Flite Outcomes

LEADERSHIP
DEVELOPMENT
Outcomes & Evidence
Progress Inventory*
MINOR IN LEADERSHIP STUDIES
Center for Student Leadership Development
Memorial Union
University of Rhode Island
Name:
Date Enrolled:
Date of Graduation:
*The Outcomes & Evidence Progress Inventory is the intellectual property of the Center for Student Leadership Development (CSLD) at the
University of Rhode Island and cannot be reproduced in part, or in its entirety, without the written permission of the acting Assistant Director of the
CSLD.
Leadership Inventory Revised 8/30/2013
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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

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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 crossdisciplinary 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.
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CORE REQUIREMENTS- 9 Credits

Required Element
Introductory Course
3 credits
Internship
3 credits
Class options
HDF 190: FLITE
Notes
Only offered in spring for first-year students
or
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
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
or
COM 402: Leadership & Motivation

or
BUS 441: Leadership Skills Development

or
HPR 411/412: Honors Senior Seminar
Portfolio
1 credit
HDF 492: Leadership Minor Portfolio
Offered in the spring and summer with Dr. Leatham

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
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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 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
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
GWS 150: Introduction to Womens Studies
GWS 310: Race, Class, Sexuality in Womens Lives
GWS 350: International Womens Issues
HDF 190: First-Year 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, Multi-Ethnic, & Alternative Leadership (capstone
option)
HDF 413: Student Organization Leadership Consulting
HDF 414: Leadership for Activism and Social Change
HDF 415: FLITE Peer Leadership
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
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
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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
o
Teaching
o
Personality
o
Membership
o
Leadership
o
4. Develop and Refine

Skills
Leadership theory and

practice
Communication
Group Development
Inclusion
Citizen Activist Skills
Critical Thinking
Teaching and Programming
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
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
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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
Target class
Additional Experiences
Descriptive notes regarding learning and practice
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1.
Student will demonstrate autonomy and a

minimized need for approval
2.
3.
PSY 115
Working at a golf coarse
Growing up everything I did relied on the yes or no opinion of my parents. This heavily relied on if
money was being spent or not. In PSY 115, my professor who I spent a lot of time with told me why
need approval for something that will only benefit others. Taking this into interpretation, I went home
winter break looking for a way I can benefit my social aspect of life, as well as helping my family
financially. Without any consent from my parents I applied for a job that I aspire to work out, a golf
coarse. Golfing has been apart of my life since I was growing up and making money while doing it
sounds like a dream. After a week training process, I received a position at the Hamlet Willow Creek
Country Club.
After applying for work, I started noticing more and more differences in my parents decisions. Before I
applied my parents wanted to know everything from where I would be going to how am I planning on
paying. Now that I am employed and have my own source of income I do not have to resort to a yes
or no answer from my parents. As they realized I went out of my way to get a job, they started to
understand that this is a major step towards independence.
Student will demonstrate personal,

Most classes
organizational, and academic examples of
self-discipline
Going to the library instead of

playing basketball
For me, late night basketball has become a part of my schedule each and every night. I always try and
create a time frame that I know can be dedicated to going to the gym to play. Since the second
semester began, every Monday through Friday I am excited to get to the gym. When my workload is
to much, the choice making between going to play basketball, and going to the library is a tough
decision.
During the first semester my self-discipline was at a low and it portrayed on my overall GPA at the end
of the semester. Entering second semester I made it a must to put my priorities straight. I try to get to
the gym everyday but i now realize a night of basketball should always be sacrificed by work that
needs to get done. Although ill play almost every day, nights where I have work that needs to be
completed I set my priorities straight. Instead of spending four or five nights at the gym a week, I had
to cut it down to around two to three. Self-discipline is another lesson i really learned this second
semester. Coming from high school, self-discipline is something i never really had to deal with. Now in
college, the work load is completely different and it forces you to change many of your time
management decision. I am content that I realized the self-discipline needed to get high grades before
I enter my sophomore year.
Student will demonstrate the ability to

manage emotions
Leadership Institute
Not being an emotional person, the Leadership Institute brought out a different side of me that I have
never really seen. Listening to all the stories being told really made all of us manage our emotions.
For some managing emotions those 2 days was one of the hardest tasks I have done. Before that I
had never met those people in my group. Just by creating a bond with my group those two days, I feel
like we had a connection that would take normal people over months to create. I had never met these
people and the next day we were sharing stories and many of us were sharing tears. During those two
days, all of us at the institute were faced with the challenge of managing out emotions together. Some
of us handled there emotions with tears as the other half didn't know what to do with themselves. I am
not a person to cry but the institute really brought out a different side of me. I did not full on cry but I
was at a loss of words. As others were sharing there stories, I was absorbing all the information
leaving me in a blank stare. I did not know how to react to these stories besides with tears. Those two
days completely changed my views on many people including myself.
HDF 190
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4.
Student will demonstrate knowledge of

