LEADERSHIP

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

Name:
Date Enrolled:
Date of Graduation:

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

Leadership Inventory Revised 08/22/2017 1

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

ADVISING INFORMATION (students will include own documentation)

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

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

Leadership Inventory Revised 08/22/2017 2

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

CSLD Mission Statement

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

CSLD Vision Statement

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

CSLD Values Statement

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

MINOR IN LEADERSHIP STUDIES

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

GENERAL INFORMATION
• Regardless of your major, you can minor in Leadership Studies.
• Requirements may be satisfied by completing 18 or more credits related to leadership and offered by more than one department.
• Twelve (12) of the 18 credits must be at the 200 level of instruction or above. A course grade of “C” or better must be earned in each graded course. At least 12 of the credits
must be earned at URI.
• No course may be used to apply to both the major and minor fields of study. Courses in General Education or for other minors may be used for the minor* (*this does not
apply to students in the College of Business). With the exception of internship credit, all courses for the minor must be taken for a grade. The Introductory class must be taken
before the internship and the capstone course.
• Application for the minor must be filed in your academic dean’s office no later than the beginning of the final semester or term.
• Approval of the minor does not guarantee that the suggested courses will be available to you on a schedule correlated with your graduation plans nor guarantee space in any
required course.
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 COM 402: Leadership and Motivation (capstone option)
BUS 341: Organizational Behavior COM 407: Political Communication
BUS 342: Human Resource Management COM 415: The Ethics of Persuasion
BUS 441: Leadership & Motivation (capstone option) COM 421: Advanced Interpersonal Communication
BUS 443: Organizational Design & Change COM 422: Communication and Conflict
BUS 448: International Dimensions of Business COM 441: Race, Politics and the Media
BUS 449: Entrepreneurship COM 450: Organizational Communication
COM 100: Communication Fundamentals COM 461/462: Managing Cultural Differences in Organizations
COM 202: Public Speaking CSV 302: URI Community Service
COM 208: Argumentation and Debate GWS 150: Introduction to Women’s Studies
COM 210: Persuasion: The Rhetoric of Influence GWS 310: Race, Class, Sexuality in Women’s Lives
COM 221: Interpersonal Communication GWS 350: International Women’s Issues
COM 250: Small Group Communication HDF 190: First‐Year Leaders Inspired to Excellence (FLITE)
COM 302: Advanced Public Speaking (introductory course option)
COM 308: Advanced Argumentation HDF 290: Modern Leadership Issues (introductory course option)
COM 322: Gender & Communication HDF 291: Rose Butler Browne Program Peer Mentoring Program
COM 351: Oral Comm. in Business & the Professions HDF 412: Historical, Multi‐Ethnic, & Alternative Leadership
COM 361: Intercultural Communication (capstone option)
COM 383: Rhetorical Theory HDF 413: Student Organization Leadership Consulting
COM 385: Communication and Social Influence 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
Leadership Inventory Revised 08/22/2017 4
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 5

