LEADERSHIP

DEVELOPMENT
Outcomes & Evidence
Progress Inventory*
MINOR IN LEADERSHIP STUDIES
Center for Student Leadership Development
Memorial Union
University of Rhode Island

Name: Ashlin Peters

Date Enrolled: Spring 2020
Date of Graduation: Spring 2023

*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.

Leadership Inventory Revised 08/22/2017 3

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.
CORE REQUIREMENTS- 9 Credits
Required Element Class options Notes
Introductory Course HDF 190: Introduction to Leadership Issues (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 Center for Career and Experiential Education
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
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
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

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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 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: Introduction to Leadership Issues (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: Advanced Facilitation and Consulting Skills
HDF 414: Leadership for Activism and Social Change
HDF 415: Peer Leadership
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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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.

Outcome Category: Self-Leadership

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

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2. Student will demonstrate personal,
organizational, and academic examples of
self-discipline
HDF 190 Self-discipline is maintaining willpower, and pushing yourself to remain true to doing what you
know you have to do, rather than what you want to do. Being self-disciplined allows you to be mentally
tough and allows you to withstand the many hardships that come with life. In my personal life it has
taken a long time for me to get to where I am self-discipline wise. Personally, I have had to self
discipline myself in many different ways. I am the type of person who loves to stay up late and sleep in
late in the morning, but I have realized that when I do that, I have a hard time getting work done and
staying motivated throughout the day. I have disciplined myself to get up at a more reasonable time
and immediately start my day. I find that this puts me in a better mood, feel less fatigued, and I stay
more motivated throughout the day. Another thing that I have personally started doing to self-discipline
myself is to make my bed every day. This is the number one “chore” that I give myself to do. Even if I’m
sitting at home all day long, I make sure my bed is made. Organizationally, I self-disciplined myself
when it comes to work. I am a CNA at a long term care facility, and I have to get up at 5:30 a.m. to get
to work on time. This was a huge challenge to me at first since I clearly am not a morning person. I
have trained myself to get straight out of bed when my alarm goes off and immediately start getting
ready for my day. At work itself, I tend to get tired after being on my feet for eight hours straight, but I
have learned to just take one second to breathe and take a sip of water then get right back to work.
Academically, I have been in the process of self-disciplining myself for years, and it still is a struggle
sometimes. One of the things I began doing early on is writing everything down in my planner so that I
can see exactly what I have to do every day. Forcing myself to write everything down has organized
me so much and has eased my stress tremendously when it comes to school work. When it comes to
studying and doing work, I allow myself quick 10 minute breaks when I feel that I start to get burnt out,
but after the ten minutes are over I immediately get back to work, or else I would be procrastinating all
day long.

Source: Becoming a Disciplined Person. (n.d.). Retrieved April 30, 2020, from
http://www.littlethingsmatter.com/blog/2011/02/01/becoming-a-disciplined-person/

See EVIDENCE #1
3. Student will demonstrate the ability to HDF 190 Personally, I have always been an emotional person. I am very deeply empathetic and have the
manage emotions ability to experience a wide range of emotions on a daily basis. This is not necessarily a bad thing
though, and I believe that in my future profession as a nurse, being able to experience and understand
a lot of emotions will benefit my career. With this though, it is important to know how to manage
emotions and keep them under control. I have had experience managing my emotions in different
situations whether it be at school, at work, or even around my friends. One way that I have found to
help manage my emotions would be to step back and take a deep breath to process what I am feeling
first before I react. I have to remember that letting my emotions take control of me will not benefit me in
the end and that I need to assure myself that my feelings are temporary before I proceed. As a leader,
it is important to keep a level head when guiding and interacting with others. For me, it has been
beneficial to recognize what things specifically trigger emotions that are strongest to me. I like to reflect
on situations where I believe emotions may have gotten the best of me and think of ways I could’ve
handled things better for the next time. Managing your emotions takes a lot of self reflection and
growth, and getting to know yourself and what triggers your emotions. Knowing these things can help
you prepare for what you can do to manage your emotions on the fly, when you may be in an important
situation where you need a level head. The more aware you are with your emotions, the better you will
become at managing them. In situations where I can take time to release my emotions, I do this by
doing yoga, but that is a personal mechanism and many other people will have their own ways of
releasing their emotions. I also like to call a friend to know that I am not alone, or write down what I am
feeling so I can get it out of my head and into the physical world. These are only a few things that may
help, but going for a drive, listening to music, baking, drawing, and reading are others. It is most
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 important to learn, reflect, and grow with your emotions in order to manage them.

