LEADERSHIP

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

Name: Kylie Engleman

Date Enrolled: 2021
Date of Graduation: 2025

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

Leadership Inventory Revised 08/22/2017 1

CONTENTS
ABOUT THE MINOR & CENTER FOR STUDENT LEADERSHIP DEVELOPMENT (information included)
 Center for Student Leadership Development Information
 Minor Information
 Developmental Model

ADVISING INFORMATION (students will include own documentation)

 Tracking Sheet / Advising Updates
 Syllabi of Minor Classes (Core and Electives)
 Internship
o Guidelines
o Syllabus
o Mid-term
o Final

OUTCOMES
 Outcomes (Self-Leadership, Interpersonal and Organizational, Leadership Theories, Inclusive Leadership,
Critical Thinking)
 Targeted Classes
 Experiences
 Evidence

Leadership Inventory Revised 08/22/2017 2

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

CSLD Mission Statement

To enhance the mission of the University of Rhode Island, The Center for Student Leadership Development aims to:
• Provide developmental opportunities for all students to become informed, inclusive, effective, and ethical leaders in the global marketplace through the implementation of
learner-centered academic, experiential, and co-curricular programming.
• Engage in research, assessment, and advancement in order to positively impact the expanding field of leadership studies.

CSLD Vision Statement

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

CSLD Values Statement

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

MINOR IN LEADERSHIP STUDIES

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

GENERAL INFORMATION
 Regardless of your major, you can minor in Leadership Studies.
 Requirements may be satisfied by completing 18 or more credits related to leadership and offered by more than one department.
 Twelve (12) of the 18 credits must be at the 200 level of instruction or above. A course grade of “C” or better must be earned in each graded course. At least 12 of the credits
must be earned at URI.
 No course may be used to apply to both the major and minor fields of study. Courses in General Education or for other minors may be used for the minor* (*this does not
apply to students in the College of Business). With the exception of internship credit, all courses for the minor must be taken for a grade. The Introductory class must be taken
before the internship and the capstone course.
 Application for the minor must be filed in your academic dean’s office no later than the beginning of the final semester or term.
 Approval of the minor does not guarantee that the suggested courses will be available to you on a schedule correlated with your graduation plans nor guarantee space in any
required course.
Leadership Inventory Revised 08/22/2017 3
CORE REQUIREMENTS- 9 Credits
Required Element Class options Notes
Introductory Course HDF 190: FLITE Only offered in spring for first-year students
3 credits or
HDF 290: Modern Leadership Issues Offered Fall and Spring for sophomores & juniors

Internship HDF 417: Leadership Internship Requires 40 hours/credit with a min. of 80 hours & a max. of 120 hours of documented
3 credits or internship experience for graded credit
Experience through Office of Experiential Learning & Community Engagement
or
Internship Class in Academic Major The only time the major and minor can overlap

Capstone HDF 412: Historical, Multi-ethnic & Alternative Leadership Offered only in the fall with preference given to seniors
3 credits or
COM 402: Leadership & Motivation Offered in the spring and summer with Dr. Leatham
or
BUS 441: Leadership Skills Development Offered in the fall and spring with Dr. Cooper
or
HPR 411/412: Honors Senior Seminar
Must be in Honors or have GPA of 3.3

Portfolio HDF 492: Leadership Minor Portfolio Taken last spring semester of enrollment (some exceptions)
1 credit

MINOR ELECTIVES-9 credits

*Additional classes may be appropriate and therefore added to the list; see CSLD for the most updated list or bring a class that you think should be an elective

