaging in difficult
. dialogues related to diversity and
inclusion.
150 Student will describe ways to maintain
accountability in leadership / member
. relationships
related to maintaining accountability as a
. leader
152 Student will describe ways to build CSV302 COM251 In my CSV302 and COM251 class we learned about ways to build and develop
relationships between leaders and
. members
relationships between leaders’ members. An individual’s success as a leader will be
judged by how your team or group performs so those results can often reflect your
relationships with the people within that group or team. In these classes we went over
seven ways to ensure build great relationships between the leader and they members
and build outstanding performance. The first thing to do is to create a culture of
listening. You can build great relationships with your members through listening by
one giving the person in front of you your full attention and reflecting back emotions
but also running meetings or class in a way that ensures everyone has aa voice and
feels listened too. Another way to build relationships with members as the leader is to
learn to recognize emotion in others. Respectfully recognizing another’s emotional
state will allow a leader to demonstrate empathy. Developing emotional intelligence is
key for this. Using praise is the next effective way to build leader member
relationships. Praise can be a great motivator when its authentic and a leader should
be able to identify what a member does that is effective and give them the recognition
they deserve when appropriate. The next way is to be an effective leader. A leader’s
role is not to be everyone’s friend, but they must behave in an appropriate fashion that
inspires trust and confidence in their members. Also, demonstrate fairness, empathy,
compassion, and strong boundaries. Developing shared values is another way to
create these relationships. When a group of people commit to a set of agreed values,
they understand which behaviors support those values and can impact the group in
the best way. Setting High expectations and asking questions are the last two ways to
build relationships between leaders and members. Setting challenging goals can help
everyone develop and grow and asking questions can signal interest in your team to
take risks and be more ready to try. In addition, asking questions shows the individual
you are listening, interested, and care about what they are talking about. Overall,
building great relationships as a leader with members is crucial for good results. These
seven ways to create a positive group environment and communicate effectively with
your team will build a solid foundation for great relationships and group success.
7 ways to build great relationships with your team. (2019, December 17). Retrieved April 13, 2021, from
https://beleaderly.com/7-ways-to-build-great-relationships-with-your-team/
153 Student will describe personal examples Theta Chi Executive Board When I was elected to be on the executive board of my fraternity Theta Chi as the
of building relationships with members as
. a leader
Delta Sigma Pi Executive Scholarship Chairman, I was able to create and grow relationships with other
Board members while I held this leadership position. As apart of my position I was
responsible for making sure all the members within the fraternity stayed on top of
their academics. Due to this I had the opportunity to work one on one with brothers
and help guide them to a successful semester. I was able to grow and build my
relationships with some of these brothers and I strongly believe if I did not have to
work with them one on one, we would not be as close as we are now. In addition,
although I oversaw the academics of the fraternity, as apart of being on the executive
board I attended all the new member meetings and actively engage them to get to
know each other while also expressing the academic expectations of our organization.
During the first few meetings the new members just knew me as the Scholarship
Chairman and someone with lots of power in the fraternity and this caused them to be
a bit nervous around me because they wanted to impress me and show that they are a
good fit in our organization. However, after each meeting they become more
comfortable with me because I tried to get to know them personally, be nice to them,
and make them feel welcomed. I took part in ice breakers with them and if I saw them
outside the meetings, I would try to go up talk to them and see how they are doing
today. One example of this was I was in the dining hall eating by myself in between
classes and I saw one of our new members eating alone to. I already knew his name, so
I just went up and sat with him and we finished our meals and had a good
conversation. I can confidently saw that being in these meetings helped me get to
know the new members much more than I would if I was not in this leadership
position and I still hangout with those members all the time still. I also had the same
experience and built similar relationships when I was on the executive board for Delta
Sigma Pi and through meetings and trying to get to know the new members, I was to
develop strong connections with some great people. All in all, being on the executive
board for Theta Chi and Delta Sigma Pi I believe are good examples of when I built
and created relationships with members while I was in a leadership position. All these
relationships have carried over to current day and they continue to grow much
stronger because they are comfortable with me and I have learned so much from them
and I am happy to call them my friends.

