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:

*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.

Leadership Inventory Revised 08/22/2017 1

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

Leadership Inventory Revised 08/22/2017 2

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 dean’s 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.
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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
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 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
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
GWS 150: Introduction to Women’s Studies
GWS 310: Race, Class, Sexuality in Women’s Lives
GWS 350: International Women’s Issues
HDF 190: First‐Year 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, Multi‐Ethnic, & Alternative Leadership
(capstone option)
HDF 413: Student Organization Leadership Consulting
HDF 414: Leadership for Activism and Social Change
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
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
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HDF 415: FLITE Peer Leadership

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

Leadership Inventory Revised 08/22/2017 6

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 letters—anything 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.

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Outcome Category: Self-Leadership
Outcome
1. Student will demonstrate
autonomy and a minimized need
for approval
2. Student will demonstrate
personal, organizational, and
academic examples of self-
discipline
3. Student will demonstrate the
ability to manage emotions
4. Student will demonstrate
knowledge of stress management
methods
Target class Additional Descriptive notes regarding learning and practice
Experiences
BUS 111 Library, Classroom In one of my classes, BUS 111 (Business Calculus) we were assigned a homework
that could be completed with other classmates in a group and could be turned in as
a group assignment. It was a two question homework that me and three of my
classmates attempted to complete, and my ideas on how to complete the
assignment were clashing with the other members with the group so I decided to do
the assignment on my own to see if I could work to get the right answer. While
doing this, I eventually found the right answer while the rest of my group was very
confused and I was able to assist them by showing them the right way to do the
assignment and in doing this, I realized sometimes you have to trust your gut and
that it is ok to go your own way sometime, as long as it is for the betterment of the
rest of your group that you are a part of.
See evidence for outcome 1
BUS 111 In the first semester of my freshman year, I took BUS 111, or Business Calculus
which is required for my selected major of Supply Chain Management. When I took
this class I had a lot of difficulty understanding the course material and I ended up
doing poorly in the class and I decided to take the Second Grade Option, and with
doing so I knew that I was capable of a higher grade. As the current semester has
gone on, I have received a significantly higher grade as well as gained more of an
understanding of the course material. This semester has been a lot different due to
my increased focus on my academics as well as my increased focus on time
management, these improvements have helped me not only improve my GPA, but
have helped outside of the classroom.
PSC 211 Recitation, homework In the first semester of this year, I was in a class called PSC 211 (introduction to
world politics: theories and application). At the time, I didn’t know that it was a
sophomore and junior heavy class so the work was pretty difficult considering I was
a first semester freshman with no idea how college worked and was still trying to
adjust to the college lifestyle. The course started out relatively easy but as the
semester went on it got increasingly difficult and in order to understand the theories
and applications being discussed in the class you were supposed to take a class
before it called Introduction to Politics, which I didn’t take beforehand or in high
school. Due to the fact that I didn’t have previous knowledge of the material
covered in the class, I got frustrated and started to blame my problems on other
things, which isn’t the way to think in a difficult situation. So, I calmed myself down
and worked as hard as I could on one of the most important assignments in the
class and was able to complete the assignment and received a good grade even
though I was confused on the concept. Through managing my emotions, I was able
to complete the task at hand.
See evidence for outcome 3
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5. Student will demonstrate the
ability to manage stress
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 statement (Sources = VIA,
values clarification exercises, etc.)
ECN 202 Library, Study rooms This semester I am taking Macroeconomics with professor
Arthur Mead, one of the more difficult professors that I have had during my first year
in college. His teaching style is very engaging and takes a lot of time and energy to
complete the tasks assigned for either homework or just general work to be
completed. At the beginning of the semester it took me a couple of weeks to adapt
to the teaching style and I got really stressed over the fact that I couldn’t find a way
to manage my time and it really got me stressed. So I decided to take a step back
and analyze what I was doing wrong and I found out that there were outlines for
each chapter of the readings that we were assigned, which eventually helped me
get on the right track in the class and I now have a good grade and am a lot less
stressed than I was in the beginning of the semester.
HDF 190 When I first came to the University of Rhode Island, I had the full intention of trying
out for the URI Club Ice Hockey Team because I was extremely involved with Ice
Hockey for the first 17 years of my life and still am. But due to certain
circumstances I was not able to try out for the team and decided to turn to greek life,
which made me feel closer to home than I had felt in a long time. My parents were
in greek life when they were in college, and I thought it was a good idea to join an
organization whose values and ethics best represented my personal values and
ethics. When I decided to rush and pledge the fraternity I am currently a part of, I
saw things that made me the person I am today and partook in things that made me
both mentally and physically stronger, smarter, and more open minded. My
fraternity is very service oriented and we are involved in multiple service projects on
campus as well as raising money for organizations such as the Hasbro Children’s
Hospital and the American Cancer Society. Once I was initiated into the fraternity, it
was one of the greatest moments of my life due to the fact that me and the rest of
my pledge class had worked so hard to be a part of the organization we decided to
join only three months before, and this fraternity helps me keep both myself in
check, but my schoolwork and membership ethics as well due to the fact that you
need to be a team player to be a part of an organization like a fraternity or a sorority.
Looking back at this, I can see my strengths and values represented through my
commitment to completing this task. See evidence for outcome 6
HDF 190 In HDF 190, we discussed the importance of your values in one of the first classes,
and we took VIA or Values In Action test which calculated our top five values. My
five values include Humor, Kindness, Hope, Teamwork, and the Appreciation of
Beauty and Excellence. These values are best represented as a house, they are the
foundation of yourself, your beliefs, and the environment in which you were
raised. My “foundation” values in my opinion are hope and kindness, these values
were implemented on me at a very young age due to the way that my family raised
me. My mother always told me that you should be kind to everyone because you
don’t know what is going on behind closed doors in other people’s lives. We also
talked about how this house has windows, and what you want people to see through
the window when they look at you, and I said that I would want my window to be
wide open, because I’m easy to talk to and I am always willing to give a helping
hand. But when you look outside your window there could be things that you would
Leadership Inventory Revised 08/22/2017 9

