Leadership Inventory 412

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

Date Enrolled:
Date of Graduation: May 2023
*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.
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
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.
CORE REQUIREMENTS- 9 Credits
Required Class options Notes

Element
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
3 credits or 120 hours of documented internship experience for graded credit
Experience through Office of Experiential Learning &
Community Engagement
or The only time the major and minor can overlap
Internship Class in Academic Major
Capstone HDF 412: Historical, Multi-ethnic & Alternative Offered only in the fall with preference given to seniors
3 credits Leadership
or Offered in the spring and summer with Dr. Leatham
COM 402: Leadership & Motivation
or Offered in the fall and spring with Dr. Cooper
BUS 441: Leadership Skills Development
or
Must be in Honors or have GPA of 3.3
HPR 411/412: Honors Senior Seminar
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 COM 402: Leadership and Motivation HDF 416: Leadership in Organizations
US (capstone option) HDF 417: Leadership Minor Internship
BUS 341: Organizational Behavior COM 407: Political Communication HDF 437: Law & Families in the U.S.
BUS 342: Human Resource COM 415: The Ethics of Persuasion HDF 450: Introduction to Counseling
Management COM 421: Advanced Interpersonal HPR 118: Honors Course in Speech
BUS 441: Leadership & Motivation Communication Communications
(capstone option) COM 422: Communication and HPR 203: The Prepared Mind
BUS 443: Organizational Design & Conflict HPR 412: Honors Seminar (capstone
Change COM 441: Race, Politics and the option)
BUS 448: International Dimensions of Media MSL 101: Introduction to Military
Business COM 450: Organizational Leadership
BUS 449: Entrepreneurship Communication MSL 201: Leadership & Military
COM 100: Communication COM 461/462: Managing Cultural History
Fundamentals Differences in Organizations MSL 201: Military Skills and History
COM 202: Public Speaking CSV 302: URI Community Service of Warfare
COM 208: Argumentation and Debate GWS 150: Introduction to Women’s MSL 202: Leadership & Team
COM 210: Persuasion: The Rhetoric of Studies Building
Influence GWS 310: Race, Class, Sexuality in MSL 301: Leadership & Management
COM 221: Interpersonal Women’s Lives PEX 375: Women in Sport ‐
Communication GWS 350: International Women’s Contemporary Perspectives
COM 250: Small Group Issues PHL 212: Ethics
Communication HDF 190: First‐Year Leaders PSC 304: Introduction to Public
COM 302: Advanced Public Speaking Inspired to Excellence (FLITE) Administration
COM 308: Advanced Argumentation (introductory course option) PSC 369: Legislative Process and
COM 322: Gender & Communication HDF 290: Modern Leadership Issues Public Policy
COM 351: Oral Comm. in Business & (introductory course option) PSC 504: Ethics in Public
the Professions HDF 291: Rose Butler Browne Administration
COM 361: Intercultural Communication Program Peer Mentoring SOC300/WMS350: Women and Work
COM 383: Rhetorical Theory Program THE 221: Stage Management
COM 385: Communication and Social HDF 412: Historical, Multi‐Ethnic, THE 341: Theater Management
Influence & Alternative Leadership
(capstone option)
HDF 413: Student Organization
Leadership Consulting
HDF 414: Leadership for Activism
and Social Change
HDF 415: FLITE Peer Leadership
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:
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.
Outcome Category: Self-Leadership
Outcome Target Additional Descriptive notes regarding learning and practice
class Experiences
1. Student will demonstrate

autonomy and a minimized need
for approval
2. Student will demonstrate personal, URI 101 Being a first-year The course URI 101 is a requirement class for all first-year
organizational, and academic student at the students to take, this class is designed to help all first-year
examples of self-discipline university was students stay organized, academically focuses and self-discipline.
very
overwhelming, so
the course URI
101 allowed me to
stay organized.
3. Student will demonstrate the ability URI 101 When having to Students are able to demonstrate the ability to manage stress by
to manage emotions deal with sensitive designating a calm-down spot, taking the focus off of academic
emotions I put success, being patient, etc.
aside everything
and focus on my
mental health.
4. Student will demonstrate

knowledge of stress management
methods
5. Student will demonstrate the ability URI 101 From personal Students are able to demonstrate the ability to manage stress by
to manage stress experience when finding time in your daily routine to get some exercise, you can
dealing with stress make your body healthier and give yourself more tools to fight
I have went on stress. Eating well and getting enough physical activity are both
runs to clear my essential for staying healthy in college and managing stress.
mind and later be
able to focus
more.
6. Student will express a personal

