LEADERSHIP

DEVELOPMENT
Outcomes & Evidence
Progress Inventory*

Minor in Leadership Studies

Center for Student Leadership Development
Memorial Union
University of Rhode Island

Name: Nathaniel Shaw

Date Enrolled: 2020

Date of Graduation: 2024

*The Outcomes & Evidence Progress Inventory is the intellectual property of the Center for Student
Leadership Development (CSLD) at the University of Rhode Island and cannot be reproduced in part, or
in its entirety, without the written permission of the acting Assistant Director of the CSLD.

Contents

ABOUT THE MINOR & CENTER FOR STUDENT LEADERSHIP

DEVELOPMENT (information included)

· Center for Student Leadership Development Information

· Minor Information

· Developmental Model

ADVISING INFORMATION (students will include own documentation)

· Tracking Sheet / Advising Updates

· Syllabi of Minor Classes (Core and Electives)

· Internship

o Guidelines

o Syllabus

o Mid-term

o Final

OUTCOMES
 · Outcomes (Self-Leadership, Interpersonal and
Organizational, Leadership Theories, Inclusive Leadership,
Critical Thinking)

· Targeted Classes

· Experiences

· Evidence

CENTER FOR STUDENT LEADERSHIP

DEVELOPMENT
Office: Memorial Union Room 210 Phone: (401) 874-2726 Fax: (401) 874-5317

CSLD Mission Statement

To enhance the mission of the University of Rhode Island, The Center for Student Leadership Development aims to:

• Provide developmental opportunities for all students to become informed, inclusive, effective, and ethical leaders in the
global marketplace through the implementation of learner-centered academic, experiential, and co-curricular programming.

• Engage in research, assessment, and advancement in order to positively impact the expanding field of leadership
studies.

CSLD Vision Statement

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

CSLD Values Statement

Grounded in the Social Change Model of Leadership Development (Higher Education Research Institute), Relational
Leadership Model (Komives, Lucas, & McMahon), and Servant Leadership (Greenleaf), the URI Center for Student
Leadership Development values:
 • Engaged and experiential learning through a constructivist approach

• Inclusion, Social Justice, and Civic Engagement

• Ethical and Value-based Leadership & Relationship Building

• Innovative Assessment and Presentation Models

Minor in Leadership Studies

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

GENERAL INFORMATION

· Regardless of your major, you can minor in Leadership Studies.

· Requirements may be satisfied by completing 18 or more credits related to leadership and offered by more than one
department.

· Twelve (12) of the 18 credits must be at the 200 level of instruction or above. A course grade of “C” or better must
be earned in each graded course. At least 12 of the credits must be earned at URI.

· No course may be used to apply to both the major and minor fields of study. Courses in General Education or for
other minors may be used for the minor* (*this does not apply to students in the College of Business). With the
exception of internship credit, all courses for the minor must be taken for a grade. The Introductory class must be
taken before the internship and the capstone course.

· Application for the minor must be filed in your academic 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 Class options Notes
Element

Introductory HDF 190: FLITE Only offered in spring for first-year students
Course
or
3 credits
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 internship experience for graded credit
3 credits or

Experience through Office of Experiential Learning &

Community Engagement

or The only time the major and minor can overlap

Internship Class in Academic Major

Capstone HDF 412: Historical, Multi-ethnic & Alternative Offered only in the fall with preference given to seniors
Leadership
3 credits
or
Offered in the spring and summer with Dr. Leatham
COM 402: Leadership & Motivation

or

Offered in the fall and spring with Dr. Cooper

BUS 441: Leadership Skills Development

or

Must be in Honors or have GPA of 3.3

HPR 411/412: Honors Senior Seminar
 Portfolio HDF 492: Leadership Minor Portfolio Taken last spring semester of enrollment (some exceptions)

1 credit

MINOR ELECTIVES-9 credits

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

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 Additional Descriptive notes regarding learning and

class Experiences 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

5. Student will
demonstrate the ability
to manage stress

6. Student will express a

personal code of
leadership /
membership ethics

7. Student will
demonstrate practice of
the personal code of
ethics

8. Students will express a HDF 190 “Perspective being able to provide wise counsel to
personal values others; having ways of looking at the world that make
statement (Sources = sense to oneself/others.” viewing others point of views
VIA, values while studying what they say in order to later use that
clarification exercises, perspective as a baseline for more information and
etc.) ideas.

