Leadership Inventory

LEADERSHIP
DEVELOPMENT
Outcomes & Evidence
Progress Inventory*
MINOR IN LEADERSHIP STUDIES
Center for Student Leadership Development
Memorial Union
University of Rhode Island
Name: Shannon Tierney
Date Enrolled: 2015
Date of Graduation: 2019
Leadership Inventory Revised 8/30/2013
*The Outcomes & Evidence Progress Inventory is the intellectual property of the Center for Student Leadership Development (CSLD) at
the University of Rhode Island and cannot be reproduced in part, or in its entirety, without the written permission of the acting
Assistant Director of the CSLD.
CONTENTS
ABOUT THE MINOR & CENTER FOR STUDENT LEADERSHIP DEVELOPMENT (information included)
Center for Student Leadership Development Information
Minor Information
Developmental Model
ADVISING INFORMATION (students will include own documentation)
Tracking Sheet / Advising Updates
Syllabi of Minor Classes (Core and Electives)
Internship
o Guidelines
o Syllabus
o Mid-term
o Final
OUTCOMES
Outcomes (Self-Leadership, Interpersonal and Organizational, Leadership Theories, Inclusive Leadership, Critical
Thinking)
Targeted Classes
Experiences
Evidence
CENTER FOR STUDENT LEADERSHIP DEVELOPMENT

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

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

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

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

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

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

or
HPR 411/412: Honors Senior Seminar

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

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

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

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

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

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

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

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

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

Skills
Leadership theory and

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

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

Outcome
Target class
Additional Experiences
Descriptive notes regarding learning and practice
1.
Student will demonstrate autonomy and a

minimized need for approval
HDF 190
2015 Leadership Institute

Coming to college
Before coming into my freshmen year at URI, I always needed to ask others if what I did was right. I
was never confident in my abilities and others opinions mattered most to me. Starting my freshmen
year at the Institute changed my year for the better. My friends in high school, were mostly bratty and
stuck up. They had the best clothes, and looked down on other that did not wear designer brands and
on people that didnt follow all the new trends. They made fun of others for doing things they liked to
do, made fun of others for not being able to do something, and criticized other peoples looks. I still talk
to these girls in a group chat that is very active most days and I hang out with them over breaks. This
spring break, I realized that these girls have not changed. They still ditch others and myself, still make
fun of others when things arent going right for someone, and still continue to criticize peoples looks.
Their opinions mattered so much to me while I was in high school, and the social anxiety they brought
me was immense. One day over spring break, I realized that I didnt want their opinions to effect me
anymore. This all happened when I was ditched for someone or something better than me for the
fourth time over that break. I realized after being extremely upset about it, that their opinions dont
matter, and I would enjoy myself more if I was just alone. So that day when I was ditched before going
on a bike ride at a park, when my best friend never showed up. I decided I was better off alone. I
rode my bike by myself that day, had a great day, and enjoyed the beautiful weather around me. When
I confronted her for ditching me, she got mad at me, and said I was wrong because I hadnt confronted
anyone else that ditched me that week. Being ditched that day, showed me that theyre opinions dont
matter to me. It showed me I should do what makes me happy, even if I am doing it alone. I learned
that I have many better things to talk about, then talking about others, and I learned whom my real
friends were. Coming to school my social anxiety has decreased immensely, and I figured out the
causes of my anxiety. Since spring break, I no longer fear being embarrassed being seen doing
something I enjoy if it is not up to societies standards of what is cool. The leadership institute first
showed me that Im not in high school anymore and I dont need to live up to be popular. In HDF 190,
while learning about leadership, we touched on relationship theories. These theories focus on the
connections formed between leaders and followers. I believe the day that I didnt want their opinions to
bother me anymore, was truly the day I distinguished myself into a leader from a follower.
2.
Student will demonstrate personal,

organizational, and academic examples
of self-discipline
BIO 121
In anatomy first semester the course work was very rigorous and a lot of time had to be put in to do
well in the class, let alone pass the class. In high school, I was never organized; I often forgot about
assignments that I had due, and I never had any idea of what I had to do if someone didnt remind me
at least five times. I completely missed my first online assignment for anatomy because I had no idea
there was an assignment since I didnt look at the syllabus, and I didnt use a calendar. Luckily the
lowest score was dropped. After this had happened I realized that I could not be as unorganized and
forgetful as I was in high school. I kept my desk as clear and organized as I could, and I made sure that
my room was never as bad as it got at home, because I could not focus in a messy room. I transferred
every assignment into a planner, which I kept in my backpack, and wrote everything that I had due on
the calendar on my desk. I made sure that I didnt forget any other assignment that I had due again.
Anatomy also helped me learn self-discipline. I had to learn when to say No to social activities if I still
had to study, or if I had work to do. I learned that, yeah, college is fun and a great way to make great
friends, but I am here for an education and my education has to come before social activities if I want
to stay at school. Even though, I didnt do as well in anatomy as I would have liked because I dint have
any study or organizational skills when I came to college; but I think having anatomy first semester
helped me adjust to college course work and taught me many organizational skills and how to practice
self-discipline.
3.
Student will demonstrate the ability to

manage emotions
4.
Student will demonstrate knowledge of

stress management methods
5.

