Outcome Category: Self-Leadership

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice

1. Student will demonstrate autonomy and a minimized need for approval

HDF417 Internships for this summer

From my experience in HDF417, I was able to expand my knowledge base and gain enough confidence in my abilities as a leader in a collegiate setting. In conjunction with my prior leadership rolls across the URI campus, I felt prepared to take the next steps toward career goals. Although an additional internship is not required or credit, I knew experiencing another college campus with new approaches, insights, and community, I took the opportunity to reach out on my own and create new connections and relationships to begin to network and brand myself. Thanks to the URI Leadership staff and program, I was able to demonstrate autonomy and explore those opportunities independently. I will be working at Becker College and Brandeis University this summer of 2016 and will be responsible for the Orientation process at Becker College and planning. At Brandeis I will be responsible for Student Activities, Community Service, and Intercultural Center. Up until now feel that I have been able to demonstrate autonomy with a minimized need for approval. Through this process I have had to rely on myself to meet each bench mark.

2. Student will demonstrate personal, organizational, and academic examples of self-discipline

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HDF412

Planner

Strengths

In Flite I have noticed many students discipline themselves in ways that work best for them. Some ask friends, others email teachers, and many use a planner. I am one of those students that relies heavily on my planner. I organize by class, I color coordinate my folders, and as I accomplish tasks I cross them out. This keeps my head straight so I know exactly what I have done and when I need to do it because the due date will always be written out for me. Some of my strengths are evident in this process. It is the arranger and achiever in me that keeps me driven, focused, motivated, and on task. I am a conductor. By using my planner in this way, I am able to tackle the most complex tasks first avoiding unnecessary pressure. This spills over into how I organize my tasks as a leader.

As an Achiever and Arranger with Consistency, I am naturally organized and disciplined in a school context and in my daily and

professional life. Being aware of my shortcomings, I can become overwhelmed and stressed easily if deviate from the balance that I typically maintain. My core strengths help keep me focused and aligned with my agenda and I find that these strengths are extremely beneficial when it comes to making deadlines, working under pressure, and managing time. As an upperclassman, the workload has gotten heavier and the responsibilities to network to begin the process of building a career has become more immediate. Over the course of my years at URI, I have learned how to juggle and allocate my time to a variety of activities and responsibilities.

In Portfolio I retook my strengths. These strengths are evident that I have a strong personal, organizational, and academic self-discipline. Responsibility and Discipline are in my top 5. I use these regularly when facing deadlines and using my time wisely. Since my workload has increased, these strengths have helped immensely when trying hard succeed.

3. Student will demonstrate the ability to manage emotions

Psych113 Peace and Harmony Meditation Diversity Week

Strengths

In Psych113, I was able to choose what diversity event I wanted to attend. A visit to the URI Cultural Center’s Peace and Harmony meditation was an opportunity to manage emotions, reduce stress, and understand the connection between individual wellness and the individual’s ability to contribute to society effectively. The URI multicultural center states, “Authentic knowledge of society and culture begins with the growth and maturation of the self and the acquisition of life skills.” The presentation taught that we must take care of our own well-being in order to extend ourselves to others. This leads to compassion and can have a perpetual effect on the entire community. We ended with a unique sense of community and maintain a compassionate, spiritual, and healthy lifestyle. My emotional state has a direct impact on the group. I was particularly aware of this, and the group had influence on my emotional state, as well. Part of managing my emotions as a leader, is knowing and understanding how my feelings fit into the climate of the group, how they influence the group, and how this helps or inhibits the mobility of the group.

As a naturally empathic person, I can connect to the heightened

emotions of those I lead and have to contribute and monitor myself. Although this is a strength, it can hinder my role as a leader if I sympathize too much or become overly emotionally involved. Separating myself from issues faced by others, helps to keep the person out of the equation when confronted with problem solving dilemmas. I demonstrate my ability to manage emotions by balancing the focus on a positive outcome. This helps temper my own emotional response so that I can remain clear and utilize my other strengths in order to stay on task. My strengths balance out. Some are task oriented and some are more emotional.

4. Student will demonstrate knowledge of stress management methods

HDF190 StrengthsQuest I am an Arranger and Achiever. An achiever has a great deal of stamina and a strong work ethic. An achiever takes great satisfaction from being busy and productive. As an arranger, I keep very organized, but also am flexible which complements this ability. I like to figure out how all the pieces and resources can be arranged for maximum productivity. Keeping organized, staying on task, managing time, taking breaks (gym), and understanding my personal cues will help relieve stress and manage the process.

5. Student will demonstrate the ability to manage stress

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Gym In Flite we have discussed that stress management is not always going to be easy to deal with. One way in particular that works well for me is working out at the gym. I try to get there every day just to stay in shape and relieve my worries. I stay for about an hour and the first thing I do every time is hop onto the treadmill and run for 30 minutes. This helps so much because at times, I need a break from all the work but I am still staying productive and end my workout feeling accomplished. Another important part of managing stress is being able to recognize when my stress levels are high how to reduce stress. Sometimes, it isn’t realistic for me to go to the gym. There are other ways that I reduce stress. This is why connectedness is so important. Just as I reach out to others in times of need, I seek peers and family in times of stress.

As I have come to know my stress threshold, I have been able to manage my schedule and make decisions accordingly. As I have accumulated a variety of experiences on campus and as a student, I have learned about my abilities and about my limitations. Having had a demanding schedule all of my life and always managing a balance

between academic and extracurricular responsibilities, I have recognized a limit that is comfortable, manageable, and most effective. I have learned over the years that taking on too many roles can interfere with my performance in any of those contexts. Knowing my limits, I have found that I must be selective in the ways that I distribute my time so that I can pursue my goals most effectively and to my satisfaction. By doing this, I ultimately manage my stress from becoming inhibiting. Stress prevention is a big part of how I manage my stress. I can recognize when my stress levels get too high and recognize my cues to focus on the priorities in my life and try not to take on additional responsibilities until I am ready to do so. I have realized that setting limits according to my stress threshold helps me choose my roles and carry out those responsibilities more effectively. Spreading myself too thin is counterproductive and it is more fulfilling to execute my responsibilities and roles within limits for the most favorable outcomes.

As a Peer Educator for HDF413, I was able to provide support to the students when they were faced with stress. I used the lessons I had learned throughout my time. Spreading oneself too thin tends to be overwhelming. Choosing a reasonable amount of activities while still having time for oneself and school work is a very helpful skill moving forward in college. Being able to say no once in a while is ok when stressed or overworked.

Student will express a personal code of leadership / membership ethics

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HDF417HDF413

VIALeadership Institute

Grading

Before my Freshman year even began, I had already created such strong relationships within the Leadership Institute. We learned how to cooperate, solve problems, listen actively, respect one another, embrace difference, and allow for new ideas and perspectives. By doing this, I grew as an individual ethically and morally. We were all so comfortable with one another and grew so much as a team. My top value is Kindness. I believe everyone has a voice and all are equal. Kindness plays a very big role in leading and working with a group and I find this very important. During my leadership institute weekend, we all exchanged comments about each other’s attributes and the special ways in which we impacted our group and process. This poster represents other’s perceptions of my special qualities.

In HDF413 I am responsible for grading students on their presentations. This was the first time I had the responsibility to grade. Before, I solely provided support and guidance in a class setting. As a Peer Educator in HDF413, I still taught lessons and provided a sense of support for each member however, I also had influence on each individual’s grade. This could be a potential ethical issue because I needed to grade fairly and honestly in order to give students an accurate gauge on their progress.

7. Student will demonstrate practice of the personal code of ethics

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HDF413HDF417

Testimonies from students/campers

SOLCCollege Democrats Retreat

I have always conducted myself with a strong code of ethics. I take my leadership roles very seriously and I develop effective and harmonious relationships with my students, campers, and peers. When I extend myself to others and lead with kindness and humor, my kids respond positively, and the relationship clicks. By behaving consistently with a personal code of ethics, I feel I build the credibility I need to be taken seriously and still well-liked. This is difficult to balance when leading children, but consistency is the key because expectations aren’t a secret.

In HDF413 I am the Peer Educator which ultimately dictates and encourages a consistent personal code of ethics. There are a variety of standards that must be met in order to effectively teach material and relate to peer students fairly. It can be a challenge to lead peers that I am familiar with in other contexts of my life and maintain a professional environment in the classroom in order to achieve goals and teach lessons effectively.It is also important to meet expectations of all students equally. Inclusion is always top of mind and it is priority for me to tend to teach students’ participation, written work, concerns, and ideas appropriately and fairly. The exposure to a code of ethics that I must abide by as a peer educator in a classroom setting is recurrent in the SOLC setting as well. As a confident facilitator and educator for class, I am very aware that there are many different levels of comfort among members of SOLC when facilitating other groups on campus. I not only have a responsibility to the organizations that subscribe to our services, but I am also aware of the range of skill sets within the SOLC team. Because of this I have the responsibility to ensure that the roles that are assigned to team members are appropriate based on

their abilities, confidence, and experience. An upcoming retreat is for College Democrats that I will be leading. I have a team of new facilitators and I am mindful of their work in progress as facilitators. In order to serve College Democrats effectively and to their satisfaction, I have volunteered to co-lead this retreat in order to prevent any discomfort or challenges.

8. Student will express a personal values statement

HDF190

HDF 412

VIA In Flite we took a VIA assessment that justifies our true values as a person and leader. My tops wereKindness, Honesty, Humor, Gratitude, TeamworkI love these words because they demonstrate good character. These are all the traits I would hope to find in my leaders (and no doubt traits I have found in some of my most effective leaders). Leading with these qualities is leading with integrity.  I connect that to myself in a sense that I am a well-rounded leader who inspires others to be the best they can be by treating others with respect, consideration, and appreciation. I put others first, I am true to myself and others in a genuine and authentic way, I am always smiling and bringing energy to the table, I appreciate everything I am given and never take anything for granted, and I am dedicated to my teams. I love to see others succeed and strive to see that happen.

My core values have always been the driving force in everything that I do. These attributes and tendencies are evident in my interpersonal style as well as my approach as a leader. These are qualities I would prefer to have in my own leaders. I feel that kindness breeds kindness. Good harmonious working relationships between group members is essential when building trust and promoting approachability. I have always appreciated Honesty. This value can be used as a gauge that is reliable and trustworthy. I appreciate honest leaders and mentors. Honesty is well received when it is communicated with kindness. Who doesn’t like a little humor to break up the monotony of the work day or a grueling task? Appropriate humor tempers the work environment, helps and reduces stress and pressures, and reminds us we are all human. Humor can be used to break ice between new groups or during negotiations or to calm strained situations. I find this an asset and an important value in leadership. Gratitude is also a value

of high importance. I’m a very democratic leader. That is not to say I don’t take on responsibility, Accountability, and Discipline (these are my some of my top strengths). I embrace the contribution of my team members and I strive to encourage, inspire, and motivate the work as a team leader. I feel gratification in all members’ success just as I would hope my leader would feel gratified by my success. I am naturally a collaborator. I don’t feel any great work can be accomplished in a vacuum. It is the exchange of ideas and perspectives, and I am dedicated to the individual and team process and success.

9. Student will demonstrate practice of the personal values statement

HDF190 VIATeaching Dance

LASA Retreat

In Flite class we are always asked to reflect on life experiences that make us a strong leader. I like to think of myself as a good role model. I love children and try my best to be the best I can be. This gives my students an example to be the best they can be. In class I am fun, enthusiastic, and always smiling. My engaging, hands-on approach and my smiles (positive energy and attitude) keep the children happy even when they're working in a very structured instructional setting. Children have very short attention spans, and it is imperative that they are nurtured in every way throughout the instruction. My values have been an asset in this environment. I always seem to be able to create a fun environment and balance effective management to keep everyone happy, inspired, and productive.  My kids always come out of class feeling accomplished and positive. My values for my VIA provide characteristics that can impact my students every day (kindness, honesty, humor, gratitude, teamwork).

Upon reflection of my values, I realize how much a part of my core character they are. Alongside my strengths, these values are essential and instrumental in leading groups of all kinds. As a facilitator for an SOLC retreat with the Latin American Student Association (LASA), our team had the responsibility to foster unified organization and facilitate initiatives and activities that help LASA bond and become more intimately acquainted. By maximizing their comfort level with each other, their organization will ultimately be stronger and function better. My values are most relevant in a setting like this because as I

facilitate, I am modeling an encouraging and inviting environment with my values since this organization was struggling with bonding. I used my Kindness in order for all members to be heard, feel validated, and connect as a group. My Honesty value is an important asset in these retreats as well because it is advantageous to the organization if we (SOLC) are authentic. This automatically is recognized by the group and can foster a trusting relationship which helps members feel comfortable opening up and contributing fully. This helps unite members in a profound way. SOLC ultimately has the opportunity to model good teamwork for other organizations to set standards and exemplify a workable, solid, and effective team.

10. Student will demonstrate the ability to lead a project from start to finish (follow-through)

HDF190 Theater Director In HDF190 I have learned to never give up. These past few summers I have had the opportunity to work with children ages 5-10 and put together 3 condensed plays each year. The job requires the director to write out the scripts, put together the set, choreograph the dances, block the children, work the costumes, and care of each child throughout the process. It’s been quite hard to follow-through, but with perseverance, a positive attitude, and with a happy environment for me and the kids, the job can get done and we also get to enjoy it along the way. It’s a blast! As I approach the midway mark in my leadership development at URI, I have revisited the leadership experiences of my recent past. Since the years as a theater director, I have been able to reflect on the responsibilities I carried out in combination with new ideas and levels of understanding the leadership process, incrementally. This was an arduous task. Although it was my project and my ultimate responsibility, I utilized many of my innate strengths and values without even being aware of them. I had a vision of the end result, and it was important for me to include each individual involved (cast, crew, counselors, volunteers…etc) As I motivated each participant with my enthusiasm and vision, I also empowered them by allowing their ideas and creative input to be a significant part of our process. I was already leading relationally with inclusiveness. And, although the project was assigned to me, I was very democratic in my process and shared ownership of the project with the large group. I never lost sight of the primary purpose of the goal to foster the growth and empowerment of the children in a safe, fun, and creative environment.

When I think about the process in its entirety, I realize how many increments and stages there were: review, manage unexpected situations (problem solving, trouble-shooting…) plan next agenda, reflect, rehearse, assess, refine… etc. I am still very proud of the accomplishments of my campers and my staff. Leading a project from start to finish is not possible without effective leadership, consistent values, vision, a distribution of responsibility, and a rewarding experience for all involved.

11. Student will describe goals and objective statements regarding personal issues, career issues, and community issues

HDF190 Essay for freshman year Institute

When applying for the Leadership Institute, I had to consider my prior experiences and how to best utilize them in the future. My essay describes my goals and objectives at the start of my college experience. I had hoped that the Leadership Institute would offer the opportunity to connect with community, and engage in civic initiatives, and discover more about myself.

