Rwilson Finalinventory2019-1

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

Date Enrolled: September 2017
Date of Graduation: May 2019
*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
R objectives
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 HDF 290 APC by Schneider Electric, Caster In the last year, I declared a double major of communication studies and public relations. When making
minimized need for approval Communications this decision, I was pressured by my peers and my parents to “think carefully” about my decision. I also
know that it is a common belief on campuses that both communication studies and public relations are
“fluff” majors and are sometimes considered a “waste of a degree.” Luckily, I know the value of liberal
arts degrees and I refused to let negative comments get to me. I chose public relations and
communication studies after thinking a lot about it and realizing that the only thing that mattered - was
that I enjoy what I study. To get the most use out of my four years in college, I also decided to add a
Leadership Studies minor and am currently taking my first course, HDF 290. When declaring both my
majors and minor, I demonstrated a minimized need for approval because I was able to ignore what
other people were saying and I trusted my judgement. I acted autonomously by making my own
choices and resisting influence from others. Had I listened to my family members, peers, and
professors – I would have caved under the pressure to study something else and probably would have
been unhappy.
Revision: I wrote this outcome about two years ago for HDF 290 when I was a sophomore. I am now
adding some reflection in my last semester of college in 2019. When I wrote this outcome, I still had a
lot of self-doubt about the majors I chose. However, I have come a long way and still enjoy my majors
and am pursuing job opportunities for after graduation in both disciplines. Since writing this outcome, I
have had an internship in marketing at Schneider Electric and am currently interning at Caster
Communications, a public relations firm. I never expected to have such tremendous opportunities and
am very grateful that I went with my gut all those years ago. Since then, I have demonstrated
autonomy in dozens of scenarios and am proud of how strong I have become. I rarely seek approval
from others and I am content with how I handle situations most of the time.
SEE EVIDENCE: Major Declaration and Internships Experiences on Resume

2. Student will demonstrate personal, HDF 290 Caster Communications In my opinion, self-discipline is defined as the ability to have control and motivate myself to achieve
organizational, and academic examples of goals and accomplish tasks as needed. In order to be self-disciplined in my personal life, I allow myself
self-discipline down time in order to destress and reboot. It is nearly impossible for me to get anything done when I
am overwhelmed and tired, so I always find time to give myself a break. I create to-do lists and
calendars so that I can accomplish tasks before their deadlines and remain organized. An example of
where I have demonstrated personal self-discipline is scheduling doctor’s appointments to ensure that I
am healthy and up-to-date on vaccinations. As I said before, I create to-do lists and try to schedule out
what days I will do my laundry, clean my room, grocery shop, do homework and etc. Academically, I
practice self-discipline by forcing myself to spend certain days doing homework and studying in the
library during the semester. I have had to demonstrate strong self-discipline in completing the inventory
requirements for HDF 290 by delegating certain hours in the library per week to complete it. However, I
am still in the process of improving my time management when it comes to homework and I probably
always will be. I will be attaching pictures of my journal, agenda and calendar as proof that I have
made conscious efforts to be organized both personally and academically.
Revision: Another area in my life where I have demonstrated strong personal and organizational
examples of self-discipline is at my public relations internship with Caster Communications. At Caster, I
use a desk calendar to plan out my day and I cross things off as the day goes by. I also add important
dates to my calendar and write reminders for myself using Post-it notes. This keeps me organized and
strengthens my time management skills – meaning that I get more things done and remember
important dates on my calendar.
SEE EVIDENCE: Pictures of agenda/calendar
3. Student will demonstrate the ability to HDF 290 Petco During the last four years of college, I have become emotionally intelligent and have become a master
manage emotions of managing my emotions. It’s easy to let emotions take control over you in any given situation, which
is why it is so important (especially as a leader) to learn to manage them. Learning to manage your
emotions will help to build and maintain personal and professional relationships as well as decision
make and problem solve. As a manager at Petco, dealing with customers and coworkers can be very
mentally and emotionally draining. In these environments, it is vital to manage your emotions and keep
them at an appropriate level for the situation. I have implemented the 24-hour rule into every aspect of
my life, which prevents me from reacting poorly in difficult situations. If something upsets me, I will not
react or make decisions until at least 24 hours after the incident has occurred. Most of the time, after
24 hours have passed, I am no longer emotionally charged and I can continue making rational
decisions. There are moments where decisions must be made immediately and for those
circumstances – I try to remain calm and level-headed, but I am not afraid to ask for help if the situation
calls for it. An example of when I have managed emotions in HDF 290 is during discussions that
involve sensitive topics. For example, we discussed inclusive work environments and played out
different scenarios and rather than becoming angry and letting my anger speak, I worked through my
thoughts and was able to continue in the discussion without letting my emotions get the best of me.
SEE EVIDENCE: HDF 290 Workplace Scenarios Exercise Document

4. Student will demonstrate knowledge of HDF 290 Fitness Classes at Fascitelli To learn about stress management methods for a unit in HDF 290, I conducted my own independent
stress management methods research via Google and found an article by the APA. According to the American Psychological
Association, there are 5 proven ways to relieve stress. These 5 ways include: taking breaks from
stressors, exercising, smiling and laughing, getting social support from others, and meditating. An
example of taking a break from a stressor, would be to leave work and grab a coffee or taking a study
break to grab lunch with friends. Exercising is a necessity, not only to stay healthy but also in relieving
stress. Exercising releases excess energy and allows the body and brain to relax. Examples of
exercise that often relieve stress include cross-fit, fitness kickboxing, yoga and Pilates. It’s also been
scientifically proven that forcing yourself to laugh or smile will improve your mood. If that doesn’t work
for you then you can try watching a funny video or reading a funny book/article. Reaching out to friends
or family members to talk through stressful events will also relieve bottled up tension. Venting and
expelling negative energy will make it easier to be positive and optimistic about less than stellar
situations. Lastly, meditating in a quiet environment will help stop racing thoughts and give your mind
time to relax and reboot.
Revision: Throughout my four years of college, I have always participated in some activity to help
relieve my stress and reduce my anxiety. Freshmen year of college, I took up fitness kickboxing at a
gym nearby to get in shape and to get some of my extra energy out. During sophomore year, I saw a
spike in my anxiety and decided to get help by seeing a local therapist. In addition to seeing a
therapist, I also played recreational co-ed volleyball at URI with a group of friends and continued to
play into my junior year. In my junior year, I decided to study abroad to broaden my horizons and I
saved enough money so that I wouldn’t need a job while I was abroad and could enjoy my
surroundings. In the fall semester of my senior year, I began participating in, fellow leadership
classmate, Emily Spisto’s group fitness classes at the Fascietelli Fitness and Welcome Center. Now
that my schedule has become more erratic and I haven’t been able to participate, I go for weekly hikes
(weather permitting) or I go on a solo drive to the beach to get some much needed alone time. All
these activities have helped me get through these last four years and I plan to continue prioritizing my
mental, physical, and emotional health after graduating.
SEE EVIDENCE: Email Confirmation of Fitness Class Participation

Five Tips to Help Manage Stress. (n.d.). Retrieved from http://www.apa.org/helpcenter/manage-
stress.aspx
5. Student will demonstrate the ability to HDF 290 URI Intramural Volleyball In completing the class requirements for HDF 290, I decided to reflect on past ways that I’ve
manage stress demonstrated stress management. An example of how I manage stress is by participating in Intramural
Volleyball every semester with a group of my friends at URI. Since we are all busy, we rarely have time
to get together or get exercise and intramural sports are a great way to combine the two. After our
games, we usually grab a bite to eat or hang out after to relax. All of us played volleyball in high school
so it is very enjoyable for us to have a way of being involved in the sport again without the added stress
of competition and daily practices. I will attach a picture of us playing together at one of our playoff
games as proof of this method of stress management.
Revision: During my last two years of college, my group of friends and I were unable to make a
commitment to intramural volleyball. Having lost this outlet of stress-relief, I have found alternate
methods for managing my stress. These methods include anything from lazy activities like watching
Netflix, YouTube or playing games to physical activities like hitting the gym, going for hikes and riding
my bike.
SEE EVIDENCE: Email of URI Intramural Volleyball Participation
Five Tips to Help Manage Stress. (n.d.). Retrieved from http://www.apa.org/helpcenter/manage-

stress.aspx
6. Student will express a personal code of HDF 290 Petco, APC by Schneider Electric, My personal code of ethics that I find important to leadership and membership include: honesty,
leadership / membership ethics University of Rhode Island integrity, loyalty, fairness, caring, respect, and accountability. All of these ethics are ones that I strive to
abide by and show through my actions.
When determining my personal code of ethics, I asked myself – what characteristics am I drawn to in
others? I also thought back to my career experiences at Petco, Schneider Electric, and my education at
URI. I appreciate people who can be honest and who will tell the truth almost all of the time. Especially
in scenarios where they are directly asked for their honesty. Another way for individuals to remain
honest is if they have integrity and follow a moral code of ethics. I also expect people to be loyal and
avoid participating in behaviors that would be harmful to their friends or organizations that they are
supposed to care for. I also ask that myself and people be fair and treat others the way they wished to
be treated. Fairness also helps people to make decisions that are in the best interest of multiple people
rather than just themselves. Something my family has taught me is to be caring for yourself and others.
Relationships are built off of people caring for each other and it has become especially important today
for organizations to care about their publics. Giving back to others is a great way to show that you care
for the wellbeing of others. It is incredibly important for people to have respect for others in every
aspect of life. Not only do your friends and family deserve respect but people you see in public at the
store, school and work deserve to be treated with respect. Remember, treat others how you would like
to be treated. Lastly, I want people to take accountability for their actions – good or bad. If you do right
by others and act as a good citizen, you deserve to pat yourself on the back. On the other hand, if you
make poor decisions that negatively impact yourself and others – you should look for ways to right
those wrongs and accept whatever consequences result. There are few people that I have met in my
life that exemplify all of these qualities but for those that have, I know that they are the right people for
me to be around. I aim to be a peer, friend and leader that exemplifies all these traits and more
because I know that if I am, that I will be a positive influence in others’ lives.
Revision: In reflecting on this outcome and trying to find a piece of evidence, I realized that my portfolio
review PowerPoint shows how I’ve demonstrated my personal code of leadership and membership
ethics.

SEE EVIDENCE: Portfolio Review PowerPoint
7. Student will demonstrate practice of the HDF 290 Women’s March An example of when I demonstrated my personal code of ethics (for HDF 290), was when I participated
personal code of ethics in the Women’s March on January 21 at the Rhode Island State House. This march happened
worldwide in an effort to protect women’s rights as well as human rights, immigration reform,
healthcare reform, environmental rights, racial equality, and many other political concerns. I attended
the march to show and voice my concerns as well as to stand alongside people who hold the same
values as I do. We all participated in the march in pursuit of change and demonstrate our ability to
stand up for our personal code of ethics. I feel that this aligns with my ethic of integrity because I
aligned my thoughts, words and actions and stayed true to my character. I will be attaching a picture
from the Women’s March as evidence that I practiced my personal code of ethics.
SEE EVIDENCE: Women’s March Photo

8. Student will express a personal values HDF 290 University of Rhode Island To develop my personal values statement, I reflected on experiences and lessons from HDF 290 and
statement (Sources = VIA, values my experience at URI to create the following statement:
clarification exercises, etc.)
All people should be treated equally and with respect regardless of their age, gender, race, sexuality,
religion, or by any other way that they choose to affiliate or identify themselves.
SEE EVIDENCE: URI Acceptance Letter

9. Student will demonstrate practice of the HDF 290, HDF 412 Petco, APC by Schneider Electric, I have demonstrated practice of the personal values statement in all areas of my life, especially at
personal values statement Caster Communications school, work and in internships (all experiences will be listed to the left). Whenever I approach new
people in new situations, I always try to treat everyone with respect and kindness. I avoid judging
people based on their age, gender, race sexuality, religion or in any other discriminating way. If
someone does choose to disclose personal information with me, I try to keep that information strictly
between myself and the other person. If they tell me something that I don’t necessarily agree with, I still
enjoy hearing their side and perspective rather than ignoring it. I take all viewpoints into consideration
and am actively seeking growth and improvement in myself. I was able to practice my listening skills
and open-mindedness strength during classroom debates in HDF 290. In Unit 5: Leadership Issues in
the Workplace Regarding Inclusion, we were read different workplace scenarios and were asked to
take a stance on the issue, by going to either side of the room, and argue our opinion. This was a
difficult task, being that we discussed some more sensitive topics and some people felt very
passionately about their stance. While tensions may have risen, the exercise facilitated great
discussion among peers and we walked away from that class having learned something valuable.
Fast forward a few years in HDF 412, we were asked to do a tracking exercise, where we observe
others behaviors without judgement and take note of their behavior, actions, and demographic
information. In practicing this tactic, I was able to see my life and those around me through a different
lens. There were moments where my instinct was to judge based on a person’s demographic (mostly
those with a high economic status) and I realized what I was subconsciously thinking. In doing this
exercise, I was able to recognize my own personal biases and learn from them. I still catch myself
tracking with judgement, but I usually can quickly identify by behavior and redirect it.
SEE EVIDENCE: HDF 290 Workplace Scenarios Exercise Document

10. Student will demonstrate the ability to PRS 200 APC by Schneider Electric There have been a few group projects in college where I have either independently led or co-led a
lead a project from start to finish (follow- project from start to finish. For my PRS 200 course, I acted as team captain in my group of four
through) students to lead the evaluation and measurement aspect of our “PR Day” event that was hosted on
November 15 at multiple locations on campus. I was responsible for weekly updates that were sent to
my professor regarding the status of our team’s duties and responsibilities as well as leading them
during the day of the actual event. As a class, we collaboratively led this entire event project from start
to finish. Our teams were each assigned to different tasks of either content design, logistics,
invitation/promotion, branding/marketing or evaluation/measurement (which was ours). I took the lead
in creating raffle tickets, setting up raffle winner protocol and collecting the raffle tickets the day of the
event. Along with this event, I also have also created, organized and led an event at my internship with
Schneider Electric. During the past summer (2018), I acted as an intern ambassador and led a team of
16 interns in the planning and execution of a networking event called “SE Staycation” where we
catered Del’s, played beach games and hosted yoga on the lawn. As the leader, I contacted Del’s to
make the purchase, had an email chain with a yoga instructor, scheduled the event, created flyers and
was responsible for our budget. This event was successful with over 100 employees in attendance and
ended with an empty bucket of Del’s and a plentiful amount of networking interactions. The process
took about two months to complete from initial meetings with the interns to the last hour of the event. I
then had to return our borrowed Del’s bucket and tie loose ends with the Human Resource department
by submitting a reflection sheet in the same day.
SEE EVIDENCE: Flyer from the Event at Schneider Electric

11. Student will describe goals and objective HDF 492 Petco, Peer Ambassador Over the last few years, I have made personal goals as well as career and community goals to better
statements regarding personal issues, resolve issues within each. Career issues that I have come across in my workplace include interactions
career issues, and community issues with coworkers. I had an issue with one of my manager’s at Petco because she created a hostile work
environment. I decided that I would make it a goal of mine to resolve our conflicts, and I took the
initiative to facilitate a proper discussion to resolve our issues. I also set goals that would address
workplace efficiency and production. As for personal issues, I have set goals to work through my
anxiety and stress management. I have also made it a goal to form friendships with new people that I
meet at school, at work or in internships. In regard to community issues, there has been a lot of political
controversy over the years and I have made a conscious effort to voice my opinion and show support
for threatened and marginalized groups. I have set goals to volunteer over the summer and help out
different causes and charities.
Revision: In doing revisions for the completion of my inventory for HDF 492, I decided to add new
experiences to this outcome. To get more involved with the community, I decided to become a peer
ambassador at URI’s International Center to provide support for international students. A part of URI’s
mission is to represent diversity and be inclusive to all identities. During my job search for after
graduation, I have created a list of criteria that I hope to find in a company that I want to work for. One
of the criteria that they must meet is being involved in the community and supporting organizations in
need either through monetary donations or volunteer work.
SEE EVIDENCE: Peer Ambassador Program Overview

12. Student will show evidence of goals and HDF 290 Bond University There have been dozens of goals and objectives that I have planned and achieved in my life. One of
objectives that were planned and the most memorable and notable goals that I achieved was my experience studying abroad. The
achieved process involved with studying abroad is long and arduous and requires a lot of self-discipline and self-
sufficiency. In the summer of 2017, I made it a goal for myself that I would research study abroad
programs in Australia and apply before school began. During the rest of the summer, I worked full-time
and worked a second job as a babysitter so that I could save enough money to fund the trip. After
being accepted into the program by the organization (TEAN), I had to organize all the details with URI.
I had to confirm with my advisor that I could study abroad and still graduate on time and choose
classes that would transfer back. Choosing classes was the most difficult part because courses are
handled quite differently in Australia. Along with this, I had to get at least five signatures from different
offices around campus, without really knowing who I was looking for. Although the journey to studying
abroad was difficult, it was one of the best decisions I ever made and has really helped me grow as a
leader.
SEE EVIDENCE: Application Email and Acceptance letter

13. Student will show knowledge of the COM 221 MKTG 100, ADVT 100 The first time I remember learning about Maslow’s Hierarchy of Needs was in my COM 221,
“Hierarchy of Needs” theory by Maslow Interpersonal Communications, course. In the class, we learned that Maslow’s Hierarchy of Needs is a
five-level pyramid that addresses the fundamental needs of an individual throughout their lifetime.
Maslow directs that lower levels must be achieved before moving on to higher levels of need. The
lowest level and most basic need is physiological or physical and it represents the necessities that
humans need to survive such as water, shelter, food, oxygen, clothing and sleep. Once these physical
needs are met, the individual can start reaching for the next level which is security and safety. Security
and safety can be met by actions like locking the door, calling police, making plans and being
consistent. The next need is social belonging, which is satisfied by communicating and creating
connections with others. The goal is to create strong bonds and interpersonal relationships with others.
Humans seek friendships, intimate partnerships, and strong bods with family and loved ones. The next
level is self-esteem which can be obtained through achievements, recognition, value and feeling of
accomplishment. The highest and most difficult level of need to achieve is the need for self-
actualization, which is when a person has achieved their full potential and successfully satisfied all
other needs. Physiological and safety needs are considered basic needs while social belong and self-
esteem are psychological needs. Lastly, self-actualization is considered a self-fulfillment need;
however, it is often ongoing even after being reached. Meaning that it is something we always seek to
fulfill and need to continue fulfilling until we die. If any of these levels are not met, they serve as a
motivational tool for people to pursue said needs. I will be attaching notes from my Interpersonal
Communications class as evidence that I have learned about Maslow’s Hierarchy of Needs.
Revision: Maslow’s Hierarchy of Needs has been brought up in many of my public relations and
communication studies courses over the years. It was even mentioned in my marketing (MKTG 100)
and advertising (ADVT 100) courses that I took abroad in Australia. Maslow’s theory is used in
formulating strategic business initiatives and driving sales of consumer goods. Basic needs are
exploited by businesses and companies in an effort to drive demand and build brand loyalty.
SEE EVIDENCE: Maslow’s Hierarchy of Needs
Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50(4), 370-396.
14. Student will show application of Maslow’s COM 221 Personal Experience with Since I was a young girl, I’ve always had my lower level needs met from Maslow’s Hierarchy of Needs,
theory to own life Narragansett Property Management which I learned about in COM 221, Interpersonal Communications. Now, I am reaching a point in my
adulthood where these needs will need to be met on my own. My physiological and physical needs
such as food, water, shelter, sleep, and clothing are met because of both my efforts and my relative’s
efforts to pay for and receive all these crucial needs. I work in order to pay housing utility bills which
allow me access to electricity, water, and shelter. My needs for sustenance in the form of food and
water are also met by the money that I use to buy them. As for sleep, I have to prioritize what is going
on in my life to allow for sufficient time to sleep. Since my physical needs are met on a daily basis, I
can then move into the level of needs for security and safety. This past semester, there was an
invasion of privacy in my neighborhood and in order to achieve the need of feeling secure and safe, I
had to reach out to my property management company. I asked them to provide curtains for the glass
door in my room so that I felt secure and a wooden dowel for the door so that my house felt safe from
intruders. As for the next level of need of social belonging, the roommates that I have chosen to live
with are my close friends and they offer me connection and we communicate with each other every
day. Having these types of bonds within close proximity helps me to be a happier person because my
social needs are being met consistently. The way in which I meet my needs for self-esteem is by
striving to achieve things I set out to and feeling accomplished in my work and studies. I am currently
applying for internships and looking for great opportunities that will help me to achieve my goals and be
recognized and valued for my accomplishments. The whole interview process requires a mass amount
of self-esteem which I am only able to gather because I have met all other needs in Maslow’s
hierarchy. Lastly, self-actualization is a level of need that I probably won’t reach until sometime in late
adulthood, if ever. I do have goals that I hope to achieve but because of the type of person I am, I know
that I will constantly be looking for the next step even after I have achieved current or past goals.
SEE EVIDENCE: Email from Narragansett Property Management
Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50(4), 370-396.

