LEADERSHIP

DEVELOPMENT
Outcomes & Evidence
Progress Inventory*
MINOR IN LEADERSHIP STUDIES
Center for Student Leadership Development
Memorial Union
University of Rhode Island
Name: Bethany Edmondson
Date Enrolled: 2014
Date of Graduation: 2018
*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 8/30/2013

Leadership Inventory Revised 8/30/2013

Outcome Category: Self-Leadership

Outcome

1.

Student will demonstrate autonomy and a

minimized need for approval

2.

Student will demonstrate personal,

organizational, and academic examples
of self-discipline

3.

Student will demonstrate the ability to

manage emotions
Student will demonstrate knowledge of
stress management methods
Student will demonstrate the ability to
manage stress

Target class

URI 101

Additional Experiences

Descriptive notes regarding learning and practice

Coming to URI

When deciding on what college I would be attending for the next four years of my life I found myself
conflicted should I stay close to home or expand my horizons. The two schools I was deciding
between were University of Maryland and University of Rhode Island. The reason I wanted to go to
UMD was because it was close to my house and I knew a lot of people who currently went there and
were going to be going there; if I went to UMD I would be in my comfort zone for the next four years of
my life. My other choice however was URI. No one from my high school had ever gone to URI and I
had never heard of it before going through my college search. It was a school that was extremely
unfamiliar to me, both in location and people. After visiting URI I was surprised at how much I liked to
school. I found myself stuck because I liked both schools very much but for very different reasons. I
ultimately ended up choosing URI and it was the best decision I ever made. Because it is so far away
from my family and I came here alone knowing no one, it has truly made me a more independent
person. In addition, by not listening to the opinions of my friends and people at home I was able to
make the best decision for myself. The decision I made to come to URI ultimately changed my life for
the better.

Health Regime
Use of Planner
3.5 GPA Goal

See Evidence #1 (URI T-shirt)

In URI 101 freshman year, I learned the importance of time management and self-discipline in college.
My professor and URI 101 mentor emphasized how it was essential to have self-discipline and selfcontrol in all aspects of college life, especially because we were no longer living under the supervision
of our parents. I feel that I have been able to demonstrate self-discipline throughout my time at college
so far through personal, organizational, and academic examples. An example of my personal selfdiscipline is through my fitness and health routine. I have a strict workout and diet routine that I follow
and record everyday through an app called My Fitness Pal. Through My Fitness Pal I am able to set
a goal for my caloric intake for the day. Then, throughout the day, I input my meals and workouts into
the app diary in order to track calories gained and calories lost. Through this routine, I demonstrate my
self-discipline to stay fit and healthy. Another example of self-discipline is through orgainzation. I have
always been an extremely organized person my whole life, however, when I entered college I found it
even more important to stay organized and on task. My biggest tool to keep myself organized is my
planner. I always make sure to write all my homework assignments, due dates, scheduled meetings,
interviews, to do lists, and work schedule inside my planner. By doing this, I am able to stay on track,
keep my priorities straight, and accomplish everything I need to. Lastly, I demonstrate self-discipline
through my academics. I have made it a goal of mine to maintain no lower than a 3.5 GPA in college.
So far, this goal has been a success because I currently have 3.79 GPA. In order to maintain this GPA,
I have disciplined myself by keeping my studies a priority. I ensure this priority by setting due dates for
myself, only submitting work that I am proud of, and completing all assignments before going to social
events.
See Evidence #2 (app, planner, gpa)

4.
5.

Leadership Inventory Revised 8/30/2013

6.
7.
8.
9.
10
.

Student will express a personal code of

leadership / membership ethics
Student will demonstrate practice of the
personal code of ethics
Student will express a personal values
statement
Student will demonstrate practice of the
personal values statement
Student will demonstrate the ability to
lead a project from start to finish (followthrough)

PRS 100

Alpha Delta Pi Family Weekend

In PRS (public relations) 100, I learned about community relations and the importance of community
relations. A community relations project is a planned and active effort by an organization that seeks to
participate and better the community in which it is apart of. As the Alumnae Relations Chair of my
sorority, Alpha Delta Pi, I decided to plan my own community relations project for the families of the
members of our chapter. I decided to take charge of this project and was the main force behind
planning and executing the event. The first step I took was asking for volunteers to create a team who
would help me throughout the planning and executing of the event. Under my direction, the team and I
were able to send out invitations to our members families, arrange a continental breakfast, decorate
the house, organize a raffle for our philanthropy (The Ronald McDonald House), and give house tours
to all attending. Overall, the community relations project was a success; we had a great turn out of
families. Everyone seemed to really enjoy the event and expressed how they looked forward for Family
Weekend in years to come. In conclusion, what started as a mere idea for a community relations
project turned out to be an extremely successful event that will become an Alpha Delta Pi tradition for
the future.
See Evidence #10 (handmade banner, write up about event for ADPi advisor)

11.
12
.
13
.

Student will describe goals and objective

statements regarding personal issues,
career issues, and community issues
Student will show evidence of goals and
objectives that were planned and
achieved
Student will show knowledge of the
Hierarchy of Needs theory by Maslow

COM 221

Maslows Hierarchy of Needs theory is a model that categorizes humans needs in a hierarchical
form. Maslow categorized the hierarchy in a pyramid with the most fundamental needs being on the
bottom and least fundamental on the top. Maslow argues that humans have to satisfy each need
working from bottom (most fundamental) to the top (least fundamental), because each need is
dependent on lesser. The first need, at the bottom of the pyramid, is physiological needs. Physiological
needs include needs such as oxygen, water, food, sleep, and sex. These needs are essential in
keeping humans alive. After physiological needs are fulfilled, the next set of needs is safety and
security. Safety needs include protection, stability, and self-defense. After physiological and safety
needs are met, the next need identified by Maslow is social. Social needs refer to making connections
with others both through friendly and inmate relationship. The next set of needs Maslow identifies is
esteem needs. Esteem needs refers to the ability to respect, value, and love ourselves. The last need
at the top of the Hierarchy of Needs is self-actualization. Self-Actualization refers to striving to
develop the best possible version of ourselves in all aspects of our lives.
Boeree, G. (2015). Abraham Maslow. Retrieved from
http://webspace.ship.edu/cgboer/maslow.html
See Evidence #10 (COM 221 notes)

14
.

Student will show application of Maslows

theory to own life
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15
.

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., StrengthsQuest,
Type Focus (MBTI), LAMP, and other
career inventories, etc.)

16
.
17
.

