Outcomes inventory

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

Name: Alyssa Hernandez
Date Enrolled: January 2009
Date of Graduation: May 2012

*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 1/25/2010 1

CONTENTS
ABOUT THE MINOR & CENTER FOR STUDENT LEADERSHIP DEVELOPMENT (information included)
 Minor Information
 Center for Student Leadership Development 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


MINOR IN LEADERSHIP STUDIES
The minor in Leadership Studies at URI is based on a broad, cross-disciplinary philosophy of leadership. The minor will prepare students with opportunities to develop and
enhance a personal philosophy of leadership: understanding of self; understanding of and ability to relate to others; community and the acceptance of responsibilities inherent in
community membership. The curriculum focuses on expanding students’ knowledge, skills, and understanding of specific leadership theories, concepts, models, and modern
leadership issues in applied settings. The goal is to prepare students for leadership roles and responsibilities on campus and in career, community, family leadership roles and field
of study.

SPECIAL FEATURES
 FOCUSED CORE-courses that cover a breadth and depth of leadership theories, concepts, and models
 SKILLS-leadership training directed at skill development in personal perseverance, effective communication, public speaking, group development, values development, diversity and inclusion,
critical thinking, decision-making, and problem solving
 APPLIED LEARNING-academic and co-curricular experiences and reflection intended to empower students to develop greater levels of leadership complexity, integration, and proficiency,
such as group membership and leadership, internships, portfolio development, and journaling.
 FLEXIBILITY-electives may be selected from over 60 classes from 14 academic departments
 INTERNSHIP-required work in an internship focuses on the application of leadership knowledge and skills in a work-like setting
 EXPERIENTIAL LEARNING-Each year, students in the minor participate in meaningful experiences, such as the First Year Student Leadership Retreat, the Sophomore Retreat, the Junior
Day (career preparation and etiquette), and the Senior Expedition.
 PORTFOLIO-guarantees that students will analyze and synthesize their experiences before they graduate. Serves as visual documentation of their experiences.

ENROLLMENT
 Undergraduate students at URI may declare a minor in Leadership Studies no earlier than sophomore year.
 Enrollment forms can be picked up during an initial appointment with a Leadership staff member. The Center for Student Leadership Development (CSLD) is located in
Memorial Union Room 210, phone 874-2626
 Once a student declares a minor in Leadership Studies, the major Academic Advisor must be informed and sign the Enrollment Form, and the form is returned to the CSLD.
 A student will work with a CSLD staff member as their “Program Advisor”. The Program Advisor will facilitate the student’s progress through the minor and help ensure
that the necessary required and elected courses are completed.

GENERAL INFORMATION FOR STUDENTS
 Requirements may be satisfied by completing 18 or more credits related to leadership and offered by more than one department.
 To declare this minor, you must have approval of your major academic advisor and a staff member of the CSLD who will serve as your “Program Advisor.” Once approved,
the minor will be listed on your transcript.
 Eighteen credits are required for this minor, twelve of which 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 twelve 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
 One introductory course (3 credits):
HDF 190: FLITE (First Year Leaders Inspired to Excellence) - For first year students in the spring semester only
HDF 290: Modern Leadership Issues - For sophomores and juniors only; offered in the fall and spring semesters
 One capstone course (3 credits):
HDF 412: leadership Capstone - Historical, Multiethnic, & Alternative - Preference given to seniors; fall only
COM 402: Leadership & Management (Leatham) - Spring and summer only
BUS 441/MGT 402: Leadership and Motivation (Beauvais/Cooper)- Spring only
HPR 412: Honor’s Seminar (Beauvais) - Spring only; 3.5 GPA requirement
 Internship (minimally 2 credits; 80 hours):
HDF 417: Leadership Minor Internship - Spring, summer, and fall
Internship approved through the student’s academic department or through the Office of Experiential Education - must also be approved for credit in advance by a CSLD staff
member
 Portfolio class (1 credit):
HDF 492: Leadership Minor Portfolio – Spring only

