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LEADERSHIP

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

Name:
Date Enrolled:
Date of Graduation:

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

Leadership Inventory Revised 08/22/2017 1


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

ADVISING INFORMATION (students will include own documentation)


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

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

Leadership Inventory Revised 08/22/2017 2


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

CSLD Mission Statement


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

CSLD Vision Statement


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

CSLD Values Statement


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

MINOR IN LEADERSHIP STUDIES


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

GENERAL INFORMATION
 Regardless of your major, you can minor in Leadership Studies.
 Requirements may be satisfied by completing 18 or more credits related to leadership and offered by more than one department.
 Twelve (12) of the 18 credits must be at the 200 level of instruction or above. A course grade of “C” or better must be earned in each graded course. At least 12 of the credits
must be earned at URI.
 No course may be used to apply to both the major and minor fields of study. Courses in General Education or for other minors may be used for the minor* (*this does not
apply to students in the College of Business). With the exception of internship credit, all courses for the minor must be taken for a grade. The Introductory class must be taken
before the internship and the capstone course.
 Application for the minor must be filed in your academic dean’s office no later than the beginning of the final semester or term.
 Approval of the minor does not guarantee that the suggested courses will be available to you on a schedule correlated with your graduation plans nor guarantee space in any
required course.
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CORE REQUIREMENTS- 9 Credits
Required Element Class options Notes
Introductory Course HDF 190: FLITE Only offered in spring for first-year students
3 credits or
HDF 290: Modern Leadership Issues Offered Fall and Spring for sophomores & juniors

Internship HDF 417: Leadership Internship Requires 40 hours/credit with a min. of 80 hours & a max. of 120 hours of documented
3 credits or internship experience for graded credit
Experience through Office of Experiential Learning & Community Engagement
or
Internship Class in Academic Major The only time the major and minor can overlap

Capstone HDF 412: Historical, Multi-ethnic & Alternative Leadership Offered only in the fall with preference given to seniors
3 credits or
COM 402: Leadership & Motivation Offered in the spring and summer with Dr. Leatham
or
BUS 441: Leadership Skills Development Offered in the fall and spring with Dr. Cooper
or
HPR 411/412: Honors Senior Seminar Must be in Honors or have GPA of 3.3

Portfolio HDF 492: Leadership Minor Portfolio Taken last spring semester of enrollment (some exceptions)
1 credit

MINOR ELECTIVES-9 credits


*Additional classes may be appropriate and therefore added to the list; see CSLD for the most updated list or bring a class that you think should be an elective

AAF 300: Civil Rights Movement in the US COM 402: Leadership and Motivation (capstone option) HDF 416: Leadership in Organizations
BUS 341: Organizational Behavior COM 407: Political Communication HDF 417: Leadership Minor Internship
BUS 342: Human Resource Management COM 415: The Ethics of Persuasion HDF 437: Law & Families in the U.S.
BUS 441: Leadership & Motivation (capstone option) COM 421: Advanced Interpersonal Communication HDF 450: Introduction to Counseling
BUS 443: Organizational Design & Change COM 422: Communication and Conflict HPR 118: Honors Course in Speech Communications
BUS 448: International Dimensions of Business COM 441: Race, Politics and the Media HPR 203: The Prepared Mind
BUS 449: Entrepreneurship COM 450: Organizational Communication HPR 412: Honors Seminar (capstone option)
COM 100: Communication Fundamentals COM 461/462: Managing Cultural Differences in Organizations MSL 101: Introduction to Military Leadership
COM 202: Public Speaking CSV 302: URI Community Service MSL 201: Leadership & Military History
COM 208: Argumentation and Debate GWS 150: Introduction to Women’s Studies MSL 201: Military Skills and History of Warfare
COM 210: Persuasion: The Rhetoric of Influence GWS 310: Race, Class, Sexuality in Women’s Lives MSL 202: Leadership & Team Building
COM 221: Interpersonal Communication GWS 350: International Women’s Issues MSL 301: Leadership & Management
COM 250: Small Group Communication HDF 190: First‐Year Leaders Inspired to Excellence (FLITE) PEX 375: Women in Sport ‐ Contemporary Perspectives
COM 302: Advanced Public Speaking (introductory course option) PHL 212: Ethics
COM 308: Advanced Argumentation HDF 290: Modern Leadership Issues (introductory course option) PSC 304: Introduction to Public Administration
COM 322: Gender & Communication HDF 291: Rose Butler Browne Program Peer Mentoring Program PSC 369: Legislative Process and Public Policy
COM 351: Oral Comm. in Business & the Professions HDF 412: Historical, Multi‐Ethnic, & Alternative Leadership PSC 504: Ethics in Public Administration
COM 361: Intercultural Communication (capstone option) SOC300/WMS350: Women and Work
COM 383: Rhetorical Theory HDF 413: Student Organization Leadership Consulting THE 221: Stage Management
COM 385: Communication and Social Influence HDF 414: Leadership for Activism and Social Change THE 341: Theater Management
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
R objectives
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

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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.

