Inventory-2017 4 1

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

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

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.
CORE REQUIREMENTS- 9 Credits
Required Element Class options Notes
Introductory Course HDF 190: FLITE Only offered in spring for first-year students
3 credits or
HDF 290: Modern Leadership Issues Offered Fall and Spring for sophomores & juniors
Internship HDF 417: Leadership Internship Requires 40 hours/credit with a min. of 80 hours & a max. of 120 hours of documented
3 credits or internship experience for graded credit
Experience through Office of Experiential Learning & Community Engagement
or
Internship Class in Academic Major The only time the major and minor can overlap
Capstone HDF 412: Historical, Multi-ethnic & Alternative Leadership Offered only in the fall with preference given to seniors
3 credits or
COM 402: Leadership & Motivation Offered in the spring and summer with Dr. Leatham
or
BUS 441: Leadership Skills Development Offered in the fall and spring with Dr. Cooper
or
HPR 411/412: Honors Senior Seminar
Must be in Honors or have GPA of 3.3
Portfolio HDF 492: Leadership Minor Portfolio Taken last spring semester of enrollment (some exceptions)
1 credit
MINOR ELECTIVES-9 credits

*Additional classes may be appropriate and therefore added to the list; see CSLD for the most updated list or bring a class that you think should be an elective
AAF 300: Civil Rights Movement in the US COM 402: Leadership and Motivation (capstone option) HDF 416: Leadership in Organizations
BUS 341: Organizational Behavior COM 407: Political Communication HDF 417: Leadership Minor Internship
BUS 342: Human Resource Management COM 415: The Ethics of Persuasion HDF 437: Law & Families in the U.S.
BUS 441: Leadership & Motivation (capstone option) COM 421: Advanced Interpersonal Communication HDF 450: Introduction to Counseling
BUS 443: Organizational Design & Change COM 422: Communication and Conflict HPR 118: Honors Course in Speech Communications
BUS 448: International Dimensions of Business COM 441: Race, Politics and the Media HPR 203: The Prepared Mind
BUS 449: Entrepreneurship COM 450: Organizational Communication HPR 412: Honors Seminar (capstone option)
COM 100: Communication Fundamentals COM 461/462: Managing Cultural Differences in Organizations MSL 101: Introduction to Military Leadership
COM 202: Public Speaking CSV 302: URI Community Service MSL 201: Leadership & Military History
COM 208: Argumentation and Debate GWS 150: Introduction to Women’s Studies MSL 201: Military Skills and History of Warfare
COM 210: Persuasion: The Rhetoric of Influence GWS 310: Race, Class, Sexuality in Women’s Lives MSL 202: Leadership & Team Building
COM 221: Interpersonal Communication GWS 350: International Women’s Issues MSL 301: Leadership & Management
COM 250: Small Group Communication HDF 190: First‐Year Leaders Inspired to Excellence (FLITE) PEX 375: Women in Sport ‐ Contemporary Perspectives
COM 302: Advanced Public Speaking (introductory course option) PHL 212: Ethics
COM 308: Advanced Argumentation HDF 290: Modern Leadership Issues (introductory course option) PSC 304: Introduction to Public Administration
COM 322: Gender & Communication HDF 291: Rose Butler Browne Program Peer Mentoring Program PSC 369: Legislative Process and Public Policy
COM 351: Oral Comm. in Business & the Professions HDF 412: Historical, Multi‐Ethnic, & Alternative Leadership PSC 504: Ethics in Public Administration
COM 361: Intercultural Communication (capstone option) SOC300/WMS350: Women and Work
COM 383: Rhetorical Theory HDF 413: Student Organization Leadership Consulting THE 221: Stage Management
COM 385: Communication and Social Influence HDF 414: Leadership for Activism and Social Change THE 341: Theater Management
HDF 415: FLITE Peer Leadership
BECOMING A POSITIVE LEADER THROUGH DEVELOPMENT & INVOLVEMENT
Wilson, 1998 (URI Memorial Union / Center for Student Leadership Development)
Revised after the publication of Exploring Leadership: for College Students Who Want to Make a Difference by Komives, McMahon and Lucas, 1998.
You need to have your own act together before you can lead others:
2. Lead Yourself
 Time management
 Organization
1. Know Yourself  Self care
 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 objectives
R 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