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
Maslow’s theory to own life
15. Student will show knowledge of
the theory of Superleadership by
Manz & Sims
16. Student will show application of
Manz & Sim’s theory to own life
17. Student will describe
StrengthsQuest Signature
Themes, shadow side of
Strengths and/or weaknesses,
and examples of application
(Source = Gallup)
want to change in the world, and my ideal view out of my window would be the
changing of people’s attitudes, because nowadays people don’t help each other if
there is no benefit for themselves, only then will they assist each other.
COM 100 For my COM 100 class in the first semester of my freshman year, I had a group
project with four other students and we had to do a group presentation on a topic
that we got to choose. When the groups were selected, I used my values of
teamwork and kindness to help benefit the group to the best of my ability. Through
these values, I helped select the positions that people were going to play including a
research position, a powerpoint creator, an overall manager, and two outline
workers which helped start the project and were the core of the assignment.
Throughout the process, I helped schedule team meetings and we ended up having
an extremely successful project. By the end of the presentation, both me and my
group received excellent grades and we also became friends through the process.
See evidence for outcome 9
HDF 190 At the beginning of the semester I joined an intramural hockey team that was
started through the fraternity I am a part of. Our goal was to win the Intramural Ice
Hockey Championship, which was difficult considering we didn’t have a lot of
players in the beginning of the season. However we ended up getting enough
players to make a team and our team was really good because all of the kids that
made up the team were captains of their high school or travel teams before college,
so we all clicked pretty well and had good chemistry compared to the other teams
that weren’t as skilled. By the end of the season, we had an undefeated record and
won the championship, just like we set out to do in the beginning of the semester!
HDF 190 In HDF 190, we took a survey in the beginning of the year that gave us our Gallup
Strengths which are the keys to embracing your role as a leader in our society. My
top strength is context which is characterized by being interested in the past, and
understanding the present by researching its history. This strength is best
exemplified within myself when I have a task or work that needs to be completed, I
often use the tools that I have learned in previous classes or experiences outside of
the classroom to complete the goal at hand. This strength is very important to me
Leadership Inventory Revised 08/22/2017 10