15. Student will show knowledge of the theory
of Superleadership by Manz & Sims
16. Student will show application of Manz &
Sim’s theory to own life
17. Student will describe StrengthsQuest HDF 290 Petco In HDF 290, we were asked to take Gallup’s StrengthsQuest Assessment to reveal our top strengths
Signature Themes, shadow side of and themes of leadership. According to the assessment, my top 5 themes are Restorative, Developer,
Strengths and/or weaknesses, and Empathy, Input and Positivity. Having the Restorative strength means that I can identify and solve
examples of application (Source = Gallup) problems effectively and that I thrive on constructive criticism. I do identify with this strength because I
am constantly problem-solving at work and school and finding better ways of completing certain tasks. I
also make sure to ask others about their opinion on certain things so that I can learn and understand
how to be more efficient and adaptive. I would rather hear the truth from colleagues, than continue
doing things incorrectly or ineffectively. Those with the Developer strength can see potential and
cultivate growth in others. In doing so, they derive satisfaction from helping someone else succeed. I
see this strength in myself when I interact with classmates in group projects. Within the first five
minutes in a group project, I can identify the potential strengths and weaknesses of each member of
the group, including myself. I can help divvy up tasks to those who would excel best at them and enjoy
doing them. My next strength is one that I knew I had before taking the assessment and it is Empathy.
Empathy is the ability to sense and understand the feelings of others in any situation, good or bad, by
putting yourself in the other person’s shoes. Often when I see people in pain, I feel their pain or when I
see my friends upset, I feel upset. The next strength is the one I least identify with and it is Input. The
theme of input applies to people who enjoy collecting things either materialistic or informational. These
types of people will collect things solely because they are interesting to the person. While I do have
many interests and I enjoy learning new things, I do not see myself as a collector of materialistic things.
Instead of collecting many things, I try to live simply with a more minimalistic lifestyle. The last strength
that my assessment revealed is Positivity which is, essentially, what it says – being positive. People
who identify with the Positivity theme are often generous with praise and are quick to put on a smile in
an effort to make others smile. They try to see the best in bad situations. This is something that I
certainly identify with because I try to remain positive in tough situations and am always looking for a
lesson I can take away from them. For example, when there are issues at Petco, I try to remain calm
and encourage my coworkers that everything will be addressed, and all problems will be solved. The
Positivity theme also states that no matter how negative other people are, positive people, “never lose
one’s sense of humor,” and that it is exactly how I operate. I generally try to make heavy situations
lighter by making people laugh and sharing some of my self-deprecating humor. Three of my strengths
fall under “Relationship Building” while the other two are either “Strategic Thinking” or “Executing.”
According to the assessment, I lack strengths in the “Influencing” domain which seems like a weakness
considering I am in the Leadership Studies minor. Some of my weakest strengths are Woo, Futuristic
and Competition. Woo is a theme where people enjoy the process of meeting new people and derive
satisfaction from breaking the ice. I would have to agree that this is not something I find enjoyable.
Once I get to know a person, I can really enjoy their company and I am loyal to them but before then I
feel nervous, uncomfortable and often anxious. As I’ve gotten older, I identify less and less with
competition. I think internally I am a competitive person but it’s not often that I let that take over my
actions anymore. As for futuristic, I am not the best at thinking ahead and prefer to take life day by day
so that I can focus my attention on whatever is currently in front of me. This allows me to do things well
and timely.
SEE EVIDENCE: StrengthsQuest Assessment Results

18. Student will describe personal leadership HDF 290 Peer Ambassador, International According to the VIA Institute on Character assessment, my top 5 characteristics are Honesty, Humor,
style and/or personality style including Center, URI Kindness, Perspective and Bravery. I strongly identify with all of these characteristics and I believe that
strengths and weaknesses and examples this test has reassured things about myself that I have already identified. I also plan to use these
of application (Sources = Leadership style values in my life and career. Honesty is speaking the truth, presenting oneself in a genuine way and
inventories, the L.P.I., Type Focus acting sincerely. I am an honest person, sometimes to a fault. I will tell those around me how I feel or
(MBTI), LAMP, DISC, and other career what I think and I approach situations head-on. Beating around the bush wastes time and can
inventories, etc.) sometimes make situations worse. An example of where I was honest was when my boss from Petco
came to me and asked why when certain people worked, tasks weren’t being accomplished. I had to
find the words to respectfully and honestly tell her about various things that were happening that she
didn’t know about. Things that were out of my control and not under my scope of responsibility but still
needed to be addressed. People with the value of Humor like to laugh and tease others, bring smiles
to people’s faces, see the light side of things and make jokes. This is a value that I use daily and helps
me get through difficult situations in all areas of my life. I have been doing this a lot recently because
one of my roommates is graduating early and moving out of the house and it is a sad time for the whole
house. My roommate came to me and wanted to talk about it and after doing so, I made sure to crack
some jokes that would put a smile on her face and relieve her from some of things she was feeling.
Kindness is doing favors and good deeds for others, helping them and taking care of them. An
example of me expressing kindness has been through my commitment as a Peer Ambassador for the
International Center at URI. I chose to apply for this position so that I could help international students
adjust into their new surroundings and integrate into the community at URI. For one of the students, I
have given him multiple rides to and from school because he doesn’t have a car and the bus hours are
limited. Perspective is being able to provide wise counsel to others based on having a wide-lens view
of the way the world may look to all different types of people. I use perspective daily, when trying to
understand why people do certain things that they do. Doing this helps me assess how to interact in
certain situations that will be beneficial and positive. Lastly, Bravery is not shrinking when threatened
or challenged with a difficult or painful scenario. It is also, speaking up for what’s right when facing
opposition and acting on convictions even if they are unpopular. An example of when I was brave was
when I chose to report the coach of my high school volleyball team because she was being mentally
and emotionally abusive to me and others. I then had a meeting with the athletic director, with my mom
present, to discuss the various issues I had with my coach. The athletic director then told me that
because no one else was coming forward, they weren’t going to take any action. Most of my team had
chosen to stay silent because it was easier for them and they didn’t want to be on the coach’s bad side,
like I was. Even though I was the MVP and it was my senior year, I came extremely close to quitting
the team because of how deeply wrong the entire situation was. I chose to stay on the team only for
myself and not for anyone else because of the love I had for the sport. After the season ended,
members of my team and their parents admitted to me that they saw I was being mistreated and
unfairly targeted by my coach. I am still proud of myself today for standing up for myself and others
even when I faced strong opposition.
SEE EVIDENCE: Peer Ambassador Offer Email
Outcome Category: Leadership Theories
19. Student will show knowledge of the HDF 290 Independent Research In HDF 290, we discussed Max Weber’s theory of Authority and Bureaucracy and I also conducted my
“Authority and Bureaucracy” theory of own independent research to gather more information. Weber’s definition of authority is having power
leadership Weber or control over others and his theory states that there are three types of authority; traditional,
charismatic, and legal-rational authority. Traditional authority says that the ability to lead effectively is
often passed down, mainly through heredity, and usually discourages social change and encourages

status quo. Charismatic authority is often when a leader whose values, voice, and vision inspire and
motivate others to strive for success. Often charismatic leaders have certain traits that are favorable to
most and these types of leaders inspire social change and have a level of authority that is natural. The
final type of authority according to Weber is the legal-rational authority. This authority functions on the
formality of law and natural law (logic) and tends to be exemplified in politics or economics. Weber also
expressed belief that these three types of authority could be inter-related and that a single individual
could change from one type of authority to another over time. As for Bureaucracy, Weber defines it as
a unique administrative structure developed through a rational-legal authority system of power where
leaders exercise control over others; often using discipline. He also believed that bureaucracy was the
most efficient form of organization where leaders can take control of others. An ideal type of
bureaucracy includes structures based on characteristics like hierarchy of authority, impersonality,
written rules of conduct, achievement-based promotion, specialized division of labor and efficiency.
SEE EVIDENCE: Handout from HDF 290
Bureaucracy (Weber). (n.d.). Retrieved February 05, 2017, from

http://faculty.babson.edu/krollag/org_site/encyclop/bureaucracy.html
Max Weber: Traditional, Legal-Rational, and Charismatic Authority. (n.d.). Retrieved February 04,
2017, from http://danawilliams2.tripod.com/authority.html
20. Student will describe personal application
of the above theory (Weber)
21. Student will show knowledge of the HDF 290 Independent Research In HDF 290, we learned about The Scientific Management Theory created by Frederick Winslow Taylor
“Scientific Management” theory of during a presentation by classmate Aiden (see evidence). I also conducted my own independent
leadership by Taylor research to gather more information about Taylor’s theory. Taylor was one of the first people to study
the work process scientifically. He created his theory to offer a system that avoided waste and
improved production and distribution of goods. Taylor believed that if workers and managers
collaborated well together with simplified tasks, that production would increase overall. He also
believed that all workers were motivated by money and that production would increase if money was
used as an incentive. There are four main principles of Taylor’s theory. The first principle is to replace
habit and tradition with advancement and efficiency. The second principle is to eliminate employees
with no direction or responsibility and assign employees to said jobs that suit their strengths. They
should then be expected to perform at maximum proficiency. The third principle is to monitor
performance of the employees and provide constructive criticism that encourages them to improve.
The fourth and final principle is to differentiate manager’s duties from worker’s duties to ensure that
everyone is completing their specific designated tasks.
Eyre, Elizabeth. “Frederick Taylor and Scientific Management Understanding Taylorism and Early
Management Theory.” Groupthink - Decision Making Skills Training from MindTools.com, Mind Tools,
Mar. 2010, www.mindtools.com/pages/article/newTMM_Taylor.htm.
22. Student will describe personal application HDF 290 Petco Having learned about Taylor’s Scientific Management Theory in HDF 290, I am able to apply this
of the above theory (Taylor) theory to my experience as a manager at Petco. Based on my experience, I can confidently say that
principles in Taylor’s theory can be applied accurately in the workplace. The year before I came into
the company, they changed the names of the leadership roles and the opportunity for advancement
(corporate ladder). They did this to incentivize people to work towards higher roles and they believed
that a well-established and organized hierarchy would help achieve this. They simplified the language
on career pages and delegated tasks to each position that made the most sense. In my personal
experience, this change in corporate structure is what made it so easy for me to advance because my
objectives were clearly defined and easily achieved, thus increasing efficiency (first principle). Within
a year of my store opening, my manager had to let go of employees that were not fulfilling their
responsibilities and who had no desire to become more efficient and productive. This exemplifies
Taylor’s second principle in the theory. I took part in this process because I was asked to report back
this type of information to the managers about people’s productivity and monitor their performance
(third principle). I would often provide my teammates with constructive criticism that would help them
become more efficient and productive during the work day. On a daily basis, I would apply the fourth
principle of delegating tasks to employees that were either related or unrelated to my duties for the
day. There are certain projects and tasks for managers that require an employee’s help to complete the
project timely and efficiently. An example of this is product resets, where hundreds of products have to
be reorganized and relabeled in a single section. I would recruit employees that were skilled in these
tasks and have them help me complete them so that we could move onto the next project or have more
time to offer excellent customer service.
SEE EVIDENCE: Picture of Planogram from Petco
Eyre, Elizabeth. “Frederick Taylor and Scientific Management Understanding Taylorism and Early
Management Theory.” Groupthink - Decision Making Skills Training from MindTools.com, Mind Tools,
Mar. 2010, www.mindtools.com/pages/article/newTMM_Taylor.htm.
23. Student will show knowledge of the HDF 290 Independent Research We learned about Drucker’s Theory of Management by Objectives through a class presentation from a
“Management by Objectives” theory of student as well as independent research. Drucker’s theory is a six-step process that outlines
leadership by Drucker managerial activities in a systematic process in order to achieve organizational and individual
objectives. The first step is to define organizations goals, which will be various types of goals that are
set by different managers. The second step is to define employee’s objectives by having managers
discuss appropriate goals for employees based on available time and resources. After completion of
the previous steps, the next step is to continuously monitor performance and progress of the goals and
objectives set by the managers and employees. In order to properly monitor the performance and
progress, managers must identify ineffective programs by comparing current performance with
previous objectives. They must also use zero-based budgeting, which is a process that is built from the
ground up, starting from zero. Next, all MBO concepts must be re-applied for measuring individuals
and plans as well as preparing short and long rage objectives and plans and installing effective
controls. Lastly, designed organizational structure with clear obligations and decision-making ability for
each level of management. The fourth step in the process is performance evaluation where managers
are evaluated based on their participation. Following these managerial evaluations, step five states that
productive feedback will be offered to all participating members so that they will continue to correct
their actions to achieve all set goals. The sixth and final step in the process is to complete performance
appraisals for all employees and conduct these reviews regularly.
SEE EVIDENCE: Student Presentation Handout
Edunote.info@gmail.com. (2018, August 31). 6 Steps of MBO (Management by Objectives) Process.

Retrieved from https://iedunote.com/management-by-objectives-mbo-process
of the above theory (Drucker)
25. Student will show knowledge of “Theory HDF 290 Independent Research I learned about Theory X and Theory Y through independent research and a class presentation in HDF
X and Theory Y” theory of leadership by 290. This theory was developed by social psychologist Douglas McGregor in the 1960s to explain how
MacGregor leader’s beliefs of what motivates their employees impacts their workplace. Theory X refers to a more
authoritarian style of leadership in contrast to the more participative style of Theory Y. Theory X
managers often hold a pessimistic view of their employees and assume that all employees are
naturally unmotivated and that they dislike their work. Because of this pessimistic view, managers
believe that constant appraisals, redirection, and punishment are what motivate employees to perform

well. This style of management assumes that employees need to be threatened or incentivized to
perform well. IT also assumes that employees need to be supervised at all times because workers will
otherwise, avoid responsibility and slack off. Organizations that utilize Theory X often have tiers of
managers and supervisors that oversee employees on every level and any other authority is rarely
delegated. Theory Y managers have a more optimistic approach that encourages a collaborative and
trust-based relationship between managers and employees. Employees are delegated more
responsibility and are encouraged to provide feedback to managers. There are also more
advancement/growth opportunities for employees working in Theory Y style organizations. This theory
assumes that workers are: happy to work, motivated by initiative, enjoy taking ownership, seek and
accept responsibility, view work as fulfilling, and solve problems creatively. Theory Y organizations are
rising in popularity now because many employees are seeking meaningful and fulfilling careers that
interest them. Organizations where we often see Theory X leadership include coaching and minimum
wage jobs, while Theory Y makes its appearance in business, communications and media relations
careers.
Theory X and Theory Y Understanding People's Motivations. (n.d.). Retrieved from

https://www.mindtools.com/pages/article/newLDR_74.htm
26. Student will describe personal application HDF 290 Petco Places where I have personally applied the Theory of X and Y by MacGregor, that we learned in HDF
of the above theory (MacGregor) APC by Schneider Electric 290, is at my marketing internship with Schneider Electric and my job at Petco. As stated above,
Theory X leadership is often found in minimum wage jobs which is very applicable to my job at Petco. I
have worked with many managers who had a pessimistic view of employees and saw them as
unmotivated and careless. Workers that were viewed this way were ones that usually underperformed
and had low productivity. Because of this, my managers would act stereotypically which reflected in
their management style. They would offer constant appraisals for small tasks and would redirect
employees when they weren’t following instruction. When breaking rules or not following instructions,
managers would then fill out write-up sheets and confront the employees with their mistakes.
Whenever there were write-ups, all the employees would end up hearing about it and would know not
to make the same mistake. Those punished then acted as an example for other workers which
sometimes motivated them to perform better and avoid getting the same punishment. Theory Y
leadership often applies to meaningful job opportunities that are more long-term career-oriented. My
internship at Schneider Electric replicated this exact idea of Theory Y leadership. Organizations such
as Schneider expect and assume that their employees are there for a reason and that they strive to
become successful employees in the company. They encourage that employees are happy in what
they do by trying to put them in positions where they succeed and often tailoring the job role to that
person’s strengths. I would consider Schneider to be a progressive company that enables employees
to maintain a healthy work/life balance. As said before, companies like these are becoming more
popular because employees who are happy to work, motivated by initiative, and seek promotions are
more productive in the long run.
SEE EVIDENCE: Health and Well-Being Flyer from Schneider Electric

27. Student will show knowledge of the HDF 290 Independent Research I gained knowledge about the Servant Leadership Theory in HDF 290 and through independent
“Servant Leadership” theory of leadership research. According to Robert K. Greenleaf, Servant Leadership is when leaders act as servants first
by Greenleaf and focus on the needs of other before the needs of their own. Servant leaders listen to their
employees and help them meet their goals and achieve success. Larry C. Spears then added to this
theory by creating a list of 10 characteristics that he believed servant leaders must have. These
include: listening, empathy, healing, awareness, persuasion, conceptualization, foresight, stewardship,
commitment to the growth of others and building community. Listening to others’ viewpoints allows the
person of focus to get their message out before the leader offers their feedback. Being empathetic and
open-minded enables servant leaders to understand what motivates others to act as they do. The
characteristic of healing supports people both physically and mentally and ensures that employees are
working in a happy and healthy environment. This can be achieved by providing the employees with
proper knowledge and resources required to succeed. Being self-aware means that you can assess
your strengths and weaknesses and alter actions and behaviors accordingly. Self-awareness also
enables leaders to manage their emotions and objectively see how they can impact others. Servant
leaders utilize persuasion to encourage and motivate others to take action reach consensus in group
decisions. Conceptualization should be used in attempt to look toward the future rather than solely
focus on daily issues. Having tunnel vision can prevent a leader from anticipating how things will play
out in the future which can leave more room for error in the long run. Long term goals and strategies
should be established early-on so that individuals know what is expected of them and have a timeline
to work from. Servant leaders act as stewards for their organization’s resources, meaning that they
assume complete responsibility for the planning and managing of all resources for the betterment of
the organization. Foresight is needed to make the connection between past, present and future
processes of the organization. This allows leaders to anticipate what will happen in the future and they
can begin planning ahead. Being committed to the growth of others means exactly what it says:
leaders must take it upon themselves to find the potential and cultivate growth in others. Lastly, servant
leaders must build community by motivating people to come together for a common purpose. In order
to do this, the common purpose must be clearly stated and team spirit must be fostered. Overall,
servant leaders should care for the community that they create and it should show through their work
ethic, passion and these 10 characteristics.
SEE EVIDENCE: PowerPoint from HDF 290
Greenleaf, R. K. (1997). Servant leadership: A journey in the nature of legitimate power and greatness.
New York: Paulist.
10 Servant Leadership Characteristics, Attributes and Traits. (n.d.). Retrieved December 4, 2018, from
https://yscouts.com/10-servant-leadership-characteristics/
of the above theory (Greenleaf)
29. Student will show knowledge of the HDF 290 HDF 412 I learned about The Principle Centered Leadership Theory by Covey in HDF 290 and it was restated in
“Principle Centered Leadership” theory by HDF 412 through an in-class presentations and online resources. Covey’s theory states that there are
Covey four central principles that should be utilized in both our personal and professional lives. These four
principles are security, guidance, wisdom, and power. Security includes our sense of worth, identity,
emotions, self-esteem, and personal strength. Guidance is based on the direction that we as
individuals receive in life and is the path in which we choose to take. Wisdom encompasses a sense of
balance, judgment, discernment, and comprehension, which all contribute to our ability to understand
different parts of our lives and types of people. The final principle of power is our ability to commit to
action and our strength and courage to accomplish goals. Covey also created two diagrams of these
four principles; one that applies to personal life and one that applies to professional life. These four
principles and applications to personal and professional life are also meant to be practiced on four
levels, which are organizational, managerial, interpersonal, and personal. Organizational is the need to
organize others while managerial is the need to lead others to finish tasks. Interpersonal involves
relationships with others while personal involves relationships with oneself. Another aspect of the
Principle Centered Leadership Theory are the three resolutions. The first resolution is to exercise self-
discipline and self-sacrifice. The second resolution is to focus on bettering character and competence.
The third resolution is to utilize strengths and resources toward noble pursuits and to help others.
There are also eight characteristics of principle-centered leaders and they are the following:
1. They are always learning
2. They are service oriented.
3. They radiate positive energy.
4. They believe in other people.
5. They lead balanced lives.
6. They view life as an adventure.
7. They are synergistic.
8. They exercise for self-renewal.
Covey, S. R. (1992). Principle-centered leadership. New York: Simon & Schuster.

