LEADERSHIP

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

Name: Allyson Lezette

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

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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:

2. Lead Yourself

 Time management
 Organization
1. Know Yourself  Self care
 Self discipline
Lead Others  Strengths  Perseverance
 Weaknesses  Develop and maintain family,
 Values PROGRESS interpersonal, and intimate relationships
 Needs  Academic, social, personal goals and
P  Styles objectives
R o Learning
O o Teaching
G o Personality P
R o Membership R
E o Leadership O
S G
RE-EVALUATE R
S
former stages E
as you progress S
4. Develop and Refine
Skills S

 Leadership theory and

practice 3. Broaden Your Perspectives…
 Communication Understand others
 Group Development
 Inclusion  Hierarchy of needs
 Citizen Activist Skills PROGRESS  Racial, cultural, gender, sexual orientation,
 Critical Thinking religious, class, ability, etc. diversity and
 Teaching and Programming commonalities
 Power, privilege, oppression, liberation;
individual and institutional discrimination

Leadership Inventory Revised 08/22/2017 6

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

Leadership Inventory Revised 08/22/2017 7

Outcome Category: Self-Leadership
Outcome
1. Student will demonstrate autonomy and a
minimized need for approval
2. Student will demonstrate personal,
organizational, and academic examples of
self-discipline
3. Student will demonstrate the ability to
manage emotions
4. Student will demonstrate knowledge of
stress management methods
Target class Additional Experiences Descriptive notes regarding learning and practice
PSY399 HDF290 For my PSY399: Introduction to Multicultural Psychology course, much of the work for it has been
independent. There are not many assignments due for the class, one of the few being a reflective
journal about an assigned reading. The book we were required to read was The Warmth of Other Suns
by Isabel Wilkerson. It covers the Great Migration of Black people leaving the South and heading to the
North and West during the mid-1900s. The book is about 600 pages long, and the journal was
assigned at the beginning of the semester, and we were told the due date would be April 4th, 2023. The
book was broken up into five parts, meaning that our journal should be about a page for each part.
There were no benchmarks or check-ins for this assignment. I was worried that I would struggle with
this assignment and would not write what she wanted to hear. The content of the book held a lot of
weight and evoked many emotions. I procrastinated doing the journal so I could hear more about what
was said in the class so I could hear more perspectives about race and racism from the professor and
other students. As a white woman, I wanted to approach the topic with as much sensitivity and cultural
insight as I could. Eventually I realized that it was a reflective journal, meaning that there was a reason
that there was no rubric for me to follow. Though the assignment would still be graded, the professor
what to hear my personal thoughts on the reading. Once I recognized this, I no longer was worried
about writing for her approval. The assignment required me to develop a sense of autonomy as I had to
complete the assignment with no help from others and required me to not seek the approval of the
professor or other students; I had to write what I felt and not worry about what others would think of it.
PHL212 I am a transfer student and completed my first semester at URI in Fall 2022. I had the privilege to take
a challenging but exciting course, PHL212: Ethics. I had previously been doing online school which left
me nervous for my transition to in-person classes. I was lucky enough to have good experiences in all
my classes, but I feel as though my Ethics class taught me how to be a better student. I never had to
put too much thought or effort into classes before this course. It challenged me to become more
disciplined and thoughtful with my learning. For instance, I studied for the final exam for three days
straight. I was rewarded with an A on the exam. I created my own study guide based on my notes that I
took in class every day. To create the study guide, I used four different colors to divide up my important
points for my four essays I had to write for the final. I went through my notes and highlighted everything
with its specific color. I then rewrote all the notes so that all the points I would be using for each essay
were all in one place. I then spent two days memorizing these essay notes and other important
information I would need to know for the class. I did lots of close reading in this course and reflective
writing as well. Thanks to the professor, who constantly challenged and supported us, I believe that I
learned how to be an organized and disciplined student.
COM100 In my COM100 class we were asked to present a 5-minute informative speech. At the time of me being
tasked with this assignment, I was told that a 12-year-old girl from the daycare I work at was diagnosed
with terminal brain cancer. I chose to speak about advocating for your health and that you can do so