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 407: Political Communication HDF 450: Introduction to Counseling
BUS 341: Organizational Behavior COM 415: The Ethics of Persuasion HPR 118: Honors Course in Speech Communications
BUS 342: Human Resource Management COM 421: Advanced Interpersonal Communication HPR 203: The Prepared Mind
BUS 441: Leadership & Motivation (capstone option) COM 422: Communication and Conflict HPR 412: Honors Seminar (capstone option)
BUS 443: Organizational Design & Change COM 441: Race, Politics and the Media MSL 101: Introduction to Military Leadership
BUS 448: International Dimensions of Business COM 450: Organizational Communication MSL 201: Leadership & Military History
BUS 449: Entrepreneurship COM 461/462: Managing Cultural Differences in MSL 201: Military Skills and History of Warfare
COM 100: Communication Fundamentals Organizations MSL 202: Leadership & Team Building
COM 202: Public Speaking CSV 302: URI Community Service MSL 301: Leadership & Management
COM 208: Argumentation and Debate HDF 190: First-Year Leaders Inspired to Excellence (FLITE) PEX 375: Women in Sport-Contemporary Perspectives
COM 210: Persuasion: The Rhetoric of Influence (introductory course option)
PHL 212: Ethics
COM 221: Interpersonal Communication HDF 290: Modern Lead. Issues (introductory course option)
PSC 304: Introduction to Public Administration
COM 250: Small Group Communication HDF 291: Peer Leadership - Rose Butler Browne Program
PSC 369: Legislative Process and Public Policy
COM 302: Advanced Public Speaking HDF 412: Historical, Multi-Ethnic, & Alt. Leadership
PSC 504: Ethics in Public Administration
COM 308: Advanced Argumentation (capstone option)
SOC300/WMS350: Women and Work
COM 322: Gender & Communication HDF 413: Student Organization Leadership Consulting
THE 221: Stage Management
COM 351: Oral Comm. in Business & the Professions HDF 414: Leadership for Activism and Social Change
THE 341: Theater Management
COM 361: Intercultural Communication HDF 415: FLITE Peer Leadership
WMS 150: Introduction to Women’s Studies
COM 383: Rhetorical Theory HDF 416: Leadership in Organizations
WMS 310: Race, Class, Sexuality in Women’s Lives
COM 385: Communication and Social Influence HDF 417: Leadership Minor Internship
WMS 350: International Women’s Issues
COM 402: Leadership and Motivation (capstone option) HDF 437: Law & Families in the U.S.


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

The Center for Student Leadership Development has a two pronged mission:
1. To engage in research and assessment in order to contribute to the field of leadership studies.
2. To provide developmental opportunities for students to become informed, inclusive, and effective leaders in their careers, communities, and family lives.

We strive to help our students become: Action-oriented, Courageous, Creative, Critical, Empathetic, Ethical, Honest, Inclusive, Informed, Optimistic, Passionate,
Patient, Proactive, Self-disciplined, Tenacious, Thoughtful, and Trustworthy.

We work to help our students develop and refine the following skills:
 The ability to analyze, criticize, synthesize and utilize information to their career, community, and family leadership roles.
 The organizational and interpersonal skills to implement their knowledge.
 The ability to utilize historical / multicultural / alternative theories and methods
 The ability to be inclusive, not by being an expert on all cultures (race, ethnicity, gender, religion, sexual orientation, age, ability), but by having a general knowledge and
respect difference and varied perspectives, and by being able to consider and include cultural differences in membership and leadership roles.
 The ability to think critically; neither to manipulate when communicating nor to be manipulated.

Supporting Values and Theories:
 We believe that all students, no matter what the GPA or previous leadership/membership experience, deserve a chance to engage in leadership development opportunities
 We believe that students should create their own definitions of success
 We believe that “no one person has all of the truth, we each have a piece of it”. We strive to broaden the base of sources from which students draw their knowledge by exposing
them to as many types of leaders and citizens as possible.
 We believe that students learn best in their chosen contexts (constructivism), so we create classes, programs, and services that meet students where they are; are programs are
organized into tracks:
a. Emerging Leadership (HDF 190 & 290)
b. Organizational Leadership (Greek Life – HDF 416, ROTC)
c. Leadership for Activism and Social Change (HDF 414)
d. Experiential Leadership (Challenge Course, HDF 413)
e. Outreach and Peer Leadership (HDF 415)
 The CSLD teaches a variety of leadership theories, but focuses on three: Social Change Model, Astin et al; Relational Leadership, Komives, McMahon & Lucas &
Servant Leadership, Greenleaf
 We know that students have different learning styles, and therefore, our methodologies/pedagogies must reflect these styles.
 We believe that students are better educated with a balance of challenge and supportive mechanisms (Sanford)
 We must assure an effective framework by providing programs and services in four delivery categories (Robert’s & Ullom):
a. training (preparation for current roles)
b. education (regarding leadership and leaders in general)
c. development (skill improvement)
d. experiential learning (practice)


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 Komovies, 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 as E
you progress S
4. Develop and Refine
S
Skills

 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 190 Dorm Life I consider myself a grounded leader. I do not seek the approval of everyone around me. I do not
minimized need for approval HDF 414 believe it is important or necessary to worry about what everyone is thinking of or feeling about you.
Ethical leadership is powered by values and the understanding of right and wrong. In order to be an
ethical leader I need to know my own values and morals. I also need to respect the idea that others
may not agree with me entirely and may have their own views and reasoning behind them. An example
of my own personal leadership style, as well as not seeking the approval of others (avoiding peer
pressure) is my college attitude. The stereotypical college student drinks and parties however, I refuse
to do either. I do not feel I have the right to do something that is illegal (drink underage), it goes against
my morals. However, while I think it is wrong I understand and accept that others do not. By believing
in my values and morals I resist the peer pressure from my friends, hall mates and roommates, and I
believe that having one less incapacitated teen is a step towards the greater good. As is explaining my
point of view on drinking, drunk driving and other illegalities the people have questioned my neglect to
participate in.