Source: 6 Tips For Holding It Together. (2013, September 28). Retrieved April 30, 2020, from
https://webcache.googleusercontent.com/search?q=cache%3A7trU89YbgQ0J%3Ahttps%3A%2F
%2Fwww.huffpost.com%2Fentry%2Fcontrolling-your-emotions_b_3654326

4. Student will demonstrate knowledge of
stress management methods
See EVIDENCE #2
HDF 190 Everyone deals with stress from one time to another, it is an expected experience throughout life.
The way we deal with stress and adapt to it, however, is what matters. There are many different ways
that we can manage stress, and many different techniques that we can use. The most common stress
relief technique that I have heard throughout my entire life is breathing. It sounds so simple, since we
are constantly breathing all day every single day, but believe it or not there is a certain technique to use
to make breathing healing for stress. In this technique you take long, deep breaths that feel as though
they enter your stomach. Focusing on your breathing tends to take the mind away from the stress at
hand and allows you to slow down and take a moment for yourself. Another technique is scanning your
body for any tension you may have. In this, you go through each section of your body so your head,
neck, shoulders, arms, upper back, chest etc. and you focus on relaxing each individual section of your
body until you are relaxed. This is another way to take the mind away from the stressor, but also to
heal the body, since stress can cause a lot of tension throughout the muscles in the body. Other
techniques include physical movement in the body, rather than meditation type practices. Exercise is
proven to decrease the amount of stress we experience, but it doesn’t have to be weightlifting at the
gym, or running for example. Even just a simple walk can get your mind de-stressed and get your blood
pumping again. A lot of people choose to practice yoga, or tai chi which combines rhythmic breathing
with flowing movements, requiring mental focus that can distract you from your thoughts.

Source: Harvard Health Publishing. (n.d.). Six relaxation techniques to reduce stress. Retrieved April
30, 2020, from https://www.health.harvard.edu/mind-and-mood/six-relaxation-techniques-to-reduce-
stress

See EVIDENCE #3
5. Student will demonstrate the ability to Stress is a normal occurrence that everyone goes through in life. It was only when I started getting
manage stress older that I began to learn and come across the many ways that we can try and decrease stress. One
of the very earliest memories that I have of managing stress was going to dance class when I was
younger. Every day after school I went to dance and I loved dancing, it was one of my outlets from a
very young age. This contributes to my personal favorite way of decreasing stress, through exercise. I
love weightlifting and doing yoga, so those are two of the main ways that I manage stress. I just know
that at the end of a hard day I will be able to have time by myself to focus on my exercise and not on
everything else that went on throughout the day. I do also enjoy meditating as well. I find it difficult
personally to meditate at times since I tend to be scatter-brained, but when I am able to sit and relax
and focus on my breathing, I enjoy meditating very much. Another way that I manage my stress is by
drawing and painting. Whether it be on paper, on a canvas, or on my IPad, I love creating and using art
as an outlet. I find that my stress fuels my creativity and I am able to delve into a piece that I am
creating with passion and by the time I’m finished I am feeling much better about my stressful situation.
Staying organized is a way that I am able to keep my stress under control, and preventing my stress
from taking over my thoughts and emotions. I keep a planner on me at all times, and I write down the
things that I need to accomplish on a day-to-day basis. Having all of my tasks and goals for each day
written down on paper has helped me tremendously in staying organized and up to date on my school
work. Without my planner I would be lost, and have no direction therefore spiking my stress level.