of the above theory (Covey)
31. Student will show knowledge of the “14 HDF 290 Independent Research The 14 Points of Total Quality Management Theory was introduced by Dr. Edwards Deming to help
Points / TQM” theory of leadership by companies increase their product and service quality and overall productivity. We learned about this
Deming theory in HDF 290 and through our own independent research. The first point is that management must
push a consistent purpose toward improvement of products and services in order to continue being
competitive and stay relevant. The second point is to adopt and adapt to the current philosophy and be
prepared for change in the field. The third point is to discontinue the use of inspection when trying to
achieve quality. The quality should be well enough that inspection will not be required. The fourth point
is to create strong relations with specific suppliers for certain items while also minimizing the overall
cost. Going into the fifth point requires constantly improving the stream of products and services to
improve the quality of the product while decreasing the cost. The sixth point is to institute on the job
training and the seventh point is to institute leadership so that they can be provided with structure and
be supervised during the process. The eighth point is to eliminate fear so that employees can work
effectively and without hesitation. The ninth point is to break down silos between departments so that
everyone can work together to accomplish goals. The tenth point is to eliminate slogans, work
standards, and manage by objective because these things only create a negative environment to work
in. Negative environments cause workers to become unmotivated, which diminishes product quality
and decreases productivity rates. Points eleven and twelve warrant that the barriers of workmanship
pride be lifted and that employees should feel encouraged. A positive and encouraging environment
that’s focused on quality over quantity will also produce better results. Point thirteen demands that a
program of education and self-improvement be implemented. Lastly, point fourteen requires that all
employees should work together to accomplish all prior points because transformation can only happen
if everyone is involved.
W. Edwards Deming's 14 Points for Total Quality Management. (n.d.). Retrieved from
https://asq.org/quality-resources/total-quality-management/deming-points
32. Student will describe personal application HDF 290 Petco During my time in management at Petco for the last three years, I have heard, received, and delivered
of the above theory (Deming) messages from corporate about improving product and service quality as well as team productivity.
The company was and is constantly pushing out new initiatives and providing updated training for
managers and employees (point one). Staying competitive in retail requires store employees to
represent the company and its products and services in the best possible way. Petco corporate always
encouraged us to continue improving and look for ways to increase customer satisfaction. While we
were always expected to follow the most up-to-date goals and expectations – we also understood that
things would inevitably change and that we would need to be ready for whatever new information was
coming from corporate. As for product quality, that expectation was primarily put on the companies that
sold through Petco (point four). As an employee in retail, we are only responsible for selling, stocking
and providing customer service to customers. Although we did not control the quality of our products,
we could control the quality of our services (dog training and grooming) and Petco did stress equal
importance of retaining customers through quality service and attracting new customers. To improve
the stream of products and services while decreasing the cost, Petco has redirected a lot of its
attention in recent years to building its own store brands. To reinforce this change, we have been made
responsible for pushing Petco store-branded products and leveraging their apparent benefits to
consumers (point five). To reach all of our goals and objectives and to incentivize and motivate
employees, Petco has consistently updated their promotional ladder and curated more specialized and
clearly outlined positions with appropriate training (points six and seven). Updating the promotional
ladder and making it easier to climb, Petco has effectively eliminated fear and allowed for employees to
work together more seamlessly - regardless of what department they are assigned to (points eight and
nine). In retail, it is impossible to completely eliminate work standards and MBO because there is a
sales component to the job – but this is not necessarily a bad thing. Petco’s more defined promotional
ladder and clear-cut expectations makes it a more positive and inviting environment for employees to
succeed in (point ten). The atmosphere at Petco does not cause barriers to workmanship pride and
rather encourages employees to be proud of their work and accomplishments (points eleven and
twelve). The company does host workshops and events for management and some employee
positions throughout the year to provide a deeper education of products, services, customer service as
well as companion animal education (point thirteen). Lastly, all of these initiatives and changes have
created a work environment where everyone can and does work together to create transformation for
the company and help its prosperity and growth (point fourteen).
SEE EVIDENCE: Screenshot of Petco Leadership Training Program
W. Edwards Deming's 14 Points for Total Quality Management. (n.d.). Retrieved from
https://asq.org/quality-resources/total-quality-management/deming-points
33. Student will show knowledge of the HDF 290 Independent Research The theory of Visionary Leadership, also known as the Transformational Leadership theory, was taught
“Visionary Leadership” (now often cited to our class in HDF 290. We also conducted independent research to critically evaluate the theory and
as “Transformational Leadership”) theory to be prepared to discuss it in class. Sashkin claims that there are eight different leadership types. The
by Sashkin first type is communications leadership, which is where leaders listen to others and pay close attention
to their actions and words. These leaders address problems by communicating effectively and listening
to all parties involved. The second style is credible leadership which focuses on reliable leaders who
are trustworthy and responsible. Credible leaders keep their promises and put their words into actions.
The third type is caring leaders who show personal interest and concern into their followers. They are
inclusive and they treat all people equally and with respect. The fourth type includes enabling leaders
who try to be of service to others and help them be successful. The fifth type is confident leadership
and these are individuals who demonstrate control of their own lives and are confident that they can
and will inspire change. The sixth type of leader is follow-centered who distribute some of their
authority to other peers and also encourage and help others to reach their full potential. The seventh
type is visionary leadership where leaders clearly define long-term goals and work toward them in favor
of the future outcome. The eighth and final type of leadership involves culture building leaders who
encourage people to stick to their morals and beliefs. These leaders also believe that people of all
backgrounds can come together and create change that will favor the entire group and not just certain
individuals.
Sashkin & Rosenbach. (2014). The Leadership Profile: On Becoming a Better Leader Through
Leadership that Matters. Leading and Following. Vol (I). 1-23.
of the above theory (Sashkin)

35. Student will show knowledge of the HDF 290 Independent Research For a class presentation in HDF 290, I independently conducted research and created a presentation
“Individuals in Organizations” leadership on the Individuals in Organizations Leadership Theory by Argyris. Before developing his theory of
theory by Argyris Individuals in Organizations, Argyris conducted studies to explore the impact of formal organizational
structures, control systems, and management on individuals in organizations. In order to integrate
individuals into organizations, Argyris claimed that there are certain characteristics required from both
parties. Characteristics required from the individual include: putting aside personal agendas,
possessing individual competence, commitment, and self-responsibility. It is best to have healthy
individuals in the workplace who seek responsibility, develop commitments, and establish challenges.
To promote proper functioning, organizations must be active, viable, and vital. They must employ
leaders who act as a helper, trainer, consultant, coordinator, and an instrument or arm of reality.
Leaders must also act as superiors to their subordinate in order to direct them, but they must also be
able to provide constructive criticism without provoking defensiveness. There are also three elements
to this theory and they include: governing variables, action strategies, and consequences. These three
elements also lead into single-loop learning and double-loop learning. Single-loop learning is an
organizational learning process where people and organizations modify their actions according to
expect and previously attainable outcomes. In double-loop learning, thinking through and analyzing our
own processes will lead the person to become a better decision maker.
SEE EVIDENCE: My Class Presentation from HDF 290
Argyris, Chris. Integrating the Individual and the Organization. New York: Wiley, 1964. Ebook.
“Chris Argyris: Theories of Action, Double-loop Learning and Organizational Learning.”Infed.org. N.p.,
21 Nov. 2013. Web. 06 Fed. 2017.
of the above theory (Argyris)
37. Students will demonstrate knowledge of HDF 290 HDF 412 In HDF 290, one of our lessons outlined the 4 V’s Theory of Leadership by Dr. William Grace, which
the “4 V’s” theory of leadership by Grace was later reintroduced in HDF 412. The 4 V’s Theory was created in order to align internal beliefs with
(Center for Ethical Leadership) external behaviors and actions that advance the common good. The first V is values, which states that
ethical leadership begins with operating through our own individual core values and integrating those
values into our decision making and workplace processes. The second V is vision, which is the ability
to frame our actions into helping others and then using the third V, voice to claim our actions and
motivate others to present our core values. The last V is virtue, which ultimately shows that w utilized
our values, vision, and voice to do what is right and good for the benefit of others. The other three
components of the Four V’s Model include service, polis, and renewal. Service is primarily connected
to values and vision which means that our true values and vision will speak through our actions and will
be maintained through our service to others. Polis correlates to politics, which is important in this theory
because lending our voice and vision into the public will count as being involved in politics that will
benefit the common good. Lastly, renewal is essentially our way of reflecting on our values and voice to
assess if we are continuing to work for the common good and utilizing good intentions in the actions
that we take.
Center for Ethical Leadership. (2007). The four –v model. Retrieved from
http://www.ethicalleadership.org/philosophies/ethical-leadership
38. Student will describe personal application HDF 412 Peer Ambassador, International There are two ways in which I have applied Grace’s 4 V’s Theory. One is by continuing my education
of the above theory (Grace) Center, URI in the Leadership Studies minor where I am able to further develop my Values so that I can become an
ethical leader and learn how to integrate these values into my future career. Taking leadership classes
like HDF 290 and 412 has also taught me how to frame my actions in a way that helps others (Vision).
We have talked extensively this semester about how to identify privilege and use privilege to help
others that have been disadvantaged. I talked about this in my outcome #83. I have used my Voice in
the leadership minor by offering up my own experiences which can motivate other classmates to
recognize and claim their own actions. I have claimed my actions by admitting past faults and learning
ways to improve from them and then eventually claiming future actions that are based on my values
and vision. The last V of Virtue is one that I am currently working on in life based on the values, vision
and voice that I have learned from being a part of the leadership minor and specifically in HDF 412
which goes over Historical, Multi-Ethnic & Alternative Leadership. The second way that I have used
this theory is through my commitment as a peer ambassador for the International Center at URI. I
chose to apply for and accept this position because one of my core values is to promote diversity and
inclusivity as well as encourage cultural growth through travel. As a peer ambassador, I have helped
welcome over 150 international students from 20 different countries through cultural events that make
the students feel involved and integrated into American culture. Being a member of the International
Center has been a way for me to exercise the component of service which means that my true values
and vision has spoken through my actions and service for others. By lending my voice and vision to
this organization, I have partaken in a sort of polis, or politics, that help benefit the URI community as
a whole. Having international students who feel involved in our community only makes it stronger and
more comprehensive. Lastly, by my continued involvement in this community and actions taken to
grow the community, I have renewed these 4 V’s.
SEE EVIDENCE: Peer Ambassador Event Pictures
Center for Ethical Leadership. (2007). The four –v model. Retrieved from
http://www.ethicalleadership.org/philosophies/ethical-leadership
39. Student will show knowledge of the HDF 290 Independent Research The Theory of Situational Leadership was created by Paul Hersey and Blanchard to enable all different
“Situational Leadership” theory by Hersey types of leaders to more effectively influence and lead others. In HDF 290, we learned about this
& Blanchard theory through a class presentation and independent research, which we then discussed in detail in
groups. Situational leaders learn how to demonstrate the four core, common, and critical leadership
competencies of diagnosing, adapting, communicating, and advancing. Diagnosing is when a leader
educates themselves on different situation and deciphers who they are trying to influence and in what
direction. Adapting is when the leader adjusts their behavior accordingly to the specific situation in
order to create an effective response. Situational leaders will then interact with people in a manner that
suits their needs and comprehension. Lastly, is the process o advancing where the leader will begin to
initiate the effort to achieve the goal in the situation. There is also a scale of the four leadership styles
under Situational Leadership which include delegating, supporting, coaching, directing. Delegating is a
low-supportive and low-directive behavior while supporting is a high-supportive and low-directive
behavior. Coaching is high-directive and high-supportive behavior while directing is a high-directive and
low-supportive behavior. Hersey and Blanchard dictate that the type of leadership style required
depends on the maturity of the person or persons that you are leading. The maturity levels are broken
down into four groups of M1 through M4. People on level M1 lack the confidence, knowledge, and skills
to work and need a lot of motivation and guidance. Level M2 folks are often willing to work but do not
have the required skills to get the job done and therefore also need guidance and support. Level M3
are similar to M2 where they also want to work but their skills and confidence are weak. In contrast, M4
workers are confident, able, and committed to completing the task especially on their own.
I found this information on the “Theory-1” PowerPoint provided by Professor Melissa Camba-Kelsay as
well as the website, https://situational.com/the-cls-difference/situational-leadership-what-we-do/
SEE EVIDENCE: HDF 290 Leadership PowerPoint Slides
Hersey, P. & Blanchard, K. H. (1969). Life-cycle theory of leadership. Training and Development
Journal, 23, 26-34.

of the above theory (Hersey & Blanchard)
41. Student will show knowledge of the HDF 290 HDF 412 The “Relational Leadership” model created by Komives, McMahon, and Lucas was introduced in my
“Relational Leadership” model by HDF 290 class and reintroduced in my HDF 412 class. This theory is defined as a relational process of
Komives, McMahon & Lucas people coming together as a group to act towards positive social change. Relational leaders act on
ethics and inclusivity and the overall goal is to benefit the common good. This model has five main
components of empowerment, having purpose, being process-oriented, being inclusive, and
being ethical. Relational leadership practices encourage people to empower others and motivate them
to be engaged and get involved. Having a purpose means being committed to a certain end result or
goal. Staying process-oriented means being aware of group interactions and how they are positively or
negatively impacting the group. Being inclusive means understanding, valuing, and listening to diverse
ideas, concepts and people. Remaining ethical is following a consistent set of ethical codes and
values.
This information was gathered from the “Theory-1” PowerPoint that was presented by Professor
Melissa Camba-Kelsay in HDF 290.
SEE EVIDENCE: HDF 290 Leadership PowerPoint Slides
Komives, S.R., Lucas, N., & McMahon, T.R. (2007). Exploring leadership: For college students who
want to make a difference (2nd Ed.). San Francisco: Jossey-Bass.
42. Student will describe personal application HDF 290 PRS 441 For my PRS 441 class, I had the privilege of sitting in on a class lecture from Ray Rickman from
of the above theory (Komives et al) Stages of Freedom in Providence, Rhode Island. Stages of Freedom is a nonprofit organization,
created to promote and celebrate African American culture for the community and provide programs
empower black youth. Rickman is a great example of a relational leader. He has spent most of his
career as a state representative and deputy secretary of state. While he values his career and the
action he has taken as an individual for social change, he decided to start his organization based on a
personal connection he had with a woman who recently lost her son to a drowning incident. Rickman
joined our class, specifically to lecture on his Swim Empowerment program, which hopes to reintroduce
swimming into the African American community by starting with children. Black youth in RI are five
times more likely to drown than white youth. Rickman hopes that by changing the black community’s
attitude of swimming will help reverse the effects of long-standing institutional racism, which has
caused this disparity. To evaluate Ray Rickman’s position as a relational leader, I will be using the
theory’s elements learned from HDF 290. Ray Rickman’s Swim Empowerment program represents
the first component of being a relational leader. His organization’s purpose takes many forms but in
this case, he hopes that by offering free swim education to members of the black community – he can
prevent children from drowning. Rickman explicitly told us that this entire initiative is a process and
that he acknowledges that it will take time. He’s attempting to dismantle an entire system that has been
built in favor of the Caucasian population. So to do this, he reached out to our class of public relations
students to find ways for his organization to succeed through social media tactics and traditional media
plans. Being that PR is earned media rather than paid media, it is more attainable for his non-profit
organization. While Rickman originally intended for his Swim Empowerment initiative to reach black
youth, he soon discovered that the Latino youth also suffered from this disparity. Being on a fixed
budget meant that he had to make a decision – either help all children of color and run dry of funding or
focus on black youth, ignore the safety of the Latino youth and keep some funds. Rickman knew that
his efforts had to be inclusive and he stuck to his ethical values, meaning that his Swim
Empowerment program now benefits both populations. If he were to refuse help to Latino youth then
he would be leaving those children with the same fate as the black children he was hoping to empower.
As you now know, Ray Rickman is a strong and successful relational leader – bringing people together
as a group to create positive change.

SEE EVIDENCE: Stages of Freedom Assignment Sheet
Komives, S.R., Lucas, N., & McMahon, T.R. (2007). Exploring leadership: For college students who
want to make a difference (2nd Ed.). San Francisco: Jossey-Bass.
43. Student will show knowledge of the HDF 290 Independent Research In HDF 290, I conducted independent research about the concept of constructivism using a handout
concept of constructivism we were assigned for homework. According to the handout, constructivism is a theory based on the
observation and scientific study of how people learn. This theory says that we learn and process new
information in the context of what we already know, who we are, and our previous experiences. With
this new knowledge, we may choose to alter prior beliefs or completely discard them and replace them
with a new belief. Constructivism generally happens with age; as people encounter new experiences
with new information, they consciously pick and choose what information is relevant or important and
which is irrelevant or unimportant to them. In order for individuals to learn, they must constantly reflect
on past experiences and gather new information through research, investigation and asking questions.
The Constructivist learning experience focuses on making students who are active and expert learners,
know the best ways to learn and can reflect on past information with the potential of integrating new
information rationally.
REVISION: I chose to revise this outcome because I felt that the way it was written before was poor
and that I did not show my full knowledge of the concept of constructivism.
SEE EVIDENCE: Constructivism Handout
Educational Broadcasting Corporation. (2004). Constructivism as a paradigm for teaching and learning.
Retrieved from http://www.thirteen.org/edonline/concept2class/constructivism/index.html

44. Students will describe personal examples HDF 290 Study Abroad Experience Using the knowledge gained from reading about the concept of constructivism in HDF 290, I will now
of implementing constructivism apply it to my life. There have been many ways where I have personally implemented constructivism in
my life. I have probably done so almost every day since entering college. I am constantly seeking ways
to grow as a person and as a leader. I often reflect on past conversations and situations to see where I
could improve, especially if I feel that I have done something wrong. Implementing constructivism
comes in handy especially when having crucial conversations. There have also been numerous times
where I have reached out to professors, supervisors and friends to ask for constructive criticism on
various assignments, tasks and activities.
Revision: I also did a lot of reflecting while I was abroad in Australia. Being away from everything that I
have ever known, allowed me to reflect on the things I’ve done to determine the things that I want to do
now. Along with these examples, I have also been specifically asked by a professor to reflect on
assignments throughout the semester that I had done and edit them to create a final portfolio for the
class. This was important because the assignments we had done that semester were all items that
could be shown in a digital portfolio to future employers which I have been using recently when
applying for internships.
SEE EVIDENCE: Image of My Website’s Digital Portfolio
Educational Broadcasting Corporation. (2004). Constructivism as a paradigm for teaching and learning.
Retrieved from http://www.thirteen.org/edonline/concept2class/constructivism/index.html
45. Student will demonstrate knowledge of
the Experiential Learning Model (Kolb)
of the Experiential Learning Model (Kolb)
47. Student will show knowledge of the HDF 290 Independent Research In HDF 290 and through independent research, I learned about The Social Change Model
“Social Change Model of Leadership of Leadership, which reviews leadership development from three different perspectives. They are
Development” by Astin et al individual values, group values, and community/society values. Social change can be created through
individuals who have the understanding, motivation, and skills to create positive change. There are
seven original C’s of Leadership and they are split between the three perspectives and all occur under
the eighth C of change. Individual values include consciousness of self, congruence, and
commitment. Group values include collaboration, common purpose, and controversy with civility.
Society/community values are centered around citizenship. Consciousness of self is being mindful of
attitudes, values, beliefs and emotions of oneself which eventually will lead into being mindful of others.
Congruence is being consistent with attitudes, values, beliefs and emotions. Commitment is being
dedicated to the service of others and working towards long term goals and outcomes. Collaborating is
utilizing leadership in a group setting and listening to other backgrounds and perspectives to create a
more accepting work environment. Common purpose is working with others who share similar values
and goals to encourage all team members to collaborate successfully. Controversy with civility
happens when team members have a disagreement but must work through them for the sake of
achieving the group’s common purpose. Lastly, citizenship is active engagement in the community
which works toward social change and should be exercised on every level of the model.
SEE EVIDENCE: HDF 290 Class Presentation Slides
Higher Education Research Institute (HERI). (1996). A social change model of leadership
development: Guidebook version III. College Park, MD: National Clearinghouse for Leadership
Programs.
of the above theory (Astin et al)

49. Students will demonstrate knowledge of
the “Leadership Identity Development
Model” by Komives et al
50. Students will describe personal
application of the above theory. (Komives
et al)
51. Students will demonstrate knowledge of
the Strengths-Development Model by
Hulme et al
of the above theory (Hulme et al)
behavior theories of leadership from
Michigan and Ohio State
of the above theories (Michigan & Ohio
State)
Charismatic leadership
of the above theory
contingency approach to leadership by
Fiedler
of the above theory (Fiedler)
Path-Goal theory by House
of the above theory (House)
Leader Member Exchange (LMX) theory
by Dansereau, Graen & Haga; Graen &
Cashman; Graen
of the above theory (Dansereau, Graen &
Haga; Graen & Cashman; Graen)
Leadership Substitutes Theory
of the above theory
Models of leader emergence
66. Student will describe the impact of traits
on leadership emergence and
performance
Chaos approach to leadership by
Wheatley

of the above theory (Wheatley)

Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership
69. Student will demonstrate how cultural
anthropology / paradigms relate to
leadership
70. Student will describe personal example
of using cultural anthropology /
paradigms as a leader
71. Student will demonstrate knowledge of HDF 412 Leadership Retreat We learned about Harro’s Cycle of Socialization in HDF 412 and discussed our experiences with it
the “Cycles of Socialization” (Harro) during a leadership retreat and group discussions. The Cycle of Socialization begins before we are
theory and its uses in leadership born and is based on our assigned gender, class, religion, sexual orientation, cultural group, ability
status and age. After birth, we are then first socialized by our loved one’s or caregivers who shape
our self-concepts and self-perception through their actions, behaviors, and reactions to our actions and
behaviors. Since we cannot form our own decisions from a young age, we rely on our guardians to
teach us how to think about ourselves (intrapersonal) and how to interact with others (interpersonal).
Institutional and cultural socialization begin when we enter school, attend religious events, play on
a sports team, enter the workforce and many other institutions. Our culture or media tells us what lyrics
in songs mean, appropriate and inappropriate language, correct or incorrect patterns of thought and
much more. These can either be on conscious or unconscious levels. Enforcements tell us whether
our behavior is correct or incorrect, right or wrong according to the societal norms around us. We are
either rewarded or punished for our behavior and these enforcements further solidify whatever our prior
beliefs were. These rewards and privileges are meant to maintain the status quo and empower others
by being discriminatory towards others. These enforcements can result in a number of things such as
anger, fear, cognitive dissonance, stress, hopelessness, and disempowerment that can lead to crime,
mistrust, and dehumanization. These results can manifest into positive actions for change such as
promoting consciousness of issues, interrupting the cycle, educating members of the cycle, raising
questions and ultimately reframing the cycle. These positive actions are part of the direction for
change which works to dismantle the cycle of socialization by individual members making a conscious
change in their behavior and action. The other, easier action option is to do nothing and promote the
status quo. However; many are often blocked from action by the core of the cycle which
encompasses fear, ignorance, confusion and insecurity.
Harro, B. (1997). The cycle of socialization. In M. Adams, W. J. Blumenfeld, R. Casteneda, H. W.