AAF 300: Civil Rights Movement in the US
BUS 341: Organizational Behavior
BUS 342: Human Resource Management
BUS 441: Leadership & Motivation (capstone option)
BUS 443: Organizational Design & Change
BUS 448: International Dimensions of Business
BUS 449: Entrepreneurship
COM 100: Communication Fundamentals
COM 202: Public Speaking
COM 208: Argumentation and Debate
COM 210: Persuasion: The Rhetoric of Influence
COM 221: Interpersonal Communication
COM 250: Small Group Communication
COM 302: Advanced Public Speaking
COM 308: Advanced Argumentation
COM 322: Gender & Communication
COM 351: Oral Comm. in Business & the Professions
COM 361: Intercultural Communication
COM 383: Rhetorical Theory
COM 385: Communication and Social Influence
COM 402: Leadership and Motivation (capstone option)
COM 407: Political Communication
COM 415: The Ethics of Persuasion
COM 421: Advanced Interpersonal Communication
COM 422: Communication and Conflict
COM 441: Race, Politics and the Media
COM 450: Organizational Communication
COM 461/462: Managing Cultural Differences in Organizations
CSV 302: URI Community Service
GWS 150: Introduction to Women’s Studies
GWS 310: Race, Class, Sexuality in Women’s Lives
GWS 350: International Women’s Issues
HDF 190: First‐Year Leaders Inspired to Excellence (FLITE)
(introductory course option)
HDF 290: Modern Leadership Issues (introductory course
option)
HDF 291: Rose Butler Browne Program Peer Mentoring Program
HDF 412: Historical, Multi‐Ethnic, & Alternative Leadership
(capstone option)
HDF 413: Student Organization Leadership Consulting
HDF 414: Leadership for Activism and Social Change
HDF 416: Leadership in Organizations
HDF 417: Leadership Minor Internship
HDF 437: Law & Families in the U.S.
HDF 450: Introduction to Counseling
HPR 118: Honors Course in Speech Communications
HPR 203: The Prepared Mind
HPR 412: Honors Seminar (capstone option)
MSL 101: Introduction to Military Leadership
MSL 201: Leadership & Military History
MSL 201: Military Skills and History of Warfare
MSL 202: Leadership & Team Building
MSL 301: Leadership & Management
PEX 375: Women in Sport ‐ Contemporary Perspectives
PHL 212: Ethics
PSC 304: Introduction to Public Administration
PSC 369: Legislative Process and Public Policy
PSC 504: Ethics in Public Administration
SOC300/WMS350: Women and Work
THE 221: Stage Management
THE 341: Theater Management
Leadership Inventory Revised 08/22/2017 4
HDF 415: FLITE Peer Leadership

Leadership Inventory Revised 08/22/2017 5

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

Leadership Inventory Revised 08/22/2017 6

OUTCOMES
In this section, you will track your progress toward the outcomes. Each class in the minor targets different outcomes; all of the classes list these
outcomes on the syllabi (the words “goals” or “curriculum areas” may be used instead). In many of our classes, the assignments can serve as your
evidence. Periodically, and not less than at the end of each semester, you should update your outcomes progress. In the “ additional experiences”
column, name additional classes or experiences that contributed to you becoming proficient in that outcome. As the semesters pass, you will think of
things from recent semesters and semesters further in the past, or people or jobs, etc. in your past that also influenced your progress on that outcome.
Do not let that ambiguity upset you. Reflecting on development is not a linear process, but it does help to reflect often. In the “descriptive notes”
column, share insights about your growth, lack of progress, successes, stumbling blocks, etc. At the end of each section, you need to include evidence
that supports your development toward the outcomes. Copies of papers, grading sheets, evaluation letters—anything that shows that someone has
determined that you have demonstrated proficiency (or not, or are making progress). Make sure to keep electronic copies of all of your evidence to
include in your Portfolio.