manage stress
HDF 190
Coming to school
Rushing a sorority
Coming to college
Acupuncturist
BIO 242
CMD 160
THE 100
HDF 190
WRT 106
When I came to school I knew one person from my high school coming and I was a six-hour car ride
from home. First semester I loved it, I had a bundle of fun making friends and just loved being a first
semester freshmen because there was so many new experiences, and I had nobody telling me what to
do, when to come home, and how to act. At the beginning of this semester, I decided I wanted to be
involved on campus; so I decided I would rush a sorority. All of my friends had gotten phone calls being
invited back to houses, and then all of them eventually getting bids to the sorority that they liked best; I
had gotten invited back to one house and a bid from no one. This really saddened and made me think I
wasnt good enough. I had called my mom in tears and had never wanted to go home so much in my
life; since I do not have a car on campus, and train tickets were about 250 dollars both ways I had to
stay. After getting off of the phone with my mom, I put a smile on my face, went back to my room and
acted like I wasnt upset. Staying here that weekend I used my positivity strength from the Gallup
strengths finder and I used my value of humor from the Values in Action survey that we did in HDF 190
to get through the weekend. After not receiving a bid, I was very upset but I moved on and tried out for
the club field hockey team, as sports have always been a very big part of my life. Unfortunately, field
hockey tryouts went awful, and three juniors played my position, so I did not make the team. I currently
am trying to become involved on campus. Even though I have faced some of the biggest
disappointments, multiple times, I am determined to get involved some how else on campus. The last
thing that I want is when people ask me what I did in college to have the answer of: I went to class and
went out on the weekends. I want to make something of my college years, and maybe it wont be in the
way that I originally thought that it would; but I am moving on from the disappointments I faced with a
smile on my face, because, in the end, they made me a much stronger person.
College is a time that many people get stressed out, and before I came to college I never knew how to
manage my stress. Since coming to college I learned many new stress management methods. The
methods I learned in college are very helpful to me. The method I use most is exercising. When I am
very stressed out I go to the gym to take my mind off of things, although I normally end up staying for
too long, giving myself less time to do the things I need to do, while I am at the gym I am not stressed
and I just relax while working out. Another way I like to manage my stress is the typical stress ball. I
keep a stress ball at my desk and when school gets tough I try to squeeze my stress out into the ball.
In high school I had gotten a very bad concussion, and someone suggested acupuncture for it. While I
went to acupuncture to relive headaches, I also received many good tips from the acupuncturist on
how to relive stress. The first one I use very often. I lay on the floor put my hands above my head and
just breathe in and out. When I am stressed out I also get very big knots in my shoulders, which give
me headaches and a stiff neck. To relieve this I get a tennis ball and lea against the wall, trying to get
the knots out of my shoulders, and if this fails then I stretch my upper body. The last thing I learned
from the acupuncturist is that acupuncture really helps to relieve stress. Although I have yet to find one
to go to in Rhode Island, whenever I go home I make sure I go, so that I can come back to school
stress-free.
The week of March 9, 2016, I was overwhelmed with stress. I had a BIO 242 exam, a THE 100
midterm, two CMD 160 midterms (the class is split with two professors), a paper due for WRT 106, and
five outcomes due for FLITE. So for every class I have, I had something due. My great grandmother
got very sick this week as well. To add to my stress, my roommates boyfriend showed up to surprise
her this week because it is his spring break. He came Monday night to stay until Friday, which makes it
very difficult to get things done, since I feel like I cannot be in my room while theyre in the room, or if I
am in the room trying to get work done they will come in and make a lot of noise. I also was thinking
about this week what I wanted to major in, what I wanted to do with my life, and what to get involved
with on campus since everything I tried to get involved with ended in disappointments. To make it much
worse, I procrastinated until the last minute for everything. I thought I would never get everything done,
so I sat on my bed, while all of my thoughts ran through my head. While normally I do not manage my
stress well, I just break down and do not do anything. This time though, I knew I needed to get
everything done and I needed it all done before Thursday. I studied for hours and when I started to get
stressed I went to the gym to take my mind off of things. After each time I went to the gym, I could
study again and get work done. When I thought my stress had gotten the best of me, I was ready to
give up. In this moment, I wanted to call my mom and cry to her about everything I had left to do. I
knew though that if I did this, she would yell at me for procrastinating and that would make me much
more stressed out.so instead like I mentioned above as a way to manage stress, I laid on my floor, took
some deep breaths, and put on relaxing music. I lay on my floor for about 10 minutes, and then I went
to the third floor of the library and finished everything I had to do by blocking every negative thought out
and knowing that my GPA and my future depended on it.
6.
7.
8.
9.
10
.
11.
12
.
13
.
14
.
15
.
Student will express a personal code of

leadership / membership ethics
Student will demonstrate practice of the
personal code of ethics
Student will express a personal values
statement
HDF 190
In HDF 190, we learned about the 4-V model of ethical leadership. This included values and how they
connect to our life. The values in my life are very important to me. I value my 1) friendships, 2) the life I
am able to live, and 3) how much my family does for me. Without these things in my life I would not be
the person I am today. The friendships I have made since coming to college are very important to me.
The friendships I left behind at home are also very important to me. Going into my senior year of highs
school, I realized that none of my very close friends were in my grade, so I was forced to make new
friends so I would have a group of friends to live with at senior week. These friends I made werent the
nicest but they helped me value the close friendships I had that were not in my grade. My closest
friends from home, have been there for me my whole life, and I know they always will be. It was difficult
having them leave the august before my senior year, since most of them were going into college and I
was the only upcoming senior in my friend group. I value my friendships with them more than I ever
have. I also value the friends I made when I came to college. Coming to college is a hard transition for
most people, but the friends I made helped me through the process so much. I know the friends I made
my freshmen year of college will be life-long friends. I value the life I live because of all the
opportunities I am given. I value the fact that I do not have to go to school in Pennsylvania, and that Im
exploring new areas while I am in college, rather than the town I grew up in. Next semester, I have the
opportunity to study abroad, on semester at sea, which I will value this opportunity extremely. But none
of this would be possible without my family. My family shaped me into the person I am today. They give
me all the experiences I have and the opportunity to try new things. Without my family I wouldnt have
all of the friends I have today. Without my family I also would not live like nearly the same as I do, as
they provide many things for me.
Student will demonstrate practice of the

personal values statement
lead a project from start to finish (followthrough)
Student will describe goals and objective
statements regarding personal issues,
career issues, and community issues
Student will show evidence of goals and
objectives that were planned and
achieved
Student will show knowledge of the
Hierarchy of Needs theory by Maslow
Student will show application of Maslows
theory to own life
Student will describe personal leadership
style and/or personality style including
strengths and weaknesses and examples
HDF 190
Leadership Retreat February 6