even if you are not a healthcare expert. I wrote my speech easily and rehearsed it many times before
presenting it. When it came time to do the speech, I had typical nerves that one would have when
doing public speaking. When it came time to mention the young girl I worked with, I felt my hands begin
to shake due to the emotion I was experiencing. I felt sad talking about her, however, I told myself that I
could complete the speech without becoming visibly upset. When I was done speaking, both the
professor and other students acknowledged my composure and control of my emotions while talking
about such a difficult subject.
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
HDF290/ PHL212 Both in my HDF290 and PHL212 courses, ethics were frequently discussed. I have learned much
about ethical theories and what makes a person an ethical human being. Using the knowledge that I
have gained from these courses and personal moral values that I have developed over the years, I feel
as though I have a stronger sense of my own personal code of ethics. I apply this code of ethics most
frequently at work while working with children and coworkers. Though I primarily direct the children, I at
times am also in charge of directing my coworkers as well. This happens whenever I close at the end
of the day, and I need to task people with closing activities. I also have the ability to send home
workers who haver been there all day. I try to gauge how long a worker has been at work, how much
cleaning they have done already that day, and how many hours they have already worked for the week
when assigning tasks. I try to be fair to everyone and not ask someone who has already done lots of
cleaning all day to vacuum at the end of the night. It is important that I equally divide tasks and not
allow people to sit back and watch while other people do all the work. One of my most upheld ethical
values is to be kind to everyone and treat each person I meet with respect. It is important to me that I
speak with children, coworkers, and parents in a respectful manner. I am kind every single day, even if
I am in a bad mood. I never take out my frustrations on the children, coworkers, or friends and family. I
do my best to care for the physical and mental well-being of others, even if it means putting my own
needs aside at times.
HDF290 In HDF290 I completed the VIA assessment to learn about my top five strengths. My top five VIA
strengths were Kindness, Humility, Appreciation of Beauty and Excellence, Humor, and Fairness. I
believe that I developed the strength of kindness due to my mother. She was a kindergarten teacher so
teaching young children to be kind was a part of her job. She always went out of her way to do kind
things for others and made those actions very visible or even included me in them. My second VIA
strength, Humility, I believed developed for me because my actions always spoke for themselves. I was
very loved and supported, however, my older brother has disabilities so much of my parents’ attention
went to him. I learned to do things for myself and that I didn’t need others to express satisfaction in my
accomplishments. I still appreciated compliments when they were given but my own sense of
satisfaction was enough. I am unsure how my third strength, Appreciation of Beauty and Excellence,
developed. I think I have just always enjoyed nature or music. My favorite activity is to watch the
sunset. There is no rhyme or reason to what I like, but I have always enjoyed walking and taking in the
scenery around me. My fourth VIA, Humor, was given to me again by my mother. When I was growing
up, she always said, “If you don’t laugh, you’ll cry” and I carry that with me every day. Though its
normal to be upset, sad, angry, etc., but if I can laugh it off, I will do so. It’s good to be able to laugh at
yourself and not always take things so seriously. My final VIA strength, Fairness, I believed developed
with my Kindness strength. I feel like Kindness and Fairness go hand in hand (or in my opinion, if you
are truly kind, you are likely fair as well). When I was a child, I remember always sticking up for others
if they needed it and never tried to treat anyone poorly or make them feel indifferent.
Via Institute. VIA Institute On Character. (n.d.). Retrieved February 28, 2023, from
https://www.viacharacter.org/surveys/finished/26036889
HDF290 My top five VIA strengths are Kindness, Humility, Appreciation of Beauty and Excellence, Humor, and
Fairness. I like to think that I exemplify Kindness in my everyday life. I am never purposely unkind and
if I hurt others, I feel deeply sorry for it. As an example, a teenager girl where I work forgot her lunch
one day and when I offered to buy her some, she refused despite having been at work all day. On my
break I bought a box of donuts and offered them to all the staff including her so that she could have
something to eat. As for Humility, even though I just explained an act of kindness right now, I generally
don’t feel the need to present my good moments to other people. I am more private and generally keep
Leadership Inventory Revised 08/22/2017 9