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
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
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 HDF 190 VIA online survey assessment, live Taking the VIA Assessment, the 5 values I received were:
statement (Sources = VIA, values class, guest speakers, teacher Fairness -JUSTICE
clarification exercises, etc.) Treating all people, the same according to notions of fairness and justice; not letting feelings bias
decisions about others.
I am strategic in any given scenario during a problem. I am very accepting to others. I love giving
awareness to everyone in the group. I am not a risk taker.
Prudence -TEMPERANCE
Being careful about one's choices; not taking risks that are bad; not saying or doing things that might
be regretful later
Hope -TRANSCENDENCE
Expecting the best in the future and working to achieve it; believing that a good future is something
that can be brought
Honesty -COURAGE
Speaking the truth but more broadly presenting oneself in a genuine way and acting in a sincere
way; being without pretense; taking responsibility for one's feelings and actions.
Perseverance -COURAGE
Finishing what one starts; persevering in a course of action despite obstacles; “getting it out the door”;
taking pleasure in completing tasks.
Sources:https://www.viacharacter.org/survey/surveys/finished/14557120?version=6
9. Student will demonstrate practice of the HDF 190 House/home, tv, guest speakers, I can really see why these were the top 5 values. I see myself using these values during my daily life.
personal values statement classroom peer sharing’s. For example, fairness, I was running an eye staring contest tournament in my house and everyone had
the same timing to start the contest. Nobody was receiving any unfair treatments and as a result
everyone received the same reward. During that event I also remember when I was being careful with
my choices and my words when people were being unpolite. I demonstrated perseverance throughout
my event and finished my tasks despite the many obstacles. As always, I am always hoping for the
best for events that I run and presenting myself with how I really feel about certain things. I feel like
honesty is always the best and most genuine way to live because you are expressing the real feelings
about things and this drives to positive change.
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 HDF 190 Strength assessment, class After taking the strength quest my 5 strengths resulted to:
Signature Themes, shadow side of discussions, guest speakers. Strategic® People exceptionally talented in the Strategic theme create alternative ways to proceed.
Strengths and/or weaknesses, and Faced with any given scenario, they can quickly spot the relevant patterns and issues.
examples of application (Source = Gallup) Restorative™ People exceptionally talented in the Restorative theme are adept at dealing with
problems. They are good at figuring out what is wrong and resolving it.
Includer® People exceptionally talented in the Includer theme accept others. They show awareness of
those who feel left out and make an effort to include them.
Significance® People exceptionally talented in the Significance theme want to make a big impact. They
are independent and prioritize projects based on how much influence they will have on their
organization or people around them.
Analytical® People exceptionally talented in the Analytical theme search for reasons and causes.
First strategic. I have always been strategic with finding different ways to solve a problem. I am also
very quick with finding the issue. When it comes to restorative which means understanding the issue
and resolving it, I am very talented at that. I have experienced many times when I was adapting to new
problems and figuring out a way to solve it. For example, when my parents were not arriving home as
they planned, and I had to take care of my siblings for an extra hour. I figured out a solution to fulfill
their desires and everything was smooth. Nobody was behaving bad according to plan. Includer and
significance is the area where I care most of others. I really do care about everyone who is or is not in
my group because I find success with others. I don’t like seeing others fall behind.
Source: https://www.strengthsquest.com/home/default.aspx
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
“Authority and Bureaucracy” theory of
leadership Weber
20. Student will describe personal application
of the above theory (Weber)
“Scientific Management” theory of
leadership by Taylor
of the above theory (Taylor)
“Management by Objectives” theory of
leadership by Drucker
of the above theory (Drucker)
25. Student will show knowledge of “Theory
X and Theory Y” theory of leadership by
MacGregor
of the above theory (MacGregor)
27. Student will show knowledge of the HDF 190 Guest Speakers Important quote from Robert Greenleaf “It begins with a natural feeling to serve, to serve first…”.
“Servant Leadership” theory of leadership Videos
by Greenleaf Readings Ten characteristics from a servant leader are Listening, Empathy, Healing, Awareness, Persuasion,
Exploring Leadership Third Edition Conceptualization, Foresight, Stewardship, Commitment to the growth of people, and Building
Community.
It is essentially the urge from your heart or the kindness to help others.
You want to help fill the desires that the people have when you come to serve them. Its not about
getting the work done. Its about building community and understanding the needs the diverse
community has.
Source: Robert Greenleaf Center, 2008 , Larry Spears,
28. Student will describe personal application HDF 190 Volunteering Servant Leadership was always a form of leadership in what I took initiative in but never knew it was
of the above theory (Greenleaf) Guest speakers named as Servant Leadership. I can see why it named as Servant leadership now. I volunteer near my
neighborhood in a food bank to give out food to homeless people and people in need. I also serve out
prepared food to the people and ask them if they need anything else. This is when the empathetic and
listening skills comes in. I really listen to the people who come in and show empathy to their stories.
Personally, I love going to this small organization because when I serve the best feeling to get is seeing
a smile from the people in need. Every person in need recognize who I am and are always happy to
see me there and communicates with me about their lives. I really have a strong commitment to serve
hard every day to make sure my people keep growing to the path of success. As I keep going, at the
end of the day, I can say that Servant Leadership is beneficial for both sides. I fulfill my desires to help
feed them, communicate with them, and bring a smile to them. And they feel a good sense of
community and they receive all their needs.
“Principle Centered Leadership” theory by
Covey