Student will show knowledge of the theory

of Superleadership by Manz & Sims

HDF 290 Retreat

URI 101

I have taken three tests online that have helped me to identify my personality strengths as well as my
weaknesses. The three tests I took were Gallup StrengthsQuest, VIA Character Strengths, and
TypeFocus.
Both StrengthsQuest and VIA Character Strengths were completed for my HDF290 leadership retreat.
StrengthsQuest is designed to help point out types of positive personality traits one possesses. My
strengths were Woo, Positivity, Achiever, Communication, and Relator. Woo refers to my ability and
desire to meet new people, break the ice, and win people over. I definitely see this personality trait in
myself because I am a very social person who has always been able to make friends easily throughout
my life. In addition, I usually am able to connect and feel comfortable with people very quickly after
meeting them. My second trait is positivity. This personality trait is demonstrated in my life because I
am always the person to see the glass half full, rather then half empty. In addition, I always try to find
the light in any bad situation. My third personality trait is Achiever. I am an achiever because I never
settle for less than my best and always strive to be productive in my life by using every free moment to
get something I need to do done. This trait can also be seen through my high GPA, taking on two major
and a minor, being in the honors program, being the newly elected president of my sorority, as well as
holding two jobs on campus. My fourth personality trait is Communication. This trait is not only visible
from me being a Communication major, but also from my love for conversing with people and public
speaking. Lastly, my fifth trait is Relator. As a relator, I am able to keep close connections with friends
by being able to understand their perspectives and ideas.
Via Character Strengths is a test that outlines your five greatest traits and values. My number one
value is love. Love is a something that I try to give to everyone I meet, whether they are family, friends,
or strangers. My second trait is perseverance. Never giving up, completing all tasks I have started, and
being proud of my work shows my perseverance. My third value is spirituality. My spiritualty and faith is
at the center of my life; it is something that helps me to make the tough decisions in life. My fourth
value is honesty. I believe that honesty is not only important when communicating with others, but also
with yourself; being honest with oneself is the only means to improvement of the self. Lastly, my fifth
value is kindness. This value of kindness can be seen in my life through my volunteer and service
work.
The third test I took, TypeFocus, we completed during my URI 101 class. This test is designed to
summarize your personality into one type. My personality type was ENFPs. An ENFP is defined as
being a very clear extrovert, with clear intuition and feeling, and little perceiving. ENFP are very friendly,
creative, and curious. In addition ENFPs have great people skills and are able to read and relate to
people easily. Lastly, ENFPs have strong communication, public speaking, and leadership skills. After
reading this diagnosis of my personality I was very surprised on how spot on it was. In addition, I
thought it was very interesting how all three of these tests truly worked together cohesively and played
off each other.
See Evidence #15 (StrengthsQuest and VIA worksheets from retreat, results of TypeFocus)

Student will show application of Manz &

Sims theory to own life

Outcome Category: Leadership Theories

18

Outcome

Target class

Student will show knowledge of the

HDF 290

Additional Experiences

Descriptive notes regarding learning and practice

The Authority and Bureaucracy theory of leadership by Weber is based on a systematic structure that
Leadership Inventory Revised 8/30/2013

Authority and Bureaucracy theory of

leadership Weber

is based on authority, legality, and rules. This type of leadership clearly defines power roles in order to
maintain a smooth flow of operations. Decision-making in this theory is done by going by the books
and following set rules and procedures that are previously defined and always used. The Authority and
Bureaucracy theory of leadership is an example of a non-personal leadership style. A non-personal
leadership style means that the goal is to improve the orgainzation one is involved in not oneself.
Weber thought this theory was efficient because it ensures little room for confusion and
misunderstandings within the orgainzation due to power holders and rules being clearly defined.
Bureaucratic Leadership Style. (2015). Retrieved from
http://www.money-zine.com/definitions/career-dictionary/bureaucratic-leadership-style/
See Evidence #18 (HDF 290 class handout)

19
.
20
.

Student will describe personal application

of the above theory (Weber)
Student will show knowledge of the
Scientific Management theory of
leadership by Taylor

HDF 290

Taylors Scientific Management leadership theory is based on the idea of efficiency in the workplace
by systematically breaking down tasks and processes into smaller sub-tasks. There are four main
principles that Taylor defines in order to improve efficiency in the workplace. The first is to refrain from
working by habit or rule of thumb and instead using a method or science to perform specific tasks.
The next principle is to ensure efficiency by assigning workers to particular jobs that match their skill
sets and ability to be trained. The third step is to monitor the work being done and then give
instructions or suggestions for improvement if necessary. Lastly, Taylor suggests that work should be
distributed between workers and managers. By doing this it allows the workers to perform while
managers can train.
Frederick Taylor and Scientific Management. (2015). Retrieved from
https://www.mindtools.com/pages/article/newTMM_Taylor.htm
See Evidence #20 (HDF 290 class handout)

21
.
22
.

Student will describe personal application

of the above theory (Taylor)
Student will show knowledge of the
Management by Objectives theory of
leadership by Drucker

HDF 290

Druckers Management by Objectives leadership theory is based on the idea that employees and
managers should set objectives together that can be agreed on. By employees and managers sharing
common objectives, Drucker believes that it instills reachable goal setting among the organization as
well as helps employees to participate in decision-making within the organization. This participation of
employees in decision-making then leads to a greater personal commitment to the organization they
are involved in. In addition, by sharing common objectives, the performance of all employees can be
sufficiently evaluated to see if goals were met. This is useful because it then allows the performance of
the employees to be adequately evaluated so that feedback, rewards, and disciplines can be
implemented. When creating objectives, Drucker introduced the SMART method to ensure a high
quality of goals. This method seeks to make all objectives

Specific clearly define what the goal is

Measurable make sure to be able to detect progress

Achievable create goals that can be successfully reached

Realistic ensure the goal is practical and can be achieved

Time Bound set deadlines to create motivation

Management by Objectives. (2015). Retrieved from
http://www.valuebasedmanagement.net/methods_smart_management_by_objectives.htm
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23
.

Student will describe personal application

of the above theory (Drucker)

HDF 290

24
.

