Leadership Inventory

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

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

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

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

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

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

At URI, we are among only a handful of colleges and universities across the country that offers a Minor in Leadership Studies and one that is customized for each student. We utilize
a cross-disciplinary approach to leadership education designed to complement your academic studies. All courses utilize a variety of teaching methods but ultimately include some
form of experiential learning, practical application, and reflective learning. Employers, now more than ever, are seeking candidates with exceptional skills in the areas of
interpersonal and group management, problem solving, critical thinking and effective communication. We can help with all of the above.
GENERAL INFORMATION
Regardless of your major, you can minor in Leadership Studies.
Requirements may be satisfied by completing 18 or more credits related to leadership and offered by more than one department.
Twelve (12) of the 18 credits must be at the 200 level of instruction or above. A course grade of C or better must be earned in each graded course. At least 12 of the credits
must be earned at URI.
No course may be used to apply to both the major and minor fields of study. Courses in General Education or for other minors may be used for the minor* (*this does not
apply to students in the College of Business). With the exception of internship credit, all courses for the minor must be taken for a grade. The Introductory class must be taken
before the internship and the capstone course.
Application for the minor must be filed in your academic deans office no later than the beginning of the final semester or term.
Approval of the minor does not guarantee that the suggested courses will be available to you on a schedule correlated with your graduation plans nor guarantee space in any
required course.
CORE REQUIREMENTS- 9 Credits
Required Element Class options Notes
Introductory Course HDF 190: FLITE Only offered in spring for first-year students
3 credits or
HDF 290: Modern Leadership Issues Offered Fall and Spring for sophomores & juniors
Internship HDF 417: Leadership Internship Requires 40 hours/credit with a min. of 80 hours & a max. of 120 hours of documented
3 credits or internship experience for graded credit
Experience through Office of Experiential Learning & Community Engagement
or
Internship Class in Academic Major The only time the major and minor can overlap
Capstone HDF 412: Historical, Multi-ethnic & Alternative Leadership Offered only in the fall with preference given to seniors
3 credits or
COM 402: Leadership & Motivation Offered in the spring and summer with Dr. Leatham
or
BUS 441: Leadership Skills Development Offered in the fall and spring with Dr. Cooper
or
HPR 411/412: Honors Senior Seminar
Must be in Honors or have GPA of 3.3
Portfolio HDF 492: Leadership Minor Portfolio Taken last spring semester of enrollment (some exceptions)
1 credit
MINOR ELECTIVES-9 credits

*Additional classes may be appropriate and therefore added to the list; see CSLD for the most updated list or bring a class that you think should be an elective
AAF 300: Civil Rights Movement in the US COM 402: Leadership and Motivation (capstone option) HDF 416: Leadership in Organizations
BUS 341: Organizational Behavior COM 407: Political Communication HDF 417: Leadership Minor Internship
BUS 342: Human Resource Management COM 415: The Ethics of Persuasion HDF 437: Law & Families in the U.S.
BUS 441: Leadership & Motivation (capstone option) COM 421: Advanced Interpersonal Communication HDF 450: Introduction to Counseling
BUS 443: Organizational Design & Change COM 422: Communication and Conflict HPR 118: Honors Course in Speech Communications
BUS 448: International Dimensions of Business COM 441: Race, Politics and the Media HPR 203: The Prepared Mind
BUS 449: Entrepreneurship COM 450: Organizational Communication HPR 412: Honors Seminar (capstone option)
COM 100: Communication Fundamentals COM 461/462: Managing Cultural Differences in Organizations MSL 101: Introduction to Military Leadership
COM 202: Public Speaking CSV 302: URI Community Service MSL 201: Leadership & Military History
COM 208: Argumentation and Debate GWS 150: Introduction to Womens Studies MSL 201: Military Skills and History of Warfare
COM 210: Persuasion: The Rhetoric of Influence GWS 310: Race, Class, Sexuality in Womens Lives MSL 202: Leadership & Team Building
COM 221: Interpersonal Communication GWS 350: International Womens Issues MSL 301: Leadership & Management
COM 250: Small Group Communication HDF 190: FirstYear Leaders Inspired to Excellence (FLITE) PEX 375: Women in Sport Contemporary Perspectives
COM 302: Advanced Public Speaking (introductory course option) PHL 212: Ethics
COM 308: Advanced Argumentation HDF 290: Modern Leadership Issues (introductory course option) PSC 304: Introduction to Public Administration
COM 322: Gender & Communication HDF 291: Rose Butler Browne Program Peer Mentoring Program PSC 369: Legislative Process and Public Policy
COM 351: Oral Comm. in Business & the Professions HDF 412: Historical, MultiEthnic, & Alternative Leadership PSC 504: Ethics in Public Administration
COM 361: Intercultural Communication (capstone option) SOC300/WMS350: Women and Work
COM 383: Rhetorical Theory HDF 413: Student Organization Leadership Consulting THE 221: Stage Management
COM 385: Communication and Social Influence HDF 414: Leadership for Activism and Social Change THE 341: Theater Management
HDF 415: FLITE Peer Leadership