of the above theory (Covey)
31. Student will show knowledge of the “14
Points / TQM” theory of leadership by
Deming
of the above theory (Deming)
“Visionary Leadership” (now often cited
as “Transformational Leadership”) theory
by Sashkin
of the above theory (Sashkin)
“Individuals in Organizations” leadership
theory by Argyris
of the above theory (Argyris)
37. Students will demonstrate knowledge of
the “4 V’s” theory of leadership by Grace
(Center for Ethical Leadership)
of the above theory (Grace)
“Situational Leadership” theory by Hersey
& Blanchard
of the above theory (Hersey & Blanchard)
41. Student will show knowledge of the HDF 190 Guest Speakers Relational Leadership was taught in my HDF 190 class. It consists of 5 important areas which are
“Relational Leadership” model by Videos Purposeful, Inclusive, Empowering, Ethical, and Process Oriented. Purposeful means being committed
Komives, McMahon & Lucas Readings on the groups task and your role in it. Inclusive to every individual. Empowering meaning the sense of
Exploring Leadership Third Edition ownership and sharing it with others. Ethical the right and wrong with your motives. Finally, Process-
Oriented is how the group goes about with completing the task and accomplishing the purpose of the
group. How involvement is spread around the group and mainly the process for decisions. Learning the
importance of others. Building a community with a strong relationship with everyone. The importance of
others in the group is important ad to yourself.
Source: Komives, S.R., Lucas, N., & McMahon, T.R. (2013). Exploring leadership: For college students
who want to make a difference (3rd Ed.). San Francisco: Jossey-Bass, Guest Speakers.
42. Student will describe personal application HDF 190 Home activities I have shown many ways of Relational Leadership. It’s really important to build a strong relationship
of the above theory (Komives et al) Volunteering with the other group members. My high school was running a car fund raiser to raise money and I was
leading my group with cleaning cars. I asked for everyone’s opinion towards the easiest way to clean
the cars and what their ideas were to how to accomplish it. I also made everyone deiced on what they
wanted to work on based on what their talents. As we were washing the cars, I made sure everyone felt
part of the group and had some sort of contribution or ownership with a piece of the work they
accomplished for the group. For the purposeful section, we accomplished our groups goal which was to
raise a specific amount of money for the group and we all felt proud and inclusive throughout the
process.
concept of constructivism
44. Students will describe personal examples
of implementing constructivism
45. Student will demonstrate knowledge of HDF 190 Videos, Readings, books. First a four-stage cycle of learning.
the Experiential Learning Model (Kolb) First, Concrete Experience - a new experience/situation is encountered.
Second, Reflective Observation of the New Experience - of importance are any inconsistencies
between experience and understanding.
Third, Abstract Conceptualization- reflection a new idea, Learned form experience
Fourth, Active Experimentation - Applying what you learned to the world and seeing the results
This can be viewed as 1. Experience, 2 Reflection, 3 Create, and 4 Test.
It is a form of a reminder that what happens to us does not become experience without you reflecting
on it.
Source: Komives, S.R., Lucas, N., & McMahon, T.R. (2013). Exploring leadership: For college students
who want to make a difference (3rd Ed.). San Francisco: Jossey-Bass, Guest Speakers.
McLeod, S. A. (2017, October 24). Kolb - learning styles and experiential learning cycle. Simply
Psychology. https://www.simplypsychology.org/learning-kolb.html
of the Experiential Learning Model (Kolb)
47. Student will show knowledge of the HDF 190 Class discussion, guest speakers, Social change covers the main causes of a problem or where it originates from. It is not simple and
“Social Change Model of Leadership Videos. have many factors. The causes of social change is very effective. It lasts a long time and positivity is an
Development” by Astin et al outcome to success.
The seven C’s are,
Citizenship- see themselves part of a larger whole
Collaboration- Working together, sharing, common goals,
Common Purpose- Collective aims, values, and vision
Controversy with Civility- Disagreements are inevitable, different opinions heard
Consciousness of self- Aware of personal beliefs, value
Congruence- Walking the talk
Commitment- going through the whole process
Sources- Social Change Slide show and the slide show used-------
Higher Education Research Institute. (1996). A social change model of leadership development
(Version III). Los Angeles: University of California Los Angeles Higher Education Research Institute.
Komives, S.R., Wagner, W., & Associates. (2009). Leadership for a better world: Understanding the
social change model of leadership development. San Francisco: Jossey-Bass.
48. Student will describe personal application HDF 190 BLM movement, Speeches, TV I found myself using the Social Change Model in many ways but the one time I felt that I showed the
of the above theory (Astin et al) most Social Change was during the Black Lives Matter Movement. During the entire movement I
demonstrated most of the C’s that Social Change holds. Protests and Movements is one way of Social
Change and the One C that I demonstrated the most was Common Purpose. We all marched together
and repeated our beliefs about the situation. We all demonstrated the purpose of our movement. The
injustice and police brutality that police have towards black lives. We all collaborated our thoughts and
feelings about our common goals of demonstrating that we do not like todays injustice. We were
walking the talk which shows congruence and stayed committed to it. As I continue using this model, I
keep developing a stronger sense of my personal beliefs and I am able to here different
opinions/perspectives.
the “Leadership Identity Development
Model” by Komives et al
50. Students will describe personal
application of the above theory. (Komives
et al)
the Strengths-Development Model by
Hulme et al
of the above theory (Hulme et al)
behavior theories of leadership from
Michigan and Ohio State
of the above theories (Michigan & Ohio
State)
Charismatic leadership
of the above theory
contingency approach to leadership by
Fiedler
of the above theory (Fiedler)
Path-Goal theory by House
of the above theory (House)
Leader Member Exchange (LMX) theory
by Dansereau, Graen & Haga; Graen &
Cashman; Graen
of the above theory (Dansereau, Graen &
Haga; Graen & Cashman; Graen)
Leadership Substitutes Theory
of the above theory
Models of leader emergence
66. Student will describe the impact of traits
on leadership emergence and
performance
Chaos approach to leadership by
Wheatley
of the above theory (Wheatley)

Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership
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
the “Cycles of Socialization” (Harro)
theory and its uses in leadership
72. Students will demonstrate personal
application of the “Cycles of
Socialization” (Harro)
the “Cycles of Liberation” (Harro) theory
and its uses in leadership
74. Student will demonstrate personal
application of the “Cycles of Liberation”
(Harro)
the “Configuration of Power” (Franklin)
and its relationship to leadership
application of the “Configuration of
Power” (Franklin)
racial identity development (Cross &
Fhagen-Smith; Rowe, Bennett &
Atkinson; Ferdman & Gallegos; Kim;
Horse; Renn etc.)
application of model(s) of racial identity
development above
models related to gender / identity /
gender identity development (Lev;
Bussey; Bussey & Bandura; Bilodeau;
Gilligan; Belenky et al; etc.)
application of model(s) of gender identity
above
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
McIntosh’s theory of privilege and its
relationship to leadership
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
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
the ally Action Continuum by Griffin &
Harro
92 Student will demonstrate personal
application of the Action Continuum by
Griffin & Harro
Multicultural Organizational Development
Model (Jackson)
94. Student will show personal application of
the Multicultural Organizational
Development Model (Jackson)
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
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 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)
. 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
active listening techniques
110. Student will describe examples of using
active listening skills
functions of group communication by
Hirokawa
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)
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
facilitation techniques
facilitation techniques
de-briefing techniques
de-briefing techniques
framing based on psychology and its use
in group facilitation
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
of organizational analysis using the four

