Jayinventorynew

Outcome Category: Self-Leadership
Outcome Target class Additional Experiences

MTI program
Descriptive notes regarding learning and practice

In my experience with the MTI program here at URI I have wor!ed at "oth Meadow"roo! elementary school as well as #ole middle school in east $reenwich Rhode Island. %hen I first started at the middle school I was very apprehensive and I found it difficult to ta!e charge in the class room. &s my confid'ence grew I "egan to "ecome more comforta"le and independent of my teaching supervisor and was a"le to conduct lesson(s and with small groups of !ids completely free of supervision. I learned s!ills that helped me "ecome authoritative "ut not in a way that left me closed to the ideas of others. In my fraternity we focus on our core principles of a sound mind and a sound "ody. In order to !eep ourselves disciplined we create academic success plans for ourselves and we also create sound "ody plans. The academic success plans are catered to every individuals need and can include mandated study hours and mandatory office hours with professors. The sound "ody plans must include three sound "ody goals and a comprehensive way to achieve them for example of one of my sound "ody goals was to lose fifteen pounds I would have to create a diet and exercise plan complete with a schedule of gym activity and a list of exercise with gradual steps of completion towards the goal. %hile !aya!ing it is a common occurrence to run into a situation that can cause someone to have a spi!e in emotion weather it is fear panic anger or frustration. The most important part of staying safe is to manage your emotions. If you panic you only ris! ma!ing your situation worse. -or example if you are caught in a cross current and are having trou"le maintain a steady course the last thing you want to do is paddle in a panic!ed frenzy that will only leave you exhausted and possi"ly in a worse location than you were "efore. It is important to manage your emotions so that you may "etter o"serve your surroundings and find a safe passage or route out of the cross current. There are many ways to manage stress for this outcome I decided to focus on the importance of a healthy life style in the prevention of stress. /ating the right foods can give you natural energy and will help you "e more alert which can reduce your ris! of ma!ing a mista!e and put you in an overall "etter mood. -ood(s to try including almonds which are a good source of natural fats and protein "lue "erries which are full of antioxidants and vitamins and salmon which is a lean fish that promotes "rain activity it is also high in protein. -oods to avoid are anything containing caffeine high levels of saturated and trans fats and high levels of sodium. /xercising is also !ey to managing your stress. It is a great way to deal with stress and can help get your mind flowing so that you can more easily find a solution to your pro"lems. It is also a much healthier alternative to anger yelling or physical violence. In high school I was a wrestler. &s many people !now wrestling involves a life style of strict discipline and despite some wrestler(s physi3ue they are actually 3uite unhealthy. I had committed to losing a certain amount of weight and due to that I was not getting the proper nutrition I needed and I was over wor!ing my "ody physically. This led me to "e very stressed and very irrita"le it even leads to a lac! of sleep that re3uired me to go to the doctor. %hen I tal!ed to my doctor he advised me to lower my physical activity and to give my "ody a "rea! at least once a wee! he also helped me develop a diet plan that would allow me to stay at a healthy weight without me having to starve myself. +y using this advice and developing healthy life style ha"its "oth my stress and irrita"ility levels lowered drastically. &s a leader in my fraternity I have served as 6ice 7resident of recruitment a recruitment shar! and a standards "oard mem"er. &s I grew and developed into this leader I followed my code of leadership which is as follows arrive on time and prepared to wor! at all meetings and events always treat those around you with respect no matter their title and lead not with words "ut with actions. &s a mem"er of the standards "oard I am re3uired to "e one of the most ethical people in my fraternity it is up to me and the rest of the standards "oard to uphold a system of ethics and moral decision that pertain to the "ylaws that have "een set since "efore my time in the -raternity. &lso as a mem"er it is my responsi"ility to attend all rituals and all trials within the fraternity which I do "y upholding my ethical code of attendance at all ceremonies such as the ones I listed a"ove. 9uring the trial(s and rituals
Leadership Inventory Revised 1/25/2010 1
1.
Student will demonstrate autonomy and a minimized need for approval
).
Student will demonstrate personal organizational and academic examples of self*discipline
Sound Mind Sound +ody program
'.
Student will demonstrate the a"ility to manage emotions
,aya!ing
..
Student will demonstrate !nowledge of stress management methods
/xercise eating healthy healthy life style living.
0.
Student will demonstrate the a"ility to manage stress
1Insomnia2 doctors visit.
4. 8.
Student will express a personal code of leadership 5 mem"ership ethics Student will demonstrate practice of the personal code of ethics
Sig/p
Sig/p standards "oard
;. =.
Student will express a personal values statement Student will demonstrate practice of the personal values statement
<9-.1) >eadership retreat
1@.
Student will demonstrate the a"ility to lead a pro:ect from start to finish Afollow* throughB
Sig/p /psilon #oordinator
11. 1).
Student will descri"e goals and o":ective statements regarding personal issues career issues and community issues Student will show evidence of goals and o":ectives that were planned and achieved
#CM '01
#areer planning #areer
mentioned a"ove It is important for me to "e well prepared ahead of time so that I may not "e a hindrance to other(s and so that I am familiar with the specifics of each trial and ritual. It is also important that I treat those participating in the ritual with respect and dignity no matter their ran! and that I do the same for anyone on trial due to their "ehavior or grades. My :o" is not to reprimand and tal! down to those put on trial "ut to find out what happened and to fix the pro"lem so that it does not happen again I must also act impartial and treat everyone with the same amount of respect while they are on trial. My :o" is not to preach a"out what to do to "e a good Sig/p "ut rather to show through my action(s how to act ethically and fairly. I value the a"ility for people to spea! their minds despite their opinions I will accept new and challenging pro"lems and continue to wor! with my group to find new and interesting ways to solve those pro"lems In the actual activities during the retreat I personally en:oyed stepping up and voicing my opinions to my groups. This was especially apparent in the activity where we had to num"er the situations that seemed ethical to us with one "eing the most ethical and ten "eing the least ethical. during this activity I not only voiced my opinions "ut I also had a difficult time accepting the opinions of others in my group which is related to my personality type of /?T7. 9espite the differences in opinions "etween my group mem"ers and I we were a"le to respect each other(s opinions and complete the activity. The activity was done individually "ut when we discussed as a group we wor!ed together to come to several compromises on how we felt each situation ran!ed on a scale of importance &s /psilon #oordinator of my fraternity it is my responsi"ility to guide other seniors and :uniors in their upper class man college careers and to prepare them for life after college. Cne pro:ect I decided to do with my epsilon class was to attend a 1>ife after college2 seminar in #am"ridge Massachusetts. This was not a pro:ect in the traditional sense of the word "ut I consider it one due to the planning and execution of what I had to do in order for this event to go well. I first had to get in contact with the regional director of my fraternity who is in charge of all chapters from 9elaware to Maine and get the details a"out the seminar. &fter I received the details I then had to prepare a presentation to my class and pitch the idea to them I was successful and managed to get the ma:ority of my class to sign up. &fter I had determined the amount of people coming I had to organize transportation and lodging. In order to do this I did research of the area(s hotels and wor!ed out a carpool system that would manage to get everyone to #am"ridge on time. I tal!ed to the 67 of finance for my fraternity in order to get everyone e3ually compensated for their hotel rooms and for gas Afor those that drove their cars for the car poolB. Cnce at The event I was in charge of chec!ing in and out of the seminar and the hotel and theI was in charge of getting everyone "ac! to Rhode Island. This all too! a lot of continuous planning and follow through on my part from the original idea to the execution of the event. I plan on having a career and a place to live after graduation all while "eing financially independent of my parent(s and while starting the long term payment plans of my student loans. &s of now I have accomplished my goal of o"taining a career after graduation. I will "e wor!ing as an associate physician recruiter for +arton associates starting on Dune second. I have also narrowed my apartment search down to two apartments one in Salem Massachusetts and one in 7ea"ody Massachusetts with the help of family friends and the human resources staff at +arton associates. I plan to start my student loan pay "ac! plans in Septem"er of )@1. at a rate esta"lished "ased on a percentage of my income. %ith this :o" I will also have achieved my goal of "eing financially independent of my parents. My personal leadership style is that of the /?T7 meaning extrovert intuitive thin!ing and perceiving. This results in me en:oying group wor! and social settings "eing creative when thin!ing of solutions ta!ing my time to thin! a"out the different aspects of a pro"lem and possi"le solutions and understanding the true meaning of a pro"lem or situation. My strengths include having an open mind approaching pro"lems in multiple different ways in order to come up with a solution and conceptualizing new strategies and then proceeding to analyze them accordingly to determine which
10.
Student will descri"e personal leadership style and5or personality style including strengths and wea!nesses and examples of application ASources E >eadership style inventories the >.7.I. StrengthsFuest Type -ocus AM+TIB >&M7 and other
<9-)=@
Strengths 3uest
career inventories etc.B
strategy wor!s the "est. My wea!nesses include not "eing aware of my actual wea!nesses "ut according to personalitypage.com my wea!nesses include a tendency to "e arrogant "oastful or to demean those who cannot see the same solutions that I do among other things. I apply this leadership style to my group wor! "oth in class and outside of class "y often trying to solve pro"lems in my own and often different ways. This is a helpful strategy "ut li!e my personality type mentions I have a tendency to "e arrogant when dealing with others who are not on the same page as myself and wish to explore other solutions to the pro"lem.
Outcome Category: Leadership Theories