12. Student will show evidence of goals and objectives that were planned and achieved

HDF190Psych113HDF412

Dream Resume In Psych113 I was assigned to put together my dream resume. I put together goals that I was hoping to accomplish throughout the next few years at URI. Four goals I put on the Resume I have actually reached successfully. I made the Dean’s List; I achieved my GPA goals, applied for my Substitute Teaching job and got it, and was selected as a leadership institute team leader!! Planning out goals that are manageable allows me to work harder because I have something to strive for.

As a Communications Student with minors in Human Development and Family and Leadership Studies, I began to explore career paths that could incorporate this interdisciplinary knowledge base and leadership roles I have had throughout my college years. In Spring of my junior year, I reached out to Colleges and Universities around my home, seeking opportunities in Student Affairs. As I did my research, I thought Brandeis University would be a good fit. I submitted my resume and cover letter to the Dean of Students and later had two phone interviews and one face to face interview. I was offered the internship and was assigned to assist various groups and departments within the Student Affairs umbrella. The experience and insights I gained were invaluable in my professional development and the work I produced combined with the modeling of my supervisors has further prepared me for a career as a

College Professional. My evidence shows correspondences throughout the Spring to create a relationship and communicate my candidacy for the internship. The Thank you note indicates my success and the staff’s appreciation for my participation.

13. Student will show knowledge of the “Hierarchy of Needs” theory by Maslow

HDF415 Psych113 Malsow’s Hierarchy of needs is a theory of human motivation. Each section leads to the next level of development. As humans meet the basic needs, they continue on to the next levels in a healthy way. When the basic needs are not met, this can cause physiological and/or psychological consequences (illness, anxiety and unhappiness) and can affect the normal developmental process. The first and most basic is physiological needs. These are simply needs for human survival: air, water, and food. Without these, the body cannot function. It is also important to note that when these needs are not met, an individual cannot focus on any subsequent needs. When one is hungry, food is going to be a priority for that individual. When that individual faces a challenge, it can prevent him/her from developing and functioning in a healthy way. The next need is safety. This includes personal security, financial security, health and well-being, and safety including illnesses, accidents etc. As long as one feels safe and secure he/she can move on to the next level. Love and Belonging is friendship, intimacy, and a loving family. Support and love allows one to feel like they are anchored and gives them the ability and freedom to explore the world. A sense of belonging empowers the individual and they will have a sense of self and self-esteem. If one feels respected and important to others the feeling of self-value will occur. Lastly, to reach self-actualization, an individual rises to their potential and has the capacity to help others to do the same. It is a desire to accomplish all that one can. One cannot achieve this until all of the basic needs have been met.

14. Student will show application of Maslow’s theory to own life

Com 202 The pyramidSecond learning contract:Facilitator training for outdoor adventure challenge course.

Maslow’s universal theory provides a developmental hierarchy of human needs. The first is physiological needs (Air, food, water, sleep), the second level of human needs is safety (security, employment, and resource). The third, is social needs (friends, family, love, belongingness), the fourth is esteem (self-confidence, achievement, respect), and the fifth is self-actualization (morality, creativity, problem solving). This is what people aspire to and strive to reach throughout the stages of life.

As a leader, my goals are to effectively foster the growth and empowerment of others to navigate an effective process toward achieving their goals. This has a cyclical effect. Once empowered, others then have the tools to further others in similar positive ways. I feel that having my own needs met is a fundamental requirement for my own sense of well-being, safety, and security. As those are achieved in my life, I am equipped to extend myself to the needs of others. This facilitates my ability to foster the empowerment and growth in individuals around me and in the greater community. Also, understanding Maslow’s pyramid raises my consciousness about myself (i.e. personal struggles as I move through as I progress through the life stages and tasks. This self-awareness helps me to gain insight when others face challenges in their process and ultimately strengthens my ability to recognize or identify the needs of others or situations that might arise in the community that requires leadership qualities to create positive change. An example of this is my growth and progress between my first experience on the outdoor challenge course, as a freshman, and my progress toward mastery of the course after training as a facilitator. The first experience was new, scary, and unknown territory. I was unfamiliar with the surroundings and the people surrounding me were new acquaintances. I was also unsure of my own abilities through the elements and the purpose behind the challenges. As I was able to familiarize myself, I came to embrace the challenge, allowing myself the full experience (positive and negative aspects). Still, in new situations like this, one can easily feel isolated (a sense that they are the only ones feeling what they feel). An important level in Maslow’s hierarchy is safety (security, employment, and resource). This is essential in my progress toward mastery. The relationship in mentors, peers, and relationships outside of this context all influence my sense of belonging, kinship, and association. This serves as my anchor and catapults me toward the attainment of self-esteem. All of these are important resources that help me to become capable and confident enough to reach a level of stewardship and foster the same growth in others.

15. Student will describe personal leadership style and/or personality style including strengths and weaknesses and examples of application (Sources = Leadership style inventories, the L.P.I., StrengthsQuest, Type Focus (MBTI), LAMP, and other career inventories, etc.)

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HDF412

StengthQuestVIARetook StrengthsQuest

In Flite I took a StrengthQuest test and a VIA (values) test. These assessments reveal what type of person and leader I am. After I took these tests and received my results I was not surprised at all. My top Value was Kindness. When I think of this word I think of my generosity. I think I tend to put others first, I feel as if I am never too busy to do another a favor, and I enjoy to do it out of the kindness of my heart. My others were honesty, humor, gratitude, and teamwork.

My top Strength was Empathy. This coincides well with Kindness. I have the ability to embrace other’s experiences and feel what others feel. I am able to see the world through their eyes. My friends always say I am great at advice and I think this assessment confirms it. In order to give advice (especially something that might be difficult to hear), a kind, sensitive, and empathic approach is essential. As a peer leader at the leadership institute (2014), I facilitated the boundary breaking segment of the weekend. There were tears shed and interpersonal conflicts. My empathic and kind approach was helpful in finding resolutions among freshmen.

My new assessment revealed my strengths as Harmony, Developer, Responsibility, Achiever, and Discipline. It is my nature to create harmony within a group in an effort to allay conflict and seek ways of compromise that can then be used constructively. As a developer, this coincides with harmony by recognizing the potential in others and fostering that potential so they can realize success. Facilitating growth in others energizes me and inspires further collaboration and enthusiasm. Responsibility, as a leader, is taken very seriously. I take psychological ownership for everything I set out to accomplish, following through, being thorough, and reaching intended goals are all points in the process that I am very conscientious about. As an Achiever, I am driven to accomplish my goals. When facing stumbling blocks in the way of reaching goals, it can affect me emotionally. My personal satisfaction is often derived from accomplishments or the progress made by reaching goals. This can be beneficial when working with groups because my inspiration and motivation is contagious. I have always worked best in a structured environment which is why I am a Disciplined worker. As a more practiced leader, I am able to create my own structure or build a

structured environment conducive to working in a group am detail-oriented and my need for structure is not imposed on others but it is a known method that helps me be the most productive I can be. As a disciplined leader, I am aware that work styles differ and I use my structured approach to clarify goals and guidelines in order to enhance performance, but I leave room for others’ work styles to be explored.

16. Student will show knowledge of the theory of Superleadership by Manz & Sims

17. Student will show application of Manz & Sim’s theory to own life

Outcome Category: Leadership Theories

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice

18. Student will show knowledge of the “Authority and Bureaucracy” theory of leadership Weber

19. Student will describe personal application of the above theory (Weber)

20. Student will show knowledge of the “Scientific Management” theory of leadership by Taylor

21. Student will describe personal application of the above theory (Taylor)

22. Student will show knowledge of the

“Management by Objectives” theory of leadership by Drucker

23. Student will describe personal application of the above theory (Drucker)

24. Student will show knowledge of “Theory X and Theory Y” theory of leadership by MacGregor

HDF412 According to the powerpoint presented in HDF 412, Theory X and Y (MacGregor 1960) examines the human side of enterprise by observing individuals’ behavior in the workplace. His model uses two types of individuals known as Theory X and Theory Y. Theory X is the “average worker that is dissatisfied and displays avoidance, threats, control, and tough management.” (MacGregor 1960) Theory Y believes control and punishment tactics do not motivate workers. Instead, Theory Y chooses to motivate via learning and creativity. The authoritarian attributes of Theory X is most effective in large corporations. This leader separates him/herself from the rest of the community. The democratic attributes of Theory Y is most effective in complicated problem solving a management of professionals. It is the perspective that a leader is a member with more responsibility.

25. Student will describe personal application of the above theory (MacGregor)

HDF412 Summer Internship During my internship at Brandeis University, I worked with various departments. Specifically, the Intercultural Center was in the process of hiring a new Director. I was grateful for the opportunity to participate in the hiring process. Prior to the first interview of our first candidate, the team and I set time to discuss criteria and our vision of what makes a good leader. As I reflect on my application of Theory X and Y, I recognize the input I had about the qualities of a new director correlated with Theory Y. We hoped for someone who would join the team and create positive change in a way that would not disrupt the aspects of the culture. Kind values were highly regarded and effective assets of the department. The new Director needed to have a student-centric approach, most importantly. The candidate that was ultimately hired demonstrated the desired qualities and the vision and ability to expand the existing mission of Intercultural center. She is a democratic leader who is a hands-on participant of the group she directs. My evidence is an introductory Q&A session that shows the director’s values and goals for the Brandeis ICC, going forward.

These goals are consistent with MacGregor’s Theory Y.

26. Student will show knowledge of the “Servant Leadership” theory of leadership by Greenleaf

HDF190 Servant Leadership Speech

In HDF190 according to Greenleaf, Servant Leadership begins with the natural feeling that one wants to serve. It brings one to aspire to lead. It puts other first. There are 10 characteristics to servant leadership. Listening, Empathy, Healing, Awareness, Persuasion, Conceptualization, Foresight, Stewardship, the Commitment to other’s growth, and Building a Community. These characteristics occur naturally within many. Servant Leadership can always be enhanced and practiced on a daily basis. It is a great way to build a strong, caring environment. This theory enhances lives and creates stronger organizations. This leads to a stronger environment for us all. In Flite class, we all delivered a speech about the lessons in servant leadership and how they pertain to our personal and professional goals.

27. Student will describe personal application of the above theory (Greenleaf)

HDF190HDF415

Worked with second graders for my Learning Contract

Second learning contract:Facilitator training for outdoor adventure challenge course.

In HDF190 I came to the conclusion that I connected best with empathy (my number one strength) and the Commitment to others. As a Leader, I strive to understand, empathize, and accept others for who they are. I recognize their special qualities and unique spirits. I have a natural incentive to serve and an aspiration to help. I also have a commitment to others. I see their development is important. For my Learning contract, I worked with second graders in a classroom. I used my servant leadership skills to approach each child with an endearing introduction. I understand the responsibility to nurture the personal and professional growth of others and will do everything in my power to do so. As an elementary education major, I see this type of leadership to be very similar. It is a teacher’s duty to put their students first and to nurture them like your own. I commit to their growth and well-being every day. If a child needs support an empathetic listener is what the child needs to feel validated and empowered which can foster their growth and achievement. Working with second graders was such a great experience for me and I learned so much about myself and how to manage a diverse group.

Since last year, my professional goals have changed. I have recognized that Greenleaf’s theory of Servant Leadership is applicable across disciplines and settings. As I gain new insights about my leadership style in the university setting (with peers as opposed to children), I have discovered the ways that my strengths and innate

approach can still be advantageous and relevant. I have always had a natural instinct to serve and to foster the growth of others. Among peers, there is less emphasis on management and more focus on shared experience. I am often open about my own personal journey (whether positive or stumbling blocks) which can help others relate and continue to push themselves in a safe and trusting environment. Empathy is still necessary in order to stay with members of the group through the process and allow for progress at their pace. My desire to serve and ability to put others before my own needs is very necessary and is an asset when leading a group in this challenging environment. It is also critical that I actively listen and engage in feedback to understand how each member is experiencing the elements. Using empathic responses, I have the responsibility to foster healing from any stumbling block and plow through it. With persuasive devices that are sensitive, encouraging, inspiring, and empathic I feel confident, as a servant leader, to gain the trust in my group in order to move them through stumbling blocks and able to take risks, and confidently complete each element. I believe my earlier experiences leading children have strengthened my awareness of the important qualities of effective servant leadership.

28. Student will show knowledge of the “Principle Centered Leadership” theory by Covey

HDF412 According to the PowerPoint in HDF412, Steven Covey’s (1990) Principle Centered Leadership emphasizes the importance of trust in relationships. According to this theory, Trust or lack thereof can impact success or failure across settings (i.e. business, industry, education, and government). Principle Centered Leadership works on four levels (Micro to Macro): Intrapersonal, Interpersonal, Managerial, and Organizational. Covey describes the principles of the leader as one who understands that he or she is always learning and open to new ideas, approaches, situations/tasks to assist or benefit others, positivity, trust in others, motivation and flexibility.

29. Student will describe personal application of the above theory (Covey)

HDF412 SOLC Team building and communication were the goals of the Fitwell staff at an SOLC retreat that I led. This retreat was for the staff who had many new members, including freshmen. The retreat focused on the Principle Centered Leadership Approach by communicating effectively and building a stronger team. We began with an energizer and name game to create a comfortable environment and break ice in order to progress into more pressing topics. We facilitated the full

value contract which encouraged crucial conversations and provided an opportunity to discuss ways to be an effective member. We asked members what they hoped to bring to their team in order to promote a level of trust, positivity, reliability, and flexibility and to create an overall positive experience for everyone. This approach is Principle centered with trust as its core.

30. Student will show knowledge of the “14 Points / TQM” theory of leadership by Deming

31. Student will describe personal application of the above theory (Deming)

32. Student will show knowledge of the “Visionary Leadership” (now often cited as “Transformational Leadership”) theory by Sashkin

33. Student will describe personal application of the above theory (Sashkin)

34. Student will show knowledge of the “Individuals in Organizations” leadership theory by Argyris

35. Student will describe personal application of the above theory (Argyris)

36. Students will demonstrate knowledge of the “4 V’s” theory of leadership by Grace (Center for Ethical

HDF415

HDF412

The model of Ethical leadership is a framework for leaders who want to be of service for the common good. In order to be an ethical leader, one must have an understanding of their core values and live according to those values in every context, consistently. Ethical

Leadership) leadership is primarily internally driven. The internal beliefs and values of the Ethical leader is then externalized in behaviors and actions through the process of serving others. To become a leader who makes a difference, one must embrace an inner commitment of integrity and commit to service for the common good. Within the framework, leaders discover their values, develop a vision of how the world could be different, and find a voice or platform to express the vision. This purpose of leadership is visionary, inclusive, and enables all members of the broader community to fulfill needs, dreams and potential. The four V’s of Ethical Leadership are essential in employing this initiative: 1) By understanding one’s values, leaders develop an awareness of their identities and integrate this into their personal and civic lives. 2) Having a vision, leaders are able to plan or frame the actions or steps to be taken in service to others. 3) Taking command of our voice and articulating the vision convinces others to take action. 4) We foster virtue when we practice virtuous behavior. The character of the ethical leader consistently exemplifies virtue in values, vision, voice, and virtuous action.