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Outcome Category: Self-Leadership
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
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 HDF 190 Headspace I am aware of many different stress management methods through over a year of therapy in my
stress management methods hometown. I worked with a few therapists, all of whom taught me various ways of how to manage my
stress. One of the main ways that helps me destress is guided meditation, and I was specifically
recommended an app called headspace which is really amazing. It has different styles of guided
meditation, all of which target different forms of stress. Meditating helps to clear your head and in turn
be less stressed. An example of a time this was useful for me is just April in general. I am starting to
have a lot of assignments due as well as many events that I have volunteered or signed up for coming
up and all of this is a bit hard to deal with. When I find myself feeling overwhelmed about the amount of
work or activities I have, I make sure to get lots of fresh air and meditate, meditate, meditate. (See
evidence #4 photo of headspace)
5. Student will demonstrate the ability to HDF 190 Gallup strengths I have learned to manage my stress through various methods. One of my favorite ways to help de-
manage stress stress is through relaxing smells. I enjoy burning incense when I can or spraying room mists. Some
smells that I find particularly relaxing are lavender and the stress relief scent from bath and body
works. Another way that I manage my stress is through guided meditation and or yoga. The meditation
allows me to clear my head and return to a calmer state of mind while the yoga helps relax my body
and leaves me much less tense. Something else that I find helpful is calming music. I have found many
soothing playlists on Spotify that really help me wind down. I also think that getting fresh air is very
beneficial to managing stress, as I always feel more relaxed when I have spent some time outdoors. All
of these are useful tools for me when I have many exams or if I am struggling in a class. They are also
helpful when working in a group dynamic, as the competition for a leadership position can be quite
stressful when it is not yet determined. I find that when I use these tools to lessen my stress levels, I
can work more efficiently towards whatever goal I am trying to reach or within whatever group I may be
a part of. I think my strength of restorative applies really well here, as it deals with finding and
addressing problems. The first step in managing stress is acknowledging it, followed by whatever may
be necessary for you to cope, and restoration allows me to do both. (See evidence #5 photo of Spotify
playlists)
6. Student will express a personal code of HDF 190 Gallup Strengths As a leader and a member of various groups, I personally make sure to always use my strength of
leadership / membership ethics includer and my value of fairness to create the best possible community. Being an includer allows me
to make sure everyone on a team is being used to their full potential and also feels safe in what they
are doing. By noticing and bringing out other people’s strengths, I believe the group will be able to
succeed in anything. I use fairness by treating all people and all things or situations equally, despite
differences. I make sure to accept people for who they are and educate myself on things I do not
understand in order to better accept that as well. I think knowledge is a huge aspect of fairness
because without a thorough understanding of a subject, you cannot begin to take in the new idea. An
example of a time that I really utilized this code of ethics was when I volunteered on a special needs
cheer team (Country Stars). I made sure to make all of the athletes feel safe and I treated them in such
a way that they never felt any different than the rest of the cheerleaders at the gym. I believe pairing

