Leadership Inventory 2015

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:
Leadership Inventory Revised 8/30/2013
*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 (Komivies, 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 deans 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 Element
Introductory Course
3 credits
Internship
3 credits
Class options
HDF 190: FLITE
Only offered in spring for first-year students
HDF 290: Modern Leadership Issues
Offered Fall and Spring for sophomores & juniors
HDF 417: Leadership Internship
Requires 40 hours/credit with a min. of 80 hours & a max. of 120 hours of documented
internship experience for graded credit
or
or
Experience through Office of Experiential Learning & Community Engagement

or
Capstone
3 credits
Internship Class in Academic Major
The only time the major and minor can overlap
HDF 412: Historical, Multi-ethnic & Alternative Leadership
Offered only in the fall with preference given to seniors
COM 402: Leadership & Motivation
Offered in the spring and summer with Dr. Leatham
or
or
BUS 441: Leadership Skills Development

or
HPR 411/412: Honors Senior Seminar

Portfolio
1 credit
Notes
HDF 492: Leadership Minor Portfolio
Offered in the fall and spring with Dr. Cooper

Must be in Honors or have GPA of 3.3
Taken last spring semester of enrollment (some exceptions)
MINOR ELECTIVES-9 credits

*Additional classes may be appropriate and therefore added to the list; see CSLD for the most updated list or bring a class that you think should be an elective
AAF 300: Civil Rights Movement in the US
BUS 341: Organizational Behavior
BUS 342: Human Resource Management
BUS 441: Leadership & Motivation (capstone option)
BUS 443: Organizational Design & Change
BUS 448: International Dimensions of Business
BUS 449: Entrepreneurship
COM 100: Communication Fundamentals
COM 202: Public Speaking
COM 402: Leadership and Motivation (capstone option)

COM 407: Political Communication
COM 415: The Ethics of Persuasion
COM 421: Advanced Interpersonal Communication
COM 422: Communication and Conflict
COM 441: Race, Politics and the Media
COM 450: Organizational Communication
COM 461/462: Managing Cultural Differences in Organizations
CSV 302: URI Community Service
HDF 416: Leadership in Organizations

HDF 417: Leadership Minor Internship
HDF 437: Law & Families in the U.S.
HDF 450: Introduction to Counseling
HPR 118: Honors Course in Speech Communications
HPR 203: The Prepared Mind
HPR 412: Honors Seminar (capstone option)
MSL 101: Introduction to Military Leadership
MSL 201: Leadership & Military History
COM 208: Argumentation and Debate

COM 210: Persuasion: The Rhetoric of Influence
COM 221: Interpersonal Communication
COM 250: Small Group Communication
COM 302: Advanced Public Speaking
COM 308: Advanced Argumentation
COM 322: Gender & Communication
COM 351: Oral Comm. in Business & the Professions
COM 361: Intercultural Communication
COM 383: Rhetorical Theory
COM 385: Communication and Social Influence
GWS 150: Introduction to Womens Studies

GWS 310: Race, Class, Sexuality in Womens Lives
GWS 350: International Womens Issues
HDF 190: FirstYear Leaders Inspired to Excellence (FLITE)
(introductory course option)
HDF 290: Modern Leadership Issues (introductory course option)
HDF 291: Rose Butler Browne Program Peer Mentoring Program
HDF 412: Historical, MultiEthnic, & Alternative Leadership
(capstone option)
HDF 413: Student Organization Leadership Consulting
HDF 414: Leadership for Activism and Social Change
HDF 415: FLITE Peer Leadership
MSL 201: Military Skills and History of Warfare

MSL 202: Leadership & Team Building
MSL 301: Leadership & Management
PEX 375: Women in Sport Contemporary Perspectives
PHL 212: Ethics
PSC 304: Introduction to Public Administration
PSC 369: Legislative Process and Public Policy
PSC 504: Ethics in Public Administration
SOC300/WMS350: Women and Work
THE 221: Stage Management
THE 341: Theater Management
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
1. Know Yourself
Lead Others
P
R
O
G
R
E
S
S
Strengths
Weaknesses
Values
Needs
Styles
Learning
Teaching
Personality
Membership
Leadership
PROGRESS
Time management
Organization
Self care
Self discipline
Perseverance
Develop and maintain family,
interpersonal, and intimate relationships
Academic, social, personal goals and
objectives
P
R
O
G
R
E
S
S
RE-EVALUATE
former stages as you
progress
4. Develop and Refine