With Virtue being Central in Grace’s Four V Model, the driving forces of ethical leadership toward a virtuous outcome includes strong values, voice, and vision, as described above. Alongside these components, are three intersecting themes and work as an integrated system in the approach toward Ethical leadership. The first theme is Service, connects vision and values. When we exercise our values through service to others, our vision is uncovered. The second theme is Polis (Greek word for city, English for politics). As our voice and vision are utilized in servitude of others, we inevitably participate in politics. The third theme is Renewal. As we continue to express ourselves (voice) and our work in progress toward vision, we must evaluate whether our actions are consistent. That is, whether we are staying true to our voice and vision.

37. Student will describe personal application of the above theory (Grace)

HDF412 Internship As an intern at the Brandeis Intercultural Center, I was assigned to identify and contact prospective keynote speakers for four calendar events in celebration of diversity. I had the opportunity explore

candidates’ backgrounds and correspond with them about speaking engagements, agenda, topic, and budget requirements. I identified and corresponded with a variety of people with decorated backgrounds from all walks of life. My search was for speakers for events in honor of Black History month, Native American Awareness month, women’s History month, and Hispanic Heritage month. My work in intercultural center coincided nicely with the four Vs, including my vision to embrace and celebrate diversity, raise awareness, and educate the community. In this effort to broaden horizons and create a more inclusive greater community, my vision extended to a voice with the help of many notable men and women who are representative of their respective ethnic backgrounds and acclaimed in their chosen fields and for their leadership and example. My execution of this assignment was inspired and energy by my values of inclusion. The ethical or virtuous core of this task was consistent with my personal virtues that inevitably were carried out by visions, my voice, and my approaches to the work. These values are clearly translated in my ideas of appropriate speakers which would bring a wealth of knowledge and politically inspire.

38. Student will show knowledge of the “Situational Leadership” theory by Hersey & Blanchard

HDF412 According to the PowerPoint in HDF412, Situational Leadership by Hersey and Blanchard offers four main components. These components of leadership approaches depend on the situation in the workplace. They are defined by the degree of relationship required and by the degree of management required. The components are organized based on the leader’s level of relationship and task behavior. Each ranges from low to high. The first component is Delegating. This describes a low degree of relationship with others and a low task behavior. This assumes subordinates are highly capable to carry out tasks and take responsibility for their own behavior. The leader delegates, initially, and expects the task carried out by each member of the group. The next component, Facilitating and Counseling, is a high relationship/ low task behavior dynamic. In this situation, the leader opens communication and decision-making with subordinates. Subordinates have the ability to execute tasks and need low supervision. The next style described is Telling and Directing. This style describes a high task and low relationship dynamic. It is characterized by one way communication where the task is

unilaterally directed, and the interpersonal aspect of the relationship with subordinates is low. Feedback and clarification for various tasks are not needed, in this situation. The last component is Selling and Coaching. This component is a high task and high relationship dynamic. The leader approaches subordinates with two way communication and uses socio-emotional support to encourage decision-making.

39. Student will describe personal application of the above theory (Hersey & Blanchard)

HDF412 SOLC In SOLC, facilitators working as a team to plan for a retreat at URI have a high relationship and somewhat of a low task behavior with variation. I have experienced many of these styles of leadership in SOLC. Because we have facilitators of varying degrees of skills and experience, leadership styles also vary accordingly. This coincides with Situational Leadership Theory because the appropriate leadership approach is dependent upon the situation of the group skills and dynamics. The SOLC team that led this retreat consisted of many new members. Because they were still learning, preparation for the facilitators of the Fitwell retreat required a high task and high relationship approach. I had to be emotionally supportive, understanding and concurrently, task oriented and directive. This particular situational dynamic required more responsibility and adaptability, and sensitivity to the needs of others. Fortunately, some members had the ability and knowledge to perform tasks with less instruction.

40. Student will show knowledge of the “Relational Leadership” model by Komives, McMahon & Lucas

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HDF412

Relational Leadership Assessment

In Flite, I learned about the Relational Leadership model. The theory describes five areas of leadership/relationship building; inclusiveness, process oriented, ethical, empowering, and purposeful. Inclusive understands the self and others and realizes the diverse world views. Empowering provides self-esteem for the member and encourages them to participate. Purposeful commits to the position, the team, the tasks, and other important goals. Ethics is driven by values and standards of leadership (what is moral vs. immoral). Process-oriented helps the groups build a team and maintain their vision to accomplish their goal. This assessment is evidence of my knowledge of relational leadership.

The progression of Relational Leadership Relies on three steps: Knowing, Being, and Doing. In a Managerial context, leaders must first have the knowledge and the mindset to lead effectively according to the task at hand. Once the leader has that mindset, that knowledge resonates to the Being stage and becomes an integral framework of good leadership. The third step in this progression is the Doing stage by effectively utilizing the skills and knowing how to approach the task in an inclusive way that is empowering, purposeful, ethically driven, and process-oriented.

41. Student will describe personal application of the above theory (Komives et al)

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HDF415

Teaching dance classes

Learning Contract Challenge Course Facilitation

My Relational Leadership Lesson

I use my knowledge of relational leadership theory as a dance teacher. In order to teach effectively, I include each of my students in my instruction and demonstration and often will point out their examples of mastery. I also include those that struggle by demonstrating steps, clarifying terminology, and praising good effort. This helps the process of the class and helps my purpose to encourage students, keep them working, making progress, and reaching milestones. My process is always guided by my values to create safe and healthy environment for the growth, development and accomplishment of the students.Recognizing the broad range of participants’ experience, threshold level, style, and approach are very important in building a sense of unity and inclusiveness.

Everyone enters the challenge course with their own set of expectation and objectives and comes with differing sets of strengths. As these facets are understood and embraced, I as the facilitator can achieve a sense of cohesion from the group. This is important because the members need to learn to work together as motivators and at problem-solving tasks. As this is accomplished, I am able to use my strength as an arranger to stay task-oriented and keep the group focused on the goals. My strength as an achiever also helps because I never lose sight of the prize- the end result (the accomplishment of all elements by each individual participant. Throughout the process, I am cognizant of ethical standards- making fair and correct decisions to ensure safety and progress. My understanding of the effective guidelines are imperative in the challenge course, as a facilitator. In this capacity, I need to be making correct decisions and have increased awareness of my individual participation in order to empower my team, as a group and as individuals. Because I am still new at this, it is a work-in-progress. I need to implement and measure risk according to ability and readiness of the participant, keeping in mind, the emotional and physical needs of each. Having done this in an instructional/classroom setting, I am aware of these issues and my nurturing and empathic approach is appropriate in this setting. The challenge course, like other adventurous physical/emotional challenges (skiing down a mountain for the first time or parasailing over the open ocean, is a life altering experience. It inevitably changes self-concept and confidence and can be a game changer in process oriented tasks and performance. This is inevitably a change-agent in the participant’s life. It definitely was in my own. As a facilitator, I feel that enormous responsibility to forge mutual and beneficial relationships, to create a sense of community membership, and to make correct, fair, and informed decisions, to insure welfare and promote positive results.

In HDF415, I signed up to teach a lesson of Relational Leadership to my students in Robert’s section of Flite class. Being a TA rather than a student learning about this theory, I recognized the importance of it and its relevance and really wanted my students to understand each component to the fullest. I worked with Michelle to come up with a lesson plan and continued to teach and reiterate what Relational Leadership and its fundamental application. When all the peer leaders and Melissa and Robert came together, Michelle and I thought it would be really fun and a great way to comprehend each component by have each group in Flite come up with a skit that exemplified the knowing, being, and doing. Each group was assigned Purposeful, Ethical, Inclusive, Empowering, or Process-oriented. After each skit was finished, I asked the class if they could pick out where in the skits they used these key concepts: knowing, being, and doing. This forced each student to examine the chart thoroughly and use the direct words in order to help them prepare for the assessment as well as being able to connect/apply real life situations with each component. Consequently, as a Peer Leader, teaching this model expanded my knowledge because it forced me to examine the model in a deeper way and reflect on the perspectives of my students, less familiar with the concepts. The lesson plan was successful because it put the material in the context of life and taught the concepts in a more experiential way

42. Student will show knowledge of the concept of constructivism

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Humans create their knowledge and meaning from their experiences and their own ideas. Based on their own experiences, an individual can develop their own perspectives and ideas from those experiences. Constructivism is a theory describing how learning happens. Learners construct knowledge out of experiences.

Constructivism Theory claims that individuals learn through their experience and their reflection of those experiences to shape and accumulate knowledge. Our personal experiences are subjective and we construct and build on those new experiences as we process new information. These new ideas may evolve or assimilate according to how we incorporate of the new experiences. Our perspectives are in constant progress of development, evolution, and synthesis. Knowledge, acquired by the constructivist learner is based on empirical information gathered through experience. This theory can be

utilized in the classroom context or in fieldwork to foster comprehension and understanding that is then altered and adjusted upon reflection and alignment of various experiences.

43. Students will describe personal examples of implementing constructivism

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In HDF413, students learn the material in class however, each individual is so unique and all have such different experiences which means they interpret the information that is relayed in class differently. Each student constructs their own understanding. This means they do not strictly mirror what they read. Each student in class will interpret readings in personal ways according to a frame of reference. This is necessary for readings and lectures to become clearer and understood.

The constructivist teaching approach differs from that of the traditional approach. Constructivist approach introduces a concept big picture and allows the parts of that big picture to develop an overall view of the concept using individual students’ input and perspectives. With this model, reflecting back to last year when I was the TA for HDF413, I feel Sam, Ali, and I effectively taught lessons by incorporating student experiences. This is an interactive process where knowledge and information is formulated by integrating individual and shared experience of students and others. It is utilization of the independent learner and the collaborative learner in an open forum to present ideas that filter and culminate in understanding that is unique to each student. Information is processed subjectively and this knowledge is ever-changing and will always evolve.

44. Student will demonstrate knowledge of experiential learning in leadership development (Kolb)

HDF413 In HDF413, I learned that Kolb’s experiential learning cycle involves four stages in the process. The first stage, concrete experience is when a new experience takes place or a new interpretation or perspective of a former experience. So this concrete experience represents the doing or having the actual experience. The second stage, reflective observation, is a reflection or review of the concrete experience. This is important in determining the differences between the concrete experience and the perspectives that it generates. The third, abstract conceptualization, is the new ideas, analysis, and conclusions learned from the initial experience (concrete). Active experimentation is the fourth stage in the process. This is the implementation of the learned

experience and used to test hypotheses in future situations (i.e. planning and testing what has been learned).

45. Student will describe personal application of experiential learning in leadership development (Kolb)

HDF413

HDF417

Challenge Course

I Am Conflict

I practiced Kolb’s theory as a peer leader at the Leadership Institute. This experiential learning model for leaders is a step by step cyclical process that mirrors the learning peer leaders hope to foster. The freshman is first given a task. The task was the challenge course. This is Kolb’s concrete experience. After the experience, we debriefed or reflected on the exercise. By asking multiple questions, they conceptualized what they did and learned in individual ways from it. They learned team building techniques (cooperation, collaboration, patience, listening skills…). They were able to build on that experience and use active experimentation utilizing their new skills.

As a Peer Educator in HDF413, I implemented the process described in Kolb’s theory of Experiential Learning in Leadership. In class Sam and I led an activity called “I Am Conflict”. We presented a series of questions and scenarios to the class. Based on the nature of the question we asked, students placed themselves at certain spots in the room based on their comfort levels in reference to the question. This relates to this theory because it relates to our perceptions about how we think about things. We feel it (which directs students to their spots), we watch it happen (we observe the process in self reflection), we then stop and recognize the various positions people find themselves in which demonstrates their own perspectives in response to a question in comparison to their peers. This gives them an opportunity to gain experiential knowledge of their own perspectives and selves in relation to others.

46. Student will show knowledge of the “Social Change Model of Leadership Development” by Astin et al

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HDF412

Packet information Social change addresses the root of a problem. It has the ability to make lasting positive impact on those that participated. It promotes equality, social justice and knowledge, and people who participate in social change make a difference. Through this lens, there are three levels of social change development. The first is individual development of personal qualities, self-awareness, and personal values. The next level, the group, focuses on collaboration, interaction in the group, and the individual. The last level is society. That brings about change for the common good. In total there are 7 values associated with the social change model. They are consciousness of

self, congruence, commitment, collaboration, common purpose, controversy with civility, and citizenship. An eighth should be included: change.

The Social Change Model of leadership development assumes that leadership is a process and was developed to exemplify this. The key goal of this model is to create positive change. This approach is rooted in the development of those who aspire to create social change through collaborative work. The Social change theory consists of three main components. The Individual: personal qualities that foster social change, the Group: dynamics that coincide with individual qualities and aspirations and work together as a group to execute those aspirations. The last component is community and Society which shapes and defines the type of social change and approach to foster the change. There are 7 critical values that drive these main components: 1. Consciousness of Self: awareness of one’s beliefs, values, attitudes, and emotions which are the motivating factor of the action taken. 2. Congruence speaks to the consistency of those beliefs and values as they are reflected in the advocacy of the group. 3. Commitment energizes the group through passion, intensity, and duration which motives and is fundamentally rooted in self-awareness and self-knowledge. 4. Collaboration is the group process and dynamic which are driven relationally so each individual level of knowledge, passion, and intention is shared and understood by the group in order to rise from a unified foundation. The unified foundation propels the group to work with a common purpose. 5. With a Common Purpose the members share the same core values and strive for the same goals. Conflicts can be integrated into this approach by resolving, compromising, and redefining. 6. In order for group success, disagreements and differing perspectives can be resolved through open and honest dialogue. This is referred to as Controversy with Civility. 7. Citizenship is not only membership of a community but it requires active participation in the community and the sense of social and civic responsibility for the greater good.

47. Student will describe personal application of the above theory (Astin et al)

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SOLC As a member of the Executive board of SOLC, I have served in leadership as a social change agent. SOLC plans and facilitates tailored workshops and retreats that are designed to help campus-wide

organizations improve their effectiveness and achieve goals. As a consulting group selected to mentor and counsel these groups on campus, we are responsible for creating change by improving the climate, connections, and objectives for diverse groups at URI who ultimately influence aspects of campus life. These organizations are often social change agents themselves (i.e. increase diversity awareness and encouraging and inspiring fellow students). So, SOLC has an especially significant position responsible as a change agent when consulting for those groups throughout the community.

