leadership outcomes
TRANSCRIPT
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HebertOutcome 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
HDF 190 GSA; Pillar Peer Educator
High school is universally known as a time in one’s life where the approval from others especially matters. Because of my involvement in being a leader of my school’s GSA and by being a Pillar Peer Educator, I was able to develop into my full self by being proud of my interests and projecting them onto my peers. Through knowing what values I believe in, I was able to influence others to be who they are and not feel the need to conform to any social norms. My involvement within my school’s GSA allowed me to project my beliefs while being an ally and supporter for those who need it. Along with this, my involvement in my school’s Peer Educator program allowed me to demonstrate my interest in mentoring/teaching others without fearing judgment from my peers. Through using my value strength of bravery, I was able to not put aside my personal interests for the approval of my peers.Through taking HDF 190, I have learned about different aspects about myself. I have learned about my strengths, the weaknesses from these strengths, different leadership styles, time management, and how to work effectively in a group. Knowing this information allows me to proceed with my future endeavors without the fear of needed approval from others.See Evidence #1
2. Student will demonstrate personal, organizational, and academic examples of self-discipline
Accelerated Honors Anatomy & Physiology
Riding in the Pan-Mass Challenge; taking challenging academic courses
By taking challenging academic courses throughout my academic career I have been able to develop a sense of self-discipline. An academic example of this is through taking an honor accelerated anatomy and physiology class during my senior year of high school. Going into the class I understood that the workload was extensive, but knew that I was up for the challenge. By constantly reading, studying, and memorizing terms I was able to succeed in that class, despite doubts that I had about my abilities. I could have taken an easy course load during my senior year, but I wanted to prove to myself that I could handle that amount of work.Another example of my self-discipline is through my involvement in the Pan-Mass Challenge. The Pan-Mass Challenge, or PMC, is an
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Hebertannual bike race across Massachusetts that raises money for cancer research. Two years ago, when I first initiated a team to ride, I decided to volunteer at one of the water stops along the 126-mile course. Feeling like a part of my PMC adventure was missing, I decided to ride in the 50-mile bike race in August 2013. I trained for this event religiously over the summer and felt very satisfied when I finished the race. I also ended up raising double the amount of money that I planned to raise. Although along the race I had many doubts that I could finish in one piece, I kept on peddling towards my goal and achieved it.See Evidence #2
3. Student will demonstrate the ability to manage emotions
AVS 101 Lifeguarding In my Animal Science class during Fall semester 2013, we covered a section on cruelty and testing on animals. This topic area upset me deeply because I am a firm believer in the rights of animals. Although this lecture was difficult to get through, I was able to put my objective opinion aside and learn about the other side to the controversial topic.Being a lifeguard has taught me a lot about how to be a patient, fair, and authoritative presence within society. While lifeguarding I have to be able to enforce the rules and regulations of the pool/waterfront that I am working at. Sometimes it is difficult to do this because I may not agree with the rule/regulation, but I still need to enforce it. There have been many instances where patrons will argue with me about certain rules at the pool/waterfront that I work at and I have to manage my emotions by not acting out aggressively towards them.See Evidence #3
4. Student will demonstrate knowledge of stress management methods
Health & Wellness Classes
Facilitating and taking health and wellness classes
As a peer educator during my senior year of high school, I had the privilege of teaching Health and Wellness classes to freshmen and sophomores once a month in a classroom setting. For these classes (in particular the class where I taught the underclassmen about stress management tactics) I created a PowerPoint presentation and prepared activities for the students to be involved with that incorporated ways to manage stress. I taught the underclassmen about healthy and unhealthy ways to manage stress, along with providing different meditation techniques to try.See Evidence #4
5. Student will demonstrate NFS 210 Lifeguarding; teaching By working as a lifeguard for four years, I have learned a lot about
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Hebertthe ability to manage stress swim lessons stress management. Being a lifeguard is a stressful job, as you have
the responsibility of looking out for potential dangers and being prepared to act accordingly. Over winter break of 2013-2014 I was working at my indoor pool lifeguarding job when a drowning almost occurred. Every weekday there is swim lessons that occur during the evening time slot. One child was getting out of the pool after swimming with his mother, so his mother took off his flotation device. As she turned away for a split second, the child fell below the water and started activity drowning. I saw this occur and jumped in to save him. As stressful as this situation was for me, I was able to manage my stress and react accordingly. As a lifeguard (and as a part of my moral code) it is my duty to help a person in need of help especially when wearing my lifeguarding uniform.My stress management skills can also be exemplified through the academic courses that I take. For example in nutrition class that I am currently taking requires a lot of work in and outside of the classroom, which can tamper with other activities and courses that I am involved with. Being able to balance the work in my classes, my social life, and other activities that I am involved with is something that requires a lot of stress management skills. I have learned over the years how to space out assignments and plan things accordingly so that balancing all these activities is easier. By using a planner to organize my assignments I am able to accomplish everything that needs to be done.See Evidence #5
6. Student will express a personal code of leadership / membership ethics
HDF 190 Jumpstart; academics I express my personal code of leadership by applying my leadership qualities to everything I do on a daily basis. I express a personal code of leadership and membership ethics by being as involved within my community as I impossibly can. I utilize my strength in adaptability through allowing myself to seek out new opportunities for growth. I also try to demonstrate these ethics when it comes to my academic studies and Jumpstart. I use my value of bravery to express my personal code of ethics. By applying this value, I am able to fully be myself and help others find confidence and courage within themselves. In addition, I have the ability to promote positive change and serve as an advocate. This means that I try my best to be the best version of myself in order to achieve a morally sound code of ethics.