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

practice 3. Broaden Your Perspectives
Communication Understand others
Group Development
Inclusion Hierarchy of needs
Citizen Activist Skills PROGRESS Racial, cultural, gender, sexual orientation,
Critical Thinking religious, class, ability, etc. diversity and
Teaching and Programming commonalities
Power, privilege, oppression, liberation;
individual and institutional discrimination
OUTCOMES
In this section, you will track your progress toward the outcomes. Each class in the minor targets different outcomes; all of the classes list these
outcomes on the syllabi (the words goals or curriculum areas may be used instead). In many of our classes, the assignments can serve as your
evidence. Periodically, and not less than at the end of each semester, you should update your outcomes progress. In the additional experiences
column, name additional classes or experiences that contributed to you becoming proficient in that outcome. As the semesters pass, you will think of
things from recent semesters and semesters further in the past, or people or jobs, etc. in your past that also influenced your progress on that outcome.
Do not let that ambiguity upset you. Reflecting on development is not a linear process, but it does help to reflect often. In the descriptive notes
column, share insights about your growth, lack of progress, successes, stumbling blocks, etc. At the end of each section, you need to include evidence
that supports your development toward the outcomes. Copies of papers, grading sheets, evaluation lettersanything that shows that someone has
determined that you have demonstrated proficiency (or not, or are making progress). Make sure to keep electronic copies of all of your evidence to
include in your Portfolio.
Outcome Category: Self-Leadership
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
1. Student will demonstrate autonomy and HDF 190 In HDF 190, I was a Leadership Ambassador for my learning contract. On April 8th and 22nd I went
a minimized need for approval to the Ryan center and talked to prospective students about the Leadership Institute and how it had
a positive impact on me and my University of Rhode Island experience in various ways, such as
friends, networking, and self-reflection. I showed autonomy by seeking out students on my own, and
while I was working in conjunction with other students I actively avoided shielding myself from
potential students by working directly alongside them. I learned that self-sufficiency is what I felt
most comfortable with, and that while I valued groups for their fresh perspectives and different
dynamics I feel at my performing peak when alone. (EVIDENCE 1)
2. Student will demonstrate personal, HDF 190 In HDF 190, I was a Leadership Ambassador for my learning contract. On April 8th and 22nd I went
organizational, and academic examples to the Ryan center and talked to prospective students about the Leadership Institute and how it had
of self-discipline a positive impact on me and my University of Rhode Island experience in various ways, such as
friends, networking, and self-reflection. I showed self-discipline by keeping myself focused on talking
only to incoming freshman and not my peers, despite their actions to the contrary. I also
demonstrated discipline by being early, keeping myself professional, and keeping myself available
and useful for as long as possible. I grew from this experience by demonstrating to myself that I do
not need a reward or punishment to keep myself to my own standards. (EVIDENCE 1)
3. Student will demonstrate the ability to HDF 190 At the FLITE retreat for HDF 190, I maintained an even composure while sharing personal
manage emotions experiences with a new group of people. We shared intimate details of our lives with one another,
while also requiring us to keep calm enough to synthesize our strengths into out stories. I tied my
strengths of analytic and perspective to my family and personal history. I used my Individualization
strength to find meaning in others shared stories. I found value in other peoples unique stories and
backgrounds, and managed my emotions in order to connect their histories to their strengths.
(EVIDENCE 2)
4. Student will demonstrate knowledge of
stress management methods
5. Student will demonstrate the ability to
manage stress
6. Student will express a personal code of HDF 190 In HDF 190, the second forum post on Sakai allowed me to see my code of leadership. I believe
leadership / membership ethics that, as a leader, I must keep myself focused on the goal of my organization, and ensure that my
team members are similarly focused. As a leader, I must also be able to connect well with my team
members. Both of these were key aspects to how I acted as a leader in my volunteer organization.
Our overall goal was to educate, which is what we oriented ourselves towards every morning. As a
group we connected with each other, so we knew how to flow into one anothers speeches.
(EVIDENCE 3)
7. Student will demonstrate practice of the HDF 190 In HDF 190, we played a space game in class. Each individual was assigned a character to play,