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
my accomplishments to myself. I also firmly believe that no person is truly better than another,
Beyonce is no better than the Dunkin worker who serves me every day. Some qualities are more
appreciated, celebrated, and awarded by society but at the end of the day I think the only measure of
who is “better” than the other is how you treat others. As for Appreciation of Beauty and Excellence, I
am always sure to enjoy my surroundings. I enjoy when it rains and love to watch the sunset. I use my
Humor strength often at work. I work at a daycare and often the children do things that result in extra
work for me, such as making a big mess, but I am always able to laugh it off. I use Fairness at work as
well. I use it outside of work as well and try to treat everyone equally, but I do my best to teach the
children I work with how to be kind to everyone and how to take turns.
Via Institute. VIA Institute On Character. (n.d.). Retrieved February 28, 2023, from
https://www.viacharacter.org/surveys/finished/26036889
PSY301 In my PSY301: Research method/ Design in Behavioral Science class, I had to work on a group project
for the entirety of the semester. This was a project about Adverse Childhood Experiences their effects
on epigenetics. As a transfer student, this was my first group project I had to complete since high
school. The entire class was centered around this research project which was daunting. I was nervous,
however, continuous organization, planning, and help from other group members allowed me to
complete the project. To stay organized throughout the semester, I used a planner to write down any
task that needed to be completed. A portion of the project was due every other week which meant
communicating with my group member often. Me and another member of the group naturally took on
the roles as group leaders which aided in the process of remaining organized and turning our
assignments in on time. If a group member was unable to do their portion of the work, I would usually
pick up the slack and complete that portion for them. Though this was not ideal, I did not mind doing a
bit of extra work so that the group would not fall behind on due dates. When the time came to finally
present, I was once again happy to take the lead when being asked questions. I felt confident in my
ability to answer questions as I had done plenty of research on our topic throughout the semester. It
was also important for me to take a step back at times and allow other group members to engage in
conversations about the topic when they felt comfortable doing so. Overall, I learned a lot about
working on a long-term project and how to effectively work with other group members.
PSY301, WRT106, At my old university, Southern New Hampshire University, I completed my classes online for two years.
EDC102, HDF201, I loved my online classes and did very well with them. In high school I was not a straight A student,
and PHL212 however, when I started earning A’s each semester, I figured I should make it my goal to maintain my
4.0. I was able to earn all A’s during my time at SNHU and had the goal of continuing to earn A’s at
URI. My first semester at URI was last semester and I attended full time. The classes I enrolled in were
Psy301, WRT106, EDC102, HDF201, and PHL212. I was nervous that the transition form online
courses to in-person classes would be difficult for me. I was also working part time, so I had to balance
work, school, an internship, and my personal life. I had to learn to use my time wisely and often would
stay up late to complete assignments on time. It was at first stressful for me to learn to communicate
with my classmates and professors in person due to my anxiety, but I learned it was necessary to do
well in my classes. Through learning to balance the different areas in my life and putting my best effort
into all of my assignments, I was able to achieve my goal of earning all A’s in my classes for the Fall
semester at URI.
Leadership Inventory Revised 08/22/2017 10
 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)
HDF290 My CliftonStrengths top five themes were Individualization, Learner, Intellection, Developer, and Input.
The Individualization trait I identify with the most is that I recognize other people’s unique qualities and
enjoy hearing their stories. My weakness for Individualization is trying to constantly understand why
people do the things they do, even if the other person does not want to share that with me. At the
beginning of a new school semester, I really enjoy listening to people’s introductions in class. I love
hearing fun facts about people and what they’re interested in. The Learner trait that I identify with most
is that I am energized by the journey of ignorance to competence. At my job I have been given new
responsibilities because it was recognized that I am willing to take on challenges and learn how to do
new things. My weakness for Learner is that I am never satisfied. I will continue to want to push myself
more and often bite off more than I can chew. The Intellection trait I identify with the most is that I like
time alone to think through problems. Whenever I walk through campus I am constantly thinking
through social and ethical problems that I have recently heard about. My weakness for Intellection is
that constantly thinking is exhausting. I can’t find a perfect solution for everything which is bothersome
as times. The Developer trait that I identify the most with is that I want others to succeed. I recognize
the strengths that people have and have often helped my friends look for jobs and make suggestions
for what they would be good at. My weakness for the Developer trait is that sometimes I push people
too hard. The Input trait that I identify the most with is that I am inquisitive and like to collect things,
especially when I travel. My boyfriend and I get to travel often and when we do I collect random items
from our trip. All the items I keep in a specific box. My weakness for the Input trait is that I have a hard
time letting things go. I once had a huge collection of makeup product boxes in my closet for years
after eventually realizing I was hoarding garbage, I threw them out.