Skills
Leadership theory and

practice
Communication
Group Development
Inclusion
Citizen Activist Skills
Critical Thinking
Teaching and Programming
3. Broaden Your Perspectives

Understand others
PROGRESS
Hierarchy of needs
Racial, cultural, gender, sexual orientation,
religious, class, ability, etc. diversity and
commonalities
Power, privilege, oppression, liberation;
individual and institutional discrimination
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 lettersanything 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

1.
Outcome
Target class
Additional Experiences
Descriptive notes regarding learning and practice
Student will demonstrate autonomy and a

minimized need for approval
HDF 190 (2015)
ECN 201 (2015)
In HDF 190 we learned all about being confident in your abilities and not needing approval from others.
I utilized this lesion during one of my classes during my second semester of freshmen year here at
URI. During my microeconomics class, ECN 201, we were assigned a large project in the beginning of
the year. Our teacher told us that he was going to let us figure out the process and only answer
questions if we really had no idea how to fix a problem we had. This project was all about writing out
and executing a code to figure out our least coast diet plan. We had to start off by researching what a
person of our body type, gender, and physical level needed in order to survive. This took only a few
hours. However, the rest of the project took much more time and effort. After I recorded all the
information I created a code that demonstrated the amount of nutrients I needed and how many I could
consume in a day without going over in other areas. Then I ran that code through a computer system.
After that I had to interpret this data. I then sifted all the data into complex graphs and wrote an essay
on what foods I would eat, how much I would eat, and why. This project was very difficult because our
instructor wanted us to figure out most of the issues by ourselves. However, it allowed me to become
more autonomous and learn to do things for myself before I asked for help.
HDF 190 (2015)
Leadership Institute (2014)

Day of Discovery (2015)
During the Day of Discovery and the Leadership Institute the groups I was in went through a breaking
boundaries exercise. It was during those talks that people really opened up about themselves.
Emotions ran high with a lot of sadness. I used some emotion management techniques that I learned in
HDF 190. Some of these techniques included deep breathing and letting some emotion out. I took
deep breaths whenever I started to feel over emotional. However, I was also not afraid to let some
emotion out. It is not good to bottle up your feelings. During our talk, some peoples opinions conflicted
with my own but I knew to accept their opinions and not start any arguments. This activity was made so
people could express themselves and learn more about each other. My own emotions were also
running high and the experience helped us all become better friends.
Stress is something that everyone has to deal with and everyone copes differently. In HDF 190, we
learned about a few different methods to keep calm during stressful situations. One method is to close
your eyes and take deep breaths. Closing your eyes makes it easier to block out the world for a few
moments and focus on breathing. Deep breaths help you calm down and prepare to deal with stress.
Another method is to take a step back and walk away from the situation for a bit. If you feel yourself
getting overwhelmed it is best to step out of the situation and relax for a minute or two before things get
worse. Another way to manage stress is to go for a walk or exercise. Exercise can clear your head and
help work off extra energy and or stress.
One time when I utilized stress management was when we had to present a servant leadership speech
in HDF 190. As part of our assessment for servant leadership we had to get up in front of the class and
teacher to present a speech about how we are servant leaders. I usually dont have a problem with
public speaking. However, the time limit made me nervous. Most of my speeches are between five and
ten minutes. This one was about two minutes and thirty seconds. In order to manage this stress, I used
a few different techniques. First off, I prepared early. I wrote and rehearsed my speech early on. This
helped me alleviate some of the stress about the time limit. I also used the deep breathing method
before it was time for me to present. I took deep breathes and stayed positive all the way up to my turn.
These techniques helped me for panicking about this assessment during a very stressful time of the
year for college students.
In my HDF 190 class my classmates and I were tasked with talking about our own personal ethics. We
all took turns and spoke about our ethics while the other listened. We conversed in our small groups
See Evidence 1
2.
3.
Student will demonstrate personal,

organizational, and academic examples
of self-discipline
Student will demonstrate the ability to
manage emotions
See Evidence 3 and 100
4.
Student will demonstrate knowledge of

stress management methods
HDF 190 (2015)
See Evidence 4
5.