Hackman, M. Peters, & X. Zúñiga (Eds.), Readings for diversity and social justice: An anthology on
racism, antisemitism, sexism, heterosexism, ableism, and classism (pp. 15-21). New York: Routledge.
72. Students will demonstrate personal HDF 412 Independent Research For our Module II Assessment assignment for HDF 412, I conducted independent research and used
application of the “Cycles of our online class resources to write about my life experience as it applies to the Harro’s Cycle of
Socialization” (Harro) Socialization. My path through the Cycle of Socialization (Harro, 1982) was one that was filled with less
ignorance and hate than many other families I grew up knowing. I was lucky to grow up with parents
who, from what I can remember, did not make opinions of people based on their gender, sexuality,
race, ethnicity, disability or social class. During the Lens of Identity part of the cycle is when I learned
as a child that girls wore pink and played with dolls while boys wore blue and played with trucks from
commercials, TV shows, and other children. The most common stereotypes I grew up being socialized
with, that I can remember, are gender related. I grew up without religion and with few traditions other
than holidays such as Easter, Independence Day, Halloween, Thanksgiving and Christmas. For us, we
just used it as an excuse to celebrate and do what all other families did at the time. Most of the
stereotypes, prejudices, and biases did not present themselves until I reached middle school. I
distinctly remember receiving messages about the black community when I became close friends with
someone of African American descent. I remember seeing her and (subconsciously) acknowledging
our difference in height and skin color, but for me that never made a difference. I recognized that she
had parents with strong African accents who wore African clothing and cooked African meals. I was
once invited to her family party where I was the only white person in attendance. None of these things
mattered to me because I did not grow up in a home or community with outright racism or bias, it was
more hidden and institutional. However, we did have people who would point out our differences at
school; differences being that I was short and very white and my friend was tall and very black. This
was an obvious fact to me and I could not seem to grasp why people attached a negative connotation
to what was clearly a mere biological and cultural difference between two friends. The interesting thing
about these comments is that they came from a person with a mixed racial identity. Another thing I
noticed in my youth was that our middle and high school had a very small number of racially diverse
students. We all knew who the people of color in each grade were and I remember having
conversations about it with other students (usually white). Those conversations were more about
stating the obvious and not about passing judgements onto others which is something that I now have
become more aware of.
Although I grew up with few racist comments in my small world, there were plenty of stereotypes and
generalizations that presented themselves in our culture and institutions. Media and television made
jokes about black people loving fried chicken, Kool-Aid, and watermelon and they were stereotyped as
bad swimmers. Being a black person was often associated with being ghetto and having poor grammar
which was reinforced in school students, teachers and programs. There are plenty of things that were
said and done in middle and high school that, fortunately, I cannot completely recall but, unfortunately,
know happened. I was also very self-aware that there was racism within racism, such as light-skinned
vs. dark-skinned debates. This was something that I self-identified with in certain ways. I was bullied for
being fair-skinned all the way through to my senior year of high school and I still get comments today.
Obviously, I am aware that I have white privilege and that my issues are not at the same level as
people of color but because of the insults I experienced, it made me further understand the card that
black people (and people of color) were dealt from birth. As for media, certain skin colors were
associated with being better or worse at certain activities. It was a common stereotype that good
rappers were only black (except for Eminem). That the good professional basketball players were black
and good professional tennis players were white. That black men were scary, dangerous and
committed more crimes. That black women were dirty, provocative and likely to be single mothers.
There was also an incredulous amount of jokes about “baby daddies” in late middle school and early
high school. As I type out these stereotypes and assumptions, I feel guilty for even having to say them
or bring them back into light. These are difficult conversations to have but one’s that must be said and
recognized before we can all move into the Cycle of Liberation (Harro, 2000). The messages that we
still receive in the media today are the same messages I was receiving when I was younger. The lens
of experience that we have learned from our institutions and culture are now being reinforced both
consciously and unconsciously and continue to influence our perception of others. This lens of
experience is what enables these stereotypes to continue because people become silent, angry,
violent, guilt-ridden and often feel dehumanized. Because of these results and this lens of experience, I
have moved into the doing something, making waves and overcoming the status quo portion of the
cycle which brings me into Harro’s Cycle of Liberation Model next.
SEE EVIDENCE: Module II Assessment
Harro, B. (1997). The cycle of socialization. In M. Adams, W. J. Blumenfeld, R. Casteneda, H. W.

Hackman, M. Peters, & X. Zúñiga (Eds.), Readings for diversity and social justice: An anthology on
racism, antisemitism, sexism, heterosexism, ableism, and classism (pp. 15-21). New York: Routledge.

73. Student will demonstrate knowledge of HDF 412 Independent Research In HDF 412, we learned the stages of Harro’s Cycles of Liberation Model which follows his Cycles of
the “Cycles of Liberation” (Harro) theory Socialization Model and we conducted independent research prior to our class readings. To preface
and its uses in leadership this model, liberation is defined as “critical transformation” and this transformation requires individuals
to name the issue in terms of systematic assumptions, structures, and roles or rules that are flawed.
Harro says that significant change cannot happen until individuals think of are thinking on a systematic
level. The first stage of this model is “waking up” which happens when an individual experiences
cognitive dissonance from a critical incident that they experienced and begins reflecting intrapersonally.
After acknowledging the incident and realizing that something happened that didn’t sit well with them,
the individual then moves into the stage of “getting ready”. In this stage, the person will empower
themselves through introspection, education, and consciousness raising. They then gain inspiration in
themselves and the possibility of change that will dismantle privilege and internalized oppression of
marginal groups. They then develop an analysis and the tools to move into the “reaching out” stage of
the cycle. This stage is where one person becomes multiple people through movement towards others
with the same mission for change and liberation. They speak out, name and take stands against
injustices as well as seek experience, exposure and tools that will help them facilitate change. This
intrapersonal growth then leads to interpersonal growth in the “building community” stage. In this stage,
members seek people like themselves for support but also seek people with different perspectives that
they can build coalitions that will question assumptions, rules, roles and systematic structures. After
this crucial step, the next stage is “Coalescing” which involves organizing, action planning, lobbying,
fundraising, and educating. Members of these groups might choose to enact change by renaming
realities, refusing to collude or take privilege and instead act as role models and allies. These groups
then transform their feelings of anger and cognitive dissonance into action in the “Creating Change”
stage. In this stage, groups can influence change in their institutions, systems and establishments by
demanding changes in policy, structures, assumptions, rules and roles. Their efforts translate into
critical and systematic change that will then be continued in the “Maintaining” stage. This final stage
circles back to the beginning of the cycle and is where people integrate these changes into the rest of
the community by spreading hope, modeling authenticity, living their dreams and, taking care of
themselves and others. All seven of these stages revolve around what Harro calls the “core” which
encompasses self-love, self-esteem, balance, joy, support, security and spiritual base. This core
influences an individual’s journey throughout the process and without some of these items, the journey
may take longer for some than others.
Harro, B. (2000.) The cycle of liberation. In M. Adams, W. J. Blumenfeld, R. Casteneda, H. W.

Hackman, M. Peters, & X. Zuniga (Eds.), Readings for diversity and social justice: An anthology on
racism, antisemitism, sexism, heterosexism, ableism, and classism (pp. 463-469). New York:
Routledge.
74. Student will demonstrate personal HDF 412 Leadership Studies Minor I am not entirely sure where I am in the process of Harro’s Cycle of Liberation Model (Harro, 2000) but
application of the “Cycles of Liberation” Experience my best educated guess is that I am in the process of building community. I believe that my “waking
(Harro) up” moment and time of cognitive dissonance was when Donald Trump was campaigning for and
was elected president and I realized just how prominent institutional and cultural racism, sexism,
ableism and all the other -isms are in our society. I grew up feeling like society was moving towards
fixing these issues but have strongly felt the shift backwards since Obama left office. This change in
politics has impacted my happiness and hopefulness for our country’s future, which only makes me feel
stronger about instituting change than ever before. To begin, I have been a part of creating and
maintaining intrapersonal change by educating myself at the University of Rhode Island and by
choosing to be a part of the leadership minor. I have looked to others for inspiration and have been
trying to learn about ways in which I can help. I have certainly become more aware of the privileges
that I have and have become better at recognizing how it creates a disadvantage for others. I have
reached out to others for guidance on these matters and I actively partake in intellectual conversations
about societal issues such as these. I forced myself to explore a new country at the beginning of this
year to get a better idea of a different culture and to gain an outside perspective on the United States.
Currently, I feel that I am in the stage of practicing my interpersonal communication skills that I have
learned in my major to align myself with people who think like me as well as those who think differently
than me. When I am in situations where I feel comfortable, I will ask people difficult and controversial
questions to gain more perspectives on the issue. I believe that in our current HDF 412 class that we
are all attempting to build a community of leadership students that are an open-minded and well-
rounded group of students who will work to dismantle the status quo from the bottom up.
I believe that the only thing that has kept me from being able to move past this point of building
communities is the lack of time and energy that I currently have to put into this incredibly important but
time-consuming change. Being a full-time student and having an internship and job makes it difficult to
establish the sort of change that I would like to start seeing in my community. My goal is to become
more involved in the community and in important organizations after I graduate from college and
establish myself in a career. That is when I can start action planning, lobbying, and fundraising to
influence policies, structures and real change. I know that one day I will be a bigger part of the
systemic change but for now I must work on growing as a person before I can begin influencing as a
leader.
Revision: For this outcome, the evidence I will be including is the event flyer from the 26th Annual Minor
in Leadership Studies Portfolio Review. This document includes my name as one of the students
representing this class of Leadership Minor graduates. It proves that I am in the process of completing
my minor and celebrates my accomplishments in it. As stated above, I joined the leadership minor to
be a leader of change at URI as well as beyond URI after I graduate this May 2019.
SEE EVIDENCE: Leadership Studies Minor Portfolio Review Celebration
Harro, B. (2000.) The cycle of liberation. In M. Adams, W. J. Blumenfeld, R. Casteneda, H. W.

