Inventory-2013 2 1

LEADERSHIP
DEVELOPMENT
Outcomes & Evidence
Progress Inventory*
MINOR IN LEADERSHIP STUDIES
Center for Student Leadership Development
Memorial Union
University of Rhode Island
Name:
Date Enrolled:
Date of Graduation:
Leadership Inventory Revised 8/30/2013 1

*The Outcomes & Evidence Progress Inventory is the intellectual property of the Center for Student Leadership Development (CSLD) at
the University of Rhode Island and cannot be reproduced in part, or in its entirety, without the written permission of the acting
Assistant Director of the CSLD. CONTENTS
ABOUT THE MINOR & CENTER FOR STUDENT LEADERSHIP DEVELOPMENT (information included)
Center for Student Leadership Development Information
Minor Information
Developmental Model
ADVISING INFORMATION (students will include own documentation)

Tracking Sheet / Advising Updates
Syllabi of Minor Classes (Core and Electives)
Internship
o Guidelines
o Syllabus
o Mid-term
o Final
OUTCOMES
Outcomes (Self-Leadership, Interpersonal and Organizational, Leadership Theories, Inclusive Leadership, Critical
Thinking)
Targeted Classes
Experiences
Evidence

CENTER FOR STUDENT LEADERSHIP DEVELOPMENT
Office: Memorial Union Room 210 Phone: (401) 874-2726 Fax: (401) 874-5317
CSLD Mission Statement
To enhance the mission of the University of Rhode Island, The Center for Student Leadership Development aims to:
Provide developmental opportunities for all students to become informed, inclusive, effective, and ethical leaders in the global marketplace through the implementation of
learner-centered academic, experiential, and co-curricular programming.
Engage in research, assessment, and advancement in order to positively impact the expanding field of leadership studies.
CSLD Vision Statement

The URI Center for Student Leadership Development will promote dynamic strengths-based leadership development through multiple delivery methods to prepare students to be
competitive in the work place and global marketplace. The CSLD seeks to progress as innovators for experiential engagement and enriching assessment.
CSLD Values Statement

Grounded in the Social Change Model of Leadership Development (Higher Education Research Institute), Relational Leadership Model (Komives, Lucas, & McMahon), and Servant
Leadership (Greenleaf), the URI Center for Student Leadership Development values:
Engaged and experiential learning through a constructivist approach
Inclusion, Social Justice, and Civic Engagement
Ethical and Value-based Leadership & Relationship Building
Innovative Assessment and Presentation Models
MINOR IN LEADERSHIP STUDIES

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

GENERAL INFORMATION
Regardless of your major, you can minor in Leadership Studies.
Requirements may be satisfied by completing 18 or more credits related to leadership and offered by more than one department.
Twelve (12) of the 18 credits must be at the 200 level of instruction or above. A course grade of C or better must be earned in each graded course. At least 12 of the credits
must be earned at URI.
No course may be used to apply to both the major and minor fields of study. Courses in General Education or for other minors may be used for the minor* (*this does not
apply to students in the College of Business). With the exception of internship credit, all courses for the minor must be taken for a grade. The Introductory class must be taken
before the internship and the capstone course.
Application for the minor must be filed in your academic deans office no later than the beginning of the final semester or term.
Approval of the minor does not guarantee that the suggested courses will be available to you on a schedule correlated with your graduation plans nor guarantee space in any
required course.
CORE REQUIREMENTS- 9 Credits
Required Element Class options Notes
Introductory Course HDF 190: FLITE Only offered in spring for first-year students
3 credits or
HDF 290: Modern Leadership Issues Offered Fall and Spring for sophomores & juniors
Internship HDF 417: Leadership Internship Requires 40 hours/credit with a min. of 80 hours & a max. of 120 hours of documented
3 credits or internship experience for graded credit
Experience through Office of Experiential Learning & Community Engagement
or
Internship Class in Academic Major The only time the major and minor can overlap
Capstone HDF 412: Historical, Multi-ethnic & Alternative Leadership Offered only in the fall with preference given to seniors
3 credits or
COM 402: Leadership & Motivation Offered in the spring and summer with Dr. Leatham
or
BUS 441: Leadership Skills Development Offered in the fall and spring with Dr. Cooper
or
HPR 411/412: Honors Senior Seminar Must be in Honors or have GPA of 3.3
Portfolio HDF 492: Leadership Minor Portfolio Taken last spring semester of enrollment (some exceptions)
1 credit
MINOR ELECTIVES-9 credits