Strengths quest
In HDF 190 we completed the Gallups Strenth Finder Inventory. My top five talents are Includer,
Adaptability, Maximizer, Developer, and Positivity. I think that being a leader you have to use a variety
of different strengths and you use your strengths in many different ways. The ways that I use my
of application (Sources = Leadership style

inventories, the L.P.I., StrengthsQuest,
Type Focus (MBTI), LAMP, and other
career inventories, etc.)
16
.
17
.
strengths are different than everyone else. My first trait is being an Includer. I use this trait when I see
people left out, I invite people to come with us if they werent originally invited, I also use this trait in
class when doing group work. If I see someone not knowing what is going on and if they seem
confused I try to explain this as well as I can. The way I use adaptability is in my everyday living
situation. Having never shared a room before, coming to college and sharing a room with two complete
strangers was hard. I adapted to their living situations. I learned to sleep with an eye mask if I was
going to bed before them and if they were being loud I slept with headphones. A Maximizer normally
turns something strong into something superb, the way I use this trait is I try to turn something not very
strong into something strong. Before I came to school I was very disorganized and never had anything
together. When I got to school I focused on this weakness and turned it into strength. Since I was living
with two other people I had to become organized and I did. Being a developer, when I saw that I was
becoming more organized it really excited me; I wanted to see other people be able to become
something that they had not been able to do before. My last trait, being positivity, really has helped me
at school; when things havent been going right and I wanted to give up, I just remembered to be
positive and show positivity to other people and that everything would be all right in the end.
Student will show knowledge of the theory

of Superleadership by Manz & Sims
Student will show application of Manz &
Sims theory to own life
Outcome Category: Leadership Theories

Outcome
18
.
19
.
20
.
21
.
22
.
23
.
24
.
25
.
26
Target class

Authority and Bureaucracy theory of
leadership Weber
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)
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
HDF 190
The servant leadership theory is about serving others first and being leaders second. Robert Greenleaf
said that servant leadership begins with the want to learn and to serve others before your self. There
by Greenleaf
27
.

of the above theory (Greenleaf)
28
.
29
.
30
.
31
.
32
.

Principle Centered Leadership theory
by Covey
of the above theory (Covey)
33
.
34
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)
HDF 190
Sisters of Charity
are 10 major attributes to the theory. They are: listening, empathy, healing, awareness, persuasion,
conceptualization, foresight, stewardship, commitment to the growth of people, and building
community. Listening is important to this model because if you do not listen to what the people you are
serving are saying, you will not be helping them. You also have to be empathetic because when you
are listening to what others are saying you have to understand them also. To be an excellent servant
leader, they can not forget to heal, servant leaders must help others heal, while making sure they heal
themselves also. Awareness is important to make sure one stays aware of what is going on around
them and pay attention to their own observations. Persuasion is an important skill to have because
servant leaders must be able to convince others to make sure things get done the right way.
Conceptualization and foresight go together because they both involve the future, conceptualization is
about dreaming big dreams and foresight is about being able to see how the situation will turn out in
the future. In order to be a good steward you have to be trustworthy. Commitment to the growth of
people is very important to this model; because you cant serve others unless you are fully committed to
their growth. The last attribute of this model is building community. Building community ties the entire
model together because while you are serving others you are bettering their community and bringing it
together as a whole. All of these attributes can be enhanced by learning and practice.
Before learning about this model in HDF 190, I had no idea what I wanted to do after college. Learning
about this model helped me set a path for myself. After college I plan to join the Peace Corps, which is
all about servant leadership. Before I decided to join the peace corps I had used this model in my life
before. Last summer I volunteered at the Sisters of Charity in Norristown, Pa. The Sisters of Charity
were founded by Mother Theresa to help the poorest of the poor. From experience I can say I was
helping the poorest of the poor. I worked at their summer camp, which brings in children from the
middle of Norristown so they stay away from the bad things that are going on around them in their
neighborhoods while they arent in school. They also are provided meals if they dont have food at
home. There is also a soup kitchen there. Since I have no idea where these children are coming from, I
have to be empathetic when listening to them. I also have to listen very carefully as English is most of
their second languages. I felt like I was directly helping the children grow. Most of their parents werent
around a lot because they worked multiple jobs, or spent their time abusing drugs and alcohol instead
of spending time with their kids. Mostly I believe with volunteering here, I saw how I could help the
community grow. Going to the Sisters of Charity once a week, opened my eyes to how I can help
others with Servant Leadership, and not to take anything for granted because some people have it way
worse than I do.
.
35
.
36
.
Individuals in Organizations leadership

theory by Argyris
of the above theory (Argyris)
Students will demonstrate knowledge of
the 4 Vs theory of leadership by Grace
(Center for Ethical Leadership)
HDF 190
37
.

of the above theory (Grace)
HDF 190
38
.
39
.
40
.