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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.)
9. Student will demonstrate practice of the
personal values statement
Source: 12 tips to tame stress. (2019, March 12). Retrieved April 30, 2020, from
https://www.mayoclinic.org/healthy-lifestyle/stress-management/in-depth/stress-relievers/art-20047257
See EVIDENCE #4
HDF 190 One of our first assignments in HDF 190 was to complete an online VIA strengths/values
assessment, to determine what our most dominant values are. Upon completing the assessment, my
report showed that my top 5 values were kindness, leadership, zest, honesty, and love. I was very
pleased yet not very surprised to see what my results were, as they describes me to a T. These values
mean a lot to me and each one connects to me personally and how I define them. Kindness: The
strength of kindness means that someone has the ability to treat others with a caring heart, and doing
things for others out of generosity and compassion. Kindness means that you have the ability to touch
others in a positive manor, and leave others with a positive feeling about you. Leadership: Having the
strength of leadership means that a person is able to positively influence others. Leaders are people
who can organize and aid others in reaching a common goal with their words and actions. Zest: My
personal favorite of my strengths, a person with zest means that they have a genuine love of life and a
passion for many things. People with zest do everything with energy and motivation, not passively or
apathetically. Honesty: Honest people present themselves 100% authentically, and believe that the
truth and integrity are always the best options. Honest people are not only true to others, but stay true
to themselves as well. Love: Individuals who possess the strength of love are people who value
genuine connection and relationships with others. Those who love are also loved and reflect a warm
personality, are easy to get along with, and tend to have strong relationships with others.
Source: The 24 Character Strengths. (n.d.). Retrieved from https://www.viacharacter.org/character-
strengths
See EVIDENCE #5
HDF 190 Upon learning of my most dominant VIA strengths/values, I immediately got to work on learning
more about these values and how I can use them to their fullest potentials in my everyday life. I identify
strongly with each of these values, and believe that they describe me, my personality, and my
leadership style very well. I practice these values all of the time when I’m interacting with others
whether it be at home, at work, with friends, or working on a group project. Kindness: I have always
believed that kindness is the key to living cohesively alongside others. Every single day I make sure
that I am kind to everyone that I come across, because you never know what someone is going
through. Just your little touch of kindness could turn someone’s entire day around. I practice kindness
by letting others know I appreciate them, smiling at others, using respectful and kind words when I
communicate, and being considerate of others feelings and needs. Leadership: In my everyday life, I
try to lead by example, and influence others in a positive and encouraging way. Those who are close to
me often come to me for advice, and I always make sure to lead them in a direction that encourages
positivity and happiness within themselves. As a leader, I hope to positively influence others, and I
strive to embody that kind of leader everyday. Zest: when I wake up in the morning, I remind myself
how lucky I am to have another day to seize and make my own. I try to make the best of every day by
staying motivated to get tasks done, but also by doing things that make me happy like painting and
listening to music. Being able to accomplish these things accentuate and contribute to my zest for life.
Honesty: I believe that one of the most important things in life is to live authentically and to present
yourself as exactly who you are. I am not great at hiding things from others, so I am often very upfront
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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
. to be met before the upper tiers can arise. This pyramid begins at the lowest level with a human’s most
and honest about everything. Love: I make sure that the people that are in my life know that they are
loved. This is not always shown by words, but often by actions as well. I like to let these individuals
know that I am here for them, and do things like bring them coffee for example so that they know they
are loved and cared for.
Source: The VIA Survey: 31 Ways to Recognize Your Strengths and Act on Them. (2020, March 25).
Retrieved from https://positivepsychology.com/via-survey/
See EVIDENCE #6
NUR 100 My biggest goal as of right now is to finish college with my Bachelor of Science in Nursing and
pass my NCLEX-RN examination to become licensed as a Registered Nurse. I dream of becoming a
labor and delivery nurse, but that specialty is very competitive at this time. The issue with the career
choice of mine is that specialties that are very sought after like pediatrics, neonatal, and labor and
delivery, are hard to achieve as a nurse right out of college. I will do my best to work as hard as I
possibly can to obtain a position in one of my dream specialties. After I practice as a nurse for a couple
years or more, I would like to go back to school, either to become a family health nurse practitioner or
as a midwife. My greatest passion is caring for others and I am beyond excited to continue my
healthcare career as a registered nurse upon graduation, and I will do whatever it takes to reach that
goal. A couple of personal goals that I hate for myself would be to learn as much as I possibly can, and
to positively impact as many people as I can. I aspire to spread joy and positivity wherever I go and to
whoever I meet. I think it is so important to be kind to others, and one of the greatest things that we can
do as humans is to positively impact others. As for learning, I wish to learn as much as I can about
what it takes to be a nurse, and to learn as much as I can about the specialty that I apply into. I want to
learn about life and how I can impact others, and how I can help make positive change in the world.
NUR 100 Abraham Maslow developed a pyramidal diagram used to describe the physiological,
psychological, and self-fulfillment needs of humans. The items on the lower tiers of this pyramid need
basic physiological needs. These physiological needs involve food, water, rest, warmth, air, things that
are essential for basic survival. Without these basic things we would not be able to survive at all as
humans. Next on the pyramid there are safety needs, which are relevant only after the basic
physiological needs are met. Safety needs include security and safety like emotional security, financial
security, and safety against harm and injury. Feeling safe and secure is an important thing for us to
experience, and it is hard to live life with a constant feeling of insecurity. After safety needs are met
there are love and belonging needs, which relate to the psychosocial needs of humans. This includes
interpersonal relationships like friendships, intimacy, trust, acceptance, and giving/receiving affection
and love. It is important that we have interpersonal relationships with others, because it contributes to
social development and teaches us how to interact with others.Next is esteem, which is classified into 2
categories. The first is esteem for oneself, like dignity, achievement, mastery, and independence. This
is feeling confident in ourselves and our own abilities, showing ourselves that we can be successful
and great. The second category is the desire for respect from others, like status, or reputation, which is
most important for children and adolescents. Lastly, at the top of the pyramid and the last fulfilled need
is self-actualization. Self-actualization is the desire to grow and accomplish to one's fullest potential.
This is where people seek to be the best version of themselves that they can be.
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14 Student will show application of Maslow’s
theory to own life
. daily life. If I didn’t get a good night's sleep on a specific night, my whole day would be totally out of
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)
Source: Mcleod, S. (2020, March 20). Maslow's Hierarchy of Needs. Retrieved from
https://www.simplypsychology.org/maslow.html
NUR 100 Abraham Maslow’s “Hierarchy of Needs” is something that applies to my everyday life.
Physiological needs being the most basic needs are the most significant and critical needs in one's
whack and I would not be able to function properly in whatever I do. More critically though, if I didn’t
have access to food and water I would not be able to function at all. My body would not be able to carry
out the important processes like metabolism and absorption of nutrients without food and water. Safety
needs are next, and I am extremely lucky that I have a safe and warm home to stay in every night. I am
lucky that I am not in any immediate danger that concerns my safety so that I am able to live life
without concerns of my safety. Others may not have this, and would affect everything that they do in
their lives. Love and belonging needs are important to me because I am a very social and extroverted
person who loves being around others. I am so grateful that I have the most lovely family and group of
friends I could have ever asked for. I know that I have a support system no matter what and that I am
loved by others. Esteem can be a tough need of mine sometimes, because I tend to feel insecure
about my intelligence, looks, personality, and other things. I am sure that so many other people can
relate to this no matter what age or stage of life. There are some days that everyone experiences at
times where you may feel defeated and not good enough, but getting through those days is the most
empowering thing, and shows you that you are more tough than you think. Lastly, there is self-
actualization, which I have been lucky enough to experience more often now than ever. I am extremely
motivated to become the best version of myself every day. I set goals for myself that I cannot wait to
achieve and strive to learn more to grow my mindset and knowledge.
Source: Cherry, K. (2019, December 3). How Maslow's Famous Hierarchy of Needs Explains Human
Motivation. Retrieved from https://www.verywellmind.com/what-is-maslows-hierarchy-of-needs-
4136760
HDF 190 Our second survey completed online in HDF 190 was to discover our Gallup StrengthsQuest top
five leadership strengths. My strengths included Positivity, Empathy, Strategic, Woo, and
Communication. These strengths correlated very closely with the values I received from the VIA
survey, and these strengths describe me very well. I use each and every one of these strengths on a
daily basis with everyone I interact with and lead. Specifically, these strengths are emphasized when I
am working at my job, where I am a CNA (certified nurse assistant) at a nursing home. Working 8 hour
shifts while caring for my elderly residents along side my co workers involve every single strength I
hold. Communication with everyone in healthcare is a necessity, so communication and being a good
communicator is very vital to the care of the residents. This goes along with strategic, which is also a
very important strength to have when working in a field so unpredictable like the healthcare field. It is
very important with patient centered care that the healthcare team can strategize and communicate,
which we do constantly on a daily basis. Doing what I do involves plenty of positivity, empathy, and
woo as well. My top priorities as a caregiver is to keep my residents safe and happy. I walk into my job
every day with a big smile on my face and a positive attitude, because my attitude directly affects those
of my residents. Having empathy and being empathetic is another extremely important strength to have
Leadership Inventory Revised 08/22/2017 11

