Leadership Inventory

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:
Leadership Inventory Revised 8/30/2013 1

*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 Class options Notes
Introductory Course HDF 190: FLITE Only offered in spring for first-year students
3 credits or
HDF 290: Modern Leadership Issues Offered Fall and Spring for sophomores & juniors
Internship HDF 417: Leadership Internship Requires 40 hours/credit with a min. of 80 hours & a max. of 120 hours of documented
3 credits or internship experience for graded credit
Experience through Office of Experiential Learning & Community Engagement
or
Internship Class in Academic Major The only time the major and minor can overlap
Capstone HDF 412: Historical, Multi-ethnic & Alternative Leadership Offered only in the fall with preference given to seniors
3 credits or
COM 402: Leadership & Motivation Offered in the spring and summer with Dr. Leatham
or
BUS 441: Leadership Skills Development Offered in the fall and spring with Dr. Cooper
or
HPR 411/412: Honors Senior Seminar
Must be in Honors or have GPA of 3.3
Portfolio HDF 492: Leadership Minor Portfolio Taken last spring semester of enrollment (some exceptions)
1 credit
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 COM 402: Leadership and Motivation (capstone option) HDF 416: Leadership in Organizations
BUS 341: Organizational Behavior COM 407: Political Communication HDF 417: Leadership Minor Internship
BUS 342: Human Resource Management COM 415: The Ethics of Persuasion HDF 437: Law & Families in the U.S.
BUS 441: Leadership & Motivation (capstone option) COM 421: Advanced Interpersonal Communication HDF 450: Introduction to Counseling
BUS 443: Organizational Design & Change COM 422: Communication and Conflict HPR 118: Honors Course in Speech Communications
BUS 448: International Dimensions of Business COM 441: Race, Politics and the Media HPR 203: The Prepared Mind
BUS 449: Entrepreneurship COM 450: Organizational Communication HPR 412: Honors Seminar (capstone option)
COM 100: Communication Fundamentals COM 461/462: Managing Cultural Differences in Organizations MSL 101: Introduction to Military Leadership
COM 202: Public Speaking CSV 302: URI Community Service MSL 201: Leadership & Military History
COM 208: Argumentation and Debate GWS 150: Introduction to Womens Studies MSL 201: Military Skills and History of Warfare
COM 210: Persuasion: The Rhetoric of Influence GWS 310: Race, Class, Sexuality in Womens Lives MSL 202: Leadership & Team Building
COM 221: Interpersonal Communication GWS 350: International Womens Issues MSL 301: Leadership & Management
COM 250: Small Group Communication HDF 190: FirstYear Leaders Inspired to Excellence (FLITE) PEX 375: Women in Sport Contemporary Perspectives
COM 302: Advanced Public Speaking (introductory course option) PHL 212: Ethics
COM 308: Advanced Argumentation HDF 290: Modern Leadership Issues (introductory course option) PSC 304: Introduction to Public Administration
COM 322: Gender & Communication HDF 291: Rose Butler Browne Program Peer Mentoring Program PSC 369: Legislative Process and Public Policy
COM 351: Oral Comm. in Business & the Professions HDF 412: Historical, MultiEthnic, & Alternative Leadership PSC 504: Ethics in Public Administration
COM 361: Intercultural Communication (capstone option) SOC300/WMS350: Women and Work
COM 383: Rhetorical Theory HDF 413: Student Organization Leadership Consulting THE 221: Stage Management
COM 385: Communication and Social Influence HDF 414: Leadership for Activism and Social Change THE 341: Theater Management
HDF 415: FLITE Peer Leadership