VIA Institute on Character. (2020). VIA

Institute on Character.

https://www.viacharacter.org/surve

y/surveys/finished/14585042?versi

on=3

9. Student will During all conversations I have or at the least, a large

demonstrate practice of
the personal values
statement
amount of them I ask questions in order to understand
the other person's point of view so that I can figure out
what they are trying to do. When I was in high school
and I was placed in a group I would try to figure out
the other group members, figuring out how they think
and what their perspective on the assignment is. Doing
 this would help me get a better idea of what the next
steps would be and I could properly work with others
with little delay.

10 Student will
demonstrate the ability
.
to lead a project from
start to finish (follow-
through)

11 Student will describe

goals and objective
.
statements regarding
personal issues, career
issues, and community
issues

12 Student will show

evidence of goals and
.
objectives that were
planned and achieved

13 Student will show

knowledge of the
.
“Hierarchy of Needs”
theory by Maslow

14 Student will show

application of
.
Maslow’s theory to
own life

15 Student will show

knowledge of the
.
theory of
Superleadership by
Manz & Sims
16 Student will show
application of Manz &
.
Sim’s theory to own
life

17 Student will describe

StrengthsQuest
.
Signature Themes,
shadow side of
Strengths and/or
weaknesses, and
examples of
application (Source =
Gallup)

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

Outcome Target Additional Descriptive notes regarding learning and practice

class Experiences

1 Student will show

knowledge of the
9.
“Authority and
Bureaucracy”
theory of
leadership Weber
2 Student will
describe personal
0.
application of the
above theory
(Weber)

2 Student will show

knowledge of the
1.
“Scientific
Management”
theory of
leadership by
Taylor

2 Student will
describe personal
2.
application of the
above theory
(Taylor)

2 Student will show

knowledge of the
3.
“Management by
Objectives”
theory of
leadership by
Drucker

2 Student will
describe personal
4.
application of the
above theory
(Drucker)

2 Student will show

knowledge of
5.
“Theory X and
Theory Y” theory
of leadership by
MacGregor
2 Student will
describe personal
6.
application of the
above theory
(MacGregor)

2 Student will show HDF 190 The servant leadership theory is based on what we should expect
knowledge of the from a leader not what we want. A servant leader thinks of others
7.
“Servant before themselves and doesn’t rely on tricks like coercion to force
Leadership” the people they want to serve to do anything. A servant leader is
theory of just how it sounds for the most part someone who serves the people
leadership by they are leading in any way possible until they are not needed
Greenleaf anymore. If you would describe someone as a servant leader you
could think of Martin Luther King Jr, “he can be described as a
charismatic individual who organized a nation to fight for civil
rights for all citizens, whereas Adolph Hitler is viewed negatively
as an example of a charismatic leader who influenced a nation to
senselessly and unmercifully kill millions of people because of
their race, religion, sexual orientation, or disability. " (Komives,
Lucas, & McMahon, 2013, p.48-49)

Komives, Susan R. Exploring Leadership: For College Students

Who Want to Make a Difference. Third edition. San Francisco:
Jossey-Bass, 2013.

2 Student will HDF A few years ago I had an assignment to create a society and a
describe personal 190 government to go along with it. During this assignment I was
8.
application of the placed into a group with one other person, I had my own idea of
above theory what could be done but since I had a partner to work with I had to
(Greenleaf) put my partners idea ahead of most of mine. I didn’t mind taking a
step back because I felt that it was something that I needed to do so
I put others before myself.

2 Student will show

knowledge of the
9.
“Principle
Centered
Leadership”
theory by Covey
3 Student will
describe personal
0.
application of the
above theory
(Covey)

3 Student will show

knowledge of the
1.
“14 Points /
TQM” theory of
leadership by
Deming

3 Student will
describe personal
2.
application of the
above theory
(Deming)

3 Student will show

knowledge of the
3.
“Visionary
Leadership” (now
often cited as
“Transformational
Leadership”)
theory by Sashkin

3 Student will
describe personal
4.
application of the
above theory
(Sashkin)

3 Student will show

knowledge of the
5.
“Individuals in
Organizations”
leadership theory
by Argyris
3 Student will
describe personal
6.
application of the
above theory
(Argyris)

