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 HDF 190: FLITE Only offered in spring for first-year students
Course or
3 credits HDF 290: Modern Leadership Issues Offered Fall and Spring for sophomores & juniors

Internship HDF 417: Leadership Internship Requires 40 hours/credit with a min. of 80 hours & a max. of 120 hours of documented
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

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:

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.

3 Edited: #8, #17, #27

10 New: #4, #5, #2, #10, #3, #11, #1

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
Target class Additional Experiences Descriptive notes regarding learning and practice
CHM101 and 102 occurred with the people in these During the first semester, I had to take CHM101 and 102, which was a lecture and lab. During the first
classes few weeks of class, I became friends with three girls who I shared these classes with. However, as I
got a bit closer to them, I started feeling excluded from things and every day I would have a lecture, I
would sit with them. However, when I sat with them, I still felt alone. Outside of class, we would do our
homework in our study lounges in our dorm hall. But, I would always end up alone because they would
ditch me and leave me in the lounge for a long time. Because of this, I ended up having to do a lot of
the homework on my own and teach myself most of the content since they were never there to offer
help. As time went on, I started sitting away from them and eventually I was pulled into a friend group
with marine biology majors. They made me feel so included and helped me see that I didn’t need those
three girls’ approval to see value in myself and how to not be afraid of doing things by myself.
EGR105 and Our group projects As an engineering major, I had to take two classes titled EGR105 and EGR106. These classes acted
EGR106 as an introduction to engineering and they simulate the social aspect of the engineering world. In each
of these classes, we were assigned group projects. In my EGR105, I was placed in a group with three
other individuals who were also engineering majors. Together, we had to research a problem in the
engineering world and research a solution to try and solve it. We started researching the water
pollution issues in Rhode Island and Massachusetts. We discussed this as our problem in our
presentation. Then we researched a method in which the water could be purified for the public at a
cheaper rate. Once we found what we wanted to discuss, we had to organize the work amongst
ourselves. We also set out times in which we would all meet to work on and rehearse our presentation.
Throughout this period of time, all of us remained very disciplined as we were juggling this presentation
with the rest of our schoolwork. This same process was also applied in my current project for my
EGR106 class. In this class, we have to write code for a virtual robot to navigate through a maze. We
have to get it to cover the most surface area without touching the walls. Every week, my group
members and I meet to discuss the code and have and how we could edit it to improve our robot's
performance. This requires a lot of organization and self-discipline as during my EGR105 class, we are
all juggling our own schedules and classes while working on this project together as a team.
CHM101 preparing for and taking exams During the first semester of my freshman year, I had to take CHM101 in order to satisfy credits for the
college of engineering. My professor for this class was not very helpful and was not great at explaining
what we were learning to us. She was not good a preparing us for our exams. Thus, I was not
performing very well on her exams. Throughout this class, I felt very frustrated and aggravated
throughout the semester. I was constantly stressed and scared that I would not perform well on her
exams. One thing I did that helped a lot was surround myself with good friends who were also taking
the class with me. We would be very supportive towards one another and it really helped calm us down
when we were stressed about the class.
(I didn’t really learn Counseling during my junior year of During my junior year in HS, I was experiencing a lot of anxiety and stress that built up during the
about it in a class, high school pandemic and even before the pandemic. It got so bad that my sleeping and eating habits were
however, I learned concerning to myself and the others around me. I was not able to focus on anything I had to get done
about it in HS) and overall, I felt really bad about myself. Because of this, I attended therapy/counseling. My counselor
was an amazing person. She helped me distinguish the things I needed to focus on and the things I
needed to let go of. She introduced me to the strength management methods, which are methods I still
Leadership Inventory Revised 08/22/2017 8