Gallup, I. (2023, January 4). StrengthsFinder 2.0. Gallup.com. Retrieved February 28, 2023, from
https://www.gallup.com/cliftonstrengths/en/strengthsfinder.aspx
18. Student will describe personal leadership
style and/or personality style including
strengths and weaknesses and examples
of application (Sources = Leadership style
inventories, the L.P.I., Type Focus
(MBTI), LAMP, DISC, and other career
inventories, etc.)

Outcome Category: Leadership Theories

Outcome Target Additional Descriptive notes regarding learning and practice

class Experiences
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
Leadership Inventory Revised 08/22/2017 11
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 “Servant Leadership” theory
of leadership by Greenleaf
28. Student will describe personal
application of the above theory
(Greenleaf)
29. Student will show knowledge of
the “Principle Centered
Leadership” theory by Covey
HDF290 In my HDF290 course a classmate of mine presented on Servant Leadership theory. Servant Leadership theory was
created by Robert Greenleaf. Servant Leadership is serving the greater good or putting the well-being of others before
yourself. It is also to serve and give to your community which empowers others to perform to the best of their ability. These
leaders will display listening, awareness, empathy, persuasion, healing, foresight, commitment to the growth of others,
stewardship, conceptualization, and the goal of building communities. To become a servant leader, you must have strong
communication, improve your listening skills, and develop empathy.
Kenton, Will. “Servant Leadership: Characteristics, Pros & Cons, Example.” Investopedia, Investopedia, 8 Oct. 2022,
https://www.investopedia.com/terms/s/servant-leadership.asp#toc-how-servant-leadership-works.
Robert K. Greenleaf Biography. Greenleaf Center for Servant Leadership. (n.d.). Retrieved February 20, 2023, from
https://www.greenleaf.org/about-us-3/robert-k-greenleaf-biography/
Servant leadership: Definition plus benefits and drawbacks. Servant Leadership: Definition Plus Benefits and Drawbacks.
(n.d.). Retrieved February 20, 2023, from https://www.betterup.com/blog/servant-leadership-what-makes-it-different
PSY489 I often have the chance to express kindness towards others. I try to uphold always being kind and empathetic towards
other people. Servant Leadership is centered around serving others for the greater good of the community. For my
PSY489 internship I had the opportunity to work at the Jonny Cake Center for Hope in Wakefield. The Jonny Cake Center
exemplifies all that Robert Greenleaf was imagining when creating Servant Leadership. At my internship I was able to work
with clients by helping them fill out housing and SNAP applications. I also was able to work in the food pantry and the thrift
store that was run by the center. When working with clients, I display active listening and display awareness of their
situation. Empathy is something I try to maintain when interacting with anyone, but especially clients. If it is needed, I
would persuade clients to take certain steps to help themselves. Healing is a major goal that I had for all the clients I
worked with, and I offered ways to do so. I used foresight to predict how my actions and my clients’ actions would affect
their circumstances to avoid worsening their situation and instead improve their lives in the long run. While working at the
Jonny Cake center, my main goal was to helps clients grow as people and learn to advocate for themselves. I often
displayed stewardship at the Jonny Cake center by taking care of my boss’s office and maintain the food pantry. During my
time at the center, I was always encouraged to think outside of the box and to not be afraid to try new things. The ultimate
goal of the Jonny Cake Center it to build up the South County community and I had the incredible opportunity to play a part
in this work. Overall, it was a great experience that allowed me to practice all of the qualities that Servant Leaders display
and aided in creating a better community.
HDF290 In HDF290, I was asked to research Principle Centered Leadership theory. The theory was created by Stephen R. Covey,
a successful businessman and author. Principle centered Leadership uses four core principles and four different levels of
everyday life that guide us through decision making. The four principles are power, guidance, wisdom, and security. The
Leadership Inventory Revised 08/22/2017 12
 four levels that these principles impact are personal, interpersonal, managerial, and organizational. Covey also claims that
there are 8 characteristics that a principle centered leader will possess. This leader will be continually learning, be service
oriented, radiate positive energy, believe in other people, lead a balanced a life, see life as an adventure, exercise for self-
renewal, and is synergistic.

Starkey, B. (2011, January 4). 8 characteristics of principle-centered leaders. HOOP THOUGHTS. Retrieved February
21, 2023, from http://hoopthoughts.blogspot.com/2011/01/8-characteristics-of-principle-centered.html

Kotelnikov, V. (n.d.). Principle-Centered Leadership: Building Natural Principles Into the Centre of Your Life and Work.
1000 Ventures. Retrieved February 28, 2023, from
http://www.1000ventures.com/business_guide/crosscuttings/leadership_principle-centered.html

Walker. (n.d.). Principle-centered leadership by Stephen R. Covey. Square Space . Retrieved February 21, 2023, from
http://hoopthoughts.blogspot.com/2011/01/8-characteristics-of-principle-centered.html
30. Student will describe personal HDF290 Though Principle Centered Leadership is mainly applied in business, I can use the same four principles, power, guidance,
application of the above theory wisdom, and security, at my job. I work at a daycare which means I oversee multiple children at once. I often exercise
(Covey) power, or in the case of my job, I am in charge. I exemplify guidance by teaching the children new skills and concepts
often. In order to teach and guide the children, I must have wisdom about everyday concepts, such as teaching children
about basic hygiene to prevent the spread of germs. Finally, security is one of the most important things at my job. It is my
job to protect the children and make sure that they are always secure. This means making sure doors are properly locked
and no children are left behind when I close the building. As for the 8 characteristics, I continuously learn about new
children while at work. I constantly am serving the children I work with, such as serving them meals and tending to their
injuries. Everyday I go into work with a smile on my face to radiate positive energy. I constantly tell the children that I
believe in them, no matter what they are trying to accomplish I choose to support them. I try to lead a balanced life by
working on the weekdays and relaxing or having fun on the weekends. Each day that I am at work it is an adventure,
something exciting is always happening. I practice self-renewal by taking care of my body and mind so that I have the
energy to work. Finally, I am synergistic as I recognize that I need my coworkers in order to run a classroom smoothly.
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)