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
Time management
Organization
1. Know Yourself
Self care
Lead Others Self discipline
Strengths
Perseverance
Weaknesses
PROGRESS Develop and maintain family,
Values
interpersonal, and intimate relationships
P Needs
Academic, social, personal goals and
R Styles
objectives
O Learning
G Teaching P
Personality R
R
Membership O
E RE-EVALUATE
Leadership G
S former stages as you
S progress R
E
4. Develop and Refine S
Skills S
Leadership theory and

practice 3. Broaden Your Perspectives
Communication Understand others
Group Development
Inclusion Hierarchy of needs
Citizen Activist Skills PROGRESS Racial, cultural, gender, sexual orientation,
Critical Thinking religious, class, ability, etc. diversity and
Teaching and Programming 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 Target class Additional Descriptive notes regarding learning and practice
Experiences
1. Student will demonstrate autonomy and a HDF 190 A big part of growing up and becoming an adult is making your own decisions
minimized need for approval and understanding who you are and what you want. I found when I came to
college that no body care what you wear, what you eat or what you do, they
only care (for the most part) about your character. After understanding this after
the first few weeks at college I really started to grow as a person. I stopped
wearing what others might like, I started to wear what I liked, I stopped acting
how my parents want me to act and started to act how I would want my child
one day to act. I noticed once I started doing this I became happy, not because
of one thing or experience but because I was on the right pathway to find who
I really was. I was my own person and not a different version of someone else.
This was really shown to me when I did the Strengths Quest because it showed
just how unique of a person I am (See evidence 1)
2. Student will demonstrate personal, The one thing that I learned first when I came to college is that free time is
organizational, and academic examples something that you have plenty of but when you start filling that free time with
of self-discipline
clubs and sports and friends college life can get hectic. Therefore, I use a
planner on my phone to keep track of all the due dates of my assignments and
keep dates of meeting times. In HDF 190 I got the idea to use a planner from
the multiple successful peer leaders who use it and swear by it. The planner on
my phone not only reminds me with notifications on my phone but emails me
the times and dates everything is due in case I do not have my phone. Unlike
high school its easy to find something other than homework to do every night
but if you stay on top of the work load its manageable. (see evidence 2)
3. Student will demonstrate the ability to HDF 190 HDF 190 Retreat During the day of discovery for HDF 190 we split up into our groups and went
manage emotions into our own classroom so that each of us could give our I am speeches.
When each person went around to talk and give their speech there were many
very moving and very powerful storys that helped shaped each of them. I
remember looking at the blue design on the tissue box and I almost reached for
them to break down in tears but I managed to keep my emotions in check.
(see evidence 3)
4. Student will demonstrate knowledge of HDF 190 In one of the first few classes of HDF 190 when everyone in the class seemed
stress management methods to have much more energy than usual Robert talked us through a meditation
processes that changed the whole atmosphere of the room. He told us to turn
our electronic devices off and to close our eyes, then he told us to clear our
head of everything that is not important right now. We sat there for a few
seconds and he said, when you are ready to start class open your eyes and I
remember when I opened my eyes it was like a weight had been taken off my
shoulders. Ever sense then when I need to destress or relax I do this. Another
stress management method that I know is proven to reduce stress is working
out. Thats why the day before any test I make sure to go to the gym for at least
45 minutes. (Evidence 4) I use my ID to swipe myself in at the gym.
5. Student will demonstrate the ability to ECN 201 Going into college I knew that I would hit road blocks along the way but my first
manage stress road block was in Econ 201 and it was for the first test. That week I had a
paper and two other test so I was really worried about my first major college
grades. After my last class, the day before my economics test, I knew that I had
a long night of studying ahead of me so I went to the gym, ate a good meal,
took a nap then went directly to the library. I stayed at the library till about 2:00
A.M. felling much more confident than a few hours before. With a quick review
of the material in the morning I was ready to go and I ended up doing very well
on my test. I managed my stress and cleared my head when I went to the gym,
ate a meal, and took a nap before I went to study. (see evidence 4) I use my ID
to swipe in at the gym and to get a meal.
A6 Student will express a personal code of HDF 190 My personal code of leadership is that I want to be foremost an ethical and
leadership / membership ethics congruent leader. I will practice what I preach to those around me, I will never
.
trade my pride for someone elses dignity. I will be inclusive to all those who will
hear my words and listen and to all those who dont like what I have to say. I