personal code of ethics that had both positive and negative aspects. Players were given the freedom to tell as much as they
wanted about their character. The overall goal of our group was to establish a colony in space, but
each individual was also given a drive to be a colonist. I was honest by telling my group about my
negative trait HIV to ensure we organized a better group of astronauts. As a result, I sacrificed
my own personal goal, but we achieved our greater purpose, which was the more ethical path. This
relates to my code of ethics, because I value the overall goal. By sacrificing myself for the good of
our colony, and succeeding at our group goal, I demonstrated how I value honesty to the group
purpose over personal achievement. (EVIDENCE 4)
8. Student will express a personal values HDF 190 In HDF 190, I took the VIAMe character survey. I found I value judgement, perspective, prudence,
statement fairness, and creativity. My top value, judgement, means I value exploring issues from multiple
angles. My second top value, perspective, means I value viewing the world through other peoples
eyes. My third top value, prudence, means I value caution in making decisions and being deliberate.
My fourth top value, fairness, means I value unbiased decisions and equality between people. My
fifth top value, creativity, means I value producing different ways to think and act. (EVIDENCE 5)
9. Student will demonstrate practice of the
personal values statement
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
objectives that were planned and
achieved
13. Student will show knowledge of the
Hierarchy of Needs theory by Maslow
14. Student will show application of Maslows
theory to own life
15. Student will describe personal leadership HDF 190 In HDF 190 I found that my top strength is Analytical. At the FLITE retreat I questioned whether I
style and/or personality style including was showing my emotions to my group in a proper way for the occasion, so that they could better
strengths and weaknesses and connect with me and see how my history had impacted me. My second strength is learner. By
examples of application (Sources = observing the level of composure my group members were demonstrating, I learned to let down my
Leadership style inventories, the L.P.I., mental guard for some time to better conform to my FLITE group. My third strength is restorative.
StrengthsQuest, Type Focus (MBTI), Within my friends, I always mend broken relationships as best I can. For example some of my
LAMP, and other career inventories, etc.) friends during the election were struggling with the results, so I consoled them by helping them find
out how what transpired came to be, and what it would mean for them in the future. My fourth
strength is connectedness, which I demonstrated when I was able to connect my own personal
experiences to my FLITE groups experiences. My fifth strength is individualization. I learned more
about my groupmates, and was able to find deeper meaning behind their actions. (EVIDENCE 6)
theory of Superleadership by Manz &
Sims
17. Student will show application of Manz &
Sims theory to own life
Outcome Category: Leadership Theories
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
application of the above theory (Taylor)
Management by Objectives theory of
leadership by Drucker
application of the above theory (Drucker)
24. Student will show knowledge of Theory
X and Theory Y theory of leadership by
MacGregor
application of the above theory
(MacGregor)
26. Student will show knowledge of the HDF 190 In HDF 190, we learned about the Servant Leadership Model. The Servant Leadership Model is the
Servant Leadership theory of compilation of ten characteristics, which in a whole create a leader that leads through service to
leadership by Greenleaf others. Listening is the act of ingesting the will of others, and reflecting upon it. Empathy is the act of
understanding and accepting others. Healing is the act of transforming others to be greater than
before, repairing broken spirits and emotional ailments. Awareness encompasses both awareness of
others and awareness of oneself, and commands an integrated view of situations. Persuasion is
bringing others into alignment with ones own beliefs and ideas through words. Conceptualization is
holding in the Servant Leaders mind the goal which encompasses all actions. Foresight is how well
one can predict outcomes. Stewardship is trusting others with what has been created. Commitment
to the Growth of People is the recognition and encouragement of everyones worth and capacity to
grow. Building Community is the act of creating small scale communities for people to take part in.
These characteristics together form the Servant Leaders basis for action. (EVIDENCE 7)
27. Student will describe personal HDF 190 In HDF 190 we gave a speech on how we applied Servant Leadership in our lives. I apply servant
application of the above theory leadership to my life by using it in my presidency of the University of Rhode Island SCUBA club.
(Greenleaf) Specifically, I spoke on how I used conceptualization to frame my mind towards not only the simple
tasks of running meetings and interacting with senate, but also motivating myself to think of long