stress management methods
BUS 111
Everyday life
Stress is thrown at everyone in different forms, which means there are good and bad ways to deal
with it. For me, BUS 111 put a ton of stress on me that I was just not prepared for. Everyday people
stress themselves out whether its over work, school or just everyday life. As for work and school there
are different strategies to tackle stress. One strategy that I used to handle stress was time
management using a planner. Entering college my first semester, I was not prepared for the work load
that was coming. During high school, classes did not request even as close to as much work as
college classes. It took me one whole semester to really turn my game around. I realized i needed a
way to separate my work ethics from my everyday activities. I made a pact to complete all homework
assignments, study for all tests and quizzes, and showing up to class, all come before my recreational
activities. Another way one can release stress is by getting to the gym. I had never really made a real
effort to get to the gym until I was convinced by a few friends telling me its going to make me feel
better. By getting your mind off things and focusing on the gym, I was able to feel fresh again as my
stress level was brought down. Once i rotated the gym into my time schedule, everything for me has
been going uphill. I feel more accomplished then I was feeling last semester just by how I was
conserving my usage of time.
5.

manage stress
BUS 111
Catering parties in the summer
Stress is something that many people let get the best of them. Stress can handled in many different
ways depending on the situation. Working at a catering hall in the summer, handling two parties a day
became a little bit of a struggle. Between setting up, cleaning up and setting up again, me and my
coworkers were put under a lot of stress by our boss. We were then able to figure out a plan to divide
the work evenly between us. We realized instead of half of us setting up and half of us cleaning, we
would out all our effects together and help each other out. By communicating with others we were
able to finish our work in more effective timing. We created a process that not only benefited us, but
benefited our guests by giving a cleaner environment with fast service. Aside from work, college is one
of my first real experiences with stress. During my first semester, all classes were going well besides
my business calc class(BUS 111). I did not put the work that was necessary in competing this class.
Returning second semester taking the same class put unwanted stress on my shoulders that freaked
me out. By going out of my way to create a study plan for this class, my grades have been much
higher than the previous semester. I am able to complete my homework on time, study for my tests
and quizzes, and still have plenty of time to complete my other four classes work as well.
6.
Student will express a personal code of

leadership / membership ethics
HDF 190
Lacrosse season highschool year
Ones leadership qualities may be brought out in many diverse situations. From being a captain of a
sports team to helping your classmates build the highest spaghetti tower in the class. Playing lacrosse
in high school for four years helped us keep growing until my senior year. As a senior, me and two of
my friends were given the honory position of captain. The six years prior of lacrosse, Mount Sinai
lacrosse(my high school) had not made even made a close attempt to making it to playoffs. Through
hard work and team building me and my two friends were able to lead our team to the Long Island
championship. To do so we really had to build our team working as hard in practice then we would in a
game. Making sure everyone who can make an impact does so. We took it game by game and slowly
progressed as the season went on. Aside from the lacrosse team, the pasta building exercise allowed
for many leadership qualities to come out in everyone. Everyone was respectful, listening to what
everyone had to say and putting everyones thoughts into play. Taking the position of actually hands on
building the tower was simple because of the communication out group possessed. We were able to
put all our thoughts together to create a process that worked for all of us.
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7.
Student will demonstrate practice of the

personal code of ethics
BUS 111
Future years at URI
My personal code of ethics has two sides to it. Take things one step at a time, and lead when it comes
to your strengths and step down when it comes to your weaknesses. These two statements have
guided me entering my second semester here at URI after failing my BUS 111 class. Entering my
second straight semester of BUS 111 I used these two statements in guiding me towards success. I
learned to take each test one by one and really apply the work that is needed in order to be
successful. I worked on each homework in advance so it gave me enough time to really master the
lessons that were being taught. As my second statement says step down when it comes to your
weaknesses, this relates to my BUS 111 group projects. Although taking the lead position for me was
different, I was still able to step down and listen to those who had bight ideas that further benefited our
grade. I plan on using both of the statements to further benefit my experience here at URI socially and
academically. As long as my priorities are straight and I follow these guidelines I believe my
experience here at URI will be the best one can ask for.
8.
Student will express a personal values

statement
PSY 115
Applying for a job
A major component I have learned being away from home is always be grateful for my parents do.
Being away from your hometown friends during school makes you adapt and meet new friends away
from home. During this process of finding new friends I made many friends with little to no family at
home. Seeing how much harder life can be with no family support really made me grateful for the work
my parents put in for me everyday. At this point in my life, success depends on the ability of myself to
repay my parents to my maximum capability. I started this by applying for a job just to take some
financial weight off my parents shoulders. By doing this, they have given me more freedom to live on
my own knowing I can support myself for little things in life. Of course I rely on them heavily in college,
I hope for that to change as I finish up my four years here at URI.
Talking to my PSY 115 professor about my friends with little to no family waiting for them at home, he
told me to make them family. Although not everyone is lucky enough to have a caring family, the least
one can do is make them feel loved and give them someone to fall back on when there are no other
options.
9.
Student will demonstrate practice of the

personal values statement
PSY 115
Second Semester freshman year
As stated in my above outcome, my personal values statement heavily relies on my family. Part of my
family away from home is my PSY 115 teacher that gives me someone to talk to when I have no
where else to go. He is a primary reason as to why I have become so grateful for my parents. He
made me understand what my parents go through every day while raising four kids. After talking to
him all of first semester, it made me realize my career all starts with my performances freshman year.
Entering second semester, I was a whole new person with a completely different drive and attitude.
Don't just work for myself, but work to repay my parents as well. Comparing my first semester
transcript with my second leaves no argument that I was more driven during my second semester.
Hopefully this drive will lead me in the right direction with my three years left here at the University of
Rhode Island. Realizing I am not just working for myself made me realize that the only thing better
than benefiting yourself is benefiting others as well.
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10.