Outcome Target class
<9-)=@
Additional Experiences

The &uthority and +ureaucracy theory has several parts. The first example of authority is traditional authority this form of authority is a"solute and operates in a way where the leader rules with a"solute power with the su":ects not 3uestioning the power of the leader a good example of this type of power structure is a family setting where the parents raise their children to respect their authority without 3uestion. The second example of authority that this theory delves into is the charismatic authority this type of authority is when the su":ects are willing and eager to follow their leader(s "ecause they "elieve that the leader as a certain s!ill set or a"ility that gives them the right to "e a leader. The third and final type of authority is legal5 rational authority. This is the part of the theory that "ureaucracy comes from this type of authority is "ased around rules and regulations and example of this is the democratic system where all people under this system are su":ect to fair and e3ual laws 9uring the summer after my :unior year of high school I decided to accompany my church down to Mo"ile &la"ama. The goal of our trip was to help renovate a church as well as teach a 6acation +i"le #amp to the local !ids. %hen I first arrived at the camp I tried to use traditional authority with the children I had the expectation that they would follow my authority "ecause I was older and I was the one in charge of them. It soon occurred to me that "eing little !ids the children did not always grasp the concept of 1no 3uestioning the adults2 after several hours of dissension in the ran!s I attempted a different approach. I next used the charismatic authority to engage the children in activities they claimed to "e "oring. I made them want to listen to me "y ma!ing them promises of a fun time participating in the activities and a "each trip at the end of the wee! if they all "ehaved and participated. The !ids eagerly followed afterwards and followed my leadership in any way I said. Cne of the times I had to use legal5rational authority while in Mo"ile was when a child(s mother was late in pic!ing him up after the camp day had ended. The child insisted that he could wal! home and that he !new the way "ut the rules and regulations that I signed a copy of "efore starting this mission trip forced me to deny letting the "oy wal! home. The rules stated that camper(s must "e pic!ed up "y the same person that dropped them off in the morning Aparent or guardianB in order to insure the safety of the children. I was happy to provide some religious education and the !ids were happy to listen to me This theory of leadership is also !nown as Taylorism after its inventor -rederic! Taylor. The theories main o":ective is to come up with a scientific method of training "ased on the average wor!er. In addition to coming up with a training method the la"or process is divided into different tas!s otherwise !nown as division of la"or. +y employing division of la"or you can simplify the training a wor!er will need to only the s!ills they will need to operate at their station for example a wor!er at Mc9onald(s may only "e trained how to use the register where as his colleague may only "e trained to ma!e "urgers. This division of la"or also creates more :o"s for the economy and simplifies the training an uns!illed wor!er will need to receive. The way a wor!er can "e placed in a certain la"or field is to scientifically analyze their natural s!ills and motivation. +y giving this identical training to individuals in each la"or field you can standardize your production rate and employ a wide variety of low s!ill employees. This method has transformed over time and can also "e applied to the way large
14.
Student will show !nowledge of the 1&uthority and +ureaucracy2 theory of leadership
18.
Student will descri"e personal application of the a"ove theory
#hurch mission trip
1;.
Student will show !nowledge of the 1Scientific Management2 theory of leadership
<9-)=@
1=.
Manpower G &TGT
)@.
Student will show !nowledge of the 1Management "y C":ectives2 theory of leadership
<9-)=@
)1.
Sig/p 67 of Recruitment
)).
Student will show !nowledge of 1Theory H and Theory I2 theory of leadership
<9-)=@
)'.
<igh School %restling
companies use machines in production lines companies such as ford. The pro"lem with this theory is that training employees at such a low level ma!es them incapa"le of adapting to advances in technology and that force the company to fall "ehind in technological advances or to !eep updating their training system which is very costly. The employee also suffers from such a narrow set of s!ills and !ind find him5herself "eing replaced "y more competent technologies. This system is overall largely outdated due to the technological advances of the last few decades and as technology continues to advance this method will only "ecome more insignificant. The summer after my senior year of high school I was an employee of a company called Man 7ower. Man 7ower was a company that provided untrained employees for other companies. I wound up wor!ing as a completely untrained customer service representative for &TGT. I was one of the few employees of manpower that wor!ed in customer service and I "elieve that was due to my natural s!ill in communication. Manpower also provided employee(s to :anitorial companies and other "lue collar :o"(s that re3uired minimal training thus employing a division of la"or. 9uring my first few days wor!ing as a customer service rep I was given a minimal amount of training that was also given to the other fifty !ids my age. %e were essentially identical wor!ers who were trained to all say the same thing in order to deal with customers. This was the stage where our training and 1script2 were a direct result of a scientific study that determined the most effective way to communicate with customers. &ny deviation from our training while we wor!ed was punisha"le. This part of the system was related to the idea that managers are meant to plan train and watch over wor!ers and wor!ers were meant to follow their training to the dot and not 3uestion their superiors. The system was "ased on a scientific method that was supposed to "e efficient however with every client of &TGT "eing vastly different from one another the system rarely wor!ed and I spent a good ma:ority of my day "eing yelled at over the phone. This was in my opinion not a good leadership style. This theory of leadership organizes its individuals in a very uni3ue way. The system of managers A"oth middle and upper managementB identify the organization(s goals after they have identified the goals they inform their su"ordinates and tas! each one with a specific set of goals. &fter each su"ordinate is tas!ed it is their responsi"ility to complete their goals. %hen each su"ordinate has completed their goals their superiors then evaluate and reward their wor! "ased on performance. This theory allows an organization to distri"ute specific o":ectives "ut still accomplish their common o":ective. %hen I served as 6ice 7resident of Recruitment for my fraternity I was given a committee. /ach person was given a personal set of tas!s on my committee I then let them complete the tas!s and I would evaluate the :o"(s they had done through the results each one produced. If the committee mem"er was successful in completing his tas!s I had the power to reward them with a point system that was redeema"le for certain goods at the end of the semester such as a letter(s tee shirt or if they had really done well a letters sweatshirt from university spirit. This is an example of management "y o":ectives "ecause of the superior officer going through the process of delegating tas!s to su"ordinates and then evaluating their wor! and using a reward system to ensure that the common goal or recruitment was satisfied. Theory H and Theory I leadership is uni3ue in that "oth have opposing views. Theory H leadership is similar to the traditional authority model from the authority and "ureaucracy theory of leadership. Theory H states that the employees do not want to wor! and in order to get them the wor! the leader must run a system of micromanaging and punishment reward. Theory H often has an incentive plan in order to get people to wor!. Cn the opposite side of the spectrum there is theory I which states that people do want to wor! and that the "est way to motivate them is to let them motivate themselves or through praise. Theory I "elieves in a leader supplying their su":ects with the tools to succeed and then letting them do as they naturally would. &s a captain of my high school wrestling team I practiced "oth theory H and theory I of leadership. &s a captain it was my responsi"ility to schedule extra practices and wor!outs in addition to the ones that the coach had already scheduled. I had to use theory H 3uite often when informing other wrestlers a"out the extra practices and ma!ing sure they got there on time. I had to assume they didn(t want to
)..
Student will show !nowledge of the 1Servant >eadership2 theory of leadership "y $reenleaf
<9- )=@
)0.
+ig +rother >ittle +rother fraternal relationship
)4.
Student will show !nowledge of the 17rinciple #entered >eadership2 theory "y #ovey
<9-)=@
)8.
+alanced man program
"e in the weight room at six in the morning on a Saturday and I had to sometimes force them to "e there on the threat of them losing their varsity titles. I used theory I :ust as often. -or example when I would help out with D6 practices I !new many of them were eager to "e there and eager to "ecome "etter wrestlers so instead of forcing them to do the things I as!ed I merely taught them how to do the things I as!ed and they gladly did them on their own while i supervised. +oth theories were e3ually effective. Servant >eadership is the "elief that in order to lead a group of people you must serve them. The servant leader is servant to his group and his group(s goals first and then he naturally develops aspirations of "eing a leader. $reenleaf says 1the servant* leader is servant first... it "egins with the natural feeling that one want(s to serve to serve first. Then conscious choice "rings one to aspire to lead. That person is sharply different from one who is leader first2. In other words you have to wal! with the people "efore you wal! ahead of the people. $reenleaf descri"es this type of leadership as a way for leader(s to care a"out their su":ects or followersJ they wor! to put the interests of them ahead of their own personal am"ition. <e also states that although individuals should practice this type of leadership institutions such as schools and companies should practice this corruption free type of leadership. The concept of caring a"out your followers is spread through these institutions and it is through them that we can ma!e a "etter future. & future where people are afforded the opportunity to serve the population where caring a"out the needs of the masses is the primary motive in leadership and personal am"ition is set aside. In my fraternity I have a little "rother named #arl. It is my responsi"ility as his "ig to educate and guide him down the path of fraternal life. 7ersonally this is not something I do "y dragging him "ut "y wal!ing with him. I sacrifice all of my time and talents that I can to ma!e sure that he can succeed and do well for him "oth in college and outside of college. I am primarily a servant to him using my own experiences time and talents to help guide him. I do not have any underlying motives "ehind guiding my little meaning I am not leading him to success so that I one day will "e a"le to "enefit from his success "ut simply "ecause I care a"out him and I want him to care a"out the people he leads in the future. I feel "y "eing a servant leader to carl he will "ecome use servant leadership when he is in a position of power and the cycle of caring a"out the needs of your follower(s over your own personal am"ition will continue. 7#> focuses on the four principles which are personal interpersonal managerial and o"servational. The characteristics of 7#> include continual learning service orientation radiating positive energy "elieving in others leading "alanced lives seeing life as an adventure synergy and exercise for self* renewal. There are two sides to 7#> and most people fall somewhere in the middle. To start out there is an inside*in style of leadership which means people who practice this see everyone else as the pro"lem and refuse to ta!e responsi"ility for the hardships that have occurred. The second is inside* out style of leadership and this is when someone loo!s at themselves and analyzes what needs to "e corrected a"out them "efore they criticize others. 7#> also focuses around the concept of trust in others as opposed to not trusting if you trust in others you can "e o"servant and manage a larger group. "ut if you have no trust you must micromanage a small group In my fraternity I as well as all of my "rothers participate in a uni3ue program called the "alanced man program. This program em"odies many characteristics of 7#>. #ontinual learning ta!es place over the course of four or more years the program is divided into different classes of sigma phi epsilon and "rother mentor and a curriculum for each level of class insures continual learning. %ithin these curriculums it is a re3uirement of every "rother to complete a service pro:ect of their choosing which em"odies the characteristic of service orientation in 7#>. In addition to the service pro:ect it is expected of "rother(s to serve the fraternity and their fellow "rother(s in any help they may re3uire. The "alanced man program is not a regiment of painsta!ing exercises it is meant to help you radiate positive energy through the "alance of a sound mind and a sound "ody. The "alanced man program re3uires you !eep a certain $7& and re3uires you to !eep a sound "ody plan in order to insure a healthy life style that will help you to radiate positive energy and it also insures you will lead a "alanced