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HebertSee Evidence #6
7. Student will demonstrate practice of the personal code of ethics
CVS 302 GSA; Rainbow of Possibilities Conference (ROPC); JumpStart; learning contract.
Being an education major, I have a sense of code of ethics when it comes to educating and mentoring others. Some of my personal ethics that I believe in include: equal opportunities for all, instilling confidence in others, and that everyone can achieve anything they set their mind to. I have demonstrated this through my 2-semester class, CSV 302, which correlated with my involvement of Jumpstart. Working in a preschool classroom has helped me demonstrate these personal ethics on a daily basis. By working for this AmeriCorps company, I am allowing students an equal opportunity to enrich their educational experience through interactive activities that incorporate fundamental reading, writing, and critical thinking skills needed for kindergarten. I instill confidence in the children within the Jumpstart program by being not only a role model/mentor for these children, but by being a friend to them. I encourage them to try harder with each project that they do by expanding their vocabulary and listening to what they want to tell me. My learning contract also correlates with my personal educational ethics. By teaching a lesson on water safety to a classroom of preschoolers, I was able to demonstrate providing an equal opportunity of education, instill confidence in water safety, and enable the children to believe that they can conquer their fears of swimming.Another example of how I have demonstrated a practice of personal code of ethics is through my involvement in my high school’s GSA. Since I thoroughly believe in providing equal rights in individuals, being an inclusive leader within my high school’s GSA represented my personal code of ethics. Instilling this, I was able to provide a safe space for allies and members of the LGBTQ community to be who they are through hosting weekly meetings. One annual event that the GSA hosted was called the Rainbow of Possibilities Conference, or ROPC. During the ROPC, local GSA’s and their allies came together under my school’s GSA’s facilitation to participate in a day where they were able to gain support, encouragement, and knowledge of LGBTQ issues. Here, multiple icebreakers, guest speakers, movies, and bonding activities were held to allow participants build a sense of community. These activities provided the participants with the knowledge and
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Hebertconfidence that they can live productive lives through being the individuals they truly are.See Evidence #7
8. Student will express a personal values statement
HDF 190 VIA assessment; relationships with others
After taking the VIA Strengths assessment, I began to incorporate my top five values of bravery, humor, leadership, creativity, and honesty into my everyday life. I find myself noticing these value strengths throughout everything that I do. From this knowledge, I made it my obligation to instill my personal values statement into the everyday use of my values to not only enrich myself, but to enrich the lives of those around me.See Evidence #8
9. Student will demonstrate practice of the personal values statement
HDF 190 VIA assessment; learning contract
As a part of HDF 190, I learned about my top five values through the VIA assessment. After taking this assessment, I took great pride in my values. My top five values are bravery, humor, leadership, creativity, and honesty. With these values in mind, I found it simple to utilize them in my everyday life. For example, I try to use my top value of bravery everyday. Whether it is standing up for what I believe in or having the courage to fully be myself no matter what situation I am put in, I try to utilize my strength in everyday life.I was able to exemplify my top strengths through my learning contract. Although I have been involved in facilitating discussions between groups of people and teaching swim lessons, I had never had the opportunity to have the full command within a teaching position. Being an education major, being brave is an important characteristic to hold, as you need to instill confidence to get others to listen to you. By leading a lesson on water safety to a classroom of preschoolers, I was able to demonstrate how I exemplify all of my top value strengths.See Evidence #9
10.