Leadership Inventory Revised 08/22/2017 13

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 “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 HDF290 In my HDF290, a classmate presented on the Constructivism theory which was created by Swiss psychologist Jean
the concept of constructivism Piaget. Rather than passively take in taught information, learners construct their own wealth of knowledge through
reflecting and building upon their life experiences. As they experience more things, the learner adds new information to
their pre-existing information and adapts their views and decisions accordingly. Three types of constructivism are cognitive
constructivism (how people make sense of their experiences), social constructivism (learning about the world through
interactions with others), and radical constructivism (the ability to see the world beyond their own current experiences and
take past experiences into consideration).

Cognitive constructivism: Teaching-for-transformation. Teaching. (2022, December 12). Retrieved February 15, 2023, from
https://www.teachingfortransformation.com/cognitive-constructivism/

What is constructivism? University of Phoenix. (n.d.). Retrieved February 15, 2023, from
https://www.phoenix.edu/blog/what-is-constructivism.html

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
HDF290 The Constructivism theory entails constructing your own wealth of knowledge through reflections upon your life
experiences. There are three types of constructivism, each of which I have personally experienced. Cognitive
constructivism, how people make sense of their experiences, I have done multiple times through my life. The COVID19
pandemic is an example of how I personally experiencing cognitive constructivism. I like many others had to make sense
and cope with what was happening while the world was rapidly changing around us. Social constructivism is something I
experience daily since I gain most of my knowledge about the world through my interactions with others. For instance, my
old boss taught me how to change my car’s oil, something I never knew how to do before. Finally, radical constructivism is
extremely important for me to experience daily. I am earning my degree in Psychology which means learning emotional
intelligence. Emotional intelligence requires looking beyond your own thoughts and needs while taking other peoples views
and needs into consideration. By doing this, you learn more about people and how they interact with one another.
HDF290 In my HDF290 class, a classmate of mine presented the Social Change Model of Leadership. It was created by theorists
Helen and Alexander Astin as well as others from the Working Ensemble group of leaderships specialists. Social change is
the change within a society which can include change in social behavior, social structure, and social relationships. These
Leadership Inventory Revised 08/22/2017 14
 Astin et al changes occur over a long period of time and have long-lasting consequences on communities. The Social Change Model
is based on the ideas that leadership should be purposeful, collaborative, and value-based in order to bring about positive
social change. There are seven critical values of leadership that the Social Change Model contains. These values are
consciousness of self, congruence, commitment, collaboration, common purpose, controversy with civility (civility indicates
and understanding of different viewpoints while controversy indicates an understanding that growth comes from
confrontation), and citizenship (connection to the community). The model itself displays how each of these values should
interact with each other in order to better the world and improve society for its citizens.

Social Change model with circles - Ohio State University. Higher Education Research Institute . (n.d.). Retrieved February
28, 2023, from https://socialchange.osu.edu/posts/documents/socialchangemodel.pdf

Sheriff, S. (2019, August 1). Social Change Model of Leadership Development. Social Change Model | Social Change
Model of Leadership Development | Dickinson College. Retrieved February 20, 2023, from
https://www.dickinson.edu/info/20380/student_leadership/3795/social_change_model_of_leadership_developmen
t

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
Leadership Inventory Revised 08/22/2017 15
 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 16