);.
Student will show !nowledge of the 11. 7oints 5 TFM2 theory of leadership "y 9eming
<9- )=@
)=.
6ector Mar!eting Salesman
'@.
Student will show !nowledge of the
<9f)=@
life. &s you move up in ran! from sigma to phi to epsilon to "rother mentor it is important that you "elieve in the people "elow you. Iou must trust them to pull their own weight and to !eep up with the program for their own self "enefit. The curriculum(s force you to step outside of your comfort zone and ta!e ris!s they are not the type of ris!s li!e "ungee :umping "ut they challenge you to ris! your comfort and try new things in order to "roaden your horizons such as attending a pu"lic spea!ing class "y doing this you are a"le to live life as an adventure. The "alanced man program allows for synergy with your fellow "rother(s and encourages you to com"ine your effort(s in order to accomplish something you wouldn(t "e a"le to do on your own such as organizing a formal event with your class. The program ma!es you a "alanced man if you follow the curriculum and I feel it em"odies the characteristics of 7#> very well TFM or total 3uality management is a theory that is "ased around 3uality over 3uantity. It was a system created to teach upper management and executives how to improve their companies and how to stay competitive in the ever changing "usiness world. The 1. points are always strive to improve your products and services the reason you would want to do this is "ecause the "usiness world is always changing and "y improving your products and services you manage to stay competitive and you get to !eep your customers happy. The second point is continually adopting new philosophies technology and customer needs change every day so you should adapt your philosophies to do the same. The third point is cease dependence on mass inspection in post*production productsJ the reason for this is "ecause your company should start from 3uality and continues it instead of ending with it "y doing this you save time and money. The fourth point is to not only award your "usiness to the person with the "est price tag trust should also "e a factor. Trust has always "een a valua"le item in the world of "usiness and in this day and age it has "ecome :ust more valua"le if not more valua"le than money. The fifth point is to constantly improve your planning when it comes to production and service. The sixth point is to continue to add on the :o" training for employees the reason for this is "ecause the more trained your employees are the "etter they will "e at production an added "onus is that it !eeps employees interested in their wor!. The seventh method is to institute modern methods of supervision li!e the point "efore if you continually update supervision methods your productivity will increase. The eight point is to drive out fear. Using fear as a way to run your "usiness does not wor! it merely silences innovation and ma!es wor!ers resent their :o" which in turn causes them to "e less productive. The ninth point is to "rea! down "arriers "etween the staff. <aving each department wor! together to help each other accomplish their goals is vital in order to have success within an organization. The tenth and eleventh point is to eliminate target areas and 3uotas "oth of these things encourage people to meet a certain num"er and "y striving for num"ers a products 3uality can fall "y the way side which is "ad for "usiness. The twelfth step is to remove "arriers that hinder hourly wor!ers a supervisor should encourage hourly wor!ers to not :ust let the time slip "y and "e wasted "ut a supervisor should inspire hourly wor!ers to ta!e pride in their wor! and to produce 3uality wor!. the thirteenth step is to invigorate your employees with a constant self*improvement plan "y allowing all employees to improve themselves you give them opportunities that not only ma!e them "etter wor!ers "ut they also "ecome happier in the wor! environment. The fourteenth step is to create a position in upper management that will strive to carry out these points. The overall concept of this theory is to improve 3uality in products services and employees. The summer after my sophomore year of college I "egan a :o" as a cutlery salesman at 6ector mar!eting. %ithin a few short wee!s I was promoted to !ey staff for my uni3ue a"ility to sell over the phone. This a"ility was uni3ue "ecause everyone including my regional manager had always sold on a face to face "asis with clients. I "ecame a leader "y teaching others new and innovative ways to sell over the phone to people living all over the country. Through this advancement I was a"le to improve the efficiency of many sales people in the office and I continued to shape and adapt my sale pitch in order to maximize my sales. This experience doesn(t represent all 1. points of the TFM "ut it does fulfill points six thirteen and the fifth point. 6isionary >eadership or transformational leadership is the theory that a leader should "e a"le to instill
16isionary >eadership2 Anow often cited as 1Transformational >eadership2B theory "y Sash!in
'1.
Cutdoor environmental clu"
').
Student will show !nowledge of the 1Individuals in Crganizations2 leadership theory "y &rgyris
<9- )=@
''.
Sig/p "ylaws
'..
Students will demonstrate !nowledge of the 1. 6(s2 theory of leadership "y $race A#enter for /thical >eadershipB
HDF290
their values and "eliefs in their followers thus effectively transforming their followers into leaders. The purpose of transforming theses followers into leaders is to have one idea sprouted from the same values that multiple people have if everyone has the same values then conclusions and solutions are easily reached for all involved. In high school I was a part of a clu" for several years called the outdoor environmental clu". I was the only one of my friends involved in the clu". I was luc!y my friends loo!ed up to me and I was a"le to instill my values within them and convince them to care a"out the environment enough where they "ecame leaders within the clu" and we all wor!ed together to organize an ultimate -ris"ee tournament that went to "enefit a local green charity that specialized in "uilding solar panels. +ecause I instilled my values within my group of friends we were a"le to complete my vision of charity wor! that "enefitted the environment. This theory focuses on two different models the single loop model and the dou"le loop model. +oth of these models descri"e how leaders see themselves in a pro"lem and how they can fix it using certain strategies. The single loop model refers to when a leader detects an error and see!s a new solution within the same goal structures and "oundaries originally set forth. The 9ou"le loop model refers to a leader who 3uestions the goal structures and "oundaries when detecting an error. This means that human reasoning not only human "ehavior can "e used to detect error and goal structures are capa"le of "eing 3uestioned "y thought. The theory states that there are governing principles which a solution for a pro"lem must act within meaning that there are certain unavoida"le varia"les that can stand in the way of your solution for example gravity would "e a governing principle when deciding on a solution for "ridging a gap "ut gravity does not mean the gap cannot "e "ridged it :ust need(s the right mechanics in order to 1defy2 gravity. &ction strategies are the strategies used "y a leader to solve a pro"lem Afor example mechanicsB which lead to conse3uences which can "e negative or positive Aa successful "ridge or an unsuccessful oneB. The single loop and dou"le loop methods are applied to a situation when action strategies produce a negative conse3uence or error. This is an important leadership theory "ecause a leader can use the dou"le loop model to 3uestion his5 her own action strategies and governing principles and change to deal with them more efficiently. Cr a leader may use the single loop model to wor! within the same governing principles in an attempt to achieve a different result. I use this method all the time for my own personal evaluation on the ways that I solve pro"lems within my fraternity. +eing a part of a fraternity which has its own laws and governing system normally only allows you to wor! within the single loop model even if you are thin!ing along the lines of the dou"le loop model. I normally have to a"ide "y the laws and precedents that were set "efore me when pursuing my goals "ut in rare cases I can motion to amend a "ylaw in order to ma!e the pursuit of goals easier and more efficient that is where the dou"le loop model comes into play. Some examples include when I 3uestion my own actions as a mem"er of the standard(s "oard and wonder whether or not it was due to my lac! of enforcement of someone(s academic plan that resulted in a second consecutive semester of "ad grades and if I determine that it was within my power to enforce his academic plan more strictly then I fix that pro"lem with myself and apply it to the next academic plan I need to enforce. This is a good example of the dou"le loop method. The way I have used the single loop method to solve the pro"lem of low recruitment num"ers when I was 67 of recruitment was to still wor! within the rules of the university and still recruit new mem"ers who met our standards was to organize new and more social recruitment events such as ++F(s with sororities and "y doing this I changed my action strategies and yielded more positive conse3uences. The 4 V s !eadership theory "as #reated $y Dr% &i!! 'ra#e the p(rposes o) this *ode! is to #o*$ine yo( interna! $e!ie)s and va!(es and #o*$ine the* "ith yo(r o(t"ard a#tions% The )irst V is va!(es "hi#h *ean yo( have to #o*e to the se!)+rea!i,ation o) a!! that yo( $e!ieve in and a!! the va!(es yo( ho!d and "hen yo( #o*e to ter*s "ith that then yo(r va!(es "i!! $e re)!e#ted in yo(r a#tions% The se#ond V "hi#h is vision *eans that yo( *(st i*a-ine a )(t(re yo( "ant )or yo(rse!) or yo(r or-ani,ation and set it as a -oa!% The third V "hi#h is voi#e
Leadership Inventory Revised 1/25/2010 .
'0.
4(**it 564
'4.
Student will show !nowledge of the 1Situational >eadership2 theory "y <ersey G +lanchard
HDF 290
'8.
4herri Hi!! <o$
';.
Student will show !nowledge of the 1Relational >eadership2 model "y ,omives McMahon G >ucas
HDF 290