lead a project from start to finish (followthrough)
HDF 190
BUS 111 Projects
HDF 190 has given me the ability to lead different situations with a more confident attitude. It has
taught me that leadership doesn't have to rely on so called captain, but it portrays the attitude that a
leader can step down and take orders when it comes to his/her weaknesses. I used my new
interpretation of leadership when my BUS 111 group projects came up. Although I had a thought
process that i thought was correct, I was still open to new ideas that my partners had to offer. By
giving my members a chance and not proceeding without there opinion, we actually came to a
realization on a pattern that would cut our project time in half and still receive the same answer. By
consulting with my group, we not only saved an hour of unneeded work, I also learned a new method
that will further help me in the future. Taking the setup of the problem into my own hands was one of
my more progressive leadership moves I have made with group school work. If i had not initially drew
out the picture of the model and selected a certain method, my partner would not have been able to
connect the different methods. Typically when it comes to group work, the head role is not my
personal position until I began to understand a different understanding of the word leadership. One
can lead from the beginning to the end and still step down and receive advice from those that were
listening to them at one point.
11.
Student will describe goals and objective

statements regarding personal issues,
career issues, and community issues
BUS 111
ZBT
Entering college my freshman year, I was as lost as any freshman entering college. I had no personal
input on what I want to do with my future. As odd as this sounds, failing my business calculus class
brought the realization that a finance major is what I want to fulfill with my next three years here at
URI. Taking BUS 111 a second time brought the realization to me that college is not going to be a
breeze like its been for the passed couple years in high school. No matter what my major is work will
have to be put in in order to be successful. Finishing up my second semester of BUS 111, I have
figured out that as long as I put the work in a financial major will be in my near future.
As for my personal and community issues, my goals are to give back to those who deserve it. Joining
a fraternity has given me the perfect chance to give back to our community in the greatest way.
Whether brothers are cleaning up local beaches or shaving their heads for fundraisers, we all work
together in order to further benefit our community. In the near future I hope to bond my fraternity even
closer by wanting to participate in all future philanthropies that are offered around campus and our
community. As for my personal goals, giving back to my parents who have helped me through
everything to this point. I hope to be successful enough in my future that I can repay my parents for
everything they have done for me. I will forever be grateful for what they do and if I can repay them I
will consider myself successful.
12.
Student will show evidence of goals and

objectives that were planned and
achieved
PLS 150
Lacrosse season senior year
Being a freshman I knew that my classes for my major were going to need a lot of time dedicated to
them. Knowing this, I also know that many people slack off when it comes to their gen ends because
they are to focused on their major classes. Entering college I made it a future goal to receive an A or B
in every gen ed class I enrolled in. With this mentality, first semester I received an A or B in 2 of my 3
classes not including my main classes. Disappointed that I did not fulfill my goal for the first semester,
I made it my priority to receive an A or B in all of my classes this semester. As my grades are looking
now, I am hoping for 3 As in all of my gen ed classes this semester with one of those being PLS 150.
Lacrosse senior year is a different situation that goals were set and achieved. Entering senior year, we
were striving to go far into playoffs for the first time in over 6 years. With this motivation, we worked
everyday in order to get better. Practicing everyday whether or not we had practice was a must. With
all of the work we put in, we were able to win the Long Island championship. We worked for so long all
for that opportunity to be lacrosse champions of Long Island. Although we went on to lose the next
game for the upper state championship, we learned that working hard in practice everyday will pay off
during game time.
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Student will show knowledge of the

Hierarchy of Needs theory by Maslow
Research Citation:
14.
Student will show application of Maslows

theory to own life
My life to this day
This model can relate to any individual who are content with their lives including myself. Starting with
the bottom, Physiological. Everyday I am lucky enough to be able to breathe, eat, drink and sleep
which are the basic needs of life. Next comes safety and love/belonging. I fulfill the section of safety
by maintaining happy relationships throughout my life. Coming to college alone leaving my family was
and friends was one of the harder things I have done. I am a very family oriented person and love to
keep strings between my family tighter than ever. Luckily I have found friends here at URI that i can
call my family. Now comes the Esteem portion of the model. I am an individual with great respect for
others and hopefully I am well respected by my peers as well. I am a confident person when it comes
to my strengths and I have a high self esteem for myself as I think everyone should. Last self actualization. Ever since I have been at URI I have been getting involved trying to make an impact. In
the future with my fraternity I hope to better benefit my experience here at URI while benefiting my
community around me.
15.
Student will describe personal leadership