3 Students will
demonstrate
7.
knowledge of the
“4 V’s” theory of
leadership by
Grace (Center for
Ethical
Leadership)

3 Student will
describe personal
8.
application of the
above theory
(Grace)

3 Student will show

knowledge of the
9.
“Situational
Leadership”
theory by Hersey
& Blanchard

4 Student will
describe personal
0.
application of the
above theory
(Hersey &
Blanchard)
4 Student will show HDF 190 Relational leadership is a concept of grouping people together in
knowledge of the order to create a process that helps effectively communicate with
1.
“Relational other individuals. It is basically a fancy way of saying teamwork
Leadership” but not in the traditional sense where you have one leader and other
model by people filling in the parts of the team that act as the gears to the
Komives, machine in a way of speaking. Relational leadership in the form of
McMahon & teamwork is a consensus between individuals that come together to
Lucas find a good place that is mutually beneficial to all.

An Introduction to Relational Leadership. (2020) URI Center For

Student Leadership Development. Retrieved from
https://brightspace.uri.edu/content/enforced/90813-
2206_222426_7000_0000_6W2/HDF%20190%20Relational%20L
eadership%20updated%20(3).pptx.pdf?_&d2lSessionVal=4XuLR
W860vYN10Na16F1awwOI&ou=90813
Komives, Susan R. Exploring Leadership: For College Students
Who Want to Make a Difference. Third edition. San Francisco:
Jossey-Bass, 2013.

4 Student will HDF In my own words Relation leadership is just a fancy term for
describe personal 190 teamwork, however it goes deeper than that too. I guess the best
2.
application of the way to explain it is when working with others there is a mutual
above theory understanding between others in order to come to a consensus. I
(Komives et al) have done something like this when I used to play ultimate frisbee
and how my teammates and I had to figure out ways to win while
taking in other perspectives and ideas.

4 Student will show HDF Constructivism is a concept that deals with people creating their
knowledge of the 190 own way of knowledge based on prior learning experiences.
3.
concept of “Constructivism is ‘an approach to learning that holds that people
constructivism actively construct or make their own knowledge and that reality is
determined by the experiences of the learner (Elliott et al., 2000, p.
256).”

Mcleod, S. (2019, July 17). Constructivism as a Theory

for Teaching and Learning. Simply

Psychology.

https://www.simplypsychology.org/constructivi

sm.html
4 Students will In the past I have discovered new things and experienced different
describe personal people’s perspectives. I would figure things out on my own using
4.
examples of knowledge I had gained in the past to explain new experiences. In a
implementing way you could say searching something up is constructivism due to
constructivism you learning how to do it through prior experience and later doing
the same when you find out a new word or phrase. It can be
considered the same thing as falling when you are a child and later
you don’t make that same mistake. It can be viewed as something
based on past experiences that may affect how you think.

4 Student will
demonstrate
5.
knowledge of the
Experiential
Learning Model
(Kolb)

4 Student will
describe personal
6.
application of the
Experiential
Learning Model
(Kolb)
4 Student will show HDF 190 Social change is a complex form of leadership development that
knowledge of the can be broken down into several different parts having to do with
7.
“Social Change groups, individual, and community values. Assumptions consist of
Model of social responsibility, Collaborative, and Values based but there are
Leadership more. In some ways social change is perspective based. It is how
Development” by people perceive what they think social change is in order to
Astin et al determine if something truly is social change. "Within any change
efforts, there are those working directly with an issue, called
advocates, and those who support those working directly with the
issue called allies"(Komives, Lucas, & McMahon, 2013, p. 447).

Camba-Kelsy, M. J. (2020). Overview of the Social Change Model

of Leadership Development. Retrieved 2020, from Brightspace.uri

Komives, Susan R. Exploring Leadership: For College Students

Who Want to Make a Difference. Third edition. San Francisco:
Jossey-Bass, 2013.

4 Student will The social change model is a matter of perspective and what we
describe personal think it is. For myself social change is getting results but “results”
8.
application of the can vary depending on the circumstances. I see something like
above theory getting others to join a cause for the betterment of something is a
(Astin et al) form of getting results but doing something negative or harmful can
do the same thing. I personally don’t participate in anything
remotely similar to joining a cause for the betterment of anything
but I do think that it is a step to getting through to the main result.