*eans that in order to o$tain yo(r vision yo( *(st e/press it in a "ay that *otivates others% The !ast V is virt(e "hi#h is the (nderstandin- that "e $e#o*e "hat "e do% 0ther thin-s to 1eep in *ind are servi#e o(r vision $e#o*es #!ear2 $e#a(se it s easier to deter*ine "hat yo( "ant )or yo(rse!) "hen yo( see "hat *a1es others happy% 3o!iti#s o##(rs "hen "e voi#e o(r vision in a p($!i# *anner in an atte*pt to inspire others to #arry o(t yo(r vision2 and !ast!y rene"a! o##(rs "hen yo( step $a#1 and e/a*ine yo(r a#tions to *a1e s(re they are virt(o(s and that they ho!d to yo(r o"n set o) va!(es% D(rin- *y hi-h s#hoo! days I de#ided I "anted to $e#o*e a vo!(nteer )or *y to"n s )irst aid s7(ad% I !oo1ed at *y va!(es and seein- as the 564 had he!ped *e o(t severa! ti*es $e)ore I rea!i,ed I "anted to ret(rn the )avor and he!p o(t the ones "ho he!ped *e and he!p others as "e!!% 6y vision "as to $e#o*e a )(!! *e*$er "ith )(!! responsi$i!ities on the a*$(!an#e% I "anted to a#hieve this -oa! o) )(!! *e*$ership and the ran1 o) 56T $e#a(se I )e!t it "as the ri-ht thin- to do and I had an a*$ition to e*$ody *y va!(es thro(-h *y in#rease in ran1% I voi#ed *y vision "hen ta!1in- to *y #re" #hie) a$o(t ho" I "anted *ore responsi$i!ity2 *y #re" #hie) he!ped *e rea!i,e *y vision $y -ivin- *e an e/tra trainin- re-i*en that I ea-er!y too1% In addition to e/tra trainin- I "as a!so si-ned (p )or 56T #!asses )ree o) #har-e d(e to the re#o-nition o) *y a*$ition $y *y s(periors2 they sa" this a*$ition "hen I voi#ed it dire#t!y to the*% I $e!ieve I "as virt(o(s in a!! o) *y a#tions and in doin- so I not on!y "or1ed as an 564 *e*$er $(t it tr(!y $e#a*e a part o) *y $ein-% The 8o$ o) an 56T is to $e o) servi#e to those in need o) *edi#a! attention2 this servi#e res(!ted in *y o"n a#tions that e*$odied *y va!(es% I (sed po!iti#s $y voi#in- *y opinion to the ri-ht peop!e9 I voi#ed *y #a(se to the intervie" $oard "hen I )irst 8oined as a #adet and !ater to the president and the $oard "hen re7(estin- *y trainin- to $e#o*e an 56T% I )ee! thro(-h po!iti#s I "as a$!e to inspire others to s(pport *y a*$ition and #a(se% Last!y I )ee! I a#hieved rene"a! "hen !oo1in- $a#1 at *y ti*e "ith 4(**it 564 and re*e*$erin- that on every #a!! I a#ted "ith virt(e and di!i-en#e2 and $e#a(se o) that I "as a$!e to ho!d tr(e to a!! o) *y va!(es 4it(ationa! Leadership is (sed as a te#hni7(e that !oo1s not on!y at one theory $(t en#o(ra-es a !eader to (se his or her o"n dis#retion and #hoose a theory $ased on the *at(rity o) the peop!e they are !eadin-% There are )o(r !eve!s o) !eadership and there are )o(r di))erent !eve!s o) *at(rity asso#iated "ith this theory the )irst !eadership sty!e "hi#h is :te!!in-; is $est (sed "ith a -ro(p o) peop!e "ith !o" *at(rity% This -ro(p doesn t parti#(!ar!y "ant to "or1 and need #!ose s(pervision "hi#h -oes hand in hand "ith the :te!!in-; option% The se#ond option is :se!!in- "hi#h #an $e app!ied to a -ro(p o) peop!e "ho are s!o"!y $e#o*in- s1i!!ed in their tas1s and "ant to "or1% The third option is parti#ipatin-2 this is $est (sed )or the -ro(p that is ea-er to "or1 $(t are sti!! not 7(ite #o*)orta$!e "ith their o"n s1i!! !eve! and the !ast option is de!e-atin- "hi#h is (sed on a very *at(re -ro(p "ho are hi-h!y 7(a!i)ied and don t need *(#h s(pervision% D(rin- *y s(**er a)ter *y sopho*ore year o) #o!!e-e2 I o$tained a 8o$ as a tr(#1 driver )or a )ashion desi-n #o*pany% =hen I arrived in >t!anta )or *y )irst sho" it "as 7(i#1!y rea!i,ed that the #aterin- sta)) that "as hired "as in#o*petent o) #o*p!etin- their assi-ned tas1s% I then #han-ed ro!es )ro* a si*p!e tr(#1 driver2 to head #he) as "e!! as head $artender )or the desi-n #o*pany% I "as a$!e to -(ide this -ro(p o) in#o*petent #aterers in a "ay "here they $e#a*e a very (se)(! sta))% The "ay this "as sit(ationa! !eadership "as that I had to "or1 "ith the di))erent *at(rity !eve!s o) the -ro(p2 startin- o)) $y te!!in- the* ho" to do their 8o$s2 "e pro-ressed s!o"!y "ith ea#h *e*$er o) the -ro(p !earnin- ne" s1i!!s and $e#o*in- *ore *at(re2 (nti! at the end o) the "ee1 they had trans)or*ed into #o*petent "or1ers that "ere ea-er to "or1 and ea-er to assist *e in any "ay they #o(!d% The re!ationa! !eadership *ode! is *ade (p o) )o(r di))erent types o) s($ points% These s($+ points a))e#t $oth the individ(a! and the -ro(p and are ai*ed at a p(rpose2 in#!(sion2 e*po"er*ent2 and ethi#s% The )irst s($ point p(rpose is there )or the -ro(p% 5a#h *e*$er
Leadership Inventory Revised 1/25/2010 ?
'=.
'ro(p pro8e#ts and Hi-h !o" ropes #o(rses
.@.
Student will show !nowledge of the concept of constructivism
5B' 202 HDF 412
.1.
Students will descri"e personal examples of implementing constructivism
6TI pro-ra*
o) the -ro(p has his/her o"n p(rpose "ithin the -ro(p ea#h p(rpose sho(!d $e e7(a! th(s a!!o"in- )or everyone to have e7(a! inp(t% The reason everyone is e7(a! is $e#a(se this theory !oo1s do"n on hierar#hy and $e!ieves that ea#h individ(a! "o(!d "or1 harder )or the #o**on -ood instead o) "or1in- )or one o) their peers% The se#ond s($+point is in#!(sion9 this app!ies to $oth the individ(a! !eader as "e!! as the -ro(p% =hen a !eader does step (p it is i*portant )or hi* or her to re*e*$er to in#!(de everyone s perspe#tive despite ra#e2 -ender2 a-e2 or any other )a#tors% In#!(sion is a!so i*portant "hen the -ro(p is "or1into-ether2 it is i*portant )or a!! the peop!e o) the -ro(p to $e in#!(ded in any de#ision *a1inand a!! *(st $e in#!(ded in the division o) !a$or% The third s($+point is e*po"er*ent9 this is "here the !eader #ontin(es to *a1e the rest o) the -ro(p )ee! va!(ed so that everyone #ontin(es to "or1 di!i-ent!y to"ards the #o**on -ood% It is a!so i*portant )or the !eader to pat hi* or her on the $a#1 and a#1no"!ed-e "hat they did to he!p $ene)it the -ro(p% &y e*po"erin- the -ro(p a !eader #an 1eep his/her *ora!e (p as "e!! as the -ro(p s *ora!e "hi#h res(!ts in hi-her prod(#tivity and a sense o) tr(st $et"een the !eader and the )o!!o"er s "ithin a -ro(p% The )o(rth and )ina! s($+point is ethi#s% 5thi#s sti!! *(st $e #onsidered "hen (sin- this theory2 ethi#s are "hat $ind the -ro(p to-ether and "hat 1eeps everythin- )air and e7(a!% > !eader sho(!d (se -ood ethi#s $e#a(se i) he/she (ses -ood va!(es and ethi#s the rest o) the -ro(p "i!! )o!!o" res(!tin- in -ood individ(a! "or1 $y a!!% @o*$ined2 a!! )o(r o) these s($ points *a1e the pro#ess o) any -ro(p "or1 )!o" s*ooth!y and it ens(res an e7(a! division o) !a$or "ith a hi-h prod(#tion rate d(e to hi-h -ro(p *ora!e% In a!*ost every #!ass I have had in #o!!e-e I have had to parti#ipate in -ro(p pro8e#ts% =hi!e "or1in- in these -ro(ps I have )o(nd that !eadin- *y other -ro(p *e*$ers e))e#tive!y #an $e done (sin- the Rationa! Leadership *ode!% =hen *y )raternity and I "ent to the hi-h and !o" ropes #o(rse at ARI "e a!! had to "or1 in tea*s to a##o*p!ish one -oa!% =hi!e "or1inin these tea*s a !eader (s(a!!y stepped (p and assi-ned others a p(rpose% 5veryone s 8o$ "as e7(a!!y as i*portant and everyone "or1ed )or a #o**on -ood% >n e/a*p!e o) this "o(!d $e the !o" ropes #o(rse2 everyone had a 8o$ "eather it "as -ivin- a p(sh at the $e-innin- to -et so*eone *ovin- or #at#hin- the* at the end and -(idin- the* to sa)ety2 ea#h part "as e7(a!!y as i*portant% Those "ho did step (p to $e#o*e !eaders soon rea!i,ed they had to in#!(de everyone s opinion "hen p!annin- ho" an o$sta#!e "as -oin- to $e over#o*e $e#a(se ea#h one o) (s had di))erent s1i!! sets2 $y in#!(din- everyone s opinion the o$sta#!es "ere over#o*e "ith re!ative ease% 0n#e an o$sta#!e "as over#o*e the !eader o) the -ro(p "o(!d e*po"er the rest o) the -ro(p #o**endin- the* on a!! that they had done and then #o**ended the*se!ves on "hat they had #ontri$(ted% >$ove a!! in order to #arry o(t the #o*p!etion o) these o$sta#!es ea#h !eader had to !ead ethi#a!!y and )air!y and a##ordin- to the r(!es set )orth $y o(r instr(#tors The theory o) #onstr(#tivis* in *y "ords is to $(i!d (pon yo(r #(rrent ha$its and 1no"!ed-e "ith additiona! 1no"!ed-e -ained thro(-h hands on and e/perientia! !earnin-% I )ee! that thro(-h e/perientia! !earnin- and "or1in- "ith other s in an area o(tside yo(r #o*)ort ,one yo( $e-in to open yo(r *ind to ne" ideas and in a *etaphori#a! sense yo( $e-in $(i!d (pon the $(i!din- o) yo(r o"n 1no"!ed-e% In order )or #onstr(#tivis* to o##(r the person *(st have an open *ind and $e#o*e adapta$!e to the ideas and *ethods o) others2 they *(st $e open to rep!a#in- their o"n ha$its "ith ne" and $etter ones that they *ay !earn a!on- the "ay *(#h !i1e "hen $(i!din- or renovatin- a ho(se or a $(i!din- yo( *(st rep!a#e o!d and o(tdated *ateria!s "ith ne" *ateria!s in order to have the $est possi$!e str(#t(re% I !earned a$o(t #onstr(#tivis* in *y 5B' 202 #!ass and *y HDF 412% D(rin- *y e/perien#e in the 6TI pro-ra*2 I #a*e in as a #o*p!ete!y $!an1 s!ate as )ar as the tea#hin- and *entorin- side o) it "ent% I "i!! ad*it that I had severa! ha$its in p!a#e as a st(dent and *y o"n st(dy and #!ass roo* !earnin- te#hni7(es% @onstr(#tivis* p!ayed a *a8or ro!e )or *e $e#a(se in addition to the te#hni7(es that had $een #e*ented in *y *ind I
.).
Student will demonstrate !nowledge of experiential learning in leadership development A,ol"B
<9-.1)
.'.
Student will descri"e personal application of experiential learning in leadership development A,ol"B
6TI pro-ra*
needed to !earn ne" te#hni7(es that "o(!d a!!o" *e to $e an e))e#tive #!assroo* aid and *entor )or #hi!dren in -rades 1222 and .% 6y te#hni7(es "ere $ased on *y !earnin- needs as a #o!!e-e st(dent $(t o) #o(rse the 1ids I "as "or1in- "ith "ere on a #o*p!ete!y di))erent !eve!% =ith the he!p o) *y s(pervisors s(#h as the tea#hers in the #!assroo* CDe!!y &oise and De!!y 4*ithE I !earned ne" s1i!!s that he!ped *e dea! "ith 1ids "ith $ehaviora! iss(es as "e!! as s1i!!s that he!ped *e *otivate those aro(nd *e to -ain a!! they #o(!d o(t o) the #!assroo* e/perien#e% Thro(-h #onstr(#tivis* I -ained a "e!!+ro(nded vie" o) the #!assroo* d(e to *y prior e/perien#e as a st(dent and the ne" s1i!!s and ed(#ation I -ained as an aid and *entor )or the #hi!dren% In a *etaphori#a! sense I $(i!t (pon *y )o(ndation "ith the s1i!!s I -ained )ro* those aro(nd *e% Hope)(!!y in the )(t(re I #an #ontin(e to $(i!d (pon *y e/perien#e and ed(#ation% Do!$ s Theory o) e/perientia! !earnin- "as separated into )o(r parts the )irst $ein-2 #on#rete e/perien#e% In this sta-e the person enters a sit(ation or 8o$ "ith their o"n e/perien#es and ideas on ho" to approa#h a sit(ation% The se#ond sta-e is o$servation and re)!e#tion2 in this sta-e the person o$serves their sit(ation and re)!e#ts (sin- their o"n previo(s 1no"!ed-e on the ha$its they *ay (se to dea! "ith said sit(ation% The third sta-e is )or*in- a$stra#t #on#epts2 d(rin- this sta-e the person ta1es in "hat they have o$served and re)!e#ted (pon and )or*s ne" #on#epts that in#orporate the ne" *ateria! that they have 8(st re-istered in their *ind% The )o(rth sta-e is testin- in ne" sit(ations "here the person ta1es their a$stra#t theories and tests the* in a ne" sit(ation% The a$ove theory dire#t!y re!ates to *y e/perien#e in the 6TI pro-ra*% =hen I )irst entered the #!assroo* I had on!y *y #on#rete e/perien#e to re!y on% This #on#rete e/perien#e "as the *e*ories I had o) seventh -rade and ho" I re*e*$ered tea#hers rea#tin- to di))erent sit(ations that had #o*e (p )ro* ti*e to ti*e d(rin- #!ass% Thro(-ho(t this se*ester I have o$served and re)!e#ted (pon the tea#hin- sty!es o) severa! di))erent tea#hers as "e!! as read *any arti#!es on ed(#ation in p($!i# s#hoo!s and di))erent topi#s that "ere re7(ired readin)or the 6TI pro-ra*% >s I read these arti#!es and tho(-ht $a#1 to *y )e!!o" tea#her s in the #!assroo* s strate-ies I re)!e#ted (pon ho" I #o(!d (ti!i,e the* in *y o"n sty!e% I started to )or* a$stra#t ideas on ho" to $etter *otivate the 1ids and ho" $etter to dea! "ith $ehaviora! iss(es and then )ina!!y p(t *y theories into pra#ti#e% 4o*e o) these theories in#!(ded instead o) s#o!din- and sendin- #hi!dren ho*e "ith a note to their parents a$o(t *issin- "or12 I "o(!d "or1 individ(a!!y "ith 1ids d(rin- their !(n#h period or a)ter s#hoo! in order to -et the* #a(-ht (p and to insti!! -ood st(dy ha$its in the*% I a!so (sed persona! e/a*p!es o) *y past and *y a##o*p!ish*ents thro(-h hard "or1 and *otivation to *otivate 1ids in *y #!ass to "or1 harder and set -oa!s !i1e -ettin- into #o!!e-e )or the*se!ves%
Leadership Inventory Revised 1/25/2010
10
Outcome Category: nclusive Leadership ! Diversity and its Application to Leadership