Being an activist, it is important that I am not concerned with what people think about me, or if they
approve of my methods. I should only be concerned with making sure I make my point and find a way
to get others to understand and commit to a movement with me. As an activist I cannot change
everyone’s opinions on my own and cannot get bogged down by people who are ignorant or
misinformed. I need to push forward and change what I can and focus on the roadblocks as learning
experiences in order to truly begin to mobilize change.
2. Student will demonstrate personal, HDF 417 This spring semester I took the most academic credits that I have ever taken in a single semester here
organizational, and academic examples of at URI. My course schedule was comprised of sixteen credits worth of my core business/accounting
self-discipline classes and a three credit internship for my leadership studies minor. In addition to my academic work,
I also held two jobs and volunteered for multiple leadership functions on campus. Managing my
schedule was one of the most difficult things to master this past semester. My core business classes
required more of my time and effort in order to grasp the material which made the time I spent relaxing
less and less. I needed to use my strengths of focus and achiever avidly in order to come out of this
semester successfully. Using my achiever strength I would spend some time each night making a “to-
do” list for the next day/week/month in order to keep myself on target with all of the assignment s I had.
I also needed self-discipline on the days that I was not required to wake up early for class, in order to
wake up early to get ahead on schoolwork, go to work or meetings. I used my focus strength to keep
my “eye-on the prize”, the prize being a successful semester. By focusing on what I really wanted to
accomplish, I was able to motivate myself to study for longer hours, do extra practice problems and get
homework done sooner rather than later. Without using these strengths successfully, I would not have
been able to manage stress, maintain academic, personal or organizational discipline.
3. Student will demonstrate the ability to HDF 190 Resident Assistant When applying for a job as resident assistant I believed I was a shoe-in for the position. I have
manage emotions HDF 414 leadership experience, ethical behaviors and values and a positive up-beat attitude that would make
anyone want to work with me. I was so excited to hear back from the committee because I wanted the
job so badly. I was convinced should I not get the position there was nothing here for me at URI. That
is why I was utterly shocked when I was chosen as an alternate. I was flooded with an immense
amount of emotions; shock, sadness, disappointment and questions of ‘why was I not good enough?”.


In addition to that I was in the middle of midterms and writing papers for all of my classes. It was
initially difficult for me to buckle down and accomplish my work when I was overwhelmed by
disappointment and questioning my capabilities. I needed to manage my emotional chaos and
concentrate on what I needed to get done. Although I was upset about the results I ultimately did not let
it affect my work in my classes. I also realized that I did not need to be a resident assistant on campus
in order to make a difference and have a place here at URI. I went on to find a multitude of
opportunities that I would not have been able to experience had I gotten the position.

When working on these projects we picked topics that we were passionate about. However, I have
realized that while it is important that I am passionate about what I am trying to change, I cannot let my
emotions cloud my judgments. I cannot allow my emotions to overshadow what I am trying to
accomplish nor what will benefit the people I am trying to help. If I get too over emotional I may not be
able to make clear decisions that are in the best interest of others and are not just emotionally
satisfying. Therefore, management of my emotions is an important part to progressing and staying
focused.
4. Student will demonstrate knowledge of HDF 417 Stress management is something that everyone does differently. Over the past year my stress
stress management methods management methods have changed drastically. I have learned that not having a concise plan creates
stressful scenarios for me. Through my achiever strength I have been able to create many different
plans for many scenarios therefore I can always feel prepared for any situation. This reduces stress for
me dramatically. Additionally, I have found that when getting stressed from homework or other school
related problems it helps for me to take a break from the situation and return to it later. Then, at the
later time I can really use my focus strength to buckle down and figure out what I do not understand.
These two stress management methods have developed through the constant use of my strengths this
past semester.
5. Student will demonstrate the ability to HDF 417 BUS 355 In two of my core classes I have been required to do a lot of group work. In my BUS 355 (Supply Chain
manage stress BUS 401 Management) class, I am part of a group of six people. Of those six people I am the only member who
goes to class regularly. Therefore, whenever a paper or project comes up in that class, the rest of the
group looks to me to tell them what to do because I am the only person who knows what is going on in
class and the only person who is actually taking the time to learn the material. Similarly, in my BUS 401
(Accounting Computer Systems) class, my group members leave their parts of our projects to the last
minutes, and look to me for clarification on concepts or ideas. It has been extremely stressful especially
because the week before spring break I had three exams, and then the week after spring break I had
four group projects due. I did not have time to micromanage my groups nor did I have the time to do all
of the work myself. In order to ensure I got all of my studies and projects done, I needed to both
manage my stress levels as well as motivate my group to complete their portions of our projects in a
timely fashion. If my stress was not managed I would not have been able to successfully study for my
finals because I would have been plagued with migraines making it impossible to concentrate. Using
my achiever strength, I create and prioritized many lists for my classes, exam study goals and project
goals. I also used my activator strength to motivate my group members to complete their parts of the
projects sooner rather than later so I could plan for time to revise or have time to spare before the due
date in case the group needed to get together last minute to fix something. These strengths helped me
to manage my stress effectively throughout the semester.
6. Student will express a personal code of HDF 417 BUS 441 My personal code of leadership ethics is focused on integrity, respect and accountability. I feel that as
leadership / membership ethics a leader you need to you need to have integrity and be an honest person in order for anyone following
you to trust your decisions. I also believe that mutual respect between leaders and group members is a
vital part of leader follower interaction. Without mutual respect nothing can get done. Lastly, I believe a
leader must always be held accountable for their decisions and actions. If leaders are not held
accountable then their decisions are worth less and taken less seriously. This equates to being an
ethical leader because being ethical means that you should have everyone’s best interest in mind
when making decisions as a leader. I identify a lot with the stakeholder’s approach to ethics. Under the