code of leadership / membership
ethics
7. Student will demonstrate practice PHL 212 N/A Personal ethics is the code of ethical guidelines that guide you in
of the personal code of ethics your personal and professional life. They often develop from your
core values and work ethic into actionable goals used in a variety
of challenging situations. Your personal ethics can, and likely will,
contain common ethical guidelines that other people share, but
they will vary in their level of importance and how to maintain
them.
8. Student will express a personal HDF 290 In the course HDF The traits I received after taking my VIA survey was bravery,
values statement (Sources = VIA, 290, you are honesty, self-regulation, prudence, and leadership. I personally
values clarification exercises, etc.) asked to complete feel like these character strengths suit me perfectly, I am a very
VIA survey and reserved person, so it makes sense that my top 5 traits include
later reflect your self-regulation and prudence. Apart from being a reserved person
results. about my feelings I enjoy being in charge and being the leader, so
the leadership trait fits me perfect as well. I have seen my
leadership trait in action best while at work. I have worked at the
same restaurant since I was 15 years old, so I know the
restaurant super well. Having 4 years of experience has allowed
me to be able to help others and lead my coworkers like a leader
at my job. I am not surprised at all from the traits given especially
bravery. Bravery resulted to be my number one trait. I have best
seen this trait in action when having so stand up for myself, in
tough situations, and also when never allowing myself to give up
on anything in life.
9. Student will demonstrate practice PHL 212 When taking the A personal value statement is a concise and specific statement
of the personal values statement course PHL 212 I that outlines what is most important to you in your life.
was asked to list https://careertrend.com/write-personal-value-statement-10249.ht
my personal ml
values and reflect
on why they are so
important to me.
10 Student will demonstrate the ability

to lead a project from start to finish
.
(follow-through)
11. Student will describe goals and

objective statements regarding
personal issues, career issues,
and community issues
12 Student will show evidence of

goals and objectives that were
.
planned and achieved
13 Student will show knowledge of the

“Hierarchy of Needs” theory by
.
Maslow
14 Student will show application of

Maslow’s theory to own life
.
15 Student will show knowledge of the

theory of Superleadership by Manz
.
& Sims
16 Student will show application of
Manz & Sim’s theory to own life
.
17 Student will describe

StrengthsQuest Signature
.
Themes, shadow side of Strengths
and/or weaknesses, and examples
of application (Source = Gallup)
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
class Experiences practice
1 Student will show

knowledge of the
9.
“Authority and
Bureaucracy” theory
of leadership Weber

personal application
0.
of the above theory
(Weber)
2 Student will show

knowledge of the
1.
“Scientific
Management” theory
of leadership by
Taylor

2.
of the above theory
(Taylor)
2 Student will show

knowledge of the
3.
“Management by
Objectives” theory of
leadership by
Drucker
4.
of the above theory
(Drucker)
2 Student will show

knowledge of
5.
“Theory X and
Theory Y” theory of
leadership by
MacGregor

6.
of the above theory
(MacGregor)
2 Student will show HDF 290 N/A Servant leadership is a leadership philosophy in
knowledge of the which an individual interacts with others—either in
7.
“Servant a management or fellow employee capacity—with
Leadership” theory the aim of achieving authority rather than power.
of leadership by The system embodies a decentralized
Greenleaf organizational structure.
https://www.investopedia.com/terms/s/servant-lea
dership.asp

8.
of the above theory
(Greenleaf)
2 Student will show HDF 290 N/A Principle Centered Leadership is a leadership
knowledge of the theory developed by Steven Covey, and based
9.
“Principle Centered upon the premise of servant leadership. By
Leadership” theory helping ourselves to look at the world based on
by Covey principles, we can empower others by aiding them
to realize their potential. In education this is
important because if I have focus and confidence
in leadership abilities, I can empower others to
realize their potential so that the organization as a
whole will raise.

0.
of the above theory
(Covey)
3 Student will show

knowledge of the
1.
“14 Points / TQM”
theory of leadership
by Deming

2.
of the above theory
(Deming)
3 Student will show

knowledge of the
3.
“Visionary
Leadership” (now
often cited as
“Transformational
Leadership”) theory
by Sashkin

4.
of the above theory
(Sashkin)
3 Student will show

knowledge of the
5.
“Individuals in
Organizations”
leadership theory by
Argyris

6.
of the above theory
(Argyris)
3 Students will
demonstrate
7.
knowledge of the “4
V’s” theory of
leadership by Grace
(Center for Ethical
Leadership)