Leadership Inventory Revised 08/22/2017 7

Outcome Category: Self-Leadership
Outcome
1. Student will demonstrate autonomy and a
minimized need for approval
2. Student will demonstrate personal,
organizational, and academic examples of
self-discipline
3. Student will demonstrate the ability to
manage emotions
4. Student will demonstrate knowledge of
stress management methods
5. Student will demonstrate the ability to
manage stress
6. Student will express a personal code of
leadership / membership ethics
Target class Additional Experiences Descriptive notes regarding learning and practice
HDF 190 Student Alumni Association When I joined the Student Alumni Association fresh into getting to URI, I was afraid about the time
commitment being in a club like that would be. I was also afraid that the upperclassman would judge
me because I am a freshman. But, upon joining the club, I took initiative in many of the meetings and
demonstrated the fact that I am responsible enough to handle being in SAA as a freshman. I have also
stopped seeking approval from the upperclassman because they all have flaws, just like me.
PRS 200, HDF 190, Alpha Chi Omega Sorority I am a generally motivated student, as a former gifted kid, I thrive on academic validation. But I am also
COM 202 a chronic procrastinator. As my course load and amount of extra-curricular responsibilities have started
to get more intense, I have found that procrastination will be my downfall if I don’t control it. Within my
personal life, I have found that I need to limit the amount of time I spend talking to my friends on the
phone, as this often enables my procrastination. Organizationally, I now have a sticky notes app on my
laptop that displays all upcoming assignments and their due dates right when I open my home screen.
Academically, I have now started to attend weekly study hours with my sorority to force myself to focus
on my work without the distractions of my dorm.
COM 202, SCM Student Alumni Association I have struggled with chronic anxiety since around twelve years old. Although it has improved greatly
105, HDF 190 since my diagnosis all those years ago, I still struggle with it daily. I am a public relations major, one of
the most presentation-based majors at URI, but I am absolutely terrified of public speaking. I have had
to take many steps to overcome my speaking anxiety since going to college, the most helpful being:
remembering that everyone in the room is just as in their head as you are. I also use the calm app to
calm myself down in stressful situations and to recenter my thinking. This practice was what got me
through my servant leadership speech and continues to help me in my position in the Student Alumni
Association.
COM 202, HDF 190 Day Chair for Alpha Chi Omega Entering college, I experienced more stress than ever before. Classes were harder, buildings were
bigger, and homework assignments were much longer. I quickly had to learn new stress management
skills to deal with all the newness I was experiencing. I now take daily decompression walks every time
I feel myself getting too overwhelmed or burnt out. These skills became even more important when I
was selected to be a day chair during recruitment for my sorority. Although hard at first, I’ve found that
my daily walks to decompress have really adjusted me well to the stress of college and I hope to
continue this stress management activity as work picks up for both HDF 190 and COM 202.
Bumgardner, W. (2020, December 3). Walking can help with depression and build mental sharpness.
Verywell Fit. Retrieved March 10, 2022, from https://www.verywellfit.com/walking-for-your-
mind-and-spirit-3432871 
COM 202, HDF 190 On-campus job Now that I am halfway through the second semester of my freshman year, I have taken on many
outside of the classroom responsibilities. My biggest responsibility being an on-campus job at the
costal institute. I work remotely nine hours a week and work my other five hours in the office on
Fridays. I spend my time doing anything from data entry, social media work, website updates, and
event coordination. Many of these tasks are very time consuming and often require entire “workdays”
devoted to them, making my coursework wait. Although, this sometimes gets incredibly stressful it is
also extremely rewarding when I complete a task and receive good grades on my homework. Weekly, I
make sure to care out time in my schedule to get everything that I need to done and done well. I also
take daily stress management walks to recenter myself and gain some much-needed perspective.
HDF 190 Camp Counselor * In HDF 190 we had a long discussion about how our personal code of ethics comes into play through
our leadership. After much deliberation, my group, determined that the most morally wrong decision to
make would be to leave your home during a covid isolation period. This was determined because it
was the only option provided that could result in loss of human life. My group then determined that the
Leadership Inventory Revised 08/22/2017 8