style and/or personality style including
strengths and weaknesses and examples
of application (Sources = Leadership style
inventories, the L.P.I., StrengthsQuest,
Type Focus (MBTI), LAMP, and other
career inventories, etc.)
Ocean Notion
Learning about the Servant Leadership model by Robert Greenleaf in HDF 190 really clicked and is
still my favorite model of leadership. Now in order to be a servant leader, one must serve before he
leads. As a few of my top strengths are includer, teamwork and humor, I try to incorporate these three
into my perspective of servant leadership. Although I was suppose to use these skills at Welcome
Day, unfortunately I was not available on campus during the time. Instead I went out to support one of
my great friends, and my bother of ZBT, Martin Naro with his non-profit beach clean up organization
called The Notion Ocean. Robert Greenleaf also states serving should come with a natural feeling that
you want to serve. Taking that into account, I tried to make everyone have a great time serving
whether it was with my humor, making sure no one was left out, or just working as a team to create a
major impact on many peoples lives. Not only by cleaning up the beaches were we all having a great
time, it was a perfect place for my to utilize my strengths to better benefit our community.
16.
Student will show knowledge of the theory

of Superleadership by Manz & Sims
Research Citation:
A super-leader is one who leads others to lead themselves through designing and implementing the
system that allows and teaches employees to be self leaders. The function of leadership is to
produce more leaders, not more followers. Some key benefits of Super-Leadership include high team
performance and flexibility, gin follower development and self confidence, high team creativity and
innovation, high long term performance and high ability of the team to work independently in absence
of a leader. This theory can be very beneficial in a work place in the leader or manager is not there
during a time of need. With this theory every employee is responsible to lead there own projects
without the supervision and help of a manager. With super-leadership, followers are treated- and
become self-leaders. This model can relate to me with a very strong connection because if HDF has
taught me one thing it is don't rely on one primarily leader because everyone has their own individual
perspective on situations that may hurt others if there voice is not heard.
13.
Maslow's Hierarchy of Needs Learning Theories. (2014). Retrieved

April 27, 2016, from http://
www.learning-theories.com/
maslows-hierarchy-of-needs.html
HDF 190
Super-Leadership - Leading Others

to Lead Themselves (free Business
e-Coach). (n.d.). Retrieved April 27,
2016, from http://it4b.icsti.su/
1000ventures_e/business_guide/
crosscuttings/leader
Maslow wanted to understand what motivates people. He believed that individuals possess a set of
motivation systems unrelated to rewards or desires, He stated that people are motivated to achieve
certain needs. When one need is fulfilled a person seeks to fulfill the next one, and so on which
eventually created the Hierarchy of Needs pyramid. The earliest and most widespread version of
Maslows hierarchy of needs included five motivation needs. The five stage model can be divide into
basic needs and growth needs. The basic needs are said to motivate people when they are unmet.
The need to fulfill such needs will become stronger the longer they are denied. Every person is
capable and has the desire to move up the hierarchy toward a level of self actualization. Unfortunately
progress is often disrupted by failure to meet lower level needs. Maslow noted only one in a hundred
people become fully self actualized because our society rewards motivation primarily on esteem, love
and other social needs.
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17.
Student will show application of Manz &

Sims theory to own life
HDF 190
Leadership Institute
Attending the Leadership Institute at URI as a incoming freshman was one of the greatest decisions I
could have made. Connor Curtis and Collin Rumbel were my peer leaders and they were so
passionate for what they loved. These are two individuals I would call super-leaders. There purpose
was to turn a group of freshman into future leaders here at URI. After two non stop days, they
transformed a group of strangers into a family. I created a bond that can not be broken with people I
had never met prior to the institute. All of the institute mentors earned there position of being there by
showing great leadership characteristics. They volunteered to be in that position for personal growth,
and to help others grow. I see them as super-leaders because they took time out of their lives to
benefit ours and I will be forever grateful for the two days I had spent at the Institute.
Research Citation:
Max Weber was a German sociologist that proposed the theory related to authority structure and
relations in the 19th Century. According to him, bureaucracy is the formal system of organization and
administration designed to ensure efficiency and effectiveness.There are a couple major principles of
this theory. One includes that jobs are divided into simple, routine and fixed category based on
competence and functional specialization. Another is officers are organized in a hierarchy in which
high officer controls lower position holders. All organizational members are to be selected on technical
qualifications based by training, education or formal examination. Life long employment and protection
of individuals against arbitrary dismissal is guaranteed. In this theory managers are professional
officials rather than owners. They work for fixed salaries and pursue their career within the
organization. Although it may have some good aspects, its system of control and authority are
outdated which cant work in such a changed environment.
Outcome Category: Leadership Theories

Outcome
18.
Target class

Authority and Bureaucracy theory of
leadership Weber
19.
Student will describe personal application

of the above theory (Weber)
20.

Scientific Management theory of
leadership by Taylor
Weber's Model for Bureaucracy Boundless Open Textbook. (n.d.).

