hdf290 Inventories

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
*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
Staying on track or on top of what you have to do seems to be a problem for many people since there
are always distractions any where you go. What I like to di to help me to stay on top of my schoolwork
is to write down everything that I need to do on my dry erase board in my room. I do this so whenever I
am there I can see what I have completed and what still needs to be completed. There are also times
when there are activities around campus that I would rather be going to then doing work but I know that
if I dont get my work done then I wont be staying here much longer if I fail my classes. I even
sometimes put notes into my phones calendar and have them go off as reminders so I know what I
need to do even if I am not in my room at that moment. I think that everyone needs some sort of an
agenda or planner because having a busy schedule something can easily slip your mind.
See evidence 2
In HDF 290 we went to a little day retreat that was held in the memorial union ballroom. During this
retreat we were faced with a task to direct a blindfolded classmate to duplicate a pipe model with pvc
piping on the floor. The kicker was that we could only say three words at a time and it had to go around
in a circle one by one. There was a point in this activity where we had to just direct our blindfolded
classmate to flip and switch a few pieces and we would have finished but some classmates directing
him didnt see any way to complete it the way we had it and directed him to take it all apart and start
from the beginning. When this happened I felt very frustrated and just wanted to either say exactly what
to do or even go down there and construct the model myself. I even had to hold myself back from
leaving the room because of there being so much frustration because of this challenge. I wasnt the
only one feeling this way as we found out at the end of the activity. So I wanst the only that was
managing there emotions while participating in this activity.
See evidence 3
Stress is a part of every college student whether they like it or not. Having ways to manage it is a
necessity to help you get through whatever you are dealing with at that time. In URI 101 a class that
every URI freshman goes through they taught me some stress management techniques. Freshman
year is was an undecided major so I was in an all undecided URI 101 class. Some of the ways the
shared was to go to the gym plan out your work schedule so you dont feel pressured and get things
done on tome so you dont have to cram last minute as well. Other ways is to take periodical breaks
while working, take deep breaths to calm you down, and meditation is a very good way to relive stress
even if it is not for a long time. When dealing with stress you need to try and stay calm and cool
because freaking out will not help you at all. You will have to deal with stress al of your life, so it is good
to know different ways to manage it. Evidence 4
One of the most stressful times in a college students career is finals week. My very first semester I
wasnt feeling vey prepared or ready to take my first final exams in college. As any student would I
started to study but the first few days I felt like studying will not help me so I was stressing out hardcore
over this. I was very nervous that I would fail my exams no matter what it did. I could only think that I
should have started to study weeks in advance since it takes me a while to memorize things for exams.
To help deal with this stress I powered through and kept going to the library every night and day to help
prepare for the exams. Also, if I had any questions I would go to my professors office hours to clear
any tough subjects up. Everyday I doubted that I would be able to do good but trying to power through
and friends having my back help me push past the stress greatly. In the end I did well on my exams
and didnt let the stress of them get to me. Evidence 5
When first came in as a freshmen in 2014 I attended the leadership institute with many other freshmen.
1.
Student will demonstrate autonomy and a

minimized need for approval
2.
Student will demonstrate personal,

organizational, and academic examples
of self-discipline
URI 101
HDF 290
3.
Student will demonstrate the ability to

manage emotions
HDF 290
Retreat
4.
Student will demonstrate knowledge of

stress management methods
URI 101
5.

manage stress
6.
Student will express a personal code of
HDF 290
Leadership instituite 2014
leadership / membership ethics
7.
Student will demonstrate practice of the

personal code of ethics
HDF 290
Leadership institute 2014

VIA results
8.
Student will express a personal values

statement
Theta Chi Fraternity
Home life
VIA results
9.
Student will demonstrate practice of the

personal values statement
lead a project from start to finish (followthrough)
Theta Chi Fraternity
Alumni Relations
10
.
11.
Student will describe goals and objective

statements regarding personal issues,
career issues, and community issues
HDF 290
Fraternity
12
.
Student will show evidence of goals and