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 6

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
7. Student will demonstrate practice of the
personal code of ethics
Target class Additional Experiences Descriptive notes regarding learning and practice
HDF 190 I used to struggle with a need to fit in and do what is considered the “right things”. However, as I get
older, I realize no one is going to feel happy or comfortable in a space they don’t want to be in. I can do
activities or hang out with people that aren’t necessarily my favorite things or my people to go with the
crowd but that won’t really make me happy. When I go and hang out with people that make me feel
welcomed and share similar interests that happiness is better than fitting in. The same goes for
activities I have a lot of interests that make me happy I am not willing to through those away to go with
the grain. I am confident in the things that build me up and make me happy and in my mind its not\
worth it to sacrifice them to fit in.
HDF 190 I am good at managing time because I have an assignment tracker to keep track of what I have to do
and when its due. I also schedule out when I’m going to be doing homework and when I’m going to be
relaxing.
HDF 190 I use multiple methods to manage my emotions. I struggle a lot with anxiety and need to set aside time
to relax and recharge in order to be my best. I like reading or spending time outside to relax. I also
because of anxiety tend to overthink things and I use a couple of different methods to manage this. I
like taking a moment too look at the facts of situations, this helps me from overcomplicating situations
and overthinking. I also am helped a lot by practicing breathing and using sensory things like essential
oils to calm me down when I feel stressed and anxious. One of the most beneficial things I do for my
mental health is go to therapy. It helps with learning methods to manage anxiety and by helping me talk
through situations.
HDF 190 I think of the most important parts of stress management is having balance. As a student with a very
heavy academic schedule my main tip for getting work done is giving yourself an outlet. Last semester
I was not very involved on campus and during the week didn’t do much besides school work and I was
not very happy and didn’t even do that well with work because I had no motivation to do it well.
However, this semester I joined more clubs and one of them is a singing group. This gives me a
chance to relax and not worry about work. This also makes it so when I do have time to do work, I
know I need to put in my best effort to get it done because I have other commitments later. This
balance between school, clubs and time to myself helps me manage stress and do better in school.
HDF 190 I manage my stress by spending time outside when its nice. I love going to the beach or on bike rides
to clear my mind. I also like relaxing by hanging out with friends because it takes me mind off school
and other stressors.
HDF 190 My base for leadership is compassion for myself, others and the world. I always try to understand and
aid my surroundings. When picking out my girl scout gold award project I picked out a project that
addressed an issue that heavily impacted people close to me. I wanted to improve upon older adults
quality of life and was inspired by my relationship with my grandparents.
HDF 190 - Cross country and track I always go through life trying to understand and help others. In high school I did cross country and
captain track and my senior year I was one of the captains. In this role I had to guide and help new girls on the
team through not only starting a new sport but often the start of high school. I was able to do this
because I tried to understand how they may feel by thinking of how I felt as a freshman getting used to
all these knew things. A lot of the times its hard to be an older girl because they expect you to have all
the answers and it can be overwhelming to constantly be asked questions however, I used compassion
to understand how they are just nervous.
Leadership Inventory Revised 08/22/2017 7
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)
HDF 190 My personal values were prudence, kindness, fairness, perspective and honesty. All of these values
are very much ones I try to stick by. I didn’t realize how prominent some of them where until recently or
how some of them can be positive. For example, I always saw the traits that go along with prudence as
negative ones for myself but after taking the quiz I’ve been trying to see them from a positive
perspective. Prudence is about being cautious and thinking through one’s decisions. Kindness is being
considerate to others. Fairness and perspective is about trying to see all sides of a situation. Honestly
is about telling the truth.
Source: VIA
HDF 190 After figuring out my personal values I noticed a lot more in how they are apparent in my everyday life.
I use prudence in my classes. As an engineering major I take mostly science and math classes and
have to think through things critically and be thorough with my work. I also use prudence in a school
work sense by planning out my time to balance work and downtime. I show kindness by being
considerate to others and trying to help them when needed. For instance, I often help one of my friends
with their homework. I demonstrate fairness the most by how I interact with my roommates. We plan
out chores so it is equal for everyone. I use perspective when looking at social situations by trying to
see everyone’s side of things. Lastly I demonstrate honesty also mostly in social situations by being
open with people.
HDF 190 - Girl Scout Gold Award One of my most impactful leadership experiences was doing my Girl Scout Gold Award. I had to come
up with my project, propose it, execute it and guide the people who helped me through the project. I
also had to work with the people the project was for to make sure it would actually be beneficial to them
and keep the project on track to address my main issue.
HDF 190 I want to become more confident in my strengths as a leader. The Gallup strengths that fall under
executer tend to be strengths of mine that I shy away from and don’t embrace. These have to with
keeping a group on track and I think this requires confidence. I often can come up with a good plan by
using my strengths but I lack the confidence to express it. These issues correlate with my career
because I need to have confidence in myself with school.
HDF 190 - Captain of the cross In HDF 190 I found out my strengths quest signature themes through the quiz on Gallup. My top
country and track team strength is restorative which I think makes sense because of the way I solve and approach problems.
Someone who is restorative is good at solving problems and doesn’t shy away from a challenge. When
I get set on something I care about even if it is hard since I’m passionate about it I will overcome the
challenge. My second trait was individualization which was one of the traits I connected with the most.
Having individualization means someone is good at finding others strengths and nurturing them. My
third strength is developer which is similar to individualization it’s when someone is good at helping
someone else succeed. An example of how both of these traits are represented in me was when I was
Leadership Inventory Revised 08/22/2017 8
 captain of the cross-country team. I had to find and help the younger girls find their place on the team
and in the sport. Another strength I have is as an arranger. I am good at organizing and working in
situations that have a lot going on. I’ve always been very busy by doing extra circulars along with
school. This skill comes in handy with managing time but also having to go with the flow. My last
strength is deliberative. When someone is deliberative, they are cautious. They don’t take a ton of
risks, have a close circle and think out all their decisions thoroughly. This was an interesting result for
me because I agree I possess these traits but I’ve never viewed them as a strength in myself.
However, over the past week of working with these strengths I’m slowly starting to see the other side of
a trait like deliberative.