4 Students will
demonstrate
9.
knowledge of the
“Leadership
Identity
Development
Model” by
Komives et al

5 Students will
describe personal
0.
application of the
above theory.
(Komives et al)
5 Students will
demonstrate
1.
knowledge of the
Strengths-
Development
Model by Hulme
et al

5 Student will
describe personal
2.
application of the
above theory
(Hulme et al)

5 Student will
demonstrate
3.
knowledge of
behavior theories
of leadership from
Michigan and
Ohio State

5 Student will
describe personal
4.
application of the
above theories
(Michigan &
Ohio State)

5 Student will
demonstrate
5.
knowledge of
Charismatic
leadership

5 Student will
describe personal
6.
application of the
above theory
5 Student will
demonstrate
7.
knowledge of
contingency
approach to
leadership by
Fiedler

5 Student will
describe personal
8.
application of the
above theory
(Fiedler)

5 Student will
demonstrate
9.
knowledge of
Path-Goal theory
by House

6 Student will
describe personal
0.
application of the
above theory
(House)

6 Student will
demonstrate
1.
knowledge of
Leader Member
Exchange (LMX)
theory by
Dansereau, Graen
& Haga; Graen &
Cashman; Graen

6 Student will
describe personal
2.
application of the
above theory
(Dansereau,
Graen & Haga;
 Graen &
Cashman; Graen)

6 Student will
demonstrate
3.
knowledge of
Leadership
Substitutes
Theory

6 Student will
describe personal
4.
application of the
above theory

6 Student will
demonstrate
5.
knowledge of
Models of leader
emergence

6 Student will
describe the
6.
impact of traits on
leadership
emergence and
performance

6 Student will
demonstrate
7.
knowledge of
Chaos approach
to leadership by
Wheatley

6 Student will
describe personal
8.
application of the
above theory
(Wheatley)
Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership

Outcome Target Additional Descriptive notes regarding learning and

class Experiences 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,
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
(Pope)

96 Student will show

personal application of
.
the Multicultural
Change Intervention
Matrix

97 Student will create a

personal code of
.
inclusive leadership

Outcome Category: Critical Thinking

Outcome Target Additional Descriptive notes regarding learning and

class Experiences practice

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

10 Student will show

knowledge of
0.
metaphorical analysis to
critically analyze self
and leadership situations
10 Student will demonstrate
proficiency of
1.
metaphorical analysis to
critically analyze self
and leadership situations

10 Student will show

knowledge of at least
2.
five decision making
methods

10 Student will describe

personal examples of
3.
having used five
decision making
methods

10 Student will show

knowledge of at least
4.
five problem solving /
conflict management
methods, as well as
understanding the roots
of conflicts

10 Student will describe

personal examples of
5.
having used five
problem solving /
conflict management

10 Student will
demonstrate the ability
6.
to synthesize multiple
knowledge perspectives
(course work),
competencies
(communication,
writing, information
literacy or
mathematical/statistical
skills) and
responsibilities (global,
 diversity & inclusion or
civic knowledge)

10 Student will demonstrate

knowledge of leadership
7.
that is used in crisis (i.e.,
James & Wooten;
Garvin; Covey;
Frohman; Lalonde;
Schoenberg; Joni;
Braden et al; etc.)

10 Student will describe

examples of leadership
8.
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 Targ Additional Descriptive notes regarding learning

et Experiences and practice
class

1 Student will
demonstrate
0
knowledge of active
9 listening techniques
.
1 Student will
describe examples
1
of using active
0 listening skills
.

1 Student will
demonstrate
1
knowledge of
1 functions of group
. communication by
Hirokawa

1 Student will
describe personal
1
application of
2 functions of group
. communication
(Hirokawa)

1 Student will show

knowledge of
1
techniques
3 regarding giving
. and accepting of
feedback

1 Student will
describe examples
1
of giving and
4 accepting feedback.
.

1 Student will show

knowledge of the
1
7D coaching model
5 (Knott)
.