8.
of the above theory
(Grace)
3 Student will show

knowledge of the
9.
“Situational
Leadership” theory
by Hersey &
Blanchard
0.
of the above theory
(Hersey &
Blanchard)
4 Student will show HDF 412 The Relational Leadership Model as presented by
knowledge of the Susan Komives, Nance Lucas, and Timothy
1.
“Relational McMahon focuses on the idea that leadership
Leadership” model revolves around relationships and moral practice
by Komives, through which individuals work together to achieve
McMahon & Lucas positive change (Komives, Lucas & McMahon,
2007) . This model is made up of five main
components; purpose, ethics, empowering,
inclusive, and process-oriented. The inclusive
component of being of the RLM refers to
welcoming and opening to diverse points of view
and diverse identities; valuing fairness and
equality, and making sure everyone feels heard.
Empowering others is an important component in
the RLM believing everyone has something to
bring to the table embraces what they have to
offer. Being a relational leader requires purpose. In
every leadership opportunity, you must know the
goal or overall mission in order to be successful.
The ethics component of RLM refers to the
responsibility of being able to make decisions, as
well as the responsibility to have good social
behavior among your group and among outside
individuals. In other words, ethics uphold values
and standards of morality The last component of
RLM is process-oriented. This requires relational
leaders to know and value a community, value the
importance of the process, and collaborate
effectively with their groups and those they are
leading. To understand and use the Relational
Leadership model is to incorporate all five
components of the model at all times. In
conclusion, RML respects the unique abilities of
the group's participants and believes that the
process will lead to the socially responsible
changes that the participants have decided they
wish to pursue.
Komives, S., Lucas, N., & McMahon, T. R. (1998).

Exploring Leadership: for college students who
want to make a difference (3rd ed.). San
Francisco, CA: Jossey-Bass, a Wiley imprint.
4 Student will describe HDF 412 This model is made up of five main components;
personal application purpose, ethics, empowering, inclusive, and
2.
of the above theory process-oriented. I feel as though these five
(Komives et al) components relate well with my top five strengths;
deliberate, relator, competition, significant and
strategic. My great ability to be a relator, makes it
easy for me to be inclusive and empowering to
others. An inclusive leader involves everyone and
everyone’s ideas, while an empowering leader
gives others the ability to be involved as well as
the feeling of being involved in group decision
making, much like a relator would do. The
component of being purposeful in this model
relates to my strength of being significant,
meaning I am committed to goals and feel a need
to be successful.
4 Student will show

knowledge of the
3.
concept of
constructivism
4 Students will
describe personal
4.
examples of
implementing
constructivism
4 Student will
demonstrate
5.
knowledge of the
Experiential
Learning Model
(Kolb)

6.
of the Experiential
Learning Model
(Kolb)
4 Student will show

knowledge of the
7.
“Social Change
Model of Leadership
Development” by
Astin et al

8.
of the above theory
(Astin et al)
4 Students will
demonstrate
9.
knowledge of the
“Leadership Identity
Development Model”
by Komives et al
5 Students will
describe personal
0.
application of the
above theory.
(Komives et al)
5 Students will
demonstrate
1.
knowledge of the
Strengths-Developm
ent Model by Hulme
et al

2.
of the above theory
(Hulme et al)
5 Student will
demonstrate
3.
knowledge of
behavior theories of
leadership from
Michigan and Ohio
State

4.
of the above
theories (Michigan &
Ohio State)
5 Student will
demonstrate
5.
knowledge of
Charismatic
leadership

6.
of the above theory
5 Student will
demonstrate
7.
knowledge of
contingency
approach to
leadership by
Fiedler
8.
of the above theory
(Fiedler)
5 Student will
demonstrate
9.
knowledge of
Path-Goal theory by
House

0.
of the above theory
(House)
6 Student will
demonstrate
1.
knowledge of
Leader Member
Exchange (LMX)
theory by
Dansereau, Graen &
Haga; Graen &
Cashman; Graen

2.
of the above theory
(Dansereau, Graen
& Haga; Graen &
Cashman; Graen)
6 Student will
demonstrate
3.
knowledge of
Leadership
Substitutes Theory

4.
of the above theory
6 Student will
demonstrate
5.
knowledge of
Models of leader
emergence

the impact of traits
6.
on leadership
emergence and
performance
6 Student will
demonstrate
7.
knowledge of Chaos
approach to
leadership by
Wheatley

8.
of the above theory
(Wheatley)
Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership

6 Student will
demonstrate how
9.
cultural anthropology
/ paradigms relate to
leadership

personal example of
0.
using cultural
anthropology /
paradigms as a
leader
7 Student will HDF 412 The "Cycles of Socialization" theory involves four
demonstrate cycles that explain how individuals learn and
1.
knowledge of the internalize societal norms and beliefs,
“Cycles of perpetuating oppression and creating a need for
Socialization” liberation. In leadership, this theory can be
(Harro) theory and applied to gain an understanding of marginalized
its uses in team members' perspectives and experiences,
leadership identify oppressive practices and policies within
the organization, and promote self-reflection
among team members to create a more inclusive
and equitable workplace that values everyone's
contributions.
7 Students will As a leader, I have recognized that my work

demonstrate team members come from diverse backgrounds
2.
personal application and may have experienced societal oppression
of the “Cycles of based on their race, gender, or socio-economic
status. I have used the "Cycles of Socialization"
Socialization” theory to better understand how these team
(Harro) members may have internalized societal
messages and norms that perpetuate oppression.
With this understanding, I have taken steps to