Hackman, M. Peters, & X. Zuniga (Eds.), Readings for diversity and social justice: An anthology on
racism, antisemitism, sexism, heterosexism, ableism, and classism (pp. 463-469). New York:
Routledge.
75. Student will demonstrate knowledge of HDF 412 Group Discussions & Independent In HDF 412, we learned about Franklin’s Configuration of Power Model, which has four parts. These
the “Configuration of Power” (Franklin) Research four layers of power include: economics, politics, bureaucratic management and controllers of symbols.
and its relationship to leadership In the center (core) of the model is economics or essentially, money. People in this core are those who
control the wealth and means of production in the community. These people are often the employers
and they determine who is hired and fired. They tend to control many resources in the community,
especially if these resources are not shared (ex. land, property, buildings). The first layer surrounding
the core is politics. Politics deals with the issues of power which rules the economic interests of the
community. Politics is directly influenced by economics because often in our society in the United
States, those with money often hold power and influence over others. The third layer is bureaucratic
management which is employed by the politicians in the previous layer. These bureaucratic members,
or influential persons, manage law enforcement and penal institutions and generally help protect
politicians. The fourth layer that encompasses all other layers is the controllers of symbols which are
media, education, religion and pop culture. These symbol-users teach future generations to maintain
and partake in this configuration. Because of this configuration of power, we have groups that are
outside of these circles. These include minorities, women, LGBTQ members, counter-culture groups,
grassroots religious communities etc. These outlier groups are generally the people that question this
configuration of power and call out issues of institutional racism, sexism, ableism, and all other
–isms. After the in-class PowerPoint presentation from Professors Melissa Camba-Kelsay and Melissa
Boyd-Colvin, we were given the opportunity to discuss this theory further in groups. We applied the
Configuration of Power model to different aspects of homeless life and shared our discussions with the
class. I feel that this discussion helped me better understand and absorb Franklin’s theory and I later
went on to conduct my own independent research of this theory as it applies to different aspects of our
political system.
Franklin, R. (n.d.). Franklin’s configuration of power [PDF document]. Retrieved from Sakai Resources.
76. Student will demonstrate personal HDF 412 In-Class Small Group Collaboration In HDF 412, we collaborated in small groups and applied Franklin’s Configuration of Power to the
application of the “Configuration of homeless community to determine what keeps them in their low-power state. The specific example that
Power” (Franklin) we used was the action of powerful persons in the city who have been using spikes outside of their
buildings to keep homeless persons from resting on their property. At the core of economics, business
developers are choosing to take extreme measures such as these to keep away homeless and they
are legally allowed to do so. Because these business developers control much of the wealth in their
communities, politicians decide to protect their community’s economic interest and put laws in place
that allow these businesses to place spikes on their property. Then the bureaucracy, law enforcements,
enforces these laws and force homeless persons to leave business developer’s properties. Law
enforcement will generally fine the homeless in addition to kicking them off the property which puts the
homeless community at an increased disadvantage because they cannot pay the fines. After evading
fines because of poverty, homeless people then run the risk of going to jail which puts them at an even
lower level of power and influence. Then symbol-controllers such as media spread negative messages
about homeless people and often associate them with drug-users and criminals. Homeless persons are
then buried under an inescapable amount of discrimination, prejudice and misconceptions ultimately
giving more power to the business developers at the core of our communities.
Franklin, R. (n.d.). Franklin’s configuration of power [PDF document]. Retrieved from Sakai Resources.
racial identity development (Cross &
Fhagen-Smith; Rowe, Bennett &
Atkinson; Ferdman & Gallegos; Kim;
Horse; Renn etc.)
78. Student will demonstrate personal
application of model(s) of racial identity
development above
79. Student will demonstrate knowledge of HDF 412 Independent Research In HDF 412, we discussed the different types of identity development that occur from childhood into
models related to gender / identity / adulthood. One that stuck out to me was gender identity development, which has been discussed
gender identity development (Lev; through many various models. According to the identity theory PowerPoint from class and my own
Bussey; Bussey & Bandura; Bilodeau; independent research, gender identity development begins in early childhood and is related to one’s
Gilligan; Belenky et al; etc.) sense of masculinity and femininity and person-environment interactions related to gender roles. From
a young age, we are socialized by society based on our biological sex – men are “masculine” and
women are “feminine.” Children are encouraged to behave and act in ways that are representative of
their gender – but this expectation varies by culture. In the United States, it is widely accepted that
boys are messy, disruptive, and tough, while girls are clean, polite, and sensitive. According to Bem’s
Gender Schema Theory, these gender differences are based on cultural definitions of maleness or
femaleness and are derived from sex differentiated practices of society. Up until more recently, society
predominantly viewed sex and gender as synonymous – men have a penis and women have a vagina.
In today’s world, new research has surfaced about the link between sex, gender identity, gender roles,
and sexual orientation. According to Lev’s Binary System (2004), all said traits have been assumed to
align by society. Being male means you’re a man who is masculine and only attracted to females who
are feminine women. The same goes for females, who are woman and have feminine traits that make
them attracted to masculine men. This is known as sex typing and is a learned phenomenon from a
young age. Lev suggests that sex, gender, gender role, and sexual orientation are on a fluid
continuum, meaning that each individual has their own perception and beliefs about their gender
identity. For me personally, I am biologically female and identify myself as a woman who has both
feminine and masculine traits and heterosexual tendencies. Bussey’s Social-Cognitive Theory of
Gender Identity Development further expands no this idea by saying that there are three fluid and
interacting components of gender identity. The first component is personal, which includes biological
characteristics, concepts of self and perception, and regulation of the former two. The second
component of gender-related activity patterns is considered behavioral. Thirdly, the environmental
component encompasses the influence of families, peers, educational settings, and media and digital
contexts.
SEE EVIDENCE: HDF 412 ID Theory PowerPoint
Patton, L.D., Renn, K.A., Guido, F.M.,& Quaye ,S.J. (2016). Student development in college: Theory,
research and practice (3rded.). San Francisco: Jossey-Bass.
80. Student will demonstrate personal HDF 492 COM11-190 Gender Communication As a means to complete my leadership inventory for HDF 492, I reflected on past experiences to
application of model(s) of gender identity complete this outcome regarding personal application of gender identity knowledge. Throughout my life
above and education, I’ve made it a goal of mine to further understand the various genders, sexes, and
sexual orientations, so that I have the knowledge and background that allows me to be inclusive to all
gender identities. An example of this, is when I worked with a person who Identified as gender fluid.
After building a friendly acquaintanceship with this person, I felt comfortable asking her about her
experiences and beliefs regarding sex, gender, and sexual orientation. She taught me a lot about the
LGBTQ+ community, and I feel that I have a better understanding of how to act. For example, asking
for people’s pronouns before making any assumptions is the polite and respectful way to behave.
Another way that I educated myself about this topic was by taking a Gender Communication course
during my study abroad program in Australia. I wanted to hear about this topic from a professor in
another country, to see what type of topics they would discuss. I noticed that we talked a lot more
about cultural differences in sex, gender, and sexual orientation than past American gender courses I
have taken. We talked about everything from gender expectations of Ladyboys in Thailand to beauty
expectations of women of the Kayan Lahwi tribe. For evidence of my participation in this course and
my established education of gender identity, I will be attaching my final project for the course below.
Since the entire topic is still relatively new, it can be difficult to adhere to the different expectations that
each member of the LGBTQ+ community has, but I continually make the effort to understand and
learn. As for understanding my own identity, I am perfectly comfortable with labeling myself as a
cisgender woman, meaning that my gender identity matches the sex I was assigned at birth. As for my
sexual orientation, that is something I’m still figuring out because I believe that it commonly falls on a
spectrum.
SEE EVIDENCE: Gender and Communication: Gender Inclusive Classroom Project
Patton, L.D., Renn, K.A., Guido, F.M.,& Quaye ,S.J. (2016). Student development in college: Theory,
research and practice (3rded.). San Francisco: Jossey-Bass.
81. Student will demonstrate knowledge of HDF 412 Independent Research In completing Module II for HDF 412, I wrote about social identity development models in my final
additional social identity development paper. The following paragraphs are from said paper. Most often, my identity is linked to my status as a
model(s): Sexual ID, Faith & Spirituality, millennial white woman, but very rarely have I discussed or been asked about my social class. I
Disability, Social Class (Dillon et al; decided to further explore social class identity through independent research of Pierre Bourdieu’s
Fowler; Parks; Astin et al; Peek; Smith; Theory of Social Reproduction (Bourdieu, 1987, 2000, 2002) from the reading “Student development in
Johnstone; Gibson; Forber-Pratt & college: Theory, research and practice” (Patton, Renn, Guido, Quaye, 2016). The purpose of
Aragon; etc.) Bourdieu’s model was to explain socioeconomic inequality and its social reproduction, especially in
education. He argued that education is primarily responsible for the creation of hierarchies that create a
structural and institutional system of rewarding members at the top and disenfranchising those at the
bottom. To explain this cycle of social reproduction, Bourdieu developed three main concepts known as
field, habitus and capital. The concept of field is used to explain the various areas of social life where
people play games for power according to the unspoken (and spoken) rules of society. These areas
include education, sports, travel, music, economics, politics and more. According to Moi, social groups
are constantly trying to legitimize their preferences, tastes, and culture to exert power and dominance
over other groups (Moi, 1991). This legitimacy in any given field is known as habitus which refers to
the actions and behaviors that are tied to an individuals’ perspective in each field. These habitus
determine what class-specific lifestyle that individuals and social groups associate themselves with. An
example of this would be how much a person spends on clothes and how they dress. Do they only buy
from designer brands or do they shop at local department stores? Bourdieu then defines three
fundamental types of capital that shape social class structures which are economic, cultural and
social. Economic capital refers to wealth in money and financial assets. Cultural capital refers to the
breadth of cultural knowledge that can be used as a resource of power by individuals and social
groups. An individual’s access to cultural knowledge is determined by the outside materials and value
of the education they received during their childhood which is directly influenced by social class and
financial resources. Examples of cultural capital include academic degrees, certifications and titles.
Lastly, social capital refers to the resources that individuals or social groups hold that enable them to
form and maintain relationships and build networks. The value of social capital depends on the
individual’s or group’s ability to use these relationships and networks to achieve greater rewards and
resources such as using a parent’s alumni status to get into a top university that the student would not
have had the proper merit or qualifications for without the established connection. Each of these
capitals is shaped and formed from a young age and Bourdieu makes the argument that they are
legitimized and maintained through systems of higher education where a student’s experience and
success is determined by campus involvement. Bourdieu strongly believes that campus involvement is
influenced by a person’s economic, cultural and social capital which can either enable or restrict their
ability to be involved.
Patton, L. D., Renn, K. A., Guido, F.M., & Quaye, S. J. (2016). Student development in college: Theory,
research and practice (3rd ed.). San Francisco: Jossey-Bass.
82 Student will demonstrate personal HDF 412 Middle and High School Experience In completing Module II for HDF 412, I wrote about social identity development models in my final
application of additional social identity Study Abroad Experience paper. The following paragraphs are from said paper. When reading through and explaining Bourdieu’s
development model(s) above theory, I understood exactly what he described as the field, habitus, and the types of capital. Growing
up, I often felt restricted by my social class and realized in college how many opportunities I missed out
on because my family could not afford to at the time. For example, I did not get my passport until last
summer and did not leave the country until January of this year. The only reason I could study abroad
was with the help of a relative and by working 32 hours a week to save money while attending school
full-time. Based on my upbringing, I would say that my habitus and types of capital probably align with
others in my social class. As for preferences and style specifically, I am not fancy and I do not
generally buy expensive things. I grew up with a dad who called himself a cheapskate and a mom who
usually only bought expensive things when she had to. We always lived beyond our means but at the
time, buying the necessities and caring for two young kids was living beyond my parents means. My
family’s economic capital was not and is still not great in wealth or assets. My parents are certainly in a
better position than when I was a child but they are still sorting out their careers and financial problems.
As for cultural capital, I attended a high-performing public high school in a predominantly white
community and am now attending a well-established four-year state university. Being that I come from
a low-income upbringing, I think it is easy to assume that I did not listen to opera or attend fancy
dinners where we ate lobster and filet mignon. It is more realistic to assume that I listened to bands like
Nickelback and Green Day and watched “Wheel of Fortune” with my parents while eating a Kids
Cuisine from Stop & Shop. These types of distinctions are where I think cultural capital plays its largest
role in how social groups lead their lifestyle. This is not to say that someone of low economic status
cannot enjoy opera but rather that they may never have had the opportunity until they were older and
accrued their own economic capital. The only reason I can attend a four-year university like the
University of Rhode Island (URI) is not from my or my parent’s economic capital but instead from my
aunt’s. Her absence of children and very successful career are the only reason that I am writing this
essay today. This advantage was only gained by having a connection with a person outside of my
social class. I believe this would be considered social capital because my established connection and
relationship with my aunt has allotted me rewards and resources that I would not have had otherwise. I
felt the brunt of my difference in social class with others when I was in high school and I had parents
who constantly fought about finances and were very (too) open about these details. I remember feeling
anxious every time I had to ask my parents for money for my volleyball team when they had most likely
fought about finances the day before. I must point out that although I felt a lot of emotional turmoil and
guilt for my parents’ financial issues, I rarely felt embarrassed by the clothes I had to wear or the things
I owned. My parents would always spend more than they should have to keep my brother and I feeling
like everyone else.
SEE EVIDENCE: Study Abroad Acceptance Letter
Patton, L. D., Renn, K. A., Guido, F.M., & Quaye, S. J. (2016). Student development in college: Theory,
research and practice (3rd ed.). San Francisco: Jossey-Bass.
83. Students will demonstrate knowledge of HDF 412 Independent Reading In HDF 412, we discussed Peggy McIntosh’s theory of privilege and the importance of recognizing
McIntosh’s theory of privilege and its privilege in leadership. We independently read through and took notes on her article as part of a
relationship to leadership homework preparation assignment. We also discussed the importance of acknowledging that when a
person is privileged, other persons without the same privilege are technically at a disadvantage. Often
people won’t admit or agree that their privilege is an advantage which creates a disadvantage for
others. She adds that her schooling, and many other people’s schooling, didn’t train her to recognize
her role as an oppressor or as an unfairly advantaged person. This is all too common because we all
participate in what she calls a “damaged culture” (p. 189, McIntosh). In McIntosh’s theory of privilege,
she specifically talks about white privilege and creates a list of 26 privileges that she has every day
because she is white. The first example she lists says, “I can if I wish to arrange be in the company of
people of my race most of the time” (p. 189, McIntosh). She follows this list of privileges by saying that
the only way to change this systemic dominance is through systemic change. McIntosh’s theory of
privilege has a relationship to leadership because our future leaders must be educated to recognize
their privilege so that they don’t feed into the dominant systems that have been established in our
society. Promoting equal opportunity is not what is going to get to the root of this issue. Rather, that
just encourages the idea that there is a dominant system that people are competing to be in and
continue.
SEE EVIDENCE: Reading from HDF 412
McIntosh, P. (2004). White privilege: Unpacking the invisible knapsack. In P.S. Rothenberg (Ed.),
Race, class, and gender in the United States (6th ed., pp.188-192). New York: Worth Publishers.
84. Student will demonstrate personal HDF 412 APC by Schneider Electric In completing this inventory for HDF 492 in the leadership studies minor, I have reflected on past
application of McIntosh’s theory HDF 492 experiences to connect with the expectations of this outcome. In McIntosh’s theory of privilege, she
emphasizes the advantage that certain demographics hold compared to others. In taking HDF 412, I
was able to gain a better understanding of the privileges that I hold as a white middle-class woman. For
as long as I remember, I have always understood the benefits of being a white person, but I’ve also
experienced the downfalls of being a woman. It is an unfortunate reality that minorities are often treated
differently in every aspect of their lives. With this knowledge and understanding of the world when
entering college, I made sure to only seek out and take opportunities that I knew would benefit myself,
as well as others. I chose URI because of its diversity compared to other New England schools – I
wanted to attend a university that represented all walks of life, rather than just a few. While seeking out
my first internship my junior year, my goal was to find an organization that was diverse and
represented the workplace values that I wanted to be a part of. In my pursuit, I found Schneider Electric
– which is a more than exceptional company when it comes to minority representation and
inclusiveness. Schneider is a proud supporter of the LGBTQ+ community, pay equality, and hiring
diversity. On a team of 16 interns, more than half represented a minority either by gender, race,
ethnicity, or nationality. It was a liberating and empowering experience to represent a company with
similar moral, ethical and organizational values as mine.
SEE EVIDENCE: Internship Offer Acceptance
McIntosh, P. (2004). White privilege: Unpacking the invisible knapsack. In P.S. Rothenberg (Ed.),
Race, class, and gender in the United States (6th ed., pp.188-192). New York: Worth Publishers.
85. Student will describe the differences and HDF 412 Independent Research In HDF 412, we discussed the Three-Dimensional Matrix of Oppression and all its components. Before
similarities of individual and institutional describing the differences and similarities between individual and institutional oppression, I will first
oppression and relationships to offer the definitions of each that I found during independent research. Individual level oppression refers
leadership (Source = Three Dimensional to the singular person’s internalized understandings of privilege or inequality as well as attitudes and
Matrix of Oppression) behaviors expressed interpersonally. Institutional level oppression refers to social institutions like
schools, banks, law enforcement and political organizations. Institutions can also be smaller
organizations within an institution; for example, PTA meetings in schools, district courts within state
legal systems and organizations like student senate in colleges. Our institutions, regardless of size, are
responsible for influencing individuals in their intrapersonal thoughts and interpersonal actions.
Oppression is deep-rooted in institutions and maintains its power through learned behaviors and
actions and manifests themselves consciously and unconsciously. This is what makes up the Three-
Dimensional Matrix of Oppression except we also add the social/cultural level. When addressing the
individual level, the terminology used is conscious and unconscious, attitude and behavior, stereotype,
implicit bias, microaggression and prejudice. Terms like bias and prejudice are used to refer to
negative attitudes toward marginalized groups and these behaviors are often linked to stereotypes, or
overly generalized assumptions and beliefs about groups of people that are embedded in the dominant
culture which is then reproduced through members attitudes and behaviors. Prejudice, bias, and
stereotypes are all incredibly damaging because they target certain groups, overgeneralize and ignore
diversity in a group. An example of an individual-level attitude that contributes to oppression is the
belief that women are available for men’s pleasure and are sexual objects. This idea contributes to
gender inequality and encourages inappropriate behavior and action toward women. Implicit biases
may be acted on consciously or unconsciously but both individuals and institutions generally deny that
they had any intention of being discriminatory. Institutions reinforce the socialization of individuals into
systems of oppression through discriminatory policies and practices which are then carried out by
individuals. The relationship between individual and institutional levels of oppression are cyclical and
feed into each other. Sometimes, regardless of policy at an institutional level, individuals are able to
insert their own implicit bias into decision-making on an individual level. This makes it easier for leaders
and policy-makers to continue reinforcing discriminatory behaviors and attitudes. This is exactly why it
is so important in the study of leadership to be aware of your own implicit biases so that you can
consciously make changes that break through the cycle of socialization that you have been raised into.
Adams, M. & Zúñiga, X. (2016). Getting started: Core concepts for social justice education. In M.
Adams, L. A. Bell, D. J. Goodman, & K. Y. Joshi (Eds.), Teachings for diversity and social justice (3rd
ed., pp. 95-130). New York: Routledge.
86 Student will demonstrate knowledge of HDF 492 Independent Research In completing the inventory requirement for the leadership studies minor in HDF 492, I conducted
relevant laws and policies related to independent research of Title IX and the Protected Classes Act. According to the U.S. Department of
issues of equity and its relationship to Education, Title IX of the Education Amendments Act of 1972 protects people from discrimination on
leadership (i.e., Title IX, Affirmative the basis of sex in all education programs or activities that receive federal assistance and aid. Title IX
Action, Protected Classes, etc.) states, “No person in the United States shall, on the basis of sex, be excluded from participation in, be
denied the benefits of, or be subjected to discrimination under any education program or activity
receiving Federal financial assistance” (U.S. Dept. of Ed., 2018) According to the U.S. Department of
Labor, Affirmative Action is required by federal employers to take the necessary steps needed to recruit
and advance qualified minorities, women, persons with disabilities, and covered veterans through
training programs, outreach efforts, and other positive steps. Employers with Affirmative Action
programs are required to implement, regulate, and maintain them as well as taking the proper steps to
record and file them.
SEE EVIDENCE: Website Screenshot of Title IX
Title IX and Sex Discrimination. (2018, September 25). Retrieved from

https://www2.ed.gov/about/offices/list/ocr/docs/tix_dis.html
U.S. Department of Labor. (n.d.). Retrieved from https://www.dol.gov/general/topic/hiring/affirmativeact

87. Student will show knowledge of effective HDF 492 Independent Research
leadership as it relates to change agency
88. Student will describe personal examples HDF 492 Bernie Sanders’ Campaign
of being a change agent Donations
89 Student will demonstrate knowledge of
the “Model of Intercultural Sensitivity” by
Bennett and its uses in leadership
90. Students will demonstrate personal
application of the “Model of Intercultural
Sensitivity” by Bennett
91. Student will demonstrate knowledge of HDF 412 Independent Research & Individual In HDF 412, we discussed the Action Continuum that Griffin and Harro created to help people identify
the ally Action Continuum by Griffin & Reading Assignment whether they are acting and behaving in support of oppression or if they are confronting oppression. To
Harro further understand and write about Harro’s theory, I conducted independent research and read from
online class resources in HDF 412. The left side of the continuum is supporting oppression and the
right side is confronting oppression. On this continuum, there are eight total actions and behaviors. I
will explain them starting from the left (supporting oppression) to the right (confronting oppression). A
person who actively participates in supporting oppression tells oppressive jokes and puts down, avoids,
discriminates against, and verbally or physically harassing members of target groups. People who deny
or ignore that oppressive behavior against target group members exists are enabling oppression to
occur. There is a large number of people who recognize oppression but take no action against it which
still colludes with oppression. They make no effort to stop their own oppressive behavior or that of
others which is usually because of their fear, lack of knowledge and confusion about what to do. A
person who recognizes oppression or oppressive behaviors and takes action to stop it in themselves
and others begins moving into the confront oppression side of the continuum. These people then begin
educating themselves about oppression by seeking to understand the experiences and heritage of
target groups through studies, workshops, seminars, cultural events or by participating in discussion.
They can potentially join and affiliate themselves with organizations that oppose oppression and work
towards social change. These newly educated people then educate others by engaging in dialogue or
discussion about oppressive behaviors and actions. They educate and then motivate others to stop
oppressive behavior when they see it and to join organizations or coalitions that confront oppression.
Next, people support and encourage others when they do speak out against oppression because it can
be difficult to confront these behaviors when doing it alone or with no support. Coalitions provide this
type of support to continue motivating others to confront oppression. Lastly, initiating and preventing is
at the far-right side of the continuum and it takes place when people collectively work to change
individual and institutional actions and policies that discriminate against target groups. They do this
through educational programs/events, working for legislation/policy changes and actively ensure that
target group members are full participants in organizations and groups that confront oppression.
SEE EVIDENCE: Action Continuum Handout from Class
Griffin, P. & Harro, B. (1997). Action continuum. In M. Adams, L. A. Bell, & P. Griffin (Eds.), Teaching
for diversity and social justice: A sourcebook (p. 109). New York: Routledge.
92 Student will demonstrate personal HDF 412 Personal Experience Examples The following paragraphs were written for a Module assignment in HDF 412, which was required to
application of the Action Continuum by complete the course. Based on my behaviors, thoughts, and actions as well as the descriptions in the
Griffin & Harro reading, I feel that I have moved into the “Educating Others” area of the Action Continuum (Griffin &
Harro, 1982). I believe I am in this part of the continuum because I am aware of oppression, I actively
educate myself further about oppression, I stop oppressive behaviors when I see them and I engage
others in discussions about issues of oppression. In participating in HDF 412, I am actively becoming
more aware of oppression, educating myself about it through readings and engaging in class
discussions about these topics. I will be attaching the HDF 412 Course syllabus to prove that this
lesson was included to further teach Cultural Anthropology & Inclusive Leadership through a Module II
Assessment. A specific example of when I stopped an oppressive behavior is when my close friend’s
boyfriend made the generalization that women are lazier workers than men because some of the
women at his job are lazy. I tried to explain to him how he was generalizing an entire group of women
based off his opinion of a few. His opinion encourages the cycle of oppression that women face in
having to work harder to be respected in the same way as men. Another specific example where I
educated others was when my roommates and I went out for Halloween and my roommate was
unclear on her Halloween outfit. She decided to wear a flannel and boots to lazily resemble a
lumberjack. Halfway through the night, her flannel fell off her shoulder and she said that her costume
more resembled “a homeless person.” Before taking HDF 412, I am not sure if I would have responded
to this comment but with my better attuned awareness, I politely told her that her comment was
inappropriate and demeaning to people who are actually homeless. She fixed her shirt and kindly took
back her comment and we continued enjoying the night.
Revision: For this outcome, I tightened up the sentence structure and reviewed grammar and spelling
mistakes as well as added to its correlation to a unit in HDF 412.
SEE EVIDENCE: Syllabus of HDF 412 Course
Griffin, P. & Harro, B. (1997). Action continuum. In M. Adams, L. A. Bell, & P. Griffin (Eds.), Teaching
for diversity and social justice: A sourcebook (p. 109). New York: Routledge.
93. Student will show knowledge of the
Multicultural Organizational Development
Model (Jackson)
94. Student will show personal application of
the Multicultural Organizational
Development Model (Jackson)
Multicultural Change Intervention Matrix
(Pope)

96. Student will show personal application of
the Multicultural Change Intervention
Matrix
97. Student will create a personal code of HDF 412 Schneider Electric Job Acceptance In developing a personal code of inclusive leadership for the HDF 492 leadership requirement, I
inclusive leadership HDF 492 reflected on past lessons and modules from HDF 412 about inclusive leadership. Based on my prior
knowledge and personal values, ethics and beliefs – I developed the following statement:
“To demonstrate my passion and belief in diversity and inclusion, I will interact daily and engage
personally by having direct involvement in diversity groups, showcasing diverse talent, and advocating
for diverse individuals or teams that are delivering results.”
To continue expanding this personal code of inclusive leadership, I have accepted a full-time job offer
post-graduation with Schneider Electric, an organization with demonstrated commitment to recruiting
and advancement of qualified minorities and active community involvement.
SEE EVIDENCE: Accepted Job Offer at Schneider Electric
Outcome Category: Critical Thinking
98. Student will show knowledge of principles HDF 412 COM 251 In HDF 412, the first module covered critical thinking and fallacies. According to the lesson, critical
of critical thinking and fallacies (logic is thinking is defined as “intelligent reasoning with supporting evidence to help make wise decisions.” The
used in this minor) supporting evidence that this definition refers to can be in the form of facts, testimonial evidence and
statistical evidence. Facts are obvious to an observer and must be completely and accurately
presented. Testimonial evidence is given by reliable witnesses or experts who can verify the validity of
the claim. Lastly, statistical evidence is considered a rational demonstration of degree of certainty for a
proposition, hypothesis or theory. Critical thinking is important to the study of leadership because
leaders need to communicate ethically and logically. Ethical communication thusly brings credibility and
keeps leaders from being manipulative. This is important because when making decisions as a leader,
the justification for a particular action should be based in truth and be sound in logic rather than in
reason or belief. Fallacies are important in critical thinking because they present structural errors in
argument and reasoning. The fallacies that we studied in class included: hasty generalization, begging
the question, complex question, ad hominem, false analogy, slippery slope, prejudice and groupthink.
A hasty generalization is a conclusion based on flimsy evidence. Begging the question is synonymous
with circular reasoning and assumes the point that needs to be proved. A complex question leads to no
“correct” answer and assumes that the person targeted is guilty of whatever the question is asking. Ad
hominem attacks a particular person rather than the issue that is being discussed in an effort to
discredit the other person or argument. A false analogy is an invalid and often irrelevant comparison
between two items. A slippery slope fallacy assumes that an initial action will lead inevitably to a series
of disastrous actions and thusly resulting in something catastrophic or detrimental. Prejudice is the
formation of judgements before the facts are known and often has a negative connotation or irrational
opinion that a person holds about a particular group or object. Lastly, groupthink is when a group will
do anything at any cost to reach an agreement or consensus on an issue. This suppresses
disagreement and prevents the development of alternative (sometimes better) solutions in cohesive
decision-making groups. In my COM 251 class, Small Group Communication, we discussed fallacies
involved in group-decision making and groupthink was the main one. We discussed the proper ways to
come to cohesive decision-making and the importance of considering all participants’ perspectives as
well as the solutions that each offered. During group work, we were required to use critical thinking and
logic when assessing solutions before choosing the best one.
SEE EVIDENCE: Critical Thinking PowerPoint from HDF 412
Boyd, M. A. & Camba-Kelsay, M. J. (2018). Critical and reflective thinking for effective leadership
[PowerPoint Slides]. Retrieved from (Sakai link).
99. Student will demonstrate proficiency of HDF 412 Independent Research For my HDF 412 class, I had to demonstrate my ability to critically think in the Module 1 Assignment.
critical thinking We were asked to apply our critical thinking skills to the highly-debated issue surrounding kneeling by
NFL players and then find a source covering this issue that was riddled with fallacies. The relationship
between NFL players kneeling and the NFL team is an intense and controversial one. On August 26,
2018 Colin Kaepernick sat during the National Anthem at a 49ers preseason game to demonstrate his
frustration with America’s societal oppression of people of color and increase of police brutality (Stites,
2018). Kaepernick faced tremendous criticism for sitting during the national anthem because NFL
viewers thought that it was disrespectful for those that serve or have served in the military. Upon a
recommendation from a veteran, Kaepernick then chose to kneel during the anthem so that he could
protest peacefully while still showing respect to the military. Many were still outraged by this including
Donald Trump and Mike Pence who both fueled the fire surrounding this issue by making hasty,
controversial statements. When searching for a source with two fallacies regarding this hot topic, I
knew right where to look. Tomi Lahren is well-known for her critical, harsh and unabashed political
rants and she has had a lot to say about Colin Kaepernick. In this video “Tomi Lahren DESTROYS
Colin Kaepernick”, there are three distinct fallacies that Tomi clearly exemplifies; ad hominem, complex
question and hasty generalization (Boyd, Camba-Kelsay, 2018). In the video, Lahren starts off with the
ad hominem fallacy by calling Kaepernick a “whiny indulgent attention-seeking crybaby” and ends the
video with “you wanna sit down? Now’s the time - on the bench, because you suck” (Bruce, 2016). She
criticized his character and his football abilities which she intentionally did to discredit and demean him
so that people will ignore his opinions and positions. She hastily generalizes him by using false and
unproved information by saying “How dare you sit there and blame white people for the problems in
minority communities?” There is no evidence that Colin ever made these types of claims against white
people. The last fallacy is the complex question which Lahren exemplifies multiple times throughout her
rant. The most obvious complex question is “What selfish is you buddy?” There is no right answer to
this question and it is accusatory. Attempting to restate these arguments is difficult as they are direct
and harsh. Most of what Lahren says in her political rants is biased, loud and over-simplified and
generalized. The complex question can be restated by simply getting rid of the question mark and
rephrasing it to make it more of an opinion than fact. She could have said, “this behavior is selfish”.
Obviously, this is still insulting to Kaepernick but at least it is no longer a fallacy. This same technique
can be used when restating the hasty generalization that Kaepernick blames all white people for the
issues he is protesting. Both the complex question and hasty generalization quotes are biased with
Lahren’s opinions and perspective and should be rephrased to clearly signify that the following
information is her opinion rather than a fact. She could say, “your behavior makes it seem as though
you blame white people for problems in minority communities...”. As for the ad hominem, there is no
credible arguments in the insults that she throws and therefore should be retracted from her dialogue.
SEE EVIDENCE: Article on Colin Kaepernick & Screenshot of Tomi Lahren YouTube Video
Bruce, Lindsey. “Tomi Lahren DESTROYS Colin Kaepernick.” YouTube, YouTube, 30 Aug. 2016,
www.youtube.com/watch?v=qq0_nyWVXCI