Student will demonstrate the ability to lead a project from start to finish (follow-through)
HDF 190 Jumpstart Through working on the group presentation in HDF 190, I was able to facilitate the direction that our presentation went in while collaborating with others. Using my strengths in relationship building, I was able to connect with my group members on a personal level to develop ideas and concepts for the group project. Acting as a “glue” agent, I pieced together the ideas of everyone in my group and was able to help lead the outcome of the project. By attending all group meetings and being an active participant in
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Hebertdiscussions, I successfully was able to complete the group project for HDF 190 alongside my group members.Another example of my ability to lead a project from start to finish is my commitment to Jumpstart. As a requirement to receive 6 service course credits (CSV 302), an education award, and AmeriCorps recognition, I needed to complete 300 hours of service in Jumpstart. Although I was behind on hours due to the lack of extra outside hours since the preschool partner school that I had worked at did not allot to many travel hours, I was determined to complete all my hours by the end of the semester.See Evidence #10
11.
Student will describe goals and objective statements regarding personal issues, career issues, and community issues
12.
Student will show evidence of goals and objectives that were planned and achieved
HDF 190 Organization of PMC team; riding in PMC; WoManuary
During my junior year of high school and second year of being the leader of the Jimmy Fund Club, I wanted to do more with my club’s fund raising events. I heard about the PMC through a television commercial from a local news anchor that rides in the PMC every year. I brought my idea of initiating a team of riders, volunteers, and donators to my club advisor, which later got approved by my club advisor and school dean. From there I organized putting together a team of people who were interested in participating in the PMC, created team bike shirts, and organized training events for riders to go along in preparation for the big race. In August 2012 I volunteered at a water stop along one of the race routes. As rewarding as this experience was, I felt as if a part of my PMC experience was missing. In August 2013 I rode in the 50-mile bike race. In riding in the PMC, my goal was to raise $1,000 for cancer research and try my best to finish the 50-mile race. I ended up fundraising over to $2,000 for cancer research and finished with ease.Along with my PMC accomplishments, I planned out a fundraising event during the school year to benefit cancer research while being the president of my high school’s Jimmy Fund Club. The event that I created and organized was called “WoManuary.” During
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HebertWoManuary, students were asked to donate $15 towards cancer research in exchange for casual “dress down” days. My club’s goal of this fundraiser was to not only provide cancer awareness information, but to also accumulate at least $500 towards cancer research. After completing this fundraiser, we found out that we raised over $6,000 for Dana Farber Cancer Research Institute, Susan G. Coleman “For The Cure,” and LIVESTRONG.Through taking HDF 190, I have set specific goals and objectives for myself to be achieved. On the first day of class, Robert asked us what is something that you “want to learn about yourself” through taking this class? My response was that I wanted to learn about how to “use my strengths and weaknesses to my advantage.” Through figuring out my VIA and GALLUP Strengths, I have learned that my value strengths are Bravery, Humor, Leadership, Honesty, and Creativity, while my GALLUP Strengths are Adaptability, Command, Restorative, WOO, and Harmony. I have learned that all strengths have their weaknesses, so I am able to derive my weaknesses from my strengths. Therefore, by being aware of these downfalls within my strengths, I am able to utilize them for my advantage.See Evidence #12
13.
Student will show knowledge of the “Hierarchy of Needs” theory by Maslow
PSY 113 According to Maslow’s “Hierarchy of Needs,” there are three tiers of needs: (from bottom/essential to top/not as necessary) one’s physiological needs (safety, food, water, shelter), psychological needs (esteem, belongingness), and meta needs (justice, beauty, truth). In my PSY 113 class I learned about how Maslow was a humanistic psychologist who put the needs of others in front of his own. These three stages of needs are essential for one’s full understanding of life. By maintaining one’s physiological needs, such as the proper fulfillment of food and water, one is able to seemingly function. Following this, by being able to fulfill one’s desire of self esteem and belongingness, one is able to build upon their physiological needs in support of who they are. This means that a person’s sense of being within a society dictates how one acts. Lastly, the meta needs of truth, justice, and beauty are not as essential as the last two tiers due to their spectrum definitions. Justice, beauty, and truth are terms that can have various meanings to different people.
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HebertSee Evidence #13
14.