Leadership Inventory Revised 08/22/2017 7


includer with fairness allows me to lead very ethically as well as be an effective and ethical member of
a group. (See evidence #6 photo of Country Stars)
7. Student will demonstrate practice of the
personal code of ethics
8. Student will express a personal values HDF 190 VIA My top five VIA values are kindness, honesty, fairness, love, and social intelligence. I show kindness
statement (Sources = VIA, values mainly through compassion and generosity. I believe small acts can truly make a change for an
clarification exercises, etc.) individual, and so I make it a point to always show the people I care about that I love them. It is also
important to me to be a shoulder to cry on for anyone who needs it. I take great pride in being the
cause of someone’s happiness, and showing you are there for them is a great way to do that. I use my
value of honesty by being honest with myself. Before being a leader, you must be confident enough in
your own values and beliefs, otherwise people will see your uncertainty. I am honest with myself by
practicing mindfulness and by acknowledging my thoughts as correct, while still considering and
accepting other points of view. I use fairness by treating all people and all things or situations equally,
despite differences. I make sure to accept people for who they are and educate myself on things I do
not understand in order to better accept that as well. I think knowledge is a huge aspect of fairness
because without a thorough understanding of a subject, you cannot begin to take in the new idea.
Valuing relationships is the main way I showcase my value of love. Networking is so important and not
only do you want to create those connections, but you want to maintain them and allow them to grow.
By keeping the people I’ve made connections with close to me, it allows me to see a reflection of who I
am and grow through that. Finally, I use social intelligence to create an environment where everyone
feels safe and comfortable. This strength allows me to easily notice when someone may be feeling
unsure or if they need a boost of encouragement, and it also allows me to know in what way each
individual may need that. Some people need to take a break when things become hard and others
need to be pushed forward; social intelligence allows me to know which of these is necessary at what
time. (See evidence #8 VIA)
9. Student will demonstrate practice of the
personal values statement
10. Student will demonstrate the ability to HDF 190 GWS 150 I believe that I have become proficient in leading a project through the gender and women’s studies
lead a project from start to finish (follow- class that I took first semester. We were assigned a “social change project” where groups of students
through) from the class had to select an issue we were passionate about here on campus and attempt to
educate people on the topic and or create a change surrounding it. My group selected the topic of
sexual assault on college campuses and this is something I am very passionate about. I believe my
passion comes mainly from my value of love, as sexual assault very much violates this characteristic
and my loving skills motivate me to create a positive change in response to it. I immediately took the
lead on the project, as there was that awkward sort of “what do we do?” feeling amongst this new
group. I organized a document for all of us to put information in so that we would be well equipped to
write the paper and create the presentation we would later have to complete. I made a Facebook page
for the change we wanted to create, which we titled “URI Safe Walk.” My strengths of developer and
arranger really showed here, as both focus on organization and planning and my actions in this project
very much reflect those skills. The idea was to set up a system so that if ever someone felt unsafe,
they could connect with another individual to make sure they wouldn’t have to walk by themselves. I
made surveys to test our communities knowledge of the topic as well as a follow up survey to see if
people had learned anything from our project. The follow up survey was given at a booth we had at the
memorial union and it reflected that we did in fact educate a small group of individuals, as well as make
them feel safer. This was all concluded with a presentation displaying our results and the change we
had made. (See evidence #10 GWS project)
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
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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 HDF 190 Gallup strengths The signature themes of the Gallup test were, for me personally, strategic, developer, arranger,
Signature Themes, shadow side of includer, and restorative. The shadow sides for these vary on the situation, but appear from time to
Strengths and/or weaknesses, and time. When using my strategic strength, it is difficult for me to let plans change once they have been
examples of application (Source = Gallup) set. I know that sometimes when working on a project, a different path appears and may be the better
route to take, but once I set a plan I like to stick to it, so that is the shadow side to strategic. Developer
is sort of opposite to strategic, as it allows me to go with the flow, but when the set plan is being
followed and my developer comes out and wants to shift ideas, this can be difficult. Arranger is
essentially the same as strategic. It deals with effectively creating a plan or organizing something, such
as an event. Its shadow side is also similar to strategic, as it can be a challenge for me to adapt to such
a structured plan once that plan is in place and in motion. Includer has a shadow side when I attempt to
apply it to people who don’t necessarily want to build relationships or prefer to keep to themselves.
Restorative has the potential shadow side of misidentifying an issue or solving it in a way that may be
upsetting or frustrating to someone else. (See evidence #17 Gallup strengths)
18. Student will describe personal leadership HDF 190 Gallup strengths, leadership institute I find my leadership style to be a little odd at times, as the Gallup strengths test showed me my
style and/or personality style including strengths are balanced evenly between relationship builder and executer which in my mind can often
strengths and weaknesses and examples be conflicting. I think that each of my strengths are useful in certain situations, but typically not multiple
of application (Sources = Leadership style at once. The strength that I think I use most often to lead is includer, because I personally believe that
inventories, the L.P.I., Type Focus a comfortable group dynamic allows for the best work. If someone is uncomfortable or unsure within
(MBTI), LAMP, DISC, and other career the group, they tend to not pull their weight or not contribute. An example of a time I used this strength
inventories, etc.) was at the leadership institute. At first, everyone on the team was very awkward and unsure of the
whole situation. When the Grody Rhody Games came around, we were all still somewhat adjusting to
each other and the group as whole. I made sure to be very encouraging through the whole process in
attempts to up the morale of the team and in turn make everyone more comfortable. By the end of this
activity, I felt my strength of includer had very much aided in the close knit relationships felt amongst
the team. A strength that I find often reveals the most weaknesses is my strategic strength. A lot of
times I will plan things out to be more prepared, but when something goes wrong I often end up
flustered. (See evidence #18 institute photo)

