Leadership Inventory HDF 290

LEADERSHIPp
DEVELOPMENT
Outcomes & Evidence
Progress Inventory*
MINOR IN LEADERSHIP STUDIES
Center for Student Leadership Development
Memorial Union
University of Rhode Island
Name: Ryan Donnelly
Date Enrolled: Fall 2015
Date of Graduation: Spring 2018
Leadership Inventory Revised 8/30/2013
*The Outcomes & Evidence Progress Inventory is the intellectual property of the Center for Student Leadership Development (CSLD) at
the University of Rhode Island and cannot be reproduced in part, or in its entirety, without the written permission of the acting
Assistant Director of the CSLD.
CONTENTS
ABOUT THE MINOR & CENTER FOR STUDENT LEADERSHIP DEVELOPMENT (information included)
Center for Student Leadership Development Information
Minor Information
Developmental Model
ADVISING INFORMATION (students will include own documentation)
Tracking Sheet / Advising Updates
Syllabi of Minor Classes (Core and Electives)
Internship
o Guidelines
o Syllabus
o Mid-term
o Final
OUTCOMES
Outcomes (Self-Leadership, Interpersonal and Organizational, Leadership Theories, Inclusive Leadership, Critical
Thinking)
Targeted Classes
Experiences
Evidence
CENTER FOR STUDENT LEADERSHIP DEVELOPMENT

Office: Memorial Union Room 210
Phone: (401) 874-2726
Fax: (401) 874-5317
CSLD Mission Statement

To enhance the mission of the University of Rhode Island, The Center for Student Leadership Development aims to:
Provide developmental opportunities for all students to become informed, inclusive, effective, and ethical leaders in the global marketplace through the implementation of
learner-centered academic, experiential, and co-curricular programming.
Engage in research, assessment, and advancement in order to positively impact the expanding field of leadership studies.
CSLD Vision Statement
The URI Center for Student Leadership Development will promote dynamic strengths-based leadership development through multiple delivery methods to prepare students to be
competitive in the work place and global marketplace. The CSLD seeks to progress as innovators for experiential engagement and enriching assessment.
CSLD Values Statement
Grounded in the Social Change Model of Leadership Development (Higher Education Research Institute), Relational Leadership Model (Komivies, Lucas, & McMahon), and Servant
Leadership (Greenleaf), the URI Center for Student Leadership Development values:
Engaged and experiential learning through a constructivist approach
Inclusion, Social Justice, and Civic Engagement
Ethical and Value-based Leadership & Relationship Building
Innovative Assessment and Presentation Models
MINOR IN LEADERSHIP STUDIES

At URI, we are among only a handful of colleges and universities across the country that offers a Minor in Leadership Studies and one that is customized for each student. We utilize
a cross-disciplinary approach to leadership education designed to complement your academic studies. All courses utilize a variety of teaching methods but ultimately include some
form of experiential learning, practical application, and reflective learning. Employers, now more than ever, are seeking candidates with exceptional skills in the areas of
interpersonal and group management, problem solving, critical thinking and effective communication. We can help with all of the above.
GENERAL INFORMATION
Regardless of your major, you can minor in Leadership Studies.

Requirements may be satisfied by completing 18 or more credits related to leadership and offered by more than one department.
Twelve (12) of the 18 credits must be at the 200 level of instruction or above. A course grade of C or better must be earned in each graded course. At least 12 of the credits
must be earned at URI.
No course may be used to apply to both the major and minor fields of study. Courses in General Education or for other minors may be used for the minor* (*this does not
apply to students in the College of Business). With the exception of internship credit, all courses for the minor must be taken for a grade. The Introductory class must be taken
before the internship and the capstone course.
Application for the minor must be filed in your academic deans office no later than the beginning of the final semester or term.
Approval of the minor does not guarantee that the suggested courses will be available to you on a schedule correlated with your graduation plans nor guarantee space in any
required course.
CORE REQUIREMENTS- 9 Credits

Required Element
Introductory Course
3 credits
Internship
3 credits
Class options
HDF 190: FLITE
Only offered in spring for first-year students
HDF 290: Modern Leadership Issues
Offered Fall and Spring for sophomores & juniors
HDF 417: Leadership Internship
Requires 40 hours/credit with a min. of 80 hours & a max. of 120 hours of documented
internship experience for graded credit
or
or
Experience through Office of Experiential Learning & Community Engagement

or
Capstone
3 credits
Internship Class in Academic Major
The only time the major and minor can overlap
HDF 412: Historical, Multi-ethnic & Alternative Leadership
Offered only in the fall with preference given to seniors
COM 402: Leadership & Motivation
Offered in the spring and summer with Dr. Leatham
or
or
BUS 441: Leadership Skills Development

or
HPR 411/412: Honors Senior Seminar

Portfolio
1 credit
Notes
HDF 492: Leadership Minor Portfolio
Offered in the fall and spring with Dr. Cooper

Must be in Honors or have GPA of 3.3
Taken last spring semester of enrollment (some exceptions)
MINOR ELECTIVES-9 credits

*Additional classes may be appropriate and therefore added to the list; see CSLD for the most updated list or bring a class that you think should be an elective
AAF 300: Civil Rights Movement in the US
BUS 341: Organizational Behavior
BUS 342: Human Resource Management
BUS 441: Leadership & Motivation (capstone option)
BUS 443: Organizational Design & Change
BUS 448: International Dimensions of Business
BUS 449: Entrepreneurship
COM 100: Communication Fundamentals
COM 202: Public Speaking
COM 402: Leadership and Motivation (capstone option)

COM 407: Political Communication
COM 415: The Ethics of Persuasion
COM 421: Advanced Interpersonal Communication
COM 422: Communication and Conflict
COM 441: Race, Politics and the Media
COM 450: Organizational Communication
COM 461/462: Managing Cultural Differences in Organizations
CSV 302: URI Community Service
HDF 416: Leadership in Organizations

HDF 417: Leadership Minor Internship
HDF 437: Law & Families in the U.S.
HDF 450: Introduction to Counseling
HPR 118: Honors Course in Speech Communications
HPR 203: The Prepared Mind
HPR 412: Honors Seminar (capstone option)
MSL 101: Introduction to Military Leadership
MSL 201: Leadership & Military History
COM 208: Argumentation and Debate

COM 210: Persuasion: The Rhetoric of Influence
COM 221: Interpersonal Communication
COM 250: Small Group Communication
COM 302: Advanced Public Speaking
COM 308: Advanced Argumentation
COM 322: Gender & Communication
COM 351: Oral Comm. in Business & the Professions
COM 361: Intercultural Communication
COM 383: Rhetorical Theory
COM 385: Communication and Social Influence
GWS 150: Introduction to Womens Studies

GWS 310: Race, Class, Sexuality in Womens Lives
GWS 350: International Womens Issues
HDF 190: FirstYear Leaders Inspired to Excellence (FLITE)
(introductory course option)
HDF 290: Modern Leadership Issues (introductory course option)
HDF 291: Rose Butler Browne Program Peer Mentoring Program
HDF 412: Historical, MultiEthnic, & Alternative Leadership
(capstone option)
HDF 413: Student Organization Leadership Consulting
HDF 414: Leadership for Activism and Social Change
HDF 415: FLITE Peer Leadership
MSL 201: Military Skills and History of Warfare

MSL 202: Leadership & Team Building
MSL 301: Leadership & Management
PEX 375: Women in Sport Contemporary Perspectives
PHL 212: Ethics
PSC 304: Introduction to Public Administration
PSC 369: Legislative Process and Public Policy
PSC 504: Ethics in Public Administration
SOC300/WMS350: Women and Work
THE 221: Stage Management
THE 341: Theater Management
BECOMING A POSITIVE LEADER THROUGH DEVELOPMENT & INVOLVEMENT

Wilson, 1998 (URI Memorial Union / Center for Student Leadership Development)
Revised after the publication of Exploring Leadership: for College Students Who Want to Make a Difference by Komives, McMahon and Lucas, 1998.
You need to have your own act together before you can lead others:
2. Lead Yourself
1. Know Yourself
Lead Others
P
R
O
G
R
E
S
S
Strengths
Weaknesses
Values
Needs
Styles
Learning
Teaching
Personality
Membership
Leadership
PROGRESS
Time management
Organization
Self care
Self discipline
Perseverance
Develop and maintain family,
interpersonal, and intimate relationships
Academic, social, personal goals and
objectives
P
R
O
G
R
E
S
S
RE-EVALUATE
former stages as you
progress
4. Develop and Refine

Skills
Leadership theory and

practice
Communication
Group Development
Inclusion
Citizen Activist Skills
Critical Thinking
Teaching and Programming
3. Broaden Your Perspectives