Student will show knowledge of Theory

X and Theory Y theory of leadership by
MacGregor

HDF 290

Uber Brand Ambassador

See Evidence #22 (HDF 290 class handout)

The above theory of leadership, Management by Objectives, is applied in my own life through my
position with Uber. Uber is an app that makes getting transportation from one place to another easier
by simply pressing one click of a button on your smartphone. I am a brand ambassador for Uber. As a
brand ambassador it is my job to promote the Uber brand on campus by giving out special discount
codes to URI students and partnering with various organizations on campus to get them affiliated with
Uber. The Management by Objectives theory is applicable to my position as a brand ambassador
because of the goals my boss sets for myself and other Uber brand ambassadors in the New England
area. As ambassadors, we are paid on commission, meaning every time someone uses our code or I
successfully partner with an orgainzation on campus I get paid. However, my boss continually sets
goals for us to try to achieve in order to get a bonus or receive apparel. For example, our boss has
created an Uber Patagonia Challenge for this holiday season. This objective set by him not only leads
us, as brand ambassadors, to have a greater commitment to Uber and get involved, but it also allows
us to be sufficiently evaluated on our performance. In addition, the objective follows the SMART
method introduced by Drucker. The objective is specific 30 people must sign up using our specific
promo codes by midnight on New Years Eve. The objective is measurable our boss keeps track of
our progress by posting updates every couple of days. The objective is achievable the challenge
started at the beginning of December so we have a month to sign 30 people up (1 person a day). The
objective is realistic if we really put ourselves out there and promote our codes, getting 30 sign ups is
definitely realistic. Lastly, the objective is time bound the objective must be completed by New Years
Eve or else we will not receive the free Patagonia. By setting this objective and goal for us, as Uber
Brand Ambassadors, we are all motivated and dedicated to try to achieve this goal that will ultimately
benefit the Uber brand as a whole.
See Evidence #23 (Facebook post of ambassadors progress, email explaining objective)
The Theory X and Theory Y theory of leadership is based on the employees and their drive to work.
This theory talks about two different leadership approaches that are opposite from one another. The
first is the X theory. The X theory is when employees in an organization are not motivated and do not
like work. For this reason, this type of employee needs direction. An X theory employee needs to be
told what to do, how to do it, and the consequences if they do not do it. It is beneficial to give this type
of employee incentives in order to produce effective work because without incentives, they may not
finish was needs to be done. On the other hand, the Y theory is based on the principle that employees
enjoy working and want to work. For this type of employee, there is little direction needed because they
take responsibility for their actions. This type of employee considers work to be a part of life and
something that comes naturally to them. The Y theory states that these employees set their own goals
and achieve them.
Theory X and Theory Y: Understanding Team Member Motivation. (2015). Retrieved from
https://www.mindtools.com/pages/article/newLDR_74.htm
See Evidence #24 (HDF 290 class handout)

25
.
26
.

Student will describe personal application

of the above theory (MacGregor)
Student will show knowledge of the
Servant Leadership theory of leadership
by Greenleaf

HDF 290

The Servant Leadership theory of leadership is based on the principle of putting others before
oneself. An important thing to remember about this theory is that the servant-leader is servant first, and
then becomes a leader once they realize their commitment to serve others. Through servant
leadership, it is a goal to help others to grow as well as promote the well being of those in ones
organization and community. A servant leader always makes decisions that will be beneficial to
individuals in the organization and that will better those individuals in the long run. Overall, the
Leadership Inventory Revised 8/30/2013

leadership theory of Servant Leadership aims to help others to be their best and improve their
community.
What Is Servant Leadership? (n.d.). Retrieved from
https://www.greenleaf.org/what-is-servant-leadership/

27
.

Student will describe personal application

of the above theory (Greenleaf)

HDF 290

28
.

Student will show knowledge of the

Principle Centered Leadership theory
by Covey

HDF 290

Alpha Delta Pi
Community Service

See Evidence #26 (HDF 290 class handout)

In my sorority, there are different leadership positions. One of the elected positions is Philanthropy
chair. The role of the Philanthropy chair is to organize fundraisers and opportunities for us to give back
to the community, as well as motivate us to do service work on our own time. The Philanthropy chair of
my sorority, Kelly Hoisel, is an example of a servant leader. She does a wonderful job at encouraging
us, as members of Alpha Delta Pi, to make our community a better place by doing service projects. It is
her mission to make Alpha Delta Pis core value of service come to life through the actions of the
members of our orgainzation. Examples of two events that she encouraged us to participate in were
the 5k Breast Cancer Walk in Providence and volunteering at the Roland McDonald House in
Providence; I was lucky enough to be able to participate in both of these activities. It was extremely
rewarding to participate because not only were we doing good for the community, but also fulfilling our
chapters goal to improves the lives of others.
See Evidence #27 (picture of 5K Breast Caner walk and Ronald McDonald house)
The Principle Centered Leadership theory of leadership encourages individuals to use four central
principles in order to develop balanced and successful lives, both personally and professionally. The
four principles of this theory are security, guidance, wisdom, and power. Covey argues that these four
principles are not only the principles that can be found in all human beings, but also the keys to
success. The principle of security refers to ones self-esteem, self-worth, identity, and strengths. The
principle of guidance refers to the direction and help received in life by others and outside sources.
Wisdom refers to ones sense of balance, judgment, and comprehension. The fourth principle Covey
identifies is power; power refers to the ability to accomplish something with courage and strength.
These four principles do not stand alone, but instead work together when placed at the center of our
lives. This concept is shown through the imagery of two compasses personal life and professional
life.
The personal life compass looks at the four principles and the things that can be achieved with them.
With security and guidance one can have family, money, and possessions. With guidance and power
one can have work and pleasure. With power and wisdom one can have relationships (friends and
enemys) and church. With wisdom and security comes the self and spouse.
The professional life compass looks at the four principle and the things that can be achieved with them.
With security and guidance one can have profit, suppliers, and employees. With guidance and power
one can have be and owner or have customers. With power and wisdom one can have program, policy,
and competition. With wisdom and security one can have image and technology.
Walker. (2015). Principle-Centered Leadership. Retrieved from
http://www.adaptera.co.za/wp-content/uploads/2015/05/Principal-Centred-Leadership_StephenCovey.pdf
See Evidence #28 (HDF 290 class handout, page from website)

29
.
30
.

Student will describe personal application

of the above theory (Covey)
Student will show knowledge of the 14
Points / TQM theory of leadership by
Deming

HDF 290

The 14 Points on Total Quality Management leadership theory helps organizations to increase quality
and productivity by introducing total quality management and management practices. The 14 points
outlined in this theory are
Leadership Inventory Revised 8/30/2013

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.

Create a constant purpose towards improvement Always focus on the future and
becoming better so that the orgainzation can continue to be competitive, thriving, and
successful.
Adopt the new philosophy Management should be the first to take charge with
responsibilities and leadership so that the workforce will follow in their direction.
Stop depending on inspection Ensure the product is high in quality in the first place so
there will be no inspections needed later.
Move towards a single supplier for one item Minimize cost and be consistent by sticking
with one supplier and creating a long-term relationship with that supplier.
Continuously improve production Always strive for improvement so that cost and variation
decrease.
Train and educate all employees Make sure individuals are completing tasks correctly and
efficiently to ensure the production of high quality products and decrease variation.
Implement leadership Maintain supervision of individuals to help people to do tasks
sufficiently.
Drive out fear If there is fear in the organization, workers will not be able to fulfill their full
potential and work with the best interest of the company in mind.
Eliminate boundaries Various groups and departments should not work separately, but
instead cohesively so that different perspectives can be brought to the table.
Eliminate the use of slogans Do not blame the individuals in the workforce for problems or
mistakes, but instead improve the process that is leading them to those mistakes.
Eliminate numerical standards By focusing solely on numbers, the quality of the product or
work can be lost. Quality over quantity.
Let people be proud of their work By eliminating various factors (like those discussed in
previous points) it allows workers to feel a sense of worth and pride of workmanship. This
ultimately helps to improve production and the organization as a whole.
Encourage self-improvement Do not let individuals in the organization ever settle; always
encourage them to do better and strive for perfection.
Make transformation everyones job Improving an organizations quality and productivity
cannot be done alone. Everyone in the organization must work together to make
improvement and change possible.