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 class Additional Experiences Descriptive notes regarding learning and practice
19. Student will show knowledge of the
“Authority and Bureaucracy” theory of
leadership Weber
20. Student will describe personal application
of the above theory (Weber)
21. Student will show knowledge of the
“Scientific Management” theory of
leadership by Taylor
22. Student will describe personal application
of the above theory (Taylor)
23. Student will show knowledge of the
“Management by Objectives” theory of
leadership by Drucker
24. Student will describe personal application
of the above theory (Drucker)
25. Student will show knowledge of “Theory
X and Theory Y” theory of leadership by
MacGregor
26. Student will describe personal application
of the above theory (MacGregor)
27. Student will show knowledge of the HDF 190 The Servant Leadership theory of leadership by Greenleaf focuses on leading by serving instead of to
“Servant Leadership” theory of leadership help or fix. Its about being a leader to serve and by serving learn from the people you are serving. It
by Greenleaf has to do a lot with always listening and learning through one’s leaderships experiences. It is based on
ten characteristics listening, empathy, healing, awareness, persuasion, conceptualization, foresight,
stewardship, commitment to the growth of people and building community.

Leadership Inventory Revised 08/22/2017 9


28. Student will describe personal application
of the above theory (Greenleaf)
Source: https://www.greenleaf.org/what-is-servant-leadership/
HDF 190 One of the times I was in a serving mindset was during my gold award project. This is interesting to
think about regarding these three mindsets because I’d say I started it with a more fixing mindset just
wanting to get the project done for the award and to say I did it. However, as I worked and developed
the project It gained more meaning for myself and I truly wanted to complete for a sense of
permanence. It also switched to serving for me as I learned more about myself, my values and life. For
my gold award I worked with older adults building benches and raised planters and as I met and talked
with them, I realized how much I could learn from them. I also became much more invested in the
impact of my project and really wanted it to be special.