objectives that were planned and
achieved
HDF 290
Fraternity
We were put into small groups and this is where I really got to show my leadership skills and
membership ethics. It was when we went to the ropes course and we were set with a different
challenges that test our groups as a whole. A big part of being a good leader along with good ethics is
being able to work with your teammates and encouraging everyone to be part of the soulition while
expressing themselves. We all learned how to lead by collaborating eachothers ideas to find the best
solution and getting others to work with us on the challenge. This wansnt about having one person
stepping up and having one leader but having everyone using there ethics to work as a singular unit on
the task at hand. Evidence 6
As honesty as my top strength I find that it is very important to be honest with yourself as much as it is
as important to be honest with others. If there is someone in your group that is not honest with
themselves then they will not be able t o be honest with the group. When I was at the leadership
institute in 2014 I found that I could be honest with my true self and not care about what others thought
about me when I was there. Then when we had the HDF 290 retreat and we had one person
blindfolded and the rest of the class had to direct him to duplicate a model. During this acticity I felt that
everyone was being honest with themselves and this is why we were actually able to successfully
complete this task as a team. Yet throughout the task people were put to the test and at times didnt
know what to say to benefit the group so they sort of gave up to put onto the next person. In reality they
knew whatto say but they just needed to think about how to say it in three words to get there point
across. Evidence 7
My personal value statement has always consisted of treating others the way that you want to be
treated, to try your best in everything you do and if it is work doing then it is worth doing right the first
time. My fraternity and just growing up in my family have instilled these values in me. When taking my
VIA evaluation I found that I got honesty, creativity, prudence, judgment, kindness, fairness, hop,
humor, leadership and gratitude are all part of my values. I use these values to make decisions
everyday and Im glad that I have these values to help make difficult decisions at times.
Evidence 8
Being the alumni relations chairman for my fraternity I am in charge of keeping in touch with alumni and
setting up events to get them together with current brothers. One project I completed for them is to get
a bunch of the alumni together and have dinner with some of the brothers. To do this I had to contact
the alumni, reserve an appropriate restaurant and confirm a good date for most people willing to show
up. I had many back and fourth emails with alumni further clarifying any questions or concerns they
had about the dinner. This helped me sharpen my skills of communication and leading an event. See
Evidence 10
Coming to the University of Rhode Island I wanted to make sure that I had a successful and all around
fun experience for the time I am a student here. Also, I wanted to get the most out of it as I can to help
me get as much experience, which will transfer to helping me when in the work environment after
college. This also includes giving back to the community and school. Being part of a fraternity we give
back the community a lot and spend time attending and putting on philanthropic events throughout the
year. I think that giving back is just as important and is a part of being a good citizen. Even when being
sick I would still try and go out to help in these events. I feel that if you are using and resource from
your community you are almost obligated to try and give back every once in a while.
Evidence 11
I am a part of my fraternities philanthropy committee as well as being the alumni relations chairmen.
Being part of this committee we try to put on at least one philanthropy event a month. For the month of
February I was one of the main people who was In charge of leading a carnation sale for valentines
day. To do this I had to set goals of when to have the flowers, how many we need to sell to make a
profit and how many days we should be selling the carnations. I also had to reserve a spot in front of
the union and make sure that we could use one of their tables for this event. Luckily everything went
according to plan and we ended up making around $100 for the USO charity.
Evidence 12
13
.
14
.
15
.
Student will show knowledge of the

Hierarchy of Needs theory by Maslow
16
.
17
.
Student will show knowledge of the theory

of Superleadership by Manz & Sims
Student will show application of Maslows

theory to own life
Student will describe personal leadership
style and/or personality style including
strengths and weaknesses and examples
of application (Sources = Leadership style
inventories, the L.P.I., StrengthsQuest,
Type Focus (MBTI), LAMP, and other
career inventories, etc.)
HDF 290
290 class retreat