<9- .1)

The cycle of socialization "y <arro starts with the individual at "irth it says that when "orn the individual has no mechanics in place guilt "ias pre:udices or ha"its they are essentially a "lan! slate. &s the infant develops into a toddler and adolescent they "egin to "e socialized on a personal level "y family teachers loved ones and they "egin to develop a sense of societal expectations norms values and rules. &s they grow older these early values norms societal expectations etc. are reinforced "y institutions such as schools medicine and the legal system. They are also reinforced "y culture such as media popular icons and music. this reinforcement ta!es place on the conscious and unconscious level. &s they mature into adult(s these "ecome full enforced ha"itual zed and "ecome stigmas for "ehavior for fear that if they don(t follow these societal norms they will "e penalized or persecuted. This results in anger guilt self*hatred stress and violence. The crucial part of the cycle comes next when the individual decides to change the way they pass on their social constructs to the next generation or whether they will reinforce the values and social norm(s that were pressed upon them as children. I was "orn as a "lan! slate as <arro say(s "ut as a child I was raised according to the generally accepted views of masculinity. I was taught that "oys were tough and didn(t cry that they played contact sports and that they were supposed to "e protective and gentle towards women. &s I got older coaches uncles parents and media such as movies and television reinforced these ideas. I was expected to participate and en:oy the norms that were presented to me as a child. &s an adult now my opinion(s to these norms are not negative as <arro states they should "e "ut they are more of a neutral standing. I do "elieve in the concepts of masculinity set upon me as a child "ut I also "elieve that if I were to have a son and he displayed feminine tendencies or was unhappy with the masculine norm(s forced upon him "y society I would fully support him in his opposition of said norms or social constructs The cycle of li"eration is separated into several parts. The first stage "eing the wa!ing up stage in this stage a critical experience or a slow development of a certain attitude trigger a moment of self* awareness in the individual. &n example could "e noticing anti*gay or les"ian remar!s are starting to anger you more and more due to the fact that you grew up with a gay si"ling. The next stage is the getting ready stage. Cnce an individual is made aware of this change in attitude they "egin to dismantle their previous misconceptions on a topic and "egin to re"uild their view "ased on their new attitude or realization. The third stage is the reaching out stage in this stage the individual has completely redeveloped their view on an issue and now "egins to reach out to people in order to test how their new view will "e received "y society they may "e challenged on their view "ut it is important for the individual to remain outspo!en and not silent. The next stage is "uilding a community in this stage the individual reaches out to similar minded people and even different minded people and tries to "uild up a community in support of their new view. +y "uilding a community you expand the range of your view5 cause with those who may "e different minded then you and you have made them see the value in your view(s even if they do disagree. The next stage is coalescing having now "rought down the "arriers "etween you and other(s with different views the individual can now move into action "ehind spreading their new views such as lo""ying protesting and fundraising. This stage is a"out educating the masses a"out the individual(s newfound view. The stage is creating change using the power of the coalitionJ you can "egin to reform social constructs around a view and "egin to transform how the world views a topic. The final stage is maintain this stage is the cement of the new view the new view must "e reinforced and monitored so that it stays in place and society does not revert "ac! to its old ways. This process is all united "y a core of support self*love "alance and positive change. I have an autistic cousin and having a cousin with a disa"ility has made me slowly "ecome more aware of how much we as a society especially my generation use the word retarded in common conversation.
0).
Student will demonstrate !nowledge of the 1#ycles of Socialization2 A<arroB theory and its uses in leadership
0'.
Students will demonstrate personal application of the 1#ycles of Socialization2
<9- .1)
Self*evaluation
0..
Student will demonstrate !nowledge of the 1#ycles of >i"eration2 A<arroB theory and its uses in leadership
<9- .1)
04.
Student will demonstrate personal application of the 1#ycles of >i"eration2
family
A<arroB
08.
Student will demonstrate !nowledge of the 1#onfiguration of 7ower2 A-ran!linB and its relationship to leadership
<9- .1)
0;.
Student will demonstrate personal application of the 1#onfiguration of 7ower2 A-ran!linB
Self*evaluation
0=.
Student will demonstrate !nowledge of racial identity development via the #ross <elms or other models A-erdman G $allegosJ ,imJ <orseJ etc.B
<9- .1)
I had my moment of realization my freshman year of college when my roommates were watching a documentary on down syndrome and were ma!ing fun of the people in the documentary and calling them retarded. I analyzed my own actions of the past and !new I was guilty of using the word in common conversation and I felt a sense of regret. I then "egan to dismantle my "eliefs that :ust "ecause something occurs in common conversation that doesn(t ma!e it o!ay to say. I challenged my roommates with this new view and they moc!ed me for "eing so passionate a"out what they considered to "e a minor offense. I "egan to reach out to other(s who were similar minded in order to gain support for my argument and with their support I once again tal!ed to my roommates they soon "egan to see the validity of my reasoning and although they still didn(t see it as a ma:or offense they respected my view. I then "egan the coalescing stage of my cycle of li"eration and "egan to participate in active discussions with my aunt and organizations such as autism spea! in order to educate myself as well as my peers. I created change "y changing the outloo! of my friends and made sure that they did not use offensive language and treated those with disa"ilities with the respect they deserve. I still maintain this change "y "eing an ally for those with disa"ilities and calling out in:ustice when I see it. -ran!lin(s configuration of power is separated into a series of rings and each ring is allotted a certain amount of power. The inner most ring or core "eing economics the economic structure of society puts power in the hands of those who are in charge of the wealth in society for example who hire(s or fire(s someone or who owns the land. The ring surrounding that is the politics ring this ring encompasses people who protect the economic interests of society they also address the root causes of pro"lems within society. The third layer is the "ureaucratic layer these people are hired "y politicians they include law enforcement wor!ers in the penal system and they protect the politicians. the next layer is the controllers of sym"ols these include religious leaders teachers the media pop culture icons and these people train the youth to uphold the configuration of power. 7eople residing "eyond the configuration include minorities women gay5les"ians grass roots religious leaders and others who would "e considered target groups to the groups within the configuration My personal application of the fran!lin configuration of power includes my own personal awareness of where I lie within5 outside of the configuration of power. &s a twenty one year old college student I am not in the configuration of power I do not have any su"stantial wealth to my name I am not a political figure I am not in law enforcement and I am not in charge of the sym"ols of society. I am outside of the configuration of power due to my economic class and my current impacts on society. &s I grow older and continue my education and o"tain a career hopefully I can ma!e my way into the economic layer or core of the configuration as a land owner and a person who controls my own wealth. If I ever end up as a high ran!ing official within my career I may even "e in charge of hiring or firing people and having that power over them. If I choose to pursue a career in the military it can "e argued that I would also have power in the "ureaucratic layer as I would "e protecting the political and economic interests of those in power within &merica. Racial identity development is separated into two parts the white racial identity development and the "lac! racial identity development. The white racial identity development starts with contact this is the stage where the white person has no preconceptions a"out people of color from their friends family or society in other words they have no sense of differences. The next stage is disintegration at this stage the sense of ignorance is replaced with a realization of white privilege and emotions such as guilt can "e felt. 9uring this stage feelings of denial of any privilege also occur and denial of the entire idea of racism can occur. The next stage is reintegration during this stage white people "egin to gain the desire to "e accepted "y other white people and loo! at people of color as a source for their discomfort they often avoid people of color if at all possi"le. The next stage is pseudo independence where the white person "egins to reexamine their views on racism and white superiority and "egin to attempt to assimilate themselves into the culture of people of color. 9uring this stage it is common for the white person to "e loo!ed down upon "y white people in the disintegration stage and "lac! people who may dou"t their motives. The next stage is immersion during this stage the white person "egins to feel uncomforta"le in their assimilation attempts and reevaluates how their role as a white person in society
4@.
Student will demonstrate personal application of modelAsB of racial identity development a"ove
<9- .1)
Self*evaluation senior year Apersonal meditationB