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 knowledge of HDF 190 The “4 V’s” theory of leadership starts with one discovering and establishing their
the “4 V’s” theory of leadership by Grace values that make up the core of their identities. Then it discusses vision which when
(Center for Ethical Leadership)
we can plan our actions in service and create a picture that we can actually execute.
Next is voice which is how we express our vision in an honest and authentic way.
Lastly it discusses virtue, this part of the theory focuses on how we are what we
practice if we are consistent with being good and fair, we will have virtue. With all
four of these Vs someone can become quite well rounded.
38. Student will describe personal application HDF 190 - Girl Scout Gold A situation in my life where the 4V’s theory is apparent was during my gold award.
of the above theory (Grace) Award It was a very long project and required me to use the virtue of patience. I had to use
patience because I had to interact and accommodate a lot of different people. My
project was building raised planters for low-income senior citizen apartments. I had
to talk to the people at the apartment’s, people who helped with my project and the
council for girl scouts to get my project improved. I learned a lot about advocating
and working with people. I had to be patient and very thorough with my plans to
make sure everyone was pleased.
39. Student will show knowledge of the
“Situational Leadership” theory by Hersey
Leadership Inventory Revised 08/22/2017 10
 & Blanchard
40. Student will describe personal application
of the above theory (Hersey & Blanchard)
41. Student will show knowledge of the
“Relational Leadership” model by
Komives, McMahon & Lucas
42. Student will describe personal application
of the above theory (Komives et al)
43. Student will show knowledge of the
concept of constructivism
44. Students will describe personal examples
of implementing constructivism
45. Student will demonstrate knowledge of
the Experiential Learning Model (Kolb)
46. Student will describe personal application
of the Experiential Learning Model (Kolb)
47. Student will show knowledge of the
“Social Change Model of Leadership
Development” by Astin et al
48. Student will describe personal application
of the above theory (Astin et al)
49. Students will demonstrate knowledge of
HDF 190 In HDF 190 we learned about relational leadership. Relational leadership is when you focus on building
your relationships in order to be a good leader. I connect the component of empowerment because
sometimes since I am quieter, I tend to feel overshadowed. For this reason, when I am leading in a
group, I make sure everyone is heard. I relate to inclusion for similar reasons on wanting to make sure
everyone feels like they have a place in group no matter their background of history. I also relate to
process-oriented and purposeful because I like having a plan of action before I have to lead a group. I
also heavily rely on ethics while leading because a lot of my methods are guided my morals. In
conclusion that’s how I relate to the five components of relational leadership.
https://www.graduateprogram.org/2020/09/what-is-the-relational-leadership-model/
HDF 190 - Captain of cross- An experience of mine that I think best represents relational leadership is being a
country team captain of the cross-country team my senior year. I had to guide a lot of the younger
girls on the team and help them get to know others. I think this connects to
empowerment and inclusion because it can be scary to join a new team and new
sport with people and things you know very little about. Getting to include them in
the team bond and see them become more confident in their skills at practice was so
impactful for me. Being a team captain also required me to be process oriented and
purposeful because I had to plan run practice occasionally. I also think relying on
ethics and your values is something everyone should use when leading a group.
•
HDF 190 The social change model of leadership development focuses on leadership being
collaborative, socially responsible and based on values. The model is centered
around the idea of helping to make a permanent difference and addressing more
than just surface level problems. In order to lead by this model, one must focus
heavily on the process of leadership and relay on their values to guide them. From
my perspective a good way to do this is ask oneself their true motivation for doing
something. Is it actually to help and improve a situation?
HDF 190 - Girl Scouts In HDF 190 we discussed different actions that are considered community service
and if they are actually social change. I think a lot of them depended on a person’s
intent and their knowledge of the community they are helping. Through girl scouts I
did a lot of community service and my troop leader always made sure we
understood who we helping and why. She would also talk about other ways we
could help their community’s and after we helped, we would discuss what we
learned from the experience.
Leadership Inventory Revised 08/22/2017 11
 the “Leadership Identity Development
Model” by Komives et al
50. Students will describe personal
application of the above theory. (Komives
et al)
51. Students will demonstrate knowledge of
the Strengths-Development Model by
Hulme et al
52. Student will describe personal application
of the above theory (Hulme et al)
53. Student will demonstrate knowledge of
behavior theories of leadership from
Michigan and Ohio State
54. Student will describe personal application
of the above theories (Michigan & Ohio
State)
55. Student will demonstrate knowledge of
Charismatic leadership
56. Student will describe personal application
of the above theory
57. Student will demonstrate knowledge of
contingency approach to leadership by
Fiedler
58. Student will describe personal application
of the above theory (Fiedler)
59. Student will demonstrate knowledge of
Path-Goal theory by House
60. Student will describe personal application
of the above theory (House)
61. Student will demonstrate knowledge of
Leader Member Exchange (LMX) theory
by Dansereau, Graen & Haga; Graen &
Cashman; Graen
62. Student will describe personal application
of the above theory (Dansereau, Graen &
Haga; Graen & Cashman; Graen)
63. Student will demonstrate knowledge of
Leadership Substitutes Theory
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 12
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 13