stakeholder approach to ethics, one creates a win-win situation for relevant parties affected by the
decision. A win-win situation meets the needs of the organization and employees as well as those of
other stakeholders, so that everyone benefits from the decision. It proves that being an ethical leader is
difficult but rewarding. Being an ethical leader takes courage to make tough decisions in situations that
do not just benefit themselves and that may receive criticism from others.
7. Student will demonstrate practice of the HDF 190 Dorm Room To practice ethical leadership I need to constantly be open minded to opportunities to befriend people
personal code of ethics HDF 414 Women’s Center who both share as well as do not agree with my own values. I need to understand the difference
between right and wrong and explain to others, when I can, my personal point of view in order to
possibly spread my influence. I am open minded to those who choose to drink and make myself
available as a designated driver (for emergencies only) in case my roommates or friends ever need
me. I always advise them to never get into a car with someone who is under the influence and I have
no problem, even if it is 4:00 in the morning, picking them up as opposed to them endangering
themselves. I practice ethical leadership every weekend in knowing the difference between right and
wrong and believing in my values.

When first moving into the women’s center I was faced with a roommate conflict. However, unlike my
previous experiences with roommates this conflict was between my two roommates, not with me. Many
people told me to stay out of it, I had my own section of the room and they did not have a problem with
me so why should I get involved. But I still didn’t like the type of living environment that the conflict was
fostering. Instead of keeping to myself I chose to utilize my knowledge of the four agreements to
mediate the problem. By helping each roommate to not assume or take things the others did personally
I was able to create a more cooperative environment to facilitate a roommate contract in. In addition to
that each of my roommates was less angry with each other and they understood the reasons and
thought process behind the four agreements. I also made sure I made myself available to them to talk
to when they were angry about something the other had done. Whether they just wanted someone to
listen to them or wanted me to help them come up with a solution, I was there for them and did my best
to ensure that the conflict did not directly involve me, I am still a member of the house and it was my
duty to help facilitate a happier living environment for everyone involved.
8. Student will express a personal values HDF 417 BUS 390 In my BUS 390 course this past semester we were forced to look at and determine what our personal
statement values were in order to ready ourselves for our future careers. The personal values I expressed were
important to me would help me in future job searches; when looking for an employer I could try to align
my values with that employers values. This alignment would lead to my ability to perform better for my
company because our incentives are matched. I determined that my personal values include integrity,
respect and accountability. Integrity and honesty for your actions are an important aspect of who I am
as a student leader. I rely on colleagues to be honest and ultimately accountable for what they produce
especially if we are working together as a team. I also believe that in a cohesive working environment,
mutual respect is necessary to achieve synergy as a group and produce the most effective output. My
personal values correlate with my strengths loosely; I can make the connection that my value of
accountability correlates with my achiever strength because that strength allows me to be held
accountable for my actions, work and projects. By putting together concise lists I have used my
achiever strength as a way to measure my accountability for the various things I am responsible for.
9. Student will demonstrate practice of the HDF 417 BUS 355 Working with group members that want to do less of their fair share of the work on a project is not
personal values statement something that is new to me. In my BUS 355 (Supply Chain Management) class I am a part of a group
that refuses to do any work until the very last minute, and then blame the poor grade on the projects
and papers we turn in on the group as a whole. They refuse to hold themselves accountable for the
individual parts that they put together and look at how they can improve and any mistakes that were
made are mistakes that “we all” made. It has been difficult working with them because immediately
when we receive our projects back I look through the sections that I produced and find out what
improvements need to be made for the next project. By holding myself accountable for my own work I
am able to produce quality information in a timely fashion. Using my activator strength, in an attempt to