18. 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., Type
Focus (MBTI), LAMP, DISC, and
other career inventories, etc.)
because I feel like it defines who I am, I like to know the history of topics as well as
the history of the coursework that I am learning. However, this can also have a
negative impact on the leadership skills that I possess, for example I often have
trouble focusing on the bigger picture of a project or assignment because I will get
too focused on the task at hand, and this in turn can impact the work I complete in a
negative way. This is due to the fact that when I attempt to complete a task, I often
have trouble planning on the upcoming assignment or task at hand. This strength is
the best strength that I have in my opinion because it helps me be the best leader I
can. See Evidence for outcome 17
HDF 190 BUS 111 In HDF 190 we learned many different leadership theories and models, but the one
that resonates with me the most is definitely the servant leadership model. The
thought that one must have “a natural feeling to serve” is really powerful in my eyes,
if you lead you must know what each person in your group has to offer. My
strengths of relator, strategic, and responsibility are the tools I use to be a servant
leader. They help me build deep relationships with my group members (relator),
plan out and execute a plan to achieve a task or goal (strategic) and my deep
feeling of responsibility to serve and get my work done within a group. Leading has
always been a big part of my life, for example in my BUS 111 math class this
semester I was in a group with three other kids and I helped them both learn and
master the content that we were learning due to it being my second time taking the
course. Through my strategic, relator, and responsibility strengths, we all got good
grades this semester and we are all exempt from our final exam.
See evidence for outcome 18

Outcome Category: Leadership Theories

Outcome Target class Additional Descriptive notes regarding learning and practice
Experiences
19. Student will show knowledge of
the “Authority and Bureaucracy”
theory of leadership Weber
20. Student will describe personal
application of the above theory
(Weber)
21. Student will show knowledge of
the “Scientific Management”
theory of leadership by Taylor
22. Student will describe personal
application of the above theory
(Taylor)
23. Student will show knowledge of
the “Management by Objectives”
theory of leadership by Drucker
24. Student will describe personal
application of the above theory
(Drucker)
25. Student will show knowledge of
“Theory X and Theory Y” theory
of leadership by MacGregor
Leadership Inventory Revised 08/22/2017 11
26. Student will describe personal
application of the above theory
(MacGregor)
27. Student will show knowledge of
the “Servant Leadership” theory
of leadership by Greenleaf
HDF 190 Working in the summer
Playing sports in high school
Family events/general family
time
In class, we learned about the Servant Leadership theory of leadership. This form of
leadership is very interesting due to the fact that this method was created over one
thousand years ago and has been used throughout human history as a means to
lead people across many different cultures. Robert Greenleaf is looked at as the
father of modern servant leadership, he coined the term “servant leader” in the early
1970’s. Greenleaf believed that one must have “a natural feeling to serve”, meaning
that service comes first as a leader. The main focus of this theory is that leadership
should be looked at as a form of service, and leaders should want to lead. The
definition of service is “An act of assist or benefit”, so a servant leader should be
looked at as a servant of the group that they are leading. Now there are ten
characteristics of servant leadership: Listening, Empathy, Healing, Awareness,
Persuasion, Conceptualization, Foresight, Stewardship, Commitment to the Growth
of People, and Building Community. These characteristics are broken into three
subcategories of servant leadership: characteristics of a servant, characteristics of a
leader, and then the characteristics of a servant leader. Characteristics of a servant
include listening, empathy, and healing. The characteristics of a leader include
awareness, persuasion, conceptualization, and foresight. Finally, the characteristics
of a servant leader are stewardship, commitment to the growth of people, and
building community. Each characteristic is a small part in a large machine called
servant leadership, they are all different but help contribute to the main goal, servant
leadership. For me, the strengths that connect most to servant leadership would
have to be relator (working hard with group mates and relating to their strengths to
achieve a goal), and responsibility (having a commitment to a goal we are trying to
achieve, and valuing honesty and loyalty). The values that connect to servant
leadership would be kindness (doing favors and good deeds for others), hope
(expecting the best in the future), and teamwork (working well as a member of a
group or team). Overall, I think I relate to this form of leadership the most because I
feel I connect to the message of Robert Greenleaf that one should be passionate
and feel a need to serve others, to have a fire to inspire.
See evidence 27
Sources: Autry, James A.; The Servant Leader: How to Build a Creative Team,
Develop Great Morale, And Improve Bottom-Line Performance. Three Rivers Press,
New York, NY 2001.
DeGraaf, Don; Tilley, Colin; Neal, Larry; Servant-Leadership Characteristics in
Organizational Life. Greenleaf Center for Servant-Leadership. Westfield, Indiana.
2001.
Greenleaf, Robert K.; Servant Leadership: A Journey into the Nature of Legitimate
Power & Greatness. Paulist Press, Mawah, NJ. 1977, 1991, 2002.
Greenleaf, R.K. (1996). On becoming a servant-leader. San Francisco: Josey-Bass
Publishers
Hunter, James C.; The World’s Most Powerful Leadership Principle: How to Become
a Servant Leader. Crown Business, New York, NY. 2004.
Spears, Larry C., Lawrence, Michelle (et al); Practicing Servant Leadership:
Succeeding Through Trust, Bravery, And Forgiveness. Jossey-Bass, San
Fransisco, CA . 2004
Spears, Larry C.; Diary of Alpha Kappa Psi(article: Servant-Leadership). Gary L.
Epperson, CAE. Spring 2008.
Leadership Inventory Revised 08/22/2017 12
28. Student will describe personal
application of the above theory
(Greenleaf)
29. Student will show knowledge of
the “Principle Centered
Leadership” theory by Covey
30. Student will describe personal
application of the above theory
(Covey)
31. Student will show knowledge of
the “14 Points / TQM” theory of
leadership by Deming
32. Student will describe personal
application of the above theory
(Deming)
33. Student will show knowledge of
the “Visionary Leadership” (now
often cited as “Transformational
Leadership”) theory by Sashkin
34. Student will describe personal
application of the above theory
(Sashkin)
35. Student will show knowledge of
the “Individuals in Organizations”
leadership theory by Argyris
36. Student will describe personal
application of the above theory
(Argyris)
37. Students will demonstrate HDF 190 In the class HDF 190, we discussed the “4 V’s” theory of ethical leadership. This
knowledge of the “4 V’s” theory theory is defined as a framework that aligns the internal belief and values with the
of leadership by Grace (Center for external behaviors and actions for the purpose for advancing the common good
Ethical Leadership) created by Bill Grace. The “4 V’s” of leadership are labeled as Values, Vision, Voice
and Virtue. Values have to do with an understanding as well as a commitment to
your individual core values. Vision focuses on your ability to frame out actions within
a realistic outcome. Voice has to do with the process of articulating your vision to
others in an authentic and convincing way that animates and motivates them to
action. Virtue is the understanding that you become what you practice, virtue is also
known as the common good. This model also has three sub points that have a
great influence on the model, including Service, “Polis”, and Renewal. Think of this
model as a triangle, with Vision, Voice, and Values as the three points, and Service,
Polis and Renewal as the lines that connect them. Service connects your values
and your vision, it is the physical application of your values to society or a goal in
mind. “Polis” is greek for City and is translated into english as politics, you learn the
connection of your vision to your voice, with a public act, or embracing politics in
society. When voice connects back to your values, you are using Renewal which is
the constant check to see if your vision is in check with your values, which is