*Additional classes may be appropriate and therefore added to the list; see CSLD for the most updated list or bring a class that you think should be an elective
AAF 300: Civil Rights Movement in the US COM 402: Leadership and Motivation (capstone option) HDF 416: Leadership in Organizations
BUS 341: Organizational Behavior COM 407: Political Communication HDF 417: Leadership Minor Internship
BUS 342: Human Resource Management COM 415: The Ethics of Persuasion HDF 437: Law & Families in the U.S.
BUS 441: Leadership & Motivation (capstone option) COM 421: Advanced Interpersonal Communication HDF 450: Introduction to Counseling
BUS 443: Organizational Design & Change COM 422: Communication and Conflict HPR 118: Honors Course in Speech Communications
BUS 448: International Dimensions of Business COM 441: Race, Politics and the Media HPR 203: The Prepared Mind

BUS 449: Entrepreneurship COM 450: Organizational Communication HPR 412: Honors Seminar (capstone option)
COM 100: Communication Fundamentals COM 461/462: Managing Cultural Differences in Organizations MSL 101: Introduction to Military Leadership
COM 202: Public Speaking CSV 302: URI Community Service MSL 201: Leadership & Military History
COM 208: Argumentation and Debate GWS 150: Introduction to Womens Studies MSL 201: Military Skills and History of Warfare
COM 210: Persuasion: The Rhetoric of Influence GWS 310: Race, Class, Sexuality in Womens Lives MSL 202: Leadership & Team Building
COM 221: Interpersonal Communication GWS 350: International Womens Issues MSL 301: Leadership & Management
COM 250: Small Group Communication HDF 190: FirstYear Leaders Inspired to Excellence (FLITE) PEX 375: Women in Sport Contemporary Perspectives
COM 302: Advanced Public Speaking (introductory course option) PHL 212: Ethics
COM 308: Advanced Argumentation HDF 290: Modern Leadership Issues (introductory course option) PSC 304: Introduction to Public Administration
COM 322: Gender & Communication HDF 291: Rose Butler Browne Program Peer Mentoring Program PSC 369: Legislative Process and Public Policy
COM 351: Oral Comm. in Business & the Professions HDF 412: Historical, MultiEthnic, & Alternative Leadership PSC 504: Ethics in Public Administration
COM 361: Intercultural Communication (capstone option) SOC300/WMS350: Women and Work
COM 383: Rhetorical Theory HDF 413: Student Organization Leadership Consulting THE 221: Stage Management
COM 385: Communication and Social Influence HDF 414: Leadership for Activism and Social Change THE 341: Theater Management
HDF 415: FLITE Peer Leadership