manage stress
HDF 190 (2015)
See Evidence 5
6.
Student will express a personal code of

leadership / membership ethics
HDF 190 (2015)
See Evidence 6
7.
Student will demonstrate practice of the

personal code of ethics
HDF 190 (2015)
COM 100 (2014)
HDF 190 (2015)
HDF 190 (2015)
COM 100 (2014)
See Evidence 7
8.
Student will express a personal values

statement
9.
Student will demonstrate practice of the

personal values statement
See Evidence 9
about ethics in general as well as our own views. Personally, I believe in trustworthiness and support.
Without trust and support groups will not function to their highest abilities. As part of a group, it is your
job to be committed to that group and its needs. I believe that a group is only as strong as its weakest
member. So it is important that everyone tries there best and always supports their group members. I
expressed this to my group and everyone agreed fully. Everyones ethics ended up being different than
the others in group, but we all agreed that every one of the ethics that were mentioned were important.
During my first semester of my freshmen year here at URI I took the basic class communications 100.
It was during this I was assigned a project with four other girls in my class. Our assignment was to
create a nonprofit organization that could be involved in the school as well as the surrounding areas. At
first we were a bit confused about the project and it took some brain storming and persistence in order
to get the ball rolling. However, after we came up with our plan we had no problems keeping the ideas
flowing. I utilized my personal code of ethics that I learned about in HDF 190, during this group project
to keep people accountable for their parts and finish mine on time. Two ethics that are important to me
is trustworthiness and support. At first I was unsure if I could trust some of my group members to finish
their parts of the project because they seemed uninterested. However, after talking to them a bit more I
found out that they wanted to do as well as I did on this project. The other ethic of support also came
into play during this project as two of the girls were commuters. Since they did not spend as much time
on campus as the other group members it was hard to organize meeting times. But we all supported
each other and some people picked up on some slack that was left by other members of the group.
Overall, we completed the project and receive a great grade because we all worked together and
followed my leadership code of ethics.
While in the Leadership Institute over the summer, we learned about these things called strengths.
However, we only learned about the tip of the iceberg at the institute. In HDF 190 I took the VIA
character strengths test and found out my top values are kindness, leadership, social intelligence,
fairness, and love. I adapt these codes to my everyday life in different ways. I utilize my kindness,
fairness and love values in order to regulate how I act around others. I believe in being kind to people.
You should treat others based on how you want to be treated. I want to be treated kindly, so I treat
others with kindness. I also believe that everyone should be treated fairly and equality. Everyone
should be given a chance that is equal to others. As for love, I cherish every relationship I have. I form
strong bonds with people very quickly and work hard to keep those bonds positive. Now, for leadership
and social intelligence. Leadership is all about supporting other in my eyes. I believe leading people is
giving them positive direction and helping them through tough times as well as celebrating
accomplishments. I try my best to help everyone and give them a positive person to lean on when they
need it. Social intelligence comes in more often than most values. With this value I am able to easily
understand peoples motivation and reactions. I understand complex feelings and know how to help
people when they need it. I do my best to be aware of my surroundings and support everyone. Overall,
my personal values are simple. I want to be kind, to be helpful and supportive, and to be aware of my
surroundings in order to be the best person I can be.
While I was a freshman during my first semester I was enrolled in the basic communications 100 class.
While in this class I was assigned a project that I was able to pick my partner for. Once I heard we got
to pick our own group I immediately looked over at my friend Sabrina. We agreed to work together for
this presentation. We were assigned to create a simple slide show with no words and only one or two
pictures per slide then present it to the class in under five minutes. We were also given permission to
pick our own topic. We were so excited to be working together. However, we are very different people
and had a hard time picking a topic. I wanted to allow her to pick the topic because of my kindness.
However, I also wanted to be a part of the choice because of my leadership value. But I worried
because I didnt want her to be hurt if I said no to one of her ideas because of my love value. After all
that, I wanted the decision to be fair because of my fairness value. Finally I used my social intelligence
to read the situation and suggested that we each write out a list of ideas and see if any of our ideas
matched up. Thankfully, we both had the same topic near the top of our list, anime. We both have a
love for the anime culture and art, so we decided to inform our class about anime for our presentation.
10
.

lead a project from start to finish (followthrough)
HDF 190 (2015)
GCH 104 (2014)
See Evidence 10
11.
12
.
13
.
Student will describe goals and objective

statements regarding personal issues,
career issues, and community issues
Student will show evidence of goals and
objectives that were planned and
achieved
Student will show knowledge of the
Hierarchy of Needs theory by Maslow
HDF (2015)
See Evidence 13
14
.
Student will show application of Maslows

theory to own life
HDF
GCH 102 (2015)
HDF 190 (2015)