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
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)
most morally okay thing to do on the list was to take $20 you find on the street. Although I personally
would look for the owner of the $20 before taking it for myself, taking it was not as harmful as many
things on that list. My personal code of leadership is to lead by taking care of others. I do this by
delegating tasks to my group and making sure everyone is okay with their jobs.
HDF 190 Presidential Service Award My personal code of ethics has always been important to me, especially as I made a switch in religion
from catholic to agnostic. My faith has always been based on ethics and outlooks rather than evidence
or outside influences. I believe in doing everything with good intentions, although that proves to be
rather difficult sometimes. I want to leave the world better than I found it through my thoughts, words,
and actions. This code is why I became so involved in service during my high school years. I wanted to
improve the environment around me so others could also feel that good intentions are everything when
it comes to day-to-day life. Due to my dedication to service, I received the Presidential Service Award
for outstanding service to my community twice. I did not serve for this award, and I did not stop serving
after I received it, I served because I genuinely believe that if you put good things into the world, good
things will find their way to back to you.
HDF 190 Student Council As part of instruction for HDF 190, I was asked to come up with a personal values statement that
reflects my code of ethics. The code I came up with was “put into it that which you would like to get out
of it.” I picked this code because I believe that if you do good things and put good energy into the world
then good things and good energy will come your way. I think this fits very well with my top value of
perspective as I always think about the good, I could be doing for the world and not just myself.
https://www.viacharacter.org/surveys/finished/22187067
HDF 190 Day Chair for Alpha Chi Omega As an elected Day Chair for Alpha Chi Omega’s spring and fall recruitment I have had to start and
complete many large projects on my own. I was solely in charge for our spring open house event in
which I had to: pick a theme, choose and purchase décor, check in on budgeting, pick a crew to assist
me, set up, attend the entire event, and tear it all down. This was an exhausting and time-consuming
task and it caused me many late nights and small panic attacks. But, when I saw everyone taking
photos at the photobooth I created or admiring the cand hearts I purchased as decorations, I couldn’t
have been prouder. I saw my ideas come to life and it was an amazing feeling.
HDF 190 Lake Greeley Camp During HDF 190 I was instructed to take the Gallup Strengths Assessment to find out what leadership
strengths I possess. The main theme of my results was people skills and communication as the two
that resonated with me most were woo and communication. These strengths made sense to me as I
am a Public Relations major, and both woo, and communication are essential skills needed for the
field. However, there are significant shadow sides to communication and woo as I tend to spend too
much time talking during group work and am very focused on the approval aspect of meeting new
people. This fits with two of my core Gallup strengths: empathy & woo because as much as they are
Leadership Inventory Revised 08/22/2017 9
 strengths for me to make friends and be a nice and effective leader, they are also weaknesses as I
tend to be a people pleaser.
https://mygallup.com
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 class Additional Descriptive notes regarding learning and practice
Experiences
19. Student will show knowledge of the
“Authority and Bureaucracy” theory
of leadership Weber
20. Student will describe personal
application of the above theory
(Weber)
21. Student will show knowledge of the
“Scientific Management” theory of
leadership by Taylor
22. Student will describe personal
application of the above theory
(Taylor)
23. Student will show knowledge of the
“Management by Objectives” theory
of leadership by Drucker
24. Student will describe personal
application of the above theory
(Drucker)
25. Student will show knowledge of
“Theory X and Theory Y” theory of
leadership by MacGregor
26. Student will describe personal
application of the above theory
(MacGregor)
27. Student will show knowledge of the HDF 190 Presidential Service Award Through our study of servant leadership, I learned that, according to Robert Greenleaf, “A servant leader is a
“Servant Leadership” theory of recipient servant first’. That quote means that, in order to be effective in service, one must first reexamine their motives for
leadership by Greenleaf serving and make sure they are in a serving mindset. My chosen Greenleaf trait is empathy which relates to
servant leadership because “The servant leader strives to understand and empathize with those whom they
serve. They accept and recognize one’s talents and unique abilities” (beyondinsurance). 
https://www.beyondinsurance.com/blog/servant-leaderselfless-empathetic-and-aware
https://www.greenleaf.org
28. Student will describe personal HDF 190 Presidential Service Award I utilized the aspects of servant leadership during my many high school service projects. I often found myself
application of the above theory reexamining my motives for serving as much as I did in high school to make sure I wasn’t doing it for the wrong
Leadership Inventory Revised 08/22/2017 10
 (Greenleaf) reasons. I didn’t want to be thought of as the type of the person that only does good things to be recognized as a
good person.
https://www.greenleaf.org
29. Student will show knowledge of the
“Principle Centered Leadership”
theory by Covey
30. Student will describe personal
application of the above theory
(Covey)
31. Student will show knowledge of the
“14 Points / TQM” theory of
leadership by Deming
32. Student will describe personal
application of the above theory
(Deming)
33. Student will show knowledge of the
“Visionary Leadership” (now often
cited as “Transformational
Leadership”) theory by Sashkin
34. Student will describe personal
application of the above theory
(Sashkin)
35. Student will show knowledge of the
“Individuals in Organizations”
leadership theory by Argyris
36. Student will describe personal
application of the above theory
(Argyris)
37. Students will demonstrate HDF 190 The 4-V model of leadership of values, vision, voice, and virtue helps to connect internal beliefs and values with
knowledge of the “4 V’s” theory of the external world. This model is used for the common good of all people. Each person has an individual set of
leadership by Grace (Center for values and virtues that they use in their own leadership style. A leader can also use vision and voice during the
Ethical Leadership) planning process of group work.