The Fourteen Points for Management. (2015). from

https://www.deming.org/theman/theories/fourteenpoints
See Evidence #30 (HDF 290 class handout)

31
.
32
.

Student will describe personal application

of the above theory (Deming)
Student will show knowledge of the
Visionary Leadership (now often cited
as Transformational Leadership) theory
by Sashkin

HDF 290

The Visionary Leadership theory of leadership, often cited as the Transformational Leadership
theory, focuses on changing the world or orgainzation by creating a vision for the future. This type of
leadership often challenges individuals thoughts, emotions, values, and beliefs. The process to
achieve this type of leadership consists of four steps. The first is developing a vision. It is during this
step that a vision for the future is created. It is essential that this vision be realistic and obtainable so
that the next three steps can occur. The second step is communicating and inspiring others to join in
the vision. This steps takes great commitment and energy because one must persuade and convince
individuals to trust in the vision and buy into it as followers. The third step after gaining followers is to
move forward with the vision for transformation by valuing others ideas and opinions, but also
challenging them to think for the future. It is in this step that the leader may face challenges, such as
individuals second-guessing the ultimate goal. This ultimately leads to the last step of process
developing trust and leading the way. It is leaders responsibility to stand up, take charge, and instill
Leadership Inventory Revised 8/30/2013

followers with trust and hope. By doing so, the leader is not only setting an example of how others
should behave, but also instilling motivation to achieve the ultimate vision of transformation.
Cherry, K. (2015). How Do Transformational Leaders Inspire? Retrieved from
http://psychology.about.com/od/leadership/a/transformational.htm
See Evidence #32 (HDF 290 class handout)

33
.
34
.

Student will describe personal application

of the above theory (Sashkin)
Student will show knowledge of the
Individuals in Organizations leadership
theory by Argyris

HDF 290

The Individuals in Organizations theory of leadership emphasizes the idea that individuals play a key
role in creating a successful and functioning organization. Individuals are not just apart of an
organization, but the blocks that build the organization. For this reason, individuals usually identify
themselves with the organizations they are involved with and participate in. The degree of this
identification usually is reliant on how much they feel they gain from the orgainzation by being a part of
it; the more the orgainzation provides and gives them, the more likely they are to identify closely with
the organization. In addition, individuals motives are an important factor in creating a successful and
functioning organization. Motives of the individuals are important because without them they do not
have a purpose or willingness to work for the organization. Therefore, the organization directly depends
on the work, cooperation, and coordination of the individuals within; without the individuals the
organization would not be able to efficiently function.
Role of Individual in Organizations. (2015). Retrieved from
http://www.sociologyguide.com/organization-and-individual/role-of-individual-in-organizations.php
See Evidence #34 (HDF 290 class handout)

35
.
36
.

Student will describe personal application

of the above theory (Argyris)
Students will demonstrate knowledge of
the 4 Vs theory of leadership by Grace
(Center for Ethical Leadership)

HDF 290

The 4 Vs theory of leadership is an aid for successful ethical leadership. Ethical leadership is
identifying core values and then choosing to live by them to create common good. The four Vs that
work together to make ethical leadership possible are values, vision, voice, and virtue. Values are the
principles that one believes in, lives by, and find at the core of their identity. It is essential that the
individual striving for ethical leadership embraces and integrates their core values into their words and
actions. The second V is vision. Vision is what the individual ultimately wants the outcome of their
actions to be and how those actions will affect others. It is essential for the individual to know their
vision because without vision one may loose sight of their goals. After vision, comes voice. Voice is
used to express ones vision to others to encourage action be taken by all. At the center of values,
vision, and voice is virtue. Virtue entails always striving to be right and good by having high oral
standards. Virtue cannot be contained without taking ones values, creating a vision, and then using
voice to move that vision to action.
In addition to the four Vs, there are three concepts that are present and connect the Vs together
service, polis, and renewal. Service is connected by values and vision because by forming ones
values into an idea it hopes to serve others by improving or implementing something. Polis is then
connected by vision and voice because the transition from vision to voice usually is connected to some
type of law, rule, or standard being changed through politics. Lastly, voice and values are connected by
renewal because once others are prompted to take action it ultimately shares the values of the
individual on a large scale.
The Four Vs of Ethical Leadership. (2015). Retrieved from
http://sites.psu.edu/leadership/2014/04/27/the-four-vs-of-ethical-leadership/
Leadership Inventory Revised 8/30/2013

10

See Evidence #36 (HDF 290 class handout)

37
.
38
.

Student will describe personal application

of the above theory (Grace)
Student will show knowledge of the
Situational Leadership theory by Hersey
& Blanchard

HDF 290

The Situational Leadership theory of leadership is based on the idea that leadership styles need to be
adjusted based on specific situations in order to reflect the needs, skills, and attitudes of a particular
individual within an organization. This theory is best explained and demonstrated through a graph that
breaks down the four components of how an individual needs to be treated in each situation. The xaxis of the graph measures the degree of directive behavior or one-way communication that the leader
has to give to the individual. This axis is directly related to the individuals task behavior and ability. The
y-axis of the graph measures the degree of supportive behavior or two-way communication that the
leader must have with the individual. This axis is directly related to maintaining relationships between
the leader and individual.
Broken up in the graph are four different types of individuals and the best leadership styles to use with
each one. The first situation (S1) is a high task and low relationship individual who requires telling. For
this situation, a leader must take a high directive role in telling the individual what to do, but without
concern for the relationship between them. The second situation (S2) is a high task and high
relationship individual who requires selling. For this situation a leader is still mainly focused on directing
the individual, but now takes into account the relationship with the individual through communication.
The third situation (S3) is a high relationship and low task individual who requires participating. For this
situation, the individual has the necessary skills to perform tasks without direction from the leader, but
needs a supportive relationship with the leader to boost their low self-esteem. The fourth situation (S4)
is a low relationship and low task individual who needs delegating. For this situation, the follower has
both confidence and skills to perform tasks and therefore the leader does not need to be as actively
involved in direction or relationship building. By examining the differences of individuals in the
organization, the leader is able to identify which situation fits each individual best in order to ensure
success and efficiency.
May, R. (2015). Basics of the Situational Leadership Model. Retrieved from
http://www.businessdictionary.com/article/724/basics-of-the-situational-leadership-model/
See Evidence #38 (HDF 290 class handout)

39
.
40
.