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

practice 3. Broaden Your Perspectives
Communication Understand others
Group Development
Inclusion Hierarchy of needs
Citizen Activist Skills PROGRESS Racial, cultural, gender, sexual orientation,
Critical Thinking religious, class, ability, etc. diversity and
Teaching and Programming commonalities
Power, privilege, oppression, liberation;
individual and institutional discrimination
OUTCOMES
In this section, you will track your progress toward the outcomes. Each class in the minor targets different outcomes; all of the classes list these
outcomes on the syllabi (the words goals or curriculum areas may be used instead). In many of our classes, the assignments can serve as your
evidence. Periodically, and not less than at the end of each semester, you should update your outcomes progress. In the additional experiences
column, name additional classes or experiences that contributed to you becoming proficient in that outcome. As the semesters pass, you will think of
things from recent semesters and semesters further in the past, or people or jobs, etc. in your past that also influenced your progress on that outcome.
Do not let that ambiguity upset you. Reflecting on development is not a linear process, but it does help to reflect often. In the descriptive notes
column, share insights about your growth, lack of progress, successes, stumbling blocks, etc. At the end of each section, you need to include evidence
that supports your development toward the outcomes. Copies of papers, grading sheets, evaluation lettersanything that shows that someone has
determined that you have demonstrated proficiency (or not, or are making progress). Make sure to keep electronic copies of all of your evidence to
include in your Portfolio.
Outcome Category: Self-Leadership
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
1. Student will demonstrate autonomy and a Moving to College Moving to college and becoming very independent really helped me learn how to minimize my need for
minimized need for approval approval. I learned how to keep myself on track and make sure I was getting all my schoolwork done.
This took me a lot of time to figure out on my own. After figuring out different ways to work at my best
ability I learned a lot about myself and who I am as a person because I was on my own coming here.
2. Student will demonstrate personal, Psych 113, HDF I am a very organized person with schoolwork. With classes, I like to take it day by day using checklists
organizational, and academic examples 190, AFS 190, CLS of what I need to get done for the day. This is extremely helpful to me because without the check lists I
of self-discipline 160 would forget assignments or things I need to get done. In order to make sure Im getting my homework
done, I set up hours for myself every week of when Im going to make myself go to the library to do
homework and readings for classes. This isnt just something I do with classes; I also do it with my day-
to-day tasks that I need to get done. (See example 3 check list)
3. Student will demonstrate the ability to COM 100 group project Last semester (first semester freshman year), I was put into a group project that was resulting i20-
manage emotions minute group speech. Once we were assigned groups we started figuring out who was going to do
what work to contribute. This was really difficult because I was the only one taking interest in getting
the project done. Everyone else just sat back and agreed with whatever I said. This made me
extremely frustrated. All I wanted to do was talk to my group and tell them they needed to put more
effort in and care about our project but I knew starting an argument would get me no where. Instead, I
channeled my emotions into positive energy and tried to get them all excited about which part I help
assign them to. This was actually an accomplishment for me because sometimes when I get really
annoyed I just shut down and avoid the situation. Instead, I pulled myself together and used my
emotions productively.
4. Student will demonstrate knowledge of Psych 113 In my psychology 113 level class I read chapter 16 in our textbook that taught a lot about different
stress management methods stress management methods. An obvious first way to go about managing stress is to practice better
time management skills. There are three main methods of dealing with coping. They include, problem-
focused coping which is usually used to help us solve problems, emotional-focus coping which helps
us deal with the negative emotions of stress, and relationship-focused coping which helps us maintain
and strengthen social networks at times of stress.
5. Student will demonstrate the ability to HDF 190, Psych Therapy So far, freshman year has stressed me out immensely. I learned different methods of managing stress
manage stress 113 in my psych 113 and HDF 190 classes. One method that really stuck out to me and seemed helpful
was therapy. I started going to a therapist this year again and it has helped a lot. Its relieving to vent to
someone that is there to listen to you and your problems. It has been really helpful because my
therapist has given me many other methods to managing my stress as well. One example is making
sure I get enough sleep at night. If Im not getting enough sleep my brain is functioning to its best