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.)
Outcome Category: Leadership Theories
when working with people no matter where you work, but personally I have always been an empathetic
person who can immediately understand what others are feeling. Lastly but not least, woo is just as
important as all. In the field, there are a lot of patients and family members and other healthcare team
members who come and go every day. In order to provide my best care and get along with everyone, I
must have woo. Woo allows me to build great immediate connections with people I have just met. On
the other hand, these great traits do have shadow sides. Positivity: others may think that my life is
“perfect” or “easy” because I am very positive, or maybe that my positive energy is fake. Empathy:
empathy can be perceived as a person with too much emotion or someone who cares too deeply.
Strategic: person may be perceived as stubborn, or too focused on the outcome and the what ifs. Woo:
can be seen as fake, or overwhelming. Communication: may be seen as pushy, loud, or annoying for
someone who talks a lot.
Source: Gallup, Inc. (2020, February 28). What Are the 34 CliftonStrengths Themes? Retrieved from
https://www.gallup.com/cliftonstrengths/en/253715/34-cliftonstrengths-themes.aspx
See EVIDENCE #7
HDF 190 NUR 100 My personal leadership style is participative leadership. I think it is very important to actively consult
the group or team that I am working with, but I am often expected to be the final decision maker. I think
it is always very beneficial to see opinions and ideas from everyone in the group, and that everyone
has some sort of contribution to the task at hand. One of my strengths is communication which is a
very beneficial trait to have as a leader of a group. Communication is the key to cohesive collaboration
within a group of people, and having this strength allows me to aid others in communication as well.
Another strength of mine is strategic which is important when completing tasks that have time
constraints, or those that are particularly difficult, and require organization and critical thinking. Some
weaknesses I have however, first include putting sometimes too much faith and responsibility into the
team members. I rely significantly on others to do their parts with the most effort that they can, but
unfortunately not everyone puts their best effort forward and as the saying goes, you are as strong as
your weakest link. If someone is not putting in a great amount of effort, the task will not be completed
as well as it would be if everyone contributed equally. Another weakness that I have is being afraid to
speak up and stand my ground occasionally. If I think an idea may not work well I sometimes lack the
confidence to stand up and explain why I believe the idea is not in our best interest. An example of this
application would be when working on group projects. In NUR 100 I have been assigned to a couple of
different group projects, and the group does not have consistency with the amount of work being done.
I find that a couple different members do not put in the same amount of effort as the other members. In
this situation I try to ask those members if there is anything that I can do to help or if they need some
guidance.
Source: Michele, Mind Tools Content Team, Mind Tools Content Team, & Mind Tools Content Team.
(n.d.). What's Your Leadership Style?: – Learn About the Strengths and Weaknesses of the Way You
Like to Lead. Retrieved from https://www.mindtools.com/pages/article/leadership-style-quiz.htm
Leadership Inventory Revised 08/22/2017 12
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice

Leadership Inventory Revised 08/22/2017 13

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
26 Student will describe personal application
of the above theory (MacGregor)
.
27 Student will show knowledge of the HDF 190 The “Servant Leadership” theory of leadership was developed by Robert Greenleaf. Greenleaf defines
“Servant Leadership” theory of leadership the servant leader as someone who grows as a person through serving and that their service benefits
. by Greenleaf others. The servant leadership model is composed of a set of 10 characteristics; listening, empathy,
healing, awareness, persuasion, conceptualization, foresight, stewardship, commitment to the growth
of people, and building community. Listening is the leader's ability to seek to know what is needed
among the group. The leader can successfully identify the needs of the group by listening to other
members of the group. Next is empathy, which means that the leader seeks to understand the feelings
of everyone and are able to accept others for their own unique talents and ideas. Healing is the
opportunity to mend relationships and make relationships stronger, but also to identify the needs of
others and help them heal as necessary. Leaders that heal have the opportunity to make whole those
that they serve and meet. Awareness is to educate and help others understand the importance of
certain issues, to show what needs to be done to aid in the recovery of an issue. Persuasion is the
ability of a leader to get others to see eye to eye with them. Conceptualization is making sure the group
is on track to reaching their goal. To conceptualize is to know what it takes in order to reach the goal at
hand. Foresight is being able to predict an outcome based on decisions made throughout the process.
Stewardship is trust in the leader to perform tasks as promised. Commitment to the growth of people
makes the development of others a priority. This makes sure that the other colleagues and employees
are improving their skills while also helping others do the same. Building community is the success of a
community working together.

Source: Greenleaf, R. K. (1977). Servant Leadership: A Journey into the Nature of Legitimate Power &
Greatness. Paulist Press, Mawah, NJ.
28 Student will describe personal application
of the above theory (Greenleaf)
.
29 Student will show knowledge of the

Leadership Inventory Revised 08/22/2017 14

. “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 knowledge of
the “4 V’s” theory of leadership by Grace
. (Center for Ethical Leadership)
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 HDF 190 Guest speaker Alison J. The relational leadership model is made to represent 5 key components to leading a group and how to
“Relational Leadership” model by go about doing so. It can help the leader analyze and reflect on how to better lead a group of people
. Komives, McMahon & Lucas
Frasier
who have unique and diverse talents and personalities. It is important to know and understand these
components when leading a group because “relationships are key to leadership effectiveness” and to
having a solid and consistent group. When harmony is reached in a group, reaching the common goal
that is being attempted is just that much easier. This model’s components include inclusive,
empowering, purposeful, ethical, and process-oriented. Inclusive means that the leader is able to
incorporate and understand many different points of views and leadership styles from other members
of the group. To be inclusive means that everyone is able to make a difference, and differences among
group members are recognized and valued as a vital component to the task. Empowering means the
leader is able to lift and encourage others in the group. Empowerment is the belief that each team
member is valuable and has something to offer, and that the growth of the team members is most
important. Purposeful is the component where individuality shines through within group leadership.
Purposeful is the belief that individual attitude affects everyone, and that each member can make a