Student will describe personal application

of the above theory (Hersey & Blanchard)
Student will show knowledge of the
Relational Leadership model by
Komives, McMahon & Lucas

HDF 290

The Relational Leadership theory of leadership is one focused on the process of people attempting to
accomplish change or make a difference for the common good. There are five primary components to
this model purpose, ethics, inclusion, empowerment, and process. At the center of the model is
purpose. It is important to identify an achievable purpose so that the ultimate goal for the group is
visible and known. Branching off of that purpose are then ethics, inclusion, and empowerment. Ethics
takes into account the morals and values that drive the purpose. Inclusion is related to embracing all
differences and unique characteristics of those involved in achieving the purpose. Empowerment is
then used to invite and motivate all to be a part of achieving the ultimate goal. Lastly, tying these four
components identified above together is process. The process refers to the method or way in which all
individuals are going to come together in collaboration to ensure the goal is met. By following this
model, a leader can ultimately create and accomplish change.
The Relational Model. (2015). Retrieved from
https://www.uta.edu/leadership/_downloads/The-Relational-Model.pdf
Leadership Inventory Revised 8/30/2013

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See Evidence #40 (HDF 290 class handout)

41
.
42
.
43
.
44
.
45
.
46
.

Student will describe personal application

of the above theory (Komives et al)
Student will show knowledge of the
concept of constructivism
Students will describe personal examples
of implementing constructivism
Student will demonstrate knowledge of
experiential learning in leadership
development (Kolb)
Student will describe personal application
of experiential learning in leadership
development (Kolb)
Student will show knowledge of the
Social Change Model of Leadership
Development by Astin et al

HDF 290

The Social Change Model of Leadership Develop is a theory that focuses on collaboration in order to
create positive social change. The idea of change is the ultimate goal of the model and for this reason
it is located directly at the center of the model. This model examines leadership development from
three different perspectives individual, group, and community. In addition, there are seven Cs that
are crucial to understanding the model.
The first perspective is individual, meaning the leaders own self. Within this perspective are three of
the Cs consciousness of self, congruence, and commitment. Consciousness of self refers to being
aware of ones beliefs, values, emotions, and motivations. Congruence refers to being consistent with
actions and words towards others, as well as towards your own beliefs, values, and attitudes.
Commitment refers to staying motivated and passionate about achieving the ultimate desired change.
The second perspective is group, meaning those around you that contribute to achieving change.
Within this perspective are another three Cs collaboration, common purpose, and controversy with
civility. Collaboration refers to the ability to work well and cohesively with others. Common purpose
refers to working with shared goals and visions in order to create trust within the group. Controversy
with civility refers to the ability recognize that everyone is different and differences are not a set back,
but instead an opportunity for growth. The last perspective is community, meaning the environment
and society that will be affected by the change. Within this perspective is the last C citizenship.
Citizenship refers to the need to connect to the community they are apart so that they can try to create
positive social change for everyone.
Social Change Model of Leadership. (2015). Retrieved from
http://osls.emory.edu/leadership_emory/our_philosphy/social_change.html
See Evidence #46 (HDF 290 class handout)

47
.
48
.
49
.
50
.

Student will describe personal application

of the above theory (Astin et al)
Students will demonstrate knowledge of
the Leadership Identity Development
Model by Komives et al
Students will describe personal
application of the above theory. (Komives
et al)
Students will demonstrate knowledge of
the Strengths-Development Model by
Hulme et al
Leadership Inventory Revised 8/30/2013

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51
.
52
.
53
.
54
.
55
.
56
.
57
.
58
.
59
.
60
.
61
.
62
.
63
.
64
.
65
.
66
.
67
.

Student will describe personal application

of the above theory (Hulme et al)
Student will demonstrate knowledge of
behavior theories of leadership from
Michigan and Ohio State
Student will describe personal application
of the above theories (Michigan & Ohio
State)
Student will demonstrate knowledge of
Charismatic leadership
Student will describe personal application
of the above theory
Student will demonstrate knowledge of
contingency approach to leadership by
Fiedler
Student will describe personal application
of the above theory (Fiedler)
Student will demonstrate knowledge of
Path-Goal theory by House
Student will describe personal application
of the above theory (House)
Student will demonstrate knowledge of
Leader Member Exchange (LMX) theory
Student will describe personal application
of the above theory
Student will demonstrate knowledge of
Leadership Substitutes Theory
Student will describe personal application
of the above theory
Student will demonstrate knowledge of
Models of leader emergence
Student will describe the impact of traits
on leadership emergence and
performance
Student will demonstrate knowledge of
Chaos approach to leadership by
Wheatley
Student will describe personal application
of the above theory (Wheatley)

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Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership

Outcome

68
.
69
.
70
.
71
.
72
.
73
.
74
.
75
.
76
.
77
.
78
.
79
.
80
.
81
.
82

Target class

Additional Experiences

Descriptive notes regarding learning and practice

Student will demonstrate how cultural

anthropology / paradigms relate to
leadership
Student will describe personal example
of using cultural anthropology /
paradigms as a leader
Student will demonstrate knowledge of
the Cycles of Socialization (Harro)
theory and its uses in leadership
Students will demonstrate personal
application of the Cycles of
Socialization (Harro)
Student will demonstrate knowledge of
the Cycles of Liberation (Harro) theory
and its uses in leadership
Student will demonstrate personal
application of the Cycles of Liberation
(Harro)
Student will demonstrate knowledge of
the Configuration of Power (Franklin)
and its relationship to leadership
Student will demonstrate personal
application of the Configuration of
Power (Franklin)
Student will demonstrate knowledge of
racial identity development via the Cross,
Helms or other models (Ferdman &
Gallegos; Kim; Horse; Wijeyesinghe etc.)
Student will demonstrate personal
application of model(s) of racial identity
development above
Students will demonstrate knowledge of
McIntoshs theory of privilege and its
relationship to leadership
Student will demonstrate personal
application of McIntoshs theory
Student will describe the differences and
similarities of individual and institutional
oppression and relationships to
leadership
Student will show knowledge of effective
leadership as it relates to change agency
Student will describe personal examples
of being a change agent
Leadership Inventory Revised 8/30/2013

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.
83
.
84
.
85
.
86
.
87
.

Student will create a personal code of

inclusive leadership
Student will demonstrate knowledge of
the Model of Intercultural Sensitivity by
Bennett and its uses in leadership
Students will demonstrate personal
application of the Model of Intercultural
Sensitivity by Bennett
Student will demonstrate knowledge of
the ally Action Continuum by Griffin &
Harro
Student will demonstrate personal
application of the Action Continuum by
Griffin & Harro

Outcome Category: Critical Thinking

Outcome

88
.
89
.
90
.
91
.
92
.
93
.
94
.