1 Student will
demonstrate
1
6 personal application
of the 7D Model
.
(Knott)

1 Student will show

knowledge of
1
elements of a
7 Crucial
. Conversation and
steps to maintain
dialogue and move
to action (Patterson,
McMillian &
Switzler)

1 Student will
describe examples
1
of engaging in a
8 Crucial
. Conversation

1 Student will
demonstrate
1
knowledge of
9 facilitation
. techniques

1 Student will
demonstrate
2
proficiency of
0 facilitation
. techniques

1 Student will
demonstrate
2
knowledge of de-
1 briefing techniques
.

1 Student will
demonstrate
2
2 proficiency of de-
briefing techniques
.

1 Student will
demonstrate
2
knowledge of
3 framing based on
. psychology and its
use in group
facilitation

1 Student will
demonstrate
2
proficiency of
4 framing based on
. psychology and its
use in group
facilitation

1 Student will
demonstrate
2
knowledge the four
5 frames of
. organizations, and
the meaning of
reframing by
Bolman and Deal

1 Student will
describe personal
2
application of
6 organizational
. analysis using the
four frames of
organizations, and
breaking the frame /
reframing (Bolman
and Deal)

1 Student will show

knowledge of
2
organizing meetings
/ setting agendas /
7 and leading
meetings
.

1 Student will
describe personal
2
examples of
8 organizing meetings
. / setting agendas /
leading meetings

1 Student will show

knowledge of
2
Parliamentary
9 Procedure
.

1 Student will show

knowledge of
3
techniques for
0 working with
. difficult people

1 Student will
describe personal
3
examples of using
1 techniques to work
. effectively with
difficult people

1 Student will show

knowledge of the
3
stages of group
2 development
. (Tuckman/Tuckman
& Jensen, Bennis or
others)

1 Student will
describe personal
3
examples of group
development in use
(Tuckman/Tuckman
3 & Jensen, Bennis or
others).
.

1 Student will show

knowledge of group
3
roles and how they
4 contribute to group
. dynamics (Johnson
& Johnson; Benne
& Sheats; Knowles
& Knowles; etc.)

1 Student will
describe personal
3
examples of group
5 roles and how they
. contribute to group
dynamics (Johnson
& Johnson; Benne
& Sheats; Knowles
& Knowles; etc.)

1 Student will show

knowledge of
3
effective
6 memberships skills
. in groups

1 Student will
describe personal
3
examples of
7 membership skills
. in use

1 Student will show

knowledge of the
3
Challenge and
8 Support theory by
. Sanford, and its
relationship to
organizations
1 Student will
describe personal
3
examples of using
9 the theory of
. Challenge and
Support (Sanford)

1 Student will show

knowledge of the
4
construction /
0 elements of
. informative and
persuasive speeches

1 Student will
demonstrate
4
proficiency in
1 informative and
. persuasive public
speaking

1 Student will show

knowledge of
4
planning and
2 conducting
. interviews (as the
interviewer)

1 Student will
describe personal
4
examples of
3 planning and
. conducting
interviews (as the
interviewer)

1 Student will show

knowledge of
4
preparing for and
4 effective answers in
. interviews (as the
interviewee)
1 Student will
describe personal
4
examples of
5 preparing for and
. being interviewed

1 Student will show

knowledge of
4
effective
6 collaboration /
. coalition building
(Sources:
Cilente/Komives et
al; NCBI; etc.)

1 Student will
describe personal
4
examples of
7 working in
. collaboratives/coalit
ions

1 Student will
demonstrate
4
knowledge of
8 techniques to
. communicate and
engage in difficult
dialogues related to
diversity and
inclusion.

1 Student will
demonstrate
4
proficiency in
9 communicating and
. engaging in difficult
dialogues related to
diversity and
inclusion.
1 Student will
describe ways to
5
maintain
0 accountability in
. leadership / member
relationships

1 Student will
describe personal
5
examples related to
1 maintaining
. accountability as a
leader

1 Student will
describe ways to
5
build relationships
2 between leaders and
. members

1 Student will
describe personal
5
examples of
3 building
. relationships with
members as a leader

1 Student will
describe how
5
credibility applies to
4 leadership, as well
. as the characteristics
and skills of a
credible leader

1 Student will
describe personal
5
examples of
5 building,
. maintaining, and
repairing his/her
 own credibility as a
leader

1 Student will
describe ethical
5
standards in
6 influence
.

1 Student will
describe influence
5
applies to leadership
7
.

1 Student will
describe principles
5
of effective
8 mentoring, as well
. as problems
particular to the
mentoring
relationship

1 Student will
describe personal
5
examples of
9 mentoring and being
. mentored

1 Student will
describe principles
6
of effective peer
0 leadership, as well
. as problems
particular to peer
leadership

1 Student will
describe personal
6
examples related to
being a peer leader
1 and being led by
peers
.