VIA Result
Stength Quest
When we attended the class retreat we went over what we got for our strength quest and type focus.
For the VIA I found that Honesty was my top with creativity, prudence, judgment, kindness, fairness,
hope, humor, leadership, and gratitude following. Personally I think that judgment and kindness should
be higher on the list because I truly value and use those two in my everyday life. My top honesty is also
very big to me because if you lie to me about something serious then you may have lost my trust for
good or at least a long time. For strength quest I got competition, creativity, consistency, significance
and empathy. I think that this is a pretty good representation of me since I do relate to all of these
strengths as well as use them daily. Some of my leadership weaknesses would be getting myself out
there and becoming more talkative in some situations. This only applies to when Im not completely
comfortable with the people Im around yet but if I know everyone then this is not a problem. This is
why Im not surprised that woo didnt show up for me. Having competition show up as my number one
strength sort of surprised me since when Im playing sports sometimes I just play for fun and dont
really care if I win or not but then again sometimes I take things very seriously and try to be the winner.
It depends on what Im doing and if it is important to me at that time I guess, correlating to how
competitive ill be at whatever task or game that I am part of. For empathy I felt that it should be higher
on the list since I tend to put myself in other peoples position so see how they are feeling and then try
to help them the best that I can. Friends always come to me because of this and this is where I can see
empathy coming into account for my strengths. Overall the strength quest and Via gave a pretty
accurate representation of myself. Evidence 15
Student will show application of Manz &

Sims theory to own life
Outcome Category: Leadership Theories

Outcome
18
.
19
.
20
.
21
.
22
.

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
Target class
23
.
24
.
25
.
26
.
27
.
28
.
29
.
30
.
31
.
32
.
33
.
34
.
35
.
36
.
37
.
38
.
39
.
40

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
by Greenleaf
of the above theory (Greenleaf)
Principle Centered Leadership theory
by Covey
of the above theory (Covey)
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)
Students will demonstrate knowledge of
the 4 Vs theory of leadership by Grace
(Center for Ethical Leadership)
of the above theory (Grace)
Situational Leadership theory by Hersey
& Blanchard
of the above theory (Hersey & Blanchard)
Relational Leadership model by
.
41
.
42
.
43
.
44
.
45
.
46
.
47
.
48
.
49
.
50
.
51
.
52
.
53
.
54
.
55
.
56
.
57
.
58
Komives, McMahon & Lucas

of the above theory (Komives et al)
concept of constructivism
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
of the above theory (Astin et al)
the Leadership Identity Development
Model by Komives et al
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)
.
59
.
60
.
61
.
62
.
63
.
64
.
65
.
66
.
67
.
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
of the above theory (Wheatley)
Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership

Outcome
68
.
69
.
70
.
71
.
72
.
73
.
74
.
75
.
76
.
77
.
78
.
79
.
80
.
81
.
82
.
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
Student will describe personal examples
of being a change agent
Target class
83
.
84
.
85
.
86
.
87
.
Student will create a personal code of

inclusive leadership
the Model of Intercultural Sensitivity by
Bennett and its uses in leadership
Students will demonstrate personal
application of the Model of Intercultural
Sensitivity by Bennett
the ally Action Continuum by Griffin &
Harro
application of the Action Continuum by
Griffin & Harro
Outcome Category: Critical Thinking

Outcome
88
.
89
.
90
.
91
.
92
.
Student will show knowledge of principles

of critical thinking (logic is used in this
minor)
Student will demonstrate proficiency of
critical thinking
93
.
94
.
Student will describe personal examples of

having used five decision making methods
95
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
Student will show knowledge of at least five

problem solving / conflict management
methods, as well as understanding the
roots of conflicts
Target class
HDF 290
Com 100
For HDF 290 I had the task to research Decision making with my group and give a brief overview
presentation on it to the class. We found that there are seven steps in the decision-making model. It
goes by identify the decision, gather information, identify the alternatives, weigh the evidence, choose
from alternatives, take action, and review the decision. For decision making methods they could be
flipping a coin, using a computer randomizer, asking an outside opinion, analyzing the pros, and cons
and, using a magic 8 ball to help make up your decision. Some of these are a bit unorthodox but they
get the job done. We went over how people make decision in my com 100 class and what the steps
people take for making decisions. Evidence 92
.
96
.
97
.
98
.
having used five problem solving / conflict

management methods (if student has been
trained in mediation, that information goes
here)
Student will describe what it means to
analyze, criticize, synthesize and utilize
information as a leader
leadership that is used in crisis
Leadership in a crisis situation takes a leader who can take serious amounts of
pressure in a rapid amount of time. They have to make difficult decisions quickly
because time is against them. An example of leadership in a crisis situation is 9/11,
the men and woman who ran to help where leaders who had to work and make
decisions quickly under pressure to help save lives. These people took the position
of being a leader by directing people to where they could help and by just going
toward the carnage to try to do anything that would be beneficial to anyone in that
disaster. Another example is any person on EMS. They have to take charge in crisis
situation. Whether it is at a car crash, a home injury, or even someone being too
drunk at a concert and having to nurse them back to health. They have to identify
the situation and remember theyre training to properly deal with the situation.
Evidence 97
HDF 290
Student will describe examples of

leadership in crisis situations
Outcome Category: Interpersonal and Organizational Concepts & Skills