Target class

Additional Experiences

Descriptive notes regarding learning and practice

HPR 110

HDF 290

In my HPR 110 class, the psychology behind violence and non-violence, we discussed the roots of
conflict and how it is created. There are four main types of conflicts pathway, mutually exclusive or
goal, distributive, and value. All of these conflicts are created because of the variety of the types of
people that interact, however each of these four conflicts has specific roots and reasons to why they
start. A pathway conflict is created when a goal is shared, but the way to achieve that goal is
undecided. A mutually exclusive or goal conflict is created when goals between two groups or people
are different. A distributive conflict is created when there are not enough resources for everyone to
have. Lastly, a value conflict is a conflict created when philosophical or ideological ideas are different or

Student will show knowledge of principles

of critical thinking (logic is used in this
minor)
Student will demonstrate proficiency of
critical thinking
Student will show knowledge of
metaphorical analysis to critically analyze
self and leadership situations
Student will demonstrate proficiency of
metaphorical analysis to critically analyze
self and leadership situations
Student will show knowledge of at least five
decision making methods
Student will describe personal examples of
having used five decision making methods
Student will show knowledge of at least five
problem solving / conflict management
methods, as well as understanding the
roots of conflicts

Leadership Inventory Revised 8/30/2013

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conflict. These four types of conflicts help to categorize how and why conflict exists.
When conflict arises, problem solving and conflict resolution needs to take place. There are six steps
one can take when trying to resolve a conflict or problem that were discussed in our HDF 290. The first
is to identify the problem. When identifying a problem it is important to be clear about what the problem
is and why it was created in the first place. The second step is to understand everyone interest. In this
step it is important to practice active listening skills and truly try to understand the other persons
perspective. The third step to take when problem solving is to come up with possible solutions. During
this step it is helpful to brainstorm any idea that comes to mind regardless of if you do not believe it can
solve the issue; at this stage no idea is a stupid idea. The fourth step of this process is to evaluate the
possible solutions. It is during this stage when you can begin to look at the pros and cons of each idea
and start to weed out the ones that will not solve the problem at hand. The fifth step to problem solving
is to decide on a solution; make sure that both parties come to a mutual decision when picking a
solution. The last step of the problem solving process is to review the results. Look at how the situation
was handle, if it was handled well, and what you learned from this situation that you could use in future
problem-solving opportunities.
Hicks, T (n.d.) Seven Steps for Effective Problem Solving in the Workplace. Retrieved from
http://www.mediate.com/articles/thicks.cfm
See Evidence #94 (HPR 110 notes, HDF 290 class handout)

95
.
96
.
97
.
98
.

Student will describe personal examples of

having used five problem solving / conflict
management methods (if student has been
trained in mediation, that information goes
here)
Student will describe what it means to
analyze, criticize, synthesize and utilize
information as a leader
Student will demonstrate knowledge of
leadership that is used in crisis
Student will describe examples of
leadership in crisis situations

Outcome Category: Interpersonal and Organizational Concepts & Skills

99.

Outcome

Target class

Additional Experiences

Descriptive notes regarding learning and practice

Student will demonstrate knowledge of

active listening techniques

COM 221

COM 100

In COM 221, as well as COM 100, we learned various techniques and listening skills. One main
technique is to know the five elements of listening in order to identify them in your own life while
undergoing the listening process. The first element of listening is hearing. Hearing is a passive element
of the process, meaning that one hears by their body taking in sound waves into the ear canal. This
element takes little effort, but acts as the foundation for the more important elements that come after.
Leadership Inventory Revised 8/30/2013

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The second element of listening is attending. Attending is the active step of actually listening to what is
being communicated. This is an important step because without attending one can easily partake in
pseudo-listening. Pseudo-listening is also known as imitation listening. This is when one may appear to
listening by giving cues such as eye contact or body language, but is not actually attending to what is
being said. The third active step of listening is understanding. It is in this step that the receiver makes
sense of the message by sharing a common idea of the meaning. During this step, the initiator and
interpreter do not need to agree on the content of the message. This step is essential, because without
it, the listener would not be able to fully understand the purpose of the communication. Many believe
that this is the end of listening process, however, there are two more essential elements to the process
responding and remembering. Responding is when the listener gives the feedback so the sender
knows that they understand the message they delivered. Responding can be completed through eye
contact, facial expressions, hand gestures, speaking, etc. The last step of the process is remembering.
Remembering the information delivered is important because it completes the listening process; if one
does not remember what the speaker has communicated, one has not full participated in the process.
Knowing this process in depth is a great technique for participating in active listening because it allows
the listener to fully participate in the cycle.
Adler, R., & Proctor, R. (2007). Looking out looking in (12th ed.). Thomson Learning.
See Evidence #99 (COM 221 class notes)

100
.
101
.
102
.
103
.
104
.

Student will describe examples of using

active listening skills
Student will demonstrate knowledge of
functions of group communication by
Hirokawa
Student will describe personal application
of functions of group communication
(Hirokawa)
Student will show knowledge of techniques
regarding giving and accepting of feedback
Student will describe examples of giving
and accepting feedback.

WRT 104H

In my WRT 104H class, we did a lot of peer reviewing with our classmates before submitting our
papers for final grades. For each big assignment we would be paired with someone in the class and
they would serve as our peer review partner for that assignment. As peer review partners we would
send ideas, questions, and drafts of our papers to each other and then would post feedback for one
another on sakai forums. By doing this, we were able to get a second opinion and outside perspective
on what we were writing. Overall, I believe that it not only helped us produce a quality paper, but also
helped us become better writers. At first, reading over my partner's work and giving feedback was a
difficult task for me to do because I did not want to insult them or hurt their feelings in any way.
However, the more and more we did it, the more I realized that in the end being honest with them was
going to be more beneficial for their finial grade in the long-run. In addition, I learned that giving
feedback does not mean insulting someone, but instead constructing or giving suggestions. In addition,
I learned that feedback is not a negative thing when it is delivered in a constructive and respectful way.
On the other hand, I loved receiving feedback from my partner because they would always point out
different ideas and perspectives that I did not realize before. I never felt insulted or hurt from anything
they said to me, even if it consisted of them telling me they did not like my work or thought it could be
better. Ultimately, feedback such as this fueled me to work harder and improve until I received positive
feedback. This process of peer reviewing and feedback truly helped me in my writing class to receive
good grades as well as shape me as a stronger writer then I was before.
Leadership Inventory Revised 8/30/2013

17

See Evidence #104 (sakai forum post)

105
.
106
.
107
.
108
.
109
.
110.
111.
112.
113.
114.