 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
inclusive leadership
Leadership Inventory Revised 08/22/2017 14
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.)

Leadership Inventory Revised 08/22/2017 15

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
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
Leadership Inventory Revised 08/22/2017 16
126. Student will describe personal application
of organizational analysis using the four
frames of organizations, and breaking the
frame / reframing (Bolman and Deal)
127. Student will show knowledge of organizing
meetings / setting agendas / and leading
meetings
128. Student will describe personal examples of
organizing meetings / setting agendas /
leading meetings
129. Student will show knowledge of
Parliamentary Procedure
130. Student will show knowledge of techniques
for working with difficult people
131. Student will describe personal examples of
using techniques to work effectively with
difficult people
132. Student will show knowledge of the stages
of group development (Tuckman/Tuckman
& Jensen, Bennis or others)
133. Student will describe personal examples of
group development in use
(Tuckman/Tuckman & Jensen, Bennis or
others).
134. Student will show knowledge of group roles
and how they contribute to group dynamics
(Johnson & Johnson; Benne & Sheats;
Knowles & Knowles; etc.)
135. Student will describe personal examples of
group roles and how they contribute to
group dynamics (Johnson & Johnson;
Benne & Sheats; Knowles & Knowles; etc.)
136. Student will show knowledge of effective
memberships skills in groups
137. Student will describe personal examples of
membership skills in use
138. Student will show knowledge of the
Challenge and Support theory by Sanford,
and its relationship to organizations
139. Student will describe personal examples of
using the theory of Challenge and Support
(Sanford)
140. Student will show knowledge of the
construction / elements of informative and
persuasive speeches
141. Student will demonstrate proficiency in
informative and persuasive public speaking
142. Student will show knowledge of planning
and conducting interviews (as the
interviewer)
Leadership Inventory Revised 08/22/2017 17
143. Student will describe personal examples of
planning and conducting interviews (as the
interviewer)
144. Student will show knowledge of preparing
for and effective answers in interviews (as
the interviewee)
145. Student will describe personal examples of
preparing for and being interviewed
146. Student will show knowledge of effective
collaboration / coalition building (Sources:
Cilente/Komives et al; NCBI; etc.)
147. Student will describe personal examples of
working in collaboratives/coalitions
148. Student will demonstrate knowledge of
techniques to communicate and engage in
difficult dialogues related to diversity and
inclusion.
149. Student will demonstrate proficiency in
communicating and engaging in difficult
dialogues related to diversity and inclusion.
150. Student will describe ways to maintain
accountability in leadership / member
relationships
151. Student will describe personal examples
related to maintaining accountability as a
leader
152. Student will describe ways to build
relationships between leaders and
members
153. Student will describe personal examples of
building relationships with members as a
leader
154. Student will describe how credibility applies
to leadership, as well as the characteristics
and skills of a credible leader
155. Student will describe personal examples of
building, maintaining, and repairing his/her
own credibility as a leader
156. Student will describe ethical standards in
influence
157. Student will describe influence applies to
leadership
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
Leadership Inventory Revised 08/22/2017 18
161. Student will describe personal examples
related to being a peer leader and being
led by peers

Leadership Inventory Revised 08/22/2017 19