Outcome
Target class
99.

active listening techniques
Com 100
100
.
Student will describe examples of using

active listening skills
HDF 290

Active listening is a big part of being a successful student in school and life in general. Having big
lectures for some classes you need to be a good active listener to understand the material being taught
and to pick out the main points for your notes. Also, in my com 100 class while people were presenting
you could see who was and who wasnt being an active listener. The people who are actually making
eye contact and seem to be following are listening but then there are those people who just zone out
and even put there head down to rest. When you are having a one-on-one conversation eye contact is
crucial to active listening. This is also a sign of respect when talking to someone, if someone isnt
listening to me when I speak to them I feel as if they dont care about what Im saying and at times may
take offense to it.
Evidence 99
We had a project that we had to find someone who owns a small business and conduct an interview
with them. I decided to interview Jean Purrini the owner of Jump design studios in Wakefield. Since she
was unable to meet in person since our schedules did not match up so I had to conduct a phone
interview. So I had to make sure that I was listening carefully to make the interview go smoothly and
not make it go any longer than it had to. If it was in person I wouldnt have to stress getting everything
101
.

functions of group communication by
Hirokawa
102
.
103
.

of functions of group communication
(Hirokawa)
Student will show knowledge of techniques
regarding giving and accepting of feedback
104
.
down on the first sweep but to be courteous to her time and being respectful I wanted to make sure to
make this a fluent interview. Evidence 100
In my com 100 class one of my classmates decided to there presentation on Randy Hirokawa and his
research on small group communication/ group decision making effectiveness. What I got rom her
presentation was that groups tend to talk to themselves into there own trouble. They also had steps
that went by first the group fails to properly, correctly understand the issue. Then they utilize
inappropriate criteria in evaluating their options, choices. Then they tend to overestimate the positive
outcomes or results of the choice the make. Finally, they underestimate or fail to recognize the negative
consequences. She also stated that he believes that groups dont always mean that they will be better
off making decisions. Evidence 101
Com 100
WRT 104
Eng 160
Com 100
Student will describe examples of giving

and accepting feedback.
WRT 104
Eng 160
Com 100
105
.

facilitation and de-briefing techniques
HDF 290
106
.
107
.

facilitation and de-briefing techniques
108
.
109
.

framing and breaking the frame

framing and breaking the frame
Student will show knowledge of organizing

meetings / setting agendas / and leading
meetings
HDF 290
Theta Chi
Fraternity
Some techniques that I have learned in mostly wrt 104, eng 160, and com 100. so far is that to accept
everyones opinion and consider changing what I have done based on there feedback. Receiving
feedback whether it be from a professor, friend, family, or classmates is always beneficial. You may not
realize it in that moment but hearing what other have to say to get an outsiders opinion will help you
understand how others are perceiving what your are doing or writing. Some techniques on feedbacks is
to write down, talk to someone and make sure that they see your side of it. Evidence 103
For my writing 104 class whenever we had to do a paper a couple days before in class we would pass
our essays around. The point of this was to give and get feedback on what you have from your
classmates. I thought that this was very helpful to get other persons perspective on what I was writing
and if I should add or take away anything from it. We did similar things like this in my com 100 and eng
160 class. I think that this helped me further revise and add things to make my essay better. Even
when classes didnt do this I would have at least on friend go over my essay and give me some
feedback on the essay. I also would do the same for them and this isnt just for essays. Ive given and
taken feedback on life advice, music, and many other things. Evidence 104
What debriefing techniques I have used is to make my points come out quickly, clearly, and efficiently
so no one is confused at to what I am talking about. The same goes for facilitations, the point is to keep
is quick and too the point. So it simplifies things down so others learning about it have an easier time
understanding it. Both of these techniques help people stay up to date on topics with out having to do
the full research or work to understand what Is going on. Some examples of this could be summaries of
tasks that need to be done or full book summaries that ive had to complete for some classes as an
assignment. Evidence 105
What breaking the frame means to me is being able to go against the mainstream trends no matter
what others think. Also, it means to break your everyday routine and doing something that you wouldnt
normally think of doing. This includes trying things that you have never done before or things that
society would look at funny if you did it. Framing is when you do the same thing as always and stick to
a routine that is not controversial at all. This is a very boring way to live and unfortunately many people
are too afraid to break past and try something new. Breaking the frame is something that is a lot easier
said then done. Evidence 107
Chapter meetings
Rhody Rides club meetings
Photography club meetings
Being part of a fraternity we have weekly meetings to go over any events that we have coming up, how
this week was and many more topics we cover. I also attend the photography club and rhody rides
meetings on a weekly basis as well. By attending these meetings I can see how people use there
leadership skills to conduct these meetings. Also everyone who is a speaker at the meeting always has
an agenda that they have filled with things that they would like to cover in the meeting and keep them
110.