Retrieved April 27, 2016, from
https://www.boundless.com/
sociology/textbooks/boundlesssociology-textbook/social-groupsand-organization-6/bureaucracy-56/
weber-s-model-forbureaucracy-352-10202/
HDF 190
Offices that follow this model

Research Citation:
Frederick Taylor and Scientific
Management: Understanding
Taylorism and Early Management
Theory. (n.d.). Retrieved April 27,
2016, from https://
www.mindtools.com/pages/article/
newTMM_Taylor.htm
21.
Frederick Taylors Scientific Management model pursues the thought to use the scientific method to
study work and determine the most efficient way to perform specific tasks. Rather than simply assign
workers to just any job, find a system to match workers to there jobs based on there strengths and
motivation to train them to work at maximum efficiency. Like the Management of Objectives theory
employees will be monitored. Instead of being monitored and rewarded if progression is made,
Taylors Scientific Management model monitors employees to provide instructions and supervision to
ensure that they're using the most efficient ways of working. Another main point of this model is to
allocate the work between managers and workers. By doing this managers spend their time planning
and training, allowing the workers to perform their tasks efficiently. There were many critiques towards
this model because it promotes the idea that there is only one right way which is unlike the MBO
model.

of the above theory (Taylor)
!13
22.

Management by Objectives theory of
leadership by Drucker
future work place

Research Citation:
Management by objectives
(Drucker). (n.d.). Retrieved April 27,
2016, from http://
communicationtheory.org/
management-by-objectives-drucker/
23.

of the above theory (Drucker)
24.
25.
COM 100
Management of Objectives is a personnel management technique where managers and employees

work together to set, record and monitor goals for a specific period of time. Organizational goals and
planning flow top-down through the organization and are translated into personal goals for
organization members. This theory was made by Peter Drucker and become commonly used in the
1960s. The core concept of Management of Objectives is planning, which means that an organization
and its members are not merely reacting to events and problems but are instead being proactive.
MBO requires that employees set measurable personal goals based upon the organizational goals .To
me this model can relate to a puzzle. Everyones individual goals all have to fit together to create the
big picture or the organization goal. These goals are closely monitored, if a company managers will
always check progress. If progress is being made rewards will be based upon goal achievement. One
advantage of Management of Objectives is it provides a means to identify and plan for achievement
goals. However on the other hand MBO takes concreted effort. It is a secure plan that has to be
followed and sometimes it may be hard to follow the exact guidlines.
Everyday offices
Primarily this model is portrayed in an office or within a firm or company. Being a college student I
have not witnessed this model being used first hand. Although I have not witnessed it within a firm, I
noticed a few points during my Communications class that can relate to this theory in many aspects.
As stated in the Management by Objectives theory everyone must set personal goals for the bigger
picture. If everyones personal goals could be pieced together business will run smoothly. Comparing a
business and a group project in Communications is not easy but they have similar intentions. While
working on our group project we all had to fulfill our own aspect of the project. With all our individual
goals finished we figured out a way to piece all our information together. We did this by creating a
power point presentation piecing all of our ideas together to create a big picture of what all our
information was about(How age influences interpersonal communication). Each of our individual slides
can relate to each employees individual goal within a firm and our power point presentation was the
final product or the organization goal.
Student will show knowledge of Theory

X and Theory Y theory of leadership by
MacGregor
Research Citation:
In The Human Side of Enterprise, Douglas McGregor proposed two theories to portray employee
motivation. These two theories are simply called Theory X and Theory Y. Both of these theories begin
with the premise that managements role is to assemble the factors of production, including people, for
the economic benefit of the company. So what do the two theories stand for? Theory X stands fro the
average person. For instance they dislike work and attempt to avoid it, have no ambition and do not
want responsibility, resists change and is gullible and not very intelligent. As for Theory Y it is the more
driven person. For instance they believe work can be as natural as play and rest, they can handle
responsibility and always are striving fulfill there goals. These assumptions for the two theories are
based on social science research which has been carried out, and demonstrate the potential which is
present in man and which organizations should recognize in order to become more effective.

of the above theory (MacGregor)
working at a catering department
Theory X and Theory Y:

Understanding Team Member
Motivation. (n.d.). Retrieved April 27,
2016, from https://
www.mindtools.com/pages/article/
newLDR_74.htm
Personally finding a target class for this model was tough because I feel as if it relates to a real life
work place more concretely. Working at a catering department meant working with over twenty people
at once to make sure parties and events run smoothly. Working with 20 other high school and college
students also means there are going to be some hard workers and others who will barely work at all.
At my workplace, those were the Theory X and Theory Y. For a perfectly running workplace the
objective is to have employees that portray characteristics of Theory. If everyone of my coworkers
would adapt to the situation like many of us do and have fun working. We all know going to work is not
fun, but when you're there it is about making the best of it. Only about 50% of our employees had the
mentality that work can be as natural as play If we could get the other 50% of the workers to strive
to be as motivated, our work place would run like a well oiled machine.
!14
26.