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 17
 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 COM100 In COM100: Communications Fundamentals, we were asked to write a paper about being a change
leadership as it relates to change agency agent. It was a two-page paper in which I had to describe a time in my life where I was an agent of
change. To prepare for this assignment, we discussed in class different ways one could be a change
agent. One resource that we used was the United Nations 17 Sustainable Development Goals. These
goals are no poverty, zero hunger, good health and well-being, quality education, gender equality,
clean water and sanitation, affordable and clean energy, decent work and economic growth, industry
innovation and infrastructure, reduced inequalities, sustainable cities and communities, responsible
consumption and production, climate action, protection of life below water, life on land, peace, justice,
and strong institutions, and global partnership for these goals. These are goals that the United Nations
are aiming to achieve, but they are also representative of ways I can be an agent of change in my daily
life. I can be more responsible with my consumption of products and eliminate my waste, I can treat
everyone equally to support gender equality and reduce inequalities, I can donate to food pantries to
aid in ending reducing hunger, and I can promote maintaining a healthy lifestyle. Though these goals
are meant to be accomplished on a global scale, there are small changes I can make in my everyday
life to aid in accomplishing their and therefore be an agent of change.
88. Student will describe personal examples COM100 Jonny Cake Center for Hope For the COM100 paper about becoming a change agent, I chose to write about how I overcame much
of being a change agent internship of my anxiety to become a change agent. It was not easy, but I managed to make changes in my life
that allowed me to live with more confidence. I found that by working and going to school, I felt more
responsible for my future. Many people feel overwhelmed by responsibilities, but I found strength in
taking on new tasks. For instance, in my paper I mentioned my internship at the Jonny Cake Center for
Hope in Wakefield, RI. One of my tasks there were working in the food pantry and helping clients fill out
SNAP and housing paperwork. I had no experience with this before, but I quickly learned the process
so that I could answer any questions that clients had about the application process. It taught me that I
don’t need to be an expert in a topic to help, I just need to have the willingness to learn and the passion
to help others to be a change agent. I also have the pleasure of working with children at a childcare
center. I take any opportunity I can to teach the children how to be kind and thoughtful people so that
one day they also have the confidence to be a change agent in our world.
89 Student will demonstrate knowledge of
the “Model of Intercultural Sensitivity” by
Bennett and its uses in leadership

Leadership Inventory Revised 08/22/2017 18

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 HDF290 Inclusive leadership has been discussed within HDF290 a few times. Leadership and inclusivity can be
inclusive leadership applied in all courses, work environments, and aspects of life. It is important to recognize what you can
do as a leader to ensure that your members feel comfortable in their roles and represented. Our
HDF290 class was able to partake in an Inclusive Leadership Panel in March 2023. From that panel
and other discussions that have taken place throughout the semester, I know that there are certain
standards I will hold myself and other team members to in order to be inclusive. For instance, I will
allow people from all different backgrounds to be a member of my team, there will be no discrimination.
I will ideally have people of various genders, races, religions, and socioeconomic statuses if the project
permits it. In my opinion, the more people from various backgrounds you have working together, the
better. I will always allow people to speak their mind and create a safe space for various opinions and
beliefs. It is important to remember that differences can be a strength when collaborating. The best
way we can learn about our differences and similarities is by listening to each other. I will also stand up
for anyone experiencing discrimination or any other kind of unfair treatment. I believe that as important
as it is to behave in a way that is accepting of others, it is just as important to know how to protect
others. Sometimes it is intimidating to engage in conflict, but it is needed at times to help those who
might not be able to help themselves. I will hold myself to these values and remember to celebrate and
protect members of my team to ensure inclusivity.