41.
Students will demonstrate !nowledge of McIntosh(s theory of privilege and its relationship to leadership
<9- .1)
4).
Student will demonstrate personal application of McIntosh(s theory
Self*evaluation
4'.
Student will descri"e the differences and similarities of individual and institutional oppression and relationships to
<9-.1)
should act. It is in this stage that they start to learn of anti*racist white people who have "een agents for social change. The final stage of %RI9 is autonomy during this stage the white person is fully aware of their role in society as a white person and uses their new found !nowledge to challenge racism when they encounter it this is an ongoing phase "ut it must "e continually adapted to confront all forms of racism. The second part of this model is the +lac! racial identity development.. >i!e the white racial identity development it is also separated into stages the first "eing pre encounter. In this stage there is a sense of denial of the notion that racism is an issue in society and they try their "est to fit into a white society and "elieve that they can ma!e it in society with the same amount of hard wor! as white people. The second stage is encounterJ during this stage the "lac! person encounter(s an event or series of events where they "egin to realize the difference "etween themselves and white culture. This stage "reeds a sense of the "lac! person feeling they are a part of a racially targeted group. The next stage is emersion during this stage the "lac! person "egins to immerse him5herself in "lac! culture and exploration of "lac! history. This stage is usually supported "y the "lac! community. /verything is a"out proving yourself a mem"er of the "lac! community. The next stage is internalization which occurs when the "lac! person is more secure in their "lac! identity and changes their attitude of trying to prove themselves to an attitude of exploration of what it really means to "e "lac!. 7eople in this stage are willing to reach out to people of other cultures including whites in an attempt to "uild relationships. The final stage is internalization commitmentJ much li!e the last stage in this stage the "lac! person has a very positive outloo! on their racial identity however in this stage they commit themselves to using their new found !nowledge to creating an action plan to help those in oppressed groups. %hen loo!ing at the white racial identity model a"ove I have to loo! at myself as a mem"er of the immersion stage. I am not so much uncomforta"le with my whiteness "ut there is still much I need to learn in order to "ecome a part of the autonomy stage. In my minor I have learned a"out how to "e an anti*racist ally and I hope that with continued education and experience I can "ecome a fully anti*racist ally to people of color. In order for me to do that though I must study more in depth other cultures and "ecome fully aware of all the advantages I have as a white man. McIntosh(s theory of privilege is centered on white privilege. She states that the idea of white privilege is similar to the idea of male privilege that "eing that those who are awarded these privileges is often in denial that they exist. -or example a white person is raised to see themselves as societally neutral they have no disadvantages and no advantages they are "orn on a level playing ground and it is up to their independent will to ma!e something of themselves. This is not the case McIntosh argues thoughJ she did a self*evaluation and came up with )4 reasons of how she as a white woman is afforded privileges that her colleagues of color were not. She states that this is not the fault of a white person they are :ust raised that way and conditioned to thin! they are helping other(s reach a societal neutral status that they themselves have. <er colleague states that people in a societally privileged class who wor! to "enefit others are seen as helping 1them2 "ecome more li!e 1us2. The conclusion of her theory states that there is privilege in society "ased on your identity whether it is racial or gender "ased and awareness of this privilege must "e made "efore you can truly wor! towards e3uality. &s a white heterosexual male I am aware that society has afforded me privileges that may not "e availa"le to those who are different than me. -or example when wal!ing into a store I do not have to worry a"out "eing followed "y a shop !eeper "ecause they suspect me of stealing something this is not a privilege people of color will always have. &s a man I am afforded the privilege of preference over women in the manual la"or field "eing a man comes with the stereotype that I am stronger than a woman and therefore I will most li!ely "e chosen over a woman in a :o" that re3uires manual la"or. I am aware of my privileges and "y "eing aware I am a"le to ma!e the changes needed to create e3uality in society. Institutional oppression is oppression that ta!es place in society "ased upon the oppression of a social group or racial group or gender etc. "ased solely on stereotypes and it is reinforced "y the societal norms. -or example the idea that women cannot complete the same type of hard la"or :o"s as men
leadership
4..
Student will show !nowledge of effective leadership as it relates to change agency
<9- .1)
40.
Student will descri"e personal examples of "eing a change agent
Sigma 7hi /psilon and URI
44.
Student will create a personal code of inclusive leadership
48.
Student will demonstrate !nowledge of the 1Model of Intercultural Sensitivity2 "y +ennett and its uses in leadership
<9- .1)
4;.
Students will demonstrate personal application of the 1Model of Intercultural Sensitivity2 "y +ennett
<9- .1)
"ecause they are the 1fairer2 gender. This is in many cases not the case at all. Individual oppression is oppression from one person to another "ased on their own social stigmas a"out a social group. -or example and owner of a small "usiness not hiring an Irish man "ecause he "elieves in the stereotype that all people of Irish decent are alcoholics. In order to "e a successful change agent a person must "e aware of their social standing. +y this I mean they must "e aware of where they stand and the privileges that they are entitled to "y society. & white straight #hristian male will "e afforded certain privileges that a "lac! gay Dewish man may not. +eing aware of these societal differences is the !ey to "eing a change agent. The :o" of a change agent is to stand up and say something when they see social in:ustice ta!ing place. It is not their :o" to act as if they are victims of that social in:ustice "ut rather to "ecome allies of the victims and empathize with struggles they may "e going through. Cnly "y doing this can social change ta!e place. Cne of my fraternity "rothers who is now an alumni is an openly gay man. In my fraternity and all around campus I hear people ma!e fun of or criticize people for "eing gay. %hen I hear these :o!e(s I try my "est to step up to the plate and say something to the individual. I am not gay myself "ut "eing sensitive to the social pre:udice that gay people feel is a large part of my role as a change agent. I try to ma!e other(s aware of the "ehavior "ecause in a lot of cases they don(t even realize that they are "eing insensitive or pre:udiced and I thin! that is one of the main reasons why we need more change agent(s in our society to defeat the notion that saying 1dude that was so gay2 is an o!ay thing to say. My personal code of inclusive leadershipK &s a leader in any situation whether it "e related to my class wor! my fraternity my professional life or any other organization I am apart of I vow to !eep my mind open to all trains of thought and to not exclude anyone(s opinions "ased on race ethnicity gender religion sexual preference or any other identity. I will form plans of action and utilize my team "ased on trends of efficiency productivity and compati"ility. My own opinions will not "e "ased off of stereotypes and I will do my "est to remain un"iased and to ignore any predispositions I have towards anyone I wor! with. +ennet(s model of intercultural sensitivity is separated into six parts. The denial of difference the defense against difference the minimization of difference the acceptance of difference the adaptation of difference and the integration of difference. This model descri"es the individual and the stage at which they have accepted the idea that they are different than others. The first stage 1denial2 relates to those who deny there are differences "etween culture for example those who ma!e naive o"servations a"out a populous of people people in this stage often have a tendency to dehumanize outsider(s. The second stage AdefenseB relates to those who realize there is a difference in cultures and often respond negatively to any culture that is not their own. The greater the difference in culture the greater the negativity. The third stage minimization of difference relates to those who recognize the differences "etween cultures mostly on overt things such as differences in eating or common practices "ut minimize the idea that they really are that different. & good phrase to use would "e 1we are all children of god weather they !now it or not2 which still implies and heir of superiority and recognizes the differences in cultures. The fourth stage &cceptance of difference applies to those who accept the fact that there are cultural differences and appreciates the views that can come from viewing something through a different cultural perspective. The adaptation of difference applies to those who can utilize intercultural communication feel empathy and understand and are a"le to "e understood "y different cultures. The final category is the integration of difference this applies to those who internalize the views of different cultures they can su"consciously view any situation from a different culture(s perspective and they don(t see themselves as any one cultural identity. In my personal opinion I fall in the acceptance of difference stage. I am fully aware that I am a white heterosexual male of an middle class income in an &merican culture. I appreciate the views of those who have different cultural identities and I try my "est to see a situation through their perspective
14
Outcome Category: Critical Thin"ing