48. Students will demonstrate knowledge of the “Leadership Identity Development Model” by Komives et al

HDF415 In HDF415 we were introduced to this model for the first time ever. This was just as new to the students as it was to the peer leaders in Flite. The Leadership Identity Development model by Komives demonstrates a method to examine one’s own self-identity identify as he or she delves into leadership experiences. As a student, I have grown immensely in just two years. I find that as I engage in more leadership experiences and create strong friendships and connections in the community, I discover new aspects of myself. I continue to grow in the categories that the LID model provides. I have had the opportunity to explore my passions and the LID model is a great way to reflect on my accomplishments.As I grow, change, mature, and learn, my passion to make a difference evolves with me. I am continuously developing the skills necessary to be an effective member of community and a positive resource in the development of others. My own self-development is crucial in my ability to serve others. It is very rewarding to be an instrumental part of this process and facilitate the growth of others. They, in turn, strengthen their abilities to become more self-aware and eventually effective positive forces in the community, as well. I can identify with this model, and I am understanding more about myself and what my work as a leader means to me and how that fits in the context of the community. I feel that I am ready to continue this work in progress and excited to participate in the ongoing work as a leader. I feel that self-awareness and self-identification are never-ending. They are not one stop stages in the continuum because we are always changing, learning, evolving… and those we lead also lead us to be better or to take a step back, reflect, and grow. I fully understand this model and find it to be very beneficial because it is a tool to use as a guide.

49. Students will describe personal application of the above theory. (Komives et al)

HDF415 LID Lesson In our Flite class Colin and Connor provided a presentation for the peer leaders and students to participate in. Colin spoke about who he was as an individual and what he stood for. In my small group I facilitated questions regarding Colin’s presentation: Question 1) who do you look up to? Question 2) do you aspire to be just like those role models? Everyone put their hands up. The “ah ha” moment for us all was when we put our hands up, Colin provided a very important point for each student to ponder. We do not want to be just like our mentors. Those people already exist. We need students at the University of Rhode Island to be different. We all have our own goals and our own unique qualities. We can all incorporate aspects of our mentors but the important thing is that we all find our own identities on campus and create something new and exciting and explore those qualities that can then enhance the campus-wide community. This is what the Leadership Identity model truly exemplifies. It’s all about individuality and the importance of it. Use a mentor as a guide and allow your mentor to be your motivation, but the goal of your mentor should never be to create a carbon copy of him or her out of you. Use the qualities that you identify with and ask yourself why. There is obviously a part of you that these qualities tap. This is a place to start the self-identification process.

50. Students will demonstrate knowledge of the Strengths-Development Model by Hulme et al

51. Student will describe personal application of the above theory (Hulme et al)

52. Student will demonstrate knowledge of behavior theories of leadership from Michigan and Ohio State

53. Student will describe personal application of the above theories (Michigan & Ohio State)

54. Student will demonstrate knowledge of Charismatic leadership

HDF190 StrengthQuestVIA

In Flite I took a StrengthQuest and VIA assessment. These established that I lead with Empathy, Kindness, Humor, and Positivity. These characteristics contribute to my Charismatic style of Leadership. Charismatic leadership is leading with a contagious enthusiastic and spirited energy that has a positive impact on the group. I naturally embrace the individuality in each group member, and my positive attitude and enthusiasm inspires others to rise to the occasion and enjoy the process.

55. Student will describe personal application of the above theory

HDF190HDF 415

Working with children/ Theater Director

Institute 2014

This approach energizes the group and inspires growth and learning while having fun and being fulfilled. I reach their needs by nurturing them and looking out for their physical and emotional welfare. When the children are feeling happy and confident is when they are most productive. On performance day in my Theater program, I proudly watch my skilled reader show off his ability narrating, my shy child emerged from her shell and confidently recited lines, and my class clown entertained with humor. It is gratifying to see children gain a sense of empowerment and accomplishment and have fun. I have letters and testimonies that show evidence that I have used my charismatic approach to bring out the best in my kids and accomplish goals. As a Peer Leader at the 2014 Institute, it was essential to be a charismatic leader. Being a new freshman can be intimidating. My primary responsibility was to put this group of freshman at ease to break the ice and to facilitate a growing connection (not just with me but among them). I created a comfort level with honesty, humor, and enthusiasm in the group. If members of the group begin to break down barriers and bring unique parts of themselves to group activities as well as supporting and encouraging bonds, I know I have succeeded as a charismatic leader.

56. Student will demonstrate knowledge of contingency approach to leadership by Fiedler

57. Student will describe personal application of the above theory (Fiedler)

58. Student will demonstrate knowledge of Path-Goal theory by House

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StrengthsPath-Goal Theory

In HDF 413 we learned that the Path-Goal Theory provides appropriate leadership style in the context of situations that arise in an organizational setting. I recognize my own strengths based leadership approach in this model. The theory suggests a directive leadership approach when others have high or low role ambiguity. I am a directive leader because I naturally use my skills and approach as an arranger. The theory also suggests a supportive leadership style in response to those who experience tasks that are boring and repetitive or stressful. I am a supportive leader when I use my empathic approach. I am also a participative leader (hands on). I don’t manage tasks without being a part of the process. This taps my strength as an achiever and ultimately enhances performance alongside others with high abilities and relevant tasks. Lastly, the theory suggests an achievement oriented leadership style for those who are highly motivated and high achievers. My natural strength as an achiever fosters my leadership approach to this group as well.

59. Student will describe personal application of the above theory (House)

60. Student will demonstrate knowledge of Leader Member Exchange (LMX) theory

61. Student will describe personal application of the above theory

62. Student will demonstrate knowledge of Leadership Substitutes Theory

63. Student will describe personal application of the above theory

64. Student will demonstrate knowledge of Models of

leader emergence

65. Student will describe the impact of traits on leadership emergence and performance

66. Student will demonstrate knowledge of Chaos approach to leadership by Wheatley

67. Student will describe personal application of the above theory (Wheatley)

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

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice

68. Student will demonstrate how cultural anthropology / paradigms relate to leadership

69. Student will describe personal example of using cultural anthropology / paradigms as a leader

70. Student will demonstrate knowledge of the “Cycles of Socialization” (Harro) theory and its uses in leadership

HDF412 Harro’s Cycle of Socialization provides a model progression through the life stages that encapsulates our social perceptions of difference and demonstrates how we come to perceive our roles in society as privileged or oppressed. Language, age, skin color, ethnicity, religion, or gender, we are all born with a set of social identities. Based on those identities, we are already defined and effected by social differences and an imbalance of power. Harro says, “we get systematic training in how to be in each of these social identities from when we are born.” As we learn our roles, we are unknowingly and inevitably thrust into societal codes and norms that perpetuate the process and we actively engage and contribute to this phenomenon of oppression. Harro’s diagram shows that when we enter the world, we are without consciousness, guilt, choice, misinformation, biases, history, or habit. However, we are socialized and taught by influencers who shape our expectation, norms, values, attitudes, and roles. We are then subjected to institutional and cultural socialization which bombards us with messages on both conscious and unconscious levels through vehicles of religion, education, media, and systemic institutions (medical, legal, and business). Our culture which stems from community and family is embedded in our patterns of thought. This stage directs us through enforcements like stigmas, rewards, punishment, privilege, persecution, discrimination, and empowerment that reinforce the different roles we are assigned. This lens of experience culminates in silence,

anger, dehumanization, guilt, self-hatred, stress and violence. In order to prevent this cycle, we must become more conscious of our roles and our contribution to the cycle of oppression. We must interrupt the norm, educate ourselves and others, take a stand, continue to question, and reframe ideas. If we don’t, we are standing by instead of standing up and maintaining the status quo.

71. Students will demonstrate personal application of the “Cycles of Socialization” (Harro)

72. Student will demonstrate knowledge of the “Cycles of Liberation” (Harro) theory and its uses in leadership

HDF412 According to the PowerPoint in HDF 412, Harro defines Liberation as “critical transformation.” This cycle constitutes the awareness on a systemic level as we strive for social change. The cycle is comprised of 7 stages. It begins with Waking up. When an event or incident causes cognitive dissonance, an individual is suddenly aware of the conflict. Getting Ready occurs when the individual has the mindset and introspection to recognize the importance of awareness, education, and the raising of consciousness. This introspection inspires us. Our inspiration and authentic feelings about the conflict come from our Dismantling. As we begin to dismantle the systemic internalize oppression or privilege, we then begin to develop analysis and the right tools to approach liberation. The next stage is Reaching Out. This is when we move outside of the self by taking a stand and being vocal. We then Explore and Experiment to gain more insight and spread knowledge. Building Community is the connection with others through a work in progress. We must build a community by building relationship with those like us and that differ from us. By Coalescing, we take our awareness of the need for social change to the next level and actively work toward that end by planning activities, fund raising, educating, and becoming a role model or ally. We create change when we Transform Institutions to change culture. This can influence policies, assumptions, structures, and roles. This stage is the Transformation. However, this is proposed as a cycle which means it is ongoing and maintenance is required. In order to maintain, we must spread hope, model authenticity, and demonstrate integrity by reaching out to others. As one lives

authentically and moves through the cycles of liberation, he or she, at the core, can break barriers by living harmoniously, with self-love, self-esteem, balance, joy, and support.

73. Student will demonstrate personal application of the “Cycles of Liberation” (Harro)

74. Student will demonstrate knowledge of the “Configuration of Power” (Franklin) and its relationship to leadership

75. Student will demonstrate personal application of the “Configuration of Power” (Franklin)

76. Student will demonstrate knowledge of racial identity development via the Cross, Helms or other models (Ferdman & Gallegos; Kim; Horse; Wijeyesinghe etc.)

HDF412 Rowe, Bennett, and Atkinson proposed their White Racial Identity Model when they noticed four matters with White Racial Identity Models. The first issue regarding these models were that white people and people of color have none of the same identity development processes. They also noticed that instead of focusing on the white identity development, these models primarily explained how whites can have different levels of sensitivity to or appreciation of other groups. Another issue with the White Racial Identity Models says it is a linear process. The fourth issue explains that White Racial Identity Models solely include Black and White individuals with no regard to other groups. (Rowe, Bennett, Atkinson) Rowe, Bennett, and Atkinson introduce their White Racial Consciousness Model which is “one’s awareness of being white and what that implies to those who do not share white-group membership.” (Rowe et al 1994) According to the Ethnic Stage Model by Phinney explain types of attitudes white people may possess. There are two types; unachieved white racial consciousness and achieved white racial consciousness. Based on an individual’s experience, one may move positively or negatively.

Unachieved White Racial Consciousness include three components avoidant, dependent, and dissonant. Avoidant attitudes demonstrate an individual’s inability to be aware of their thoughts about their own race or other’s experiences. They tend to ignore race until they have to face the topic. Dependent attitudes mean that one is aware of their white color; however, do not actively make a change to help. Dissonant attitudes are open to learning however have a difficult time understanding what it means to be white and understanding the experiences of people of color. Achieved White Racial Consciousness include four types. Dominative, Conflictive, Reactive, and Integrative. Dominative come from stereotypes. There are two types of dominative attitudes; passive or active. Passive means white individuals ignore interactions with those of color and Active attitudes use racial slurs, violence, or discrimination. Conflictive Attitudes are against discriminatory actions and slurs however they opposed any programing or events to stop these kinds of acts. They believe in equality but they do not admit that equal opportunity does not exist. Those with Reactive Attitudes are aware of the inequalities and understand that white people have privilege that was not earned. They continue to work to fix discrimination by addressing and connecting with people of color. This can be passive or active and their concern is genuine and sincere. Those with Integrative Racial Attitudes have a commitment to make social change and recognize that inequalities that exist. They may participate in social action and connect to people of color on a personal level. (Rowe, Bennett, and Atkinson’s White Racial Consciousness Model)

77. Student will demonstrate personal application of model(s) of racial identity development above

HDF412 Throughout reading this model, I naturally self-reflected in regards to where I saw myself on this continuum. I see myself on the Achieved White Consciousness level by the Reactive Attitude. I am against racist slurs, violence, and discrimination. I do what I can to put a stop to actions I see it as hurtful or harmful and it pains me when I see injustice taking place. I understand I am in a place of privilege and do what I can to use this power for the good of humanity. My position as an up-stander in the face of discrimination goes back to my younger years when I was first

exposed to Dominative attitudes. My exposure to diverse communities and work with people of various cultural backgrounds, I understand my privileged role in society and work to challenge the reinforcement of societal roles and rules that give me that privilege. Privilege and power, however, always come with responsibility. I believe that my inherent privilege as a part of the White Race, I must continue to develop my level of sensitivity to embrace racial ethnic groups around the globe. My White Racial Consciousness continues to develop as I consciously aim to fade the cultural divisions between people of all contexts of life. Work as a leader of cross-cultural groups at Becker college and my roles in the Intercultural Center at Brandeis are some examples of where I have continued to work to develop my sensitivity and use my White Racial Consciousness for the greater good.

78. Students will demonstrate knowledge of McIntosh’s theory of privilege and its relationship to leadership

79. Student will demonstrate personal application of McIntosh’s theory

80. Student will describe the differences and similarities of individual and institutional oppression and relationships to leadership

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Safe Zone A significant similarity between individual and institutional oppression is the absence of facts. Often, oppression begins with stereotypes because there is so much unknown. When groups differ from us, there are many unanswered questions. The lack of information drawn from appropriate channels is imperative in order to prevent the information to become tainted, false, and damaging. This results in stereotyping, misperceptions, and generalizations about an entire group. This can lead to prejudices that are unconscious or conscious conclusions that become embedded in our value systems. Ideas can inspire, motivate, or spark actions and behaviors that many different groups face individually and in institutions. This is discrimination and it cannot only breakdown the functional relationships but it can have a very hurtful and negative impact on the individual and sense of self. Discrimination occurs in all institutional settings. The dangers of discrimination in working

environments can impact an entire organization. The impact is so great because it can be very influential in the decisions of those in power. It can also set standards and potentially perpetuate further discrimination. Prejudice and power are a dangerous combination. This is one reason leaders in every institution have an obligation to take steps to instill understanding, breaking down barriers between groups, and demystifying the facts is essential in fostering strong bonds between groups and eliminating potential oppression. I was Safe Zone trained to become an ally for the LGBTQ community. I believe it is crucial we all are educated and have the insights that give us the competence to understand, connect, and support oppressed groups of all kinds.

81. Student will show knowledge of effective leadership as it relates to change agency

HDF415 Social Change Model Social Change is the undertaking of a process to help a group function more effectively, positively, or humanely as it impacts society. The 7 C’s are the critical values that provide the roadmap for agents of social change and effective leadership in the process. There are three main components in the process to establish social change. It begins with the individual’s awareness who recognizes a set of beliefs, values, and attitudes that motivates one to take action (conscious of self). This individual raises the consciousness of others. This ability to enlighten and inspire others to take action leads to the next component, the group. The group has shared goals, consistent with individual beliefs and values in order to work together effectively (congruence). The group is also driven and determined. This is the source of a collective effort (commitment). This becomes a group process led within the frameworks of relational leadership where each member is equal and adds value (collaborative). The shared values and goals guides the group to effectively analyze the conditions in the environment in question and set goals to take effective action, collectively (common purpose). Although the vision is congruent, group members might discover very differing approaches and styles (Controversy with Civility). This needs to be addressed and resolved before taking action. These differences must be incorporated into the common goals of the group. As the group aims to establish their goals, interaction with the third component, Society, takes place. All members of the group should be participants in action taken,

making positive contribution to change in the environment (Citizenship) The 8th “C” is Change.