will remember what it feels like not be a leader and uneducated and I will carry
this with me to best understand those who I am serving. I will remember all the
models of leadership and will favor which ever one works best for the situation
that I am in. I will develop my strengths and values to become the best version
of myself. Most importantly I will not forget who I am and what my purpose is,
and my purpose is to serve others in whatever way possible. (see evidence A6)
7. Student will demonstrate practice of the
personal code of ethics
8. Student will express a personal values HDF 190 Day of Discovery In HDF 190 during our day of discovery each student had to give an I am
statement event speech and show an item that goes along with their speech. When I first got
the email that we would need to do this I immediately knew what I was going to
talk about. When I was a sophomore in high school I went on a Mission trip to
Long Island to help those who were affected by hurricane Sandy and it was a
trip that changed my life. The night before I left me and my brother got into a
huge fight, we both said some nasty things and I remember telling myself I
would never apologize to him. The place where we were staying had a big
auditorium and every night they had planned for one person to give a speech
about an event in their life. The very first night a girl told a story of how her
brother struggled with depression for most of his life and how she found him
after he committed suicide. After hearing this I felt sick to my stomach, how
could I be so selfish and fight with my brother when she had a funeral for her
brother. I found out that day that the only thing that separates me from any
other person is chance. The personal value statement that I expressed on the
retreat is that the only difference between people is perspective, everyone
wants the same thing: happiness, love, family, success, so everyone deserves
respect. Shortly after the trip I got a necklace with a cross on it so I never forget
that mission trip but more specifically that night and my values. (see evidence
8)
9. Student will demonstrate practice of the HDF 190 After expressing my personal value statement at the HDF190 day of discovery I
personal values statement thought back to the first days of college and how that value statement was
already in place and I just didnt know it. The first day of college I was so
nervous because it was my first time meeting my roommates and when I did I
wasnt sure what to think but I knew that we would get along. Its safe to say
that at that time I did not know how messy they were. Two weeks went by and I
knew that something had to be done so we got together without RA and talk
about what needs to change and at the end of that meeting we shook hands
and havent looked back sense. My personal value statement is that I believe
that the only thing that separates people is perspective so I finally understood
that to my roommate a messy room is normal so after understanding him we
were able to make peace with each other. (see evidence 40)
10. Student will demonstrate the ability to
lead a project from start to finish (follow-
through)
11. Student will describe goals and objective
statements regarding personal issues,
career issues, and community issues
12. Student will show evidence of goals and HDF 190 Econ 202 A big part of college is planning for projects in the future so that when the due
objectives that were planned and date comes you dont need to rush last minute to finish it. In HDF 190 I set a
achieved
goal for myself to be completely done with all the outcomes with at least 5 days
until they were due. I set this goal the 3rd week of classes and after finishing
this outcome I will have succeeded my goal of finishing all my outcomes with 5
days to go. The first two deadlines for 5 outcomes were a revelation for the
work that I was going to do to complete 20 total outcomes. After knowing this I
tried to average about 2 outcomes every week or two to make sure that I got
them done in time. I applied this same technique to my economics class. The
way that class is structured is that every week we have a module to do on the
material we learned in class. After every class I would go to the library
basement with some of my peers from the class and we would answer all the
questions that were based on the material we had just learned. This technique
really reinforced the notes I took in class and really helped me get a good
grade in the class. (evidence 12)
13. Student will show knowledge of the
Hierarchy of Needs theory by Maslow
14. Student will show application of Maslows
theory to own life
15. Student will describe personal leadership HD190 COM 100 (group In HDF 190 I was assigned to complete the Gallup strengths test so I could
style and/or personality style including Project) take the first steps to understand who I am and what my strengths are. After
strengths and weaknesses and examples
the test was finished my results were: Individualization, Context, Input,
of application (Sources = Leadership style Intellection, Connectedness. I think that these themes fit who I am and they are
inventories, the L.P.I., StrengthsQuest, a very good representation of my strengths. You cant lead others till you lead
Type Focus (MBTI), LAMP, and other
career inventories, etc.) yourself and you cant lead yourself till you know yourself. For example, if I am
not accepting of other team members ideas and I am not being inclusive then I
am not being an effective leader. In COM 100 we were assigned group projects