Situational Leadership theory by Hersey
& Blanchard
of the above theory (Hersey & Blanchard)
Relational Leadership model by
Komives, McMahon & Lucas
HDF 190
Catholic school
In HDF 190, we learned about the 4-V theory of ethical leadership. The 4-V theory
connects the internal beliefs and values with the external behaviors and actions for
the purpose of advancing the common good. The 4-Vs are: Values, Vision, Voice,
and Virtue. There are also three additional elements that are key to the development
of ethical leadership; these are service, polis, and renewal. Leadership begins with
discovering our values at the core of our identities, with that we bring our choices
into the value. With vision, we have the ability to see our actions with a picture of
what it should be. When we gain our voice we gain the part of being able to put our
vision into words. When we understand what we practice, we then claim our virtue.
Service connects our vision to our values, polis connects our voice to our vision, and
service connects our vision to our values. These three key elements bring all 4-Vs
together (Dr. Grace).
In HDF 190, when we were learning about the 4-V theory of ethical leadership, I
didnt relate it to myself when we were learning it. Now as I think about it this
theory relates to my life in many ways. The 4-V theory consists of four Vs, which
are: Values, Voice, Vision, and Virtue. Being raised a catholic; I have virtues and
values that are different than other peoples virtues and values. All of my life, I went
to church every Sunday, holy day, and each first Friday of the month when I went to
catholic school. This changed completely when I came to college. I stopped going to
church, unless I was at home. When lent started, I decided to go to church on Ash
Wednesday. After mass was over, they were giving out stones and every stone had a
card with it that said Each stone has been inscribed with a virtue, a quality to
reflect upon and strive for as we journey through lent. The three theological virtues
are faith, love, and hope. The virtue on the stone I received is love. When I picked up
this stone, a lot of the ways I saw things growing up cam back to me. The stone
cleared my vision to see what is important in my life, and I have been using my voice
to tell people about what is important in my life. I wish that when I came to college I
didnt lose my values and virtues that I grew up with. Since Ash Wednesday I have
been trying to go to church as much as I can. I brought love back into my life, by
loving God and the people around me everyday.
In HDF 190 we learned about the Relational Leadership model by Komives,

McMahon, and Lucas. This model includes five components and they each include
three basic principles; the principles include: knowing, believing, and doing the
individual component. The first leadership component is inclusive. To be inclusive
41
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of the above theory (Komives et al)
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concept of constructivism
HDF 190
HS Swim Team
you must know yourself and others, you need to believe that fairness and equality
are important, and you need to have skills in listening. The second component is
empowering; to be empowering you need the understanding of the impact of power
on policies and procedures, you need to believe that everyone has something to
offer, and you have to have the skills in promoting self-leadership. To be purposeful
you need to know the role of the mission, believe that an attitude that is hopeful,
optimistic, and positive helps everyone, and lastly, to be purposeful you must have
the skills in thinking creatively. The fourth leadership component is ethical. Ethical
leaders have the understanding of decision-making, the belief of high standards, and
the skill of behaving congruently. The last leadership component, which ties the first
four components together, is process-oriented. To be process oriented, you must
know the community, believe that the process is more important than the outcome,
and lastly you must be able to engage in civil confrontation.
In high school, I was voted captain for my swim team, although the coach took that
title away from me because she played favorites and her favorite was not voted
captain, so she decided to have the junior that was not voted to be captain. Even
though I was not captain, the girls on the team still looked up to me. I feel as if even
though I didnt have the title of captain I still was a leader to the girls. They looked
up to me and I used all five of the leadership components when the girls came to me.
I used the component inclusive, when I needed to listen to them but I also had to
know myself and know them. I used empowering because I did know the impact of
power and procedures when I talked, and I did believe every girl on the team had
something unique to offer even if they werent as fast as everyone else on the team. I
was purposeful when I had a positive attitude at every moment even when I didnt
have to be positive and didnt want to be. I knew the community very well also, and
did know that the process was more important than the outcome, being processoriented.
Students will describe personal examples

of implementing constructivism
experiential learning in leadership
development (Kolb)
of experiential learning in leadership
development (Kolb)
Social Change Model of Leadership
Development by Astin et al
HDF 190
In HDF 190, we learned about the Social Change Model (SCM). The SCM looks at
leadership from the individual, group, and society levels. The individual level
focuses on the development of oneself, the group level focuses on collaboration
between group members, and the society level focuses on bringing about change for
the common good. There are 8 Cs of the SCM. These are: Consciousness of Self,
Congruence, Commitment, Collaboration, Common Purpose, Controversy with
Civility, Citizenship, and Change. These 8 Cs fit into the SCM with the individual,
group, and society values. Change is in the middle, with the other 7 rotating around
them. Consciousness of Self, Congruence, and Commitment all fit in the individual
values. You must know these three to know your individual values. In the group
values there is also three Cs. These are Collaboration, Common Purpose, and
Controversy with Civility. These three all fit with being able to work together in a
group. The society value contains citizenship. Citizenship is needed to be able to
work within the community and contribute to the community. To use the SCM, one
must first understand that change is a process and have positive perceptions on
change. A change agent should be able to demonstrate an ability to influence
systems also.
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48
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of the above theory (Astin et al)
the Leadership Identity Development
Model by Komives et al
The Leadership Identity Development (LID) Model by Komives is a model that

focuses on knowing and understanding how one leads. This model has six stages.
Stage one is awareness development. This is the recognition of leadership in national
figures and authority figures. At this stage students are uninvolved followers and
seek friendship or affirmation. Stage two of this model is exploration/Engagement
dependent. At this stage students are getting involved in a variety of activities and
are working on the development of personal skills and abilities. At this stage
students are building confidence. Students have a desire to make a difference at this
stage. Stage three of the LID model is the Leader Identified
Dependent/Independent. At this stage students have narrowed their activities and
are trying on roles in activities and groups. They have the mindset of Leaders get
things done. While at this stage, students start to take on more responsibilities, see
themselves as a leader, but rely on older mentors and guides. The key transition
between stage three and stage four is becoming independent from dependent. They
think that holding a position does not make them a leader, and they need others to
be able to lead. Stage four of the model, is the Leadership Differentiated
Interdependent stage. In this stage students are committed to group growth and
community. The students realize that Leadership is a process in this stage and can be
effective as a leader from within the group or in a formalized position. In this stage,
leaders make meaning from every experience with the help of guides, mentors, and
peers. During stage five the Generative Interdependent stage of the LID model,
students narrow into their personal passions, seek to develop leadership in others,
and think about leadership sustainability within groups and organizations. Within
this stage, students begin to share responsibilities, become aware of the future, and
look for meaning in peer relationships. In the sixth and final stage of the LID model,
the Integration/Synthesis Interdependent, Leaders have a commitment to life long
learning and growth as a leader. Leaders believe that they can influence change from
any place within the organization. In this stage leaders are role models, influence
others, and leave things better than when they found them.
49
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63
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64
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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
Student will describe the impact of traits
on leadership emergence and
performance
Chaos approach to leadership by
Wheatley
67
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of the above theory (Wheatley)
Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership

Outcome
68
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69
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70
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71
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72
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73
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74
.
75
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76
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77
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78
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79
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80
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81
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Target class
HDF 190
Social Change Model
In HDF 190, we learned about the Social Change Model, with this model comes the idea of Change
Agents. A change agent has understanding, motivation, and skills to create positive change. To be an
effective leader, once must understand, have, and demonstrate certain skills. The ideas the change
agents must understand are: change is a process, resistance will occur at all levels, and strategies for
overcoming resistance. The skills a change agent must have are: positive perceptions on change,
Student will demonstrate how cultural

anthropology / paradigms relate to
leadership
Student will describe personal example
of using cultural anthropology /
paradigms as a leader
the Cycles of Socialization (Harro)
theory and its uses in leadership
Students will demonstrate personal
application of the Cycles of
Socialization (Harro)
the Cycles of Liberation (Harro) theory
and its uses in leadership
Student will demonstrate personal
application of the Cycles of Liberation
(Harro)
the Configuration of Power (Franklin)
and its relationship to leadership
application of the Configuration of
Power (Franklin)
racial identity development via the Cross,
Helms or other models (Ferdman &
Gallegos; Kim; Horse; Wijeyesinghe etc.)
application of model(s) of racial identity
development above
McIntoshs theory of privilege and its
relationship to leadership
application of McIntoshs theory
Student will describe the differences and
similarities of individual and institutional
oppression and relationships to
leadership
Student will show knowledge of effective
leadership as it relates to change agency
82
.
Student will describe personal examples

of being a change agent
83
.
84
.
85
.
86
.
87
.
Student will create a personal code of

inclusive leadership
HDF 190

the Model of Intercultural Sensitivity by
Bennett and its uses in leadership
Students will demonstrate personal
application of the Model of Intercultural
Sensitivity by Bennett
the ally Action Continuum by Griffin &
Harro
application of the Action Continuum by
Griffin & Harro
Outcome Category: Critical Thinking
Volunteering at the Sisters of Charity
comfort with ambiguity and transition, self-confidence and patience, and a willingness to step out of
their comfort zone. The skills that a change agent must demonstrate are: an ability to influence
systems, the creation of a sense of urgency, an ability to articulate a vision, and the willingness to take
a risk to make a difference. Knowing that change is a process is the first step, because you cannot
create change without knowing the process of it, and keeping a positive perception on change while
influencing the systems trying to be changed. While knowing that resistance is going to occur at all
levels, the change agent must have comfort with the transition into the change and keep a sense of
urgency doing so. While knowing the strategies needed to have to overcome resistance, the change
agent needs to keep self-confidence and patience, while continuing to work towards their vision.
Willingness fits into change agents skills because they have to have the skills to step out of their
comfort zones and be able to take risks to make a difference. Without taking risks and having the
willingness while doing so, the change agent will not be able to complete the task at hand.
In HDF 190, we worked on projects as change agents relating to servant leadership. My groups project
was a beach clean up for the Save the Bay organization. My group never had the chance to do our
group project because the weather was bad, but while learning how to be a change agent, I thought of
times before that I was a change agent. While volunteering at the Sisters of Charity I noticed some of
the kids were not raised in good standards. Some of the kids that went to camp there were very nasty
to other kids that went there and used very inappropriate language for 8 year olds. Being raised while
having punishments for anything I did wrong and being afraid of my mom when she found out a lie I
had told, what these kids were doing was shocking to me. I wanted to make a change with these kids.
Most of these kids grew up in the center of Norristown, which is a very poverty suburb of Philadelphia.
Most of these kids if they follow in their parents footsteps, will have kids and be arrested before
graduating high school, if they graduate high school. I knew these kids didnt have good role models at
home so I wanted to make a change. I knew it would be a process to change these kids attitudes and
behaviors. I stayed positive every time I went because I knew if I had a negative attitude these kids
would have a negative attitude. By the end of the summer, after going once a week, I had taught the
children there that manners make a difference. After denying their meals from them until they said
please and thank you, having them sit out of activities if they were bullying one another, and not
allowing them to participate in other things if they had thrown a tantrum. I dont know how their actions
changed at home, but I know that I helped make a change in their behaviors when they came to the
day camp and when they were out in public.
Outcome
Target class
88
.
Student will show knowledge of principles

of critical thinking (logic is used in this
minor)
Introduction to
Psychology
Introduction to Psychology Textbook
89
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Student will demonstrate proficiency of