Student will demonstrate knowledge of

facilitation and de-briefing techniques
Student will demonstrate proficiency of
facilitation and de-briefing techniques
Student will demonstrate knowledge of
framing and breaking the frame
Student will demonstrate proficiency of
framing and breaking the frame
Student will show knowledge of organizing
meetings / setting agendas / and leading
meetings
Student will describe personal examples of
organizing meetings / setting agendas /
leading meetings
Student will show knowledge of
Parliamentary Procedure
Student will show knowledge of techniques
for working with difficult people
Student will describe personal examples of
using techniques to work effectively with
difficult people
Student will show knowledge of the stages
of group development (Tuckman, Bennis or
others)

HDF 290

Group development is used when working with a group to achieve a common goal. In Tuckmans
model there are five stages of group development forming, storming, norming, performing, and
adjourning. The first stage of group development is forming. Forming is when the group is first
introduced and actually becomes a group. It is in this stage where ground rules and tasks begin to be
established. A group leader is usually identified and looked to for guidance and direction during this
stage. In addition, there is little conflict in the forming stage due to the avoidance of serious topics,
controversy, or feelings. The second stage of group development is storming. During the storming
stage, the members of the groups still identify themselves as individuals instead of a unified group. It is
during this stage that some conflict may begin to arise because of the disclosure of feelings, ideas,
attitudes, and beliefs. Members may begin to start questioning authority and power holders at this
stage. The third stage of group development is norming. During the norming stage, group members
begin to feel like a cohesive team and a unified group. It is during this stage that team goals are usually
formed, and members begin to value others feedback, opinions, and feelings. Stage four of group
development is performing; this stage reflects the most productive stage of group development. It is at
the stage where members of the group have the ability to efficiently work interdependently as well as
together as a cohesive group. Members of the group are both high task oriented and high people
oriented at this stage of group development. The last stage of group development is adjourning. This is
the last stage of the model and it signifies the end of the group working together. It is at this stage that
the group is able to identify their strengths as a whole and as individuals. The adjourning stage allows
the group to look back on what they have accomplished as a group.
5 Stages of Group Development. (2015). Retrieved from
http://med.fsu.edu/uploads/files/FacultyDevelopment_GroupDevelopment.pdf
See Evidence (HDF 290 class handout)
Leadership Inventory Revised 8/30/2013

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115.
116.
117.
118.
119.
120
.
121
.
122
.

Student will describe personal examples of

group development in use (Tuckman,
Bennis or others).
Student will show knowledge of group
dynamics and group roles
Student will describe personal examples of
group dynamics and group roles
Student will show knowledge of effective
memberships skills in groups
Student will describe personal examples of
membership skills in use
Student will show knowledge of the
Challenge and Support theory by Sanford,
and its relationship to organizations
Student will describe personal examples of
using the theory of Challenge and Support
(Sanford)
Student will show knowledge of the
construction / elements of informative and
persuasive speeches

HDF 290

COM 100
COM 221

In HDF 290, I did a group presentation on informative and persuasive speaking. In addition, I have
learned about both in my communication classes, specifically COM 100/221. Persuasive and
informative are two types of speeches. The goal of a persuasive speech is to influence the audiences
viewpoint on a particular subject. On the other hand, the goal of an informative speech is to teach,
explain, or demonstrate a topic to an audience so that they can form their own opinion on a topic.
Though both types of speeches have different goals, there are a few important keys that both share.
First, it is important to be knowledgeable about the topic you are speaking about. By knowing your
topic, it shows the audience that you are a creditable source and that they should value what you are
saying. In addition, it is important to cite credible sources throughout your speech in order again show
you are knowledge and an expert on your topic. Another factor that both persuasive and informative
speeches share is the importance of understanding the audience. To understand the audience, one
must look at factors such as age, education, interests, sex, and background. It is important to know
your audience because it can help you decide on a topic that is relevant, as well as how to structure
and deliver the topic.
Though both persuasive and informative speeches share these common tips of being credible and
knowing the audience, there are many differences between the two. Since persuasive speeches seek
to influence an audiences viewpoint on the subject, it is beneficial to use artistic proofs such as logos,
ethos, and pathos. By using these proofs, especially pathos, the speaker is ability to effectively connect
with the audience to try to achieve the goal of persuasion. In addition, during a persuasive speech, it is
helpful to refute positions that oppose your argument. By doing this, the speaker provides evidence on
why their side of the argument is the best. An informative speech, on the other hand should not contain
bias or persuasion. This type of speech should instead stick to the facts, define terms, be specific, and
not generalize. In addition, it is important not to use phrases such as I believe or the best/worst
because doing so would impose the audience with your own judgment. A great tip to follow when giving
an informative speech is to pretend you are a reporter by answering the W questions who, what,
where, when, and why.
Persuasive Speaking. (2015). Retrieved from
http://www.speaking.pitt.edu/student/public-speaking/persuasive.html
Informative Speaking. (2015). Retrieved December 11, 2015, from
http://www.speaking.pitt.edu/student/public-speaking/informative.html
Leadership Inventory Revised 8/30/2013

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123
.

Student will demonstrate proficiency in

informative and persuasive public speaking

124
.
125
.

Student will show knowledge of planning

and conducting interviews (as the
interviewer)
Student will describe personal examples of
planning and conducting interviews (as the
interviewer)

126
.

Student will show knowledge of preparing

for and effective answers in interviews (as
the interviewee)

COM 100

COM 202

See Evidence #122 (HDF 290 class handout)

In COM 100 we learned how to give an informative speech and then had to prepare one to give to the
class. Every person had to give an informative speech on a specific culture or group of people; I chose
to give my speech on Ancient Egypt. My general purpose for my speech was to inform and my specific
purpose was to inform about the Ancient Egyptian culture, specifically the writing of the time. I
discussed how the writing development, hieroglyphics, the mystery of the language, and the Rosetta
Stone. Overall, the speech was very successful. I was able to teach the audience about the Egyptian
culture, specifically their writing. I even was able to do an interactive activity with the class that included
them writing their names in hieroglyphics.
In my public speaking class, COM 202, I did a persuasive speech on why all schools should teach
comprehensive sex education. My two main points were
1. The rising health problems in young people due to sexual activity
2. Why comprehensive sex education can help reverse these problems
Overall, the speech was very successful due to my use of pathos, ethos, and logos. I used pathos by
using powerful punch words such as detrimental and outrageous throughout. I also used pathos by
using a case study of a girl names Ashley Martin-Longstaff who suffered from infertility due to sexual
transmitted diseases. I used ethos by citing various sources throughout my speech. Lastly, I used logos
by not using fallacies and organizing my speech in way that was easy to understand. I effectively
delivered the speech and my grade of 95% reflected that.
See Evidence #123 (COM 100 speech outline, COM 202 speech outline)