and in that group project I had to be the leader. I applied these ideas to try and
bring the group together to bring out the best ideas. (evidence 15)
16. Student will show knowledge of the theory
of Superleadership by Manz & Sims
17. Student will show application of Manz &
Sims theory to own life
Outcome Category: Leadership Theories
Outcome Target class Additional Descriptive notes regarding learning and practice
Experiences
18 Student will show knowledge of the
Authority and Bureaucracy theory of
. leadership Weber
19 Student will describe personal application
of the above theory (Weber)
.
Scientific Management theory of
. leadership by Taylor
of the above theory (Taylor)
.
Management by Objectives theory of
. leadership by Drucker
of the above theory (Drucker)
.
24 Student will show knowledge of Theory
X and Theory Y theory of leadership by
. MacGregor
of the above theory (MacGregor)
.
Servant Leadership theory of leadership
. by Greenleaf
of the above theory (Greenleaf)
.
Principle Centered Leadership theory
. by Covey
of the above theory (Covey)
.
30 Student will show knowledge of the 14
Points / TQM theory of leadership by
. Deming
of the above theory (Deming)
.
Visionary Leadership (now often cited
. as Transformational Leadership) theory
by Sashkin
of the above theory (Sashkin)
.
Individuals in Organizations leadership
. theory by Argyris
of the above theory (Argyris)
.
36 Students will demonstrate knowledge of HDF 190 Dr. Bill Grace created the 4vs by looking at leadership research and personal
the 4 Vs theory of leadership by Grace Leadership Crest experiences that shaped his views of leadership. The 4vs of ethical leadership
. (Center for Ethical Leadership)
are virtue, values, vision, and voice. In the center of the leadership model is
virtue and virtue is connected to the other Vs by polis, service and renewal
Virtue stands for the common good, its doing the right and just thing when we
are presented with a choice or decision. To be an ethical leader you need to
have and understand your core values, it is when you discover your core
values that you can apply to every level of your life. Vision is a picture in your
mind of what should be in relation to service to others. Voice is taking that
vision or that picture of what should be in your mind and portraying that in a
convincing way that inspires people to action. In the model, service connects
values and vision, the reason for this is because peoples vision is often shown
after or during service when their values are tested. Polis connects voice and
vision. Polis is Greek for the word city and the roots for the English word
politics, when we apply voice to our vision for a public service or act then we
are involved in politics. Renewal is in between voice and values. This is
because as we reveal our voice we need to consider if our actions are in
balance with our values and vision. In HDF 190 we were given the leadership
Crest that had the 4vs on it that we had to complete. For values I put
perspective, under vision I said happiness because it is a vision or a goal or
mine to make the world a happier place, under virtue I put wisdom and under
voice I put a plan of action on how to complete my vision, I wrote that I am
going to use my voice for change by complimenting people whenever the
opportunity arises so that I can bring a little bit of happiness into someones life.
(evidence 36)
of the above theory (Grace)
.
Situational Leadership theory by Hersey
. & Blanchard
of the above theory (Hersey & Blanchard)
.
40 Student will show knowledge of the HDF 190 Roommate The relational leadership model motivates people to be inclusive, ethical,
Relational Leadership model by agreements empowering, purposeful and process oriented. There are three basic principles
. Komives, McMahon & Lucas
of relational leadership, first is knowing, then being, and doing. Knowing is
knowing yourself and how others view things different than you. Next is being
and that is about being caring, principled and ethical. Finally, is doing, and that
is acting in a socially responsible way consistently on your passion and
commitments. In the center of the model is purpose because if you don't have
a why or a purpose then there is no meaning behind the end goal. The reason
someone is doing something is just as important as what they are doing.
Surrounding purpose is inclusive, empowering, and ethical. Inclusivity is not
just bringing different types of people to the table it's making sure they have a
voice and feel empowered at that table. All parts of the model work together in
the sense that to be inclusive you need to empower people and to empower
people you need to be ethical in how you empower them, and the root of all of
this is your purpose. And the final idea is that all of these things should be
process oriented to get things done most effectively but also because good
things happen when people trust the process. This year was first time I had to
live with someone in the same room and share a bathroom with 5 other kids so
thats why everyone in my hall had to make roommate agreements. There were
things that I wanted in the agreement that my roommates didnt so I had to
compromise and trust the process that everything would work out because my
purpose was for everyone to be happy. (evidence 40)
Bien, M. (n.d.). Relational Leadership Theory: Exploring the social processes of leadership and organizing.
Retrieved May 01, 2017, from http://www.sciencedirect.com/science/article/pii/S1048984306001135