Day of discovery (2015)
15
.
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., StrengthsQuest,
My values were very conflicted during this time, but I was able to work everything out. Our presentation
went very well and we both had a great time working on it together.
During my freshman year, first semester, I took a class based on Epidemiology. For the final project, we
were placed in groups of six or seven students and we had to create a commercial to inform the public
on some kind of disease. We had the ability to choose our topic but all presentations had to be
between 2 and 3 minutes long. At first my group had issues getting a long but we sorted everything out
quickly. We ended up choosing my topic and the group seemed to look to me for all the major choices.
However, I encouraged everyone to be proactive and have a part. I organized our team and everyone
worked well together. Throughout the project I assisted others as well as had them assist me. I created
the visual while the other reassured. A date was planned to rehearse and we made our presentation
allowing us to score a 100.
This experience was reinforced by my group projects and activities I participated in during my HDF 190
class. There I learned how important it was to keep up motivation to complete a project and how to
keep people on track.
In HDF 190 we learned about the Hierarchy of Needs theory by Maslow. The theory is set up in the
form of a pyramid. If you do not have a lower parts of the pyramid, you cannot continue up the scale. At
the bottom is the most basic needs. These needs are called the Physiological needs. These needs are
things such as breathing, food, water, and sleep. Without those things, we would not be able to live for
very long. Right above those needs are the Safety needs. Safety needs include security of
employment, health, family, and body. Above Safety is Love/Belonging needs. Those needs include
friendship, family, and sexual intimacy. The next step up is Esteem. This encompasses things like selfesteem, confidence, achievement, and respect. It is important to be able to believe in yourself, that is
what esteem is for. The last and highest part of the pyramid is Self- actualization. Self-actualization
includes morality, creativity, spontaneity, and acceptance of facts. Overall, this pyramid symbolizes the
needs of a person and how high a priority these needs are.
While I was a freshmen here at URI I enrolled in a class called Neurodiversity or GCH 102. This class
was all about people who had been labeled with metal and physical disabilities and how they thought
differently than people who are neurotypical. GCH 102 was a bit different than other classes because
the students enrolled in the class were required to spend around twenty hours with students form the
ITA building. Students from the ITA building are students who have been diagnosed with different types
of disabilities. I spent most of my time with these students on Fridays. We would all go down to the pool
and swim around. We would talk and joke around about movies and sports, just like any other college
students. Later on in the class a lawyer came in to talk to us about how a lot of people with disabilities
are taken advantage of. They are placed in sheltered work areas where they work for pennies. The
topic of life and the things we need to be happy came up. That made me think of the Hierarchy of
Needs theory that we learned about in HDF 190. Most of these people were barely getting the
physiological needs met, like sleep and food, not to mention there safety or love and belonging needs. I
brought up the topic of the Hierarchy of needs in the class and we had a long discussion about what
could be done to help those people who are being mistreated. The hierarchy of needs is something
that everyone has the right to be able to fulfil and these people were not given that right.
In HDF 190 I was required to take the Strengths Quest Test. This test gave me my top five (5)
leadership strengths which are WOO (winning others over), communications, input, learner, and
individuality. I identify strongly with these values because my leadership style is one to include people
and create happiness. It is my goal in life to make people happy and fell accomplished. I want people
to feel good about themselves. I feel that this is reflected in my strengths. My WOO allows me to get to
Type Focus (MBTI), LAMP, and other

career inventories, etc.)
know people easily and become part of their friend group, then I can easily communicate anything I
need to with them or others because of my communications strength. I will also be able to help them
understand other people situations. I am able to support them in the ways that fits them best because
of my individuality strength. These qualities came in handy when I was learning about others during the
Leadership Institute and the Day of Discovery. I was able to connect easily to the new people I met and
became very good friends with all of them. One of my weaker strengths is spirituality. I dont see myself
as a spiritual person but I stick to my beliefs and to what I think is right. I see spirituality as religion,
while others see it differently. It all depends on your own values as to how you see different thanks. I for
one do not identify as a spiritual person.
See Evidence 15 and 3 and 100
16
.
17
.
Student will show knowledge of the theory

of Superleadership by Manz & Sims
Student will show application of Manz &
Sims theory to own life
Outcome Category: Leadership Theories