Understand others
PROGRESS
Hierarchy of needs
Racial, cultural, gender, sexual orientation,
religious, class, ability, etc. diversity and
commonalities
Power, privilege, oppression, liberation;
individual and institutional discrimination
OUTCOMES
In this section, you will track your progress toward the outcomes. Each class in the minor targets different outcomes; all of the classes list these
outcomes on the syllabi (the words goals or curriculum areas may be used instead). In many of our classes, the assignments can serve as your
evidence. Periodically, and not less than at the end of each semester, you should update your outcomes progress. In the additional experiences
column, name additional classes or experiences that contributed to you becoming proficient in that outcome. As the semesters pass, you will think of
things from recent semesters and semesters further in the past, or people or jobs, etc. in your past that also influenced your progress on that outcome.
Do not let that ambiguity upset you. Reflecting on development is not a linear process, but it does help to reflect often. In the descriptive notes
column, share insights about your growth, lack of progress, successes, stumbling blocks, etc. At the end of each section, you need to include evidence
that supports your development toward the outcomes. Copies of papers, grading sheets, evaluation lettersanything that shows that someone has
determined that you have demonstrated proficiency (or not, or are making progress). Make sure to keep electronic copies of all of your evidence to
include in your Portfolio.
Outcome Category: Self-Leadership

Outcome
1.
Student will demonstrate autonomy and a

minimized need for approval
2.
Student will demonstrate personal,

organizational, and academic examples
of self-discipline
Student will demonstrate the ability to
manage emotions
Student will demonstrate knowledge of
stress management methods
3.
4.
Target class
Additional Experiences
Descriptive notes regarding learning and practice
PSY 103
N/A
Being able to properly manage stress can be one of the most difficult things to accomplish, but its
importance is vital. Those who are able to manage stress in a proper way are more likely to live happy
and fulfilling lives. In the summer of 2015 I took PSY 103 Toward Self Understanding, within the class
we had a unit revolved around stress and the several ways to manage it. One way to deal with stress it
to confront the problem directly. This can be very difficult because a general idea is people often
believe running from their problems is a good way to face stress, because they will not have to think
about the problem any longer. However, this is not factual because not taking any action may actually
add more stress. It does take a substantial amount of effort to face stress head on but when gone
about effectively, stress can be alleviated far sooner than trying to forget about the problem completely.
Another method is to reward oneself. Having set rewards is effective, because it is nice to have
something to look forward to. An additional stress management method is to get enough sleep. Getting
enough sleep can be rather difficult for people depending on the situation, but it is one of the most
important ways to not only to deal with stress but be a healthier individual. On average people should
sleep in between seven and eight hours a night, otherwise the mind wont be able to operate at its full
capacity. In addition, taking breaks can help avoid some stress, this is especially effective when it
comes to school related stress. A break of 10 minutes is recommended for every hour of studying,
because some of the information being studied will not be retained because the brain can only absorb
so much information at a time. One final method of stress management is to ensure food is entering
the body. Unfortunately, during high periods of stress people often resort to overeating or under eating.
It is important to eat a well-balanced diet to make sure the brain can function properly. For some,
avoiding caffeine is a good idea because although it may keep them up, it could also make it harder for
them to concentrate. Any of the stress management methods I talked about will help ensure a person is
dealing with stress in a positive and healthy manner.
Information from:
http://www.scu.edu/wellness/topics/stress/toptenstress.cfm
Evidence:
Sakai Post Unit 3 PSY 103
5.

manage stress
PSY 103
Midterm week Spring 2015
I have been able to apply several of the stress management methods I talked about in the previous
outcome into my own life. One of the biggest tests I have faced in terms of stress occurred during a
five-day period in the spring semester of 2015. During the week I had a six exams within the five
classes I was enrolled in, all within the same calendar week. Although I had yet to taken the PSY 103
class where I learned additional stress management methods, I was able to refer to the same website I
referenced in the previous outcome prior to taking on the exams. I always believed that I have been
able to deal with stress in a relatively positive manner, but that week within that semester was a big
wake up call. I have always cared a lot about my grades, therefore I was intent on doing the best I
could on each of the six exams. One of the methods I made sure to follow correctly was eating
properly. I noticed on the weekend before midterms, I was very stressed out and rather than eating a
good meal I would just snack on junk food and drink red bulls to make sure I didnt fall asleep.
However, after reading that article, I found out how bad that was for me and made sure I had three
good full meals a day and stayed away from any caffeinated drinks. To my surprise, I noticed a big
difference and actually felt like I did better on my exams because of it. An additional method that I
applied that week was to reward myself while studying and after each exam I took. I have always done
this but after reading that website, I gained a larger perspective and made sure to set a study goal for
myself and then reward myself after each I successfully completed each goal. For example, after I
finished each exam, I rewarded myself with either Peking Tokyo or Caliente, which are two restaurants
on the top of the URI campus. It might seem farfetched, but knowing I was going to have good food
when the exam was finished got me through the exams and through studying. A final method I applied
that week was to make sure I was taking breaks every so often while studying. These breaks not only
served as a break but also served as a reward to studying. In the end, after applying each of these
methods, I was able to get through the hectic week while being able to do very well on each of the
exams.
Information from:
http://www.scu.edu/wellness/topics/stress/toptenstress.cfm
Evidence:
MUS 106 - Exam #2 Grade
6.
7.
8.
Student will express a personal code of

leadership / membership ethics
Student will demonstrate practice of the
personal code of ethics
Student will express a personal values
statement
PSY 103
N/A
My personal values statement is, I want to achieve personal achievement while being able to be
around my family, stick to my morals, and help others. The idea of personal achievement is very
important to me, in order for this to be true I would like to be financial stable while being able to do what
I love. Money is not everything to me, although it might help, I would be much happier doing what I love
than having a job because of the paycheck. Another part of my personal values statement goes over
how I want to be with my family. Family has been and always will be a large part in my life, it stems
from the way I was raised. My moms side is Portuguese and my dads is Irish and from my experience
they are two nationalities that cherish the idea of family and have passed the ideas down to myself.
This can also be said for my morals; I have a set of morals that I have learned from my personal
experiences and through my family. This includes: respecting others, being loyal, having integrity, being
generous, and being dependable. I strive to follow these morals I have set everyday. Finally, one of the
biggest drivers in my life is to help others. Whether that be helping an older women cross the street or
helping someone out financially, I want to do my best to help others out. Seeing the smile on someone
elses face whether they are a friend or a stranger after going out of the way to help them brings out a
type of happiness that cannot be beat. I was able to create the statement above after a unit in my PSY
103 class where there was an assignment where I found out the morals and values that were important
to me that could then be incorporated into a personal values statement.
Evidence:
Picture of My Family
9.
10
.
Student will demonstrate practice of the

personal values statement
lead a project from start to finish (followthrough)
BUS 140
WRT 227
Long Report Assignment WRT 227
During my senior year of high school, I took classes at the Community College of Rhode Island where I
was enrolled in the course BUS 140. In this course, I learned the basis of all business and one of the
topics we talked about was the ways to effectively lead projects in the workplace. I have been able to
use this information effectively many times since. For example, in the Fall semester of 2015, I was
given a group project in my WRT 227 class where we had to create a long report for an initiative to stop
youth smoking throughout the state of Rhode Island. Once our group came together, there was little
direction in how we wanted to go about the essay, particularly in who would be doing each section.
After seeing that there was not enough direction within the group, I assumed the leadership role to
make sure we could get on track and create an effective long report. The first thing I did was separate
each of the sections in the long report and asked if my group members would prefer to do any of the
sections. After that, we collectively filled in the remaining sections with what we believed would give
everyone in the group the most equal workload. Throughout the week we had to work on the essay
from the day it was assigned to the day of the rough draft, I made sure we met up in the library to talk
about the essay and see how everyone in the group was doing and answered any questions that some
of the group members may have had. The group also used this as a time to make sure that the
workload was in fact equal between group members, which allowed us to see that one of the group
members part was much shorter than we thought it would be. This gave us a little issue, but we were
able to give some of the smaller parts of other group members to that group member to make sure they
were able to do their part. After I received the feedback from our rough draft, I gave the information to
each group member and we all met up once more to make sure everyone was doing ok. In the end, we
were all able to come together and create an excellent long report, which we received an A on.
Evidence:
Long Report Rubric
11.
12
.
13
.
14
.
15
.
Student will describe goals and objective

statements regarding personal issues,
career issues, and community issues
Student will show evidence of goals and
objectives that were planned and
achieved
Student will show knowledge of the
Hierarchy of Needs theory by Maslow
Student will show application of Maslows
theory to own life
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., Strengths Quest,
Type Focus (MBTI), LAMP, and other
career inventories, etc.)
HDF 290
HDF 290 Retreat