154 Student will describe how credibility
applies to leadership, as well as the
. characteristics and skills of a credible
leader
of building, maintaining, and repairing
. his/her own credibility as a leader
156 Student will describe ethical standards in PHL212 In my PHL212 class we learned about the ethics of influencing people and the rules of
influence
. ethical influence. Ethical influence is about getting those who are under your influence
to gain their acceptance and choosing to do it rather than forcing people to do things.
The goal of an ethical influencer is getting people to really want to do what you are
trying to get them to do but this must be done in a truthful and honest way.
Influencing in a proper ethical way requires integrity and good behavior to establish a
positive and fair environment. There are five rules of ethical influence that can be used
as guidelines to influence in the most proper way. The first rule is to always help
people to make balanced and informed decisions. This will help protect your
relationship and if you mislead people it will come back and get you later. The second
rule or influence is ensuring pitches include the drawbacks as well as the benefits. In
other words, give them all the pros and cons so they have all the information to make
a clear decision. This will also boost the relationship and they will feel more
comfortable and trusting of you and share all information good or bad with you. The
third rule is to be clear and open with people about your own interest. If you do not
share it the people will wonder and try to find out what your up too which means you
are losing control of the dialogue and this could cause misrepresentation. This also
goes back to the idea to simply be honest with everyone and everyone will increase
their respect and trust in you. The fourth influence rule is aim for people wanting to
do what you want them to do. Forcing people to do things they do not want to will
never lead to anything good. The fifth and last ethical influence rule is never
misleading people into doing something that you know will harm them. If you are
unable to achieve your goals by fair a human means, you are trying to do something
you should not be doing or are prepared to adopt an inhuman approach to your
business or organization. Overall, the main idea to influence in an ethical standard is
to generate trust, good behaviors, fairness, and kindness.
Gautrey, C. (2020, September 08). The ethics of Influence: Five rules to live By. Retrieved April 13, 2021,
from https://www.learntoinfluence.com/the-ethics-of-influence-five-rules-to-live-by/
157 Student will describe influence applies to
leadership
.
158 Student will describe principles of CSV302 URI101 mentor orientation In my CSV302 class we learned and went over the principles of being an effective
effective mentoring, as well as problems
. particular to the mentoring relationship
mentor a well as problems that can occur to the mentoring relationships. In the fall of
2019, I had the opportunity to be a URI101 mentor and teach 20 first year student how
to make a successful transition to college. Before I began teaching all the mentors took
part in a URI101 mentor orientation held the semester before to learn and understand
how to be an effective mentor. During this orientation and later reviewed during
CSV302 we went over a few key principles of being a mentor and those principles are
as follows. Mentoring should be a structed dialogue when reflection is facilitated by
the mentor. Next, the mentoring relationship should be based on trust, confidentiality,
mutual respect, and sensitivity. The following principle is the relationship between
mentor and mentees should be based on agreed boundaries and ground rules. The
next principle is mentors should seek advice if needed. Another principle is mentors
should help the mentee identify goals and challenges for their own personal growth.
An effective mentor should also encourage the mentee to take increasing responsibility
for their own development. The final principle of effective mentoring is mentors
should acknowledge the benefits they gain from the process of mentoring. I can
definably agree and attest to this principle because had a very positive experience
teaching this class and I would do it again if I could. During this orientation and
CSV302 we also went over challenges mentors might face which is one keeping the
mentee engaged. Sometimes especially with URI101 you will get students who just do
not want to be there and feel the class is not worth their time. Another problem is
setting responsible goals. Some students want to get super involved and do everything
however as a freshman sometimes it just is not reasonable, and they need to narrow
their goals down. A few other problems are building a mentees confidence, giving
negative feedback to the mentee on lack of progress and identifying mentee’s
motivation. Overall, these principles can lead to effective mentoring and help the
mentor guide his students to reach their full potential however they must be aware of
the issues and obstacles that mentors may face that can sometimes be out of their
control and must be addresses by the mentee.
Reading, T. (n.d.). Accessibility navigation. Retrieved April 13, 2021, from

https://www.reading.ac.uk/engageinmentoring/becoming-a-mentor/eim-principles-mentoring.aspx
159 Student will describe personal examples URI101 Mentor & Student During my college career I have had the opportunity to be a mentor and one of those
of mentoring and being mentored
. Senate opportunities is when I was a URI101 mentor during the Fall semester of 2019. Being a
URI101 mentor was something I had wanted to do since I first stepped in my URI101
class freshmen year. For someone who is mainly an introvert I was really stepping
outside my comfort zone when I become a mentor for 20 first year students. While I
was a URI101 mentor I used a more relationship leadership approach because I
wanted my students to recognize and understand that I also was a freshman not too
long ago and I am here to help give them tips on how to succeed in college and make a
smooth transition. I tried to create a trusting relationship with each of my students and
would constantly tell them they can come to me with questions whether it was about
academics or social situation because as an upper classman and their mentor it was my
responsibility to make sure they reach their fullest potential in college and achieve
their goals. I had a few students reach out to me after class sometimes about
information on campus or how they should approach an obstacle they were currently
internally, facing with a roommate, and even once a professor. I always tried to tell
them what I would do if I were in their shoes and hopefully, I gave them good advice.
I also once had a student that was rushing the business fraternity, I was a part of and I