Outcome
18
.
19
.
20
.
21
.
22
.
23
.
24
.
25
.
26
.
Target class

Authority and Bureaucracy theory of
leadership Weber
Student will describe personal application
of the above theory (Weber)
Scientific Management theory of
leadership by Taylor
of the above theory (Taylor)
Management by Objectives theory of
leadership by Drucker
of the above theory (Drucker)
Student will show knowledge of Theory
X and Theory Y theory of leadership by
MacGregor
of the above theory (MacGregor)
Servant Leadership theory of leadership
by Greenleaf
See Evidence 26
HDF 190 (2015)
Servant Leadership is all about the love of helping others. In HDF 190 we learned all about this
leadership style. Servant leadership is all about serving others. Some characteristics of servant leaders
are listening, empathy, healing, stewardship, commitment to the growth of people, community building,
awareness, persuasion, conceptualization, and foresight. The two characteristics that really speak to
me are awareness and commitment to people. In order for someone to be a servant leader, they must
be aware of the people around them. They must know what the people need and want. Servant leaders
must know what the problem is before they begin to fix it or make the situation better. The second
characteristic is commitment to people. Being a servant leader is all about other people. Servant
27
.

of the above theory (Greenleaf)
HDF 190 (2015)
28
.
29
.
30
.
31
.
32
.
33
.
34
.
35
.
36
.
Upton Mens Club (2010-now)
leaders do not lead because they want recognition, they lead for the love of leading. It is very important
for servant leaders to have a commitment to people because being a servant lead is all about other
people. Without awareness and commitment to others, it would be nearly impossible to be a servant
leader.
While I was back at home in Upton I did a lot of volunteer service wit the elderly. I helped put on a
monthly community dinner where students from local school would come to the senior center and
volunteer their time. We would have a lot of different jobs depending on the day and how many people
were there to help. I started volunteering there when I was only in middle school. I remember my first
job was helping an older student take drink orders and filling cups with ice. Then I moved onto serving
plates and even prepping food as I got older. As I grew up, I continued to spend time with the residents
of the home. I would always be so excited to see how they were doing and listen to their stories. It got
to the point where the seniors treated me like a granddaughter. They knew when my birthday was and
would reminisce about how young and small I was when they first met me. These trips werent work for
me, they were trips to visit my friends where I just happened to spend a few hours serving them. At the
time I didnt know anything about servant leadership, it wasnt till I enrolled in the HDF 190 class that I
learned about the characteristics of a servant leader. Once I learned about them, I noticed that I was
being a servant leader way before I knew the terminology. I had to be aware of what was going on
around me the entire time. This came more into play when I was older and put in charge of supervising
the younger volunteers. I had to make sure everyone was doing their job and go help if they needed it.
I also listened to the people living in the home. They would all tell me stories about their lives and their
family. I really enjoyed this part of the night because I got to learn more about each of the seniors. They
would always thank us for coming down to talk to them and say how nice it was to see kids taking an
interest in helping others. Awareness and listening are just two of the characteristics of a servant leader
that I utilized while helping out at the monthly senior citizen dinner.

Principle Centered Leadership theory
by Covey
of the above theory (Covey)
Student will show knowledge of the 14
Points / TQM theory of leadership by
Deming
of the above theory (Deming)
Visionary Leadership (now often cited
as Transformational Leadership) theory
by Sashkin
of the above theory (Sashkin)
Individuals in Organizations leadership
theory by Argyris
of the above theory (Argyris)
Students will demonstrate knowledge of
the 4 Vs theory of leadership by Grace
(Center for Ethical Leadership)
HDF 190 (2015)
In HDF 190 we learned all about the 4-V Model of Ethical Leadership. Each V stands for an important
part of this model. The first V stands for Values. Values are important to ethical leadership because you
have to know your own values in order to truly know how you feel about something. Its important to
See evidence 36
37
.

of the above theory (Grace)
HDF 190 (2015)
People to People Program (2013)
See evidence 37 and 36
38
.
39
.
40
.