Daves Marketplace
For the HDF 290 retreat, we were asked to complete two tests to identify our personal strengths. Of the
two tests I took, the strengths from the VIA Institute on Character truly resembled my strengths. My top
five strengths according to VIA were perseverance, hope, honesty, fairness, and prudence. My top
strength, perseverance, which means I am able to finish what I start and I am persistent about finishing
it. My next strength is hope, which means I am an optimistic individual with an eye on the future. After
that comes honesty, which says I am an authentic individual who has strong moral values and
principles. This can be seen through my personal values statement that from the eight outcome. The
following strength is fairness, which says I dont let my feelings of individuals allow for bias when
making decisions about others. My final strength is prudence, which says I am careful about the
decisions I make, I dont look to take undue risks. Most of these strengths are visible in my leadership
style. I am a leader who looks out for the future and the well being of every individual I am leading, my
goal is to make everyone happy in a cautions manner and will give it my best to make sure my desired
goal or outcome is achieved properly. From the strengths outlined above, perseverance, prudence,
hope, and honesty are all visible in my personal leadership style that I am able to apply to my everyday
life. With that said there are some weaknesses in my leadership style. For example, I look to make
everyone happy, but in some circumstances that can actually work against me because it can cause
me to worry too much about the people when I should be more worried about the outcome. Another
example of a weakness can be the idea of over-optimism. This is the idea that giving too much positive
feedback to those who are not doing the best job over a long period of time can be ineffective. There
are a few weaknesses that can be seen within my leadership style; however, I believe the strengths I
have outweigh said weaknesses. I do try to apply this personal leadership style to my everyday life, but
another application comes from my time at Daves Marketplace. Every time I had to close, I was put in
charge of a closing checklist that had around 25 different tasks that had to be completed every night. I
would do some of the tasks and then give a majority of the remaining tasks to some of my coworkers.
When assigning these tasks, I tried to give my coworkers the easier and more interesting tasks and I
would take the less desired tasks. Although it is not much of a sacrifice, I still made sure my coworkers
would be happier by doing the more interesting tasks. I also made sure to help any of the coworkers
out if they were unsure what they had to do or if they simply needed some help, I was always happy to
help them out. Some could say I tried too much to make everyone happy, which can be seen as a
weakness, but I think the importance of having a happy workforce is huge, not to mention the checklist
I was in charge of was always completed to the standards the company set.
Information from & Evidence:
VIA Handout
16
.
17
.
Student will show knowledge of the theory

of Superleadership by Manz & Sims
Student will show application of Manz &
Sims theory to own life
Outcome Category: Leadership Theories
18
.
Outcome
Target
class
Additional
Experiences
Student will show knowledge of

the Authority and Bureaucracy
theory of leadership Weber
HDF 290
N/A
Max Webers Authority and Bureaucracy theory of leadership was created based off his curiosity about the various ways
in which leaders lead. He was able to come up with three leader/follower relationships; charismatic, traditional, and
bureaucratic. Out of the three relationships he believed that bureaucratic leadership was the most effective. This is
opposed to charismatic leadership, which has leaders develop power through the use of their personality and charm
and traditional leadership, in which power is given to the leader based on traditions of the past. The relationship he
favored, bureaucratic leadership, takes into account bureaucracy which is an organization that consists of a systematic
structure or hierarchy that revolves around the principle of rules, legality, and authority. This form of leadership is often
referred to as going by the books because it goes over the importance of following the rules correctly. In addition, this
form of leadership is based on a non-personal hierarchy of power, which consists of a ranking of power that is not
directly carried out for a particular person. One final characteristic of bureaucratic leadership is how it utilizes incentives
to motivate people. Incentives haven proven to be excellent motivators throughout history, which is a large reasons
bureaucratic leadership looks to utilize it. Weber believes the bureaucratic relationship is the most effective because it
forms a structured system to be followed, ensures the loyalty to the company, and helps define who has the power
throughout the company. Authority is also included in this theory because Webber stressed the importance of authority
in leadership. Authority is important because it is needed to have an effective bureaucratic leadership because authority
stresses the power to make decisions, enforce obedience, and give out orders. The ideas behind Webers theory have
been around for hundreds of years because many people throughout history have believed leading through authority
and bureaucracy is the most effective leadership technique.
Information from:
http://www.cf.ac.uk/socsi/undergraduate/introsoc/weber12.html
http://www.merriam-webster.com/dictionary/authority
http://www.money-zine.com/definitions/career-dictionary/traditional-leadership-style/
Evidence:
Bureaucratic and Authoritarian Leadership Handout
19
.
20
.
Student will describe personal

application of the above theory
(Weber)
the Scientific Management
theory of leadership by Taylor
HDF 290
N/A
The Scientific Management theory of leadership created by Fredrick Taylor, synthesizes and analyzes workflows. The
main objective of Taylors theory is to improve economic efficiency and avoid the idea of soldiering, in which workers are
said to be functioning far below their full potential. An important piece of the theory describes the importance that tasks
should be dispersed among adequate workers opposed to giving the entirety of the task to one highly skilled worker. If
this is followed effectively, the theory says the work will be better because it will ultimately allow all employees to reach
their full potential. Taylors theory consisted of four major principles that he claimed should be followed in order to
improve economic efficiency. The first of the four principles says to remove any work methods that are not directly
derived from a scientific study based on the task at hand. The second principle says employers should look to
scientifically select, develop, and train each worker, opposed to sitting back and having each worker train themselves
with little direction. As for the third principle, it is important to monitor the employees to ensure the scientifically
developed methods are being portrayed in the proper manner. For the final principle, Taylor says work should be
divided as equal as possible between normal employees and management to ensure management applies scientific
management principles to the planning of the work and to ensure employees are performing tasks as desired. These
four principles were put into place at several businesses, including Henry Fords automobile factory (as an assembly
line), where they were able to produce vast improvements prior to the addition of the principles. The Scientific
Management theory doesnt come without some drawbacks. The first drawback is the amount of time it takes to follow
the theory because of the increased workload; therefore, companies have to decide if the increased productivity is
worth the necessary time. One other drawback is the theory may create a dehumanizing work environment because the
use of stopwatches for time studies has become a highly protested issue and has even led to strikes at several
factories. Overall, Taylors theory has had a large impact on the way different types of organizations run themselves,
and his ideas are still in use today.
Information from:
http://www.netmba.com/mgmt/scientific/
Evidence:
Scientific Management Handout
21
.

(Taylor)
22
.

the Management by Objectives
theory of leadership by Drucker
HDF 290
N/A
Peter Druckers theory of Management by Objectives, or MBO, is a management model that looks to improve the
overall performance of a company through clearly defining goals and objectives that should be agreed upon by both the
employees and management. The MBO model follows a five step process, which continues in a circular pattern. The
first step is to set organizational objectives; this is a step done by the management. The objectives that are set should
not only look to improve the company but should also keep in mind the values that the company is built upon. The
second step is to give the objectives that management came up with to its employees. The following step is to monitor
how the employees are going about the desired objectives. The next step is to evaluate the performance of the
employees on how well they were able to follow the desired objectives. The fifth step is to reward performance,
therefore if an employee was able to do what was asked correctly they should be rewarded for their good work. There
are five steps, but they connect because the fifth step then goes to the first step where new objectives are created and
old objectives are refined, which allows the cycle to continue. The goals that are set by management are expected to be
SMART goals, which are goals that are specific, measurable, achievable, realistic, and time bound. A specific goal is
important because being specific will ensure the goals has a better chance of being accomplished as compared to a
general goal. In addition, goals should be measurable to help track the progress towards the completion of the goal. An
attainable goal is a goal that is within your actual reach that will allow you to plan your steps for achieving the goal
wisely, it is important to not pick goals that are nearly impossible to achieve. Next, a SMART goal should be realistic, in
order for a goal to be realistic it must be an objective that the goal setter is willing and able to work towards. The final
piece a SMART goal says the goal must be time bound, which means there should be a time frame in which the goal
should be completed. When going over the MBO model, it is important to understand the advantages and
disadvantages that go along with it. One advantage is that the objectives are put out on the table and agreed upon prior
to being put in place. This means the chance that employees will disagree with the objectives in place is less likely.
Another advantage is the increased motivation that MBO brings, employees are more motivated because they are
rewarded for their hard work. As for a disadvantage of MBO, it can be rather time consuming because of all the parties
involved and because time is money its benefits can often be outweighed by the time it takes. Another disadvantage is
there is a greater importance on goals being set rather than the course of action or the actual outcome. If the MBO
theory of leadership is followed correctly, management will be able to improve the overall performance of the company.
Information from:
http://www.investopedia.com/terms/m/management-by-objectives.asp
http://communicationtheory.org/management-by-objectives-drucker/
http://topachievement.com/smart.html
Evidence:
The Five-Step MBO Process Model
23
.
24
.

(Drucker)
Theory X and Theory Y theory of
leadership by MacGregor
HDF 290
N/A
The leadership theory of Theory X and Theory Y reflects a leaders management style and is composed of two different
options of how a leader uses his or her own assumptions and beliefs about what motivates his or her employees. The
first theory is Theory X and this says that the manager believes employees do not enjoy working, need to be directed
because they avoid responsibility, have to be controlled, forced, and threatened to deliverer what he or she desires,
need to be supervised every step of the way, and need to be enticed to produce desired results. Theory X minded
management is often seen in companies with supervisors and mangers at every level, with control usually being
centralized. Although from the outside, most would assume this is not the most effective way to manage, but in larger
companies it is often required to make sure everything runs smoothly. As for Theory Y, it says that employees take
responsibility and are motivated to fulfill the goals at hand, they need little direction and seek and accept responsibility,
and solve work problems imaginatively while considering work as a natural part of life. Theory Y is the more widelyaccepted management style because it allows everyone to get involved. Every manager can be put into one of these
two options, even if they dont hit every mark. According to Douglas McGregor of MIT, he believes that Theory Y is the
basis of a good manager because he believes it is important to show that employees are more than just a cog in the
machine for a company.
Information from:
https://www.mindtools.com/pages/article/newLDR_74.htm
25
.