also tried to help them prepare for their interview and set them on the right track to
become a leading member of the fraternity. As a URI101 mentor I experienced what it
was like to be a mentor and during my time on student senate I experienced the other
side of the spectrum of what it is like to be mentored. As an At-Large representative
on senate I was led by the more experienced senators and the individuals holding
higher up positions. The more experienced and older senators took me under their
wing and helped me adjust to being on senate. They taught me how to raise a question
during a meeting, propose a bill, call a motion of order, and even pass your time off to
another senator. Sitting in my first senate meeting I was so confused on everything
that was going on and felt like everyone was talking a different language but thanks to
those senators that mentored me I learn and became a supporting and active
representative and how to truly use my voice on senate. Overall, being a URI101 gave
me the opportunity to be a mentor for 20 first year students and I was mentored by
some amazing individuals and friends when I first joined student senate. Without
those more experienced senators I would not have been the senator I was on senate
and I hope I had a lasting impact on my URI101 students as well.
160 Student will describe principles of
effective peer leadership, as well as
. problems particular to peer leadership
related to being a peer leader and being
. led by peers

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LEADERSHIP

Name: Anders Gleason

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 Inventory Revised 08/22/2017 5

 Leadership theory and

Leadership Inventory Revised 08/22/2017 6

Leadership Inventory Revised 08/22/2017 7

Leadership Inventory Revised 08/22/2017 9

Leadership Inventory Revised 08/22/2017 10

Northouse, P. G. (n.d.). Leadership Theory and Practice. Retrieved from

Outcome Category: Leadership Theories

Northouse, P. G. (n.d.). Leadership Theory and Practice. Retrieved from

Northouse, P. G. (n.d.). Leadership Theory and Practice. Retrieved from

Northouse, P. G. (n.d.). Leadership Theory and Practice. Retrieved from

Northouse, P. G. (n.d.). Leadership Theory and Practice. Retrieved from

Northouse, P. G. (n.d.). Leadership Theory and Practice. Retrieved from

Northouse, P. G. (n.d.). Leadership Theory and Practice. Retrieved from

Leadership Inventory Revised 08/22/2017 24

Constructivism. (2020, December 08). Retrieved April 13, 2021, from

Northouse, P. G. (n.d.). Leadership Theory and Practice. Retrieved from

Northouse, P. G. (n.d.). Leadership Theory and Practice. Retrieved from

Northouse, P. G. (n.d.). Leadership Theory and Practice. Retrieved from

Northouse, P. G. (n.d.). Leadership Theory and Practice. Retrieved from

Leadership Inventory Revised 08/22/2017 32

Northouse, P. G. (n.d.). Leadership Theory and Practice. Retrieved from

Northouse, P. G. (n.d.). Leadership Theory and Practice. Retrieved from

Leadership Inventory Revised 08/22/2017 34

Leadership Inventory Revised 08/22/2017 35

What is cultural anthropology? (n.d.). Retrieved April 13, 2021, from

Leadership Inventory Revised 08/22/2017 37

83 Students will demonstrate knowledge of

Leadership Inventory Revised 08/22/2017 40

Multicultural strategic plan. (n.d.). Retrieved April 13, 2021, from

Outcome Category: Critical Thinking

Leadership Inventory Revised 08/22/2017 41

Leadership Inventory Revised 08/22/2017 42

Leadership Inventory Revised 08/22/2017 43

Outcome Category: Interpersonal and Organizational Concepts & Skills

Outcome Target Additional Descriptive notes regarding learning and practice

Leadership Inventory Revised 08/22/2017 46

Leadership Inventory Revised 08/22/2017 50

Ask MRSC. (n.d.). Retrieved April 13, 2021, from http://mrsc.org/Home/Explore-

Leadership Inventory Revised 08/22/2017 52

Leadership Inventory Revised 08/22/2017 55

Academic advising Resources. (n.d.). Retrieved April 13, 2021, from

Leadership Inventory Revised 08/22/2017 57

Leadership Inventory Revised 08/22/2017 60

Reading, T. (n.d.). Accessibility navigation. Retrieved April 13, 2021, from

Leadership Inventory Revised 08/22/2017 62

Leadership Inventory Revised 08/22/2017 63

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