organizing meetings / setting agendas /
leading meetings
111.

Parliamentary Procedure
Student will show knowledge of techniques
for working with difficult people
112.
113.

using techniques to work effectively with
difficult people
114.
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,
115.
116.
117.
118.
119.
120
Theta Chi
Fraternity
Com 100
Com 100
Alumni Relations Meetings
on track. For fraternity chapter we have it every Sunday night because this is when everyone is able to
attend. For the clubs they set up a poll that is set up to see what time, day works best for the majority
of people to have meetings. I am also very good friends with the current and former president of my
fraternity and they share some of there advice no what makes a meeting successful and not successful
for them. Evidence 109
Since I am the alumni relations chairman for my fraternity I conduct weekly meetings with my
committee. I have to come up times to meet with everyone in my committee if they cannot make the
meeting that I have set for my committee members. I have an entire planner filled out with when to
send out the newsletter, possible event dates and self made deadlines to stay in track with everything.
These meetings are lead by me but I like to have it more as an open discussion since I like to hear
everyones idea and opinions on what we are planning, what we have done so far.
Evidence 110
In Communications 100 there was a section of the text we studied that focused on working together
with others as a group. In order to deal with difficult people you need to try and see what there problem
is and as to why there are acting like this. Also, one thing to not do is call the difficult perons out in front
of everyone. If you do this they may feel attacked. Which I why I like to talk to them personally and
them if nothing changes get the rest of the group involved in it to see if they can help. It is also
important to understand why this person is acting this way because if you do you can further see how
to explain to them why it is not benefitting the group, why they should change.
Evidence 112
For Communications 100 for our final project we had to be in groups of 5 people and conduct a 30minute presentation on a video by PrinceEa. The video we chose was I am not black, you are not
white. One person in our group at first seemed like they would do there part of the project but when
we tried to get everyone together to work on it, he would always come up with some excuse as to why
he couldnt make it. the worst part is that he would never say when he was available so we never really
met with him to fill him in on our plans for the project except for the few minutes in class. He was not
helpful at all through the whole process but in the end we pulled though and got a decent grade.
Luckily we were mostly graded by our individual performances and not as much as a whole group.
Also, we got to do partner evaluations at the end and if it shoed that someone wasnt pulling there
weigh in the project there grade would only be affected if the group grade was lower. But for some of
the techniques of dealing with him we made a Google doc so everyone can work on it outside of class
at any time the want and we created a group chat to stay connected a best as we could.
Evidence 113
.
121
.
122
.
123
.
124
.
and its relationship to organizations
Student will show knowledge of planning

and conducting interviews (as the
interviewer)
HDF 290
Fraternity
125
.

planning and conducting interviews (as the
interviewer)
HDF 290
Fraternity
126
.
Student will show knowledge of preparing

for and effective answers in interviews (as
the interviewee)
HDF 290
Job
127
.

preparing for and being interviewed
HDF 290
Job
128
.