Leadership Inventory Revised 08/22/2017 13


38. Student will describe personal
application of the above theory
(Grace)
39. Student will show knowledge of
the “Situational Leadership”
theory by Hersey & Blanchard
40. Student will describe personal
application of the above theory
(Hersey & Blanchard)
41. Student will show knowledge of
the “Relational Leadership” model
by Komives, McMahon & Lucas
important because if your values don’t match up with your vision, you can’t
successfully complete your vision.
See evidence for 37
C. (2007). The Four-V Model of Ethical Leadership. Retrieved from
http://www.ethicalleadership.org/philosophies/ethical-leadership
HDF 190 Leader of a team My personal application of the “4 V’s” model was before I could even comprehend
this theory. In my senior year of High School, I was the captain of our Varsity Ice
Hockey team and this was definitely one of the highest leadership positions I have
held in my lifetime. Once the team was picked and the status of captain was given
to me, I met with my coach to create a set plan for our success in the upcoming
season. I used my values of hope and teamwork to lead the team, my vision of
winning a playoff game to drive my teammates, my voice to help guide the younger
players as well as some of the upperclassmen, and my virtues to not only keep
myself in check of my goal, but some of the kids that needed a light to follow. Once
I had this set plan with my coach, we began the season with the strategy and had
weekly captains meetings to discuss the progress and status of each player, as well
as the development of the team as a family. By the end of the season, we won a
playoff game and had the ability to connect on a much deeper level than we
expected, we became a family due to the mission and goals we created to achieve
this outcome.
HDF 190 We discussed in class the elements and components of the Relational Leadership
High School Model. Relational leadership is defined by five different components: Process-
oriented, Ethical, Empowering, Inclusive, and Purpose. These components are the
base of Relational leadership, and all focus on different areas of leadership.
Process-oriented has to do with your focus on the process to success, or in most
cases the goal you are setting out to achieve. If you are process oriented, you have
a strong sense of how your group members interact with one another and how their
interactions affect the way the group works. Ethical is the part of the method that
focuses on your purpose and whether it is morally correct or not, whether you are
leading with the right intentions, “leading by example”. Empowering deals with your
attitude towards your group, inspiring them to do a good job or just having a good
attitude toward your goal, and to “expect success” to not quit when the going gets
tough. Inclusive is one of the biggest ones to me, and it it used by being just a
genuine person and understanding that everyone should be included, by engaging
in their strengths and making sure that everyone plays a part in the system that you
incorporate into your process towards your goal. And finally, purpose has to do with
the engagement of yourself onto your group, making sure they stay on task and are
committed to the goal or purpose in which you are trying to achieve. These building
blocks help pave the road to success, and can be seen and used in many different
scenarios.
Leadership Inventory Revised 08/22/2017 14