Leadership Inventory Revised 08/22/2017 15


42 Student will describe personal application
of the above theory (Komives et al)
. people at risk for injury if not everyone is in congruence. Often, a mistake that is made when dealing
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
vital difference in reaching the goal or goals. Ethical focuses on the values, standards and morals of
leadership and daily life. It is very important not only just in leadership but in all aspects of life that an
individual may have a solid ethical foundation. This foundation aids greatly in keeping a group
congruent and responsible, knowing that which decisions are made will benefit all people and ethical
issues are not skimmed over. Lastly, Process-oriented is the most strategic part of the relational model.
Process-oriented explains how the group actually goes about reaching the goal, and the steps that
need to be taken. In this component, high quality work is key to allowing the process to go smoothly
and effectively.
Source: Komives, S. R., Lucas, N., & McMahon, T. R. (2013). Exploring leadership: for college
students who want to make a difference. San Francisco: Jossey-Bass.
See EVIDENCE #8
HDF 190 One of the greatest examples I have for the relational leadership model in my personal life would be in
the time I spent cheerleading. Cheerleading involves complex and dangerous stunts that puts four
with a failed stunt is normally a small tweak that needs to be made. In this example, it is extremely
important that the stunt group is inclusive, and that everyone has a say on their point of view on what
went wrong. The fix could be as simple as moving a finger, or straightening your legs a little more.
Without inclusivity in this instance, the stunt would continue to fail because everyone has to be on the
same page for the stunt to be successful. Empowerment is also very important with cheerleading
because mental toughness and motivation is a large part of the skill as well. Whatever you put in, you
are going to get out, so if one member of the stunt feels unsure about the execution of the next attempt,
it is almost promised that the result will not be positive. The relational leadership model can be applied
throughout any team sport, as it is very challenging to remain in congruence at all times when working
with a group of others.
Source: Holly H Brower, F.David Schoorman, Hwee Hoon Tan,
A model of relational leadership: The integration of trust and leader–member exchange,
The Leadership Quarterly, Volume 11, Issue 2, 2000, Pages 227-250
HDF 190 Presentation by Melissa Camba- In a presentation given by Melissa Camba-Kelsay in HDF 190, the social change model was discussed
Kelsay and outlined. Social change itself is very complex, and involves collaboration in order to address and
fix the root cause of the problem at hand. Within the social change model, there are seven “C’s” that
define and break down what social change is all about. The first C is citizenship, meaning that the
leaders performing a task are doing so for the benefit of a community that they are connected to. It is
important that the leaders are aware of issues within the community that need to be addressed to
benefit others through their care and service. The next c is collaboration, which involves working
alongside other members of a group most successfully to get a task done. It is very important in
Leadership Inventory Revised 08/22/2017 16
 collaboration to share the responsibilities given and be willing to work together. The third is common
purpose, which is basically the common goal and what the whole group collectively is trying to achieve.
The fourth c is controversy with civility which is the inevitability of differences arising within the group.
Obviously everyone has different opinions on matters and this can cause disagreements. The
important part is that these differences should be brought up in a civil and respectful way so that the
group can benefit from varying thoughts, rather than hurting the group due to a possible dispute. The
next C is consciousness of self which is knowing your own personal values and beliefs, and being
mindful about what you say, how you act, and how you react. Next is congruence which involves taking
your values and beliefs, and behaving accordingly, avoiding hypocrisy and acting consistently. This is
“walking the talk”, and making sure what you do is congruent to what you say. Lastly, there is
commitment. Commitment is the importance of following through with what you say and finishing what
you have started. Commitment also includes significant involvement and investing your time into your
service in order to see it through.

Source: Komives, S. R., & Wagner, W. (2016). Leadership for a better world: understanding the social
change model of leadership development. San Francisco: Jossey-Bass.

See EVIDENCE #9
48 Student will describe personal application
of the above theory (Astin et al)
.
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)
Leadership Inventory Revised 08/22/2017 17
.
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
.
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 18

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

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
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.)
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,

Leadership Inventory Revised 08/22/2017 19

 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
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