(MacGregor)
HDF 290
Cashier at Daves Marketplace
Evidence:
Theory X and Theory Y Handout
Up until September of 2015, I was a part-time cashier at a locally owned grocery store chain, Daves Marketplace. At
Daves the management looked towards a Theory Y management style. There were several incentives put in place to
motivate the employees to work their best. For example, on my first day of work, they gave me a card that had room for
15 signatures. A signature was given every time an employee was asked to go in early or stay late and three signatures
were given if an employee took another employees shift. If an employee was able to fill the card, they would receive a
$50 VISA gift card. This provided a lot of motivation for myself and because of it, I was always happy to take shifts, stay
late, or come in early in order to get another signature. Throughout my time at Daves, I was able to complete two full
cards. Another system they had in place was to give employees a free lunch whenever someone called the store and
complimented them. I was able to earn four free lunches while working there, the free lunch was nice but knowing that
four random people actually called the store and complimented me made me feel even better. In addition, the
management was always there to help but looked for employees to accept responsibility and not require too much
direction, which is a fundamental part of Theory Y. Additionally, Daves sees that employees view work as a natural part
of life and are good at solving problems that may arise. Daves Marketplace is an excellent example of a company with
a Theory Y style of management that has had a positive impact on my life. In their case, Theory X does not apply
because the management at Daves Marketplace does not view employees according to any of Theory Xs points.
Information from:
https://www.mindtools.com/pages/article/newLDR_74.htm
26
.

the Servant Leadership theory of
leadership by Greenleaf
HDF 290
N/A
Evidence:
Daves Marketplace Employee Handbook (Information on Incentives)
The Servant Leadership theory of leadership by Robert K. Greenleaf was created to enrich individual lives, create better
organizations, and create a more caring and just world. The theory depicts a scenario where there is a leader at the top
but he or she also shares the power with the group, they put the needs of others first and then pushes them to be the
best they can be. Greenleaf states that the basis of this theory starts with a person who has a natural feeling of wanting
to serve. Another key piece of the theory is the importance of a leader who cares for others and ensures the needs of
those being lead are taken care of. This includes anything from increasing their willingness to serve the organization or
the community to ensuring they grow as human beings. It is also possible for certain organizations and sections of the
government to be servant leaders, as long as the leader in charge has a general care for the wellbeing and livelihood of
its members. It has been theorized that if there were more servant leaders throughout the world, the world would be a
much better place to live in. This is because servant leadership would have an immediate effect on the lives of the less
fortunate because a servant leader would do anything they could in order to improve the lives of the people around
them. An excellent example of a servant leader comes from Nelson Mandela. Mandela was constantly putting others
before himself and would take on countless risks to make sure the lives around him were better. For example, he was
known to take to the streets and put his life at risk and spent time in harsh prison conditions to make a statement to
better the lives of those around him.
The Servant Leadership theory also includes 10 key characteristics that are necessary by any servant leader. The first
key characteristic is listening, which is important because when an individual is able to listen properly they will be able
to fully understand what the people around them are saying. The second characteristic is empathy, which is vital
because this will allow the individual to better understand the perspectives and intentions of those around them. After
empathy comes healing, which is the characteristic that has the leader providing physical and mental support to the
people around them to ensure emotional health and wholeness. The following characteristic is self-awareness, which
says the individual is able to look at oneself, think about their behavior and emotions, and see how they connect with
their values and how they affect the people around them. The fifth characteristic is persuasion, which is used to get
followers into action through persuasive talking. The sixth key characteristic is conceptualization which involves the
individual to look past what is occurring day to day and focus on the future. The next key characteristic is foresight,
which is when the individual is able to use his or her past experiences, understand the consequences of their decisions,
and identify what is ongoing to predict what is likely to occur in the future. The eighth key characteristic is stewardship,
which is when the individual is able to take responsibility not only for themselves but also for members of their team.
After stewardship comes the commitment to the growth of people, which says the individual in charge commits to the
development of their followers. The final key characteristic is building community, which says the individual should look
to provide opportunities for people to interact throughout the organization to help construct a sense of community.
These 10 key characteristics are vital to follow for an individual to be an effective servant leader. The Servant
Leadership theory has been around since the 1970s and is said to be essential to make this world a better place.
Information from:
http://www.adviseamerica.com/famous-servant-leaders/
https://greenleaf.org/what-is-servant-leadership/
https://www.mindtools.com/pages/article/servant-leadership.htm
Evidence:
Servant Leadership Handout
27
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28
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(Greenleaf)
the Principle Centered
Leadership theory by Covey
HDF 290
N/A
Stephen R. Coveys theory of Principle Centered Leadership encourages leaders to utilize the seven central
characteristics of his theory as the core for successful professional and personal lives. The first characteristic is
principle center leaders have to be willing and open to learning, they look to constantly learn more throughout their
lives. The next characteristic is individuals must be service oriented, by being able to put others before themselves. The
third characteristic is principle centered leaders should be positive. These types of leaders are looked to be upbeat,
generous, enthusiastic, and optimistic. The fourth characteristic that should be utilized is the leader has to have faith in
others. They should look to tap into the untapped potential of their followers, which will help the leader and the follower
to grow as individuals. The fifth characteristic is principle centered leaders should strive for a balance of work and life.
This means they shouldnt be workaholics, they should look to have some fun and stay active while being able to work.
The next characteristic is principle centered leaders should view life as an adventure. Similar to the previous
characteristic this type of leader should look to have some fun and take on whatever may come their way. The final
characteristic is these leaders should look to seek synergy. This involves them looking at things in the bigger picture
and lets them try to build on the strengths of the various individuals within the organization.
In addition to the seven central characteristics, there are four levels of principle centered leadership. The first is
organizational, where the leader must recognize the necessity of organizing and managing their followers. The second
level is managerial, in which the leader is able to successfully work with a group because of the importance in
completing a job properly. The third level is interpersonal, where there is a healthy relationship established between the
leaders interactions and relationships with others. The final level is personal, which is the level where the leader has a
positive and healthy relationship established with themselves. The theory also incorporates a set of personal and
professional compasses, they contain several principles on them that help a leader figure out where they currently are
on this compass and where they may want to go. Principle centered leaders are often defined as service-oriented,
optimistic, willing to learn, exercisers of self-renewal, trustworthy, live a balanced life, and look as life as more of an
adventure.
Information from:
http://www.adaptera.co.za/wp-content/uploads/2015/05/Principal-Centred-Leadership_Stephen-Covey.pdf
http://www.leadershiplime.com/Principle-Centered-Leadership.html
Evidence:
Principle Centered Leadership Handout
29
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30
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(Covey)
the 14 Points / TQM theory of
leadership by Deming
HDF 290
N/A
The 14 Points on Total Quality Management is a set of practices for management that can be used by a leader,
particularly at a company, to increase their overall productivity and quality. The following points are fundamental pieces
of the theory but are not the only way to organize a company to be successful. The first point is to create constancy for
improving products and services. This should be done while making sure the company stays in business while being
competitive and providing jobs. The second point is to adopt the new philosophy. Leaders should be willing to be
flexible and change with the trends going on in society to ensure the best is being down for the company. The third point
is to cease dependence on inspection to achieve quality. The quality of inspection should be apart of everyday tasks as
opposed to being relied on inspections that are done every so often. The fourth point is to minimize total cost by
working with a single supplier, rather than awarding businesses on the basis of price alone. Working with a single
supplier can ensure that a good relationship is established, which could be of benefit in the future. The fifth point is to
constantly improve the processes for planning, production, and service. It is important to let employees know their jobs
are safe as long as they do a good job in order to keep them around and have them looking towards the future. The
sixth point is to make sure on the job training is properly put in place. Training is very important because training will
result in a better quality of work. The seventh point is to adopt leadership and institute it into the organization. This step
incorporates searching the company for potential leaders and offering encouragement to those individuals. The eighth
point is to get rid of fear. Imputing fear into employees is not a good idea because when employees are scared it often
shows through a lack in their work. The ninth point is to break the barriers between staff down. Once barriers are broken
down, staff members will be able to speak their minds and put their ideas out on the table. The tenth point is to
eliminate any numerical goals for employees. Any extra unnecessary things such as additional slogans create too much
quantity with less regard on the overall quality. The eleventh point is to remove any numerical quotas that have been in
effect for management or the workforce. As stressed previously, it is important for the leader to focus on the quality of
the products as opposed to the quantity. The twelfth point is to remove an annual rating or merit system and remove
any barriers that may rob people of pride of workmanship. Both of these can be very degrading and can cause
employees to loose the drive to contribute to the company. The thirteenth point is it integrate a vigorous program of selfimprovement and education for all employees. An additional program like this will allow employees to learn about the
company while growing as individuals. The final point is to ensure everyone in the company is able to work towards
accomplishing the desired transformation. When people are able to work together towards a common goal, there is a
high chance the desired transformation will be complete in an appropriate manner. The 14 Points on Total Quantity
Management are fundamental building blocks for any company looking to strive on having the best quality products with
highly satisfied employees.
Information from:
http://info.ibs-us.com/blog/bid/47941/Quality-101-W-Edwards-Deming-14-Points-Explained
https://www.mindtools.com/pages/article/newSTR_75.htm
Evidence:
14 Points on Quality Management Handout
31
.
32
.