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. 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)
use to this day. Some of the stress management methods I learned about were meditation and
mindfulness, good sleeping and eating habits, exercising, listening to music, and getting organized.
(I didn’t really learn Counseling during my junior year of During my junior year in HS, I was experiencing a lot of anxiety and stress that built up during the
about it in a class, high school pandemic and even before the pandemic. It got so bad that my sleeping and eating habits were
however, I learned concerning to myself and the others around me. I was not able to focus on anything I had to get done
about it in HS) and overall, I felt really bad about myself. Because of this, I attended therapy/counseling. My counselor
was an amazing person. She helped me distinguish the things I needed to focus on and the things I
needed to let go of. She introduced me to the strength management methods, which are methods I still
use to this day. She advised me to practice deep breathing whenever I was feeling stressed or
overwhelmed. She also educated me on the importance of exercising regularly and eating healthily.
She also advised me to manage my social media usage in order to not spend too much time viewing
negative content. Finally, she stressed the importance of surrounding myself with people who are
supportive and who are able to contribute positively to my life. Through learning these methods, I have
been able to be less stressed and I am able to manage my stress in a much healthier way.
HDF190 Leadership Institute Throughout my HDF190 classes, we have discussed ethics and how they are formed. I know that my
values are honesty, integrity, and respect and I always do my best to integrate them into my daily life. I
always try to choose friends who also have similar ethics and values to me. This is because I feel that I
build strong relationships best with people who have similar values and ethics to me. In my leadership
class, I hope to really expand on these values and learn other ways to integrate them into my daily life.
SPA205 In my Spanish class I feel that I learned a lot about expressing my own personal values and ethics in a
new language. Many times we would study important Hispanic individuals who were leaders in their
own ways. We then would discuss what we valued and what aspects were important to us. We would
also read many philosophical pieces of literature that reflected ethics and values.
HDF190 Taking the quiz for HDF190 My top 5 VIA strengths were Self Regulation, Judgement, Humility, Prudence, and Love of Learning. I
really felt that this quiz really assessed who I was and had an accurate summary of me and why I am
the way I am. Self-regulation to me is someone who always practices self-control. They think long and
hard about what they do next and how they react in certain situations. Judgment is when one thinks
things through and examines a situation from all sides and does not assume things. Humility is in
someone who always remains humble. They tend to let their achievements speak for themselves and
they always try to improve themselves. Prudence is when someone is careful about making decisions
and not taking too many risks. They always think before they speak in order to avoid saying things they
may regret. Love of learning is the action of learning new things on their own account or in a formal
setting. People with a love of learning as their strength are people who always want to add to what they
already know. I relate to the Judgement quality a lot since I am more of an overthinker. I always try to
analyze things from all aspects and this sometimes makes it difficult for me to get out of my head and
actually make decisions.
VIA Character Strengths Survey
HDF 190 most recent speech given In HDF190 we had to give a speech on servant leadership. However, in this speech, our values were
expressed deeply. I talked about my dad lengthily in my speech, showcasing my values. For example, I
value listening to others before sharing my own ideas. I also value being respectful. That is who my
dad is and because of this, I was able to share my own personal values through this speech.
HDF190 Group community service project In HDF190 we have peer leader groups that we split into at least once every week during class.
Including my per leader, there are six people in my group. Together we were assigned a project where
we would have to pick an activity that would serve the community around us. Collectively, we picked a
community service activity that would tackle food insecurity. Together, we will be connecting with each
of our friends to convince them to donate nonperishable food items to memorial union in order to
support people who deal with food insecurity.
Leadership Inventory Revised 08/22/2017 9
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)
SWE (Society of SWE Meetings As an engineering major, I decided to join SWE, which is the club for women engineering majors who
women engineers are looking for a sense of community. During our meetings, we discuss the many issues women face in
organization) the engineering industry. We discuss how to build communities for women in engineering so they feel
supported in their industries. Overall, we discuss how to get more women into engineering and how to
balance out the ratio between men and women across all engineering disciplines. We advocate for
equality in the engineering industry and make sure that every woman feels included and we give them
a voice. Our goal is to create a community in the engineering industry where women can feel like they
have something to contribute and that they can be successful amongst the many men that are in
engineering.
HDF190 Taking the clifton strengths quiz for My top five strengths are responsibility, discipline, deliberative, discipline, input, and analytical.
HDF190 Responsibility is when a person will take psychological ownership of what they say they will do. They
have stable values such as honesty and loyalty. Deliberative is when a person takes serious care when
making decisions or choices. They usually are able to anticipate obstacles. When a person has
discipline, they enjoy routine and structure. People with input tend to collect and archive information,
ideas, and even relationships. People who are analytical search for reasons and causes. They are able
to think about all the factors that could affect a situation. I think that having responsibility is a good
strength as it is easier for me to set certain priorities for myself. However, a weakness that can result
from having such a high amount of responsibility is being too afraid to let loose and have fun. I know
that I always feel like I have tasks to do even if they don’t need to be completed right away. But, I still
feel obligated to skip hanging out with friends and doing the things I enjoy in the name of doing more
work. I also think having discipline is a good strength because it means that you can always hold
yourself accountable and focus on things much more than others. But I think a weakness of having too
much discipline is becoming too uptight. I sometimes catch myself doing this and find it difficult to let
loose sometimes because I have such as serious nature.