Leadership Inventory Revised 08/22/2017 20

. (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 class Additional Experiences Descriptive notes regarding learning and practice
98. Student will show knowledge of principles NUR 100 Critical thinking is one of the most important skills that we as humans can have. Critical thinking is
of critical thinking and fallacies (logic is extremely elaborate, and it takes time to develop these skills. Critical thinking is the way that we
used in this minor) synthesize, conceptualize, analyze and evaluate information given to respond and make decisions.
Situations that require critical thinking skills to be used often have more than one “right” answer or
action. It is up to you and the use of your own personal critical thinking skills to be able to generate the
most ideal and beneficial decision or action for any given situation. Critical thinkers hold certain
characteristics that allow them to use their skills widely and with an open mind. Critical thinkers are
well informed. They use logic and sound reasoning to make decisions and analyze what facts are
given before responding to a situation. Critical thinkers are also independent thinkers. They do not go
along with everything that they hear or see, and do not believe everything that they are told. These
independent thinkers use the information that they are told to form their own personal opinions, and
do not accept or reject ideas before they understand it. Critical thinkers are curious, and seek to know
more; they are inquisitive. They are also fair-minded, and open-minded. They try to make impartial
judgements and recognize that their own biases and customs can influence their thinking. With critical
thinking, though there may be fallacies or flaws in thinking and decision making. One type of fallacy is
“appeal to tradition” which is the thought that since things have always been a certain way, they
should continue to stay that way. This is not good because it does not encourage growth. Another
fallacy in critical thinking would be to “bandwagon,” meaning that the thinker just goes along with
whatever everyone else is saying or doing. This is the thought that if “everyone” agrees, then it must
be right, which is most often not the case at all. One last fallacy that occurs would be “playing on
emotions,” meaning that the thinker ignores facts and makes decisions on emotion alone.

Source: Research Guides: Critical Thinking - Writing Lab Tips and Strategies: Logical Fallacies. (n.d.).
Retrieved April 30, 2020, from https://libguides.grace.edu/CriticalThinking/logicalfallacies

See EVIDENCE #10

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

Leadership Inventory Revised 08/22/2017 21

. 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 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 Experiences Descriptive notes regarding learning and practice
class
109 Student will demonstrate knowledge of HDF 190 Active listening involves a few different techniques to ensure that you understand the message
active listening techniques that someone is trying to convey, and that the person knows that you are listening and interested. The
. first part of active listening is simply paying attention. You do not want to be on your phone, looking at
someone else, writing or anything that defers your attention from the speaker. You can pay attention to
how they are speaking, and what their body language is telling you, which can reveal the emotions that
the speaker is feeling as they are talking to you. Another thing is eye contact, which can help you stay
engaged in the conversation and let the speaker know that you are focused on them and what they are
saying. As the speaker is talking, you can restate what you think the person has said by paraphrasing
just to ensure that you are fully comprehending what they are trying to say. After the speaker finishes a
statement you can ask a question to be sure that you both are on the same level in the conversation.
You can also use small words such as “mhm,” “okay,” or using head nods which show that you are
Leadership Inventory Revised 08/22/2017 22

110 Student will describe examples of using
active listening skills
. to spark up a conversation with me. Often, I become engaged in some serious conversations with my
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
. some ways to make receiving and giving feedback less criticizing though, which is important. When
listening as well. It keeps the conversation two sided, without interrupting who is speaking. You want
the speaker to know that you are present and interested, but you do not want to be disrespectful or
rude by blatantly interrupting them. It is also extremely important to defer judgement while listening to
what others are saying. This person is confiding in you to share what they are thinking and feeling and
it is not right to judge based on certain biases you may hold. Be respectful with your responses
although you may disagree, keep the conversation mature and civil.
Source: Grohol, J. (2018, October 08). Become a Better Listener: Active Listening. Retrieved April 30,
2020, from https://psychcentral.com/lib/become-a-better-listener-active-listening/
HDF 190 I use active listening skills every single day. For my job, I work as a certified nursing assistant in a
long term care facility, where I work elderly residents. Whenever I enter their rooms they instantly look
residents. I feel so lucky and glad that they put their trust in me by talking about some pretty serious
things. When I am talking to them, I always make sure that I first get on their level. Usually they are
seated so I make sure to grab a seat near them so that they feel more comfortable talking to me. I
make sure to maintain eye contact with them throughout the entire conversation so they know that I am
listening and engaged. Often during conversation, I ask questions to clarify what they are saying, and
inquire more about how they feel and more of what they can remember about the situation. My
residents absolutely love talking and telling stories, so when I inquire more they absolutely love to tell
more and relive their old memories. I can tell by their body language when they begin to feel sad or
stressed out. They often move their gaze down towards the floor and clasp their hands together. When
I notice that the conversation becomes more tense and emotional, I offer them my hand to hold to
comfort them. I not only use active listening when having normal conversations with my residents, but I
use active listening when I am trying to assess symptoms of my residents as well. If I have a resident
tell me that they aren’t feeling well and have a headache, I can look to see if anything else is wrong as
well. If they are hunched over or have a hand on their stomach, they may have a stomach ache as
well. They may also mention things passively throughout conversation like a sore throat or a cough that
may seem unimportant to them, but is important to me. If I hadn’t taken the time to actively listen to
what they were saying, I wouldn’t have caught important details like that which pertain to their health
and wellbeing.
Source: Grohol, J. (2018, October 08). Become a Better Listener: Active Listening. Retrieved April 30,
2020, from https://psychcentral.com/lib/become-a-better-listener-active-listening/
When performing certain tasks and skills, feedback is almost always needed to ensure a good
performance. Giving and receiving feedback is very important for improvement and growth. There are
receiving feedback, initially our brains will receive this as a threat. Our brains want to believe that what
we are doing is right even if it isn’t, which can be a barrier for growth in the long run. Feedback can be
negative but it also can be very constructive. When first given this feedback, you need to listen and
understand what the person is telling you. Absorbing information is more effective when you just listen
instead of becoming defensive. With this, you need to be open and receptive to new ideas and
opinions from others even if you do not completely agree. After the interaction, it is extremely beneficial
to reflect and decide. Reflect on the value of the feedback and assess any consequences that may
Leadership Inventory Revised 08/22/2017 23