(Deming)
the Visionary Leadership (now
often cited as Transformational
Leadership) theory by Sashkin
HDF 290
N/A
The basis of the Visionary or Transformational leadership theory looks at a leader to inspire trust and loyalty into his or
her followers. The leader must also inspire their followers to achieve their desired goals while upholding high standards.
Within the theory, there are four key parts that must be followed by the leader. The first of the four parts is the leader
must create an inspiring vision in regards to the future. When done properly, this will allow the followers to have a
reason to follow the leader if they know what the future will look like. The second of the four parts is the leader has to
motivate people to follow his or her vision. This step needs to be done correctly, to ensure the leader has followers that
are actually wiling to follow what they believe and say. The third of the four parts is to properly manage how the division
is delivered. This is important to make sure the vision the leader has is the one that the followers are reciprocating. The
final part of transformational leadership is the leader must look to build a stronger, trust-based relationship with their
followers. When this step is done correctly, the leader will have a more trusting relationship with their followers, which
will allow for a more successful relationship. When all four of these parts are followed correctly, the idea of Visionary or
Transformational Leadership will be followed successfully.
Information from:
https://www.mindtools.com/pages/article/transformational-leadership.htm
Evidence:
Visionary/Transformational Leadership Handout
33
.
34
.

(Sashkin)
the Individuals in Organizations
leadership theory by Argyris
HDF 290
N/A
Argyis theory of Individuals in Organizations suggests that each member of an organization takes the theory and
constructs his or her own image of how it will work in reality. The basis of the theory is the theoretical picture is never
fully complete, which causes people to add to the whole by working hard to add individual pieces. It is important that
people know and understand their place within their organization. This is because an organization is similar to a living
organism, where each cell contains its own part that contributes to the organism as a whole. Argyis also claims
members of an organization are constantly looking to learn more about the organization and look to see where they
stand within said organization. He also describes how individuals look to build cognitive maps that look at the
organization. The theory includes the use of one of two models by individuals. Model I consists of individuals who
create organization learning systems, which are characterized by self-fulfilling prophecies and processes while
upholding defensiveness. If an individual chooses to use Model I, learning about the organization can cause things to
go against the organizations long-term interests. As for Model II, the process has individuals minimizing the risk of direct
participation, designing methods so that people look at honesty and rationality as important values, max participation of
clients, and starting where people in the company desire to start. Either of these models can be applied and used for
the theory, which allows the individual to view how they fit in the organization in their desired view.
Information from:
http://infed.org/mobi/chris-argyris-theories-of-action-double-loop-learning-and-organizational-learning/
Evidence:
Individuals in Organizations Handout
35
.
36
.

(Argyris)
Students will demonstrate
knowledge of the 4 Vs theory of
leadership by Grace (Center for
Ethical Leadership)
HDF 290
N/A
The Four Vs of Ethical Leadership is a system that has been developed by Dr. Bill Grace that is used to illustrate how
an individuals internal factors (their beliefs and values) and external factors (their behaviors and actions) can be
combined for the common good. The theory consists of four terms (values, vision, voice, and virtue) and three
additional key terms that connect the other terms with one another (service, polis, and polis). The first of the four vs is
values, which are what a leader should look to base his or her actions on and they must firmly believe in said actions.
Additionally, individuals must be able to commit to the core ethics they have established and be willing to modify their
daily lives. The next v is vision, which allows leaders to know what their actions have to be in any particular situation by
knowing what should and not be done. It is also important that a leader truly knows himself or herself, because in the
absence of self-reflection it can be difficult for someone to have a vision that will affect the greater good. After vision
comes voice, which is how a leader is able to effectively communicate their personal vision so that others can be
encouraged into action. In addition, the leader must portray their vision as appealing and convincing while being
credible in order to properly persuade the public. The final v is virtue, which is behavior that demonstrates standards of
high morality that cannot be obtained without being able to transform ones values into positive actions or having an
objective appropriately met for the group. The model also incorporates three additional key terms that connect each of
the four vs. The first is service, which connects values to vision. This connection says when a leaders values are
tested through service, the vision often comes out. After service comes polis which connects vision and voice, polis
signifies an organization is practicing politics when the voice of a leader is worked into an effective vision publically. The
final additional key term is renewal which connects voice back to values. Renewal is the idea that voice can be
described and expressed in a variety of ways, which allows leaders to see whether or not their actions are consistent
with their values and vision. When the Four Vs of Ethical Leadership is followed correctly, the model is able to
effectively aid an individual in how to become an effective ethical leader.
Information from:
https://culchey13.wordpress.com/2014/03/18/theme-4%EF%BC%9Aanalysis-of-4-v-model-of-ethical-leadership/
Evidence:
The Four Vs of Ethical Leadership Handout
37
.
38
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(Grace)
the Situational Leadership
theory by Hersey & Blanchard
HDF 290
N/A
Situational Leadership is a theory developed by Hershey & Blanchard that was developed to explain effective
leadership in relationship to two major variables, the maturity (how developed the individual is) of followers and the
leadership style. The theory suggests that the maturity of a leaders followers is the basis on which the leader should
adjust their leadership style. The theory involves four different leadership styles. The first style is telling, in which the
leader plays a highly directive role in leading, by telling their followers exactly what to do without worrying too much
about the relationship they have with their followers. Another leadership style is selling, in which the leader takes a large
focus on directing their followers actions but do have some concern about their relationship. The following leadership
style is participating, in which the follower does posses the necessary skills to preform desired tasks but lacks some
self-confidence, thus the leader looks to maintain a strong and supportive relationship. The final leadership style is
delegating and this occurs when the follower has confidence, commitment, and the necessary skills to preform tasks
while no longer needing regular check ins or support. Each of these four leadership styles falls into a particular sector
on the Situational Leadership Model that correlate with a high or low task and a high or low relationship. The four
sectors are labeled S1 (telling: high task and low relationship), S2 (selling: high task and high relationship), S3
(participating: high relationship and low task), and S4 (delegating: low relationship and low task). Leaders can look at
this model and figure out which current sector they are in and if they are not where they would like to be, they can use
the model to see what needs to be done in order to get into their desired sector.
Information from:
http://www.businessdictionary.com/article/724/basics-of-the-situational-leadership-model/
https://situational.com/the-cls-difference/situational-leadership-what-we-do/
Evidence:
Situational Leadership Model
39
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40
.