term for the continuation of student recreational diving at the University of Rhode Island.
(EVIDENCE 7)
Principle Centered Leadership theory
by Covey
application of the above theory (Covey)
30. Student will show knowledge of the 14
Points / TQM theory of leadership by
Deming
application of the above theory (Deming)
Visionary Leadership (now often cited
as Transformational Leadership) theory
by Sashkin
application of the above theory (Sashkin)
Individuals in Organizations leadership
theory by Argyris
application of the above theory (Argyris)
36. Students will demonstrate knowledge of HDF 190 In HDF 190, we learned about the 4-V Model of Ethical Leadership. This model is based on four
the 4 Vs theory of leadership by core aspects that interact to form an ethical leader that desires to make a change in the world. The
Grace (Center for Ethical Leadership) first aspect is Values, which are the core concepts that the ethical leader commits to. The second
aspect is Vision, which is how the leader pictures the world to be better, which provides the
framework for their actions. Voice is how the ethical leader spreads their vision and inspires others
to act upon it. Virtue is the actions taken to undergo this process. From these aspects arise three
additional elements. Service, which is the connection between Vision and Values: Service to others
is how we reveal the values behind the vision. Polis, which is the connection between Voice and
Vision: public action gives voice to our vision. Renewal, which is the connection between Voice and
Values, is the reflection upon whether action and value are congruent. (EVIDENCE 8)
application of the above theory (Grace)
Situational Leadership theory by
Hersey & Blanchard
application of the above theory (Hersey
& Blanchard)
40. Student will show knowledge of the HDF 190 In HDF 190, we covered Relational Leadership. Relational Leadership has five parts: process,
Relational Leadership model by inclusive, empowering, purpose, and ethical. Process is how a group builds and maintains their
Komives, McMahon & Lucas cohesiveness. Inclusive is incorporation of all group members and points of view. Empowering is
support of oneself and peers. Purpose is the commitment of all group members. Ethical is the values
of individuals. Each component is performed in three ways: by knowing, being, and doing. Knowing
is the understanding of each component. Being is the belief in the components worth. Doing is skills
used to execute the component. The overall goal of this model is to be an effective leader in relation
to others. (EVIDENCE 9)
application of the above theory (Komives
et al)
concept of constructivism
43. Students will describe personal
examples of implementing
constructivism
experiential learning in leadership
development (Kolb)
application of experiential learning in
leadership development (Kolb)
46. Student will show knowledge of the HDF 190 In HDF 190, we learned about the Social Change Model of Leadership Development. It is primarily
Social Change Model of Leadership composed of 7 Cs: consciousness of self, congruence, commitment, collaboration, common
Development by Astin et al purpose, controversy with civility, and citizenship. These all fall into either Individual (first three),
Group (second three), or Community (citizenship) categories. The 8th C is change, which is the
overall goal of this model. Consciousness of self is awareness of personal strengths and values,
biases, and goals. Congruence is how well an individual sticks to their values. Commitment is the
amount of energy an individual puts into their work or relationship. Collaboration how well individuals
within the group work together to accomplish their goal. Common purpose means members have
shared goals and expect similar results. Controversy with civility is how well individuals in a group
deal with conflicts, and how well they respect one another. Citizenship is how the individuals and
group interact with the community as a whole. The three categories interact with one another to
produce the 8th C. Individuals that know what their goal is, and have goals congruent with the needs
of the community they are involved in, can work alongside like-minded, committed individuals as a
group in order to bring about change. (EVIDENCE 10)
47. Student will describe personal HDF 190 In HDF 190, my FLITE group used The Bully Project movie to demonstrate application of Social
application of the above theory (Astin et Change Model. We showed Commitment by keeping in mind our personal connections to bullying,
al) whether it be us or a friend that has been victim. We showed Congruence by using our personal
values such as empathy, kindness, and connectedness to place ourselves in the victims and
parents situations. We showed Consciousness of Self by using our strengths to better connect with
victims or find solutions. We showed Common Purpose by aligning our awareness and values with
those of The Bully Project putting a stop to bullying. We showed Controversy with Civility when we
talked about the dichotomy between bullying was a major or nonmajor issue. We showed
Collaboration when we worked alongside Feinstein Institute in creating our bullying action plan. We