Outcome Category: Leadership Theories

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
19. Student will show knowledge of the
“Authority and Bureaucracy” theory of
leadership Weber
20. Student will describe personal application
of the above theory (Weber)
21. Student will show knowledge of the
“Scientific Management” theory of
leadership by Taylor
Leadership Inventory Revised 08/22/2017 9
22. Student will describe personal application
of the above theory (Taylor)
23. Student will show knowledge of the
“Management by Objectives” theory of
leadership by Drucker
24. Student will describe personal application
of the above theory (Drucker)
25. Student will show knowledge of “Theory
X and Theory Y” theory of leadership by
MacGregor
26. Student will describe personal application
of the above theory (MacGregor)
27. Student will show knowledge of the HDF 190 VIA The servant leadership theory has one main focus and that is that service must happen before
“Servant Leadership” theory of leadership leadership (“service above self”). It consists of 10 characteristics: listening, empathy, healing,
by Greenleaf awareness, persuasion, conceptualization, foresight, stewardship, commitment to the growth of people,
and building community. Listening is more than just allowing others to speak, but really taking in what
they are saying as well as noticing what is not being said and being more in touch with your own true
voice. I find that this is very similar to my value of social intelligence, as that also encompasses more
than listening only to words, but to body language as well. Empathy is being accepting of all and
understanding each individuals differences. Healing is the acknowledgment of how important
relationships are and the act of creating “whole” relationships with the people they come in contact
with. Awareness is always being knowledgeable as well as disturbed. A servant leader knows what is
going on in their community and around the world and desires to make a change. Persuasion is
convincing rather than coercing. It focuses more on being able to persuade than using your power.
Conceptualization involves much broader thinking, far beyond day to day realities. Foresight deals with
not only the future, but the past and the present as well. Servant leaders must learn from the past, be
aware of the present, and be able to see the most likely outcome of a situation in the future.
Stewardship is essentially working together toward a common goal, in this case serving, and it
emphasizes openness over control. Commitment to the growth of people deals with a servant leaders
natural desire to help each and every individual grow to their fullest potential. Building community deals
with communities within communities. Servant leaders must show the way through a very specific
community for the larger community as a whole to benefit. (See evidence #27 Servant Leadership)
28. Student will describe personal application
of the above theory (Greenleaf)
29. Student will show knowledge of the
“Principle Centered Leadership” theory by
Covey
30. Student will describe personal application
of the above theory (Covey)
31. Student will show knowledge of the “14
Points / TQM” theory of leadership by
Deming
32. Student will describe personal application
of the above theory (Deming)
33. Student will show knowledge of the
“Visionary Leadership” (now often cited
as “Transformational Leadership”) theory
by Sashkin
34. Student will describe personal application
of the above theory (Sashkin)
Leadership Inventory Revised 08/22/2017 10
35. Student will show knowledge of the
“Individuals in Organizations” leadership
theory by Argyris
36. Student will describe personal application
of the above theory (Argyris)
37. Students will demonstrate knowledge of HDF 190 VIA Grace’s 4 V’s model focuses on four main points: values, vision, voice, and virtue. This model allows
the “4 V’s” theory of leadership by Grace you to identify your core values, which for me are kindness, honesty, fairness, love, and social
(Center for Ethical Leadership) intelligence. Through these values, you can develop a clear vision and voice. Vision would be what you
want to see changed in the community or world around you, and your voice will allow you to create that
change. Voice is your platform where you can express your vision through your values. Virtue is the
standard to which you hold yourself while using your voice to make your vision a reality, and this is also
shaped by your values. The 4 V’s are clearly very dependent on one another, as all are shaped by your
values and all involve at least one other V, which causes you to use all the V’s in the end. (See
evidence #37 4 V’s)
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 HDF 190 Gallup strenghts Relational leadership consists of knowing, being, and doing, and applying these three things within the
“Relational Leadership” model by five other aspects of the model: inclusive, empowering, purposeful, ethical, and process-oriented. All of
Komives, McMahon & Lucas these things work together to ensure that group members are seen as constituents, participants, and
co-creators rather than focusing on one main leader. “The Relational Leadership Model does not seek
to describe the way leadership is currently practiced in all groups or organizations, but is an
aspirational model that we propose in developing and supporting a healthy, ethical, effective group.”
Knowing deals with yourself; you must know. You must know how others view things differently than
you do, and in turn you must know how you yourself view things. You also must understand how
change occurs. Being deals with how you are; you must be. “You must be ethical, principled, open,
caring, and inclusive.” Doing deals with how you perform; you must act. You must act consistently and
congruently on your own beliefs as a member of your society. “Being inclusive means understanding,
valuing, and actively engaging diversity in views, approaches, styles, and aspects of individuality, such
as sex or culture, that add multiple perspectives to a group’s activity.” Inclusivity allows people to feel
comfortable, and this comfortability creates a much more effective group dynamic. Empowerment has
two dimensions. The first involving the sense of self that shows motivation through claiming a place in
the process and expecting to be involved. The second involving environmental conditions that help get
everyone involved by reducing barriers that may prevent others from fully participating. Purposeful
means having a commitment to a goal or activity, as well as the ability to collaborate and to find a
common ground with others to facilitate positive change. Ethical means being driven by values and
standards that leadership is good in nature. It involves acting with integrity and authenticity. Process
refers to how the group is a group, remains a group, and reaches the group’s goal. (See evidence #41
Relational Leadership)
42. Student will describe personal application
of the above theory (Komives et al)
43. Student will show knowledge of the
concept of constructivism
44. Students will describe personal examples
of implementing constructivism
45. Student will demonstrate knowledge of