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.)

Leadership Inventory Revised 08/22/2017 10

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 Leadership speech In HDF190 we had to give a speech on servant leadership. Servant leadership is a non-traditional
“Servant Leadership” theory of leadership philosophy that is included in a group of behaviors and practices that focus on the
. leadership by Greenleaf well-being of the people being served. The theory describes leaders who put the benefit of others
before themselves and lead with the goal of helping everyone. The servant leadership model contains
ten characteristics. Those characteristics are, listening, empathy, healing, awareness, persuasion,
conceptualization, foresight, stewardship, commitment to the growth of people, and building
community. I spoke about the servant leadership skill of listening. I spoke about my own experiences
in which I used listening to lead others. I also talked about my dad and how he is a role model for me
when it comes to using listening to lead others. This speech definitely made me more aware of the
type of leader I am and how I should go about leading people. it opened my eyes to a strength I didn’t
really know I had.

Servant leadership model

28 Student will describe personal application
of the above theory (Greenleaf)
. the goal of helping everyone. One way I try to apply this theory is in my EGR106 class. In this class,
HDF190 Leadership Speech In HDF190 we learned that servant leadership is a list of strengths and characteristics that are present
EGR106 working with others to write code in leaders. The theory describes leaders who put the benefit of others before themselves and lead with
we are partnered with different individuals every week and have to do a coding project that must be
submitted by the end of class. Servant leadership is focusing on others to reach a common goal. In
EGR106, we aim to write a correct code that carries out the tasks that our professor wants it to
complete. Since I have been working with many different individuals I would have to adapt my skillset
in order to work well with them. That often involved listening to their ideas and not just oversharing my
own ideas. Through doing this, we were able to complete our codes efficiently and on time and we
received high marks for them
Leadership Inventory Revised 08/22/2017 11
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
the “4 V’s” theory of leadership by Grace
. (Center for Ethical Leadership)
38 Student will describe personal application
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)
41 Student will show knowledge of the HDF190 Relational Leadership essay During my HDF190 class, we discussed the relational leadership model. This model
“Relational Leadership” model by
. Komives, McMahon & Lucas
and lecture. is very prevalent in education. It highlights the relationships between people when
leading an organization. The main pillars of the relational leadership model are
inclusion, empowerment, purposefulness, ethical behaviors, and process
orientation. Inclusion refers to leaders who want to incorporate everybody’s
viewpoint into conversations in order to make good decisions. Empowerment refers
to leaders who can see the strengths and weaknesses of others they are working
with. They then work to improve weaknesses and build more on strengths. They
really focus on the growth of others. Ethical behaviors refer to leaders who set a
good example and who always put the values of the organization first. Process
orientation refers to a leader who values the process and encourages reflection and
collaboration. These leaders enjoy taking part in calculated risk-taking because it

Leadership Inventory Revised 08/22/2017 12

 would help the group grow. These pillars help create a healthy work environment
where there is a clear purpose, and set of values, everyone feels included and
supported, and there is a clear path to a common goal.
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
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

Leadership Inventory Revised 08/22/2017 13

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 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
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97 Student will create a personal code of
inclusive 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;
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 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
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
.
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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
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.)

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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.
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

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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

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