82. Student will describe personal examples of being a change agent

HDF415 Birthdaywishes.org, Dance benefit concert, and SOLC

As I look back at my own development as a relational leader and a servant leader who has always been passionate about the welfare of others and the greater good, I recognize the ways that I have contributed to a variety of groups that have served the community as change agents. As a volunteer for an organization called Birthday Wishes, I joined forces with a group to bring birthday parties to children in homeless shelters or housed in facilities for drug rehabilitation and treatment centers for their drug-dependent parents. Growing up in an affluent suburb, primarily housed by one-family homes, I have fond memories of my birthdays, celebrating in numerous ways with friends and family and festivities and gifts afforded by them. When I became aware of the hard fact that homelessness is not only a foreign problem. It is a domestic one, too. Not that what happens in the US is more important, but it is often overlooked and easier to get involved and combat. There are over 600,000 homeless people in the United States. One out of every 45 children are homeless. Although a birthday celebration is not among the basic human needs, there are few things these children have to call their own and recall in their lifetime, as a time they felt special, embraced, loved, and important. By following the components of change agency in a congruent, collaborative group with similar insight and vision, I became an active member of the Birthday Wishes initiative. Throughout the two years of service, I coordinated a group, coordinated drives, created posters, raised awareness, and raised funds, communicated effectively with retail managers and executives at the organization, our group meetings led to a collective agenda and distribution of responsibilities. All efforts resulted in the packaging and delivery of child-specific birthday supplies, cakes, decorations, gifts etc. for upwards of 30 homeless children in the Massachusetts area. Because of the initiative, foresight, and action by many volunteers, this organization has served children and their families in over 200 shelters.

With 16 years of dance training, I have acquired skill and talent to

perform and teach. The purpose of Performance is primarily to entertain, but I felt a personal responsibility to use my gifts to give back. As a member of a dance group that shared this passion and insight, I participated in the planning, rehearsing, and performing of a dance concert as a means to social change. At the time, there were two causes that we felt were important to raise awareness about and raise funds. One was to enable disadvantaged youth to follow their passion just as we did and study dance. We also wanted to help as many victims of the devastation from the earthquake tragedy in Haiti as we could. Our efforts went beyond dance and we worked as a team to raise awareness about both causes which then culminated in the performance. The performance was a multi-style dance concert, featuring all of the group members in a variety of numbers. Responsibilities were well divided (program design, floral arrangements for staff, dance and music selections, sequence, stage management, and so on. As a result, proceeds were allocated to the two causes of choice, which including our support of several other organizations with a shared vision to make a difference in the same two areas. Our part contributed to a more widespread effort to foster change.

As a member of Student Organization Leadership Consultants (SOLC), I feel that my civic responsibility to give back and my work as an agent of change is still in progress. As a group, we work to facilitate workshops for a variety of student organizations in the URI community to counsel and teach relevant concepts in order for them to improve their group process and carry out their mission effectively. Having a hand in the improvement of many different organizations is very rewarding. I feel that all our members are participating change agents by 1) fostering the growth, learning, and impact of each organization because they take steps to create positive social change as they employ the mission of their group and 2) by facilitating the process that these groups undertake, we are all working toward an improved and more positive campus community.

83. Student will create a personal code of inclusive leadership

HDF190

HDF415

HDF417HDF413

Relational Leadership Assessment,Group project

Peer Leader in Flite

Saving Face Article Com422

In HDF190, I learned quite a lot about relational leadership. This theory describes five areas of leadership and relationship building: Process oriented, ethical, empowering, purposeful, and inclusive. To me, being an inclusive leader understands diverse points of views. It is the leader’s responsibility to know and understand themselves and others, different realities, world views, different cultures, and citizenship. One needs to believe everyone is valuable, fair, equal, and all can make a difference. By doing this you are actively listening, developing talents, building relationships, and engaging in civil discourse. In my Flite class, we were all assigned a group to come up with a new organization for campus. Including others in a group project is essential. Listening to what we all have to say allows new ideas to emerge. Everyone has something to add to the table and everything we each say is valuable.In HDF415, I recognize each individual’s perspectives and am aware that we all come from different backgrounds that bring us to our certain perspectives. I believe we all have something valuable to add to the table and I strive to hear each student participate. In my group, I see special qualities in each student. These special qualities make us all different. By embracing these differences and appreciating a different perspective or experience allows us to become more informed and aware. This framework helps our group become more united as one. It is essential to be an inclusive leader because as a leader, it is our duty to empower everyone. A leader believes that anyone can achieve their goals if they put their mind to it. This ability involves some level of risk taking which comes from a sense of validation (being heard) and having a voice. In my group, I am responsible for the student’s well-being and see their potential. With support and some pulling, they can achieve their goals. This begins with inclusion.In Com422 I presented the abstract and read a journal study specifically designed for Student Affairs Professionals along with other College Professionals in order to gain a spread awareness regarding students with disabilities (ie blindess and other). In this study Inclusive Communication with college students with disabilities were examined using two communication methods (Politeness and Face Negotiation). The purposes of this study were: to explore the communication preferences of students with

disabilities, to examine the communication and social interactions of college students with disabilities and to offer ways for college professionals to engage in communication with students with disabilities that is respectful and inclusive. Based on the results of this study, the researchers offer a list of recommendations to college professionals for inclusive communication that will accommodate and enhance effective communication with college students with disabilities.

84. Student will demonstrate knowledge of the “Model of Intercultural Sensitivity” by Bennett and its uses in leadership

HDF417HDF413HDF412

This theory demonstrates a progression from an Ethnocentric to an Ethno-relative approach. The model begins with Denial: a cultural experience where the only person that is valid is oneself and there is no regard for others. In this stage, individuals are unaware of the differences that may affect communication, understanding, and experience and does not have the cues to institute connection. The next step in the progression is Defense: “We” are superior and “they” are inferior. This labels others in a negative way based on their differences. Culture is systemically thought of as a division between people. Furthermore, those in the defense stage are threatened and difference is seen as divisions of us and them. The third step in this model is Reversal. This can be seen as over identification as individuals begin to recognize and respond to intercultural sensitivity. It can be manifested by a reversal in roles or perspectives by criticizing one’s own culture and idealizing the other. The Fourth step is Minimization: One tends to deny differences in order to compensate for those differences and only want to recognize the similarities. This is a stage in the model when someone is reconciling with their feelings of exclusion. It is an ethnocentric stage; however, the beginning of awareness of intercultural experience and sensitivity emerges. It is perceived as universal and cross-cultural understanding and acceptance is minimal and superficial. The fourth step enters the Ethno-relative stage which is Acceptance: A general acceptance of other cultures however maintaining differences of opinion. Cultural difference is acknowledged; however, judgment is still in the process of development. Individuals are curious and interested to explore other cultures but have not yet reached a level of adaptability or sensitivity.

The next on the model is Adaptation: when one is able to see the world through the lens of others in order to create positive change in their own values and behaviors. Lastly on this spectrum is Integration: This is when an individual can move easily in and out of different cultural worldviews. This is an authentic and deep understanding of cultural worldviews. It involves the ebb and flow of movements within a cultural context that results in forming a framework for understanding and further creating cross-cultural connections.

85. Students will demonstrate personal application of the “Model of Intercultural Sensitivity” by Bennett

HDF417HDF413HDF412

Safe Zone Com 462

I have had the privilege in HDF413 to be safe zoned trained from the Gender and Sexuality Center here at URI and observe others in training as well. Standing up for diversity and inclusion on behalf of a group as an ally and support system, has raised my awareness about the significant oppression that this population faces in society. I have recognized the various stages that people can fall into depending on their culture, conditioning, stage of development, exposure, and understanding and awareness. I find this theory comprehensive and realistic and it provides a reliable reference for those who want to understand people LGBTQ issues and become more inter-culturally sensitive.

In my communication Global Society class, I was assigned to write a personal narrative about intercultural adaptation in a global society. Within the process of intercultural sensitivity is an integral component of the adaptation process. My narrative tells a story about my emerging sense of intercultural competence and adaptation process during my first experience immersed in a new cultural context. In this context, I was required to communicate, work and perform with a group from Puerto Rico. My narrative describes my experience facing obstacles (language barriers, cultural differences in regard to dance style and technique). My reflection demonstrates my path as I grew less ethno-centric and more culturally sensitive and aware through acceptance, adaptation, and integration.

86. Student will demonstrate HDF412 Action Continuum by Griffin and Harro demonstrates a polar

knowledge of the ally Action Continuum by Griffin & Harro

model of oppression that defines aspects that range from supporting oppression to confronting oppression. The beginning of the continuum describes those that participate in joke telling, insults, avoidance, discriminating, and verbal or physical harassment toward target groups. The next stage shown on the continuum is Denial which consists of enabling depression and not acknowledging historical oppression. In the next phase on the continuum is recognizing but not taking action. Those at this stage of oppression are aware of oppressive actions, but take no action to stop it. They may avoid involvement because of lack of information or confusion as to what to do. Those in the next phase recognize and take action. As we progress toward confronting oppression, we must educate ourselves by taking appropriate actions to learn more about target groups by reading, attending workshops, seminars, and participating in social action events to create change. Once we have educated ourselves, we are able to educate others. This is executed by engaging people in discussion and shared experience. The next phase is supporting and encouraging. In order to confront oppression, we must support those who speak out to form alliances and must be collaborative. The final phase to confronting oppression is initiating and preventing. Initiating and Preventing include work in prevention of discrimination by individuals and institutions. This work includes development of programs and events, planning educational programs, or working to pass laws through legislation and including target group members in the collaborative effort.

87. Student will demonstrate personal application of the Action Continuum by Griffin & Harro

HDF412 Internship When I worked in the Brandeis Intercultural Center, I had the opportunity to acquaint myself with many successful Local minority business leaders in my search for prospective keynote speakers for Black History month, Native American awareness month, Women’s history month, and Hispanic Heritage month. These calendar events were designed to embrace diversity and to inform and educate the general and greater community while raising awareness. The lives and experiences of each of those target groups have the opportunity to discuss obstacles confronted and share stories of their journey and achievements. The purpose of these events and selection of the speakers was driven by the work in

preventing discrimination through development of programs like this that provide education and raise awareness to inspire others to further the cause. This project supports the efforts in Initiating and Preventing, the final phase in confronting oppression, which includes program development and educational events and to include individuals from target groups to join in collaborative effort. Following this internship, I took HDF412 which provided me with even more insights that I was able to reflect upon from my summer internship and experiences.

Outcome Category: Critical Thinking

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice

88. Student will show knowledge of principles of critical thinking (logic is used in this minor)

Knowledge can be attained by thinking, reasoning, and questioning. This is all based on facts. It is only by learning how to think that you can learn what to think. In other words, information should be gathered, analyzed, and synthesized before making a judgment. Critical thinking is an organized method used to judge the effectiveness of an argument. It is primarily a search for personal meaning. It is a means to decoding what you hear and experience in order to arrive at understanding. Critical thinking is a process to become self-aware and analyze one’s own thoughts, motives, and actions. However, it cannot be achieved without the experience of others.

89. Student will demonstrate proficiency of critical thinking

HDF190HDF415

Flite Retreat On a Saturday morning, we met with our Flite class. We engaged in exercises, games, and activities. We eventually divided into small groups and introduced ourselves. We began with a collage that conveys the significant aspects of ourselves. My collage represents me; however, it demonstrates that I am only one part of the whole. This became clear based on the information gathered and processed throughout the day. The whole group was made up of smaller parts. The message was clear that we all contribute as individuals to the greater community and to the greater good.

Self-development is crucial in my ability to serve others, effectively

and a critical process that takes place alongside all the activities that I engage in, in the community. As a peer leader and a mentor (and a steward in the campus community), I am often stretched thin because of my commitments to extend myself and effectively respond to others’ requests while I have to tend to my own needs, work, and responsibilities. I have recognized that there are certain times that I feel most equipped to assist others and there are other times that inhibit my ability to extend myself. In those times, I have discovered that I can get overwhelmed easily and face challenges when striving to meet my own needs and facilitate the needs of others at the same time. As I reflect on some of those most difficult times (i.e. end of semesters), I have become aware of some of my shortcomings. I definitely find it difficult to multi-task and still produce my best work and respond to the community in the most positive and productive ways. This goes against the grain; positivity is one of my strengths and when I feel overwhelmed, I feel like I can’t be who I am. This awareness has led me to explore ways to alleviate my stress in those overwhelming times.

90. Student will show knowledge of metaphorical analysis to critically analyze self and leadership situations

91. Student will demonstrate proficiency of metaphorical analysis to critically analyze self and leadership situations

92. Student will show knowledge of at least five decision making methods

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SOLC Presentation Following a decision-making presentation and further investigation of the step-by step process, I have become much more familiar about the approach to effective decision-making as a leader, a student, and in daily life. This process enables us to make decisions with clarity and perspective. Making decisions that are more thoughtful by incorporating very relevant information and knowledge turn out the best results (ultimately are the decisions that are most satisfying and less disappointing). This process is provided in an upward step-by step formation. When an individual is faced with a conflict/ decision, he/she must identify the decision or choice that must be made (i.e.

should I take Family and the Elderly or Family and Education). This is the initial step in the process. To approach the second step, one must gather information. It is important to think broadly at this stage. There are many aspects and variables, and although you won’t consider them all, there is a good deal of information that is relevant in the decision making process (i.e. which course is more relevant to my coursework, to my career field choice, how will this knowledge positively impact my life and ultimately be utilized, Is the credit eligible for a minor, when are they offered…etc) Step 3 is Identify alternatives. This is important because when decisions must be reached, the pressure for time or the compelling or obvious evidence on one side can cloud our judgment. We still need to consider all the options (is there another option, can both courses be taken at different times, or can one offer introductory information while the other follows in sequence etc). Step 4 begins to narrow down the broader perspective by weighing the evidence. This is when all questions are considered and answered. Sometimes, a right decision becomes more evident at this point. If followed thoroughly, the individual is ready for step 5, choose from the alternatives or all of the options. Following those 5 steps helps to arrive at a sound decision; steps 6 and 7 are follow-up. Sometimes, decisions seem to be right and turn out to be wrong (or circumstances change). Once action following a decision takes place, it is best to review the decision to weed out those unforeseen circumstances and ensure the appropriate decision has been made

93. Student will describe personal examples of having used five decision making methods

94. Student will show knowledge of at least five problem solving / conflict management methods, as well as understanding the roots of conflicts

95. Student will describe personal examples of having used five problem solving / conflict

management methods (if student has been trained in mediation, that information goes here)

96. Student will describe what it means to analyze, criticize, synthesize and utilize information as a leader

HDF190 Leadership Institute As a freshman, I experienced the Leadership Institute with an open mind and expectations to learn from my observations, interpersonal exchanges, and peer leaders. Following the weekend, I was able to actively process, analyze, and reflect on the information and lessons I had come away with. By thinking critically about the specific exercises and activities long after the weekend completed, I was able to synthesize the many experiential messages and lessons taught. Through this process, I have learned more about my own interpersonal style and how I respond to other interpersonal styles. Awareness like this has launched my interest and strengthened my ability to be an effective peer leader in the Leadership Institute. I went through the intense interview process and I was able to articulate all of the critical thinking that has taken place since the Institute. My ability to analyze, criticize, synthesize, and utilize all of this information culminated in my new role as Institute Team Leader 2014.