create a more inclusive and equitable workplace
by identifying and challenging policies and
practices that may be perpetuating oppression
within our organization. I have also encouraged
self-reflection among team members to help them
become aware of their own socialization and
internalized biases.
Through these efforts, I am working towards

creating a workplace where all team members
feel valued and respected for their unique
backgrounds and contributions, and where
diversity is celebrated and supported.
7 Student will
demonstrate
3.
knowledge of the
“Cycles of
Liberation” (Harro)
theory and its uses
in leadership
7 Student will
demonstrate
4.
of the “Cycles of
Liberation” (Harro)
7 Student will
demonstrate
5.
knowledge of the
“Configuration of
Power” (Franklin)
and its relationship
to leadership
7 Student will
demonstrate
6.
of the “Configuration
of Power” (Franklin)
7 Student will
demonstrate
7.
knowledge of racial
identity development
(Cross &
Fhagen-Smith;
Rowe, Bennett &
Atkinson; Ferdman
& Gallegos; Kim;
Horse; Renn etc.)
7 Student will
demonstrate
8.
of model(s) of racial
above
7 Student will
demonstrate
9.
knowledge of
models related to
gender / identity /
gender identity
development (Lev;
Bussey; Bussey &
Bandura; Bilodeau;
Gilligan; Belenky et
al; etc.)
8 Student will
demonstrate
0.
of model(s) of
gender identity
above
8 Student will
demonstrate
1.
knowledge of
additional social
model(s): Sexual ID,
Faith & Spirituality,
Disability, Social
Class (Dillon et al;
Fowler; Parks; Astin
et al; Peek; Smith;
Johnstone; Gibson;
Forber-Pratt &
Aragon; etc.)
8 Student will
demonstrate
2
of additional social
model(s) above
8 Students will
demonstrate
3.
knowledge of
McIntosh’s theory of
privilege and its
relationship to
leadership
8 Student will
demonstrate
4.
of McIntosh’s theory

the differences and
5.
similarities of
individual and
institutional
oppression and
relationships to
leadership (Source =
Three Dimensional
Matrix of
Oppression)
8 Student will
demonstrate
6
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.)
8 Student will show

knowledge of
7.
effective leadership
as it relates to
change agency

personal examples
8.
of being a change
agent
8 Student will
demonstrate
9
knowledge of the
“Model of
Intercultural
Sensitivity” by
Bennett and its uses
in leadership
9 Students will
demonstrate
0.
of the “Model of
Intercultural
Sensitivity” by
Bennett
9 Student will HDF 412 The Action Continuum is a measure designed to

demonstrate categorize people according to how they act
1.
knowledge of the toward or against oppression of specific
ally Action groups.People who are positioned more to the left
Continuum by Griffin of the scale actively and consciously support
& Harro oppression, while those who are positioned
further to the right actively and consciously resist
it. In order to challenge oppression and work
toward a cultural shift, it is crucial for leaders to
advance to the right.The first stage of the
continuum on the left side is “Actively
Participating”; this refers to telling derogatory
jokes, putting down people, intentionally avoiding
targeted group members, discriminating against
targeted group members, verbally or physically
harassing targeted group members. The next
stage on the continuum is “Denying/Ignoring”;
Enabling discrimination and injustice by denying
that targeted group members are oppressed.
Does not actively discriminate or oppress, but by
denying that oppression exists, colludes with
oppression. The next stage in the continuum is
“Recognizing, No Action”; this stage refers to
being aware of oppression actions by self and
others and their harmful effects but not taking
action to stop this behavior. This inaction is the
result of fear, lack of information, confusion about
what to do. The reasons for this passivity includes
fear, a lack of knowledge, and uncertainty about
what to do.The following stage on the Action
Continuum is “Recognizing, Action”; which refers
to being aware of oppression and injustices, and
recognizes oppressive actions of self and others
and takes action to stop them. The next stage is
“Educating Self”; during this stage individual
begin by taking actions to learn more about
oppression and privilege, and the life experiences
affected by unjust social relations. They do so by
reading, attending workshops, seminars, etc.
Following this stage is the stage of “Educating
Others”; during this stage individuals move
beyond only educating themselves to questions
and dialogue with others too, they do not only
stop oppressive comments and behaviors, but
they also engage people to discussion to share
why you object to a comment or action. The next
stage is “Supporting/Encouraging”; individuals in
this stage Support others who speak out against
injustices or who are working to be more inclusive
of targeted groups by forming an allies group.
Lastly, we have the final stage on the scale,
“Initiating/Preventing”; during this stage leaders
are work to change individual and institutional
actions/ policies that discriminate against targeted
group members, plan educational programs, work
for passage of legislation that protects groups
from discrimination, etc.
Griffin, P. & Harro, B. (1997). Action continuum. In M. Adams,