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the Experiential Learning Model (Kolb)
46. Student will describe personal application
of the Experiential Learning Model (Kolb)
47. Student will show knowledge of the HDF 190 VIA The “Social Change Model of Leadership” consists of the seven C’s for change, which are:
“Social Change Model of Leadership consciousness of self, congruence, commitment, collaboration, common purpose, controversy with
Development” by Astin et al civility, and citizenship. Consciousness of self means being mindful of yourself, your values, what you
believe in, and who you are. I find this C to be very similar to my value of honesty, as I am honest with
myself through practicing mindfulness. Congruence means following your words with actions.
Commitment means being invested and involved in whatever you may start all the way through to the
end. Collaboration means working together with others in a balanced way that utilizes everyone’s
individual strengths. Common purpose means that you share a goal with those you are collaborating
with. Controversy with civility means that some inevitable disagreement will lead to all opinions being
heard and discussed. Citizenship means seeing your individual self as a part of a bigger picture. These
are all important because collectively, they create a committed group with a common goal. The group
is able to be open and honest with little conflict and all members are good citizens that participate in
their community. With this, it is much easier to create change where change is needed or wanted. (See
evidence #47 Social Change)
48. Student will describe personal application HDF 190 Habitat for Humanity Global Village I used all aspects of the Social Change Model of Leadership on my service trip to Guatemala. A time
of the above theory (Astin et al) Guatemala that I utilized the consciousness of self was during one of our nightly reflections. The question, “why do
you serve was asked?” and for me personally, I began serving after experiencing a traumatic event, as
serving others allows me to clear my mind and improve and maintain my mental health. I was not going
to reveal this to the group, but another member shared that she also dealt with this trauma and it was
clear this was (obviously) upsetting to her. Being mindful of who I am and what I had also endured, I
shared my experience so she could know she was not alone. A time that I utilized congruence was
even before the trip actually happened. I knew that I wanted to go on this trip as soon as I heard about
it, and so I took the necessary steps to achieve that goal. I applied, went through two interviews, did a
TON of fundraising, and then was finally rewarded with a week of service in a beautiful country. A time
that I utilized commitment was the day on the worksite where we had to dig trenches about 5 feet deep
(I am 5 feet tall). It was insanely hot and the trench was slowly becoming my size, making throwing the
dirt out even harder as it needed to go above my head, but I was committed to the cause and finished
regardless of the challenge. Collaboration was evident throughout the entire process, as my team and I
worked together flawlessly through all of the hours of fundraising and all of the hours on the build site.
Common purpose was also constantly evident, as every night at reflection we all discussed how
amazing and rewarding the experience was. Controversy with civility was the only C that did not really
appear on this trip. If I had to come up with something, I would say there was a conversation on the last
day about who would go to which build site, but our close bond made that very much a discussion and
not a disagreement. Citizenship was also very apparent this trip, as serving on this scale clearly
reflects our reflection of ourselves as a larger part of society than simple individuals. (See evidence
#48 ASB Guatemala photo)
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)