Student will show application of Maslow’s theory to own life
HDF 190 Jumpstart; swim instructor
Maslow’s ideals relate to my strengths as a servant leader, which is a leadership style that I learned about from my HDF 190 class. Maslow mentioned how the looking at the positive characteristics in being human is an important aspect to fulfill. One of my top value strengths is humor. This means that I am able to see the “light” in every situation. Along with this, Maslow believed that everyone is motivated to be the best that they can be. I find this also true through my work with teaching and leading others. By being a swim instructor and through being a Jumpstart Corps member, I am able to instill this theory into those whom I am teaching. This idea also correlates with my personal code of ethics, as outlined in Outcome #7.See Evidence #14
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.)
HDF 190 First Year Leadership Institute; Day for Change; URI 101; TypeFocus; L.P.I.
At the First Year Leadership Institute, participants learned about the Leadership Practice Inventory, or LPI. In order from the LPI that I relate to the most to the LPI that I relate to the least are as follows: inspire a shared vision, encourage the heart, enable others to act, challenge the process, and model the way. In my URI 101 course my instructor had us discover our personality results through taking an assessment through TypeFocus. My results showed that I am an ESFP, which stands for Extraversion, Sensing, Feeling, and Perceiving. These results are very accurate, for I am someone who is friendly, action-oriented, and like to help others enjoy life. These TypeFocus results go along with my results found in both GALLUP Strengths and VIA assessments. Through my VIA assessment, I learned that my top values are bravery, humor, leadership, creativity, and honesty. I live out these values by always being an honest and courageous person who does not “shrink from threat challenge, difficulty, or pain.” I enjoy making others happy by bringing out the light side to situations. I can actively encourage others within a group to get things done. I am inventive, in that I look for different ways to perceive situations. My StrengthsFinder assessment showed that my top strengths are adaptability, command, restorative, woo, and harmony. I own these results through “going with the flow” with situations. I also am someone who leads to take charge and am not afraid to impose my views on others. Through
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Hebertbeing restorative I like to solve problems in different ways that are atypical. I have the ability to win others over and am down to earth.See Evidence #15
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 practice18. 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
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Hebertabove theory (Drucker)
24.
Student will show knowledge of “Theory X and Theory Y” theory of leadership by MacGregor
25.
Student will describe personal application of the above theory (MacGregor)
26.
Student will show knowledge of the “Servant Leadership” theory of leadership by Greenleaf
27.
Student will describe personal application of the above theory (Greenleaf)
HDF 190 CELS; Jumpstart Through my servant leadership speech
28.
Student will show knowledge of the “Principle Centered Leadership” theory by Covey
29.
Student will describe personal application of the above theory (Covey)
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
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Hebert33.
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 Leadership)
37.
Student will describe personal application of the above theory (Grace)
38.
Student will show knowledge of the “Situational Leadership” theory by Hersey & Blanchard
39.
Student will describe personal application of the above theory (Hersey & Blanchard)
40.
Student will show knowledge of the “Relational Leadership” model by Komives, McMahon & Lucas
HDF 190 Group project
41.
Student will describe personal application of the above theory (Komives et al)
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Hebert42.
Student will show knowledge of the concept of constructivism
WRT 104 HDF 190 outcomes review from peer leaders;
43.
Students will describe personal examples of implementing constructivism
44.
Student will demonstrate knowledge of experiential learning in leadership development (Kolb)
45.
Student will describe personal application of experiential learning in leadership development (Kolb)
46.
Student will show knowledge of the “Social Change Model of Leadership Development” by Astin et al
HDF 190 Social change assignment
47.
Student will describe personal application of the above theory (Astin et al)
CSV 302 Civic Engagement Leader (CEL); PMC; Jimmy Fund Club; Jumpstart
48.
Students will demonstrate knowledge of the “Leadership Identity Development Model” by Komives et al
49.
Students will describe personal application of the above theory. (Komives et al)
50.
Students will demonstrate knowledge of the Strengths-Development
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HebertModel 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
55.
Student will describe personal application of the above theory
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
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
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Hebertabove 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
CSV 302 First-Year Student Leadership Institute; CEL; Jumpstart
As a part of my CSV 302, we were required to provide weekly reflections on our experience in the classroom. These reflections vary from reviewing a TED talks to talking about issues and challenges faced in the classroom. One of the topics that we had to reflect about was our role of leadership on our teams. Using my knowledge from the HDF 190 class, I was able to successfully answer this question fluently. Ultimately, through knowing my strengths and values I am able to lead others well. My strength in WOO impacts my leadership performance by allowing me to be able to make connections with people and not be afraid to strike a conversation with a stranger. This allows me to fully live up to my leadership potential.See Evidence #65
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 practice68. Student will demonstrate
how cultural anthropology / paradigms relate to
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Hebertleadership
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
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
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 &
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HebertGallegos; Kim; Horse; Wijeyesinghe etc.)