L.A. Bell, and P. Griffin (Eds.).
Teaching
for diversity and social justice: A sourcebook
(p.109) New York: Routledge.
9 Student will HDF 412 One of my dominant social identities is related to

demonstrate my education, which has provided me with the
2
personal application privilege of being employed in my current role as
of the Action an intake clerk/paralegal at the Attorney
Continuum by Griffin General's office in Providence, RI. When
& Harro considering the Action Continuum developed by
Griffin & Harro, I would place myself between
'Recognizing, No Action' and 'Recognizing,
Action' in relation to this social identity group.
This is because I am aware of the privileges that
come with my education and grateful for them,
but I do not currently take action to assist those
who do not have the same privileges. While I
strive to continue learning and doing my best in
my profession, I acknowledge that there is more I
could do to help others who do not have the
same opportunities.
9 Student will show

knowledge of the
3.
Multicultural
Organizational
Development Model
(Jackson)
9 Student will show

4.
of the Multicultural
Organizational
Development Model
(Jackson)
9 Student will show
knowledge of the
5.
Multicultural Change
Intervention Matrix
(Pope)
9 Student will show

6.
of the Multicultural
Change Intervention
Matrix
9 Student will create a

personal code of
7.
inclusive leadership
Outcome Category: Critical Thinking

9 Student will show

knowledge of
8.
principles of critical
thinking and fallacies
(logic is used in this
minor)
9 Student will Open Critical thinking is an integral component of a

demonstrate mindedness, liberal education. To think critically is to think
9.
proficiency of critical Creative thinking, clearly and rationally about the subject matter
thinking Ability to solve under consideration. In addition to learning the
problems material in the courses they take; students need to
have the skills to understand and evaluate the
material being presented.
https://www.shu.edu/core-curriculum/upload/Critic
al-Thinking-Proficiency-Guidelines-2.pdf
1 Student will show

knowledge of
0
metaphorical analysis
0. to critically analyze
self and leadership
situations
1 Student will
demonstrate
0
proficiency of
1. metaphorical analysis
to critically analyze
self and leadership
situations
1 Student will show
knowledge of at least
0
five decision making
2. methods
1 Student will describe HDF 290 Ever since The 5 Steps to Good Decision Making are.
personal examples of learning these five Step 1: Identify Your Goal. One of the most
0
having used five steps to good effective decision-making strategies is to keep an
3. decision making decision making, I eye on your goal. ...
methods use them Step 2: Gather Information for Weighing Your
whenever in a Options. ...
difficult situation. Step 3: Consider the Consequences. ...
Step 4: Make Your Decision. ...
Step 5: Evaluate Your Decision.
I have used these five effective steps when having
to decide where to attend college, then whether to
live on and off campus, etc.
https://www.corporatewellnessmagazine.com/articl
e/5-steps-to-good-decision-making
1 Student will show

knowledge of at least
0
five problem solving /
4. conflict management
methods, as well as
understanding the
roots of conflicts

personal examples of
0
having used five
5. problem solving /
conflict management
1 Student will
demonstrate the
0
ability to synthesize
6. multiple knowledge
perspectives (course
work), competencies
(communication,
writing, information
literacy or
mathematical/statistic
al skills) and
responsibilities
(global, diversity &
inclusion or civic
knowledge)
1 Student will
demonstrate
0
knowledge of
7. leadership that is
used in crisis (i.e.,
James & Wooten;
Garvin; Covey;
Frohman; Lalonde;
Schoenberg; Joni;
Braden et al; etc.)

examples of
0
leadership in crisis
8. situations (i.e.,
application of James
& Wooten; Garvin;
Covey; Frohman;
Lalonde;
Schoenberg; Joni;
Braden et al; etc.)
Outcome Category: Interpersonal and Organizational Concepts & Skills

Outcome Targ Additional Descriptive notes regarding learning
et Experiences and practice
class
1 Student will COM N/A Active listening techniques include:

demonstrate 100 Building trust and establishing rapport.
0
knowledge of Demonstrating concern.
9 active listening Paraphrasing to show understanding.
. techniques Using nonverbal cues which show
understanding such as nodding, eye contact,
and leaning forward.
Brief verbal affirmations
https://www.ccl.org/articles/leading-effectively-
articles/coaching-others-use-active-listening-s
kills/
1 Student will I use these The active listening skillset involves these 6
describe skills when active listening skills:
1
examples of using listening to my Paying attention,
0 active listening parent to show Withholding judgment,
. skills respect. Reflecting,
Clarifying,
Summarizing, and.
Sharing.
I have used these skills when present in class,
so I make sure I am listening effectively at all
times.
https://www.ccl.org/articles/leading-effectively-
articles/coaching-others-use-active-listening-s
kills/
1 Student will
demonstrate
1
knowledge of
1 functions of group
. communication by
Hirokawa
1 Student will
describe personal
1
application of
2 functions of group
. communication
(Hirokawa)
1 Student will show N/A In order to receive feedback effectively you