ability and it ends up stressing me out more. Another example is not procrastinating. This is something
I really have to work on every single day because I tend to put things off until I have no other choice but
to get it done or not do well.
6. Student will express a personal code of
leadership / membership ethics
7. Student will demonstrate practice of the
personal code of ethics
8. Student will express a personal values HDF 190 During this class we took the VIA Assignment, which resulted in our top values. My top 5 values are
statement kindness, leadership, humor, gratitude, and love. I believe I use these values in my everyday life inside
and outside of school. I feel as though all of my friends can tell you something very really important to
me is trying to make sure everyone is kind to each other and creating happiness among people.
Leadership is important to me because without someone to step up and be a leader, things wouldnt
get done as efficiently. Humor is very important to me because I feel like I always strive to make people
laugh to make their day a little better. I would almost argue that gratitude is my top value because in my
opinion its extremely important to be thankful for everything we are blessed with in our lives. Its
important not to take life for granted. I always make sure to thank people for any type of help they
provide me with. Lastly love is a huge value to me because without love I wouldnt be as happy as a
person, its crucial to make sure the people you love know you love them. (See evidence 7)
9. Student will demonstrate practice of the Working at a private beach club, I worked at a private beach club in my town for 2 consecutive summers in a row. Along with this job, in
personal values statement Saleswomen for Nordstrom Shoes the winters I worked as a shoe salesperson at Nordstrom. I learned a lot about my personal values
from these jobs. While working at the beach club, I worked as a waitress and at the beachside lunch
shack. While at Nordstrom, I worked off a commission-based paycheck. This meant I really had to sell
the shoe to the customers. Both of these two positions required a lot of customer service. I can really
see the use of my values Kindness, Humor, and Gratitude while working in these two customer-based
jobs. Both jobs caused me to really go out of my way to understand the customer and what they were
really looking for to make them happy.
10 Student will demonstrate the ability to
lead a project from start to finish (follow-
. through)
11. Student will describe goals and objective
statements regarding personal issues,
career issues, and community issues
12 Student will show evidence of goals and HDF 190, Sorority During my high school years, I didnt push myself to my best abilities. My parents were happy with
objectives that were planned and whatever grades I got because they believed I was trying my best so they were proud but I believe I
. achieved could have done better. It was hard to find the motivation to push myself but after coming to college for
the first semester I realized it is really worth it to try your best while you can. For college, I have set
myself a goal of getting better grades on schoolwork/tests/quizzes/projects than what I did in high
school. Although for right now, my GPA isnt higher than it was in high school, I am trying a lot harder
and getting better grades on tests and quizzes without any extra help. After joining my sorority Alpha
Delta Pi, I set a goal for myself to obtain a position in the sorority and pursue the position and take it to
the next level to better the sorority. I definitely believe I go out of my way to continue to help make the
sorority as best it can be for the future.
13 Student will show knowledge of the PSYCH 113 In my psych 113 class we learned a section about Maslows hierarchy of needs. This consists of 5
Hierarchy of Needs theory by Maslow different levels. The top level is self-actualization, which means achieving ones full potential. The next
. level down is esteem which deals with self-esteem, confidence, respect of others, respect by others,
and achievement. The third level is love/belonging, which involved friendships, family, and sexual
intimacy. The second to last level is safety, which involves security of self, of family, of health, of
property, etc. The final bottom level is psychological needs which involves basic needs of living such as
breathing, food, water, sleep, etc.
14 Student will show application of Maslows Sickness There was a week period this semester (spring 17) where I was really sick with strep throat and a
theory to own life broken rib from coughing. My need of being ill from the sicknesses took away from my need to be in
. classes getting my education. Another example of Maslows hierarchy of needs in my daily life is the
lowest level, which is the basic needs of drinking water, eating, sleeping, etc. I definitely dont drink as
much water as I should and it results in the worst case of getting an IV at the hospital for dehydration. I
also need to work on my sleep schedule because I am not getting enough sleep every night, which
results in me constantly being tired.
15 Student will describe personal leadership HDF 190 Strengths Quest In HDF 190, we did another survey that resulted in a list of our strengths. My top 5 strengths came up