77.
Student will demonstrate personal application of model(s) of racial identity development above
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
81.
Student will show knowledge of effective leadership as it relates to change agency
82.
Student will describe personal examples of being a change agent
HDF 190 GSA; Jimmy Fund Club; PMC; CEL
83.
Student will create a personal code of inclusive leadership
84.
Student will demonstrate knowledge of the “Model of Intercultural Sensitivity” by Bennett and its uses in leadership
85.
Students will demonstrate personal application of the “Model of Intercultural
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HebertSensitivity” by Bennett
86.
Student will demonstrate knowledge of the ally Action Continuum by Griffin & Harro
87.
Student will demonstrate personal application of the Action Continuum by Griffin & Harro
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)
89. Student will demonstrate proficiency of critical thinking
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
93. Student will describe personal examples of having used five decision making
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Hebertmethods
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
97.
Student will demonstrate knowledge of leadership that is used in crisis
98.
Student will describe examples of leadership in crisis situations
HDF 190 Lifeguarding In HDF 190 there was a group project that needed to be completed. Prior to presenting, my entire group could not find the time to get together. This led us to work individually, yet collaboratively. This is an example of a “crisis” situation since our grade was reliant on this project.Having the job as a lifeguard is a lot of responsibility. Over the summer I balance jobs between two different workplaces. I work as a lifeguard for 2 different waterfront lakes in central Massachusetts. One of these lifeguarding positions is more high stress, as there are more people who swim at this particular location. At this particular lake there are always four lifeguards on duty, one being the head lifeguard. In July 2013 at one of the lakes that I work at we had a report of a missing child. When this Amber Alert was occurring, the head lifeguard at this lake was busy. Because my head lifeguard was not able to assist in this problem, I stepped up to help find this missing child. I, with the help of my coworkers, went through all
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Hebertthe procedures for trying to find a missing child which include: clearing the water, radioing the police and my boss, conducting a shallow water line search and deep water search, asking the mother of the child questions, searching the area of the grounds. I lead my coworkers by giving each of them a task to do during the search, which made this experience more organized and less chaotic. (After searching for 10 minutes we found the child safe).See Evidence #98
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 techniques
100. Student will describe examples of using active listening skills
101. Student will demonstrate knowledge of functions of group communication by Hirokawa
102. Student will describe personal application of functions of group communication (Hirokawa)
103. Student will show knowledge of techniques regarding giving and accepting of feedback
104. Student will describe examples of giving and
WRT 104
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Hebertaccepting feedback.
105.
Student will demonstrate knowledge of facilitation and de-briefing techniques
106.
Student will demonstrate proficiency of facilitation and de-briefing techniques
HDF 190 Diversity Day, Day For Change, Challenge Course, Leadership Institute, Rainbow of Possibilities Conference, Pillars
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
110.
Student will describe personal examples of organizing meetings / setting agendas / leading meetings
HDF 190, COM 100
Jimmy Fund Club, GSA, Pillars, Admissions Ambassador
111.
Student will show knowledge of Parliamentary Procedure
112.
Student will show knowledge of techniques for working with difficult people
113.
Student will describe personal examples of using techniques to work effectively with difficult people
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Hebert114.
Student will show knowledge of the stages of group development (Tuckman, Bennis or others)
115.
Student will describe personal examples of group development in use (Tuckman, Bennis or others).
116.
Student will show knowledge of group dynamics and group roles
117.
Student will describe personal examples of group dynamics and group roles
HDF 190 JumpStart, Lifeguarding,
118.
Student will show knowledge of effective memberships skills in groups
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
121.
Student will describe personal examples of using the theory of Challenge and Support (Sanford)
122.
Student will show knowledge of the construction / elements of informative and persuasive speeches
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Hebert123.
Student will demonstrate proficiency in informative and persuasive public speaking
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)
127.
Student will describe personal examples of preparing for and being interviewed
128.
Student will show knowledge of effective collaboration / coalition building
129.
Student will describe personal examples of working in collaboratives/coalitions
130.