Draper, K., & Belson, K. (2018, September 03). Colin Kaepernick's Nike Campaign Keeps N.F.L.
Anthem Kneeling in Spotlight. Retrieved from https://www.nytimes.com/2018/09/03/sports/kaepernick-
nike.html
100. Student will show knowledge of
metaphorical analysis to critically analyze
self and leadership situations
101. Student will demonstrate proficiency of
metaphorical analysis to critically analyze
self and leadership situations
102. Student will show knowledge of at least five HDF 412 Crucial Conversations In HDF 412, we learned about Patterson, Grenny, McMillan, and Switzler’s four methods of decision
decision making methods Independent Research making. These decision making methods helped me choose Caster Communications as my internship
for the Spring of 2019. Chapter nine reveals that the four common ways of making decisions include:
command, consult, vote, and consensus. A command decision is made without any involvement with
other parties and generally comes from a superior. Either outside forces make the decision and
demand it from us or we turn decisions over to others, trust their judgement, and then follow their
instructions. The consult method of decision making involves involvement from others in the decision-
making process. These consultations can be done with experts, a representative population, or anyone
who wants to offer their opinion. Enlisting opinions and information from other parties, whether directly
involved or not, is important because it can help brainstorm new ideas and strategies. Involving others
in the process also creates a great learning opportunity, where they can participate in the process and
see the outcome. The voting method is useful in situations where a decision is to be made quickly and
with minimal discussion time. In these instances, there are generally a few good options and
employees can put their input in before ultimately taking a vote. However, the voting method only
works if members agree to support whichever option is voted in. If the option is not supported then the
team should use the consensus method. The consensus method requires members to talk through
their opinions and express their concerns. While this method can be very positive and elicit a high-
quality decision, if the group cannot agree then it becomes a waste of time and effort. This method
should only be used with either high-stakes and complex issues where moving forward requires the
whole teams support. Being that Crucial Conversations only supplies four decision-making methods, I
had to conduct independent research to locate another. According to another source, another effective
method that many of us use to make decision on a daily basis is the Pro/Con method, which is related
to the Plus/Minus/Interesting or PMI method. This is an age-old approach to evaluating various
possible decisions and outlining the positives and negatives of each. Generally, when a list runs more
negative than positive – a decision can easily be made. This is a great decision-making method for
smaller everyday decisions and less effective for serious, complex situations.
SEE EVIDENCE: Picture of Crucial Conversations Book
Decision Making Techniques. (n.d.). Retrieved from https://www.decision-making-

solutions.com/decision_making_techniques.html
Patterson, K., Grenny, J., McMillian, R. & Switzler, A. (2012). Crucial conversations: Tools for talking
when stakes are high. New York: McGraw-Hill.
103. Student will describe personal examples of HDF 492 Petco In completing this inventory for HDF 492, I will be reflecting on my decision-making processes in
having used five decision making methods various experiences at Petco. I will be describing personal examples of the prior outcomes decision-
making methods. First, I have made command decisions many times as a department manager at
Petco – especially as a leader on duty during shifts. In a recent interaction with a customer, I was
acting as the sole leader on duty when an issue occurred with a transaction. Days prior to my shift, the
customer was double-charged for the same transaction. After speaking with other employees and a
manager, the customer didn’t get the help or resolution needed. So, I made the command decision to
have the customer return to the store, prove the double-transaction via phone, and make the return
transaction myself – no questions asked. I decided to do this without seeking counsel from my
manager because I already had the knowledge required to resolve the issue and didn’t want to
continue leaving the customer waiting. While, I have made many command decisions at Petco, I have
also made many decisions using the consult and vote methods. An example of when I have consulted
peers or leaders was for our inventory evaluation. Although I was the inventory leader at the time, I
wanted to make sure that our team was following proper protocol, so I reached out to the head of the
third-party organization we were assigned with and followed along with her throughout our inventory
process. An example of when I have used the voting method has generally been for more light-hearted
or fun things like deciding how to attack our truck shipment for that week or what to eat for dinner. As a
team, we would take group votes of what we should do, and the majority vote was almost always
chosen. In addition to these less-serious experiences, there have also been some serious and complex
experiences that required the consensus method of decision-making. An example of this is when we
scheduled a manager meeting to discuss how to recover from a recent hour cut, which left each shift
with one to less people than prior. This cut was done right before the beginning of the holiday season
and left employees worried and stressed. We used the consensus decision-making method to decide
how we would begin scheduling employees and decided what our best options were going forward.
Lastly, on a personal level – there have been times where I have used the pro/con method when doing
projects like store product resets (see evidence for planogram example). For example, I’ve had to
decide between following instructed store product standards or modifying it to better work with our
equipment. With these decisions, I just used the simple pro/con approach in my head and usually
decided within a few minutes of consideration.
SEE EVIDENCE: Petco Planogram Example
Decision Making Techniques. (n.d.). Retrieved from https://www.decision-making-

solutions.com/decision_making_techniques.html
104. Student will show knowledge of at least five
problem solving / conflict management
methods, as well as understanding the
roots of conflicts
105. Student will describe personal examples of
having used five problem solving / conflict
management
106. Student will demonstrate the ability
to synthesize multiple knowledge
perspectives (course work), competencies
(communication, writing, information literacy
or mathematical/statistical skills) and
responsibilities (global, diversity & inclusion
or civic knowledge)
107. Student will demonstrate knowledge of HDF 412 Independent Research In HDF 412, we learned about Garvin’s Theory of After-Action Reviews through class presentations,
leadership that is used in crisis (i.e., James Group Presentation independent research, and have incorporated it into my own group presentation. Garvin’s theory is a
& Wooten; Garvin; Covey; Frohman; practice founded by the U.S. Army and is now a standard Army Procedure. This Procedure is meant to
Lalonde; Schoenberg; Joni; Braden et al; extensively capture and disseminate critical organizational knowledge, specifically following a crisis.
etc.) This procedure can be equated to “Chalk Talks” in sports, where players and coaches discuss a team’s
performance using a blackboard (or other drawing board) shortly after a game. The discussion can be
either formal or informal, may involve large or small groups and may take minutes, hours or days. The
discussion/process uses the same four questions: 1. What did we set out to do? 2. What actually
happened? 3. Why did it happen? 4. What are we going to do next time? The first question requires
that the group members must agree on the purpose of their mission and what objectives measure
success. These objectives are determined using three main elements, “the key tasks involved, the
conditions under which each task may need to be performed, and the acceptable standards for
success” (Garvin, 2000). The second question requires that witnesses or participants agree on what
happened during an event (or mission). Facts are verified by gathering information from three objective
sources: observer-controllers, instrumentation and taping. Objective-controllers are skilled and
experienced leaders who shadow individual officers throughout their training exercises. Instrumentation
and taping refer to technology that provides completely objective and often 100 percent accurate
information. Tracking devices, video cameras, microphones, and various processing devices can
gather irrefutable evidence that shows a clear depiction of what happened during the events in
question. The third question begins the process by asking for an analysis of cause and effect in the
crisis. The goal is to identify why the crisis intervention failed or succeeded. Answering difficult
questions like these requires members of the group to have good problem-solving skills and a
willingness to accept responsibility for what happened during the crisis. They must also be completely
honest in order to off constructive criticism to other members and other members as well as leaders
must be able to hear this criticism without becoming defensive. This analysis is supposed to be
objective and not personal. The fourth question serves to develop a plan of action that accounts for
past mistakes and learns from them as well as proposes new solutions. Participants must focus on
both the successes and the failures of their actions and They must also pay attention to only the things
that they have control over and can fix, rather than the external forces that they cannot. Failures are
much easier to identify throughout this process but it is important to also recognize successes so that
they can be repeated in future situations. It is vital to the success of the AAR process that leaders
should frame the review as a dialogue and avoiding lecturing the group. The participants should speak
as much as 75 percent of the time and encourage discussion from as many members as possible.
There should be skilled and unbiased facilitation which guides discussion from beginning to end and
keeps participants on track. The goal of the review should be reminded when times get hostile or
difficult to control. This discussion is meant to reflect and learn from past behaviors in order to promote
better and new behaviors. Everyone must learn from their mistakes and in times of crisis, people often
make mistakes.
SEE EVIDENCE: Garvin’s After Action Reviews Theory Handout
David A Garvin, “Learning in Action, A Guide to Putting the Learning Organization to Work” (Boston:
Harvard Business School Press, 2000), 106-116.
108. Student will describe examples of HDF 412 Independent Research In HDF 412, one of our final projects for the class was to develop a presentation on crisis leadership in
leadership in crisis situations (i.e., Group Presentation a group. As stated in the previous outcome, I have included Garvin’s Theory in a group presentation
application of James & Wooten; Garvin; using knowledge form class as well as independent research and evaluation of class materials. Our
Covey; Frohman; Lalonde; Schoenberg; group chose to apply the Garvin’s After-Action Review theory to the Parkland Shooting that happened
Joni; Braden et al; etc.) on February 14, 2018. According to Garvin’s theory, we must begin the process of analysis by
examining the cause and effect of the situation. The first question to be answered in the review is “Why
did this happen?” We gathered that the cause of this shooting was due to the downplaying and
ignoring of warning signs by police and school administration. The shooter, Nicholas Cruz, was known
for his violent and irrational behavior and was even expelled from Stoneman Douglas the year before
the shooting. Over the course of seven years, police responded to 39 emergency calls at Cruz’s home
with citizens reporting a “mentally ill person” “domestic disturbance” and “domestic abuse,” among
many other things (Levinson, 2018). We also established that armed School Resource Officer, Scot
Peterson did not enter the building to confront Cruz while the shooting was happened which
contributed to more lives lost that day. The effects of this shooting were that 17 people died and 14
others were injured. The second question to be asked is “What did we set out to do?” We applied this
question as well as the third question to the crisis leaders. We identified SRO Scot Peterson as the
main leader or authority throughout this crisis. To answer question two, we said that Peterson’s
intentions were to protect students and teachers from harm and violence. We then moved onto the
third question which asks, “What actually happened?” According to online research, reports, and
timelines; we found that Peterson evacuated students from near or around the building where the
shooting was happening, stopped traffic from entering campus on each side, and helped victims
exciting the building seek medical help after the shooting ended. According to Garvin’s theory, question
three is supported by evidence or fact in the form of video, audio, tracking devices, or other various
forms of technology. In this case, surveillance video, radio audio and digital animation of the scene
provided the support needed to show Peterson’s role in this crisis. Other leaders that were identified
were school faculty and staff who lost their lives protecting students. Scott Beigel, Aaron Feis, and
Chris Hoxin all died while protecting students from Cruz’s gunfire. Teacher Melissa Falkowski was also
recognized for her quick action when she told students in the hallways to seek cover in classrooms
after hearing gunshots fire on the floor beneath them. She hid 19 students in her closet with her as the
shooting erupted and offered them reassuring and calming words. Many other teachers sprang into
action that day by placing paper over their windows so the shooter couldn’t see inside, broke protocol
and unlocked their doors to let stranded students seek cover and guided students to safety. It is clear
that these teachers and members of faculty set out to protect their students from harm and ended up
doing so. What they actually did during the crisis was stated above. The fourth and final question of
Garvin’s AAR is “What are we going to do next time?” Since the shooting happened, Broward County
Public Schools has added new surveillance cameras, automatically-locking doors, a new fence that will
be locked/guarded, an increased security staff of 12, and immediately following there were grief
counselors available. When analyzing the successes and failures of crisis leadership that day, we
found more failures than successes. The first success we identified was how authorities were called
almost immediately after Cruz arrived on campus and the SRO responded to the scene within minutes.
Teachers and faculty who acted as crisis leaders successfully evacuated and protected some students
which prevented the death toll from being much higher. The community and school district has also
responded successfully by implementing new practices and security measures to better prepare them
for any potential future crisis. Survivors began lobbying for gun control and reached out to lawmakers
to try and address institutional change. As for failures, administration and police ignored the warning
signs of Cruz being a danger to society which resulted in a horrible crisis that could have been
prevented. The SRO at the time of the shooting, Scot Peterson could have entered the building to
confront Cruz and save victims that were killed on the third floor. When police arrived, Peterson
instructed them to stop traffic from coming into the school rather than looking for and confronting the
shooter. Another huge failure was that the gunman was able to flee the scene and walk around town
before being apprehended 79 minutes after he fired his first bullet. The failure of crisis leaders in this
scenario resulted in 17 innocent and preventable deaths.
SEE EVIDENCE: PowerPoint from Presentation
Levenson, Eric. “These Are the Victims of the Florida School Shooting.” CNN, Cable News Network, 21
Feb. 2018, www.cnn.com/2018/02/15/us/florida-shooting-victims-school/index.html.
Outcome Category: Interpersonal and Organizational Concepts & Skills

Outcome Target Additional Experiences Descriptive notes regarding learning and practice
class
109. Student will demonstrate knowledge of HDF 492 Independent Research In completing the inventory for HDF 492, I conducted my own research on active listening techniques
active listening techniques via Google. In my search, I found an article from the Center for Creative Leadership on “The Big 6”
active listening skills. The ability to listen effectively is a crucial component of leadership, and marks
the difference between those who will succeed and those who will fail. The most important part of
active listening is to pay attention, which requires good eye contact, appropriate body language, and a
clear head. To earn respect, you must give respect and that begins with listening to what your
employees and peers are saying. Secondly, you must enter the conversation with an open mind and
without judgement. To be an effective leader, you must consider all options and listen to feedback
and to do this requires suspending judgement and opinions until it’s appropriate. The third technique is
reflecting, which means mirroring the other person’s information and emotions by paraphrasing key
points. Doing this shows the other person that you were actively engaged in the conversation and
allows them the opportunity to clarify whether you understood their information correctly. After getting
on the same page, you can move to the fourth technique, which is clarifying. This may be your
opportunity to ask probing questions that will draw the other person(s) to further expand on their ideas.
The next and fifth technique is summarizing where you restate key themes and takeaways of the
conversation that helps understand other points of view. This is an opportunity to again briefly clarify
what was said in the conversation and summarize it. The sixth and final step is to now share
experiences, feelings, and suggestions based on what you know about the other person’s
perspectives,
SEE EVIDENCE: Big 6 Active Listening Article
The Big 6: An Active Listening Skill Set. (n.d.). Retrieved from

https://www.ccl.org/multimedia/podcast/the-big-6-an-active-listening-skill-set/
110. Student will describe examples of using HDF 492 Crucial Conversations with Friends In completing this outcome for HDF 492, I am describing personal examples of when I have used
active listening skills and Family active listening with friends and family. Our required reading for HDF 412, Crucial Conversations,
helped me in preparing for these conversations, as some of them have been crucial or sensitive
discussions. I believe that being an active listener starts with friends and family members, because
how you engage with them will reflect how you engage with others. I’m a big proponent of eye contact
and paying attention to someone during conversation, which I think can be a great but also highly
distracting trait. For example, it’s great during important conversations because I can really pay
attention to what the other person has to say, but with less important conversations it can waste time
away from doing other important things – like homework. So, when it comes to my friends and family, I
put the phone away, face toward them, look into their eyes, and listen to what they have to say. If it’s a
sensitive topic then I make sure to withhold my judgement and keep an open mind before inserting my
opinion or beliefs into the conversation. I do this to encourage the other person(s) to lay out everything
they want to say. I think one of the greatest things I’ve learned in my life is that observing and listening
can be a more much powerful tool than being the loudest person in the room. Now the reflecting part is
where I could probably improve – I feel that this part isn’t as necessary as it seems, depending on your
relationship or rapport with the other person. If you know the person well, then it’s easier to decipher
what they mean. Although I may not always mirror what they are saying, I do attempt to get on the
same page by asking questions and clarifying their message. After fully understanding the other
person’s message and summarizing it, this is generally when I insert my advice, opinion, or general
comment in the conversation. I then reflect their own ideas back at them with my comments so that
they understand what my view is. I think this would also be considered sharing because I will usually
insert my own experiences that are applicable to the situation and/or relatable to the other person(s).