of the above theory (Komives et al)
.
concept of constructivism
.
43 Students will describe personal examples
of implementing constructivism
.
44 Student will demonstrate knowledge of
experiential learning in leadership
. development (Kolb)
of experiential learning in leadership
. development (Kolb)
46 Student will show knowledge of the HDF 190 Bully Project In HDF 190 one of the many leadership models that I learned was the Social
Social Change Model of Leadership Change Model of Leadership Development. Incorporated in the model is 7 Cs
. Development by Astin et al
and those 7 are: Consciousness of self, Congruence, Commitment,
Collaboration, Common purpose, Controversy with civility, Citizenship and
sometimes included in the 7Cs is the Change which can be seen in the center
of the model. All the Cs are put into 3 groups. Consciousness of self,
congruence, and commitment are put in the individual values circle while
collaboration, common purpose, and controversy with civility are in the group
values circle and finally citizenship is in the community values circle. These
three circles are set up in a triangle shape with arrows between each of them
showing that they all pull from one another and that there is no set order in
them. Each circle has a role to play, the individual values circle has to do with
the development of self and our values. The group values circle has do with
collaboration between groups and individual people. Finally, the last circle is
society and that has to do with the common good for the people. Each of them
have a definition and those they are important to understand the model better.
Consciousness of self is important because you cant lead others till you lead
yourself. Congruence is all about acting the way you talk and talking the way
you act, its being congruent in all aspect of life. The last C in the individual
circle is commitment and thats a commitment to yourself and your values to
stay true to who you are. In the group values circle collaboration means to work
through the differences that spate us and find common ground to work on. Next
is common purpose and that is like collaboration but common purpose gets to
the root of the problem, if two different people have a problem they need to
solve its way easy when they both have the same reason that drives them. No
matter how different they are if they have a common purpose it makes the task
much easier. The next C is one of the most important Cs, its controversy with
civility. The reason this one is so important is because you need to have the
hard discussions that yield results without all the unnecessary drama that is
sometimes involved. The final C in a circle is citizenship and that has to do with
the common good. If you are a citizen of something you are a part of it and it is
somewhat apart of you so you both benefit when things go good. Another big
piece to this model is something called a change agent, a change agent is: a
person or persons who have the understanding motivation and skills to create a
positive change. The reason the social change model is so popular with
college kids is because anyone can be a change agent, it only takes one
person to have the motivation, understanding and skills to make change. Our
group for HDF 190 participated in the BULLY Project here on campus. We went
to a movie screening and talked about ways we could help prevent bullying.
They asked us questions that made us think about our individual lives then we
split up into bigger groups and talked about bullying on a bigger scale and how
everyone has a part to play. While it was not large scale we participated in a
social change movement. (See evidence 46)
Astin, H. S. (1996). Leadership for social change. About Campus, 1(3), 4-10.
doi:10.1002/abc.6190010302
47 Student will describe personal application HDF 190 HDF190 Group In HDF 190 we were assigned to complete a social change project in our
of the above theory (Astin et al) project groups. The social change that we took apart off was the BULLY Project on
.
campus at URI. We went to a movie screening and saw a movie called Bully.
The movie was the real story a few different kids from different places and how
bullying affected their life. After the movie, the leaders of the BULLY Project
asked us questions to think about the movie and how bullying had affected us
and people around us. After this we split up into bigger groups and came up
with an action plan for how we could help stop bullying in a fake scenario. We
then came together as a class and talked about each group plan and the
differences and similarities between the plans. After all the questions and
actions plans we left and made a presentation about the BULLY Project and
presented to our HDF 190 class to pass the information about bullying onto
more people to spread the word. (evidence 47)
48 Students will demonstrate knowledge of
the Leadership Identity Development
. Model by Komives et al
49 Students will describe personal
application of the above theory. (Komives
. et al)
the Strengths-Development Model by
. Hulme et al
of the above theory (Hulme et al)
.
behavior theories of leadership from
. Michigan and Ohio State