(Hersey & Blanchard)
the Relational Leadership model
by Komives, McMahon & Lucas
HDF 290
N/A
The Relational Leadership model by Komives, McMahon, & Lucas describes the relational process of having a variety
of people who work together to accomplish change or make a difference that benefits the greater good. The basis of
this philosophy is to be ethical and inclusive because of how important establishing a good relationship is in effective
leadership. The model shows the diverse talents of the group members and the goals the group wants to accomplish.
The theory consists of five primary concepts: purposeful, inclusive, empowering, ethical, and process. The first concept
is purposeful, which is where a leader remains committed to the group and its goals. This concept stresses the idea of
compromising and working together in order to make a positive impact. The following primary concept is inclusive,
where the leader sees the importance of listening and including everyone in the group. The leader should look to praise,
listen to, motivate, and recognize the individuals in the group as important contributors while accepting the differences
that each of the individuals have. The third concept is empowering, which is when everyone in the group is able to have
power and have a voice within the group. This particular concept stresses the idea of expecting success, but embracing
failure when it occurs. It is important to embrace failure in order to learn from mistakes that have been made. The fourth
concept is ethical, which is where leadership skills are based off of good ethics. Having good ethics is important
because when an individual knows the difference between what is right and wrong, they are able to aid in another
persons actions and decision making. The ethical concept is also important because it stresses several fundamental
pieces of being a good leader, such as the idea of leading by example and committing to ones values. The final
concept is process, in which the leader collaborates with the group while being supportive and conscious of what is
meaningful to the members of the group. The concept also stresses the importance of being aware and reflecting on
each of the choices that are being made. When a leader is able to effectively follow each of the five primary
components, they will be an effective leader.
Information from:
https://edld350group1.wikispaces.com/Relational+Leadership+Model
https://www.uta.edu/leadership/_downloads/The-Relational-Model.pdf
Evidence:
Relational Leadership Model
41
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42
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43
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44
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45
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46
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(Komives et al)
the concept of constructivism
Students will describe personal
examples of implementing
constructivism
Student will demonstrate
knowledge of experiential learning
in leadership development (Kolb)
application of experiential learning
in leadership development (Kolb)
the Social Change Model of
Leadership Development by
Astin et al
HDF 290
N/A
The Social Change Model of Leadership Development is a theory created by Astin et al attempts to utilize other
leadership development concepts while looking at leadership as a type of process. In addition, the model looks to
create a positive social change, whether that be within the community or within an organization. The model follows
three different perspectives that all correlate with the 7 cs of leadership: the individual, the group, and the
community/society. The individual includes consciousness of self, congruence, and commitment. Consciousness of self
means being aware of the values, emotions, beliefs, and attitudes that motivate a leader to take action. This will also
allow the individual to develop consciousness of others. The next of the 7 cs is congruence, which is understanding
and abiding by ones beliefs, limitations, and strengths while being aware of ones behavior and emotional state of mind.
The last individual value is commitment, which is having a considerable amount of investment put in an idea or person,
which implies intensity, duration, and passion while having the vigor to provide for the group and its goals. After the
individual comes the group which consist of collaboration, common purpose, and controversy with civility. Collaboration
says that leadership is not about individual effort, rater looked at as a group effort or process. This also encourages the
group to go beyond individual goals, behaviors, and interests. After collaboration is common purpose, which is where
the group looks to work with shared aims and values. It also enables the group to analyze any of the issues that may
arise while still being able to come up with a common goal. The final group value is controversy with civility, in which it Is
known that difference will exist in a group and that said differences can be solved if the are accepted and talked about
open and honestly. This means an established trust is necessary between group members. Any conflict that may arise
can be used as a learning experience for the group and can be integrated into the common purpose. After the group
comes the societal/community values which consists of citizenship. Citizen ship is being active in the community, not
just a membership. In addition, it is important to know all individuals have a civil responsibility that will help work toward
social change. The practice of good citizenship is required at every level of the model. The model will continue to be
worked on, but with that said if the points above are followed correctly, the Social Change Model of Leadership
Development will be followed effectively.
Information from:
http://www.mu.uri.edu/leadership/pdfs/The%20Social%20Change%20Model%20of%20Leadership%20Development.pdf
Evidence:
Social Change Model of Leadership Development Handout
47
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48
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49
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50
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51
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52
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53
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54
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55
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56
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57
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58
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59
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(Astin et al)
knowledge of the Leadership
Identity Development Model by
Komives et al
Students will describe personal
application of the above theory.
(Komives et al)
knowledge of the StrengthsDevelopment Model by Hulme et
al
(Hulme et al)
knowledge of behavior theories of
leadership from Michigan and
Ohio State
application of the above theories
(Michigan & Ohio State)
knowledge of Charismatic
leadership
knowledge of contingency
approach to leadership by Fiedler
(Fiedler)
knowledge of Path-Goal theory by
House
60
.
61
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62
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63
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64
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65
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66
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67
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(House)
knowledge of Leader Member
Exchange (LMX) theory
knowledge of Leadership
Substitutes Theory
knowledge of Models of leader
emergence
Student will describe the impact of
traits on leadership emergence
and performance
knowledge of Chaos approach to
leadership by Wheatley
(Wheatley)
Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership

Outcome
68
.
69
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70
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71
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72
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73
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74
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75
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76
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77
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78
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79
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80
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81
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82
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Student will demonstrate how cultural

anthropology / paradigms relate to
leadership
Student will describe personal example
of using cultural anthropology /
paradigms as a leader
the Cycles of Socialization (Harro)
theory and its uses in leadership
Students will demonstrate personal
application of the Cycles of
Socialization (Harro)
the Cycles of Liberation (Harro) theory
and its uses in leadership
Student will demonstrate personal
application of the Cycles of Liberation
(Harro)
the Configuration of Power (Franklin)
and its relationship to leadership
application of the Configuration of
Power (Franklin)
racial identity development via the Cross,
Helms or other models (Ferdman &
Gallegos; Kim; Horse; Wijeyesinghe etc.)
application of model(s) of racial identity
development above
Students will demonstrate knowledge of
McIntoshs theory of privilege and its
relationship to leadership
application of McIntoshs theory
Student will describe the differences and
similarities of individual and institutional
oppression and relationships to
leadership
Student will show knowledge of effective
leadership as it relates to change agency
Student will describe personal examples
of being a change agent
Target class
83
.
84
.
85
.
86
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87
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Student will create a personal code of

inclusive leadership
the Model of Intercultural Sensitivity by
Bennett and its uses in leadership
Students will demonstrate personal
application of the Model of Intercultural
Sensitivity by Bennett
the ally Action Continuum by Griffin &
Harro
application of the Action Continuum by
Griffin & Harro
Outcome Category: Critical Thinking
88
.
Outcome
Target class
Student will show knowledge of principles

of critical thinking (logic is used in this
minor)
COM 100
N/A
In the fall semester of 2014, I took the course COM 100 where I learned several principles of critical
thinking. Each of the following principles are important because they allow individuals to effectively
analyze and evaluate an issue to form an appropriate opinion on said issue. One principle of critical
thinking is to gather complete information on the problem at hand. This allows the individual to make a
proper evaluation based on all of the information, rather than just certain parts, which can often create
a bias. The next principle is to avoid judgment, rather than basing things off of first impressions, try to
reduce judgments and keep an open mind. Making sure to keep an open mind will help avoid a
majority of a bias. An additional principle is to understand and define all terms at hand, when terms are
correctly defined, the individual will know exactly what they are looking for. Another principle is to not
expect all of the answers, one should take the initiative to go and look for the answers that may not be
as clear on the surface. The next principle is to examine the big picture. This will allow the individual to
take a step back and see the issue at hand in order to make a proper decision. One additional principle
is to watch out for things that will stop thought. It can be difficult to do so, but when an individual is able
to block out all distractions, they will be able to effectively partake in critical thinking. A final principle is
to understand your own values and biases, because when they are out on the table, bias can be
avoided during critical thinking. It Is important to stay away from bias because it may sway an
individuals opinion just because they dislike another individual. All of the principles stated above allow
for individuals to use critical thinking effectively.
Information from:
http://www.wright.edu/~elliot.gaines/criticalthinking.html
Evidence:
Principles of Critical Thinking Model
89
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90
Student will demonstrate proficiency of

critical thinking
.
91
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92
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metaphorical analysis to critically analyze

self and leadership situations
metaphorical analysis to critically analyze
self and leadership situations
Student will show knowledge of at least five
decision making methods
BUS 140
HDF 290
N/A
In my BUS 140 class at the Community College of Rhode Island and in HDF 290, we discussed
several decision making methods. Decision making is apart of everyday life, thus it is important to
utilize the various decision making strategies depending on the scenario at hand. The first strategy,
although it may seem arbitrary to flip a coin. Flipping a coin can be used to come to a timelier decision.
This is because during that small time the coin is in the air, the decision maker knows exactly what they
are hoping for. Being able to come to an appropriate decision quicker can avoid a majority of the stress
associated with decision making. Another decision making strategy is to create a pros and cons list. A
pros and cons list allows the decision maker to visualize and go through the positives and negatives of
each option at hand. In addition to a pros and cons list, incorporating a third persons perspective can
be a very effective decision making strategy. Utilizing this option allows another view on a possible
decision and the effect it could have. An additional decision making strategy is to imagine counseling a
friend. This strategy will allow allow the decision maker to get out of their own head and allow them to
give guidance as they would to a friend. A final decision making strategy that can be utilized is to simply
make a decision and live with the result. This is a viable option because, no matter what a decision has
to be made. Rather than worrying about the correct decision being made, it can just be better to make
a decision and stick with it because in most scenarios not making a decision at all is worse than
making a poor decision. Any of the decision making strategies above are all viable options that can be
utilized to reach an appropriate decision depending on the situation at hand.
Information from:
http://www.inc.com/jayson-demers/7-strategies-for-making-objective-decisions.html
Evidence:
Flipping a Coin Photo
93
.
94
.
Student will describe personal examples of

having used five decision making methods
Student will show knowledge of at least five
problem solving / conflict management
methods, as well as understanding the
roots of conflicts
BUS 140
HDF 290
N/A
In both my BUS 140 class at the Community College of Rhode Island and HDF 290, I learned various
problem solving strategies that can be useful in everyday life. The first problem solving strategy is to
create an organized list that has all of the possible solutions to a problem. When this option is used, the
possible solutions should be written down so the problem solver is able to visualize everything and is
able to rank the possible solutions in whatever order they desire. The next available strategy is to make
the problem simpler. When this strategy is chosen, it is important to identify the correct problem at hand
and to be as concise and clear as possible. If done so correctly, things can be made more simple and
the correct problem is more likely to be solved. In addition to making things simpler, consulting an
expert is a viable problem solving strategy. With some research, it can be relatively easy to find
someone who knows more about how to solve a particular problem and ask them how to go about
solving it. This strategy can be very fast and effective. An additional strategy is to work backwards.
Looking at the goal and working backwards can offer a quick and effective solution. This strategy will
allow the problem solver to figure out what needs to be done and the way to go about it. A final problem
solving strategy is to think confidently. Confidence allows the problem solver to take past problem
solving experiences that have been successful or the good pieces from the ones that have not been as
successful and bring them together to boost his or her confidence. With an increased level of
confidence, there is a more than likely chance that the problem at hand will be solved correctly. Any of
these strategies for problem solving are viable options that can be used to come to an appropriate
decision to a problem. When undergoing conflict management, it is important to understand where
conflicts begin. The basis of conflict begins when two parties have conflicting needs, views, and values.
It causes the two parties to clash when they are unable to get what they want, which ultimately leads to
a conflict.
Information from:
https://www.une.edu.au/about-une/academic-schools/bcss/news-and-events/psychology-communityactivities/over-fifty-problem-solving-strategies-explained
Evidence:
Problem Solving Handout
95
.
96
.
97
.
98
.