showed Citizenship when we connected, through the movie, with other members of the anti-bullying
community. We showed Change when we became more aware of the situation in schools and the
results of bullying. (EVIDENCE 10)
48. Students will demonstrate knowledge of
the Leadership Identity Development
Model by Komives et al
49. Students will describe personal
application of the above theory.
(Komives et al)
50. Students will demonstrate knowledge of
the Strengths-Development Model by
Hulme et al
application of the above theory (Hulme
et al)
behavior theories of leadership from
Michigan and Ohio State
application of the above theories
(Michigan & Ohio State)
Charismatic leadership
contingency approach to leadership by
Fiedler
application of the above theory (Fiedler)
Path-Goal theory by House
application of the above theory (House)
Leader Member Exchange (LMX) theory
Leadership Substitutes Theory
Models of leader emergence
65. Student will describe the impact of traits
on leadership emergence and
performance
Chaos approach to leadership by
Wheatley
(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
70 Student will demonstrate knowledge of
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
78 Students will demonstrate knowledge of
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
91 Student will demonstrate proficiency of
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
95 Student will describe personal examples of
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
Outcome Target Additional Experiences Descriptive notes regarding learning and practice
class
99. Student will demonstrate knowledge of HDF 190 In the HDF 190 FLITE retreat, we covered active listening. There are five aspects to it: Encouraging,
active listening techniques Restating Basic Ideas, Reflecting Feelings, Clarifying, and Summarizing. For each aspect, there is
both a goal and a process. Encouraging is the maintenance of the conversation and showing
interest. This is done by neither agreeing nor disagreeing and having a positive tone. Restating
Basic Ideas is the demonstration of understanding concepts and interpretations. This is done by
restating their ideas. Reflecting Feelings is showing sympathy and helping someone evaluate their
emotions. This is done by reflecting their feelings with short but accurate replies. Clarifying is the
gaining of more information. This is done with specific questions. Summarizing is the reviewing and
synthesis of what the speaker has said. This is done by restating major ideas and reflecting upon
them. (EVIDENCE 2)
100. Student will describe examples of using
active listening skills
functions of group communication by
Hirokawa
102. Student will describe personal application
of functions of group communication
(Hirokawa)
103. Student will show knowledge of
techniques regarding giving and accepting
of feedback
104. Student will describe examples of giving
and accepting feedback.
facilitation and de-briefing techniques
106. Student will demonstrate proficiency of
facilitation and de-briefing techniques
framing and breaking the frame
108. Student will demonstrate proficiency of
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
Parliamentary Procedure
techniques for working with difficult people
of using techniques to work effectively with
difficult people
114. Student will show knowledge of the stages HDF 190 In HDF 190, we covered Tuckmans stages of group development. Stage 1 is forming. This is where
of group development (Tuckman, Bennis group members are just meeting one another. There is little trust, group history, or commitment with
or others) one another. Stage 2 is storming. This is where individuals start to fit themselves into a hierarchy.
Group members are set against one another, competition between individuals is high, and there is
lack of congruency within the group in terms of purpose. Stage 3 is norming. Trust is beginning to
build within the team, individuals are becoming committed to the group goals, and the group is
becoming successful. Stage 4 is performing. The group is now at full productivity. Individuals are
personally connected to the success of the team, are very trusting and flexible, and have a we
orientation. Stage 5 is adjourning. This is at the end of the groups existence. At this point, members
are assessing how things can go better, and are preparing for the transition to new leadership/group
structure.
115. Student will describe personal examples HDF 190 In HDF 190, my FLITE group exhibited Tuckmans stages when we created an action plan for The
of group development in use (Tuckman, Bully Project with the Feinstein Institute. We went through Forming when we merged with another
Bennis or others). class of students to create an action plan for a Martian bullying victim who was being ostracized. We
went through Storming when none of us were confident in what we were trying to do. The ideas we
had we didnt feel had any credibility or substance to them. We went through Norming when we
started coming up with ideas and found a voice for them. We came up with the idea to talk to both
the parents and fellow students. We went through Performing when we applied the ideas we had