knowledge of must listen to the feedback given. This means
1
techniques not interrupting. Hear the person out, and
3 regarding giving listen to what they are really saying, not what
. and accepting of you assume they will say. Be aware of your
feedback responses. Your body language and tone of
voice often speak louder than words. Be open.
This means being receptive to new ideas and
different opinions.
In order to give effective feedback, you must
concentrate on the behavior, not the person,
balance the content and be specific, avoid
general comments that may be of limited use
to the receiver.
1 Student will In a few of my Some teacher use a method where the

describe courses we students grade each other. In these cases,
1
examples of have been students are required to give their classmates
4 giving and asked to grade feedback, as they receive feedback for their
. accepting each other on work as well.
feedback. projects and
provide
effective
feedback to
our peers.
1 Student will show

knowledge of the
1
5 7D coaching
model (Knott)
.
1 Student will
demonstrate
1
personal
6 application of the
. 7D Model (Knott)
1 Student will show HDF a crucial conversation is a discussion

knowledge of 412 between two or more people where: the stakes
1
elements of a are high, opinions differ, emotions run strong.
7 Crucial
. Conversation and
steps to maintain
dialogue and
move to action
(Patterson,
McMillian &
Switzler)
1 Student will I recently had a crucial conversation with my

describe brother about mental health, and I was able to
1
examples of use skills I learned in a course to navigate the
8 engaging in a conversation successfully. We had different
. Crucial opinions, and it was important to me that our
Conversation relationship wasn't strained, but I also needed
to be honest about my own needs and
boundaries. I started the conversation by
sharing my feelings and needs, and I asked
my brother to listen and understand where I
was coming from. During the conversation, I
explained the various challenges I was facing,
including school, work, bills, and mental health
struggles, and I asked him to consider how
these challenges were affecting me.
Ultimately, my goal was to improve our
relationship and find a way to move forward
together.
1 Student will URI1 During my Facilitation techniques accelerate the capture

demonstrate 01 PINK meetings of planning, analysis and design information
1
knowledge of we start all our and ensure that session participants work
9 facilitation meetings with together effectively. Facilitation techniques are
. techniques a quick used for information collecting, decision
check-in, next making, communication, and meeting
we review management.
desired
outcomes and
agenda items.
1 Student will
demonstrate
2
proficiency of
0 facilitation
. techniques
1 Student will
demonstrate
2
knowledge of
1 de-briefing
. techniques
1 Student will
demonstrate
2
proficiency of
2 de-briefing
. techniques
1 Student will
demonstrate
2
knowledge of
3 framing based on
. psychology and its
use in group
facilitation
1 Student will
demonstrate
2
proficiency of
4 framing based on
. psychology and its
use in group
facilitation
1 Student will
demonstrate
2
knowledge the
5 four frames of
. organizations, and
the meaning of
reframing by
Bolman and Deal
1 Student will
describe personal
2
application of
6 organizational
. analysis using the
four frames of
organizations, and
breaking the
frame / reframing
(Bolman and
Deal)
1 Student will show

knowledge of
2
organizing
7 meetings / setting
. agendas / and
leading meetings
1 Student will
describe personal
2
examples of
8 organizing
. meetings / setting
agendas / leading
meetings
1 Student will show PHL N/A Parliamentary procedure is the body of ethics,
knowledge of 212 rules, and customs governing meetings and
2
Parliamentary other operations of clubs, organizations,
9 Procedure legislative bodies and other deliberative
. assemblies.
1 Student will show N/A 9 Useful Strategies to Dealing with Difficult

knowledge of People at Work
3
techniques for Be calm.
0 working with Understand the person's intentions.
. difficult people Get some perspective from others.
Let the person know where you are coming
from.
Build a rapport.
Treat the person with respect.
Focus on what can be actioned upon.
https://www.businessinsider.com/9-useful-strat
egies-to-dealing-with-difficult-people-at-work-2
011-6
1 Student will I have also I have had to use these techniques at my job
describe personal had to use many times, sometimes I am forced to work
3
examples of using these with people who are difficult. But since I must
1 techniques to techniques stay professional at my job, I use the
. work effectively outside of strategies listed above.
with difficult work, when
people working in
groups with
difficult people.
1 Student will show

knowledge of the
3
stages of group
development
2 (Tuckman/Tuckma
n & Jensen,
.
Bennis or others)
1 Student will
describe personal
3
examples of group
3 development in
. use
(Tuckman/Tuckma
n & Jensen,
Bennis or others).
1 Student will show