style and/or personality style including as harmony, empathy, individualization, developer, and consistency. My personality shows a lot of
. strengths and weaknesses and examples empathy. When Im talking to someone and listening to a story they are telling me I always put myself
of application (Sources = Leadership style in their shoes and really picture myself going through what they are going through. Sometimes this can
inventories, the L.P.I., StrengthsQuest, be more of a weakness than strength. (See evidence 15)
Type Focus (MBTI), LAMP, and other
career inventories, etc.)
16 Student will show knowledge of the theory
of Superleadership by Manz & Sims
.
17 Student will show application of Manz &
Sims theory to own life
.
Outcome Category: Leadership Theories
18 Student will show knowledge of the
Authority and Bureaucracy theory of
. leadership Weber
19 Student will describe personal application
of the above theory (Weber)
.
Scientific Management theory of
. leadership by Taylor
of the above theory (Taylor)
.
Management by Objectives theory of
. leadership by Drucker
of the above theory (Drucker)
.
24 Student will show knowledge of Theory
X and Theory Y theory of leadership by
. MacGregor
of the above theory (MacGregor)
.
26 Student will show knowledge of the HDF 190 During HDF 190 class, we had an assignment in which we gave a speech that showed our knowledge
Servant Leadership theory of leadership of the servant leadership model. This speech also had to show our own application of servant
. by Greenleaf leadership in our lives. Servant Leadership is a theory created by Robert Greenleaf and contains two
different categories with a conjoining middle category. The left side is labeled servant, which is ones
own choice to want to serve and put the needs of others first. The right side is labeled leadership which
is ones will to lead. The middle category is a combination of both servant and leadership, which is the
ability to both serve and lead. (Evidence 26)
27 Student will describe personal application HDF 190 Servant Leadership Speech In our servant leadership speech we were required to show our knowledge of the servant leadership
of the above theory (Greenleaf) model and how It applies in our own lives. There is a component involving empathetic listening and I
. have strength of empathy. This really helps me become an empathetic listener when talking to people
because I really pay attention to what they are saying and try to feel like I am in their position. Holding
a position in my sorority and having the strength of empathetic listening it helps me lead with the
servant leadership model. Right now I am an undeclared major but leaning towards being a therapist.
Doing so, I would need to really use my skill of empathetic listening to give the best advice I could to
lead the patients forward in a positive way. (Evidence 27)
Principle Centered Leadership theory
. by Covey
of the above theory (Covey)
.
30 Student will show knowledge of the 14
Points / TQM theory of leadership by
. Deming
of the above theory (Deming)
.
Visionary Leadership (now often cited
. as Transformational Leadership) theory
by Sashkin
of the above theory (Sashkin)
.
Individuals in Organizations leadership
. theory by Argyris
of the above theory (Argyris)
.
36 Students will demonstrate knowledge of
the 4 Vs theory of leadership by Grace
. (Center for Ethical Leadership)
of the above theory (Grace)
.
38 Student will show knowledge of the HDF 190, COM 100 group projects Paul Hersey created the Situational Leadership theory. Basically what the theory is explaining is that
Situational Leadership theory by Hersey there is no single best style of leadership. It shows that the best and most effective leaders are ones
. & Blanchard who can adapt their leadership style to the necessary leadership style for the situation you are in. This
is something I have had to do in many classes. I tend to be more of a leader that sits back but if asked I
can give a strong opinion on how to accomplish a task at hand. This past semester I have been put in
many group situations with shy students where I had to step up and adapt to a different leadership
style (being outgoing and taking charge) which new people I didnt know. This made it really difficult for
me to step up and take charge but I knew it was necessary or else the tasks probably wouldnt get
done as efficient or quick.
39 Student will describe personal application HDF 190
of the above theory (Hersey & Blanchard)
.
40 Student will show knowledge of the There are 5 different parts for this model. The 5 parts are inclusive, empowering, purposeful, ethical,
Relational Leadership model by and process oriented. There are 3 different ways within these sections to go about the situation;
. Komives, McMahon & Lucas knowing (showing understanding), being (believing values within each component), and doing (which
means you can show you have the skills within each one). This was very useful during the challenge
course in the retreat because we had to use each component to succeed.
41 Student will describe personal application HDF 190 Social Change Project Relational leadership model is a model that tries to accomplish change or make a difference to benefit
of the above theory (Komives) the common good. I showed personal application of this theory during our social change project in HDF
. 190 where we went around campus as a group picking up trash. We worked together to pick up liter