<9- .1)

The principles of critical thin!ing are as follows. Iou must gat4her complete information when assessing a pro"lem free of personal "ias. Iou must analyze the situation present using the information you are provided and chec! the credi"ility of the sources that provided the information. Iou must step out of your own ideas and ideals in order to gain a well*rounded view of the su":ect all while incorporating the ideas of others while wor!ing in a group. &nd finally you must use all !nowledge and information gained during analysis to determine a solution. /ven information not deemed useful should "e explained why it was not deemed useful. 9uring my time as a mem"er of the sigma phi epsilon standards "oard I often had to deal with discipli=nary cases in my fraternity. In one instance a fight had occurred "etween two "rothers and they were "oth "rought up on standards. I had not "een witness to the fight so it was important that I !eep an open and un"iased mind when listening to the trial. %e as a standards "oard gathered information from "oth parties other "rother(s witness to the event and the owners of the house that the fight occurred at. %e used the information we gathered to analyze an appropriate course of action and proceeded to mandate a mediated meeting "etween the two parties Aso that they may "etter wor! out their issuesB and a social pro"ation for "oth parties involved. The first step in decision ma!ing is to identify the pro"lem without identifying the pro"lem and the correct causes then the pro"lem will never "e resolved. The second step is to identify alternatives to the cause of the pro"lem and solutions to the pro"lemJ in this stage it is important to !eep an open mind. The third step is to evaluate the alternatives to the cause of the pro"lem and solutions for example some of the alternative motives that come up in the identification stage may not have any relation to the issue. The fourth step is to ma!e a decision on all of the alternative causes and courses of action to solve the pro"lem. In this stage it is important to eliminate the lower ran!ing alternatives and to really deeply evaluate the possi"le solutions to the pro"lem and the fifth and final stage of the decision ma!ing method is to implement the chosen solution. &fter you have evaluated all of the possi"le solutions it is important to implement the "est one and to ma!e sure that the solution is followed through with especially if it is a solution that re3uires a long process. In the example of the fight I used in outcome 8@ %e as a standards "oard needed to ma!e a decision. %hile we discussed all of the information we drew conclusions on what the possi"le causes of the conflict were for example had there "een "uilding tension in the past was this a recurring offense was this "ehavior standard of one or more of the parties involved. Cnce we esta"lished the source of the pro"lem we "egan to discuss solutions many were proposed among the group and all were considered. %e considered how this punishment would reflect on the "ehavior accepted "y other fraternity mem"ers and how this punishment5 solution would help each party involved to overcome their issues to insure that this type of thing never happened again. Cnce we had narrowed down our list we decided on mediated meetings "etween the two parties to assure that any issues they had amongst themselves were sorted out in a controlled and safe environment and we decided on social pro"ation to set a precedent that "ehavior li!e this would not "e accepted within the fraternity. #onflict management methods include colla"orating compromising withdrawing forcing and smoothing. #olla"orating focuses on a win win situation where "oth parties use their individual agendas to compliment and "oost each other(s opportunities. This style of conflict management focuses on meeting "oth people(s agendas to the highest extent. The next strategy is compromising this is when two parties with separate agendas utilize a give and ta!e type of agreement where one party give(s up a re3uirement in return for the allowance of another re3uirement in a solution. In this strategy "oth parties e3ually give and ta!e. The third strategy is withdrawing this occurs when one party completely withdraws his or her agenda in order to find a 3uic! solution this strategy is often used in a 1choose your "attle(s2 type of environment. This type of strategy can often lead to self*
4=.
Student will show !nowledge of principles of critical thin!ing Alogic is used in this minorB
8@.
Student will demonstrate proficiency of critical thin!ing
Sigma 7hi /psilon standards "oard
81.
Student will show !nowledge of at least five decision ma!ing methods
<9- .1)
8).
Student will descri"e personal examples of having used five decision ma!ing methods
Sigma 7hi /psilon Standards +oard
8'.
Student will show !nowledge of at least five pro"lem solving 5 conflict management methods as well as understanding the roots of conflicts
<9-.1)
8..
Student will descri"e personal examples of having used five pro"lem solving 5 conflict management methods (if student has been trained in mediation, that information goes here)
Sigma 7hi /psilon Standards +oard
80.
Student will descri"e what it means to analyze criticize synthesize and utilize information as a leader
<9- )=@
84.
Student will demonstrate !nowledge of leadership that is used in crisis
<9- .1)
resentment or the resentment of others in the group. The fourth is forcing where one party forces their agenda in order to find a 3uic! solution this can have its downsides including resentment from other parties involved "ut li!e withdrawing it offers a 3uic! solution. The fifth strategy is smoothing where you accept the terms of another person(s agenda "ased on factors such as realizing you were wrong or that the issue is not as important to you as it might "e to others. This is different from withdrawing in that when you withdraw you still maintain the idea that your agenda has at least e3ual value to other agendas presented during pro"lem solving. #onflict management is an everyday issue for me as a mem"er of the standards "oard in my fraternity. In many instances it is not only dealing with the conflict that is presented to us as a disciplinary "oard "ut also conflict amongst us as we decide how to interpret a case the "ylaws or a proper course of action. In the past I have used colla"orating in order to highlight the common interests we all shared as a standards "oard such as deciding on mediated meetings "etween "rother(s who have an issue. I have also used the strategy of compromising when creating a new "ylaw with the standards "oard where I decided to give up my desired amount of re3uired study hours a wee! A)@ for those on academic success plansB which was later re3uired to "e 10 in favor of having an individual academic mentor assigned to the "rother on an academic plan Athis was unfavora"le "ecause older "rother(s did not want the added responsi"ility of 1"a"y sitting2 younger "rothers who had not done wellB. I had utilized withdrawing my agenda when discussing a certain "rother(s expulsion "ecause of his attendance at re3uired chapter event(s due to the rampant support he received from the rest of the standards "oard a"out giving him a second chance. I had later utilized the strategy of forcing when I had to expel that same "rother a semester later when he continued to no attend events and had actually cost the fraternity money in national fines. This was an unpopular decision "ased on the fact that the "rother was very li!ea"le "ut it was one that needed to "e made. &nd I had utilized the strategy of smoothing when I a"stained my vote on an issue that occurred at an event where I was not in attendance and instead let the other mem"er push their agenda(s since they had "etter !nowledge of the original cause of the incident. &s a leader it is imperative that you analyze information given to you meaning that you ta!e any information whether it "e a hard copy of research or an article and you close read it ta!ing in all of its facets and finite information. Iou must criticize the information that you have :ust analyzed and determine its relevance accuracy and it(s merit "ased on the nature of its source A"iased or un"iasedB and then decide whether or not it is prevalent to the issues at hand. Then you must synthesize the information you have deemed prevalent into your own decision ma!ing agenda in order to form a "etter*rounded course of action. -inally you must utilize this information "y using this new agenda that is made up of your own !nowledge and !nowledge that you have analyzed criticized and synthesized in order to ma!e your new agenda. &fter the agenda is esta"lished you utilize it "y delegating the proper tas!s to the proper people so that the agenda is carried out on all fronts. The &raden 5t >! #risis *ana-e*ent theory is separated into three phases an or-ani,ation -oes thro(-h $e)ore2 d(rin-2 and a)ter a #risis% The Theory a!so de!ves into seven strate-ies !eaders #an e*p!oy in order to -(ide their or-ani,ation thro(-h the #risis% The three phases are the preparation phase2 "hi#h ta1es p!a#e !eadin- (p to the #risis2 stress is !o" and this is the phase "here an or-ani,ation is #o*)orta$!e and has perhaps o(tdated and (npra#ti#ed pro#ed(res )or dea!in- "ith #risis "hen it stri1es% The se#ond phase is the e*er-en#y phase2 this o##(rs as #risis hits the or-ani,ation2 and stress !eve!s i**ediate!y spi1e and the or-ani,ation is thro"n into t(r*oi!% The !ast phase is the adaptive phase2 this phase o##(rs to"ards the end o) the #risis and in the a)ter*ath2 the stress !eve! de#reases and a !earnin,one is esta$!ished% *aintainin- the pro#ed(res !earned in the !ast phase is #r(#ia! in order )or the or-ani,ation to not #y#!e $a#1 and $e sent into #haos "hen #risis inevita$!y stri1es a-ain% The seven !eadership strate-ies that #an $e (sed to !ead an or-ani,ation o(t o) #risis are2 !ead )ro* the )ront2 )o#(s on the #ore p(rpose2 $(i!d the tea*2 #ond(#t #ontin(o(s p!annin*iti-ate the threat2 te!! the story2 and pro)it )ro* the #risis% These strate-ies are app!ied over
88.
Student will descri"e examples of leadership in crisis situations
<9- .1)
H(dson River 3!ane #rash
the #o(rse o) the #risis2 o)ten severa! o) the* $ein- #o*$ined to he!p so!ve the pro$!e*2 ho"ever not every strate-y is e7(a!!y app!i#a$!e to every #risis =hen I "as in hi-h s#hoo!2 I "as an 56T )or the to"n o) 4(**it Be" <ersey9 this to"n is !o#ated a$o(t thirty *in(tes )ro* Be" For1 @ity% I "as on #a!! the day o) the H(dson river p!ane #rash% 6y preparation phase as "e!! as the rest o) *y #re" in#!(ded a very ri-oro(s 56T e/a*2 "hi#h #overed everythin- a nor*a! 56T "o(!d en#o(nter in the )ie!d2 $(t #risis sit(ations !i1e this "ere rare in *y area and I never e/pe#ted to have to pra#ti#e those s1i!! s in the )ie!d th(s *a1in- the *e*ory o) *y trainin- s!i-ht!y i*paired% The e*er-en#y phase o) this #risis is "hen "e re#eived the #a!! )ro* #entra! #o**and that "e "ere $eindispat#hed to the in#ident% =e a!! r(shed in a #haoti# *anner tryin- to o(t)it o(rse!ves and the a*$(!an#e to dea! "ith hypother*i# patients% The a*$(!an#e "as nor*a!!y sto#1ed )or s($(r$an and hi-h"ay in#ident s and it needed an entire ne" set o) e7(ip*ent% >s "e rea#hed the #enter o) operations near the H(dson "e "ere p!a#ed on stand$y "ith *any other #re"s "hi!e spe#ia!i,ed res#(e (nits "ere dispat#hed into the river% This "as "hen the adaptive phase too1 p!a#e% >s a #re" I and *y )e!!o" 56T s and *y #re" #hie) a!! did a se!)+ana!ysis on ho" "e #o(!d have rea#ted $etter and $een *ore prepared% >)ter the in#ident "e sti!! pra#ti#ed a variety o) #risis sit(ations so as not to $e #a(-ht in that sit(ation a-ain% The !eadership strate-ies that *y #re" #hie) e*p!oyed "ere !ead )ro* the )ront2 he (sed his ran1 to #o**and order "hi!e sto#1in- the a*$(!an#e2 and he too1 point in the 564 )irst responder tr(#1 "hen "e set o(t to the #rash site% @entra! @o**and #ond(#ted #ontin(o(s p!annin- and $(i!din- the tea* $y dispat#hin- *(!tip!e #re"s to ins(re there "ere p!enty o) e*er-en#y personne! on hand to he!p the vi#ti*s and they 1ept (p to date "ith the initia! #rash and eva#(ation o) vi#ti*s% >!! o) the individ(a! #re"s as "e!! as #entra! #o**and )o#(sed on the #ore p(rpose o) retrievin- the vi#ti*s2 and providin- *edi#a! aid to the*2 and they a!! "or1ed to-ether to *iti-ate the threat o) anyone $ein- -rave!y in8(red or dyin- Cnot one person diedE% >)ter"ord s2 *y #re" #hie) as1ed (s a!! to te!! the story )ro* o(r o"n perspe#tive in order to -ive hi*se!) a *ore "e!!+ro(nded vie" o) ho" he #o(!d $etter train (s in the )(t(re2 and "e pro)ited )ro* the #risis $y -ainin- va!(a$!e e/perien#e and $ein- provided "ith a rea!ity #he#1 that #risis #an happen any"here at any ti*e%
Outcome Category: nterpersonal and Organi#ational Concepts $ S"ills
1.
Outcome
Target class
<9- .1)