of the above theories (Michigan & Ohio
. State)
Charismatic leadership
.
of the above theory
.
contingency approach to leadership by
. Fiedler
of the above theory (Fiedler)
.
Path-Goal theory by House
.
of the above theory (House)
.
Leader Member Exchange (LMX) theory
.
of the above theory
.
Leadership Substitutes Theory
.
of the above theory
.
Models of leader emergence
.
65 Student will describe the impact of traits
on leadership emergence and
. performance
Chaos approach to leadership by
. Wheatley
of the above theory (Wheatley)
.
Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
68 Student will demonstrate how cultural
anthropology / paradigms relate to
. leadership
69 Student will describe personal example
of using cultural anthropology /
. paradigms as a leader
the Cycles of Socialization (Harro)
. theory and its uses in leadership
71 Students will demonstrate personal
application of the Cycles of
. Socialization (Harro)
the Cycles of Liberation (Harro) theory
. and its uses in leadership
73 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
McIntoshs theory of privilege and its
. relationship to leadership
application of McIntoshs theory
.
80 Student will describe the differences and
similarities of individual and institutional
. oppression and relationships to
leadership
81 Student will show knowledge of effective
leadership as it relates to change agency
.
82 Student will describe personal examples
of being a change agent
.
83 Student will create a personal code of
inclusive leadership
.
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
the ally Action Continuum by Griffin &
. Harro
application of the Action Continuum by
. Griffin & Harro
Outcome Category: Critical Thinking
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
metaphorical analysis to critically analyze
. self and leadership situations
92 Student will show knowledge of at least five
decision making methods
.
93 Student will describe personal examples of
having used five decision making methods
.
94 Student will show knowledge of at least five
problem solving / conflict management
. methods, as well as understanding the
roots of conflicts
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
leadership that is used in crisis
.
98 Student will describe examples of
leadership in crisis situations
.
Outcome Category: Interpersonal and Organizational Concepts & Skills
99. Student will demonstrate knowledge of
active listening techniques
100 Student will describe examples of using HDF 190 7 Hills pediatric center In HDF 190 we learned about the servant change model of
active listening skills leadership and a component of that model is listening. After learning
.
this, it made me think about my job that I have back in my home town
because listening was a big part of it. I worked at a center that cared
for mentally complex people and kids. The reason listening played
such a key role is because the patients dont talk much so when do
make a noise its very important. I was taught different listening skills
when I was first employed there because its the best way to make
sure these people are as happy as possible. See evidence(100)
functions of group communication by
. Hirokawa
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 HDF 190 Writing 104 A big part of the Leadership minor at URI is the outcomes that must
and accepting feedback. be completed to before graduating with a minor in Leadership
.
Studies. Knowing this I was very lucky to have Robin as my peer
leader in HDF 190 because she has had extensive work with the
outcomes and could give me great feedback on what I could do
better. After receiving my first 5 outcomes, I made many mistakes but
she went over each of the outcomes where I had made a mistake
and explained how and what I could do better. I kept all of her advice
with me for when I did the next 5 outcomes and this time I did a
much better job. I took WRT 104 as a blended class which means
that half of it is online and a big part of this class was peer reviews.
We had to post all of our writing assignment before they were due
and three people peer reviewed mine and I peer review three others.
This was when I gave the bulk of my feedback. I would try to read the
paper twice before I wrote down any feedback because its easy to
miss interpret ideas and sentences when you have to read so many
papers. After I read it twice I would go through the rubric and give
the best detail about where and how they went wrong. I also
intentionally tried to be as positive as possible with my feedback so
they felt like they could make something of the paper even if it was
not that good when I read it. (evidence 104)
facilitation and de-briefing techniques
.
facilitation and de-briefing techniques
.
framing and breaking the frame
.
framing and breaking the frame
.
109 Student will show knowledge of organizing
meetings / setting agendas / and leading
. meetings
110. Student will describe personal examples of
organizing meetings / setting agendas /
leading meetings
111. Student will show knowledge of
Parliamentary Procedure
112. Student will show knowledge of techniques
for working with difficult people