make my group members more responsible for and motivated about their work I send out emails
regarding due dates weeks in advance but all my attempts at making contact go unanswered. It is
difficult to deal with because to me, completely ignoring my requests is disrespectful to me as a group
member. None the less, I must stay true to my personal values and work on continuously improving my
portions of the projects so I can produce better projects in my class.
10. Student will demonstrate the ability to HDF 190 SMILE My learning contract is an excellent example of my capabilities of leading a project from start to finish.
lead a project from start to finish (follow- HDF 414 Strengths Interviews When I began to write my contract I did not understand the purpose of it. I asked one of the peer
through) HDF 417 mentors for help in writing it but still did not understand exactly what we had to do. After I has
completed my rough draft and received it back I was shocked to learn I had gotten a 3 (meaning needs
work). After I asked Robert what was wrong with it he explained to me that while my goals were
attainable what I had written as my activity was not something I knew whether or not I was going to
experience. I had written down the SMILE program but had not yet received a position as a mentor. I
then knew that I needed to make myself a great candidate for the SMILE program in order to move
forward with my learning contract. After getting the job and going to training for it I was then able to
process in completing my learning contract. In following through in my aspirations of being a SMILE
peer mentor I have been able to reach my personal and group development goals to create a unique
learning contract.

Upon entering HDF 414 I was unsure what to expect. When we were assigned our projects the
guidelines were very open ended, something I am not very used to and did not like when I was first
faced with it. I felt that I was not as passionate as the other students about my topic, had trouble
narrowing down my objectives and truly understanding what was expected of me. Throughout the
semester I working on compiling research and taking notes and understand theories however I was still
uneasy about the final project. As the semester progressed I switched from topic to topic narrowing it
down and changing my focus until I finally found something that I was passionate about. I have
followed through on the project, gathering research and interviewing activists with the same passion as
me to create my finished project. In finishing the project I have realized how important it is to trust the
process, and am able to understand that not knowing all the answers is not always a bad thing.

As a strengths coach for the FLITE peer leaders this semester, my partner and I were responsible for
conducting strengths interviews of all the peer leaders. The process started with us conducting the
interview for ourselves and discussing it with Melissa and Robert; from there we planned and
conducted six interviews with each of the peer leaders to help them gain a better knowledge of all of
their strengths and answer any questions they may have about them. It was extremely beneficial to us
to perform these interviews because we got a chance to interact with the leaders as well as learn a lot
more about how they view their strengths and how they use them in various personal and
organizational settings. It helped me to gain a deeper knowledge of the thought processes behind a lot
of different types of strengths that I do not personally have and gain a greater understanding of how
they can be applied.
11. Student will describe goals and objective HDF 417 BUS 390 In both my BUS 390 class and summer internship with Wyndham Worldwide (Wynternship) I learned
statements regarding personal issues, Wynternship 2010 the importance of goal statements. I learned about creating S.M.A.R.T goals; Specific, Measurable,
career issues, and community issues Attainable, Reasonable, Time-Oriented. This goal setting technique in addition to my focus, achiever
and activator strengths has helped me to create and prioritize my schedule more efficiently. At my
Wynternship I was asked to accomplish many different tasks for different sub-sections of the
department I was working for. We used an online program that allowed us to upload out S.M.A.R.T
goals on the computer for our mentors to view and then discuss our achievement s of those goals at
the end of the semester. Knowledge of technique for writing S.M.A.R.T goals was exceptionally helpful
to me when I was in my BUS 390 class this past semester. I was asked to create a “Semester Action
Plan” of the goals that I had for myself this semester as well as a time-line with details of how I was
going to reach them. S.M.A.R.T goals as well as my focus and achiever strengths assisted me with

effective planning and is how I create all of my to-do lists now because it give me to confidence and
knowledge that I can attain all of my personal, school and (future) career related goals. This confidence
combined with my activator strength motivates me to accomplish my goals in a more time-efficient
manner.
12. Student will show evidence of goals and HDF190 SMILE On my learning contract my personal goal was to improve my relational leadership tactics in order to
objectives that were planned and Challenge Course Facilitation make myself a more inclusive and effective leader. In just a few short weeks in FLITE and SMILE
achieved training I believe I have accomplished that. I realize the being a leader is not always about having all of
the answers; it is about utilizing the answers and ideas of your teammates to create a truly phenomenal
project. During the SMILE institute interviews I was able to demonstrate to my interviewers that I was
an inclusive leader in a group setting by stepping back and allowing other people to give their input on
how we should go about something, before I gave my own. I also helped to tie all of the ideas together
for everyone by restating our final decisions and asking everyone if they had any more input and if they
agreed with what I had stated. I planned to join the SMILE program to make myself a more inclusive
leader and it has done so even through the interview process.