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53. Student will demonstrate knowledge of
behavior theories of leadership from
Michigan and Ohio State
54. Student will describe personal application
of the above theories (Michigan & Ohio
State)
55. Student will demonstrate knowledge of
Charismatic leadership
56. Student will describe personal application
of the above theory
57. Student will demonstrate knowledge of
contingency approach to leadership by
Fiedler
58. Student will describe personal application
of the above theory (Fiedler)
59. Student will demonstrate knowledge of
Path-Goal theory by House
60. Student will describe personal application
of the above theory (House)
61. Student will demonstrate knowledge of
Leader Member Exchange (LMX) theory
by Dansereau, Graen & Haga; Graen &
Cashman; Graen
62. Student will describe personal application
of the above theory (Dansereau, Graen &
Haga; Graen & Cashman; Graen)
63. Student will demonstrate knowledge of
Leadership Substitutes Theory
64. Student will describe personal application
of the above theory
65. Student will demonstrate knowledge of
Models of leader emergence
66. Student will describe the impact of traits
on leadership emergence and
performance
67. Student will demonstrate knowledge of
Chaos approach to leadership by
Wheatley
68. Student will describe personal application
of the above theory (Wheatley)

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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;

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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 HDF 190 VIA Title XI states that no person in the United States shall, on the basis of sex, be excluded from
relevant laws and policies related to participation in, be denied the benefits of, or be subjected to discrimination under any education
issues of equity and its relationship to program or activity receiving federal financial assistance. Essentially, Title XI prohibits sex
leadership (i.e., Title IX, Affirmative discrimination in educational institutions that receive federal funding. This clearly relates to issues of
Action, Protected Classes, etc.) equity as often times, sexual harassment is overlooked and can make women and girls in the school or
workplace very uncomfortable. This discomfort can lead to girls missing school or work, which can lead
to a dip in grades or lower pay checks due to the missed hours. I believe this law is related to
leadership because it takes a leader who can use the 4 V’s of values, vision, voice, and virtue to put
this law into action. Someone must first value equal rights for all and must then have the desire and the
drive to advocate for it. They must be able to use their voice to achieve their vision and follow their
virtues while doing it. I personally advocate for this, mainly through my value of fairness by
acknowledging that equality needs to be fought for and educating myself on ways to do so. (See
evidence #86 Title XI)
87. Student will show knowledge of effective
leadership as it relates to change agency
88. Student will describe personal examples
of being a change agent
89 Student will demonstrate knowledge of
the “Model of Intercultural Sensitivity” by
Bennett and its uses in leadership
90. Students will demonstrate personal
application of the “Model of Intercultural
Sensitivity” by Bennett
91. Student will demonstrate knowledge of
the ally Action Continuum by Griffin &
Harro
92 Student will demonstrate personal
application of the Action Continuum by
Griffin & Harro
93. Student will show knowledge of the
Multicultural Organizational Development
Model (Jackson)
94. Student will show personal application of
the Multicultural Organizational
Development Model (Jackson)
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95. Student will show knowledge of the
Multicultural Change Intervention Matrix
(Pope)
96. Student will show personal application of
the Multicultural Change Intervention
Matrix
97. Student will create a personal code of HDF 190 Gallup strengths, Leadership Being an inclusive leader means leading in a way where all members of a team feel included,
inclusive leadership Institute comfortable, understood, and respected. One of my top strengths is includer, which is obviously very
beneficial in this style of leadership. When utilizing this strength, I make sure to create a family like
team dynamic. I believe it is important for all members to know each other on a level that is at least
below the surface so that they can better connect. I also think it is important to make sure everyone
feels safe and comforted. The only way to grow is by stepping out of your comfort zone and into the
growth zone, but no one should be pushed into that or feel obligated to do more than they feel safe
doing. I learned about this at the Leadership Institute, as everything was challenge by choice and
making that choice yourself was very important. Understanding is important because all members of a
team or group should feel listened to, and that doesn’t mean that everyone always has to agree. All it
means is that everyone’s feelings and ideas should be heard and accepted. Members of a team should
always respect one another in this sense. As an inclusive leader, I make sure that all of these aspects
are in effect in every group situation I encounter. (See evidence #97 LPI)