97. Student will demonstrate knowledge of leadership that is used in crisis

98. Student will describe examples of leadership in crisis situations

Outcome Category: Interpersonal and Organizational Concepts & Skills

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice

99. Student will demonstrate knowledge of active listening

HDF190 In Flite I learned that as an active listener, I do my best to encourage, restate basic ideas, reflect feelings, clarify when needed, and

techniques summarize. Listening is a very important skill. It is an integral part of effective interpersonal communication. When I am not actively listening, the communication breaks down. It creates a barrier between the speaker and the listener, and communication cannot progress. I always show interest when listening; I use eye contact to make sure the other person feels engaged and validated. I also reply in ways that confirms that the other person is being heard and understood, answering by repeating and reflecting others’ comments. These components of active listening reinforce the efficacy of the communication process.

100. Student will describe examples of using active listening skills

HDF415 Care taker of child with Down SyndromeFlite Retreat

When providing care for a disabled child with Down syndrome (Rebecca) whose challenges included developmental and language delays, I had to be extra attentive in our dialogue and interactions not only in order to understand her myself, but to make sure she feels she is being heard and understood. This is critical in effective communication and my responsibility of her overall emotional and physical welfare. Active listening entails a series of observations and responses that ensures each party comprehends and retains what each party means in their interactions. Rebecca has limited vocabulary and language delays, and difficulty with her articulation of words which interferes in effective communication. If she is not understood, she can become very frustrated creating a challenge to care for her effectively. Using feedback consistently to confirm she is being heard and understood is an essential component in our interactions. By restating, paraphrasing, and using sign language, I create a connection by demonstrating I am actively listening.

As a Flite peer leader in HDF415, we facilitate the day of discovery retreat held in the memorial union. On this day, we get to delve into the opportunity to get to know our students in our small groups. This was a full day to self- reflection and a chance to introduce ourselves to others in Flite. When we split up into our small groups to begin our discussions on race, ethnicity, socio economic status, and gender, I reiterated what active listening entails in order to get the full experience of our conversations. Once I knew my group was comprehending what I was saying, we began to speak about some heavy topics. I was so proud of how my group handled each other and

I saw that active listening was taking place to the fullest of their potential. It was amazing to see how fast they grew together and how comfortable they got within just a few hours. Active Listening is essential in a group because when performed appropriately, it allows for feedback, clarification, and ultimately, understanding and a healthy positive exchange in the learning environment.

101. Student will demonstrate knowledge of functions of group communication by Hirokawa

HDF415 Group communication is significantly influenced by the individual members which can sway the opinions of the group and ultimately change the outcomes. Individuals can compromise their own opinions and alter their ideas based on group influence. Hirokawa offers five essential components of group communication which can help us understand how this can occur. His model also provides information to help group communication function effectively. Hirokawa’s premise is that no two groups will arrive at the same decision, so his model gives the group opportunity to avoid the downfalls of faulty decision-making influenced by group behavior. There are five factors that may lead a group to make a poor decision. They are:1) The improper assessment of a choice-making solution. If the group fails to recognize a problematic situation, they will continue to consider a faulty solution. 2) The establishment of inappropriate goals and objectives. If the group neglects to identify the appropriate goals, they will not search appropriate solutions or arrive at a favorable outcome. 3) The improper assessment of positive and negative qualities associated with the various alternatives. Faulty decision-making comes from improper assessment of the positive and negative assessment of a situation. 4) The establishment of a flawed information base; and 5) Faulty reasoning based on the group’s information base. Information can be utilized in a faulty way. Essentially correct info can be interpreted incorrectly via flaws in facts, biased perspectives…etc Hirokawa says, “the most surprising finding of my research is that although people rely heavily on groups to make important decisions in virtually all aspects of society, two or more heads are not necessarily better than one.” I found this interesting, especially in the context of relational group leadership; a congruent team across the board can interfere with the decision-making process unless all 5 downfalls are considered and followed. In that case, the opportunity for input by all

members can work to a group’s advantage because the variables have a better chance of being considered.

102. Student will describe personal application of functions of group communication (Hirokawa)

HDF413HDF415

SOLC MUSIC Retreat The functions of group communication and decision-making between SOLC and the subscribing organization (MUSIC in this case), is critical because the Debrief and initial information gathered is essential in assessing the needs of the organization. SOLC meets with the organization prior to the retreat in order to discuss these topics and arrive at an appropriate agenda. SOLC has the task to gather this input and determine what the problem areas are. What workshops to choose and how they will strengthen the weakness of the organization. The initial assessment is the responsibility of the organization and their willingness to examine the positive and negative aspects of the group. According to Hirokawa, if this is not thorough and accurate, it will lead to a less favorable outcome. The identification of appropriate goals, will determine appropriate solutions. This is accomplished by a de-brief and needs analysis by members of the executive board and assigned to SOLC Leads and Facilitators. Shadows observe before taking on the responsibility of assessment and decision-making strategies. We have been successful because although our group is highly relational and inclusive, it is also structured with a hierarchy headed by the most experienced student consultants. Hirokawa believes that the group can function more efficiently when there are less decision-makers. All relevant information is gathered by each member of the group. When many perspectives are considered, positive and negative aspects of the overall performance of the organization as a group, SOLC will be able to implement the best strategies and workshops to achieve favorable outcomes.

103. Student will show knowledge of techniques regarding giving and accepting of feedback

104. Student will describe examples of giving and accepting feedback.

HDF190

HDF415

HDF417HDF413

Learning Contract

Relational Leadership Lesson

In the public school classroom, I play many roles, but my primary responsibilities are to teach and to learn. In this capacity, I am mentored by a seasoned second grade teacher who offers advice and instruction. I accept her feedback on my performance and any questions I have for during the day. As a teaching assistant, I am responsible for providing feedback to the students on their progress, their work, and any questions or concerns they have.

With my co-peer leader, Michelle, I taught a lesson in Relational Leadership Theory to the HDF 415 FLITE class. In order to effectively teach our students, we decided to make it fun and interactive by putting together skits in groups and using the components of Relational Leadership to exemplify each category of the theory grid. After we presented our ideas, the other peer leaders and professors collaborated with our ideas and suggested input that helped to improve our lesson. By giving and accepting feedback, we enhanced the group’s ideas and allowed our students the freedom to rise to their potential without being inhibited. Accepting feedback and learning to not take it personally can open an individual up to expand or even change an idea. A well-rounded effective group comes from a variety of individual skill sets. When each idea and skill is embraced, the group is inevitably stronger and individual members (including the instructor) can learn from the input and feedback.As a peer educator, I am responsible for grading papers and presentations. I try to write feedback along with my grades so students

understand why their grades are the way they are and I hope they use my feedback constructively and take it seriously. Hopefully they use the feedback I have provided them with in future presentations to improve their skills. This will be reflected in their grades moving forward.

105. Student will demonstrate knowledge of facilitation and de-briefing techniques

HDF413

HDF417HDF413

SOLC As a member of the Executive Board, my responsibilities have changed and I have reached a level of readiness to take on more responsibility to contribute to the effective functioning of the organization. I take pride in demonstrating my knowledge on this topic. Being an effective Facilitator requires organization, patience, dedication, and passion to help other organizations on campus grow to carry out their missions most effectively. One is responsible to keep an open mind, maintain a professional persona to keep credibility, and be cognizant of one’s true goals in order to reach them and achieve them. Whenever an activity begins, the facilitator must stay aware of everyone participating. This is for safety reasons, for emotional reasons, and for professional reasons. Facilitation is more than just telling group what to do, we are there for each individual’s well-being. Debriefing is just as important because the outcome is just as important as the process. After an activity has been concluded, a facilitator asks questions that allow for reflection of what has just happened. A debrief is a great closing to any activity because to get each participant thinking as to why we had them do that certain activity. There is always reasoning behind a facilitators plan and we want to get those points across in order to build strength in each organization. We guide them to answers but we allow them to come up with resolutions for themselves upon reflection. As an active member in the Student Organization Leadership Consultants, who holds an executive board role, and peer educates HDF413, I am confident to say that my facilitation skills and de-briefing techniques have become stronger than I could have thought they could ever be. Throughout this spring semester, we, as an organization, have trained new members to effectively facilitate and have provided them with multiple resources to de-brief. I have personally demonstrated what a strong facilitation and de-brief looks like and hope members learn through shadowing and observation. I constantly learn from strong leaders around me and I have found this

internship in HDF417 has taught me so much. The leaders I work with have given me new ways to lead and new perspectives and approaches that I use everywhere.

106. Student will demonstrate proficiency of facilitation and de-briefing techniques

HDF 413 MUSIC agenda In SOLC, I was part of the MUSIC retreat. It was held at Alton Jones for a 2 day intensive. I had the opportunity to facilitate the game posse up and the full value contract. The full value contract was a rewarding experience as a facilitator. I initially engaged the group by asking them to write 2 words describing what they want from the retreat and what they want to bring back to the organization. Following the activity, I asked them how they felt about the activity. These questions generate a dialogue and offer a chance to pause and reflect on the experience. The group was able draw connections between their initial objectives and newly acquired awareness. This was very effective as an icebreaker and as a tool to move the group forward.

107. Student will demonstrate knowledge of framing and breaking the frame

108. Student will demonstrate proficiency of framing and breaking the frame

109. Student will show knowledge of organizing meetings / setting agendas / and leading meetings

HDF 413 SAS agenda As a shadow in my first retreat, I gained knowledge by observing Lydia lead Student Action for Sustainability. She coordinated a time for us all to meet; we set the agenda together as she led the meeting. By observing her skills as a lead, I feel more confident and knowledgeable in leading my own retreats next semester.

Looking back at this outcome, it is amazing to see how far I have come. I remember this first retreat. I remember the nerves I had. I now have the skills, tools, experience, and knowledge to organize and lead meetings with members that are experiencing these retreats for the first time. Reflecting back gives me such a sentimental and profound feeling that I can’t even be put into words. I am so grateful for this and my time at URI.

110. Student will describe personal examples of organizing meetings / setting agendas / leading meetings

HDF413

HDF417HDF413HDF412

SOLC When I was seeking a job with Carlisle Public Schools, I contacted the Principal of the elementary school and requested a meeting. My agenda was to work as a substitute teacher in the k-5 classroom. When I followed up, I set a time, and he agreed to meet with me. At the meeting, we both got better acquainted and we both asked questions. The meeting was successful, and I was hired.

Working as an SOLC member, I have the opportunity to lead retreats. My most recent lead I planned for was for a fraternity (SAE). I worked with Vice President, Connor Curtis. We emailed all facilitators that were signed up to facilitate and set aside a meeting time and place to plan the 4 hour retreat. We emailed the contact for SAE to provide them with the necessary information needed. We also led the meetings to plan for a successful retreat with our team. Each hour, we planned for something different. We needed an opener, a few initiatives, and a closing.  

In SOLC, I have a retreat coming up right after break in January for the Rhody Rhapsodies. Their goal is to get to know each other in a way that would benefit their cohesive sound as a choir and how to work more effectively as a team. On February 11th, they are competing in the International Competition of Collegiate Acapella and they would like to unify their group socially and musically. In order to achieve these goals, we as an SOLC team must meet to organize our agenda to plan specific activities that will facilitate them in the process to achieve their goals. As a lead, I am responsible to organize a time to meet and to facilitate the meeting. In order to execute this process, I am required to listen actively, include all members in discussion, and keep an open mind to new ideas and perspectives.

111. Student will show knowledge of Parliamentary Procedure

112. Student will show knowledge of techniques for working with difficult people

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Iceberg Activity When working with difficult people a few strategies come to mind. Avoid labeling and judging people if possible. If you think you are dealing with a difficult person, you are setting yourself up for a difficult conversation. Resist to label even if a certain behavior is disrespectful or irritating. Another technique when dealing with difficult people is to take a step back before reacting. The more we separate the problem with the person is when a conversation with them could be much more beneficial. I would also suggest using a learning mindset approach. Keep an open mind and really listen to what the other person has to say. When others feel supported they feel much more comfortable opening up and more willing to work together. It is not always easy working with difficult people; however, if one keeps an open mind and takes the opportunity and makes the investment to listen to the others’ points of view, the conversation can be much more beneficial.In HDF413 We did an activity that examines how we are perceived externally and how our introspective aspects are not perceived until they are shared with others or experienced. This is why working with difficult people may need an empathic approach because we only can often draw false conclusions which can inhibit the communication.

113. Student will describe personal examples of using techniques to work effectively with difficult people

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422 Journal on Saving Face

As an active member in SOLC, I have experienced times where I have had difficult people to work with. I have learned how to handle different situations like working with students with disabilities. These students are not difficult in their dispositions however, working with people with disabilities can present challenges in effective communication and interactions that can impact tasks. Some techniques I have learned along the way, is spend some extra time to getting to know their point of view to understand their needs throughout the retreat, I also tend to try to think like them and put myself in their shoes. If they were in this situation what would they feel like? What do they need from me? Many leaders and problem-solvers can change perspectives in order for the team to work effectively. I also try to make everyone feel validated. Actively listening and validating their thoughts and perspectives can make each member feel significant and important. I always go into each retreat and every class and with a positive persona and always try my best to

make each student feel important and special. I read a journal in class regarding approaches to communication with students with disabilities. At the end of this journal, the researchers provided a few recommendations for inclusive communication with students with disabilities. I incorporate many of these tactics when working effectively with a diverse group of students.

114. Student will show knowledge of the stages of group development (Tuckman, Bennis or others)

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Tuckman used the group development stages forming, storming, norming, and performing to define small groups to their way to high performance. Forming is the first step in the stages of group development. Many members of the group are typically anxious, worried, or excited. The leader of the group is responsible for making sure that each group member is clear about their duties and responsibilities. This stage may take some time but eventually will ensure that all members are able to fulfill their role effectively throughout the process. Storming is where members begin to test boundaries, experiment with ideas, and learn each member’s working and learning styles. This stage could get frustrating leading as members resist taking on tasks. Members need support in order to accomplish tasks at hand. Norming is where members begin to put aside differences and learn how to work with one another. This allows members to help each other and provide constructive feedback in order for their goal to be achieved. Stronger commitment within the group comes into play and we begin to see a stronger work in progress. Performing is where hard work and understanding pay off. The group finally accomplishes their goals. 