Student will show knowledge of Intercultural communication considerations
131.
Student will demonstrate proficiency in intercultural communication
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Hebert132.
Student will describe ways to maintain accountability in leadership / member relationships
133.
Student will describe personal examples related to maintaining accountability as a leader
134.
Student will describe ways to build relationships between leaders and members
135.
Student will describe personal examples of building relationships with members as a leader
HDF 190 Day of Discovery The Day of Discovery FLITE retreat is an example of how I built relationships with other members as a leader. At the beginning of the day I did not know many people in my subgroup, but by the end of the say I knew everyone in my group. By being in an open environment, such as the Day of Discovery, with accepting people, allowed for my group members to easily build lasting relationships with each other.See Evidence #135
136.
Student will describe how credibility applies to leadership, as well as the characteristics and skills of a credible leader
HDF 190 WRT 104; friendships Through my servant leadership speech in HDF 190, I was able to use credibility while I speak. By directly quoting sources in my speech, I was able to gain credibility through my use of logos rhetorical persuasion. I also learned about this from my WRT 104 class.See Evidence #136
137.
Student will describe personal examples of building, maintaining, and repairing his/her own credibility as a leader
138.
Student will describe ethical standards in influence
139.
Student will describe influence applies to leadership
140 Student will describe
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Hebert. principles of effective
mentoring, as well as problems particular to the mentoring relationship
141.
Student will describe personal examples of mentoring and being mentored
HDF 190 Jumpstart; Pillar Peer Educator
Through my experiences in HDF 190, as well as being a Pillar Peer Educator and Jumpstart Corp member, I have been mentored as well as mentoring others. I believe that being mentored while mentoring others is very effective, as it opens up greater means of learning for both the mentor and the mentee. Both the mentor and the mentee are able to feed off of each other and learn from each other’s experiences. One example of when I was mentoring a group of people was when I was a Pillar Peer Educator during my senior year of high school. As being a Pillar, I led health and wellness classes for underclassmen. This allowed me to share information and experiences that I had learned with people who were going through similar issues and challenges. When I came to college, however, the roles had reversed; through HDF 190 my peer leader, Nate, mentored me. Nate was always open to talk about anything and always answered my questions when inquired.See Evidence #141
142.
Student will describe principles of effective peer leadership, as well as problems particular to peer leadership
HDF 190 Group projects; Pillar Peer Educator
Effective peer leadership needs to include the ability to collaborate with others, listening skills, and a firm understanding of relational leadership. By being able to collaborate with other students, effective peer leaders can receive feedback and missed information from other people. This will not only allow them to grow personally, but allows for others to grow as well. Being able to listen to others also makes for a great peer leader. A leader is not someone who is always talking all the time; a leader is someone who is able to balance contributing information and listening to what others have to say. Also, by understanding the relational leadership model, peer leaders are able to connect on a personal level with whom they are mentoring.Problems associated with peer leadership include not being a “professional” within a field of study. Some cases of peer leadership can end badly because of a power struggle or need to be in charge of everything.
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HebertSee Evidence #142
143.
Student will describe personal examples related to being a peer leader and being led by peers
HDF 190 Leadership Institute Throughout HDF 190 and through my experiences being a Pillar Peer Educator, I have experienced being a mentor, as well as a mentee. My first collegiate experience with peer leadership was at the Leadership Institute in the summer before my freshman year of college. By having peer leaders guide me on my path of being a leader I learned the value of feedback and collaboration. Instead of a top down approach, the peer leader system allows for more of a comfortable relationship with your mentor, while still remaining being a formal aspect. For me, this was an extremely important relationship to have while going into my first semester of college, especially since I came to URI not knowing anyone. My peer leader from Institute, Nick, did a fantastic job of informing me about what to expect first semester, as well as educating me about new aspects of leadership and helping me through personal roadblocks. The peer leaders from Institute served as the role of an older sibling by guiding us and looking out for us as we learn from our own shortcomings and triumphs. I learned that I am someone who leads through inspiring a shared vision. In regards to this aspect, I tried my best to connect with everyone whom I have come in contact with to work towards a common goal. I am now someone who is passionate about what I do and stand for. Ultimately, I feel that these personal examples of being led by peers and becoming a peer leader myself in different aspects have made me an overall better leader and person.See Evidence #143
144.
Student will describe the four frames of organizations by Bolman and Deal
145.
Student will describe personal application of organizational analysis using the four frames of organizations (Bolman and Deal)
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