Servant Leadership theory of leadership
by Greenleaf
HDF 190
Philanthropy
Robert Greenleaf once said in order to be a servant leader one must serve before he leads. Robert
Greenleaf broke this theory into seven Cs. These seen C characteristics all lead to what the servant
leadership model is all about, change. In order to be a servant leader one must serve first. On my
road to becoming a servant leader I noticed all the opportunities there are to serve all around campus.
Whether it be fundraising, cleaning up around campus or proposing ideas to benefit out campus, they
are all examples of service around campus. Serving should not be something that one dreads as
Robert Greenleaf said it begins with the natural feeling that one wants to serve. A servant leader
focuses primarily on the growth and well being of people and the communities in which they belong.
Servant Leadership differs from many interpretations of the world leadership. While traditional
leadership involves one at the top of the pyramid, servant leadership is different because it shares
power and puts the need of others first and helps people develop and perform as highly as possible.
27.

of the above theory (Greenleaf)
HDF 190
Philanthropy within my fraternity
Learning the servant leadership model has brought out a whole different aspect to the term
leadership. After viewing all the servant leadership presentations in HDF 190, it brought the thought to
my head that servant leadership is portrayed all around campus almost everyday. Whether it is fGreek
Life raising money for fundraisers, or people picking up trash in order to keep our campus clean, they
both portray aspects of servant leadership. Being involved in Greek Life here at URI, it is required to
be involved with different philanthropies around campus to better benefit our community. But ZBT
brought out the aspect that philanthropy events shouldn't be mandatory events. Us as brothers enjoy
giving time for philanthropy as it gives us a chance to give back to the community.
Although my small group was not able to portray servant leadership because of weather, we were
able to come up with a possible anti-discrimination campaign that can be pursued by future flite
students in pursue of there servant leadership campaign. We decided on this because it can be a
project that can be beneficial for our campus for many years to come. It can force many students to
spread awareness for a campaign that many have problems with to this day.
28.

Principle Centered Leadership theory by
Covey
29.

of the above theory (Covey)
Research Citation:
Principle Centered Leadership developed by Steven Covey based upon the premise of servant
leadership. This model is used to aid people by making them realize their potential. There are eight
PRINCIPLE-CENTERED
characteristics of Principle Centered Leadership and these include continually learning, service
LEADERSHIP. Effective Leadership - oriented, positive energy, believe in others, lead balanced lives,see life as an adventure, synergistic
Building Natural Principles Into the
and excursive sell renewal. If you focus on principles, you empower everyone who understands those
Centre of Your Life and Work
principles to act without constant monitoring, evaluating, correcting or controlling. Many characteristics
(Concept by Stephen Covey). (n.d.). of what a Principle Centered Leader promotes are shared vision, creativity, interdependency,
Retrieved April 27, 2016, from http:// continued learning, emotional stability, self supervision and servant leadership. A well know quote that
www.1000ventures.com/
states give a man a fish you feed him for a day, teach a man to fish and you feed him forever. This
business_guide/crosscuttings/
can heavily relate to Principle Centered Leadership because Covey strives to teach people how to fish
leadership_principle-centered.html
on their own. Fisherman can relate to a manager of a company, they booth learn skills though several
years of applying themselves.
HDF 190
COM 100 projects
Although in HDF 190 we never reflected on the Principle Centered Leadership theory we touched
base with models that have similar characteristics. Personally I see many similarities with this theory
and the servant leadership model. The Servant Leadership model states one must serve before he
leads, although the Principle Centered Leadership theory does not require one to serve, it requires
you to always be thinking about others and make decisions that will benefit you as well as others.
While completing group projects in college, time does not always allow the whole group to meet up
and work together. Since that is an issue, it causes all group members to trust all others that they will
complete there individual parts. Hopefully everyone in the group is striving to continuously learn,
contains positive energy, everyone believes in everyone else and lead balanced lives. If everyone in
the group contains those four characteristics they already fulfilled four out of the eight characteristics
portrayed in the Principle Centered Leadership model.
!15
30.
Student will show knowledge of the 14

Points / TQM theory of leadership by
Deming
31.

of the above theory (Deming)
32.

Visionary Leadership (now often cited
as Transformational Leadership) theory
by Sashkin
33.

of the above theory (Sashkin)
34.

Individuals in Organizations leadership
theory by Argyris
35.

of the above theory (Argyris)
36.
Students will demonstrate knowledge of

the 4 Vs theory of leadership by Grace
(Center for Ethical Leadership)
37.

of the above theory (Grace)
HDF 190
Working a summer camp
Demings 14 points is an outline that one can follow to further benefit a company of some sort. Being
enrolled in HDF 190, it has taught me everything can always be improved. Demings 14 points are 14
different ways one can improve his or her company. This theory requires one to be adaptive to
different situations and be able to tale risks that will hopefully only benefit your workplace. Reflecting
back to last summer working at a summer camp, things did not run smoothly primarily because there
were only 2 mentors for every 40 kids. As the mentors noticed some aspects were getting out of hand,
changed had to be made. We noticed the first few days of camp, several children were falling or
getting cut up from disorganized games. After about a week of working all of the mentors had a faculty
meeting in order to fix this problem of to many injuries. We came to a conclusion that breaking the
groups in half would force less people playing at once, which allowed for mentors to be able to watch
over children in a more organized fashion. Although this was not the original plan of the camp,
changes that further benefited our camp had to be made. After changing the group sizes, we had less
injuries in the remaining 3 weeks of camp then we had only in the first week. Although i did not know
about Demings 14 points, I found that the changed we made at camp can relate to points stated by
Deming.
!16
38.