critical thinking
HDF 190
Group project
Logic is used in the leadership studies minor and before becoming apart of this minor critical thinking is
not something I did often. I jumped to conclusions and did not think through my actions. Since
becoming a part of this minor I have increased my knowledge of critical thinking. I have not been taught
any critical thinking strategies so I learned all of these principles through research and experience. In
high school I took an introduction to psychology course, although I have not taken psychology yet in
college my friend has. While we were doing our work together in a study lounge I happened to look
over and see her reading about critical thinking. The textbook, Introduction to Psychology: Gateways to
Mind and Behavior, says that there are five basic principles of critical thinking. The first basic principle
of critical thinking is Few truths transcend the need for logical analysis and empirical testing; this
principle means that besides personal values like faith, most other ideas can be evaluated with logic.
Next, the second principle of critical thinking says Critical thinkers often wonder what it would take to
show that a truth is false, this means that critical thinkers seek to falsify the truth. Critical thinkers
using the second principle must be able to admit where they are wrong in the process. The third
principle is Authority or claimed expertise does not automatically make an idea true or false; this
means that just because someone famous may have said something, this does not mean they are right
or wrong and there is no need to evaluate or not to evaluate this. The fourth principle is Judging the
quality of evidence is crucial: to me, this means that in arguments and situations you should not
decide the verdict based on how much, or the quantity, of evidence on may have, but to take into
consideration the quality, or how the most credible facts, also. Lastly, the fifth principle of critical
thinking states, Critical thinking requires an open mind. I think the fifth principle is the most important,
you can not expect to think critically without being open to the evidence you might come across.
Although not a principle listed in the book, the first statement the textbook says on critical thinking is
that The heart of critical thinking is a willingness to actively reflect on ideas. I think that being a
Leadership Studies minor, I need to reflect on idea that are brought to the table in different scenarios
and be able to be open to the ideas other have to put critical thinking into action.
In HDF 190, while working on our group project. We had to come up with a theoretical project for future
FLITE classes to do, because the weather was bad when we were supposed to do out environmental
project. I had to use critical thinking when doing this project because I never actually did the project so I
had to think everything through so it would work. The project that we picked was working to end hate in
our community. We used the first method of critical thinking, by knowing we had to think this through
with logic, which just because we thought something would work doesnt mean it actually will work. We
worked together to see if we could make any of the anti-hate facts we learned, false. We had to make
sure we were not wrong in the process of doing our project. While researching we used the third
principle to double check ourselves, just because if someone famous said something or if we read
something on the Internet doesnt mean its true, so we made sure to find all information in two different
places. We needed to use the fourth principle, when we found little information we looked into the
quality of the information instead of the quantity, because the quality was normally better. We used the
fifth principle of critical thinking when we finished our project we reflected on our ideas, and made sure
we agreed with all of the information we had found and that it was all complete to our level of work. My
group made sure we were thinking critically throughout our entire project to be sure that it was up to
standards of a project to hand in.
90
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91
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Student will show knowledge of

metaphorical analysis to critically analyze
self and leadership situations
metaphorical analysis to critically analyze
self and leadership situations
Student will show knowledge of at least five
decision making methods
I have never learned about decision-making methods but I have used many different methods in my
life. The first method I always use when making a decision is brainstorming. Brainstorming puts all the
options out on the table for your decision and makes it easier to eliminate the bad ideas and bring light
93
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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)
Student will describe what it means to
analyze, criticize, synthesize and utilize
information as a leader
96
.
URI 101
HDF 190
to the good ideas. The method I use the when trying to make decisions is creating a list of pros and
cons. This is a good method to use after brainstorming the ideas, because if the cons outweigh the
pros, it can be removed from the list. After going about these steps while making a group decision is
voting. Voting is good when working in groups because the decision is made easily based on what the
majority votes for. Maximizing is an option to use when making decisions. Maximizing is examining all
options until the best one is found. If all of these options fail, then just flip a coin.
While picking which college I should attend I used a few of these decision-making processes. The first
technique I used was brainstorming. I wrote down every school that I visited and others I would like to
look at. After this I made a list of pros and cons to each school. The pros and cons list included
distance from home, if it was a big sports school, if it was a city or suburb school, and what the
students did on the weekends were all included in the list. This narrowed my choices down to four
schools. Arizona State University, West Virginia University, Duquesne University, and The University of
Rhode Island. All of these schools are very different. ASU was a desert school, WVU was a mountain
school, DU was a city school, and URI was a beach school. Since I was making an individual decision,
I could not use the voting method while deciding. The next method I used was maximizing, I went
through all of my options and found that ASU was too far away and that flights back and forth would
add to the cost of the school. This also eliminated DU from my list because I realized that it was almost
70% girls at this school. So it came down to two schools, and how did I make my decision? I flipped a
coin, and here I am at URI!
In URI 101, we talked about problem solving methods and conflict management methods when
someone had brought up that they were having problems with their roommates. My professor for this
class gave us a link online to look at if we were having problems in the future. I revisited that website
(personalityexplorer.com) when I came to do these outcomes. The five techniques listed are: Forcing,
Collaborating, Compromising, Withdrawing, and Smoothing. Forcing is when an individual does what
that individual wants, despite what the other person involved wants. There are advantages and
disadvantages of forcing though. One advantage of forcing is that it provides a quick resolution to a
conflict. One disadvantage is that it may negatively affect the relationship with the opponent in the long
run. The second technique is Collaborating. This involves an attempt when one tries to find a win-win
solution to the problem at hand; this leads to a mutual beneficial result. Advantages of this include
solving the actual problem and a win-win outcome. A disadvantage is that it requires a commitment
from both parties to look for a mutually acceptable solution and may take more effort from both parties.
Compromising looks for a mutually acceptable solution that partially satisfies both parties. Advantages
of compromising are a faster issue resolution and it lowers the levels of tension and stress resulting
from the conflict. Some disadvantages are it may lead to a lose-lose situation and it does not contribute
to building trust in the end. Withdrawing is also known as avoiding, when a person does not pursue
their own concerns with the opponent, they just sweep it under the rug pretty much. The advantage of
withdrawing is it gives you more time to prepare and collect information before you act. A disadvantage
is that it may lead to weakening your position, also can lead to a build up of tension over time, if you
always avoid the conflict. The last technique is Smoothing, or accommodating, this is when you
accommodate the concerns of other people first of all, rather than ones own concerns. This gives one
an opportunity to reassess the situation from a different angle, but can lead to a risk of being taken
advantage of, and it may negatively affect your confidence in your ability to respond to an aggressive
opponent.
To be a good leader you have to be aware of your surroundings, and take in the information you see
going on around you as it happens. While taking in the information, it has to have a meaning towards it.
This is when we analyze, criticize, synthesize, and utilize information as a leader. Analyzing is
97
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leadership that is used in crisis
98
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Student will describe examples of