Outcome Category: Critical Thinking

Outcome Target Additional Descriptive notes regarding learning and practice

class Experiences
98. Student will show knowledge HDF290 We are constantly thinking everyday of our lives, but sometimes we must engage in a deeper thinking process to solve problems or
of principles of critical determine our beliefs and values. This deeper thinking process is called critical thinking. There are certain principles required to
Leadership Inventory Revised 08/22/2017 19
 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
participate in critical thinking. These principles include asking questions, defining the problem, looking at the evidence, recognizing your
possible biases, not becoming too emotional, looking at the big picture instead of simplifying an issue, and examining cause and effect.
Critical thinking can help to prevent fallacies, or mistaken beliefs. With all the information available to us on the internet and by word of
mouth, it is easy to have believe false information is correct. Critical thinking exists to prevent fallacies from continuing. Instead of blindly
believing whatever is told to us, we should think critically about information. As mentioned, this means asking questions, fact checking,
weighing in possible biases, etc. When we use critical thinking not just academically but in our professionally and personal lives, we are
more likely to be open to changing our thoughts and beliefs when exposed to new information. It is important to recognize that there is
nothing wrong with changing your mind when exposed to new information, if anything this represents humility and growth. Logical
thinking is something that can be used everyday to make the best possible decision and to unbiasedly mold your beliefs.
https://www.utc.edu/academic-affairs/walker-center-for-teaching-and-learning/teaching-resources/pedagogical-strategies-and-
techniques/ct-ps#:~:text=Wade%20(1995)%20identifies%20eight%20characteristics,other%20interpretations%2C%20and%20tolerating
%20ambiguity.
http://www.wright.edu/~elliot.gaines/criticalthinking.html
HDF290 Work I have had to think critically many times in my life. I have always enjoyed thinking through problems and thinking about what I would do
in various scenarios. For me, the best way I learn is by thinking critically about a situation so that I can understand it from all different
angles. In fact, according to me Clifton Strengths, I fall under the Strategic Thinking Theme. This theme helps me take in and analyze
information to make an informed decision. One example of this is when I was at work, and we were understaffed. I am usually just an
assistant teacher, but both of my building’s directors were out for the rest of the afternoon so I had to step up and do the job of a
director. I am not officially trained to do this job, but I was able to find solutions for multiple problems. One issue I had to deal with was
an infant with a head injury. It is always scary when a child injures themselves, but I had to act quickly and effectively. I recognized that
we needed to tend to the injury, contact the parents, and then fill out an injury report. Another task I had to take care of was figuring out
how to balance the staff and the children throughout the rooms so that we remained in the correct teacher to child ratio. This involved
me thinking about how many children that would begin to be picked up at the end of the day and what time each staff member was
scheduled to leave. This is an example of how I had to think ahead and realize how my decisions would affect the children and staff
members for the rest of the day. Outside of work and decision making, I also try to base my beliefs off research. If I see something
posted online that catches my interest and evokes a reaction from me, I will always fact check it. I understand that many things online
are posted with misleading information just to get attention therefore it is up to me to check if the information is accurate or not.
Gallup, I. (2023, April 17). StrengthsFinder 2.0. Gallup.com. Retrieved February 28, 2023, from
https://www.gallup.com/cliftonstrengths/en/strengthsfinder.aspx
HDF290 Decision making can be a daunting task if one is unsure of how approach the issue. There will be many issues that we need to solve
each day, both minuscule and grand problems. Sometimes it is not even a problem that needs to be decided upon, but a decision simply
needs to be made. Whether you are deciding between two breakfast options or what graduate school you will choose to attend, there
are decision making skills that you can use to ease the process of deciding. The first step is identifying the decision, you can not solve a
problem unless you first know what it is. The second step is to gather relevant information surrounding the issue that may help you make
your decision. The third step is to identify possible alternative solutions. Once you have done this, you move onto step four which is
Leadership Inventory Revised 08/22/2017 20
 weighing the evidence. You will compare your solutions and weigh their outcomes and then move onto step five, choosing among your
alternatives or options. Step six is to take action and finally in step seven you will review your decision. You will gauge whether you were
able to solve your problem in a way that you deem is acceptable or not.

https://www.lucidchart.com/blog/decision-making-process-steps
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 21

Outcome Category: Interpersonal and Organizational Concepts & Skills

Outcome Target Additional Experiences Descriptive notes regarding learning and practice
class
109 Student will demonstrate knowledge of HDF290 In HDF290, students presented on various leadership theories. Though I was also asked to present, it
active listening techniques was important to me to engage in active listening during my peers’ presentations. Active listening
. requires “…paying full attention to what someone is saying in order to demonstrate unconditional
acceptance and unbiased reflection” (Coursera, 2023). To engage in active listening, you must focus
on the intent and purpose of what is being said (Coursera, 2023). You must also ask questions to
clarify if needed and then reflect on what you have learned from the speaker (Coursera, 2023). Before
the presentations began, it was mentioned that we would need to engage in active listening so that we
could later learn about leadership theories other than our own. Knowing this, I did my best to actively
listen to my classmates present their leadership theories.