114 Student will describe examples of giving
and accepting feedback.
. majority of my life, and I used to dance competitively. Judges would actively record feedback while you
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
.
accompany taking or leaving it. Lastly, you will want to follow up with the person that you received
feedback from. This can ensure that what you decided to do is working and is having a positive impact.
Giving feedback can also be as challenging as receiving it. When giving feedback, it is important to
concentrate on the behavior of concern, instead of attacking the person themselves. If the person feels
attacked or threatened, they will not receive the information effectively. You will want to be specific with
what you are saying, and avoid general comments that the receiver may not be able to decipher. You
also want to be realistic with your expectations of this person, because feedback should be focused on
what can be changed. As a feedback giver you also want to make sure that you are following up with
this person as well, because feedback is a continuous process, not just a one time interaction. Offer
your support and if appropriate, give continuing feedback in the future.
Source: London, M. (1997) Job Feedback: Giving, Seeking, and Using Feedback for Performance
Improvement. Mahwah, NJ: Lawrence Erlbaum Associates
One time or another, every single one of us will be required to give or receive feedback. You may
receive feedback when playing a sport, at school, or at your workplace. I have been a dancer for the
are dancing that you would watch at a later date in order to improve upon your performance. Although
it is not originally the best thing to hear, it is extremely beneficial for your growth in the end. Through
our academics, we constantly receive feedback. Each grade we receive is feedback, telling us if we are
doing well or not so that we know if we need to try harder and improve or keep doing what we are
doing. It can be very hard to receive an unideal grade, especially on an assignment that was worked
very hard on. This is very normal though, and everyone has experienced this one time or another. It is
important though, to reach out to your professors to receive further feedback that is more specific so
that you can be aware of what you missed. In the workplace, it is standard to receive some sort of
annual review. I had my first review this past August and it went very well. My boss would give me
feedback throughout the year, and the review was where we had our “follow up” to see if I was
improving on those things or not. Receiving feedback can be a little easier if you’ve had experience
giving feedback as well. I have had many experiences where my friends and family have asked me to
read over an assignment to make sure it sounds good and makes sense. In this situation I have to give
constructive feedback that will make their assignment better in the end. At work, my bosses are always
asking for us to give them feedback so that they know what they can improve on to help our days run a
little more smoothly. They want to make sure that everyone is working as cohesively as possible, and
that outcome would not be possible if it weren’t for feedback given and received.
Source: Receiving and Giving Effective Feedback. (2017, June 27). Retrieved May 01, 2020, from
https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/assessing-
student-work/grading-and-feedback/receiving-and-giving-effective-feedback
Leadership Inventory Revised 08/22/2017 24
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 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 stages
of group development (Tuckman/Tuckman
. & Jensen, Bennis or others)
133 Student will describe personal examples of
group development in use
. (Tuckman/Tuckman & Jensen, Bennis or
others).
134 Student will show knowledge of group roles
and how they contribute to group dynamics
. (Johnson & Johnson; Benne & Sheats;

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 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)
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
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. 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
.
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

EVIDENCE
Evidence #1 (Outcome 2) - My planner

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Evidence #2 (Outcome 3) - Yoga to manage emotions

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Evidence #3 (Outcome 4) - List of stress management techniques

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Evidence #4 (Outcome 5) - Painting to manage stress

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Evidence #5 (Outcome 8) - My VIA values

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Evidence #6 (Outcome 9) - Practice of values at work

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Evidence #7 (Outcome 17) - My strengths

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Evidence #8 (Outcome 41) - Relational leadership model

Evidence #9 (Outcome 47) - Social change model

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Evidence #10 (Outcome 98) - Critical thinking in nursing

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