42. Student will describe personal
application of the above theory
(Komives et al)
43. Student will show knowledge of
the concept of constructivism
44. Students will describe personal
examples of implementing
constructivism
45. Student will demonstrate
knowledge of the Experiential
Learning Model (Kolb)
46. Student will describe personal
application of the Experiential
Learning Model (Kolb)
47. Student will show knowledge of
the “Social Change Model of
Leadership Development” by
Astin et al
48. Student will describe personal
application of the above theory
(Astin et al)
See evidence 41
Sources:
 Komives, S. R. (2013). Exploring leadership: for college students who want
to make a difference.Third edition. San Francisco: Jossey-Bass.
 Sinek, S. (2009). Start with why: How great leaders inspire everyone to
take action. London: Penguin Publishing.
Relational Leadership. (2009, September 27). Retrieved March 19, 2018, from
https://www.slideshare.net/emy
HDF 190 In HDF 190, we talked about the constructivism theory of leadership, and this theory
is mainly focused on individual leader skills and talents. This is best exemplified
through a balance of asking questions, repeating the same idea in different ways,
and making sure everyone understands the content that your group will be trying to
solve or achieve. I really like this model because the main focus is curiosity and
with my strength of context helps me understand modern ideas with the help of past
events, it is one of my strongest strengths and is a big help when using this theory.
This theory helps the group become more diverse, due to more questions being
asked and the numerous amounts of ideas that can be formed during the
brainstorming phase of a group. With this concept, it is easy to have ideas clash
however, it can cause stress in a team and can often cause conflict if not used
correctly. Overall, I think this method can be very helpful to accomplish a task or
goal that needs to be completed.
HDF 190 PSC 211 In my first semester as a student at the University of Rhode Island, I took a two
hundred level course that I was not supposed to be in due to the fact that it required
a prerequisite class before taking this one. Unfortunately I was unaware and
became increasingly confused and frustrated throughout the semester. However
through the use of constructivism and my constant asking of questions, looking for
other ways to look at the problems given to me and my classmates. By the end of
this class I had gained a better understanding of the material that we had covered,
and by asking questions and being involved with my professor I was able to receive
good grades on the assignments given to me.
See evidence 44
Leadership Inventory Revised 08/22/2017 15
49. Students will demonstrate
knowledge of the “Leadership
Identity Development Model” by
Komives et al
50. Students will describe personal
application of the above theory.
(Komives et al)
51. Students will demonstrate
knowledge of the Strengths-
Development Model by Hulme et
al
52. Student will describe personal
application of the above theory
(Hulme et al)
53. Student will demonstrate
knowledge of behavior theories of
leadership from Michigan and
Ohio State
54. Student will describe personal
application of the above theories
(Michigan & Ohio State)
55. Student will demonstrate
knowledge of Charismatic
leadership
56. Student will describe personal
application of the above theory
57. Student will demonstrate
knowledge of contingency
approach to leadership by Fiedler
58. Student will describe personal
application of the above theory
(Fiedler)
59. Student will demonstrate
knowledge of Path-Goal theory by
House
60. Student will describe personal
application of the above theory
(House)
61. Student will demonstrate
knowledge of Leader Member
Exchange (LMX) theory by
Dansereau, Graen & Haga;
Graen & Cashman; Graen
62. Student will describe personal
application of the above theory
(Dansereau, Graen & Haga;
Graen & Cashman; Graen)
63. Student will demonstrate
knowledge of Leadership
Substitutes Theory
Leadership Inventory Revised 08/22/2017 16
64. Student will describe personal
application of the above theory
65. Student will demonstrate
knowledge of Models of leader
emergence
66. Student will describe the impact
of traits on leadership emergence
and performance
67. Student will demonstrate
knowledge of Chaos approach to
leadership by Wheatley
68. Student will describe personal
application of the above theory
(Wheatley)