Outcome Category: Critical Thinking

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
98. Student will show knowledge of principles
of critical thinking and fallacies (logic is
used in this minor)
99. Student will demonstrate proficiency of
critical thinking
100. Student will show knowledge of
metaphorical analysis to critically analyze
self and leadership situations
101. Student will demonstrate proficiency of
metaphorical analysis to critically analyze
self and leadership situations
102. Student will show knowledge of at least five
decision making methods
103. Student will describe personal examples of
having used five decision making methods
104. Student will show knowledge of at least five
problem solving / conflict management
methods, as well as understanding the
roots of conflicts
105. Student will describe personal examples of
having used five problem solving / conflict
management

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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.)

Outcome Category: Interpersonal and Organizational Concepts & Skills

Outcome Target Additional Experiences Descriptive notes regarding learning and practice
class
109. Student will demonstrate knowledge of HDF 190 FLITE retreat Active listening involves being engaged in those you are speaking with and listening to. You should
active listening techniques refrain from sitting back in your chair, as that appears as if you are not listening. Instead, sit forward
and lean into them. Nodding and saying things such as, “yeah,” “I understand,” “that makes sense,” or
things of the like is another way to show you are engaged in the conversation. You should keep eye
contact and try to not look around at things that may be distracting around you, as acknowledging
those things would mean you are not fully acknowledging the person to whom you are speaking with.
Be sure to not interrupt, other than to interject encouragement and words of understanding, and be
sure to only do so during pauses. Combining all of these aspects results in a conversation where the
person talking to you feels understood, listened to, and appreciated. (See evidence #109 retreat
packet)
110. Student will describe examples of using HDF 190 FLITE retreat, Servant Leadership At the FLITE retreat, we learned how to actively listen. After this lesson, I made sure to always be
active listening skills speeches leaning in to the table when other members of my small group were speaking. I also made sure to have
and maintain eye contact with the individual who was speaking and to nod when I agreed to show that I
was truly listening. Another time that I used this skill was when we had to give our Servant Leadership
speeches. I know for myself, it is very difficult to get up in front of a group and speak, especially when
most of the class is disengaged. For this exact reason, I made it a point to actively listen to my
classmates so that they would hopefully feel more comfortable and confident. I sat forward and up,
eager to listen to all they had to say. I made sure to keep eye contact whenever someone looked over
at me, and to smile so that they knew they were doing a good job and that I was supporting them. (See
evidence #110 retreat packet)

