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

Leadership Inventory Revised 08/22/2017 4

HDF 415: FLITE Peer Leadership

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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:

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
7. Student will demonstrate practice of the
personal code of ethics
8. Students 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
Target class Additional Experiences Descriptive notes regarding learning and practice
hdf Before coming to college I was the type of person who needed words of affirmation so id look for
approval from others. but you quickly will learn that no one has time for that and you need to believe in
yourself and be contempt with knowing your enough for yourself to get what needs to get done.
hdf i'm the type of person to leave stuff for last minute, for the most part it's when i get my best work done
but it's not always the best option because a lot of unknown things can happen and dely my work
being able to get turned in so its really not a smart thing to do so i've learned to break my class work
up and knowing when to do what work for which class at the best time.
hdf I've learned to manage my emotions very well. I used to always lead with my emotions and that would
never workout for me because I didn't like how it made me seem like I was a crybaby or spoiled or
immature. I've learned to always think before I speak and just sit back and listen. i'm very observant
and wait for the correct time to say what's on my mind so I don't let my emotions get the best of me
and the situation.
hdf My stress management method is to take a step back from my work and just give myself a mental
break, because that's where all my stress comes from, overthinking. When this happens I usually talk it
out with a friend and try to go out and do something to get my mind off of it and give myself a breather.
hdf Being able to go out with friends or even having them come over just to hang out allows me to forget
about all the stressful things going on in my life, or even the opportunity to talk about them so it
becomes less stressful. Being able to confide in those around you is a great way to manage stress.
hdf During hdf we talked about leadership and membership ethics. We went into depth about what actions
and situations we thought were ethical or not. Although I had a pretty good understanding of ethics,
having this open conversation with the rest of the class allowed me to reflect on what I personally was
ethical or not.
hdf
hdf My VIA values definitely captured the type of person I am, especially my first one. my top choice is
prudence just means i take precaution with all my decisions which is very true. if there's a situation
where i know ill get hurt or something will go wrong i'll avoid it and take all precautions around it.
hdf i can relate all my top 5 values starting with prudence, i go throughout my day with care and take all
precautions with myself and others,using forgiveness everyday by not holding grudges or hate in my
heart for anyone, teamwork by collaboration with others on projects and including my friends in
everything together, humor by making myself and others laugh to brighten their day, and fairness to be
sure no one feels excluded and everyone is heard.
hdf One of my educational short term goals is to major in business marketing, and minor in psychology
and leadership studies. A personal goal is to take better care of my mental health and be more
productive,as for my community issues I'd like to get involved with my old high school's athletic system,
specifically the girls basketball team. In my opinion they are very undervalued and get the short end of
the stick when it comes to the basketball league for boys and girls and I'd like to help change that.
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12 Student will show evidence of goals and hdf My first semester of college was definitely stressful and I had made mistakes with my grades for one of
objectives that were planned and my core classes that still affected me to this semester. transitioning from highschool to college was
. achieved definitely a huge change and very stressful now that i look back. I've learned that being organized and
delegating my time properly was one of the biggest components.
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 &
Sims theory to own life
.
17 Student will describe StrengthsQuest hdf
Signature Themes, shadow side of
. Strengths and/or weaknesses, and
examples of application (Source = Gallup)
18 Students 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)
.
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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 During the course of hdf I was given a presentation on the principles and foundation of what a servant
“Servant Leadership” theory of leader is. I learned that a servant leader leads for the people rather than themselves. I was able to
. leadership by Greenleaf connect this lesson to my personal leadership theories and develop my own skills. I noticed that most
of the characteristics that represent a servant leader were listed in my character strengths and gallup
and gallup assignments. The one that matched me the most was empathy, because I am definitely a
very empathic person when it comes to myself and others.
28 Student will describe personal application hdf The leadership theory was a very interesting topic, aside from the empathy characteristics, I was able
of the above theory (Greenleaf) to personally connect with this type of learning. For starters I enjoy listening to others and making them
. feel like they're in a safe talking space, making them feel important and worthy to the team.
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
the “4 V’s” theory of leadership by Grace
. (Center for Ethical Leadership)
38 Student will describe personal application hdf
of the above theory (Grace)
.
39 Student will show knowledge of the
“Situational Leadership” theory by
. Hersey & Blanchard
40 Student will describe personal application
of the above theory (Hersey &
. Blanchard)
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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)
. leader. Before this lesson, I conducted my leadership style as trying to lead a group
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)
.
hdf In the hdf course we were given slide show presentations on relational leadership
and given multiple resources on the five components of the leadership style which
is purposeful, empowering, inclusion, process oriented, and ethics. Relational
leadership is defined as a relational process of people together attempting to
accomplish change or make a difference to benefit the common good. After learning
about the traits that this type of leader holds, I was able to compare and contrast my
own leadership habits. In addition I was able to see who around me uses this type of
leadership style.
hdf After learning the relational leadership model, I definitely shifted how I moved as a
in a positive and encouraging way. I was not conscious of using the 5 components
of the leadership style. now, i take the purposeful component and making it
meaningful and worthy of everyone's time, empowering my team to strive to be
better and become their own leaders, including everyone regardless of their abilities
or inibilities to lead, making sure there is a organized but flexible plan, and lastly
keeping good morals and values within the group. one way we were able to put the
model to use was through our service project. We created a presentation and made a
booth at the union to collect donations of food or money. We used the relational
leadership method in the group by being process oriented and having meaningful
intent in our project.
hdf
hdf
hdf the social change model of leadership based on seven dimensions called the seven
Cs. consciousness of self, congruence, commitment, common purpose, controversy
with civility, collaboration, and citizenship. all seven values work together to
accomplish the transcendent “C” of change. The model has three big circles, the
circle on the right is labeled citizenship inside and represents the social/ community
values. the circle on the left as consciousness of self, congruence and commitment
inside, and represents the individual values. The last circle that is placed on the top
is labeled as collaboration, common purpose, and controversy with civility, which
represents the group value. All of these values work for one main purpose which is
to make a better world and a better society for ourselves and others through this
creative process of leadership.
hdf
Leadership Inventory Revised 08/22/2017 11
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
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
.
Leadership Inventory Revised 08/22/2017 12
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 13