&ctive >istening is a tool used in crucial conversations. In order to active listen you must not only here the other parties reasoning "ut you must interpret it as well. It is important to remain un"iased and to fully listen with an open mind free of your own conversational agenda. In order to truly actively listen you must not only not interrupt "ut listen to and respect the arguments of the other parties. It is not a"out having an agenda previous to the conversation "ut rather to ta!e the conversation in strides and listen and respond to the points made "y the other parties. In my com'01 class I was assigned a group presentation for our final tech presentations. 9uring the process of planning this event it was very important that I utilized the s!ills I learned in <9- .1). +eing an /nglish ma:or I !new I was at a disadvantage to the other communications ma:or(s in my group and although I had made many presentations in my time here at URI I !new that they had "etter oratory s!ills than I did. It was important that I listen to them and they(re ideas for a layout "ut in addition to !eeping an open mind and fully listening to them I was still a"le to add my input such as using the program prezi so that we could all wor! on the pro:ect from different areas. $iving and accepting feed"ac! is essential to ena"ling progress to occur within any facet of life. %hen giving feed"ac! it is important to remem"er that simply stating someone did well or "ad is not going to help that individual. It is most important to offer them constructive criticism that lets them !now what they struggled with and how they can "etter i=mprove for example when giving someone feed"ac! on a speech it is not constructive to point out how many times they used filler words such as 1li!e2 "ut rather to offer them suggestions on how they can "etter utilize transition techni3ues to eliminate the need for filler words. %hen accepting feed"ac! it is important to realize that the person giving you feed"ac! isn(t trying to hurt your feelings "ut rather give you ways to "etter improve yourself. If your criti3uer is not offering constructive criticism it is also important that you see! criticism from other sources so that you may "etter improve yourself. %hile giving and accepting feed"ac! the niceties of compliments are welcome "ut they should not "e the foundation of feed"ac! no one gets "etter from the word(s good :o". In my classes of #CM '01 and <9- )=@ I was faced with many opportunities to give and accept feed"ac!. In #CM '01 we conducted moc! interviews for :o"(s related to our ma:ors. &s we conducted the interviews we were criti3ued "y a fellow student on our a"ilities as an interviewer and "y our professor as an interviewee. This criticism although sometimes hard to ta!e was very constructive and helped me prepare for interviews that eventually lead to me o"taining a :o" post*graduation. In the class <9-)=@ we had to ma!e many speeches "ased on leadership theory and a variety of other topics. &fter each speech we were criti3ued "y the class and the presenter on everything from "ody language to content to the speed of tal!ing and not going over the time allotted. I found all of this criticism and feed"ac! incredi"ly useful and to this day when ma!ing a presentation or pitching an idea I find myself utilizing the s!ills I had sharpened through utilizing the feed"ac! offered to me in these classes. In order to effectively conduct a meeting no matter what the size is you need to have a few things. The first "eing plenty of notice if you are conducting a meeting you want to give at least twenty four hours of notice to the rest of your group. The second along with the announcement of a meeting time is to give an agenda of what is to "e expected on the day of the meeting and what will "e discussed during the meeting. Cn the day of the meeting the leader must strictly adhere to the agenda set forth so that the group stays on topic and at the end of the meeting along with a conclusion the leader must give a "rief overview of what is expected for the next meeting "y all group mem"ers. In my tech presentation for com'01 I too! the lead on organizing our three mandatory meeting times. I utilized sa!ai as a way to communicate with my group mem"ers and "efore every meeting we set a time meeting place and agenda of things to do. 9uring our meetings I showed my group how to use the program 7rezi .&fter each meeting we would discuss when and where we would li!e to meet again and then I would ma!e a post on sa!ai a"out it under our forum. 9ifficult people in my mind are difficult "ecause of their close mindedness to other people(s ideas. %hen dealing with a difficult person it is often helpful to actively listen to their pro"lems or o":ections and to not interrupt. This is not a sign of wea!ness on the listener(s part "ut rather an opportunity to put themselves in the shoes of the difficult person and see where they are coming from. +y actively listening with an open mind you have the opportunity to "e on the same page as the difficult person and from there it is much easier to "uild towards a solution. %hen responding to the difficult person it Leadership Inventory Revised 1/25/2010 1? helps to tal! in steady even tones that express the fact that you are seriously involved and that you desire to find a solution to the pro"lem. It is important to !eep eye contact and to touch upon the issues presented "y the difficult personJ this will assure them that you were listening and that you have
8=.
Student will demonstrate !nowledge of active listening techni3ues
;@.
Student will descri"e examples of using active listening s!ills
<9-.1) #CM'01
-inal presentation #CM'01
;1.
Student will show !nowledge of techni3ues regarding giving and accepting of feed"ac!
#CM '01 <9-)=@ <9-.14
;).
Student will descri"e examples of giving and accepting feed"ac!.
#CM '01 <9- )=@
;0.
Student will show !nowledge of organizing meetings 5 setting agendas 5 and leading meetings
#CM'01
;4.
Student will descri"e personal examples of organizing meetings 5 setting agendas 5 leading meetings Student will show !nowledge of techni3ues for wor!ing with difficult people
#CM'01
;;.
<9-.1)
Man7ower G &TGT

Jayinventorynew

Uploaded by

Copyright:

Available Formats

Jayinventorynew

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Jayinventorynew

Uploaded by

Copyright:

Available Formats

Outcome Category: Self-Leadership

Outcome Target class Additional Experiences

Descriptive notes regarding learning and practice

Student will demonstrate autonomy and a minimized need for approval

Student will demonstrate personal organizational and academic examples of self*discipline

Sound Mind Sound +ody program

Student will demonstrate the a"ility to manage emotions

Student will demonstrate !nowledge of stress management methods

/xercise eating healthy healthy life style living.

Student will demonstrate the a"ility to manage stress

1Insomnia2 doctors visit.

Sig/p standards "oard

<9-.1) >eadership retreat

Sig/p /psilon #oordinator

#areer planning #areer

career inventories etc.B

Outcome Category: Leadership Theories

Descriptive notes regarding learning and practice

Student will descri"e personal application of the a"ove theory

#hurch mission trip

Student will show !nowledge of the 1Scientific Management2 theory of leadership

Student will descri"e personal application of the a"ove theory

Student will descri"e personal application of the a"ove theory

Student will show !nowledge of 1Theory H and Theory I2 theory of leadership

Student will descri"e personal application of the a"ove theory

<igh School %restling

Student will descri"e personal application of the a"ove theory

+ig +rother >ittle +rother fraternal relationship

Student will descri"e personal application of the a"ove theory

+alanced man program

Student will descri"e personal application of the a"ove theory

6ector Mar!eting Salesman

Student will show !nowledge of the

Student will descri"e personal application of the a"ove theory

Cutdoor environmental clu"

Student will descri"e personal application of the a"ove theory

Student will descri"e personal application of the a"ove theory

Student will descri"e personal application of the a"ove theory

4herri Hi!! <o$

Student will descri"e personal application of the a"ove theory

'ro(p pro8e#ts and Hi-h !o" ropes #o(rses

Student will show !nowledge of the concept of constructivism

5B' 202 HDF 412

Students will descri"e personal examples of implementing constructivism

Student will demonstrate !nowledge of experiential learning in leadership development A,ol"B

Leadership Inventory Revised 1/25/2010

Outcome Category: nclusive Leadership ! Diversity and its Application to Leadership

Descriptive notes regarding learning and practice

Students will demonstrate personal application of the 1#ycles of Socialization2

Student will demonstrate personal application of the 1#ycles of >i"eration2

Student will demonstrate personal application of the 1#onfiguration of 7ower2 A-ran!linB

Self*evaluation senior year Apersonal meditationB

Student will demonstrate personal application of McIntosh(s theory

Student will show !nowledge of effective leadership as it relates to change agency

Student will descri"e personal examples of "eing a change agent

Sigma 7hi /psilon and URI

Student will create a personal code of inclusive leadership

Leadership Inventory Revised 1/25/2010

Outcome Category: Critical Thin"ing