Coursera. (2023, February 21). What is active listening and how can you improve this key skill?
Coursera. Retrieved February 28, 2023, from https://www.coursera.org/articles/active-listening
110 Student will describe examples of using HDF290 During my HDF290 course presentations on leadership theories, I engaged in active listening. Before
active listening skills people began presenting, I was sure to close my laptop and put away my phone. When each person
. began to present, I did my best to tune out possible distractions, such as what others around me were
doing and noise from outside of the building. I was the last person to present which meant I was also
trying to remember what I wanted to say during my own presentation. This was a balancing act as I did
not want to forget what I was going to say but I also wanted to take in what my classmates were saying
about their leadership theory. Though I did not ask questions after the presentations ended, I instead
had the ability to clarify any questions by using my classmates’ resources to learn more about their
theories.
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
.
Leadership Inventory Revised 08/22/2017 22
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 HDF290 Work schedule and personal events Between work and school, it is important for me to stay organized. I often must schedule meetings with
organizing meetings / setting agendas / my academic advisors. If I don’t remain organized, it would be easy for me to miss meeting and other
. leading meetings events. To accomplish this, I use a planner. My schedule is usually very busy, so I must be careful
when scheduling meetings. I review my planner and am careful to not schedule a meeting that will run
into class or work time for me. I prefer a physical planner to write in versus using a digital planner. I
also sometimes have shorts meetings at the end of the day with parents of the children I work with at
my childcare center. It is up to me to lead the conversation with the parent or guardian. At times these
are not easy discussions, specifically if I need to bring up a child’s negative behavior. I have learned
how to be professional while also making it clear that I care for the child’s well-being. It can be
intimidating to discuss a child with the parent, but I have gotten more comfortable with these meetings
and have learned how to exchange in an appropriate dialogue with parents and guardians.
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
Leadership Inventory Revised 08/22/2017 23
. 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 COM100 For my COM100: Communication Fundamentals class, we had to write and present informative
construction / elements of informative and speeches. Before crafting and presenting our speeches, we had to first learn about how to create a
. persuasive speeches persuasive and informative speech. We learned about the different elements of a speech, such as the
hook. When beginning a speech, you want to grab your audience’s attention and then maintain their
attention for the rest of the speech by including multiple points that support your thesis. Any supporting
points that you use in your speech should be accurate information that is supported by recent and
relevant evidence gathered about the topic. You should end with a closing statement that leaves your
audience to ponder about the topic, or a final statement that ties the whole speech together and makes
your argument definitive. When giving the speech, you should maintain a good speaking speed and
incorporate pauses that allow your audience to take in what was just said. You should talk at a rate that
is easy for the audience to understand what you are saying, and you should project your voice.
Ultimately, a good speech is one that is thoughtfully research, planned out, and well-rehearsed.
141 Student will demonstrate proficiency in COM100 For my COM:100 speech, I chose to argue that you don’t need to be a health expert to advocate for
informative and persuasive public speaking your health. Often people do not pay attention to their physical health or changes in their body. Some
. people leave it up to a doctor to point out any concerns. This can happen when people do not care
about their health or believe they do not have enough knowledge to recognize symptoms of an illness. I
chose to topic about this because a child at the childcare center I work at was diagnosed with terminal
brain cancer and recently passed away. It is unfortunate that there was nothing that could be done in
her case, however, other people might face a better outcome if they take notice in the changes in their
bodies. Since this was an emotional speech for me to present, I used to note cards to aid me in
completing the speech in case I was unsure of what to say next. I already rehearsed it multiple times
so that I could feel comfortable talking and figure out where to pause during the speech. Though I get
nervous during presentations, due to my rehearsals and notecards, I was able to do well presenting
my persuasive speech.
142 Student will show knowledge of planning Work (manager at a retail store) For two years I worked at a retail store and was the manager. It was the first time I had ever held a
and conducting interviews (as the manager position which meant I would have to conduct interviews and hire new employees on behalf
. interviewer) of my boss. Since I had never done this before, my boss explained to me her process of looking at
applicants and conducting interviews. If an applicant had all the desired traits for the position, she
Leadership Inventory Revised 08/22/2017 24
 would schedule an interview. In preparation of the interview, the applicants resume should be looked
over and any concerns or questions should be noted. Ideally the applicants resume will be physically
on hand for the interview which means either requesting that the applicant bring their resume, or you
print it out yourself. It is important to notice how the interviewee communicates with you before the
interview and what time they arrive for the interview. They should be dressed appropriately and appear
as though the prepared for the interview. When conducting the interview, it is good to take notes and
ask questions. You should also allow the interviewee the opportunity to ask you questions about the
position.
143 Student will describe personal examples of Work (manager at a retail store) I was extremely nervous for my first interview when I was the interviewer, but my boss prepared me
planning and conducting interviews (as the well. I knew that these applicants were already chosen by my boss which meant that they all had good
. interviewer) qualifications for the position. To prepare for my interviews, I would print out and review the resumes of
the interviewees ahead of time. I would highlight anything on their resume that I wanted to know more
about and wrote down what questions I needed to ask during the interview so that I would not forget to
ask them. When the interviewee came in, I wrote down the time that they arrived. I was friendly and
tried to make them feel comfortable so that would not be nervous to the interview. I asked my
questions but also left room to ask to follow up questions based on their responses. To end the
interview, I allowed the interviewee the opportunity to ask me any questions and I then let them know I
would be in contact with them shortly after thanking them for their time.
144 Student will show knowledge of preparing Miss Rhode Island Teen Pageant I have been on multiple job interviews, all of which I prepped for, but the interview that I prepped the
for and effective answers in interviews (as 2018 most for was for my Miss Rhode Island Teen Pageant interview. My first job was working at a prom and
. the interviewee) pageant boutique, and I was convinced by my coworkers to do a pageant. I had never done one
before, so I chose to hire coaches to aid me in the process of learning how to walk, what to wear, and
most importantly, to help me prepare for the interview. The pageant coaches explained to me what kind
of questions I would most likely be asked. They also told me how I should dress for the interview and
how I should greet and thank the judges. They asked me practice questions and pointed out that I
should avoid using filler words like “Um” and be honest with my answers. To prepare further, I watched
pageant interviews online to learn more about what it was like to be interviewed and what questions
might be asked.
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
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. 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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