and create a better environment, which was a common purpose between the 8 of us.
concept of constructivism
.
43 Students will describe personal examples
of implementing constructivism
.
44 Student will demonstrate knowledge of
experiential learning in leadership
. development (Kolb)
of experiential learning in leadership
. development (Kolb)
46 Student will show knowledge of the HDF 190 The Social Change model of Leadership helps us understand leadership developmental concepts and
Social Change Model of Leadership allows for leaders who many not hold the traditional roles of leadership but still want to mane a positive
. Development by Astin et al change. There are 7 Cs that make up the social change model, They include; consciousness of self,
congruence, commitment, collaboration, common purpose, controversy with civility, and citizenship.
Consciousness of self-means to be aware of your own self and your actions. Congruence means to
make you consistent, genuine, and honest in action. Commitment means to think about the
commitment of other people in the organization you are involved in and how committed. Collaboration
of group members helps to work more efficiently in a faster pace. It is important to have a common
purpose to make sure everyone wants the same end result and it helps to keep everyone on the right
track towards the same goal. Controversy with civility deals with the difference in views, which is
inevitable but should also be treated with respect. Finally the last C is citizenship, which is
engagement, and knowing you are more than just one member. (Evidence: See Social Change Model
Quiz)
47 Student will describe personal application HDF 190 Campus Clean up During HDF 190 my group of about 8 students decided to work together to find a project involving the
of the above theory (Astin et al) social change model to help out our community. We decided on doing the campus clean up. This
. happened on a Saturday from about 10am-12pm. We worked together to have some of the group
carrying trash bags, while some had gloves on and were physically picking up the trash. This was an
eye opening experience because we saw how much people liter on our campus and how it can really
effect our environment and wildlife in the area. All together, we collected about 20 bags of trash after
walking only a small amount of campus to clean up. Working together as citizens of this community to
make our home a cleaner place was really rewarding and we hope it caused a chain reaction for
people watching. (Evidence 47)
the Leadership Identity Development
. Model by Komives et al
49 Students will describe personal
application of the above theory. (Komives
. et al)
the Strengths-Development Model by
. Hulme et al
of the above theory (Hulme et al)
.
behavior theories of leadership from
. Michigan and Ohio State
of the above theories (Michigan & Ohio
. State)
Charismatic leadership
.
of the above theory
.
contingency approach to leadership by
. Fiedler
of the above theory (Fiedler)
.
Path-Goal theory by House
.
of the above theory (House)
.
Leader Member Exchange (LMX) theory
.
of the above theory
.
Leadership Substitutes Theory
.
of the above theory
.
Models of leader emergence
.
65 Student will describe the impact of traits
on leadership emergence and
. performance
Chaos approach to leadership by
. Wheatley
of the above theory (Wheatley)
.
Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership
68 Student will demonstrate how cultural
anthropology / paradigms relate to
. leadership
69 Student will describe personal example
of using cultural anthropology /
. paradigms as a leader
the Cycles of Socialization (Harro)
. theory and its uses in leadership
71 Students will demonstrate personal
application of the Cycles of
. Socialization (Harro)
the Cycles of Liberation (Harro) theory
. and its uses in leadership
73 Student will demonstrate personal
application of the Cycles of Liberation
. (Harro)
the Configuration of Power (Franklin)
. and its relationship to leadership
application of the Configuration of
. Power (Franklin)
racial identity development via the Cross,
. Helms or other models (Ferdman &
Gallegos; Kim; Horse; Wijeyesinghe etc.)
application of model(s) of racial identity
. development above
McIntoshs theory of privilege and its
. relationship to leadership
application of McIntoshs theory
.
80 Student will describe the differences and
similarities of individual and institutional
. oppression and relationships to
leadership
81 Student will show knowledge of effective
leadership as it relates to change agency
.
82 Student will describe personal examples
of being a change agent
.
83 Student will create a personal code of
inclusive leadership
.
the Model of Intercultural Sensitivity by
. Bennett and its uses in leadership
85 Students will demonstrate personal
application of the Model of Intercultural
. Sensitivity by Bennett
the ally Action Continuum by Griffin &
. Harro
application of the Action Continuum by
. Griffin & Harro
Outcome Category: Critical Thinking
88 Student will show knowledge of principles
of critical thinking (logic is used in this
. minor)
89 Student will demonstrate proficiency of
critical thinking
.
90 Student will show knowledge of
metaphorical analysis to critically analyze
. self and leadership situations
metaphorical analysis to critically analyze
. self and leadership situations