SEE EVIDENCE: Picture of Crucial Conversations Book
functions of group communication by
Hirokawa
of functions of group communication
(Hirokawa)
113. Student will show knowledge of techniques
regarding giving and accepting of feedback
114. Student will describe examples of giving HDF 492 Conversation with Professor / Using the prior outcome’s information, researched for HDF 492, I will be applying it to a conversation I
and accepting feedback. Personal Experience had in my last semester of college with a public relations professor. This professor has approached me
numerous times throughout the semester to ask my opinion of certain class lectures and experiences.
She started approaching me because she felt that we had a “friendly rapport” and she trusted that I
would give and accept feedback appropriately and with a positive outcome. She would generally ask
me for feedback on class assignments and discussions. For example, she asked how my group felt
about a recent presentation and as the group leader – she thought I would have the best knowledge of
the experience. I told offered her some feedback about how to improve the project and its processes
going forward (clarifying details in the syllabus, downsizing the groups, allotting for more class time to
complete presentations). I then asked her for feedback on my group’s performance and how we could
improve going forward. Both of us left our conversation having benefitted from the experience of giving
and accepting feedback and it was great practice for future situations like these in my career after
college. This is a great example of why it is important to build and maintain relationships in different
areas of our lives so that we can continue learning and growing.
SEE EVIDENCE: Group Presentation Feedback Sheet

115. Student will show knowledge of the 7D
coaching model (Knott)
116. Student will demonstrate personal
application of the 7D Model (Knott)
117. Student will show knowledge of elements HDF 412 Individual Reading Assignment As a part of our class curriculum in HDF 412, we were given a reading assignment for the book Crucial
of a Crucial Conversation and steps to Conversations by Patterson, McMillan, and Switzler. According to the book, a crucial conversation is
maintain dialogue and move to action defined as a discussion between two or more people where (1) stakes are high, (2) Opinions vary, and
(Patterson, McMillian & Switzler) (3) emotions run strong. Examples of crucial conversations are: ending a relationship, critiquing a
colleague’s work and asking a roommate to move out. The authors of this book make the claim that
crucial conversations can help kick-start your career, improve your organization, improve your
relationships and/or improve your personal health. The second chapter begins with explaining the
power of dialogue and how to maintain it as a process. Dialogue is defined in the book as the free flow
of meaning between two or more people, or “the pool of shared meaning” (p. 25, Patterson, 2012). The
steps required to maintain dialogue include, starting with heart, learning to look, making it safe,
mastering my stories, stating my path and exploring others’ paths. Starting with heart is a process
where one must work on themselves first before incorporating others, focus on what they really want
and refuse the fool’s choice. To do this, one must be sincere, curious, patient and encouraging to
others. Learning to look is noticing when safety is at risk and identifying one’s unique style under
stress. To make the dialogue safe again, one must step out, decide which safety condition is at risk,
apologize when appropriate, fix misunderstanding and create mutual purpose. To then master one’s
story, they must retrace their path and tell the rest of their story. Next is “STATE my path” which is an
acronym that stands for: Share your facts, Tell your story, Ask for others’ path, Talk tentatively and

Encourage testing. Exploring others’ paths requires the acronym AMPP which is Ask questions to get
things rolling, Mirror the emotions of others to confirm their feelings, Paraphrase to acknowledge that
you’re listening and understand what their saying, and Prime when you are getting nowhere (give a
little to get a little). After doing all these steps, you can then move into action which is how you turn
crucial conversations into action and results. This is where decision-making takes place and you must
ask yourself and the other person how, who and why. To decide how to decide to follow the process of
Command, Consult, Vote and Consensus. Command is when decisions are made without involving
others. Consult is when input is gathered from the group and then and subset decides. Vote is an
agreed-upon percentage that swings the decision one way. Lastly, consensus is when everyone comes
to an agreement and then supports the final decision. To then follow through with the decision, you
must finish clearly by determining who does what by when, set a follow-up time, document
commitments and hold people accountable for their promises.
SEE EVIDENCE: Picture of Book (Proof of Purchase)
118. Student will describe examples of HDF 412 APC by Schneider Electric For this exercise required in HDF 412, it was difficult for me to recall a crucial conversation that
engaging in a Crucial Conversation Internship resulted in an outcome I was dissatisfied with because I often try to let go of the things I cannot
change. When thinking ahead into the future, a crucial conversation I anticipate myself having is with
my current boss at my internship. This internship was intended only for the summer but has extended
into the fall with the possibility of continuing into the spring. However, this internship feels a bit
lackluster and I’m finding it hard to feel satisfied with it and am considering moving onto a new one.
There are few things for me to consider here and questions I must ask myself such as, “Will they even
extend the offer?’ or ‘Will I get a better internship than this even if I try?’ but also ‘Do I even like what
I’m currently doing there?” For the purpose of this exercise, the crucial conversation will be of me
telling my boss that I would like to leave my current internship to pursue a new one while still securing
a letter of recommendation. In the book “Crucial Conversations” there are seven principles in the
process of having a crucial conversation (Patterson, Grenny, McMillian & Switzler, 2012). The first is to
Start with Heart which for this situation, I have interpreted as asking myself what I want and what I
think my boss would want from this conversation. Considering what to avoid is important as well. For
this, I would explain to my boss that I need to further assess my options in other career fields before
graduating and securing a job.
The second principle is Learn to Look which means training yourself to notice when the conversation
becomes crucial, the safety of it, and how you and the other person(s) are handling it. In this instance, I
would observe how my boss is reacting to my thoughts and interpret her verbal and nonverbal
communication to determine the conversation climate. Thirdly is the Make It Safe principle. This
principle is used when the conversation is becoming unsafe for participants(s) and needs to be
redirected to establish mutual purpose and respect. For example, if my boss feels personally attacked
by my wanting to leave the internship, I would apologize if she felt that way and direct her back to the
mutual purpose, which is, for me to pursue other options before graduating in May. I base this mutual
purpose off the conversations I have had with her in the past about finding what career fields interest
me and where that may take me after graduation (potentially with a spot on her team).
The fourth principle is to Master My Stories which requires retracing my path to action and identifying
my story to then, telling the story. This flows into the fifth principle of STATE My Path. For this, I would
have to evaluate the way that I am representing myself and my story in that current moment. Does my
boss understand my story? Does she know what I really want? Have I Shared facts, Told my story,
Asked for options, Talked tentatively, or Encouraged feedback? (STATE). The sixth principle is to
Explore Others’ Paths. For this, I would consider my boss’s view of the conversation and apply the
rules of AMPPABC: Ask, Mirror, Paraphrase, Prime, Agree, Build, Compare. Lastly, I would use the
information gathered from the conversation and Move to Action by deciding what my decision is and
acknowledging the mutual decisions made. Together my boss and I would create a plan of action and
determine how we will follow up with each other. There is only one option in a conversation like this
which ends with my inevitable exit from the internship. However, there is a possibility that my boss
explains the benefits of staying and decides to extend my internship another semester to encourage
me to stay.
Revision: Since previously writing this essay about crucial conversations, I have had this conversation
with my boss. It mostly went as I described above and we came to the consensus that my internship
will be ending December 19, 2018 so that I can pursue an internship opportunity in another company to
broaden my horizons and gain new experiences. The two main reasons for my exit from the team was
because of a low remaining budget for interns and an overall downsizing of the company’s location. My
main reasons were to be able to try a new opportunity in a different field and because I have become
bored with the content.
SEE EVIDENCE: Screenshot of Meeting with Supervisor
facilitation techniques
facilitation techniques
121. Student will demonstrate knowledge of de-
briefing techniques
122. Student will demonstrate proficiency of de-
briefing techniques
framing based on psychology and its use in
group facilitation
framing based on psychology and its use
in group facilitation
125. Student will demonstrate knowledge the
four frames of organizations, and the
meaning of reframing by Bolman and Deal
of organizational analysis using the four
frames of organizations, and breaking the
frame / reframing (Bolman and Deal)
127. Student will show knowledge of organizing
meetings / setting agendas / and leading
meetings
organizing meetings / setting agendas /
leading meetings
129. Student will show knowledge of
Parliamentary Procedure
130. Student will show knowledge of techniques
for working with difficult people

using techniques to work effectively with
difficult people
132. Student will show knowledge of the stages HDF 290 Independent Research In HDF 290, we learned about Bruce Tuckman’s theory of “Group Development” through a student’s
of group development (Tuckman/Tuckman class presentation and independent research. Tuckman’s theory is comprised of five stages known as
& Jensen, Bennis or others) forming, storming, norming, performing, and adjourning. During the forming stage of group
development, there is an unclear goal with minimal direction and agreement. After first impressions
are made, the process moves into the storming stage. There is often disagreement and power
struggles during the storming stage in order to create a group dynamic and facilitate tasks. Now that
characteristics are displayed, and tasks are assigned, there is an increased clarity of purpose and
direction. The third stage is norming where the group moves toward a consensus and there are very
clear roles established for each person depending on their strengths and weaknesses. The group now
moves into the performing sage where they are functioning and have a shared goal and responsibility.
This stage often encourages open and supportive communication that stems from a mutual respect.
The final stage is adjourning where the duty has been completed and the team receives recognition
and feedback. Their team reviews the work and values the accomplishments made by the group.
Tuckman, Bruce W. (1984) ‘Citation classic – Developmental sequence in small groups’ Current
Concerns. Available: as a pdf
file:http://www.garfield.library.upenn.edu/classics1984/A1984TD25600001.pdf
group development in use
(Tuckman/Tuckman & Jensen, Bennis or
others).
134. Student will show knowledge of group roles
and how they contribute to group dynamics
(Johnson & Johnson; Benne & Sheats;
Knowles & Knowles; etc.)
group roles and how they contribute to
group dynamics (Johnson & Johnson;
Benne & Sheats; Knowles & Knowles; etc.)
136. Student will show knowledge of effective
memberships skills in groups
membership skills in use
Challenge and Support theory by Sanford,
and its relationship to organizations
using the theory of Challenge and Support
(Sanford)
140. Student will show knowledge of the COM 202 Independent Research In COM 202 Public Speaking, we read a chapter in our book that described the different elements of
construction / elements of informative and both persuasive and informative speeches. We were required to independently research effective
persuasive speeches public speaking skills before class to allow for better discussion. The book we were assigned to read
was, “The Art of Public Speaking” by Stephen Lucas. I will be pulling the following information from this
book in completing this outcome. There are several types of informative speeches and they can be
about objects, processes, events or concepts. Each type of speech is required to have a specific

purpose, central idea, and multiple main points. For example, speeches about processes will most
likely have a list of steps that act as the main points. Moving on to persuasion, it is defined as a
psychological process and it occurs in a situation where two or more viewpoints are presented. It is
vital to consider how listeners process persuasive messages and there are seven degrees on a scale
known as “Degrees of Persuasion.” The degrees read from left to right and they are: strongly opposed,
moderately opposed, slightly opposed, neutral, slightly in favor, moderately in favor, and strongly in
favor. Persuasion speeches must be tailored to target audience in order to send a message effectively.
Questions of fact must also be considered and analyzed thoroughly when creating a persuasive
speech because the speaker must be prepared for the audience to ask for citations and sources of
evidence. Persuasion speeches should also be organized based on questions of fact and must include
a specific purpose, central idea, and main points. After analyzing questions of fact, next is to analyze
questions of value. Value involves personal statements and opinions that question your moral and
ethical values. Remaining consistent in this is important when trying to get your points of view across.
The next question to ask if questions of policy. Questions of policy as about whether a specific course
of action should or should not be taken. There are several types of speeches surrounding questions of
policy and they are speeches to gain passive agreement and speeches to gain immediate action.
Policy speeches require a need or reason for persuasion as well as a plan of action and analysis of
practicality. I will be attaching my notes from in class that we took on persuasive and informative
speeches.
SEE EVIDENCE: Informative and Persuasive Speech Notes
Lucas, S. (2015). The art of public speaking. New York, NY: McGraw-Hill.
141. Student will demonstrate proficiency in HDF 290 Independent Research In HDF 290, we were assigned to do a presentation on a topic of our choosing that had to be either
informative and persuasive public speaking persuasive or informative. My presentation focused on leadership issues in education and I chose to
conduct independent research on the topic of required school recess for elementary students. I created
a PowerPoint to go along with my presentation so that there were visuals with minimal words that
students could easily follow. I also created an outline of the speech to avoid reading directly from my
slides and instead maintain eye contact with the audience. I utilized skills that I learned from my COM
202 class to craft my outline and presentation. My outline included a specific purpose, central idea and
main points. I considered the moral and ethical values when crafting my speech and made sure that it
would resonate with my audience. I will be attaching the presentation that I created for the persuasive
speech assignment in COM 202, which elicited great feedback from my peers and professor.
SEE EVIDENCE: COM 202 Speech
Lucas, S. (2015). The art of public speaking. New York, NY: McGraw-Hill.
142. Student will show knowledge of planning
and conducting interviews (as the
interviewer)
143. Student will describe personal examples of HDF 290 Interview of Friend’s Father In Unit 2 of HDF 290, we were assigned a project that required us to interview a member of a leader in
planning and conducting interviews (as the small business, local politics or a local community service organization. I chose to interview my best
interviewer) friend’s father, Joseph Richardson, who is a Captain at the East Greenwich Fire Department. To
prepare for this interview, I developed a list of questions based on our assignment rubric and
information learned in class. I reached out to Mr. Richardson first to ask if he was interested in being
the subject of my presentation. He agreed, and we set up a time and location to meet, which ended up
being at his house at 4 p.m. I made sure to enter the discussion by saying that he had the right to
forego any question he felt uncomfortable answering and that I would only include information with his
permission. We first had friendly discussion about current life events to set the tone before I began
interviewing him. To record his answers to my questions, I brought my laptop and typed as he spoke.
There was no need to record the interview via video or audio. I began by asking him questions about
his personal, educational, and career background. I then asked him about his position at his current
organization. We delved a little deeper and discussed his personal philosophy, personal mentors, and
any life lessons or advice he had to offer others. After discussing his personal background, we moved
onto leadership strategies and duties such as: short- and long-term goals, leadership style/duties,
leadership issues, and experiences he’s had decision-making and problem-solving. To end the
conversation, we discussed various leadership issues he experiences on a daily basis that range from
moral and ethical to legal. To end the interview process, I thanked Mr. Richardson for his time and
offered him the opportunity to review my notes – of which he declined on the basis that he “trusted my
interviewing skills”. Overall, I had a wonderful experience interviewing someone that I’ve grown up
knowing and learning more about a field I had no experience in. He offered great insight into the fire
and rescue career path and I gained an even fonder appreciation of members in the field. To complete
this assignment, I then wrote an essay and created a PowerPoint based off my interview notes and
presented it to the class.
SEE EVIDENCE: Interview Notes and Essay Assignment

144. Student will show knowledge of preparing COM 351 Independent Research Throughout the last few years, I have learned how to effectively answer questions during interviews
for and effective answers in interviews (as Alumni Networking Event through class lectures, independent research and university resources. In my organizational
the interviewee) communications class, COM 351, we discussed best practices for preparing for interviews. We
discussed what to wear, how to act, what to say, and what to expect from the interviewer. We also had
guest lecturers who joined some of our classes to share their advice and answer questions about the
interview process. We had guest speakers from the business and communications field and some who
dabbled in the public/motivational speaking arena. In my independent research, I have used various
websites to compile a list of the most common interview questions and how to effectively answer them.
I will go more into how I used this independent research successfully in the following outcome. A few
days before writing this outcome, I attended an alumni networking event for the College of Liberal Arts
and Sciences. We heard from URI alumni in various fields and they answered our questions about
resumes, cover letters, searching and applying for jobs, and interviewing. A lot of our questions
focused on the interview process and I was able to ask specific questions that other resources hadn’t
addressed. In doing so, I walked away from the event with more confidence about the interview
process and real-world examples from experienced professionals.
According to an article from themuse.com, there are 11 things that you must do the night before an
interview – I usually do all these things a week before. First, it’s important to choose an outfit for the
interview and lay it out the night before. The outfit should suit the office standards of the place you are
applying for and should be wrinkle-free, clean, and preferably lint-rolled. I stand by the saying, “dress
for the job you want, not the one you have” because it’s important to represent your best self in an
interview. The second step is to pack your bag, and for me this is more about preparing my padfolio,
which holds my resume, cover letter, sample questions and a notepad and pen. The third step is to
map out where you’re going, how you’re getting there, and how long it will take. It’s vital to be earlier
than on time. If you’re interview is at 1 p.m., you should be there at 12:45 p.m. This leaves room for
traffic, getting lost, or any other obstacle that may arise. The fourth thing, as I previously mentioned, is
to review answers to the most common questions. As a part of preparation, you should be researching
and brainstorming potential questions that your interviewer will ask and have clear, concise and
intelligent answers. In my experience, knowing how to respond to questions leads to a more positive,
interesting and meaningful dialogue. The fifth step is to research your interviewer/company, and gain
background knowledge on the organization, especially because they will most likely ask you about it.
The sixth step is to print your resume because sometimes your interviewer won’t and they will expect
you to have a copy on-hand. Step seven is to prepare your breakfast or meal before the interview so
that you won’t be hungry or light-headed during your important conversation. Step eight is to be
prepared for the worst (which, I always am) and be prepared to combat an issue if and when it
happens. For step nine, create a cheat sheet with the name of the employer, employees and their titles
and names, commonly asked questions and whatever else you think you may need. Not only could this
save you during the process, but it will also help you memorize important information. Next, step ten is
pretty obvious – set your alarm. The night before an interview, I set at least ten alarms on multiple
devices to ensure that I wake up with enough time to eat, dress, and arrive early to my interview (or be
ready for a phone/video interview). Lastly, and most importantly, make sure to get enough sleep!
Forming coherent sentences and using your brain to answer potentially complex questions requires a
lot of energy. Having participated in at least a dozen interviews in the last two years, I can confidently
say that the process is both emotional and mentally exhausting. It’s tough to be your best self in a 30-
60-minute interview, so it’s vital that you get enough sleep.
SEE EVIDENCE: Alumni Networking Event Attendance Email
Kalish, A. (2017, May 21). How to Prepare the Night Before a Job Interview. Retrieved from
https://www.themuse.com/advice/11-things-to-do-the-night-before-an-interview-if-you-want-to-land-the-
job
145. Student will describe personal examples of COM 351 Applying for Internships As stated in the previous outcome, my independent research, university resources and COM 351
preparing for and being interviewed course have effectively prepared me for the interview process. Thanks to these resources, I have
successfully interviewed with multiple companies for my top-choice job and internship opportunities.
After reading the 11 suggested tips from the outcome above, I have incorporated these suggestions
into my interview routine. In addition to these suggestions, I have created an interview Q and A sheet
to study from before interviews. I use the sheet as a template and input answers for each new
company that I interview for. The first time I used this sheet was for a phone interview I had with a
Providence PR firm in November 2018. Filling in the sheet helped me feel more prepared to answer
questions during the interview and it made for a successful and positive experience overall. To
formulate this template, I read through top articles on various publications to find the most common
interview questions and I tweaked them to be more relevant to the specific role and company. I had this
template on my computer screen during the interview and I felt much more at ease knowing that some
of my answers were a glance away. A few weeks after the phone interview, I was asked to come back
for an in-person interview, however I ended up accepting an offer elsewhere. Even though I didn’t
continue my pursuit of this internship, it was a great learning experience and practice for future
interviews. I recently re-used this template for a skype interview that I had with a PR firm in Boston for
an actual full-time position. Since the industry was the same and the position was similar, the template
made for an easy and seamless preparation process. I studied from the sheet the night and morning
before the interview and I, once again, felt very prepared for the interview. The interviewer asked
excellent questions and I felt prepared to answer most of them, thanks to my practice and before-hand
preparation and research. Unlike many people, I enjoy the interview process because I get to practice
my communication skills and better craft my elevator pitch and responses.
The following links are for the articles that I based my interview questions from:
https://www.themuse.com/advice/how-to-answer-the-31-most-common-interview-questions
https://www.thebalancecareers.com/top-interview-questions-and-best-answers-2061225
https://www.indeed.com/career-advice/interviewing/top-interview-questions-and-answers
SEE EVIDENCE: Interview Q and A template for PR firm internship position.

146. Student will show knowledge of effective
collaboration / coalition building (Sources:
Cilente/Komives et al; NCBI; etc.)

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 HDF 492 Independent Research As a way of completing the leadership inventory, I conducted independent research on this topic in my
accountability in leadership / member HDF 492 course. According to Eagle’s Flight, a business development and training expert organization,
relationships there are five ways to demonstrate and ensure leadership accountability. The article prefaces by
saying that anyone and everyone should be accountable for the outcomes of their actions and
behaviors, but it is especially important for leaders to do so. Leaders and individuals should be striving
for the “gold standard” of accountability, which is said to be the best combination of behavior and
judgement. To achieve this gold standard, the first way states that individuals should lead by example
and demonstrate accountability through their actions. Accountable leaders should show discipline, act
with integrity, and achieve executional excellence by mastering new skills and behaviors. The second
way to maintain accountability in leadership is by developing accountable leaders. Organizations
should already include leadership training that instills the basic characteristics and skills required to be
an accountable individual. These developmental programs will help leaders learn how to formulate and
communicate expectations for their employees and how to hold them accountable. Leaders at all levels
should also be self-aware and hold themselves accountable based on their set expectations from their
organization. To demonstrate accountability and ensure it in others requires communicating and
sharing information in the form of feedback, guidance and/or advice (third way). This feedback can and
should be based on measurable results based on already-communicated expectations. The fourth way
to develop accountability is to build individual understanding. Individuals need to be made aware of the
resources and support available to them to reach expectations and how they should be holding
themselves accountable. To do this, leaders can provide mentorship and coaching, multi-rater
assessments, and team meetings. Lastly, the fifth way to maintain accountability in leaders and
individuals is to actually require it, as part of the job description. Leaders and employees should
communicate and agree upon the set expectations with discussion over resources and tools offered as
well as scheduling timely feedback. If given the proper knowledge of expectations along with tools,
resources and feedback – individuals should be able to effectively and successfully deliver on
commitments and achieve results.
SEE EVIDENCE: Eagle’s Flight Article
Cornett, I. (2018, July 10). 5 Ways to Demonstrate Leadership Accountability & Ensure It in Others.
Retrieved from https://www.eaglesflight.com/blog/5-ways-to-demonstrate-leadership-accountability-
ensure-it-in-others
151. Student will describe personal examples HDF 492 Caster Communications In completing this outcome or HDF 492, I reflected on past personal examples where I maintained
related to maintaining accountability as a PRS 200 accountability as a leader. A great example of demonstrating accountability, is something that many of
leader us have done and are doing: attending and completing college. To complete courses, work or intern at
a job, and graduate from college – there is also a large level of individual accountability. In doing this
inventory for my leadership minor, I will have held myself accountable for many hours to ensure that I
complete and pass all requirements. However; to give specific examples that hit more of the points
stated in the previous outcome – I will use my internship experience at Caster Communications and an
event management course as an example. In my role as a public relations intern at Caster, my
expectations and duties have been clearly outlined from the beginning. During training, I was given a
document outlining my daily duties – separate from projects and assignments assigned throughout the
semester. These daily duties are an essential part of the job and are expected to be completed during
each shift. The account coordinators and managers at Caster take a more hands-off approach in
managing the interns. They expect us to act as professionals in our field and in the office and hold
ourselves accountable for getting our work done. They have provided us with the resources and tools
needed to succeed including an entire 2019 online binder, which we can refer to first if we have any
questions. We can also reach out to them via direct message or email if we need further clarification.
On my team of 4-5 employees, the “A-Team,” we have weekly catch-up meetings to go over our client
status. We also have bi-weekly status meetings as an entire office to discuss any announcements,
changes, or big events happening. Myself and two other interns are also encouraged to have monthly
check-ins to express any concerns, ask questions, and shares notes and lessons with each other. It is
apparent that our office has outlined clear steps and processes to hold employees accountable and
offer feedback as needed. As for my event management class that I took in fall of 2018 (PRS 200), the
entire class was expected to be accountable for their specific duties in preparation for our PR Day
Event. To hold us accountable, our professor made each process a part of our overall grade for the
course. At the end of the course, those students who failed to hold themselves accountable were
disappointed to see their grades. Our professor had supplied us with all the knowledge, understanding,
resources and tools that we needed to succeed. There was no excuse for students who refused to
participate and contribute to class discussions and complete their expected event planning duties.
SEE EVIDENCE: Public Relations Intern Expectations Document from Caster.