having used five problem solving / conflict
management methods (if student has been
trained in mediation, that information goes
here)
Student will describe what it means to
analyze, criticize, synthesize and utilize
information as a leader
leadership that is used in crisis
Student will describe examples of
leadership in crisis situations
Outcome Category: Interpersonal and Organizational Concepts & Skills
99.
Outcome
Target class

active listening techniques
HDF 290
COM 100
N/A
Within the entire semester of HDF 290, the importance of active listing was stressed. I was able to
learn more information about active listening during HDF 290, in addition to the knowledge that I had
previously learned in COM 100. Active listening is when a listener attempts to comprehend what the
speaker is saying, whether that be in a lecture, speech, or conversation. There are several techniques
that can be used to appropriately partake in active listening. The first technique is to smile and nod
along every so often to whatever the speaker is saying. This shows the speaker that you are paying
attention and are actively trying to follow along. The next active listening technique is to maintain eye
contact. Maintaining eye contact shows the speaker that the listener is actively trying to comprehend
what they are saying and can show that they are interested. When using this technique, it is important
for the listener to not directly stare at the speaker because this can come across as frightening. The
final active listening technique is to provide feedback to the speaker by asking questions to make sure
what is being said is understood, such as, What do you mean when you say or Is this what you
mean? These questions will allow the listener to ensure they are grasping the information while
showing the speaker they are paying attention. It is important to understand and incorporate these
active listening techniques into everyday life.
Information from:
https://www.mindtools.com/CommSkll/ActiveListening.htm
Evidence:
LISTEN Visual
100
.
Student will describe examples of using

active listening skills
HDF 290
COM 100
BUS 202 In Class

HDF 290 Retreat
I have always made an effort to try and pay attention in class in order to make sure I dont distract the
professor and any of the other students, while making sure I understand what the professor is saying. It
was not until this class in which I really began to fully partake in active listening because of how
important Camba said it is. I have now begun to make sure I am fully partaking in active listening
during each of my classes and in everyday conversations. At around the midpoint of this fall semester,
my accounting teacher actually pulled me aside after class and told me that he appreciated that I was
always paying attention, asking questions if I was unsure about a topic, and actively taking notes. I
really appreciated this and was happy to see that the work I put in to improve my actively listening skills
had paid off. I always made sure I nodded my head to show that I was grasping the information and
listening and would ask questions. Another example comes from the HDF 290 leadership retreat.
During the retreat it was important to fully partake in active listening in order to get the full message
and as a sign of respect to those who spoke that day. It was also important to use active listening
during the portion of the treat where we had to decide whether the people on the note cards were good
or bad leaders. I made sure to not interrupt others and listened to everybodys opinion on each
individual up for debate and would give my input if I felt it was necessary. I believe I did a good job at
practicing active listening and improved it throughout the retreat.
Evidence:
COM100 Chapter 5 Learning Objectives
101
.
102
.
103
.
104
.
105
.
106
.
107
.

functions of group communication by
Hirokawa
Student will describe personal application
of functions of group communication
(Hirokawa)
Student will show knowledge of techniques
regarding giving and accepting of feedback
Student will describe examples of giving
and accepting feedback.
facilitation and de-briefing techniques
facilitation and de-briefing techniques
framing and breaking the frame
108
.
109
.
110.
111.
112.

framing and breaking the frame
Student will show knowledge of organizing
meetings / setting agendas / and leading
meetings
organizing meetings / setting agendas /
leading meetings
Parliamentary Procedure
Student will show knowledge of techniques
for working with difficult people
COM 100
PSY 103
BUS 140
Scituate Art Festival
In my BUS 140 class at the Community College of Rhode Island, we learned several techniques to
help deal with working with difficult people. This unit was stressed in my class because this scenario
can be seen a lot throughout businesses. The first technique is to keep calm, this allows the individual
to maintain their self-control, which will help avoid the problem from getting worse, because when
tempers flare things tend to go wrong. The next technique is to be proactive rather than being reactive.
This will allow individuals to take action and focus on getting the problem solved, opposed to sitting
back and letting things happen. This will also help minimize the misunderstanding and misinterpretation
when a conflict arises. An additional technique is to pick your battles. This technique will help avoid
any unnecessary conflicts and problems that dont deserve the time of day. One additional technique is
to take out the difficult person from the situation. This will allow any bias for the individual to not affect
the outcome of a problem that may arise. Another technique to help working with difficult people is to
hold that person accountable. More often than not, the difficult person tries to pin the attention on the
other person to make them feel inadequate or uncomfortable. Therefore, when the difficult person is
held accountable, pressure will also be applied to them if the individual says something which could
help reduce the difficult behavior. Another technique is to use humor if it is appropriate in the situation. I
found out about this particular situation when working at the Scituate Art Festival. I decided to make
light of the situation I was having with a rude customer at the booth I was working through the use of
humor and killing them with kindness. This worked out rather well because it showed her that I was the
bigger person and didnt necessarily care what she had to say. Using humor helps show the difficult
person that you dont necessarily care about them and what they have to say, which could put an end
to any unnecessary behavior. A final technique is to directly confront the employee. When done
correctly, this can completely eliminate or reduce the negative relationship while increasing confidence.
Any of the techniques I talked about are viable when learning how to effectively work with a difficult
employee.
Information from:
https://www.psychologytoday.com/blog/communication-success/201309/ten-keys-handlingunreasonable-difficult-people
113.

using techniques to work effectively with
difficult people
COM 100
PSY 103
BUS 140
Daves Marketplace
Evidence:
PSY 103 Unit 6 Learning Objectives
The information I talked about in the previous outcome can be directly applied to a problem I had while
dealing with a difficult coworker at my job as a cashier/service clerk at Daves Marketplace, a local
grocery store chain. I took the course I learned these techniques in the fall of 2013 during my senior of
high school and they were used within several weeks of learning them. During the winter time at
Daves, I worked as a service clerk (another name for someone who pushes carts) in addition to
cashiering, which is where the problem took place. The issue at hand was one of my coworkers I was
often paired with to work outside would take extended breaks, would just stand there and not help,
leave their shift early, and try to boss me around. The coworker had seniority over me, which is part of
the reason why I believe they acted the way they did. I am not one to let other people boss me around
if I believe they are treating me the wrong way and I am more than willing to say something. I was able
to use several of the techniques from the previous outcome to get myself out of this effectively. I
applied the technique of staying calm on several occasions. I made sure to always keep myself in
check and not lash out or make any negative remarks toward my coworker. I was also effectively able
to be proactive rather than reactive because I went out of my way to ensure I took action rather than
just letting things continue on a downward spiral. Ultimately, what I found most effective and what put
an end to the problem I had working with this difficult coworker was direct confrontation. I confronted
him directly, opposed to going behind his back and telling my manager or just not doing anything at all.
I told him everything he was doing that I didnt agree with, I took charge and to my surprise they were
rather quiet when I called them out. From that point on, they were a much better worker and there were
never any major issues that came up again. There was another case at Daves with a fellow cashier
where they would constantly leave their register and go and do their own thing without any notice, often
when the grocery store was busy. I took what I learned from my previous experience and decided to
directly confront the coworker. Once again, this seemed to be rather effective because from that point
on the individual rarely left their register for an unnecessary reason.
114.
Student will show knowledge of the stages

of group development (Tuckman, Bennis or
others)
HDF 290
N/A
Evidence:
Daves Nametag
Bruce Tuckermans theory on group development has five major stages: forming, storming, norming,
performing, and adjourning. The theory is a process of a group coming together and being formed and
then working with one another to come to a common goal that uses its five major stages to work
effectively. The first stage is forming, in which the group establishes several ground rules that should
be followed. The following stage is storming, which is where the group members are willing to put their
feelings and ideas out there, but still look at themselves as individuals and not members of an efficient
group. During this stage, many of the group members also continue to resist control. The next stage of
group development is norming, in which all members of the group have the realization that they are
able to work together and achieve their goals when they are willing to accept the views of all members
in the group. After norming comes performing, which is when the group is willing and able to be more
open and trusting of one another. The final stage in group development is adjourning, which is when
each member of the group has his or her strengths recognized and utilized. When each of these stages
are followed correctly, the Group Development theory is satisfied.
Information from:
http://wheatoncollege.edu/sail/leadership/student-involvementhandbook/strengtheninggroup/leadership-teambuilding/
Evidence:
Group Development Model
115.
116.
117.
118.
119.
120
.