leadership in crisis situations
HDF 190
Lifeguarding
dissecting information, as we analyze information we are breaking the information down into
components to discover the true nature of the information. To criticize is defined as indicating that faults
of someone or something in a disapproving way. As a Leadership Studies minor, I have came to realize
not to judge what others are saying, so when I criticize information, I examine the parts of it that are not
up to par and then add feed back of what can be made better while I am criticizing. Snthesize is to
combine a number of things into a whole, as we are synthesizing information as a leader we are
combining other parts of information that we have previously known with the new information we have
just analyzed. Lastly, as we utilize information we are putting it to use. We may have just learned
something new and are applying it to our leadership practices. In Leadership, as we are coming across
new information we need to analyze, criticize, synthesize, and utilize that information to make it
applicable to use.
In HDF 190, I saw some of my peer leaders use leadership in a crisis when one of my
classmates got sick. The most important technique that they used was staying calm.
None of the peer leaders in the group were panicking and they all were staying
calm. The first thing that should be done in a crisis is to take a moment to figure out
what is going on, at this part everyone involved in a crisis is very nervous so taking
one second to figure out what is going on should be done first. When acting on the
situation, the leader should not act hurriedly, but promptly. When a leader is acting
hurriedly, they are scaring the others involved. When things are happening quickly,
those involved may feel like they have no control; as a leader one should
demonstrate control. The last thing to be done as a leader in a crisis is to keep loose.
When in a crisis, if one is uptight, they are more easily going to snap, but if the
leader is loose and not uptight they will respond to what is happening with a better
tone of voice to make sure everything goes as planned. All of these things relate to
being calm in crises like the peer leaders were. The peer leaders handled the crisis in
a very good mannerism and used very good leadership skills while doing so.
As a lifeguard, I have to use leadership everyday while Im at work. One day while
working at Mermaid Lake Swim and Tennis Club as a substitute lifeguard, I had to
practice leadership in a crisis situation. I was at the rotation that was at the bottom of
the slide, and watched a 7-year-old boy come down the slide. All was fine, until I
realized that little boy had no idea how to swim. He looked at me with wide eyes
with his hands above the water, gasping for breath. While being trained to be a
lifeguard, we are trained to reach, throw, row, go. As in first reach for the drowning
victim with the lifeguard tube, throw the tube to the victim if you cant reach them,
row to them if youre in open waters, and lastly swim to them if you have to. Well
that is what is taught. What is actually used is just going. When I was in this
situation, all I saw was a boy drowning. So I jumped right in the water and saved
him. I practiced leadership in a crisis situation because I was in a crisis when I saved
him and after I had to talk to the boys parents to inform them that he could not go
down the slide anymore. I had to use leadership skills of informing them why, when
they did not understand the issue. Although I did not use many leadership skills
while saving him, the one that while in a crisis that was the most important I did
was staying calm.
Outcome Category: Interpersonal and Organizational Concepts & Skills

Outcome
Target class
99.

active listening techniques
Nursing 100
COM 100
100
.
Student will describe examples of using

active listening skills
HDF 190
101
.
102
.
103
.
104
.
105
.
106
.
107
.

functions of group communication by
Hirokawa
of functions of group communication
(Hirokawa)
Student will show knowledge of techniques
regarding giving and accepting of feedback
Student will describe examples of giving
and accepting feedback.
facilitation and de-briefing techniques
facilitation and de-briefing techniques
framing and breaking the frame
HDF 190
Welcome Day
While taking nursing 100 and COM 100, I learned about active listening techniques. The most
important technique is paying attention. In order to listen actively you must pay attention to what the
speaker is saying. You should be giving the speaker your undivided attention and acknowledge what
they are saying. To show that you are listening you can use your body language and provide gestures
to show your attention. A very important part in active listening is eye contact. If you are looking past
the speaker or at the ground they will know you are not listening. Posture is important because
listening actively the listener will be leaning slightly forward with their shoulders open showing tht they
are open to the message. Other things should not distract the listener because that will show that the
listener was paying attention to other things besides the speaker. Active listening can be learned
through practice while just talking to friends.
For my learning contract for HDF 190, I planned on becoming a North Woods Challenge Course
facilitator, although I had something come up at home I could not do that, I chose to volunteer at a
Welcome Day for incoming freshmen. While working at the welcome day, I practiced my active listening
skills. As some of the perspective students and parents I talked to did not have much to say, some of
them had a lot to say. While they were talking I made sure to keep eye contact and not get distracted
by other things going on around me. I practiced my posture to make sure I wasnt slouched to bring a
sloppy look to the Leadership Studies Minor. I made sure that when parents went on and on about
something irrelevant to the Minor, I could add information bringing us back to the topic of Leadership,
as we were told at the training day not to talk about other things. I deferred judgment of some of the
things that students said even though if I didnt agree with them. Although I could only go to one
welcome day, I feel as if I could practice my active listening skills while there.
108
.
109
.
110.
111.
112.
113.
114.
115.
116.
117.
118.
119.
120
.