Situational Leadership theory by Hersey
& Blanchard
HDF 190
Adapting to everyday situations
The Situational Leadership Theory by Hersey and Blanchard expresses that leadership depends on
each individual situation, and no single leadership style can be considered the best. A good leader will
be able to adapt her/his leadership skills to the goals or objectives at hand. According to this theory
the main characteristics that make a leader successful are goal setting, capacity to assume
responsibility, education, and experience. A followers overall maturity for the purposed of situational
leadership theory is of two components. These components include task maturity and psychological
maturity. The leaders function is to determine that level of a followers task maturity. Once the lead
determines the the followers overall maturity, the leader has to adjust to the situation at hand. In
corporates, more mature employees require less direction and support while employees who are less
mature require more direction and support. As for psychological maturity, a situational leader must be
able to figure out if the followers have any experience at the task at hand. Once they does this, they
can determine how much of a leadership roll they will have to play.
39.

of the above theory (Hersey & Blanchard)
HDF 190
ZBT Flag football team vs. Flite

group project
Personally situational leadership is something I need work in. For me being a leader in some places
comes so naturally as other situations not so much. For example, in high school I was always the kid
with the mentality that sports were everything. Although I would always keep my grades up, I never
tried as hard in school as I did in sports and that has carried with me into my freshman year here at
URI. Playing ZBT intramural sports I notice that I am always one of the more head figures. For
instance, I am the quarter back for our flag football league and I took that head roll of everyone
depending on me by choice. But in different situations such as our Flite group projects, I also noticed I
was not stepping forward as if I was playing a sport. I did not have that desire to take the head role as
I did in football. This is personally one of my favorite models but I also believe I need to put in a lot of
time to portray better characteristics of a situational leader.
40.

Relational Leadership model by
Komives, McMahon & Lucas
41.

of the above theory (Komives et al)
42.

concept of constructivism
43.
Students will describe personal examples

of implementing constructivism
44.

experiential learning in leadership
development (Kolb)
45.

of experiential learning in leadership
development (Kolb)
46.

Social Change Model of Leadership
Development by Astin et al
47.

of the above theory (Astin et al)
!17
48.

the Leadership Identity Development
Model by Komives et al
49.
Students will describe personal

application of the above theory. (Komives
et al)
50.

the Strengths-Development Model by
Hulme et al
51.

of the above theory (Hulme et al)
52.

behavior theories of leadership from
Michigan and Ohio State
53.

of the above theories (Michigan & Ohio
State)
54.

Charismatic leadership
55.

of the above theory
56.

contingency approach to leadership by
Fiedler
57.

of the above theory (Fiedler)
58.

Path-Goal theory by House
59.

of the above theory (House)
60.

Leader Member Exchange (LMX) theory
61.

of the above theory
62.

Leadership Substitutes Theory
63.

of the above theory
!18
64.

Models of leader emergence
65.
Student will describe the impact of traits

on leadership emergence and
performance
66.

Chaos approach to leadership by
Wheatley
67.

of the above theory (Wheatley)
!19
Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership

Outcome
68.
Student will demonstrate how cultural

anthropology / paradigms relate to
leadership
69.
Student will describe personal example

of using cultural anthropology /
paradigms as a leader
70.

the Cycles of Socialization (Harro)
theory and its uses in leadership
71.
Students will demonstrate personal

application of the Cycles of
Socialization (Harro)
72.

the Cycles of Liberation (Harro) theory
and its uses in leadership
73.
Student will demonstrate personal

application of the Cycles of
Liberation (Harro)
74.

the Configuration of Power (Franklin)
and its relationship to leadership
75.

application of the Configuration of
Power (Franklin)
76.

racial identity development via the Cross,
Helms or other models (Ferdman &
Gallegos; Kim; Horse; Wijeyesinghe etc.)
77.

application of model(s) of racial identity
development above
78.

McIntoshs theory of privilege and its
relationship to leadership
79.

application of McIntoshs theory
Target class
!20
80.
Student will describe the differences and

similarities of individual and institutional
oppression and relationships to
leadership
81.
Student will show knowledge of effective

leadership as it relates to change agency
82.
Student will describe personal examples

of being a change agent
83.
Student will create a personal code of

inclusive leadership
84.

the Model of Intercultural Sensitivity by
Bennett and its uses in leadership
85.
Students will demonstrate personal

application of the Model of Intercultural
Sensitivity by Bennett
86.

the ally Action Continuum by Griffin &
Harro
87.

application of the Action Continuum by
Griffin & Harro
Outcome Category: Critical Thinking

Outcome
88.
Student will show knowledge of principles

of critical thinking (logic is used in this
minor)
89.
Student will demonstrate proficiency of

critical thinking
90.
Student will show knowledge of

metaphorical analysis to critically analyze
self and leadership situations
91.