Leadership Inventory Revised 08/22/2017 17

Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership

Outcome Target class Additional Descriptive notes regarding learning and practice
Experiences
69. Student will demonstrate how
cultural anthropology / paradigms
relate to leadership
70. Student will describe personal
example of using cultural
anthropology / paradigms as a
leader
71. Student will demonstrate
knowledge of the “Cycles of
Socialization” (Harro) theory and
its uses in leadership
72. Students will demonstrate
personal application of the
“Cycles of Socialization” (Harro)
73. Student will demonstrate
knowledge of the “Cycles of
Liberation” (Harro) theory and its
uses in leadership
74. Student will demonstrate
personal application of the
“Cycles of Liberation” (Harro)
75. Student will demonstrate
knowledge of the “Configuration
of Power” (Franklin) and its
relationship to leadership
76. Student will demonstrate
personal application of the
“Configuration of Power”
(Franklin)
77. Student will demonstrate
knowledge of racial identity
development (Cross & Fhagen-
Smith; Rowe, Bennett & Atkinson;
Ferdman & Gallegos; Kim; Horse;
Renn etc.)
78. Student will demonstrate
personal application of model(s)
of racial identity development
above
79. Student will demonstrate
knowledge of models related to
gender / identity / gender identity
development (Lev; Bussey;
Bussey & Bandura; Bilodeau;
Gilligan; Belenky et al; etc.)
Leadership Inventory Revised 08/22/2017 18
80. Student will demonstrate
personal application of model(s)
of gender identity above
81. Student will demonstrate
knowledge of additional social
identity development model(s):
Sexual ID, Faith & Spirituality,
Disability, Social Class (Dillon et
al; Fowler; Parks; Astin et al;
Peek; Smith; Johnstone; Gibson;
Forber-Pratt & Aragon; etc.)
82 Student will demonstrate
personal application of additional
social identity development
model(s) above
83. Students will demonstrate
knowledge of McIntosh’s theory
of privilege and its relationship to
leadership
84. Student will demonstrate
personal application of
McIntosh’s theory
85. Student will describe the
differences and similarities of
individual and institutional
oppression and relationships to
leadership (Source = Three
Dimensional Matrix of
Oppression)
86 Student will demonstrate
knowledge of relevant laws and
policies related to issues of equity
and its relationship to leadership
(i.e., Title IX, Affirmative Action,
Protected Classes, etc.)
87. Student will show knowledge of
effective leadership as it relates
to change agency
88. Student will describe personal
examples of being a change
agent
89 Student will demonstrate
knowledge of the “Model of
Intercultural Sensitivity” by
Bennett and its uses in leadership
90. Students will demonstrate
personal application of the “Model
of Intercultural Sensitivity” by
Bennett

Leadership Inventory Revised 08/22/2017 19

91. Student will demonstrate
knowledge of the ally Action
Continuum by Griffin & Harro
92 Student will demonstrate
personal application of the Action
Continuum by Griffin & Harro
93. Student will show knowledge of
the Multicultural Organizational
Development Model (Jackson)
94. Student will show personal
application of the Multicultural
Organizational Development
Model (Jackson)
95. Student will show knowledge of
the Multicultural Change
Intervention Matrix (Pope)
96. Student will show personal
application of the Multicultural
Change Intervention Matrix
97. Student will create a personal
code of inclusive leadership

Outcome Category: Critical Thinking

Outcome Target Additional Descriptive notes regarding learning and practice

class Experiences
98. Student will show knowledge of
principles of critical thinking and
fallacies (logic is used in this minor)
99. Student will demonstrate
proficiency of critical thinking
100. Student will show knowledge of
metaphorical analysis to critically
analyze self and leadership
situations
101. Student will demonstrate
proficiency of metaphorical analysis
to critically analyze self and
leadership situations
102. Student will show knowledge of at
least five decision making methods
103. Student will describe personal
examples of having used five
decision making methods
104. Student will show knowledge of at
least five problem solving / conflict
Leadership Inventory Revised 08/22/2017 20
 management methods, as well as
understanding the roots of conflicts
105. Student will describe personal
examples of having used five
problem solving / conflict
management
106. Student will demonstrate the ability
to synthesize multiple knowledge
perspectives (course work),
competencies (communication,
writing, information literacy or
mathematical/statistical skills) and
responsibilities (global, diversity &
inclusion or civic knowledge)
107. Student will demonstrate
knowledge of leadership that is
used in crisis (i.e., James &
Wooten; Garvin; Covey; Frohman;
Lalonde; Schoenberg; Joni; Braden
et al; etc.)
108. Student will describe examples of
leadership in crisis situations (i.e.,
application of James & Wooten;
Garvin; Covey; Frohman; Lalonde;
Schoenberg; Joni; Braden et al;
etc.)