GWS 150

HDF 290

COM 221

URI 101

I have experience planning and conducting interviews. Both times I conducting interviews was for an
academic project. One of my projects was in GWS 150 and the other was in HDF 290.
In GWS 150 we had to write a paper on a woman that we consider to be a (s)hero. For this paper I
chose to interview my mom. Even though I interviewed a close family member of mine I tried to keep
the interview as professional as possible. Since I was in Rhode Island and she was in Maryland I
conducted the interview over Skype. Before the interview I made sure to have all the questions laid out
that I wanted to ask. In addition, I did some prior research about her job. The theme of the paper was
about her leadership position as a woman being Superintendent of Catholic Schools in the Archdiocese
of Baltimore. Overall, the interview was extremely successful and helped me to write a quality paper.
The second project I interviewed someone for was in HDF 290. I interviewed Matt Hogan, founder and
CEO of HoganLax, for my presentation and paper on a small business. Again, since I was in Rhode
Island and he was in Maryland we were not able to meet in person to do the interview. However, like
my GWS interview, I sent him questions to fill out and also connected with him through Skype. By
doing this, I was able to gain information about him and his company to be able to successfully write
my paper. Overall, conducting an interview was not a hard thing to do, but did take much preparation
and research before hand.
See Evidence #125 (GWS150 paper, emails with Matt Hogan)
Through both COM 221 and URI 101, I learned the importance of the interview process and how to
prepare to answer the questions presented. In my COM 221, we recently had a guest speaker from the
Center for Career and Experiential Education come and speak to us about the services they provide
such as mock interviews and different resources on their website. We learned that there are many
things that need to be done before the interview itself. First, off it is important to research the company
in which you will be interviewing with. By doing this, you can show the company that you have sufficient
knowledge about who they are and what they stand for as a company. After doing research, it is
essential to come prepared with questions of your own to ask the interviewee; this shows that you took
Leadership Inventory Revised 8/30/2013

20

initiative in wanting to learn more. Next, it is important to dress the part. Dressing for an interview can
be tricky, but a helpful rule of thumb is always overdress instead of underdress; be wearing business
casual attire to an interview you will always be safe. Lastly, it is extremely important to be 15 minutes
early to an interview appointment. By doing so, it shows the interviewee that you care about the
interview and have good time management skills. When it is time to go into the interview it is extremely
important to stay confident and calm. Though nerves are normal, try not to let them show. In addition,
by preparing for the interview and looking over common interview questions it will ensure that you are
prepared for the questions being asked, and therefore make you feel confident. The interview process
does not end after the interview, however. It is important to reach out after the interview with either a
thank you or follow-up letter. This demonstrates professionalism and gives you another opportunity to
make a positive impression.
Center for Career and Experiential Education. (2015). Retrieved from
http://web.uri.edu/career/interviewing/

127
.

Student will describe personal examples of

preparing for and being interviewed

128
.
129
.
130
.
131
.

Student will show knowledge of effective

collaboration / coalition building

Watermark Cruises and Charters

See Evidence #126 (handout from Center for Career and Experiential Education)
This summer I worked for Watermark Cruises and Charters located in Annapolis and Baltimore
Maryland. However, before being hired for the job I had to be interviewed with the Vessel Operations
Manager, Ginny Holt. Before being invited for the interview, I emailed her asking for information about
the company and if there were any positions open for the summer season. She then emailed me back
with some information about the company and told me to let her know if I was still interested in the
position. After overlooking the information she sent me I told her that I was still interested. We then
went on to set up a time and date I would be home from school to do an interview in person. Before
going to the interview I made sure to do further research about the company as well as go into the
interview with questions such as What is the average amount of hours a crew member works a week,
and How long does it take to be fully trained as a crew member? Because I was very prepared going
into the interview I felt very confident. Overall, the interview went extremely well. I felt very comfortable
with Ginny and was prepared for all the questions that she was asking me. She hired me on the spot at
the interview and I began my employment with Watermark Cruises and Charters that summer.
See Evidence #127 (emails)

Student will describe personal examples of

working in collaboratives/coalitions
Student will show knowledge of
Intercultural communication considerations
Student will demonstrate proficiency in
intercultural communication

Traveling to Italy
Christmas Gift Delivery

I have had many intercultural experiences, but the two that stick out to me the most are my trip to Italy
and my volunteer work delivering gifts for the Hispanic community each Christmas season. Going to
Italy last summer was one of the best experiences of my life. It opened my eyes to a whole new
perspective of the world and the different types of people who live within. One of the most interesting
parts about traveling out of the United States to Italy was the difference in communication style. In the
United States we are use to a low-context style of communication. A low-context style of
communication means that our communication with one another is extremely direct; we tend to say
what we mean and mean what we say. However, in European countries, such as Italy, they have a
high-context style of communication. This type of communication is based on reading into non-verbals,
centered on feelings, and places a great concern on getting to know others. When going to Italy, it was
very interesting to experience this type of communication because it was very new to me. For example,
Leadership Inventory Revised 8/30/2013

21

when we would go into a store, instead of simply walking in and buying something, the storeowner
would instead make an effort to get to know us by asking questions and telling stories. This type of
communication made it feel that the people around me were not strangers, but instead friends. In
addition to the difference in communication style, there was a language barrier. For the most part, there
were always people around that spoke English, but either with very heavy accents or not very well. At
first, this made communication somewhat difficult with the locals, but once we were adapted to it we
were able to pick up important words and phrases.
I also experienced intercultural communication through my volunteer work in the Hispanic community
every Christmas eve. I join with my church to help and visit needy Hispanic comminutes in the area by
bringing presents to their homes. Because I took Spanish kindergarten through senior year of high
school, I am able to communicate well with the children. It is extremely fulfilling to be able to bring
happiness to the children not only by bringing them a present or two, but by coming to visit them
Christmas eve.

132
.
133
.
134
.
135
.
136
.
137
.
138
.
139
.
140
.

Student will describe ways to maintain

accountability in leadership / member
relationships
Student will describe personal examples
related to maintaining accountability as a
leader
Student will describe ways to build
relationships between leaders and
members
Student will describe personal examples of
building relationships with members as a
leader
Student will describe how credibility applies
to leadership, as well as the characteristics
and skills of a credible leader
Student will describe personal examples of
building, maintaining, and repairing his/her
own credibility as a leader
Student will describe ethical standards in
influence

141
.
142
.
143
.
144

Student will describe personal examples of

mentoring and being mentored

Student will describe influence applies to

leadership
Student will describe principles of effective
mentoring, as well as problems particular
to the mentoring relationship

Student will describe principles of effective

peer leadership, as well as problems
particular to peer leadership
Student will describe personal examples
related to being a peer leader and being
led by peers
Student will describe the four frames of
Leadership Inventory Revised 8/30/2013

22

.
145
.

organizations by Bolman and Deal

Student will describe personal application
of organizational analysis using the four
frames of organizations (Bolman and Deal)

Leadership Inventory Revised 8/30/2013

23