metaphorical analysis to critically analyze
self and leadership situations
Target class
!21
92.
Student will show knowledge of at least five

decision making methods
93.
Student will describe personal examples of

having used five decision making methods
94.
Student will show knowledge of at least five

problem solving / conflict management
methods, as well as understanding the
roots of conflicts
95.

having used five problem solving / conflict
management methods (if student has been
trained in mediation, that information goes
here)
96.
Student will describe what it means to

analyze, criticize, synthesize and utilize
information as a leader
97.

leadership that is used in crisis
98.
Student will describe examples of

leadership in crisis situations
Outcome Category: Interpersonal and Organizational Concepts & Skills
!22
Outcome
99.

active listening techniques
100.
Student will describe examples of using

active listening skills
101.

functions of group communication by
Hirokawa
102.

of functions of group communication
(Hirokawa)
103.
Student will show knowledge of techniques

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

and accepting feedback.
105.

facilitation and de-briefing techniques
106.

facilitation and de-briefing techniques
107.

framing and breaking the frame
108.

framing and breaking the frame
109.
Student will show knowledge of organizing

meetings / setting agendas / and leading
meetings
110.

organizing meetings / setting agendas /
leading meetings
111.

Parliamentary Procedure
112.
Student will show knowledge of techniques

for working with difficult people
113.

using techniques to work effectively with
difficult people
Target class
!23
114.
Student will show knowledge of the stages

of group development (Tuckman, Bennis or
others)
115.

group development in use (Tuckman,
Bennis or others).
116.
Student will show knowledge of group

dynamics and group roles
117.

group dynamics and group roles
118.

memberships skills in groups
119.

membership skills in use
120.

Challenge and Support theory by Sanford,
and its relationship to organizations
121.

using the theory of Challenge and Support
(Sanford)
122.

construction / elements of informative and
persuasive speeches
123.
Student will demonstrate proficiency in

informative and persuasive public speaking
124.
Student will show knowledge of planning

and conducting interviews (as the
interviewer)
125.

planning and conducting interviews (as the
interviewer)
126.
Student will show knowledge of preparing

for and effective answers in interviews (as
the interviewee)
127.

preparing for and being interviewed
128.

collaboration / coalition building
!24
129.

working in collaboratives/coalitions
130.

Intercultural communication considerations
131.
Student will demonstrate proficiency in

intercultural communication
132.
Student will describe ways to maintain

accountability in leadership / member
relationships
133.

related to maintaining accountability as a
leader
134.
Student will describe ways to build

relationships between leaders and
members
135.

building relationships with members as a
leader
136.
Student will describe how credibility applies

to leadership, as well as the characteristics
and skills of a credible leader
137.

building, maintaining, and repairing his/her
own credibility as a leader
138.
Student will describe ethical standards in

influence
139.
Student will describe influence applies to

leadership
140.
Student will describe principles of effective

mentoring, as well as problems particular
to the mentoring relationship
141.

mentoring and being mentored
142.
Student will describe principles of effective

peer leadership, as well as problems
particular to peer leadership
!25
143.

related to being a peer leader and being
led by peers
144.
Student will describe the four frames of

organizations by Bolman and Deal
145.

of organizational analysis using the four
frames of organizations (Bolman and Deal)
!26

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LEADERSHIP

Leadership Inventory Revised 8/30/2013

CENTER FOR STUDENT LEADERSHIP DEVELOPMENT

Phone: (401) 874-2726

Fax: (401) 874-5317

CSLD Mission Statement

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

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

Leadership Inventory Revised 8/30/2013

CORE REQUIREMENTS- 9 Credits

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

BUS 441: Leadership Skills Development

HPR 411/412: Honors Senior Seminar

HDF 492: Leadership Minor Portfolio

Offered in the spring and summer with Dr. Leatham

Taken last spring semester of enrollment (some exceptions)

MINOR ELECTIVES-9 credits

Leadership Inventory Revised 8/30/2013

AAF 300: Civil Rights Movement in the US

COM 402: Leadership and Motivation (capstone option)

HDF 416: Leadership in Organizations

Leadership Inventory Revised 8/30/2013

BECOMING A POSITIVE LEADER THROUGH DEVELOPMENT & INVOLVEMENT

4. Develop and Refine

Leadership theory and

3. Broaden Your Perspectives

Leadership Inventory Revised 8/30/2013

Outcome Category: Self-Leadership

Descriptive notes regarding learning and practice

Leadership Inventory Revised 8/30/2013

Student will demonstrate autonomy and a

Working at a golf coarse

Student will demonstrate personal,

Going to the library instead of

Student will demonstrate the ability to

Leadership Inventory Revised 8/30/2013

Student will demonstrate knowledge of

Student will demonstrate the ability to

Catering parties in the summer

Student will express a personal code of

Lacrosse season highschool year

Leadership Inventory Revised 8/30/2013

Student will demonstrate practice of the

Future years at URI

Student will express a personal values

Applying for a job

Student will demonstrate practice of the

Second Semester freshman year

Leadership Inventory Revised 8/30/2013

Student will demonstrate the ability to