38. Student will describe personal
application of the above theory
(Grace)
https://www.toolshero.com/leadership/ethical-leadership/
HDF 190 Presidential Service Award I utilized the 4-V model of leadership when I was delegating roles during my summer service volunteer work. It
was a religious trip to build houses for those in need and we all had to use our personal code of values to decide
which houses needed to be worked on first. We also utilized voice and vision to plan out our builds and make sure
the families we were helping knew what was going on every step of the way. We also used virtue throughout the
entire project as we built the homes entirely for free and poured everything we had into our work. I hope to use
this method more during my group service project for HDF 190.

https://www.toolshero.com/leadership/ethical-leadership/
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 Alpha Chi Omega Sorority The “Relational Leadership” model was first introduced to me in HDF 190 and emphasized that people come first.
“Relational Leadership” model by Alumni Chair The model is made up of five components that I hope to utilize during my group service project from HDF 190 as
Leadership Inventory Revised 08/22/2017 11
 Komives, McMahon & Lucas
42. Student will describe personal
application of the above theory
(Komives et al)
43. Student will show knowledge of the
concept of constructivism
44. Students will describe personal
examples of implementing
constructivism
45. Student will demonstrate knowledge
of the Experiential Learning Model
(Kolb)
46. Student will describe personal
application of the Experiential
Learning Model (Kolb)
47. Student will show knowledge of the
“Social Change Model of Leadership
Development” by Astin et al
well as in my committee work as the Alumni Chair for Alpha Chi Omega sorority. The first component is inclusion
which is satisfied when a leader listens to the opinions and ideas of every one of their group members. The
second component of the model is empowerment, which is incredibly important during the first stages of group
cohesion. A leader should make sure every group member feels involved in the group decision making process.
The third component of “Relational Leadership” is purposefulness or commitment to an individual and overall goal.
This is important in my alumni chair position as everyone in my group is constantly working toward a common
goal. The fourth component of the model is ethical behaviors, this is extremely important as an effective leader
stays true to their morals. The final and most important component of the model is process orientation. Process
orientation is focused on how the group functions as a team. This is useful for both HDF and Alpha Chi because it
is always important to make sure your team is working together effectively.
The 5 components of the relational leadership style of leading. Baltimore Mediation. (2018, November 30).
Retrieved March 28, 2022, from https://www.baltimoremediation.com/5-components-relational-
leadership-style-leading/ 
HDF 190, PRS PRS 200 Group work The “Relational Leadership” model really spoke to me during its introduction in HDF 190. It spoke to me because
200 it’s all about putting people and their needs first before yourself. My top Gallup Strength is empathy and this model
really spoke to the empathetic side of me because I often unintentionally put others first. An example of this would
be in my PRS 200 class where our final is a large group project. I was nominated by my group members as the
leader, making it my job to assign roles to everyone so that the project can be completed in a timely manner. I
found myself listening to each member of my group tell me which parts of the assignment they felt they could
excel at and used that to make my final decisions. Although there were a few group members that wanted parts of
the project I felt more comfortable with, I gave them those roles because I wanted to keep group morale high. This
has been a very useful tactic so far and our group cohesion is amazing. I hope to use this leadership model again
during my upcoming HDF 190 group project.
The 5 components of the relational leadership style of leading. Baltimore Mediation. (2018, November 30).
Retrieved March 28, 2022, from https://www.baltimoremediation.com/5-components-relational-leadership-style-
leading/ 
HDF 190 Camp Counselor The concept of constructivism is defined by SUNY University at Buffalo as: “the theory that says learners
construct knowledge rather than just passively take in information.” People form their own perceptions of the world
as they grow and change. The same could be said about the knowledge they have been taught earlier in life.
https://www.buffalo.edu/catt/develop/theory/constructivism.html
HDF 190 Day Chair position in Alpha Chi I implemented constructivism into my routine when I was a camp counselor in June 0f 2019. Although I was
Omega teaching large groups of kids the exact same skills, I found that each individual child would have a different
approach to the material. These ideas and opinions would change a lot as the summer progressed and that’s
when I realized that there isn’t one single correct way to take in new information. I hope to utilize constructivism in
HDF 190.
HDF 190 Diversity Dialogues The social change model teaches that leadership is collaborative, leadership can only be successful when people
work together. The model also teaches that leadership is: “socially responsible, and it impacts change on behalf of
others”. This means that leadership can make waves on behalf of individuals who don’t see themselves as
leaders in a traditional sense. Leadership is open to all people, and anyone can become a leader if their values
are in the right place.
Leadership Inventory Revised 08/22/2017 12