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 14
 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
Leadership Inventory Revised 08/22/2017 15
97 Student will create a personal code of hdf I demonstrated my personal code of inclusive leadership during my highschool experience when I was
inclusive leadership the captain of the girls basketball team. me and my co captain lead the team to a two time winning
. division 3 championship. The only way this was possible was for us to utilize and include everyone
equally in order to reach our common goal and to win to be the next state champs not once but twice.

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 hdf critical thinking is the analysis of available facts, evidence, observations, and arguments to form a
critical thinking judgment. As a current college student, critical thinking is a part of my daily life. As students we are
given material from text books in which we need to read, analyze and interpret in our own ways. for
one of my classes the professor gives students articles and film reviews to go over on our own. after
we have done so we Then have an assignment for the following class with questions regarding what
we just went over. With this I demonstrate proficiency in critical thinking in having the ability to read
and understand the available material and information that is being provided.
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 hdf My knowledge of at least 5 of the decision making methods are voting, consensus,trial and
five decision making methods error,paired comparison and brainstorming.
.
103 Student will describe personal examples of hdf we use decision making in our daily lives when it comes to choosing what we want to eat or even
having used five decision making methods what are wearing. we use voting to choose who we'd like to run our country or our state. consensus is
. more of a group agree to disagree kind of tactic. trail and error i've used this in the kitchen before
while cooking trying new methods like using an air fryer as opposed to cooking in regular hot oil.
comparing one ting to another like if i would prefer to bu a pair of nikes over adidas. and lastly using
brainstorming to come to a shared agreement of what we would like to do for food or as a date.
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)

Leadership Inventory Revised 08/22/2017 16

 and responsibilities (global, diversity &
inclusion or civic knowledge)
107 Student will demonstrate knowledge of
leadership that is used in crisis (i.e., James
. & Wooten; Garvin; Covey; Frohman;
Lalonde; Schoenberg; Joni; Braden et al;
etc.)
108 Student will describe examples of
leadership in crisis situations (i.e.,
. application of James & Wooten; Garvin;
Covey; Frohman; Lalonde; Schoenberg;
Joni; Braden et al; etc.)

Outcome Category: Interpersonal and Organizational Concepts & Skills

Outcome Target Additional Experiences Descriptive notes regarding learning and practice
class
109 Student will demonstrate knowledge of hdf Active listening techniques include putting aside all distractions; phone, headphones, electronics,
active listening techniques giving that person or people your full undivided attention to show you're engaged in their conversation.
.
110 Student will describe examples of using hdf When I know something important is about to be said or I'm engaging into an important conversation I
active listening skills put my phone on do not disturb and silence it. I'll also take my headphones out because I usually
. always have them in and do not realize it so they know they have my full undivided attention.
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
.
Leadership Inventory Revised 08/22/2017 17
 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
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 hdf
of group development (Tuckman/Tuckman
. & Jensen, Bennis or others)
133 Student will describe personal examples of hdf
group development in use
. (Tuckman/Tuckman & Jensen, Bennis or
others).
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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)
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.
Leadership Inventory Revised 08/22/2017 19
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
161 Student will describe personal examples
related to being a peer leader and being
. led by peers

Leadership Inventory Revised 08/22/2017 20