113. Student will describe personal examples of HDF 190 7 Hills pediatric Center In HDF 190 we learned about the servant leadership model and the
using techniques to work effectively with model is all about serving others in whatever way they need you too.
difficult people
I work at 7 Hills Pediatric Center which is a nursing home for
mentally complex people. The patients that I work with can be difficult
for some people but I enjoy being with them very much. Myself and
whoever I am working with are assigned a few patients are to play
games with them and watch movies together. Its special because
over time you form a bond because you spend so much time
together every week. I have been able to be effective because I try
and pay as much attention to the patients I am working with so they
feel like I care. I also try to use active listening so I can tell how I
need to serve them best. (evidence 100)
114. Student will show knowledge of the stages HD4 190 HDF 190 In HDF 190 before they assigned us a group project they taught us
of group development (Tuckman, Bennis or Tuckmans stages of development to prepare us for what to come in
others)
our different groups. This was not only very beneficial for that class
but for all group projects going forward in my life. The model is not an
exact representation of all groups and what they go through but it
does accurately portray what most groups go through. The model we
were shown had 5 parts to it, first theres forming, storming, norming,
preforming, and finally adjourning. Forming is when the group gets
formed and for the most part everyone is strangers with each other.
Then there is storming, storming happens when members of the
group are not on the same page and there is distrust among the
team. It happens when people in the group view them self as not a
part of the team and as individuals. After storming the groups transfer
into norming, norming is the stage where people get passed their
differences and understand that they will be much more effective if
they all work together to achieve the common goal. Once a group is
in norming, its not long till they transfer to preforming. Preforming is
the stage that the group has been working towards and it is here
where everyone is working together and there is an atmosphere of
trust because the goal is reachable. Following performing is
adjourning, adjourning is they final stage and its where the team gets
together says goodbye to those leaving and welcomes in the new
group members. This whole model of group development can be
seen very clearly every year at college and high school within clubs
and sports teams. My HDF 190 group went through all of these
stages. We first meet as strangers the first day our groups were
made. We were in forming for a long time, we really didnt start to feel
like a group until we started our group project. The reason for this I
believe is that we didnt have a goal until we started the project so it
was harder to feel like a real group. It wasnt until after we started our
project that the storming stage began. There were a few
disagreements between members but a few members of my team
stepped up and resolved the issues the best way possible. It was
after this that we transitioned into the norming stage. It was here
when we got majority of our work done and it was great work. We
transitioned to performing when we had to present out project to the
class and we again did a good job. Finally, we transitioned to
adjourning the last 2 classes of HDF 190. It was here that we took a
team picture and as I left that day I knew I was going to miss my
group.
(evidence 114)
115. Student will describe personal examples of HDF 190 HDF 190 In HDF 190 we not only learned Tuckmans stages of development
group development in use (Tuckman, but we got to experience them when we were assigned a group
Bennis or others).
project. Our group mirrored the actual model very well. We first meet
as strangers the first day our groups were made. We were in forming
for a long time, we really didnt start to feel like a group until we
started our group project. The reason for this I believe is that we
didnt have a goal until we started the project so it was harder to feel
like a real group. It wasnt until after we started our project that the
storming stage began. There were a few disagreements between
members but a few members of my team stepped up and resolved
the issues the best way possible. It was after this that we transitioned
into the norming stage. It was here when we got majority of our work
done and it was great work. We transitioned to performing when we
had to present out project to the class and we again did a good job.
Finally, we transitioned to adjourning the last 2 classes of HDF 190. It
was here that we took a team picture and as I left that day I knew I
was going to miss my group. After learning about Tuckmans stages
of development and experiencing it firsthand it makes me feel much
more prepared for the rest of the group projects that I will have
throughout college and life. Knowing that its completely natural to go
through the storming stage will give me much more confidence that
everything will work out when it happens. (evidence 114)
116. Student will show knowledge of group