framing and breaking the frame
Student will show knowledge of organizing
meetings / setting agendas / and leading
meetings
organizing meetings / setting agendas /
leading meetings
Parliamentary Procedure
Student will show knowledge of techniques
for working with difficult people

using techniques to work effectively with
difficult people
Student will show knowledge of the stages

of group development (Tuckman, Bennis or
others)
group development in use (Tuckman,
Bennis or others).
Student will show knowledge of group
dynamics and group roles
group dynamics and group roles
memberships skills in groups
membership skills in use
Challenge and Support theory by Sanford,
and its relationship to organizations
COM 100
The most important thing when working with difficult people is to not get dragged down. When working
with difficult people, if their attitude is negative about what youre working on, your attitude should stay
positive and not get sucked into the negativity of others. Most times when the negativity to the project
gets annoying, most people just drown them out. Instead of tuning out the difficult person, you should
listen to what theyre saying to see what exactly they are upset about and to see if there is anything
you can do to improve their attitude. When working with difficult people, and they say that they are just
not going to do anything for the project, dont agree with them and let them sit there. One way to get
past this is have them work on what they are doing and not just stay silent while they are complaining.
The last way I know to work with difficult people is to problem solve, while problem solving with the
negative person, you may figure out what is making them so negative and help them work to change
this.
In COM 100, we had a very large group project to work on. One group member of mine repeatedly did
not show up to class, did not do their assigned parts of the project, and always had a negative attitude
while he was there. To work with this situation we repeatedly asked him to come to class as we had
important things to do that day and he had to be in attendance. When he didnt come to class and
asked us to write his name on the attendance sheet, we did not because it was his grade. After all of
his complaining when he was in class and we tried to figure out why he was complaining, we figured
out he just did not want to be there. Since he would not stop complaining when we were working
outside of class in the library, we jut simply asked him to leave and work on his part somewhere else
since we were trying to get work done. On the day of our projects presentation, he still did not have his
part done. Luckily, his part was not that important to our project so we cut it out. After the project we
had to fill out a peer review on each member of our group. Each member of our group put down exactly
what had happened while working with him.
121
.
122
.
123
.

using the theory of Challenge and Support
(Sanford)
construction / elements of informative and
persuasive speeches
Student will demonstrate proficiency in
informative and persuasive public speaking
124
.
125
.
126
.
127
.
128
.
129
.
130
.
131
.
132
.
133
.
Student will show knowledge of planning

and conducting interviews (as the
interviewer)
planning and conducting interviews (as the
interviewer)
Student will show knowledge of preparing
for and effective answers in interviews (as
the interviewee)
preparing for and being interviewed
collaboration / coalition building
working in collaboratives/coalitions
Intercultural communication considerations
Student will demonstrate proficiency in
intercultural communication
Student will describe ways to maintain
accountability in leadership / member
relationships
related to maintaining accountability as a
leader
Public Speaking
Swimming senior night
In high school, I took a public speaking class. In this class we did many different speeches. One
speech we did was a persuasive speech. We had to write a persuasive speech and then present it in
front of the class. Being the procrastinator I am I waited until the night before to do this speech. What
kept coming to mind while I was brainstorming my speech was senior day for swimming the next night.
I decided to make the topic of my speech about swimming. I informed the class first on the seniors on
the team. We had worked so hard for four years, woke up at 5 am everyday for morning practice and
didnt arrive home from school until around 6:30 pm every night. We did this October to March (maybe
more if we did off season swimming) all four years of high school. I explained how hard we worked all
season, and that it was our last meet ever in that pool. Most of us had been swimming in that same
pool since we learned to swim competitively. All of us had different memories in the pool and on the
pool deck, and all of us boys and girls had at least one memory of crying on that pool deck. The meet
we had the day of our speech, was not just senior day, but our meet against our biggest rival. In my
speech, after informing the class on swimming, I persuaded them to come to the meet. I persuaded
them by providing statistics about our team and the our rival. We had the chance to win the meet, but it
would be close. I looked up during the meet, after I had given this speech, and saw a majority of my
class in the stands. Although we lost the meet, I used my skills of informing and persuading to get
people to go to the meet.
134
.
135
.
136
.
137
.
138
.
139
.
140
.
Student will describe ways to build

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

mentoring and being mentored
Student will describe influence applies to

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

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

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LEADERSHIP

Leadership Inventory Revised 8/30/2013

Leadership Inventory Revised 8/30/2013

CENTER FOR STUDENT LEADERSHIP DEVELOPMENT

Phone: (401) 874-2726

Fax: (401) 874-5317

CSLD Mission Statement

MINOR IN LEADERSHIP STUDIES

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

CORE REQUIREMENTS- 9 Credits

Only offered in spring for first-year students

HDF 290: Modern Leadership Issues

Offered Fall and Spring for sophomores & juniors

HDF 417: Leadership Internship

Experience through Office of Experiential Learning & Community Engagement

Internship Class in Academic Major

The only time the major and minor can overlap

HDF 412: Historical, Multi-ethnic & Alternative Leadership

Offered only in the fall with preference given to seniors

COM 402: Leadership & Motivation

Offered in the spring and summer with Dr. Leatham

BUS 441: Leadership Skills Development

HPR 411/412: Honors Senior Seminar

HDF 492: Leadership Minor Portfolio

Offered in the fall and spring with Dr. Cooper

MINOR ELECTIVES-9 credits

COM 402: Leadership and Motivation (capstone option)

HDF 416: Leadership in Organizations

COM 208: Argumentation and Debate

GWS 150: Introduction to Womens Studies

MSL 201: Military Skills and History of Warfare

Leadership Inventory Revised 8/30/2013

BECOMING A POSITIVE LEADER THROUGH DEVELOPMENT & INVOLVEMENT

4. Develop and Refine

Leadership theory and

3. Broaden Your Perspectives

Outcome Category: Self-Leadership

Descriptive notes regarding learning and practice

Student will demonstrate autonomy and a

2015 Leadership Institute

Student will demonstrate personal,

Student will demonstrate the ability to

Student will demonstrate knowledge of

Student will demonstrate the ability to

Student will express a personal code of

Student will demonstrate practice of the

Leadership Retreat February 6

of application (Sources = Leadership style

Student will show knowledge of the theory

Outcome Category: Leadership Theories

Descriptive notes regarding learning and practice

Student will show knowledge of the

Student will describe personal application

Student will show knowledge of the

Student will show knowledge of the 14

Individuals in Organizations leadership

Student will describe personal application

Student will show knowledge of the

In HDF 190 we learned about the Relational Leadership model by Komives,

Student will describe personal application

Student will show knowledge of the

Students will describe personal examples