92 Student will show knowledge of at least five
decision making methods
.
93 Student will describe personal examples of
having used five decision making methods
.
94 Student will show knowledge of at least five
problem solving / conflict management
. methods, as well as understanding the
roots of conflicts
having used five problem solving / conflict
. management methods (if student has been
trained in mediation, that information goes
here)
96 Student will describe what it means to
analyze, criticize, synthesize and utilize
. information as a leader
leadership that is used in crisis
.
98 Student will describe examples of
leadership in crisis situations
.
Outcome Category: Interpersonal and Organizational Concepts & Skills
99. Student will demonstrate knowledge of HDF 190 Active listening consists of 5 categories; encouraging, restating basic ideas, reflecting feelings,
active listening techniques clarifying, and summarizing. It is important to use these techniques while listening to make sure youre
focused on the conversation. We used an active listening packet to learn about the listening
techniques. (Evidence-packet)
100 Student will describe examples of using Multicultural overnight program I use active listening in my everyday life but the specific type that is most common for me is restating
active listening skills facts. I restate basic facts said to me in a conversation to show I am paying attention but at the same
. time it helps me refocus on the topic at hand because sometimes I tend to unintentionally zoning out
while someones talking to me. I participated in the Multicultural overnight program and one activity we
had was sitting in a group with two peer leaders (myself and Ciaro were paired) and about 5 or 6
incoming URI freshman for the following year. It was really important for me to use active listening to
really take in what they were saying to try and give my best possible response.
functions of group communication by
. Hirokawa
of functions of group communication
. (Hirokawa)
103 Student will show knowledge of techniques
regarding giving and accepting of feedback
.
104 Student will describe examples of giving COM 100
and accepting feedback.
.
facilitation and de-briefing techniques
.
facilitation and de-briefing techniques
.
framing and breaking the frame
.
. framing and breaking the frame
109 Student will show knowledge of organizing
meetings / setting agendas / and leading
. meetings
110. Student will describe personal examples of
organizing meetings / setting agendas /
leading meetings
111. Student will show knowledge of
Parliamentary Procedure
112. Student will show knowledge of techniques
for working with difficult people
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).
116. Student will show knowledge of group
dynamics and group roles
group dynamics and group roles
118. Student will show knowledge of effective
memberships skills in groups
membership skills in use
Challenge and Support theory by Sanford,
. and its relationship to organizations
using the theory of Challenge and Support
. (Sanford)
construction / elements of informative and
. persuasive speeches
123 Student will demonstrate proficiency in
informative and persuasive public speaking
.
124 Student will show knowledge of planning
and conducting interviews (as the
. interviewer)
planning and conducting interviews (as the
. interviewer)
126 Student will show knowledge of preparing
for and effective answers in interviews (as
. the interviewee)
preparing for and being interviewed
.
128 Student will show knowledge of effective
collaboration / coalition building
.
working in collaboratives/coalitions
.
130 Student will show knowledge of
Intercultural communication considerations
.
131 Student will demonstrate proficiency in
intercultural communication
.
132 Student will describe ways to maintain
accountability in leadership / member
. relationships
related to maintaining accountability as a
. leader
134 Student will describe ways to build
relationships between leaders and
. members
building relationships with members as a
. leader
136 Student will describe how credibility applies
to leadership, as well as the characteristics
. and skills of a credible leader
building, maintaining, and repairing his/her
. own credibility as a leader
138 Student will describe ethical standards in
influence
.
139 Student will describe influence applies to
leadership
.
140 Student will describe principles of effective
mentoring, as well as problems particular
. to the mentoring relationship

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

Inventory-2013 2 1

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Inventory-2013 2 1

Uploaded by

Copyright:

Available Formats

LEADERSHIP

Leadership Inventory Revised 8/30/2013 1

Assistant Director of the CSLD. CONTENTS

ADVISING INFORMATION (students will include own documentation)

Leadership Inventory Revised 8/30/2013 2

CSLD Mission Statement

CSLD Vision Statement

CSLD Values Statement

MINOR IN LEADERSHIP STUDIES

Leadership Inventory Revised 8/30/2013 3

MINOR ELECTIVES-9 credits

Leadership Inventory Revised 8/30/2013 4

Leadership Inventory Revised 8/30/2013 5

Leadership theory and

Outcome Category: Leadership Theories

Outcome Category: Critical Thinking

Outcome Category: Interpersonal and Organizational Concepts & Skills

141 Student will describe personal examples of

You might also like