knowledge of
3
group roles and
4 how they
. contribute to
group dynamics
(Johnson &
Johnson; Benne &
Sheats; Knowles
& Knowles; etc.)
1 Student will
describe personal
3
examples of
5 group roles and
. how they
contribute to
group dynamics
(Johnson &
Johnson; Benne &
Sheats; Knowles
& Knowles; etc.)
1 Student will show URI Some effective membership skills in groups

knowledge of 101 are communication, listening, collaboration,
3
effective problem solving, etc. Communication is the
6 memberships foundation of effective teamwork. Effective
. skills in groups problem solvers are able to think outside the
box when challenges or issues arise. When
working in a group, it’s important to keep an
open mind. Recognize that your team
members may see things from another
perspective and hear them out. Working in a
team can be challenging at times, but more
often it is a great opportunity to uncover
creative ideas, share different perspectives
and experiences, as well as enhance your own
skills.
1 Student will HDF These skills in I use these skills when asked to work in
describe personal 290 all types of groups, these skills are very much effective
3
examples of group work/ and help everyone in the group feel welcome.
7 membership skills projects. For example, in HDF 290 we recently
. in use completed a project in pairs on inclusion in the
workplace. This project ran super smoothly
with my partner as we both used these skills.
We communicated with each other clearly, we
listened to what one another had to say and
we solved each problem together, rather than
letting one struggle.
1 Student will show

knowledge of the
3
Challenge and
8 Support theory by
. Sanford, and its
relationship to
organizations
1 Student will
describe personal
3
examples of using
9 the theory of
. Challenge and
Support (Sanford)
1 Student will show

knowledge of the
4
construction /
0 elements of
. informative and
persuasive
speeches
1 Student will HDF In both of A persuasive speech is a specific type of

demonstrate 290 these courses speech in which the speaker has a goal of
4
proficiency in COM I was asked to convincing the audience to accept his or her
1 informative and 100 present a point of view. The speech is arranged in such
. persuasive public informative + a way as to hopefully cause the audience to
speaking persuasive accept all or part of the expressed view.
1 Student will show HDF2 N/A Interview tips:

knowledge of 90 Research the company and your interviewers.
4
planning and URI Practice your answers to common interview
2 conducting 101 questions.
. interviews (as the Study the job description.
interviewer) Answer questions using the STAR method.
Recruit a friend to practice answering
questions.
Be prepared with examples of your work.
Plan your interview attire the night before.
1 Student will HDF I created a In the course HDF 290 we were asked to
describe personal 290 graphic interview either a local politician, or a small
4
examples of organizer in business leader, or a leader in a community
3 planning and order for the service / non-profit organization. The interview
. conducting interview to go consisted of asking the persons history/
interviews (as the smoothly. background, their education, personal
interviewer) philosophy, mentors, etc.
1 Student will show URI N/A Be direct and specific about what you are
knowledge of 101 asking in order to get effective answers from
4
preparing for and HDF whom you are interviewing, also so you do not
4 effective answers 290 confuse them. Next make sure your questions
. in interviews (as a confident, concise, focused for the best
the interviewee) results.
1 Student will HDF N/A When preparing to be interviewed, I do the

describe personal 290 same as when conducting an interview I;
4
examples of Research the company and your interviewers.
5 preparing for and Practice your answers to common interview
. being interviewed questions.
Study the job description.
Answer questions using the STAR method.
Recruit a friend to practice answering
questions.
Be prepared with examples of your work.
Plan your interview attire the night before.
1 Student will show N/A To convene a successful coalition, you must

knowledge of do the following:
4
effective Develop a one-to-one relationship with every
6 collaboration / coalition member.
. coalition building Resolve conflicts.
(Sources: Enlist members' active support.
Cilente/Komives Comprehend each group's self-interests and
et al; NCBI; etc.) help translate them into solid programs.
Communicate positions on difficult,
controversial issues.
1 Student will HDF Work team The concept of working collaboratively was
describe personal 290 meetings used a few times during HDF 290 and 412
4
examples of HDF courses, and we were directed to participate in
7 working in 412 group work as a part of the course
. collaboratives/coal requirements.
itions Additionally, my current job holds regular team
meetings as a way to keep everyone on the
same page and ensure that everyone is
working towards the same goals. Our team
meetings are particularly important when
working on complex cases that require input
from multiple departments or individuals.
1 Student will
demonstrate
4
knowledge of
8 techniques to
. communicate and
engage in difficult
dialogues related
to diversity and
inclusion.
1 Student will
demonstrate
4
proficiency in
9 communicating
. and engaging in
difficult dialogues
related to diversity
and inclusion.
1 Student will Through my current job, I have learned that