In signing up for the Challenge Course Facilitation training my goal was to learn the skills necessary for
me to be able to safely and effectively lead a group of people through the challenge course.
Throughout the course my objective as a participant and part of the team was to accomplish each
element on the course together. One of the elements I had particular trouble with was called “Swinging
Tires” It was a more physically demanding challenge and it was very individualized. I was in charge of
getting myself across with little to no physical help from my teammates. The challenge had a lot to do
with your upper body which is one of the weaker parts of my body and about half way through I was
tired and ready to give up. I kept saying “I can’t do this, it’s too hard”. However, what I lacked in
physical strength I made up for emotionally. With the help of my teammates encouragements and the
objective to finished every element on the course I was able to persevere through whatever pain or
exhaustion I was feeling and went on to finish the element. From there my teammates and I went on to
complete every challenge we were faced with the rest of the day.
13. Student will show knowledge of the HDF 417 BUS 441 I understand the Hierarchy of Needs theory to be an internal motivation theory. People are motivated
“Hierarchy of Needs” theory by Maslow by internal needs towards the bottom of the hierarchy as opposed to external wants which is located at
the top of the hierarchy. The first two levels of the hierarchy focus on psychological and safety needs.
These needs include the need for food, water, sleep, employment, resources, family etc. Towards the
top of the hierarchy you have things that I consider to be wanted more so than needed such as love/a
sense of belonging, personal esteem and self-actualization. These categories include things such as
friendship, confidence, achievement, and creativity. While these things may all be considered needs I
look at them for the perspective as being listed in an order that reads “needed in order to accomplish
…”. These needs are listed in my opinion in an order from bottom to top as “needed to live”, “needed to
be happy”, “needed to be successful”. I believe you can achieve some categories in the hierarchy over
others and do not need to achieve them in the order that they are listed. After being a strengths coach
this semester I have learned a lot about strengths that may contribute to the hierarchy of needs and
strengths that may inhibit progression through the hierarchy. For example, the restorative strength as I
understand it, is a strength that focuses on healing. This strength could be very useful in moving
someone up through the hierarchy because of its focus on internal and external preservation. However,
competition (one of my strengths) may inhibit progression through the hierarchy by limiting
opportunities to develop more personal needs such as self-actualization or friendship.
14. Student will show application of Maslow’s HDF 417 BUS 441 In my BUS 441 (Leadership Skills Development) class, we were asked to develop a personal
theory to own life motivation technique that we would use as a manager in order to motivate our employees to want to
work for us. My motivation technique combines three theories, one of which was the Hierarchy of
Needs theory. “I would combine the hierarchy of needs theory, goal setting theory and the
reinforcement theory to create a combination of content, process and reinforcement. As a manager,
using the hierarchy of needs theory I would provide the basic physiological needs to my employees to

move them through the hierarchy (adequate salary, breaks and working conditions). By using the
combination of goal setting theory and positive reinforcement, I could motivate my employees to
continuously set S.M.A.R.T goals for themselves and achieve them. It is also important for me as a
manager to make sure I understand that not everyone is motivated equally by setting and achieving
goals and may need to be flexible in my motivation tactics to increase performance among my entire
staff.” The Hierarchy of Needs theory is an important part of my motivation technique because it
internally motivates employees based upon their different needs more so than their wants. To correctly
apply this theory to my methods of motivation it would be beneficial for me to know and understand the
strengths of my co-workers or the people I am managing. I could then use that knowledge to move
people through the various stages of the hierarchy using the proper types of motivation (such as using
a reward type of motivation for those whose strength is competition).
15. Student will describe personal leadership HDF 190 Rainville Leadership Awards My L.P.I revealed that I am a “Challenge the Process” leader, meaning I use my creativity and
style and/or personality style including HDF 414 Committee-Student Employee innovative thinking to go about completing tasks in various ways. I am a strong believer that there is
strengths and weaknesses and examples Leadership Institute Mentor 2009 more than one right way to get the job done and I believe that working on the group projects in FLITE
of application (Sources = Leadership style class is a perfect example of that. I tend to have difficulty working in a group because I have a very “go
inventories, the L.P.I., StrengthsQuest, getter” personality and I look to get things done and completed right away. If my fellow group members
Type Focus (MBTI), LAMP, and other are not motivated to work on a certain aspect of the project I step in and do it myself, following the
career inventories, etc.) thought process of “it needs to get done even if I am the only one who is going to do it”. However, in
dealing with a group of talented leadership students I have found that they all have excellent ideas and
it is a matter of motivating them to share their ideas with me rather than just taking my own idea and
running with it. I believe that I have had personal growth as a leader by knowing that if I do not do it all
myself that does not mean that the project will not get done. And in waiting for my teammates to share
their ideas with me I have become a more inclusive leader and truly demonstrate the ideal that there is
more than one way to accomplish something.

In working as part of the selection committee for the Rainville Leadership Student Employee Awards, I
have truly had a unique experience. Being the youngest of the four women making the decision I have
a very different view-point than the rest of them, making the selection process a bit difficult. I have
learned how to communicate my choices and judgments about the candidates effectively in order for
them to understand my point of view but I have also learned to understand how they made their
decisions and the variety of standards and criteria that these decisions can be based upon.