with the Martian situation. We would create school groups that would focus on Earth and Martian
cultures, and we would meet with parents to try to get them to include some Martian culture at home
so we could normalize it for our victims peers. We went through Adjourning when we came together
with the larger group and talked with the other group about our different bully victims situations,
active bullying vs. ostracism. (EVIDENCE 10)
116. Student will show knowledge of group
dynamics and group roles
of group dynamics and group roles
118. Student will show knowledge of effective
memberships skills in groups
of membership skills in use
Challenge and Support theory by Sanford,
and its relationship to organizations
of using the theory of Challenge and
Support (Sanford)
122. Student will show knowledge of the Com 100 In Com 100, we covered the elements of informative speeches. The general purpose of an
construction / elements of informative and informative speech is to share knowledge on a topic. Topics should be appropriate for the time,
persuasive speeches simple to comprehend, interesting to both the speaker and the audience, and have a clear purpose.
The speaker should know about the demographics of the audience, and how much the audience
knows about the topic at hand. The speech itself should have a specific topic, with three to five main
points with three to five subpoints each. Points should be supported with statistics, examples,
personal experiences or expert testimony. An informative speech can be organized either
chronologically, spatially, topically, by problem/solution, or by cause/effect. Speeches should be well
practiced to reduce stage fright and develop the language and style to be used. Presentational aids
should supplement the speech, not replace it, and be available to all audience members. Delivery of
the speech can be either impromptu, manuscript, or extemporaneous. Impromptu speeches are
made on the spot. A manuscript speech is written out word for word. Extemporaneous speeches
have a rough outline for delivery. Informative speeches can be about objects, processes, concepts,
or events. They should orally cite their sources, remain unbiased, and avoids trying to persuade
others. (EVIDENCE 11)
123. Student will demonstrate proficiency in Com 100 In Com 100, I gave a 5-minute informative speech in front of the class. I presented on the anatomy,
informative and persuasive public ecology, and behavior of giraffes. The speech was extemporaneous, or given with a shortened
speaking version of the written outline, and required spoken citations from peer reviewed scientific articles. I
have a good public speaking background, so this was a good opportunity to use my talent in a
scholarly context. (EVIDENCE 11)
124. Student will show knowledge of planning
and conducting interviews (as the
interviewer)
125. Student will describe personal examples HPR 316 In HPR 316, my group and I conducted an interview with Dr. Ebrahimpour to gather information on
of planning and conducting interviews (as genocide for our video, which was used to demonstrate how genocide is viewed by the public. To
the interviewer) begin, we brainstormed as many questions relating to genocide as possible, such as How do you
define genocide? and Have these violations of human rights improved in Rwanda?. Next, one of
our group members scheduled an interview with him on April 13th at 1:00 pm. The interview lasted
roughly an hour. We made sure that we did not interrupt him when he was answering our questions,
prompted him when he gave us pause, and interacted with him as much as he deemed appropriate
while also giving him the cameras full attention. (EVIDENCE 12)
126. Student will show knowledge of preparing
for and effective answers in interviews (as
the interviewee)
of preparing for and being interviewed
128. Student will show knowledge of effective
collaboration / coalition building
of working in collaboratives/coalitions
130. Student will show knowledge of Com 100 In Com 100, we learned about intercultural communication. Intercultural communication is
Intercultural communication verbal/nonverbal communication between people of different cultures. Different cultures have
considerations different views on human nature, such as innately good or evil, on views of dominance between
humanity and nature, or on acceptability of authority. There can also be differences in values, or
orientations. Short term oriented cultures tend to be individualistic, and tend to have monotheistic
religions. Long term oriented cultures tend to be collectivist, and tend to have polytheistic religions.
Other aspects include how they think, such as using dialectic or dichotomous approaches (both/and
vs. either/or, respectively) to subjects such as individuality vs. culture, context vs. person. By
avoiding stereotypes and ethnocentrism, and increasing ones motivation to communicate across
cultures, one can more effectively mediate disputes, and become more aware of the cultures people
are part of. (EVIDENCE 13)
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
of 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
of 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