Outcome Category: Interpersonal and Organizational Concepts & Skills

Outcome Target Additional Descriptive notes regarding learning and practice

class Experiences
109. Student will demonstrate HDF 190 COM 100, BUS 111, ECN In HDF 190 we talked about the concept of active listening, which is the concept
knowledge of active listening 202 that the listener fully concentrates on the person speaking, responds and stays
techniques attentive throughout the entire conversation. This is a vital tool to improving your
leadership skills because without active listening you cannot understand the
problems or confusion within your group and this can often cause stress and failure
in a group if not used correctly. Through my strength of relator I am able to use
active listening to build a relationship with the person experiencing conflict and can
use my strength of strategic to help make a plan to assess the problem at hand.
This tool can be used outside of leadership as well, you can use it in your everyday
life like in class when a professor is teaching, when a friend needs your help, even
when your ordering food for yourself. These techniques are the key to being a

Leadership Inventory Revised 08/22/2017 21

 successful leader and without active listening you cannot understand what your
group is trying to achieve.
110. Student will describe examples of HDF 190 EEC 105 In HDF 190 we talked about the concept of active listening, and it made me thing of
using active listening skills an environmental economics course that I took at the beginning of my first year as a
student at this university. I took a class with a woman that was from South Korea
and I along with my classmates often had difficulty understanding what she was
saying in class and on her exams. I was fortunate enough to go to her office hours
and have some one on one time with her and by the end of our meeting she had
told me that it was difficult to speak English even though she was relatively good at
it. She said English was not her native tongue and it made much more sense to me
and by the next class I had gained both an understanding of the material that she
was covering and a respect for the hard work that she had accomplished to be in
this country and working hard for something.
111. Student will demonstrate
knowledge of functions of group
communication by Hirokawa
112. Student will describe personal
application of functions of group
communication (Hirokawa)
113. Student will show knowledge of
techniques regarding giving and
accepting of feedback
114. Student will describe examples of
giving and accepting feedback.
115. Student will show knowledge of the
7D coaching model (Knott)
116. Student will demonstrate personal
application of the 7D Model (Knott)
117. Student will show knowledge of
elements of a Crucial Conversation
and steps to maintain dialogue and
move to action (Patterson,
McMillian & Switzler)
118. Student will describe examples of
engaging in a Crucial Conversation
119. Student will demonstrate
knowledge of facilitation
techniques
120. Student will demonstrate
proficiency of facilitation
techniques
121. Student will demonstrate
knowledge of de-briefing
techniques
122. Student will demonstrate
proficiency of de-briefing
techniques
123. Student will demonstrate
knowledge of framing based on