I took strengths quest the semester before leadership institute. My number one strength was
Competition and I remember thinking to myself, “being competitive turns others off to my personality,
how can this be a strength?” It took me a long time to understand how to use my competitive mindset
to work as a part of a team. When training for institute I was able to recognize what exactly I was able
to bring to the team through this strength. By pushing myself to be the best, I was able to motivate my
teammates towards that same goal. I realized that I was not necessarily trying to compete with them to
be better than them, but I was competing with myself to be the best I could be. My dedication to self
improvement in both individual and group leadership has helped to motivate my activism project. As a
competitor I can use my strength to build working relationships with group members faster when
working towards a similar goal. This will help me to improve my coalition building skills as an activist
and aid in my ability to start movements from the grassroots.

Outcome Category: Leadership Theories

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
16. Student will show knowledge of the

“Authority and Bureaucracy” theory of
leadership
17. Student will describe personal application
of the above theory
18. Student will show knowledge of the HDF 416 Wynternship 2010 The Scientific Management paradigm says that managers should concentrate on improving the
“Scientific Management” theory of HDF 492 Leadership Institute Coordinator techniques and methods of the workers. Workers need to adapt themselves to the ideas of
leadership 2011 management, and managers, should not be concerned with workers' human affairs or emotions. The
main focus of a scientific manager is to meet the needs of the organization, not the needs of the
individual. This is an interesting theory when you combine it with the L.A.M.P personality test. My
L.A.M.P personality test revealed that I think with a management centered mindset which focuses on
planning, organizing, controlling, and being job centered. These qualities all coincide with scientific
managements’ ideal of the concentration on improving the organization. Meanwhile, the leadership way
of thinking involved being organization centered, empowering, facilitating, and creating. This mindset is
more focused on human affairs and emotions in the workplace. You need both to run a successful
organization.

I experienced a variety of management techniques when working as an intern over the summer for
Wyndham Worldwide. The department I worked for consisted of a diverse team of both leaders and
managers. During company meetings I was able to see how their different ways of thinking and their
main focuses coincided to work for the betterment of the department and the organization as a whole.

My co-coordinator and I were a great example of the Scientific Management theory as well as
the L.A.M.P personality test. As I have taken L.A.M.P before I knew that I am a management
focused individual. Therefore, my concerns throughout training were that the group was
remaining on task and on schedule and that we did not get side tracked. I ultimately looked
towards creating an efficient training week. My partner took care of the leadership aspect and
focused on the effectiveness of the training. He catered to the needs of the peer leaders and
helped to quell any concerns they may have or how they were feeling. Although our personality
and styles of leadership were different, together we were able to run a successful training.
19. Student will describe personal application HDF 416 Rainville Leadership Awards As a part of the Rainville Leadership Awards Committee for the Servant Leadership award, I have
of the above theory Committee-Servant Leader come across many discrepancies of how people define servant leadership based on their background,
previous work experience, and exposure to the theory. It was not uncommon for me in the past to look
at servant leadership much in the way the scientific management approaches leadership. Looking at
leadership from the “traditional boss” view however is the opposite of its goal. In my participation on the
committee I have grown to see scientific management as the polar opposite leadership theory to
servant leadership. It is intriguing to see two such diverse point of view on leadership because in the
past I have seen that there are many different theories and models of leadership, but they have all
coincided with each other in one way, shape, or form. However, scientific management looks to create
an almost opposite leadership/working environment. I have often wondered if there is a way to combine
the two so they clash less and mesh more. However, these two theories are just two examples of many
different ways in which leadership beliefs and ideals can clash. I think it is important to know and
understand both, and then rework the theory to make it your own.
“Management by Objectives” theory of
leadership
of the above theory
22. Student will show knowledge of “Theory
X and Theory Y” theory of leadership


of the above theory
24. Student will show knowledge of the HDF 190 PHL 212 In my ethics class we have recently started a discussion of the topic of Self Reliance. How responsible
“Servant Leadership” theory of leadership HDF 417 Strengths Interviews are we for our neighbors? I am able to identify the main concept of servant leadership through a quote
by Greenleaf HDF 492 Rainville Leadership Awards that was brought up in class, “Give a man a fish, feed him for a day. Teach a man to fish, feed him for a
Committee-Servant Leader lifetime”. This quote represents the main idea of servant leadership, not doing something but teaching
something or someone. I realized that I embody some of the qualities of a servant leader because I
would rather teach someone how to do something than just do it for them. Watching someone succeed
at something that I have taught them or helped them to do is more of an accomplishment for me and in
turn makes me feel good about myself as a leader, mentor, or teacher. If I was to do something for
someone because they do not understand it I risk the chance of making them feel inferior and they may
think more negatively of themselves and their abilities. However, if I am able to help someone to
understand or learn how to do something I think they would feel much better about themselves which
in turn will make me feel better about myself.

Through my strength’s interviews I have learned a lot more about the strength of empathy than I knew
before. I used to think that empathy was simply understanding what someone else was going through
which I believed to be very easy if you tried. However, one of the peer mentors I interviewed explained
how empathy to her is sometimes a burden because when she senses someone bad mood she can be
instantly affected by it. It was amazing to see what a strong affect the strength of empathy could have
one someone and it was great that I was able to get a better understanding of what it means to be
empathetic.