5 describe ways to accountability is crucial for effective
0 maintain leadership/member relationships and team
. accountability in success. This can be achieved by setting clear
leadership / expectations, regularly checking in on
member progress, celebrating achievements, and
relationships addressing accountability issues directly and
respectfully. Open communication is also
essential for addressing concerns and seeking
help when needed.
1 Student will As a leader, I ensure accountability by setting

describe personal clear expectations, defining roles and
5
examples related responsibilities, and establishing deadlines at
1 to maintaining the beginning of each project. I encourage
. accountability as a open communication and create a safe space
leader where team members can voice their concerns
and seek help when needed. I regularly check
in on their progress to provide feedback and
address any challenges they may be facing. If
necessary, I hold team members accountable
by following up on their assigned tasks and
providing coaching to improve their
performance. I celebrate team successes to
motivate and reinforce the importance of
accountability. In case of accountability issues,
I address them respectfully and work with
team members to find solutions, such as
additional training, revising goals or
expectations, or adjusting roles and
responsibilities.
1 Student will Here are ways to build rapport with your team,
5 describe ways to and ensure that great relationships are the
2 build relationships foundation upon which you build outstanding
. between leaders performance:
and members Build a Culture of Listening:
Learn to Recognize Emotion in Others:
Use Praise
Be a Leader
Set High Expectations
Ask Questions
Develop Shared Values
https://beleaderly.com/7-ways-to-build-great-re
lationships-with-your-team/
1 Student will As a leader, I believe that building strong

describe personal relationships with team members is essential
5
examples of for creating a positive and productive work
3 building environment. To achieve this, I have
. relationships with implemented several personal strategies,
members as a including:
leader Making a conscious effort to learn about each
team member on a personal level by asking
about their hobbies, interests, and family life.
This helps me understand their personality,
communication style, and work preferences,
which ultimately enables me to lead them
more effectively.
Actively collaborating with team members on
projects by involving them in decision-making,
seeking their input on strategy, and working
together to achieve project goals. By doing so,
we establish trust and respect for each other's
expertise.
Providing regular feedback and coaching to
team members to help them grow
professionally and demonstrate my
commitment to their success and
development.
Recognizing and appreciating team members'
contributions by frequently expressing verbal
praise, celebrating team successes, and
offering rewards for individual achievements.
This promotes a positive and supportive team
culture.
Attending and encouraging team members to
participate in team-building activities such as
social events, team-building exercises, and
community service activities. By joining in
these activities alongside my team members, I
demonstrate my commitment to building
relationships and fostering a strong team
dynamic.
1 Student will
describe how
5
credibility applies
4 to leadership, as
. well as the
characteristics
and skills of a
credible leader
1 Student will
describe personal
5
examples of
5 building,
. maintaining, and
repairing his/her
own credibility as
a leader
1 Student will
describe ethical
5
standards in
6 influence
.
1 Student will
describe influence
5
applies to
7 leadership
.
1 Student will
describe
5
principles of
8 effective
. mentoring, as well
as problems
particular to the
mentoring
relationship
1 Student will
describe personal
5
examples of
9 mentoring and
. being mentored
1 Student will
describe
6
principles of
0 effective peer
. leadership, as well
as problems
particular to peer
leadership
1 Student will
describe personal
6
examples related
1 to being a peer
. leader and being
led by peers

Leadership Inventory 412

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Leadership Inventory 412

Uploaded by

Copyright:

Available Formats

LEADERSHIP

Name: Frances Felix

CENTER FOR STUDENT LEADERSHIP

CSLD Mission Statement

CSLD Vision Statement

CSLD Values Statement

MINOR IN LEADERSHIP STUDIES

CORE REQUIREMENTS- 9 Credits

Required Class options Notes

MINOR ELECTIVES-9 credits

1. Student will demonstrate

4. Student will demonstrate

6. Student will express a personal

10 Student will demonstrate the ability

11. Student will describe goals and

12 Student will show evidence of

13 Student will show knowledge of the

14 Student will show application of

15 Student will show knowledge of the

17 Student will describe

18 Student will describe personal

Outcome Category: Leadership Theories

1 Student will show

2 Student will describe

2 Student will show

2 Student will describe

2 Student will show

2 Student will show

2 Student will describe

2 Student will describe

3 Student will describe

3 Student will show

3 Student will describe

3 Student will show

3 Student will describe

3 Student will show

3 Student will describe

3 Student will describe

3 Student will show

Komives, S., Lucas, N., & McMahon, T. R. (1998).

4 Student will show

4 Student will describe

4 Student will show

4 Student will describe

5 Student will describe

5 Student will describe

5 Student will describe

6 Student will describe

6 Student will describe

6 Student will describe

6 Student will describe

6 Student will describe

Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership

Outcome Target Additional Descriptive notes regarding learning and

7 Student will describe

7 Students will As a leader, I have recognized that my work

With this understanding, I have taken steps to

Through these efforts, I am working towards

8 Student will describe

8 Student will show

8 Student will describe

9 Student will HDF 412 The Action Continuum is a measure designed to

Griffin, P. & Harro, B. (1997). Action continuum. In M. Adams,