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111. Student will demonstrate knowledge of
functions of group communication by
Hirokawa
112. Student will describe personal application
of functions of group communication
(Hirokawa)
113. Student will show knowledge of techniques
regarding giving and accepting of feedback
114. Student will describe examples of giving
and accepting feedback.
115. Student will show knowledge of the 7D
coaching model (Knott)
116. Student will demonstrate personal
application of the 7D Model (Knott)
117. Student will show knowledge of elements
of a Crucial Conversation and steps to
maintain dialogue and move to action
(Patterson, McMillian & Switzler)
118. Student will describe examples of
engaging in a Crucial Conversation
119. Student will demonstrate knowledge of
facilitation techniques
120. Student will demonstrate proficiency of
facilitation techniques
121. Student will demonstrate knowledge of de-
briefing techniques
122. Student will demonstrate proficiency of de-
briefing techniques
123. Student will demonstrate knowledge of
framing based on psychology and its use in
group facilitation
124. Student will demonstrate proficiency of
framing based on psychology and its use
in group facilitation
125. Student will demonstrate knowledge the
four frames of organizations, and the
meaning of reframing by Bolman and Deal
126. Student will describe personal application
of organizational analysis using the four
frames of organizations, and breaking the
frame / reframing (Bolman and Deal)
127. Student will show knowledge of organizing
meetings / setting agendas / and leading
meetings
128. Student will describe personal examples of
organizing meetings / setting agendas /
leading meetings
129. Student will show knowledge of
Parliamentary Procedure
130. Student will show knowledge of techniques HDF 190 Active listening techniques I think the best way to work with difficult people is to actively listen to them. When you are disagreeing
Leadership Inventory Revised 08/22/2017 18
for working with difficult people with someone, it is often because you do not understand each other. By actively listening, you can
better grasp their point of view, regardless of if you end up agreeing or not. Working with others often
results in disagreements, but compromise is one of the best ways to resolve that. Patience is also very
important when working with difficult people. It is easy to snap when you become frustrated with the
people around you, but taking a moment to hear them out and come to a decision together will result in
better work in the end. I think that the 4 V’s would be very useful here as well. Vision will allow you to
see the final result that you hope to achieve. Voice will allow you to communicate whatever that is you
may be trying to achieve, and your values should allow you do that with patience and kindness, so that
it is received well by the person you are working with. Virtue will also guide you to make those ethical
decisions that benefit both yourself and the individual you are working with. By combining active
listening, patience, and the 4 V’s, any difficult situation should be a bit easier. (See evidence #130)
131. Student will describe personal examples of HDF 190 New Milford Youth Agency, Country As a counselor at the New Milford Youth Agency, I worked with large groups of children ages 6-13. We
using techniques to work effectively with Stars of course had a few “problem children,” and I had to learn how to cope with that when difficult situations
difficult people arose. We had one specific student who was on medication for ADD I believe, but his family decided
that he didn’t need it anymore and would send him in without having taken it. This resulted in him
running around uncontrollably and irritating many other students, both verbally and physically. The first
thing I had to do was remain calm and be patient with him. After doing so, I learned that a great way to
help calm him down was to play cards with him, and so I spent much of my summer doing so. Another
experience where I had to work with people who were sometimes difficult was when I volunteered on a
special needs cheerleading team. This also took much patience and understanding of each of the
athletes. The kids were great, but often very stubborn or unfocused. We had twin six year old boys, AJ
and Garrett, who could not for the life of themselves sit still, but could be calmed down if you let them
hang off your arms or back or anything really. They also loved to jump up and down, but as long as
they weren’t running around the coach was satisfied. Most of the practices were spent with me holding
their hands and letting them bounce or letting them dangle. When the time came, they’d always let me
help them into the stunt or to the new spot, so long as I had given them a moment to bounce or hang.
(See evidence #131 photo of AJ and Garrett)
132. Student will show knowledge of the stages
of group development (Tuckman/Tuckman
& Jensen, Bennis or others)
133. Student will describe personal examples of
group development in use
(Tuckman/Tuckman & Jensen, Bennis or
others).
134. Student will show knowledge of group roles
and how they contribute to group dynamics
(Johnson & Johnson; Benne & Sheats;
Knowles & Knowles; etc.)
135. Student will describe personal examples of
group roles and how they contribute to
group dynamics (Johnson & Johnson;
Benne & Sheats; Knowles & Knowles; etc.)
136. Student will show knowledge of effective
memberships skills in groups
137. Student will describe personal examples of
membership skills in use
138. Student will show knowledge of the
Challenge and Support theory by Sanford,
and its relationship to organizations
139. Student will describe personal examples of

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using the theory of Challenge and Support
(Sanford)
140. Student will show knowledge of the
construction / elements of informative and
persuasive speeches
141. Student will demonstrate proficiency in
informative and persuasive public speaking
142. Student will show knowledge of planning
and conducting interviews (as the
interviewer)
143. Student will describe personal examples of
planning and conducting interviews (as the
interviewer)
144. Student will show knowledge of preparing
for and effective answers in interviews (as
the interviewee)
145. Student will describe personal examples of
preparing for and being interviewed
146. Student will show knowledge of effective
collaboration / coalition building (Sources:
Cilente/Komives et al; NCBI; etc.)
147. Student will describe personal examples of
working in collaboratives/coalitions
148. Student will demonstrate knowledge of
techniques to communicate and engage in
difficult dialogues related to diversity and
inclusion.
149. Student will demonstrate proficiency in
communicating and engaging in difficult
dialogues related to diversity and inclusion.
150. Student will describe ways to maintain
accountability in leadership / member
relationships
151. Student will describe personal examples
related to maintaining accountability as a
leader
152. Student will describe ways to build
relationships between leaders and
members
153. Student will describe personal examples of
building relationships with members as a
leader
154. Student will describe how credibility applies
to leadership, as well as the characteristics
and skills of a credible leader
155. Student will describe personal examples of
building, maintaining, and repairing his/her
own credibility as a leader
156. Student will describe ethical standards in
influence
Leadership Inventory Revised 08/22/2017 20
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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