As a part of the Rainville Servant Leadership Committee for the third year in a row, I have truly
had the chance to learn and understand the Servant Leadership theory. A servant leader
embodies ten important characteristics. Listening, the ability to listen to others without
judgment to truly understand their needs. Empathy, the ability to put oneself in the position of
the person you are trying to help and understand what they are going through. Healing, the
ability to recognize the importance of “being whole” and supporting “wholeness” in others.
Awareness, being aware of one’s thought mannerisms and actions and how they may be
perceived by others. Persuasion, building a group consensus of working towards the greater
good and forming a set of organizational objectives. Conceptualization, the ability to derive
solution for problems that may not yet exist. Foresight, awareness of how ones actions will
affect what occurs in the future and a general awareness of what may occur in the future.
Stewardship, concern for both followers and organizations as a whole. Commitment to the
growth of people, the desire to support individual growth and achievement. And lastly, building
community, a servant leader carves a path for communities to share values, perspectives and
ultimately build upon. These characteristics are all important aspects of a servant leader and
what we looked for in all of the Rainville applicants over the past three years.
25. Student will describe personal application HDF 190 Challenge Course Facilitation I have used many components of servant leadership when facilitating a challenge course. When I
of the above theory learned how to safely run and execute a ropes course it was a gift I immediately wanted to give away. I
had learned the values of teamwork, group collaboration, trusting and empowering your team members
and much more which I will be able to share with anyone who passes through the course. On the
course I learned the importance of listening to your teammates as well as myself before determining
how to go about any of the challenges. I also learned the power of empathy, understand what a person
may be thinking or why someone may not feel comfortable enough to do a trust fall or be levitated by a
group of people they just met. In addition to empathy I learned the power of persuasion when dealing
with people who may be scared to trust others and how important it is to attempt to get them to try an
element or a trust fall. I was also very aware of the significant contribution not only I made to the team
but that every individual made. I have realized that in facilitating a challenge course you are very much

practicing servant leadership because you are working to help groups understand their potential and
work more cohesively, not working for your own benefit.
26. Student will show knowledge of the HDF 416 Principle Centered Leadership is a self leadership concept that focuses on making leadership
“Principle Centered Leadership” theory by decisions and actions based upon individual morals and principles. When basing your leadership style
Covey on principles, they are not individual principles but rather societal principles. This style of leadership
leads to more trust from followers, colleagues and acquaintances and is less likely to lead to dilemmas
in decision making. Principle centered leadership leads to a minimized amount of waiver from a defined
path by removing a “gray area” in decision making. The societal principles that guide this type of
decision making leads to a very “right or wrong” type of leadership style. I believe this type of
leadership coincides very much with my focus strength, but is the opposite of my analytical strength.
When making a principle centered decision I can focus appropriately on what is right and what is wrong
and make a clear decision based on that. However, my analytical strength allows me the ability to
analyze everything meticulously; principle center leadership requires little to no analytics and mostly
clear cut decisions.
27. Student will describe personal application HDF 417 The Principle Centered Leadership theory can be identified to me as a moral compass. It connects
of the above theory really well with my personal values and ethics. I believe that morality is closely aligned with societal
norms which allow me to make decisions that may be hard for others to make. For example, when my
roommate asked if I would buy her alcohol once I turned 21 (she is a year younger than me) I
immediately said “no”. For some that decision would lie in a “gray area” because they would be unable
to separate their personal feelings towards their roommate from what is right or wrong. However, using
the principle center leadership theory I am able to make a clear concise decision about that because
under aged drinking is illegal and therefore purchasing alcohol for someone who is under age would
also be wrong. The ability to make these types of decisions without being plagued by emotional
dilemma has helped to make me an effective leader as well as morally sound person. This is an
example of my ability to make a focused decision based on what is right and wrong with little to no
need to analyze the different factors that weigh upon the situation.
28. Student will show knowledge of the “14
Points / TQM” theory of leadership by
Deming
of the above theory
“Visionary Leadership” (now often cited
as “Transformational Leadership”) theory
by Sashkin
of the above theory
“Individuals in Organizations” leadership
theory by Argyris
of the above theory
34. Students will demonstrate knowledge of HDF 414 Activism Project We learned how the 4 V model is a big part of activism. My core values are my identity, and they are
the “4 V’s” theory of leadership by Grace HDF 417 what commits me to a cause. Without my values I would not be passionate in fighting to make a
(Center for Ethical Leadership) change. My vision of change is the first step towards activism. I must have an idea in my head and be
able to see the intended outcome of my actions before I can put into words how I will accomplish it.
Without my voice I cannot gain support of my vision. If cannot communicate what I want to change and
why I will not be able to make progress. Lastly, my virtue is my commitment to “practice what I preach.”
It shows everyone that I truly believe in what I am trying to change. The 4 V’s help me to become a
more committed and ethical leader.

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