115. Student will describe personal examples of group development in use (Tuckman, Bennis or others).

HDF412 Internship Over the summer, I interned at Becker College and worked with their student orientation team. Leading the group of student leaders, Tuckman’s Group Development stages were apparent in the formation of the group. As the group formed, they were nervous, excited, and anxious. To get the team to bond and reach a comfort zone, we used icebreakers. Once the team was better acquainted, we were able to focus our attention with the work at hand (i.e. the incoming freshmen). This was a training and planning event where they became aware of working styles and interpersonal strengths. They were able to experiment with ideas, approaches, and strategies. I observed them creating bonds and beginning to work collaboratively to foster a

successful orientation program. Norming provided constructive feedback as the group learned more about their responsibilities and the orientation agenda. This is a time when questions and concerns are raised, clarification is provided, and the information becomes more concrete. The last step in this process is Performing. This is when the hard work pays off and the plan is executed. At the end of the three sessions, the group adjourned and discussed the outcome (what went well, improvement ideas…etc.)

116. Student will show knowledge of group dynamics and group roles

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In class, we discussed group dynamics and group roles. Roles played by group members include the task oriented roles, relations oriented roles, and self- oriented roles. The task oriented roles include the initiators, information seekers, opinion givers, and energizers. Initiators contribute and recommend new solutions to group problems. Information seekers attempt to obtain the necessary facts. The opinion givers share own opinions with others. The energizers stimulate the group into action whenever interested. The Relations oriented roles include the harmonizers, the compromisers, the encouragers, and the expediters. The Harmonizers mediate group conflict. The compromisers shift their own opinions to create group harmony. The encouragers praise and encourage others. The expediters suggest ways the group can operate smoothly. The self-oriented roles include the blockers, the recognition seekers, the dominators, and the avoiders. The blockers act stubborn and resistant to the group. The recognition seekers call attention to their own achievements. The dominators assert authority by manipulating the group. The avoiders maintain distance and isolate themselves from their group members.There are many types of groups that can define a group a certain culture or dynamic. The first type of group is called the Formal Groups. These types are created by the organization with designed roles. The Informal groups are social groups of employees that go further than the organization’s structure. This may include friendships or interest groups. The Command group is a group of people that report to a given manager. The teams are formal collaborative groups with common goals and share leadership and responsibilities. The Task force is just temporary and is created for a specific purpose. The Functional groups are comprised of members from a specific function. The last group we talked about in class is called the Cross-functional group. These members are from multiple functions. As we can see, there are many different types of group roles and group dynamics that are not necessarily wrong but different and each group goes about tasks and goals multiple ways.

117. Student will describe personal examples of group dynamics and group roles

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Internship Working with groups throughout my college career has not always been easy. I found myself taking control and assigning responsibilities and duties. I tend to initiate and contribute new ideas and solutions to group problems. As a leader, I like to spread roles out evenly and sometimes speak less in order for other members to share their ideas and perspectives. Keeping a positive attitude energizes groups and keeps them motivated until the end. Encouraging members to speak

and validating their input can go a long way and encourages them to speak again.

By observing the approach to group dynamics, at a Becker College Student Orientation, I was able to grow from the strengths and the weaknesses of the Orientation staff. Some approaches were more focused on direction and managing. I recognized that that approach shut down the process for the new student leaders to experience. As part of the team, I felt compelled to say something on the side to enhance perspective. I knew that as a leader, we must be concerned about the growth of others rather than the ending point. We must allow individuals to gain skills by allowing space for them to direct themselves while receiving support from the staff. I have come away with a greater appreciation that group dynamics are directly influenced by the styles of the team and the many approaches.

118. Student will show knowledge of effective memberships skills in groups

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In HDF413, we discussed common roles in groups and roles that will help strengthen the group-building process. In order for this to happen, we need a Gatekeeper, an Encourager, a Mediator, and a Follower. The Gatekeeper invites those who have not yet spoken or who have been trying to say something throughout the conversation. The Encourager welcomes all individuals and all ideas. He/she responds warmly to promote inclusion and empowerment of others. The Mediator harmonizes conflict and seeks to straighten out and clarify opposing points of views. The Follower actively listens and is willingly supportive of group actions and decisions.These roles help a group effectively accomplish their goals. These roles ensure a diverse team and can be used to their advantage.

119. Student will describe personal examples of membership skills in use

120. Student will show knowledge of the Challenge and Support theory by Sanford, and its relationship to organizations

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As a new SOLC member, my shadow role can be applied to Sanford’s Challenge and Support Theory. My readiness to facilitate was in progress. By mirroring someone who has experienced the role, I was supported in my growth toward the ability to become facilitator. An example in class is how a child learns to tie his or her shoes. It is a process that entails support and challenge combined. It is a balance of the two. Not too much help and not too much responsibility at once. This helped me ease into the role of facilitator.In HDF413, I was responsible for teaching the Challenge and Support theory by Sanford, and its relationship to organizations. Challenge and Support is one of my favorite theories and I find it one of the most impactful and helpful of the theories. The college experience is one of the most important times to grow. For a student to grow, one must be challenged. However, with too much challenge, a student may not be able to accomplish his/her task successfully which may lead to frustration, resistance, or anger. With the right amount of support throughout this process, a student may feel empowered and encouraged to continue their experience through college inside and outside of the classroom which can be an incredible experience for them.This is why I love to be a peer educator so much. I guide students along with the necessary amount of challenge and support and watch them grow and emerge themselves. It makes me feel proud when I see a student so excited about a specific task they accomplished.

121. Student will describe personal examples of using the theory of Challenge and Support (Sanford)

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SOLC As a facilitator for SOLC, I applied the Challenge and Support theory to the retreat with MUSIC. They were not quite ready to engage fully in boundary breaking, so we had to implement another version of the same activity. This was an application of the Challenge and Support theory because we had to balance the challenge with the support until they felt readiness to explore further.

As a facilitator, my understanding of challenge and support continues to validate my approach to group leadership. I consistently facilitate with the necessary balance of challenge (growth, risk taking, and performance) and Support to optimize individual performance. Over the summer, I, along with other SOLC members facilitated a Retreat at Bryant University. Because it was such a large group, it is

inevitable the students will have diverse backgrounds and skillsets. For this reason, the Challenge and Support theory provides a guideline to run the retreat according to each of those levels and styles. With too much support, students will not gain new knowledge and with too much challenge, students might shut down which will inhibit their performance. We use challenges typically throughout activities and initiatives because when things become difficult, members of the group are forced to rely on others. This a bending tactic that can be very effective when the group is ready. The level of challenge that we implemented in this retreat was appropriate for this group which allowed them to rely on each other to accomplish goals and gain insight.

122. Student will show knowledge of the construction / elements of informative and persuasive speeches

123. Student will demonstrate proficiency in informative and persuasive public speaking

Com 202

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Informative and persuasive speeches

Challenge and Support

In my communications public speaking class, I delivered an informative speech on sugar. I informed my class about the pleasures and the hazards of consuming sugar. This five-minute speech included all of the elements studied about informative speech writing/delivery. I received an 86 on this speech. I also delivered a sales speech to persuade my class that buying my innovative product was beneficial. I received a 90 on this speech. I also wrote a persuasive essay on Standardized testing. I received a 92 on this.

As a peer educator in HDF413, I am responsible to lead class discussions and teach theory based lessons. Therefore, I must have proficiency in public speaking. I must have a sense of credibility and confidence. I also must be articulate and maintain a clear voice to be easily understood. I have stood in front of the class multiple times teaching theory and demonstrating initiatives and de-briefing skills. I find I continue to improve with more practice and experience. In class one specific model I taught was the Challenge and Support Model. I used a visual aid to reinforce my material and lectured about the different components the theory describes growth using a balance ofchallenge and support.

124. Student will show knowledge of planning and conducting interviews (as the interviewer)

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

126. Student will show knowledge of preparing for and effective answers in interviews (as the interviewee)

HDF415 RainvilleInstitutePeer Mentor

I have been interviewed in a variety of settings. Some of the most recent were: Flite peer leader interview, my Leadership Institute interview, and my Rainville interview. I have had significant opportunity to develop my skills as an interviewee across many settings including public education, town recreation, private/group instruction, and in peer facilitation, mentorship, and leadership. These interview experiences have been invaluable opportunities for me to continue to hone in on my skills and develop my ability to anticipate interview questions, prepare thoughtful and well-articulated answers, and present myself in the best light possible while remaining authentic and focused. In some of my interviews, questions were presented beforehand. This gave me an opportunity to delve in and think of ways that my answers about experiences have relevance in the position I am interviewing for. The more I am able to articulate honest, relevant answers and allow my own unique qualities (that everyone has) to come through, the more effective the dialogue or group panel discussion will be. Preparation is key (whether questions are known or anticipated). I have been able to prepare for interviews both ways. While formulating my answers, I am reflecting on experiences and often reading material that is relevant and sparks my memory of certain instances or generates ideas. I always try to utilize past experiences to demonstrate my

knowledge and ability in a particular area.

127. Student will describe personal examples of preparing for and being interviewed

Preparing for institute team leader

Preparing for a Career

I prepared well for my interview to strengthen my candidacy for the Team Leader role at the upcoming leadership institute. I wanted to be sure to convey my strong interest and abilities non-verbally as well as verbally. I reported to the interview on time and dressed professionally. I had prepared concrete and thorough answers to the questions printed on the application, and I met with a peer for dinner to discuss ideas and collaborate.I took the interview seriously and wrote my answers to the interview questions down in order to organize my thoughts and prepare for the interview. As I continued to have experiences interviewing, I realized it is the interviewee’s job to ask questions, too. Questions should be prepared beforehand that demonstrate preparedness, interest, and understanding of the job. It also shows the employer or interviewer that I have the forethought to ask more about the job I am applying for and assessing whether the fit is right. I did this when I interviewed at the public school for a substitute teaching position.

Exploring career opportunities, I have taken a couple different routes that coincide well with my major and minor studies. I have been interviewing with Student Affairs offices in the university setting and am also investigating opportunities in team bonding and activity facilitation in a variety of settings including corporate, hospital, and non-profits. I have gained knowledge about preparation for interviews throughout my college career. In addition, I have practiced these skills further as I interviewed last year for my internships and my recent interviews and informational sessions which required me to anticipate questions and answers and also prepare questions for the interviewer. Each institution is unique and I thoroughly research their mission, staff, and work in progress in order to connect their objectives with my skillset and strengths.

128. Student will show knowledge of effective collaboration / coalition building

HDF415 Being part of many different teams, I have found that collaboration and coalition building is essential in order to be successful. In order to build coalition one needs to maintain trust, integrity, teamwork, courage, honesty, responsibility etc. in a group. One needs to know

themselves before helping and working with others. This creates a strong foundation for any group or organization. I know from experience that no one individual is well rounded, we need a team to work together to share the skills we each possess to make for a well-rounded group. When we can achieve this, we are able to accomplish the goals we set out as a group.

129. Student will describe personal examples of working in collaboratives/coalitions

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Dance Crew Benefit ConcertVIA

Finalist in Rainville, Winner in Rainville

In 2012 I was part of my high school dance crew. We rehearsed and preformed to raise awareness and money for the Haiti Earth Quake relief fund and Dizzy Feet foundation, supporter of dance education for disadvantaged youth. As a diverse group with varying levels of skill and talent (trained at different studios), we came together to utilize our talents and various dance styles to produce a show for a cause. We collaborated in choreography and other aspects of the production. We rehearsed daily as a group and divided responsibilities among us in order to execute all of the tasks. A large percentage of our proceeds were donated to two organizations dedicated to world causes. One of my Values that is very applicable is Teamwork. I find this very important because having the ability to work as a team enables the success of the group.

As a Finalist in the Rainville team leadership Awards in my 2014 Leadership Institute, I find this to be evidence of good team building and collaboration. This influential and supportive team could have never made it so far without each other’s guidance and empowerment. As a team, we worked together to make each incoming Freshman experience the best we could make it. Our strong bonds and connections as a team combined with the trust in each peer leader’s unique skills and attributes helped us to achieve our goals as a unified group. We joined forces for a common cause. We relied on each other and we made it the best experience possible because of how passionate we were about the work and how focused we remained on the objective. It was truly something beautiful and it is a memory I will treasure forever. The memory of this cohesive, collaborative group and will often use it as an example of effective coalition building.

As a recipient of the Rainville award for SOLC, demonstrates our

mastery in how to work collaboratively to be effective as an organization. It is our duty and responsibility to model a strong and cohesive team for other teams, groups, and organizations campus wide. We accomplished this using inclusivity, encouragement, active listening, openness, passion, and a strong belief in our mission. SOLC is a unique organization where what is preached is actually practiced. I am a proud member of SOLC.

130. Student will show knowledge of Intercultural communication considerations

HDF412 Com462 Electronic communication and transportation technology have broken down barriers between people and changed the face of human interaction. Technological advances have brought cultures closer together. Our world that was much more divided by culture, social class, religion, and geography has united us globally and revolutionized human experience in the way we relate, communicate, and conduct business. This globalization requires new awareness that is less ethnocentric and more intercultural. This forces us to shed our cultural perspectives and conditioning and become much more open to others’ experience in order to reach understanding and improve interactions. The author refers to this as Global Communication Competence. This can be achieved using four components; Global Mindset, Unfolding the Self, Mapping the Culture, and Aligning the Interaction. Global Mindset focuses on the ability and willingness to allow new perspectives and ideas and integrate those new perceptions and views as one’s own. Unfolding the Self emphasizes an ability to separate one’s own views and belief systems in order to grasp foreign perspectives and create new insights. Mapping the Culture requires a cognitive ability grasp cultural knowledge and understanding the framework of others’ behaviors, traits, and attributes. This involves thinking broadly and openly and then integrating the emotional elements into our interpretations. The author suggests that the ego is involved in active understanding that helps develop our attitudes of cultural differences. Lastly, Aligning the Interaction is a behavioral model. To develop this skill, one must achieve a certain response in the interaction through effectiveness and appropriateness. Each approach proposed by the author can be achieved through heightened awareness, willingness, empathy, and understanding. These skills will create effective global interactions.