group development in use (Tuckman,
Bennis or others).
Student will show knowledge of group
dynamics and group roles
group dynamics and group roles
memberships skills in groups
membership skills in use
Challenge and Support theory by Sanford,
and its relationship to organizations
121
.
122
.
123
.

using the theory of Challenge and Support
(Sanford)
construction / elements of informative and
persuasive speeches
Student will demonstrate proficiency in
informative and persuasive public speaking
COM 100
HDF 290
HDF 290 Presentations
In the past, I have been nervous to get up in front of people and talk. I would rush through my
speeches or presentations and refer far too much to my note cards, which would lead to little eye
contact. I was required to take COM 100 for my major and looked at it as a great opportunity to
improve my public speaking. I did make an improvement from the class compared to how I was, but I
was not exactly happy with where I was in terms of public speaking. Therefore, I looked to challenge
myself by trying to become a better speaker, which is one of the reasons why I wanted to take HDF
290. In COM 100, I learned the proper way to do a wide variety of speeches, including informative and
persuasive speeches. I was able to use what I learned and apply it to the presentations in HDF 290. At
the beginning of the semester on the presentation proficiencies for HDF 290, I was given constructive
feedback on how to improve my presentations. I was able to take this information to improve my
presentations throughout the semester. For example, I completed an informative speech speech about
a local small business owner for HDF 290. I was able to apply what I learned from COM 100 into these
presentations and was able to do proficient on my presentation by getting a 47.6 out of 50. In addition, I
decided to do a persuasive speech on why college athletes should be paid for the education
presentation in HDF 290. I was also proficient in his by receiving a 100 out of 100. From the start of the
semester to the end of the semester I was able to improve my public speaking as seen through my
grades on the speeches and my overall progression.
Evidence:
Persuasive Presentation Rubric
124
.
125
.
126
.
Student will show knowledge of planning

and conducting interviews (as the
interviewer)
planning and conducting interviews (as the
interviewer)
Student will show knowledge of preparing
for and effective answers in interviews (as
the interviewee)
HDF 290
BUS 140
WRT 227
N/A
I have learned valuable information about preparing for and providing effective answers in interviews
through a group presentation in HDF 290, a presentation in WRT 227, and a unit for BUS 140. When
preparing for an interview, there are several steps an interviewee can take to have a successful
interview. The first is to dress professionally, the interviewer is more than likely to apply some
judgment, whether its purpose or not, on what the interviewee is wearing. The next thing to do when
prepping for an interview is to come into the interview with a series of questions ready for the
interviewer. In addition, the interviewer should do some research about the company before the
interview to help figure out what questions to ask and for general knowledge. One final way to prepare
is to figure out how long it will take to get to the interview and give additional time to make sure you are
not late to the interview, because that would look very bad to the interviewer. There are also several
tips to have effective answers in interviews. The first is to come with a response to the common
question about what your greatest weakness is, by spinning it to make it look like a strength. Another
tip comes from the popular interviewing question, Why should we choose you? When answering this
question, the interviewer should not reply, I need this job. Instead, they should state how they want
the job because it is the company they really want to work for and how they would be a valuable asset
to the company. One additional tip comes from when the interview asks information about the worst
boss the interviewee has had. If asked this, rather than talking bad about the boss spin it to say that
you learned from their negative actions. A final tip comes from the common question of the interviewer
asking the interviewee how much money they are looking to make. This is a difficult question to come
up with an appropriate answer because the interviewee does not want to undercut themselves or go
too far over. Instead, the interviewee can ask for additional information to come up with an appropriate
response. All of the above are helpful ways in preparing for and providing effective answers in an
interview.
Information from:
http://career-advice.monster.com/job-interview/interview-questions/perfect-answers-to-tough-interviewquestions/article.aspx
http://www.forbes.com/sites/erikaandersen/2014/06/03/please-dont-do-these-9-things-in-an-interview/
https://www.linkedin.com/pulse/20140210135852-20017018-conduct-the-perfect-job-interview-intwelve-simple-steps
127
.

preparing for and being interviewed
HDF290
BUS 140
WRT 227
Daves Marketplace Interview
Evidence:
Interviews Handout
In correlation with the information above, I have been able to successfully complete a successful
interview. Although I have only been in one interview for a job, I was able to take a great deal away
from it. The job interview was for a cashiering position at Daves Marketplace, a locally owned grocery
store. The first thing I did was preparing for the interview. I picked out what I was going to wear the
night before and made sure it was appropriate for the job interview. In addition, I went into the interview
with some background knowledge of the company and used said knowledge if I were to receive a
question from the women who interviewed me. I also came to the interview with certain questions, the
ones I remember asking were along the lines of what exactly the job was and how the environment at
Daves was. I also made sure to give myself plenty of time to get to the interview, which came in handy
because I actually went to the wrong place for the interview, but I was still able to make it on time
thanks to the extra time I allocated. As for the interview process itself, I made sure I was as polite as
possible and kept a good posture while remembering the importance of eye contact. As for effective
answers, there was only one applicable question that was asked, What is your greatest weakness? I
took this opportunity to say that my biggest weakness was time management, but I described that it
shows that I take my time and put a lot of effort into each task that I may face. I was able to do the
interview successfully, by being able to get an offer for the job as soon as the interview had ended.
Information from:
http://career-advice.monster.com/job-interview/interview-questions/perfect-answers-to-tough-interviewquestions/article.aspx
http://www.forbes.com/sites/erikaandersen/2014/06/03/please-dont-do-these-9-things-in-an-interview/
https://www.linkedin.com/pulse/20140210135852-20017018-conduct-the-perfect-job-interview-intwelve-simple-steps
Evidence:
Daves Uniform
128
.
129
.
130
.
131
.

collaboration / coalition building
working in collaboratives/coalitions
Intercultural communication considerations
Student will demonstrate proficiency in
intercultural communication
132
.
133
.
134
.
135
.
136
.
137
.
138
.
139
.
140
.
Student will describe ways to maintain

accountability in leadership / member
relationships
related to maintaining accountability as a
leader
Student will describe ways to build
relationships between leaders and
members
building relationships with members as a
leader
Student will describe how credibility applies
to leadership, as well as the characteristics
and skills of a credible leader
building, maintaining, and repairing his/her
own credibility as a leader
Student will describe ethical standards in
influence
141
.
142
.
143
.
144
.
145
.

mentoring and being mentored
Student will describe influence applies to

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

peer leadership, as well as problems
particular to peer leadership
related to being a peer leader and being
led by peers
Student will describe the four frames of
organizations by Bolman and Deal
Student will describe personal application
of organizational analysis using the four
frames of organizations (Bolman and Deal)

Leadership Inventory HDF 290

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LEADERSHIPp

Leadership Inventory Revised 8/30/2013

Leadership Inventory Revised 8/30/2013

CENTER FOR STUDENT LEADERSHIP DEVELOPMENT

Phone: (401) 874-2726

Fax: (401) 874-5317

CSLD Mission Statement

MINOR IN LEADERSHIP STUDIES

Regardless of your major, you can minor in Leadership Studies.

CORE REQUIREMENTS- 9 Credits

Only offered in spring for first-year students

HDF 290: Modern Leadership Issues

Offered Fall and Spring for sophomores & juniors

HDF 417: Leadership Internship

Experience through Office of Experiential Learning & Community Engagement

Internship Class in Academic Major

The only time the major and minor can overlap

HDF 412: Historical, Multi-ethnic & Alternative Leadership

Offered only in the fall with preference given to seniors

COM 402: Leadership & Motivation

Offered in the spring and summer with Dr. Leatham

BUS 441: Leadership Skills Development

HPR 411/412: Honors Senior Seminar

HDF 492: Leadership Minor Portfolio

Offered in the fall and spring with Dr. Cooper

MINOR ELECTIVES-9 credits

COM 402: Leadership and Motivation (capstone option)

HDF 416: Leadership in Organizations

COM 208: Argumentation and Debate

GWS 150: Introduction to Womens Studies

MSL 201: Military Skills and History of Warfare

Leadership Inventory Revised 8/30/2013

BECOMING A POSITIVE LEADER THROUGH DEVELOPMENT & INVOLVEMENT

4. Develop and Refine

Leadership theory and

3. Broaden Your Perspectives

Outcome Category: Self-Leadership

Student will demonstrate autonomy and a

Student will demonstrate personal,

Descriptive notes regarding learning and practice

Student will demonstrate the ability to

Midterm week Spring 2015

Student will express a personal code of

Student will demonstrate practice of the

Long Report Assignment WRT 227

Student will describe goals and objective

HDF 290 Retreat

Student will show knowledge of the theory

Outcome Category: Leadership Theories

Descriptive notes regarding learning and practice

Student will show knowledge of

Student will describe personal

Student will describe personal

Student will show knowledge of

Student will describe personal

Student will describe personal

Cashier at Daves Marketplace

Student will show knowledge of

Student will describe personal

Principle Centered Leadership Handout

Student will describe personal

Student will describe personal