collaboration / coalition building

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
When being tasked to interview someone who is the owner of a small business for a class assignment I
didnt really know how to ho about it since I have only been interviewed before and never the
interviewee. Luckily for me the person I was interviewing was my roommates old internship boss. So
he helped me come up with good questions to ask. I also had some sort of a rubric that had points that
I had to cover so that helped as well. Then for my fraternity we have interviews for potential new
members every semester. For this we have around five guys in the room, so I was not the only
interviewee. Before we had the interviews we had to think of questions that would be good to ask to get
the most out of the people we are interviewing in the short amount of time we have with them. I had to
think of and revise the questions accordingly while recording some of their answers down for later
reference. We also went over in some of my classes in high school on how to conduct a proper
interview and practiced both sides of it. Evidence 124
Being part of a fraternity we have people who rush our fraternity every fall and spring. In order to get to
know them better and see if they will fit our beliefs. For the spring 16 rush I was one of the interviewers
and I had to ask and record all of their answers as well as take a picture of them. We had to come up
with specific questions to see what type of morals they have and who they are in a small amount of
time. Also for HDF 290 I had to conduct and interview of a small business owner. I had to do come up
with all of the questions to ask her and make sure that I did it in a timely manner since she has a very
busy schedule. It was different to be on the other side of the table interviewing someone and not
getting interviewed. I think that is was a good experience and will help me see what the interviewer
wants out of someone who is being interviewed by them. Evidence 125
When going into an interview you have to first think about what they are looking for and how can you
convey that you are the person that would fit there criteria and more. You can try and do this by
thinking of any possible questions they may ask you and prepare a well thought out answer that will
impress them. Then if in the interview they as you anything like what you have already practiced you
can answer with a well thought out answer almost immediately since you already know what to say.
This will impress them and possibly push you over the edge on whether you are a better candidate for
the job then someone else they are interviewing for that position. Putting in this effort to practice before
your interview will make you less nervous and make you feel better about your performance in the
interview most likely. I know that I always do this to calm myself down and be able to perform better
overall. Evidence 126
In the summer when I was looking for a job I had to go through an interview process to see if I was a
good fit for the position available. The job I was interviewing for was working at a country club as a
maintenance worker and a part time camp counselor. To prepare for this I knew that I needed to dress
up since it was a higher class country club In my area. I also had to think of some possible questions
that they could as me such as my biggest strengths and weaknesses, and any questions regarding my
skills for the job. By doing this preparation I felt that I had a better chance of getting the position and I
felt more confident going into the interview as well.
Evidence 127
129
.
130
.
131
.
132
.
133
.
134
.

working in collaboratives/coalitions
135
.
136
.
137
.
138
.
139
.
140
.

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
.

mentoring and being mentored

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
Student will describe ways to build
relationships between leaders and
members
HDF 290
There are many ways to build good relationships between leaders and members. I
remember someone doing a project on building trust in the workplace in my high
school general business class. Some of the main points were to first expose yourself,
to take the hit, building your team members up, get rid of the leash, accept
confrontation and to find the value in each person. Also, another good way to build
relationships is to go on group outings. My father works for Morgan Stanley and
they had a group of them go paintballing as a team building exercise. This is a very
good and fun way that some businesses try to build leader, member relationships.
You just have to get them out of he business environment sometimes to realize that
they are people too and not just machines. Evidence 134
Student will describe influence applies to

leadership
Student will describe principles of effective
mentoring, as well as problems particular
to the mentoring relationship
HDF 290
Job
What I mostly do for work in the summer is manual labor. Now that Im older I can
go out and work for myself by repairing working on things with the knowledge I
now have. My mentor for gaining these skills was my father. We would always work
on things together over the weekends and he would show me how to do things.
Whether it is painting, using tools, repairing items, building things and many other
things. I also have a neighbor who works for a landscaping business so I would
always go over there to see what he was working on and try to learn more from him.
I also now work with a man who does almost any type of construction work you can
think of so I learn a lot from him as well. He is also a perfectionists so hes makes me
do things over if they are not up to his standards. Evidence 141
142
.
143
.
144
.
145
.
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

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

Leadership instituite 2014

leadership / membership ethics

Student will demonstrate practice of the

Leadership institute 2014

Student will express a personal values

Theta Chi Fraternity

Student will demonstrate practice of the

Theta Chi Fraternity

Student will describe goals and objective

Student will show evidence of goals and

Student will show knowledge of the

Student will show knowledge of the theory

Student will show application of Maslows

290 class retreat

Student will show application of Manz &

Outcome Category: Leadership Theories

Student will show knowledge of the

Descriptive notes regarding learning and practice