dynamics and group roles
117. Student will describe personal examples of HDF 190 In HDF 190 we were assigned to do the Gallup Strengths Quest to
group dynamics and group roles see what we are best at. After this we were given a sheet that has all
the strengths and how that match up to group roles and group
dynamics. The different types of group roles where executing,
influencing, relationship building and strategic thinking. My strengths
made me fall under mostly strategic thinking but I also had two under
relationship building. I personally connect more with strategic
thinking just because thats how I think. I try my best to plan head
and strategize for the problems ahead. Knowing this, when we
worked in our group projects for HDF 190 all I tried to do its strategic
thinking because thats what I am best at. For the most part a lot of
my group was more relationship building so I let them do their thing
and I was going to help as much as possible. (evidence 117)
118. Student will show knowledge of effective
memberships skills in groups
119. Student will describe personal examples of
membership skills in use
. Challenge and Support theory by Sanford,
and its relationship to organizations
using the theory of Challenge and Support
. (Sanford)
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)
planning and conducting interviews (as the
. interviewer)
126 Student will show knowledge of preparing
for and effective answers in interviews (as
. the interviewee)
preparing for and being interviewed
.
128 Student will show knowledge of effective
collaboration / coalition building
.
working in collaboratives/coalitions
.
130 Student will show knowledge of
Intercultural communication considerations
.
131 Student will demonstrate proficiency in
intercultural communication
.
132 Student will describe ways to maintain
accountability in leadership / member
. relationships
related to maintaining accountability as a
. leader
134 Student will describe ways to build
relationships between leaders and
. members
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
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

mentoring and being mentored
.
142 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
144 Student will describe the four frames of
organizations by Bolman and Deal
.
of organizational analysis using the four
. frames of organizations (Bolman and Deal)

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LEADERSHIP

Leadership Inventory Revised 8/30/2013 1

Assistant Director of the CSLD. CONTENTS

ADVISING INFORMATION (students will include own documentation)

Leadership Inventory Revised 8/30/2013 2

CSLD Mission Statement

CSLD Vision Statement

CSLD Values Statement

MINOR IN LEADERSHIP STUDIES

MINOR ELECTIVES-9 credits

Leadership Inventory Revised 8/30/2013 5

Leadership theory and

Outcome Category: Leadership Theories

41 Student will describe personal application

Outcome Category: Critical Thinking

Outcome Category: Interpersonal and Organizational Concepts & Skills

116. Student will show knowledge of group

141 Student will describe personal examples of

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