131. Student will demonstrate HDF412 Internship As an intern at the Brandeis University Intercultural Center, I was part

proficiency in intercultural communication

of a task force that brainstormed new ideas and programs to carry out the program’s mission to serve as an advocate and support network for many cultural groups offered on campus. This network of global leaders, educators, and staff further developed my intercultural skills, communication competence, and sensitivity. This exposure combined with other leadership roles I have held in diverse groups, have enhanced my development and awareness of my own values and sensitivity while interacting with others from diverse cultures. One of my strengths is Harmony, which coincides with strengths required to function and find common ground with others. As a leader, I encourage others’ input and incorporate varying perspectives to establish rapport, garner input, and increase enthusiasm. This is especially important in an intercultural setting where the objective is often mutual understanding, support, inclusion, and collectivism. My work at Brandeis involved many small projects and participation in meetings. To be an asset in this group of global professionals, I was able to further my own process of intercultural communication proficiency.

132. Student will describe ways to maintain accountability in leadership / member relationships

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As a peer educator for my internship HDF417, I have provided accountability in my leadership role and with the members in the class. I am always prepared and am always willing to ask questions when confused. Sam, Allie, and I are very on top of our game and are always on task. We balance each other out nicely which helps when students need assistance. We are all very reliable and trustworthy so when we need each other’s help, we are always there to support. A well balance team is exactly what a classroom setting needs in order to successfully accomplish goals at hand and satisfy all student needs.

133. Student will describe personal examples related to maintaining accountability as a leader

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Dance teacher and classroom teacher

New Strengths Quest

I learned from the Flite leaders their example of leading with accountability. They are held to certain standards that guide them as leaders in the group. These standards vary from setting to setting, but all leaders must maintain a level of accountability for their decisions, styles, and actions.

As a teacher, I am held to a set of guidelines that are dictated by the hierarchy of leadership. I am responsible for the student’s achievement, well-being, and happiness, but there are guidelines to follow.

In HDF412, I retook my Strengths Assessment and found them to be well-aligned with the evolution of my leadership approach and style. I hold Accountability in high regard. I noticed a strong correlation between two of my prevalent strengths and the qualities of a leader that takes accountability seriously. Responsibility is one of my strengths. As an accountable leader, I take responsibility for my choices, approaches, and outcomes. Furthermore, I am also responsible for the entire process of the group and the work produced including the choices, approaches, and outcomes of group members. This is where accountability and responsibility converge. Without Accountability, no one can achieve success or reach their potential. There must be a driving force or personal accountability that consistently questions, analyzes, monitors, motivates, and evaluates. My strength as an Achiever drives me to accomplish goals and motivate the group while keeping everyone on task. Overall, my strengths help me to execute goals and lead groups responsibly. I feel these attributes are assets in my ability to maintain accountability as a leader.

134. Student will describe ways to build relationships between leaders and members

Purple Passion

Career at Brandeis

Coming into institute with an unsettling feeling of anticipation, I was taken out of my comfort zone and put into a group of strangers. Building relationships between leaders and members is so important because it creates an environment where we all feel we can explore and contribute. As a purple passion member, I instantly bonded with my leaders because they were so open and welcoming. They truly offered information about themselves with positivity and enthusiasm. There was an invitation to respond to opening remarks, guiding questions, and humor to break the ice. The group quickly became comfortable and established a rapport with the leaders. It is important to establish rapport early with a story or joke everyone can relate to to break the ice. It was Lydia’s charismatic, nurturing, and relational style that drew us together quickly. I find little differences between initial icebreakers when leading children and leading peers. Both groups are initially sensitive and nervous; however older groups tend to have more expectations and their own agenda which can complicate

the early development of a group.

Over my college career, I have built and established the proper skills and assets that are essential in developing any working relationship that is relevant as a team member. Fostering the relationships between leaders and members is always top of mind ever since my freshman year institute. Strengthening the connection between leaders and members by facilitating the communications, can break down barriers and create a stronger team with shared and clear objectives. Brandeis has a strong sense of community and I observed this throughout my time there. They all have a sincere concern for one another and this comes across in their everyday work and in the way they relate to each other. Leaders and members have a good understanding of how a strong working team behaves.

135. Student will describe personal examples of building relationships with members as a leader

Birthday Wishes Inc. The volunteer job at Birthday Wishes, Inc. required orchestrated effort on behalf of many different parties in the group. I coordinated a group, coordinated drives to collect goods, raised funds, communicated with retail managers to schedule the collections, and communicated with the executives of the organization to get updates on needs and provide information about our progress. All of these coordinated efforts culminated in the success in bringing birthday parties to homeless children in shelters. This demonstrated the importance in building relationships with others in an organization or various organizations in order to achieve a set of shared goals. It was interesting how expressing enthusiasm for a positive end result was so motivating and solicited cooperation. Everyone in this group was involved because of the passion they felt for the cause (bringing birthday parties to homeless children). Keeping the children in mind, and reiterating the goal helped move things along and command attention.

136. Student will describe how credibility applies to leadership, as well as the characteristics and skills of a credible leader

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SOLC Retreats

North Wood Challenge Course

Evidence of credibility is essential to gain the trust of others. Once achieved, trust leads to working relationships between leaders. In SOLC, student organizations rely on tools and resources throughout campus in order to function well as a group and deliver their agenda to the general student body, effectively. SOLC is one of those resources in place. We are student led, so there needs to be training, experience, and achievement in our record in order for the organization to believe that we are a credible resource for them. This credibility is proven or

demonstrated at different stages of our retreats. We introduce, inform, instruct, engage, and reflect. At these times, the organization as a whole can see our agenda serves a purpose. It should coincide with their objectives. At the end, everyone has a chance to recap and reflect on their own approach, as well as others. Later, these mini-lessons in self-discovery or group behavior synthesize with the group goals and new awareness develops. Ultimately, our credibility comes through as this happens, and when there is trust in a working relationship, there is effective leadership.

On the other hand, because I was new to the Challenge Course, I needed the reassurance that those who were training me had the credibility and experience to guide me properly in order for me to feel comfortable and safe. They showed me they were credible by displaying confidence and willingness to answer any questions I had for them. They guided me through safety precautions and their demonstration of their ability and familiarly gave me a sense of trust.

137. Student will describe personal examples of building, maintaining, and repairing his/her own credibility as a leader

HDF413 Teaching Dance As a peer leader at the institute, I have built my credibility among my peers by developing a trusting relationship and sharing knowledge, and demonstrating good leadership. The more experiences I have, the more credible I am. I have built on those experiences, and I continue to have more to offer my peers. I have maintained that credibility by giving sound advice, inspiring others to follow the leadership path, and checking in.

As a dance teacher, I have gained credibility studying for over 16 years. My extensive background has provided me with skills to choreograph, teach proper technique, use correct terminology, and teach with strong interpersonal skills. Having taught many classes, I am able to understand the perspectives of my students and their parents and offer reassuring feedback and support to foster their growth.

138. Student will describe ethical standards in influence

139. Student will describe influence applies to

leadership

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

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Strengths Throughout my college experience I have had the privilege to work as a peer educator a couple times and I have learned that when students are overwhelmed and stressed, I use my positivity and arranger strengths to help guide them in a direction that will calm their nerves and focus them on what is expected of them. I have used positivity to keep their spirits up and my arranger strength to help students get organized so they feel empowered to work hard and accomplish their goals.I think as far as ethical issues go, I am constantly keeping in mind that I am a peer educator and it is my duty and responsibility to maintain a professional persona and relationship with students. It is important to maintain this because it creates a sense of respect in the classroom and that allows me to effectively teach the material.

I have learned effective mentorship from all the mentors I have had throughout college. The effective mentor guides and leads in order to develop skills in those who are learning. To be a good mentor, guiding, advising, and offering direction with clearly defined goals and a good amount of support are the main principles to effective mentorship. My strengths coincide well with this in mind as I take om the role of the mentor to have the most successful outcome for my mentees.

141. Student will describe personal examples of mentoring and being mentored

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InstitutePeer Leader in FliteInternships

When I think about my own experiences being mentored and mentoring others, two examples come to mind.  As a FLITE student, last year, I was mentored by Rebecca. I then applied her example, approach, and technique as a FLITE mentor the following year.  It is rewarding because not only do I get to help my group improve, but I also had the opportunity to explore peer leadership in an academic setting. By utilizing my strengths and incorporating them into my fundamental leadership and interpersonal approach was enlightening because I saw how universal the StrengthsQuest can be.  I feel I have really had the opportunity to use my strengths and utilize them in a new way. This was effective in the classroom as well as in group settings. I recognized this when Rebecca taught lessons and led groups in such an organized manner, I could tell she was probably an organizer or arranger and was always passionate about the subject matter. She is smart and credible which allowed me to feel like I could trust her, and that I was in good hands.  The other example has had the biggest impact on my life. This

one is an experience that is invaluable. Before I came to URI I was nervous and curious and worried about what to expect. Before school even started, I participated at the Leadership Institute. This opportunity opened doors for me that I would not have otherwise known existed. Mentors bring their personalities, energy, strengths, values, and experience into a situation or activity which enables trust, comfort, and risk taking. This opens up new opportunities and fosters growth. For me, it solidified a vision for myself, here at URI and eliminated a lot of the unknown and anxiety while teaching and demonstrating important mentorship qualities. I found my place and my peer leaders changed my life. This allowed me to take chances and risks that I don’t think I would have taken. That year, I applied to be a peer leader for the Institute. The feeling I had when I was accepted was a feeling I can’t explain. It was unfathomable. I knew being a leader was a huge responsibility and I was ready for the challenge. I was also so inspired; I wanted to give back to my community (something I’ve been very used to since middle school). I wanted to make a difference in the new freshman class the same way my leaders did for me. Being mentored is so important because it gives others confidence in themselves to do think big and make differences in communities and other’s lives. It also forced me to recognize the small ways that I am mentored in dyadic situations and day to day. Mentorship is often happening when we are not always aware of it. These are lollipop moments! I am always being mentored and that gives me a passion to want to give back; it also gives me the awareness to recognize those valuable pinpoint times that make a difference, create change, open minds…etc. Empathy being one of my strengths helps me to connect with mentors and my groups as a mentor in a deep and meaningful way. Having the opportunities to lead following mentorship is gratifying and ultimately fosters my growth, too.

As a Freshman, I participated in the leadership Institute. I had two peer leaders who I see as my mentors to this day. They have become my dearest friends. I have always looked up to them and hoped I could use their examples as passionate and inspirational leaders in my own mentoring roles. Peer mentorship opens such great doors to seek opportunities; it also introduces new perspectives and approaches in every context in life.  As a peer leader at Institute and FLITE, I have been able to garner information shared and the approach and techniques of my mentors, in the past, and incorporate them into my approach with students.  I am always sensitive and careful to embrace students’ potential and empower them to think creatively, critically, and to be confident to take risks and share ideas. As a mentor, I believe I am on my way to developing those skills of my esteemed mentors,

and I hope I can offer my students some of the same benefits.

Since then, my recent mentors have been in a very professional setting and they continue to demonstrate the key principles to good mentorship that I will continue to emulate. It is profoundly fulfilling to have had these examples, built the skills, and continue to recognize the qualities in good mentorship when I experience it. These principles are universal and effective in every context. In my internships, I felt supported and well guided from start to finish which allowed me to flourish. Although I had support, I was not micromanaged which allowed thoughts and creativity to flow and for me to be most productive. I worked independently but with a support network.

142. Student will describe principles of effective peer leadership, as well as problems particular to peer leadership

HDF415 Peer Leadership To be an effective leader means to allow others to rise to their potential by pulling rather than pushing.  As a peer leader in FLITE and at Institute, I learned it is important to make space for your students to make progress. This can become a problem if one is not aware of this. While connecting and creating bonds with students is important, there is a barrier that should not be crossed. A leader is a role model and a friend. A peer leader is someone to rely on for advice and input within a professional/educational context.  Like students in the classroom, peer leaders all want to be liked; however, a leader can be liked and respected too. It is important to connect with students while keeping a balance between personal connection and the adviser/student relationship.  When a peer leader relates to students in a personal way, the boundaries can become fuzzy and undefined. This can confuse the relationship and the peer leader will have more of a challenge “pulling” the student toward improvement, enlightenment, self-discovery, and ultimately his/her potential. Being an effective leader means to empower, to engage, to identify the good in all, to trust a process and follow through with goals. A leader should know oneself and feel confident enough to help others strive for excellence and recognize their potential. I am proud to say I am a leader and see wonderful growth in the students I am working with and will be working with in the future.  Leadership is ongoing and effective in any context with the right balance of approaches.

143. Student will describe personal examples related to being a peer leader and being led by peers

HDF413 Institute At the Leadership Institute, I was a peer leader working with incoming freshman leaders. The beginning of this process is the most challenging. Individual students come with their own concerns, objections, attitudes, expectations, experiences, and backgrounds. My

job was to unify the group, break the ice, and develop boundaries while fostering relationships, in a nonthreatening environment, and bring out the best qualities in each. Our work proved effective by the end when we left as a family, connected, trusting, and exhibiting growth. At the Institute, I was led by the coordinators (my peers), Lydia and Dominic. They did for us (as a new experience) as we did for our freshmen.

144. Student will describe the four frames of organizations by Bolman and Deal

HDF417HDF413

There are four frames of organizations created by Bolman and Deal. The four frames are Structural, Political, Human Resources, and Symbolic. The Structural frame includes rules, roles, goals, policies, technology, the environment, social environment, and structure to tasks. The Political qualities include power, conflict, competition, organizational politics, and advocacy. Human resources include needs, skills, relationships, empowerment, and organizational & human needs. Symbolic includes culture, meaning, ritual, ceremony, stories, inspirations, beauty, and meaning. Every organization is different and has a certain culture that every member of the organization is accustomed to. The ability to recognize different types of organizations is helpful. Every organization has its own way of functioning according to its culture. This ability to be open to a variety of cultures and functioning rules is very beneficial, as a leader. The most important job is being able to manage the culture in the specific organization.

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

Internship Brandeis is a unique community with their own organizational culture. However, within every unique culture, the structure is comprised of similar components. Within every large organization, there are segments of that organization that are also run that same way. Brandeis is a good example of the four frames of organization. The four frames of the large community define the frames of the components of the community (i.e. Student Activities, Community Service, Intercultural Center etc.). During my summer, I became acquainted with the four frames as it directly relates to the Brandeis community. The structural frame of rules, roles, goals, policies, technology, environment, and tasks are clearly defined in the literature, in the training, in the policies, and in the roles of the staff. The environment and the social environment were very well balanced. Tasks were never so focused that there was no room for personal

interaction. I never encountered political controversy. Although there is a hierarchy, there is mutual respect and I never witnessed any conflict or competition. The Human Resources frame was very evident in the way they executed their tasks and empowered each other and me. I felt valued and well guided as I became a member of each of these departments. By the end, I felt I had contributed to the team’s tasks and they helped me develop necessary skills for my professional development. The symbolic culture at Brandeis was evident when working in the Intercultural center because we were focused on cultural diversity and bringing in representatives of different cultural groups to speak, share their story, and inspire by celebrating history, advancement, and meaning. This is what Brandeis as a whole is all about.

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