of 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
145. Student will describe personal application
of organizational analysis using the four
frames of organizations (Bolman and
Deal)
Evidence 1: Leadership Ambassador Badge
Evidence 2: FLITE retreat something
Evidence 3: Screenshot of Forum Post #2
Evidence 4:
Evidence 5:
Evidence 6:
Evidence 7: Servant Leadership Speech
Evidence 8:
Evidence 9: Relational Leadership Test
Evidence 10: Social Change Group Project
Evidence 11: Com 100 Informative speech
Evidence 12: Screenshot of HDIV interview
Evidence 13: Com 100 Intercultural communication speech

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Leadership Inventory

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LEADERSHIP

Leadership Inventory Revised 8/30/2013 1

Assistant Director of the CSLD. CONTENTS

ADVISING INFORMATION (students will include own documentation)

Leadership Inventory Revised 8/30/2013 2

CSLD Mission Statement

CSLD Vision Statement

CSLD Values Statement

MINOR IN LEADERSHIP STUDIES

MINOR ELECTIVES-9 credits

Leadership Inventory Revised 8/30/2013 5

Leadership theory and

Outcome Category: Leadership Theories

Outcome Category: Critical Thinking

Outcome Category: Interpersonal and Organizational Concepts & Skills

141. Student will describe personal examples

Evidence 2: FLITE retreat something

Evidence 3: Screenshot of Forum Post #2

Evidence 7: Servant Leadership Speech

Evidence 9: Relational Leadership Test

Evidence 10: Social Change Group Project

Evidence 11: Com 100 Informative speech

Evidence 12: Screenshot of HDIV interview

Evidence 13: Com 100 Intercultural communication speech

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