152. Student will describe ways to build
relationships between leaders and
members
building relationships with members as a
leader
154. Student will describe how credibility applies HDF 492 Independent Research In completing this outcome, I did some of my own independent research on this topic for my HDF 492
to leadership, as well as the characteristics inventory requirement. After a quick search using Google, I found an article from inc.com that shares
and skills of a credible leader seven powerful habits for establishing credibility as a leader. Becoming a trustworthy and influential
leader can be difficult and takes time. A great way to gain trust from employees is to establish your
credibility as a leader by turning words into action and proving your expertise by churning out great
results. According to the article, credible leaders are first and foremost, respectful. By being respectful
of their employees and superiors, they stand to gain respect and loyalty in return. Credible leaders are
also honest; they should be transparent in their actions and open, which will create an environment that
has no tolerance for unethical and immoral behavior. As previously stated, expertise is critical in
establishing credibility. Why would an employee listen to their boss if they were less educated about
the company’s processes than them? Leaders should always be learning, educating themselves, and
looking for new opportunities to challenge themselves. Being educated lends itself to being competent.
Competent leaders have more than a basic understanding of what’s happening in other departments.
They should have a breadth of knowledge in a variety of topics as well as common sense and soft
skills, which are needed to effectively communicate. Establishing credibility and being accountable are
dependent on each other for success. A credible leader will always take full responsibility for their
actions and decisions, whether it’s good or bad. These leaders will immediately stand up, admit fault
and problem-solve when they make a mistake. To gain the trust of others, a credible leader must be
loyal to their organization, peers, and employees. They are supportive and empathetic to others and
really care about those around them. In addition to being loyal, credible leaders must also trust the
abilities and actions of those they serve. In solidifying all these habits as a leader, one can become
credible and earn the trust of people. Being a trustworthy leader also means respecting people’s
privacy and abiding by confidentiality agreements. Always following the rules of an organization and
enforcing them on every level.

SEE EVIDENCE: Inc.com Article
Economy, P. (2015, May 22). 8 Powerful Habits to Establish Credibility As a Leader. Retrieved from
https://www.inc.com/peter-economy/8-powerful-habits-to-establish-credibility-as-a-leader.html
155. Student will describe personal examples of HDF 492 Petco Based on my independent research from the above outcome for HDF 492, I was easily able to recall a
building, maintaining, and repairing his/her Independent Research time when I had to build, maintain, and repair my credibility as a leader. At the beginning of my career
own credibility as a leader at Petco, I spent a lot of time and effort establishing myself as a hardworking, caring, and competent
leader. I was able to prove this to my assistant manager, general manager, and some of my peers
early-on. I always had a drive to get things done with a smile on my face (can you tell that it was my
first time in retail?). Because of my drive and maturity as an employee, my bosses decided to give me
more responsibility. Within seven months of working there, I was promoted twice – one was a stepping
stone to the other, and I eventually became a guest advisor (floor manager). While most of my peers
felt favorably to me at the beginning of our work together, my credibility quickly faded among a few of
them as I was promoted. Some people thought I was too young to be working equal to or even above
them, while others were annoyed that they didn’t get the promotion. They didn’t want to hear someone
half their age calling the shots and delegating their work – even though I did so with respect and care.
To avoid these issues, I tried to maintain and further build my credibility by being respectful, honest,
competent and continuing to educate myself throughout the process. I was really trying to hold myself
accountable and do the right thing, even with my minimal experience in management. Eventually, like
all other retail jobs, problems with a few employees started to pop-up and the workplace became
tense. At this point, maintaining credibility became repairing credibility. I approached my supervisors
with the issue and was told to just ignore it and “keep doing what I was doing,” which I did. As far as
the two head-honchos were concerned – I was doing my job, doing it well, and they had no complaints
– but that didn’t stop others from voicing their opinions in the breakroom. It got to a certain point where
things needed to be addressed and not solely by me. I asked to have a mediated sit-down discussion
with one of the other managers who was giving me grief and she complied. During the discussion, I
tried to express my loyalty while also voicing my concerns. Unfortunately, the conversation didn’t lead
to a resolve and there was little support from the general manager. Around the same time, my assistant
manager announced that she was relocating to a new store as a general manager and we discussed
me following her. Because of the issues in the current store between myself and another individual– I
made the educated decision to relocate and so began a new cycle of building credibility at a new store.
This time I held a higher position as a department manager and building credibility became even more
crucial. Luckily, my new location was with people closer in age to me and with more respect for each
other.
SEE EVIDENCE: Application Submission for Relocation and Promotion

156. Student will describe ethical standards in HDF 492 COM 460 For my last semester in college, I chose to enroll in an environmental communications class (COM
influence Independent Research 460) to get a better understanding of climate change, environmental concerns and impact. From
reading the class textbook and having online discussions with my classmates, I have realized how
strong of an influence others have on our perception of the environment and environmental issues. In
this outcome, I will be outlining ethical standards and their application in leadership. Then in outcome
#157, I will go further into detail about influence in leadership, as it applies to my environmental
communications class.
The following information was found through independent research in my HDF 492 class, which I’ve
been doing to complete this inventory. In my research, I found an article from the American
Management Association that names five standards of excellence for ethical leaders. The first standard
discusses ethical communication, which reveals that ethical leaders set the precedent for level of
truthfulness in an organization. That being said, ethical leaders should be truthful and their commitment
to the truth will influence those that they serve. The second standard stresses the importance of ethical
quality in an organization, whether that relates to product, service, customer service, or delivery quality.
It is important for an organization to sell or stand by offerings that are of good quality. The third
standard focuses on ethical collaboration, which addresses the hiring and gathering of advisors with
strong values and principles that follow an organization’s messages and mission. Wise leaders
collaborate with other wise individuals to develop best practices for problem-solving, decision-making,
and overall organizational behavior. The fourth standard of ethical succession planning outlines the
need for more than one principle leader and rather a group of leaders who can share the “turf” of
control. Together leaders can set strong organizational standards and operational standards and
ensure their success. The fifth and final standard is ethical tenure, which addresses how long a leader
should lead in an organization. This particular standard directly relates to our political system, which
puts a limit on the number of years an individual can lead our country – between four to eight years.
Industry law does not put a limit on how long can individual can lead, meaning that the organization is
responsible for deciding this and therefore should have principles and practices in place to address that
issue if needed.
SEE EVIDENCE: Article from American Management Association
Five Standards of Excellence for Ethical Leaders. (2019, January 24). Retrieved from
https://www.amanet.org/articles/five-standards-of-excellence-for-ethical-leaders/
157. Student will describe influence as it applies HDF 492 COM 460 As stated above, I will now be using this outcome for HDF 492 to further elaborate on influence in
to leadership leadership as it applies to my environmental communications class (COM 460). As I said before,
throughout the duration of our lives, those around us influence our perception of environmental issues
and the environmental in general. Some of us grow up with great care and appreciation for the
environment, while others grow up with a lack of care and respect for the environment.
A great example of influence is public perception of climate change and people arguing over whether
it’s “real” or “fake.” In my opinion, climate change is very real and it’s a fact that the environment
changes regardless of whether its caused by humans or if it occurs naturally (it’s a bit of both). In
environmentally-charged conversations, the word “ethics” comes up a lot and in a variety of ways.
Some people say that to care about the environment is a moral and ethical responsibility of all
individuals in our society. Others discuss the issue of the environment and its relationship in our
politics. All of the five standards of ethical leadership (outlined in outcome #156) can be applied to our
political system. Our political leaders are responsible for creating, governing, and enforcing laws that
impact the environment and influence our own individual behaviors and actions on a daily basis. For
example, state laws that govern recycling processes, influence the way individuals in the state choose
to recycle their waste. Recently, some towns in Long Island, New York have had to change their
recycling process due to the collapse of the worldwide recycling market. Since China can no longer
accommodate our recycled materials, they have stopped taking them, which has created a domino
effect throughout the world. A more complex recycling system – with no intervention or help from our
policy leaders – will likely mean that recycling happens less often, less efficiently, and will cause
increased stress on the environment. This is just one, isolated example of where leadership influence
is having a negative impact on the environment and with the current administration – it’s likely to get
much worse. Our perception of the environment is shaped by our parents, teachers, friends, extended
family and our community. I love the environment and always look to it to relieve my stress. I absolutely
despise littering and can’t comprehend how people continue to do it. I’m not the most eco-friendly or
conscious person, but I’m certainly trying to be better about it. I hope to use my leadership skills and
future career in leadership to help effect change in this area. Now that I have a better understanding of
ethical standards in leadership and how it influences others, I will be sure to use it positively and with
care.

SEE EVIDENCE: Article about Long Island, New York Recycling Changes
Gusoff, C. (2018, November 26). Recycling In Parts Of Long Island Just Got More Complicated.
Retrieved from https://newyork.cbslocal.com/2018/11/26/dual-stream-recycling-green-stream-recycling-
long-island/
158. Student will describe principles of effective HDF 492 Independent Research In completing the inventory assignment for HDF 492, I conducted independent research and found The
mentoring, as well as problems particular National Mentoring Partnership organization, commonly referred to as Mentoring. On the Mentoring
to the mentoring relationship website, it claims that good mentors have: a sincere desire to help a young person, respect for young
people, active listening skills, empathy, and an ability to see solutions and opportunities. I personally
believe that mentoring can happen at any age and for anyone, but this organization is specific to
helping youth. The company has also based their mission around the fact that 1 in 3 young people will
grow up without having a mentor. While there are many benefits to mentoring such as having fun and
achieving personal growth, there are also downsides and common concerns. These common concerns
include compatibility between mentor and mentee, situational barriers (medical, family or mental health
emergencies), making mistakes, and being unable to continue the mentorship. For children and youth
that lack mentor experience, it can be a difficult transition to trust someone else enough to open up.
This requires patience, care, and consideration from the mentor. There can also be emergencies that
happen, and mentors must go through the correct channels to address these issues. Mentors are not
responsible for family counseling or medical/psychological treatment and therefore, should not attempt
to help with these emergencies. The most a mentor can do in those situations is be a guide for the
young person and offer support. Making mistakes is a part of life and mentors are not immune to it, it’s
important to continue doing your best and following proper guidelines. Success is not measured by the
mentee’s actions, but your own. Lastly, becoming a mentor is a commitment and requires time and
effort. Ending a mentoring relationship should only happen in uncontrollable instances like job
relocation, sickness, family emergencies or etc. It’s important to be aware of the commitment before
making the decision to become a mentor because breaking off a mentor-mentee relationship can do
much more harm than having never been in one.
SEE EVIDENCE: Screenshot of Mentoring Program Guidelines
Become a Mentor. (n.d.). Retrieved from https://www.mentoring.org/get-involved/become-a-

mentor/#1442434599875-42f4a08d-9d01857f-0a0b
159. Student will describe personal examples of HDF 492 Petco In completing this inventory outcome for HDF 492, I will be reflecting on personal examples of
mentoring and being mentored Peer Ambassador mentoring and being mentored based on the previous outcome. Being that I am still a young person, I
personally haven’t had many opportunities to mentor other’s, but I have been mentored myself. I am a
member of the 1 in 3 children and youth that grew up without having a mentor outside of my parents
and I’m not sure I would consider either of my parent’s a proper role model. They’re intelligent and
overall good people, but I have learned much more valuable things outside of the home I grew up in. A
person I have learned a lot from is my former boss from Petco who taught me a lot about how to be a
leader and a lot about the “real world.” She helped me realize who I am as a person and the types of
goals I wish to achieve. I looked up to her for advice and we talked regularly and disproportionately
about our lives (more about mine). Being that she’s a decade older than I, she has had a lot of wisdom
to offer me. With her, I have had a lot of fun through our work friendship and it has blossomed into an
outside-of-work friendship. She is a great listener, usually very active and engaged in the conversation
– especially when it’s about a serious subject. She taught me the value of observing rather than being
the first to speak or the loudest in the room. She has strong empathy and care for others, even if she
doesn’t do that for herself, which I think is what makes her such a great leader. She also possesses a
great ability to seek out solutions and find opportunities for herself and others (but always others first).
In writing the previous outcome and now reflecting in this outcome, I realize just how much of a mentor
she really was by definition. Her actions were exactly that of a mentor’s and she has guided me
throughout the last three years of my college career. What she has been for me all this time is what I
hope to be for other people. The reality is, is that it really only takes one person to transform a young
person’s life. She showed me compassion and care when others didn’t and for that I am very grateful.
In learning from her as a mentor, I have begun my search for others to mentor. A place where I started
was in the peer ambassador program at the URI International Center. As mentioned in a previous
outcome, I was paired with a young woman from China and responsible for acting a resource for her
transition into URI campus life and American culture. The first time we met was difficult because of our
language barrier, but we made conversation by sharing our music taste. I created a playlist for her
including popular American artists from a variety of genres. She also shared some Asian bands and
artists that she enjoyed with me. At the beginning of her URI experience, we met up for coffee and
lunch a few times before I felt that she was comfortable being on her own. I made myself a continued
resource for her throughout the duration of the semester and she reached out with questions a few
times. As her mentor, I was never really dealt with any problems particular to mentorship, which I
consider lucky.
SEE EVIDENCE: Welcome Email to International Students
Become a Mentor. (n.d.). Retrieved from https://www.mentoring.org/get-involved/become-a-

mentor/#1442434599875-42f4a08d-9d01857f-0a0b
160. Student will describe principles of effective HDF 492 International Center Peer In completing the inventory requirement for HDF 492, I conducted my own independent research on
peer leadership, as well as problems Ambassador effective peer leadership principles. After many failed attempts searching Google for peer leadership
particular to peer leadership principles, I decided to look back at the International Center’s Peer Ambassador Program
requirements. According to the program description, Global Peer Ambassador’s must possess the
following: ability to interact with students and be mindful of cultural differences, maintain contact with
students during the semester and respond to questions or concerns, encourage students to participate
in URI campus life by relaying event dates and info, and follow proper chain of command when
addressing student concerns. With my experience being a peer ambassador, I now know the skills
required in working with international students. These skills include: communication, active listening,
open-mindedness, relationship building, time management, and most importantly awareness. It is really
important to be aware of the different cultural backgrounds of each international student that you
communicate with. When setting up events for the students, we had to be mindful of what each student
could eat and what activities they could or would want to participate in. If peer ambassadors aren’t
mindful of cultural differences, then would-be positive experiences would become negative for the
international student. Part of our duty is to make sure that the international students get the best
experience possible at URI and that they feel welcome and cared for. It’s crucial to have a mutual
respect for each other, that way the students can build relationships with their peers and in the
community. Other problems that sometime would arise were miscommunication and lack of clarity for
students. For those students with a strong language barrier, we had to make sure that they had the
same resources and opportunities as those without a barrier. So, we had to facilitate people and
resources that they could seek out for help with various activities.
SEE EVIDENCE: Screenshot of Peer Ambassador Program Description

161. Student will describe personal examples HDF 492 International Center Peer When I entered the program, I was assigned to be a peer ambassador for a woman from China as well
related to being a peer leader and being Ambassador as a few European students. As a part of my role, I was meant to act as a weekly guide for the
led by peers students when they first arrived to campus. I sent them emails welcoming them to URI and offered my
information and some FAQ’s. For Welcome Week, peer ambassadors were responsible for helping
students as they arrived to campus. We welcomed them to campus and helped them move into their
dorms. We provided them with initial documentation and paperwork that included lists of resources and
a schedule of upcoming International Center events that we were hosting. In my experience as a peer
ambassador for a few international students, I had some difficulty with language barriers, specifically
for my Chinese student. She was unsure of how to navigate the campus via shuttle, so I printed her a
map and explained the process to her in simple words. We also used a translate app to help her
understand. In addition to being culturally aware, I also remembered the importance of exercising
patience. At times, I felt frustrated that I couldn’t help my international student, but together we worked
through those difficult scenarios. In one situation, I did have to follow the proper chain of command to
get one of the student’s questions answered. It’s important to remember that peer leadership takes
experience, patience, and understanding of others needs to facilitate positive communication. Overall, I
learned a lot from being a peer ambassador and gained more experience in the cultural part of being a
leader.
In addition to being a peer leader to international students, I also had to do so with other peer
ambassadors. On a team of 14 peer ambassadors, we all took turns leading different events and
volunteering our time. Naturally, there were many times where I took the lead in setting up for an event
and facilitating activities. In doing so, I’ve actually learned that I enjoy event planning and might pursue
it as a career. Being that I naturally like to lead and take initiative, there were a few times where I felt
frustration having to stand back and watch – but I understood the importance of encouraging others to
lead. I pride myself in my ability to take direction, act, and ultimately produce results. When others
chose to delegate responsibility, I would just go with the flow and do what I was told. I think that many
leaders in positions of power, sometimes forget or ignore the importance of getting feedback or input
from others. Our events went smoothly when we all worked together and shared responsibility, which
meant that they became a positive experience for the international students. In working well together
as peers and understanding the principle duties we held as peer leaders, we were able to achieve our
goals in the program.
SEE EVIDENCE: Event Pictures as a Peer Ambassador

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LEADERSHIP

Name: Rhiannon Wilson

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

SEE EVIDENCE: Major Declaration and Internships Experiences on Resume

SEE EVIDENCE: HDF 290 Workplace Scenarios Exercise Document

SEE EVIDENCE: Email Confirmation of Fitness Class Participation

Leadership Inventory Revised 08/22/2017 9

SEE EVIDENCE: Email of URI Intramural Volleyball Participation

Five Tips to Help Manage Stress. (n.d.). Retrieved from http://www.apa.org/helpcenter/manage-

Leadership Inventory Revised 08/22/2017 10

SEE EVIDENCE: Women’s March Photo

SEE EVIDENCE: URI Acceptance Letter

SEE EVIDENCE: HDF 290 Workplace Scenarios Exercise Document

SEE EVIDENCE: Flyer from the Event at Schneider Electric

SEE EVIDENCE: Peer Ambassador Program Overview

SEE EVIDENCE: Application Email and Acceptance letter

SEE EVIDENCE: Maslow’s Hierarchy of Needs

Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50(4), 370-396.

Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50(4), 370-396.

SEE EVIDENCE: StrengthsQuest Assessment Results

Leadership Inventory Revised 08/22/2017 14

SEE EVIDENCE: Peer Ambassador Offer Email

Outcome Category: Leadership Theories

Leadership Inventory Revised 08/22/2017 15

SEE EVIDENCE: Handout from HDF 290

Bureaucracy (Weber). (n.d.). Retrieved February 05, 2017, from

SEE EVIDENCE: Handout from HDF 290

SEE EVIDENCE: Picture of Planogram from Petco

SEE EVIDENCE: Student Presentation Handout

Edunote.info@gmail.com. (2018, August 31). 6 Steps of MBO (Management by Objectives) Process.

Leadership Inventory Revised 08/22/2017 17

SEE EVIDENCE: Student Presentation Handout

Theory X and Theory Y Understanding People's Motivations. (n.d.). Retrieved from

SEE EVIDENCE: Health and Well-Being Flyer from Schneider Electric

SEE EVIDENCE: PowerPoint from HDF 290

SEE EVIDENCE: Student Presentation Handout

Covey, S. R. (1992). Principle-centered leadership. New York: Simon & Schuster.

SEE EVIDENCE: Student Presentation Handout

SEE EVIDENCE: Screenshot of Petco Leadership Training Program

SEE EVIDENCE: Student Presentation Handout

Leadership Inventory Revised 08/22/2017 21

SEE EVIDENCE: My Class Presentation from HDF 290

SEE EVIDENCE: Student Presentation Handout

SEE EVIDENCE: Peer Ambassador Event Pictures

SEE EVIDENCE: HDF 290 Leadership PowerPoint Slides

Leadership Inventory Revised 08/22/2017 23

SEE EVIDENCE: HDF 290 Leadership PowerPoint Slides

Leadership Inventory Revised 08/22/2017 24

SEE EVIDENCE: Constructivism Handout

Leadership Inventory Revised 08/22/2017 25

SEE EVIDENCE: Image of My Website’s Digital Portfolio

SEE EVIDENCE: HDF 290 Class Presentation Slides