48. Student will describe personal
application of the above theory
(Astin et al)
https://www.dickinson.edu/info/20380/student_leadership/3795/
social_change_model_of_leadership_development
HDF 190 Diversity Dialogues I have personally applied the “Social Change Model of Leadership Development” during my diversity dialogues
with my sorority. Once a month, a sister can sign up and talk about their heritage, traditions, or something that is
important to them. These dialogues empower the women giving them to become leaders as they are education a
large group of girls that might not be aware of the subject that is being presented. This shows that leadership is for
all people, leadership is collaborative, and that leadership is socially responsible. These women are being socially
responsible when they educate our members on issues surrounding the world and our campus and speaking for
many individuals that wouldn’t have had the chance to do so.

https://www.dickinson.edu/info/20380/student_leadership/3795/
social_change_model_of_leadership_development
49. Students will demonstrate
knowledge of the “Leadership
Identity Development Model” by
Komives et al
50. Students will describe personal
application of the above theory.
(Komives et al)
51. Students will demonstrate
knowledge of the Strengths-
Development Model by Hulme et al
52. Student will describe personal
application of the above theory
(Hulme et al)
53. Student will demonstrate knowledge
of behavior theories of leadership
from Michigan and Ohio State
54. Student will describe personal
application of the above theories
(Michigan & Ohio State)
55. Student will demonstrate knowledge
of Charismatic leadership
56. Student will describe personal
application of the above theory
57. Student will demonstrate knowledge
of contingency approach to
leadership by Fiedler
58. Student will describe personal
application of the above theory
(Fiedler)
59. Student will demonstrate knowledge
of Path-Goal theory by House
60. Student will describe personal
application of the above theory
(House)
61. Student will demonstrate knowledge
of Leader Member Exchange (LMX)
theory by Dansereau, Graen &
Haga; Graen & Cashman; Graen
Leadership Inventory Revised 08/22/2017 13
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 14

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,
Disability, Social Class (Dillon et al;
Fowler; Parks; Astin et al; Peek; Smith;
Leadership Inventory Revised 08/22/2017 15
 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 HDF 190 PRS 200 Group Work My personal code of inclusive leadership is to put people first. When you put the people in your group
inclusive leadership first, cohesion will increase because your group members feel heard and supported. No one should
Leadership Inventory Revised 08/22/2017 16
 feel that they are less important than anyone else in the group because of poor leadership.

Outcome Category: Critical Thinking

Outcome Target class Additional Experiences Descriptive notes regarding learning and 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
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)
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.)
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Outcome Category: Interpersonal and Organizational Concepts & Skills

Outcome Target Additional Experiences Descriptive notes regarding learning and practice
class
109 Student will demonstrate knowledge of
active listening techniques
.
110 Student will describe examples of using
active listening skills
.
111 Student will demonstrate knowledge of
functions of group communication by
. Hirokawa
112 Student will describe personal application
of functions of group communication
. (Hirokawa)
113 Student will show knowledge of techniques
regarding giving and accepting of feedback
.
114 Student will describe examples of giving
and accepting feedback.
.
115 Student will show knowledge of the 7D
coaching model (Knott)
.
116 Student will demonstrate personal
application of the 7D Model (Knott)
.
117 Student will show knowledge of elements
of a Crucial Conversation and steps to
. maintain dialogue and move to action
(Patterson, McMillian & Switzler)
118 Student will describe examples of
engaging in a Crucial Conversation
.
119 Student will demonstrate knowledge of
facilitation techniques
.
120 Student will demonstrate proficiency of
facilitation techniques
.
121 Student will demonstrate knowledge of de-
briefing techniques
.
122 Student will demonstrate proficiency of de-
briefing techniques
Leadership Inventory Revised 08/22/2017 18
.
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 bb
of group development (Tuckman/Tuckman
. & Jensen, Bennis or others)
133 Student will describe personal examples of bb
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.)
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
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. 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
. 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
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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

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