Leadership Inventory Revised 08/22/2017 22

 psychology and its use in group
facilitation
124. Student will demonstrate
proficiency of framing based on
psychology and its use in group
facilitation
125. Student will demonstrate
knowledge the four frames of
organizations, and the meaning of
reframing by Bolman and Deal
126. Student will describe personal
application of organizational
analysis using the four frames of
organizations, and breaking the
frame / reframing (Bolman and
Deal)
127. Student will show knowledge of
organizing meetings / setting
agendas / and leading meetings
128. Student will describe personal
examples of organizing meetings /
setting agendas / leading meetings
129. Student will show knowledge of
Parliamentary Procedure
130. Student will show knowledge of
techniques for working with difficult
people
131. Student will describe personal
examples of using techniques to
work effectively with difficult people
132. Student will show knowledge of the HDF 190 In HDF 190 we learned about the different stages of group development. There are
stages of group development five stages of group development: forming, storming, norming, performing, and
(Tuckman/Tuckman & Jensen, adjourning. Forming is always the first stage of group development, it is the
Bennis or others) beginning of a group the creation stage. In this stage there is a high level of
uncertainty and a low level of trust it is basically the ice breaker stage of group
development. As you go on however, you move into the second stage of group
development called storming, which is the brainstorming stage. In this stage the
group starts assigning roles to the group members, planning goals or achievements
and this is also the stage that can cause conflict. However, not all groups
experience storming, they can often skip over this step and go straight to norming.
Norming is the payoff stage, where everything starts to click and success starts to
occur. Everyone becomes invested in the goal that your group is trying to achieve,
the commitment level within the group is high and everyone is getting along due to
the conflict being eliminated in the previous stage. After norming, you move onto
performing and this is when nothing comes as a surprise, everyone knows what
everyone else is capable of within the group and you start to feel a sense of loyalty
and high appreciation for your group. This can be seen through superior team
performance and a high success rate, and a high sense of pride in your team. The
final stage of group development is adjourning which is like the last goodbye and
the celebration stage. This is always the last stage in the group development
Leadership Inventory Revised 08/22/2017 23
 process, forming is always first and adjourning is always last, but storming,
norming, and performing can switch places.
See evidence for outcome 132
133. Student will describe personal HDF 190 In HDF 190 in the beginning of the semester we were given peer leader groups and
examples of group development in I couldn’t have been luckier to have received a better leader than Maddie, she
use (Tuckman/Tuckman & Jensen, helped us mesh and blend into a group and by the end of the semester we truly
Bennis or others). became good friends. When we first met however, this was not the case we didn’t
know each other and it was kind of awkward because we were in a group with a
bunch of kids we didn’t know. But as we worked with one another we started to
learn more and more about each other and formed a group chat for everyone and
just became as close as possible. Throughout the process of becoming a group,
we never really experienced storming because we all really got along and no one
had any clashing personalities so it made it easy to move onto the norming and
performing stages. Overall I think my group was one of the best groups that I have
ever been a part of, we were both successful and we got along with one another
and that really doesn’t happen often it’s mainly one or the other.
See evidence for outcome 133
134. Student will show knowledge of
group roles and how they
contribute to group dynamics
(Johnson & Johnson; Benne &
Sheats; Knowles & Knowles; etc.)
135. Student will describe personal
examples of group roles and how
they contribute to group dynamics
(Johnson & Johnson; Benne &
Sheats; Knowles & Knowles; etc.)
136. Student will show knowledge of
effective memberships skills in
groups
137. Student will describe personal
examples of membership skills in
use
138. Student will show knowledge of the
Challenge and Support theory by
Sanford, and its relationship to
organizations
139. Student will describe personal
examples of using the theory of
Challenge and Support (Sanford)
140. Student will show knowledge of the
construction / elements of
informative and persuasive
speeches
141. Student will demonstrate
proficiency in informative and
persuasive public speaking
142. Student will show knowledge of
planning and conducting interviews
(as the interviewer)
Leadership Inventory Revised 08/22/2017 24
143. Student will describe personal
examples of planning and
conducting interviews (as the
interviewer)
144. Student will show knowledge of
preparing for and effective answers
in interviews (as the interviewee)
145. Student will describe personal
examples of preparing for and
being interviewed
146. Student will show knowledge of
effective collaboration / coalition
building (Sources: Cilente/Komives
et al; NCBI; etc.)
147. Student will describe personal
examples of working in
collaboratives/coalitions
148. Student will demonstrate
knowledge of techniques to
communicate and engage in
difficult dialogues related to
diversity and inclusion.
149. Student will demonstrate
proficiency in communicating and
engaging in difficult dialogues
related to diversity and inclusion.
150. Student will describe ways to
maintain accountability in
leadership / member relationships
151. Student will describe personal
examples related to maintaining
accountability as a leader
152. Student will describe ways to build
relationships between leaders and
members
153. Student will describe personal
examples of building relationships
with members as a leader
154. Student will describe how
credibility applies to leadership, as
well as the characteristics and
skills of a credible leader
155. Student will describe personal
examples of building, maintaining,
and repairing his/her own credibility
as a leader
156. Student will describe ethical
standards in influence
157. Student will describe influence
applies to leadership
Leadership Inventory Revised 08/22/2017 25
158. Student will describe principles of
effective mentoring, as well as
problems particular to the
mentoring relationship
159. Student will describe personal
examples of mentoring and being
mentored
160. Student will describe principles of
effective peer leadership, as well
as problems particular to peer
leadership
161. Student will describe personal
examples related to being a peer
leader and being led by peers

Leadership Inventory Revised 08/22/2017 26