frames of organizations, and breaking
the frame / reframing (Bolman and Deal)
organizing meetings / setting agendas /
and leading meetings
of organizing meetings / setting
agendas / leading meetings
Parliamentary Procedure
techniques for working with difficult
people
of using techniques to work effectively
with difficult people
stages of group development
(Tuckman/Tuckman & Jensen, Bennis or
others)
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; Knowles & Knowles; etc.)
of group roles and how they contribute
to group dynamics (Johnson & Johnson;
Benne & Sheats; Knowles & Knowles;
etc.)
memberships skills in groups
of membership skills in use
Challenge and Support theory by
Sanford, and its relationship to
organizations
of using the theory of Challenge and
Support (Sanford)
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)
of planning and conducting interviews (as
the interviewer)
preparing for and effective answers in
interviews (as the interviewee)
of preparing for and being interviewed
collaboration / coalition building
(Sources: Cilente/Komives et al; NCBI;
etc.)
of working in collaboratives/coalitions
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
related to maintaining accountability as a
leader
152. Student will describe ways to build
relationships between leaders and
members
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
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
of mentoring and being mentored
160. Student will describe principles of
effective peer leadership, as well as
problems particular to peer leadership
related to being a peer leader and being
led by peers

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LEADERSHIP

Name: John Garcia Garcia

Leadership Inventory Revised 08/22/2017 1

ADVISING INFORMATION (students will include own documentation)

Leadership Inventory Revised 08/22/2017 2

CSLD Mission Statement

CSLD Vision Statement

CSLD Values Statement

MINOR IN LEADERSHIP STUDIES

MINOR ELECTIVES-9 credits

 Leadership theory and

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Leadership Inventory Revised 08/22/2017 7

2. Student will demonstrate personal,

Leadership Inventory Revised 08/22/2017 9

Third, Abstract Conceptualization- reflection a new idea, Learned form experience

This can be viewed as 1. Experience, 2 Reflection, 3 Create, and 4 Test.

Leadership Inventory Revised 08/22/2017 14

Leadership Inventory Revised 08/22/2017 16

Leadership Inventory Revised 08/22/2017 17

Leadership Inventory Revised 08/22/2017 18

Leadership Inventory Revised 08/22/2017 21

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