Situational Leadership theory by Hersey
& Blanchard
of the above theory (Hersey & Blanchard)
Relational Leadership model by
Komives, McMahon & Lucas
HDF 190 (2015)
41
.
know about yourself before you start trying to understand other peoples ideals. The second V stands
for Vision. Vision is included in this ethical model of leadership because having vision means you can
think about the next step in the process. With vision you look at the big picture rather than your own
view point alone. The third V is Voice. Voice is necessary to this model because you need a way to
convey your thoughts as well as motivate other to keep people interested in the group. The last V
stands for Virtue. Virtue involves practicing behaviors that we find are for the better group of the group.
It is the act of striving to be the best you can be. Overall, these four Vs make up the Grace Ethical
Leadership Model.
While I was a sophomore in high school I was given the experience of a life time. I was able to go
overseas and visit England, Ireland, Scotland, and Wales for fourteen days over the summer. This trip
was made possible by the People to People Program. The PPP was founded by Eisenhower in order to
help create peace all around the world. His thought was that if kids from around the world knew each
other, they would be less inclined to go to war with each other. This trip was before I knew about the 4V Model of Ethical Leadership in HDF 190, this was technically before I considered myself a leader.
Never the less I utilized this model. I used my values and virtue to behave while I was overseas. As a
younger student I wanted to run around and explore, however, I used my values of social intelligence in
order to do what was right. If I acted out I would get in trouble and delay the trip for other people. This
connects directly to virtue. I did not want to ruin the trip for anyone else just because I was excited. I
also used vision in this trip. I had to think about my actions during this entire trip. There were times
when we were able to go off on our own and do what we wanted in a museum or castle. During this
time I had to use my vision to make sure I planned my time so I would be back when I was told to meet
with the group. I also used my voice during this trip. I had to express my opinion on what activities I
wanted to do. If I didnt voice my opinion, I would have missed out on things I wanted to do. Even
though I did not know about the terminology that I later learned in HDF 190, I still practiced the 4 V
model of ethical leadership while on my People to People Trip.

of the above theory (Komives et al)
See Evidence 41
HDF 190 (2015)
SPA 103 (2015)
In HDF 190 we learned about the Relational Leadership Model by Komives, McMahon & Lucas. This
model is all about leaders putting other people first. Leaders need to feel felt and this model explains all
about being felt. It is all about leaving an impact on people. The relational leadership model has five
main components that include purposeful meaning their commitment to the goal and create positive
change, and inclusive meaning it is important to make sure everyone is accepted into the group. There
is also empowering which is all about motivating people and giving people encouragement as well as
ethical or the moral of the group and the people who make the group up. Lastly is process-oriented,
meaning that a relational leader trusts the process of starting a plan to finishing it. A relational leader
believes the process is just as or more important than the outcome. These five components make up
the relational leadership model.
In Spanish 103 I was put into a group and tasked with creating an oral presentation. Luckily I was
placed into a group with one person that I knew. We had worked together before and had done well on
a previous project. I didnt know that other two members very well, but I stayed positive about the
project. We got together that class and began brain storming. Everything started off well, but then we
become distracted while discussing our topic ideas. Thanks to relational leadership, a concept I
learned in HDF 190, I was able to bring people back on track and motivate them with my purposeful
and empowering traits. We also utilized the processes-oriented section of the model during this project.
We all knew the point of this project was to learn Spanish, it was not to get a good grade. So when one
member suggested using google translate for the entire project, everyone thought it would be better to
actually do the work and learn the words like we were supposed to. The group never had a problem
with inclusion, we all got along just fine and had some things in common to talk about to break the ice
on the project. I really saw the relational leadership theory come out when working with this group and
it worked to our advantage.
42
.
43
.
44
.
45
.
46
.

concept of constructivism
Students will describe personal examples
of implementing constructivism
experiential learning in leadership
development (Kolb)
of experiential learning in leadership
development (Kolb)
Social Change Model of Leadership
Development by Astin et al
HDF 190 (2015)
In HDF 190 we learned about the Social Change Model by Astin et al. This model includes of three
levels that enclose the 7 (now 8) Cs of Social change. These levels do not flow in a certain direction.
They go between different groups easily and can happen at any point. One of these levels is group
values. Group values emphasis collaboration and interaction. This level includes the Cs of
collaboration, common purpose, and controversy with civility. Another level is society values. Society
values are all about bringing about change for the betterment of something. The Cs that is in society
values is citizenship. And the last leave I have to talk about is individual values. This level is about the
person and their development of values as well as qualities. The individual level includes the Cs of
consciousness of self, congruence, and commitment. Now, the only C I have yet to talk about is
change. Change does not fit into one of said levels. Change is what comes about because of these
three levels. It is what keeps the cycle flowing.
HDF 190 (2015)
In HDF 190 we learned about the Leadership Identity Development Model by Komives et al. This
model is made up of different phases of a leaders life. It is one big cycle that has six parts. Those six
parts include awareness, exploration/ engagement, leader identified, leader differentiated, generativity,
and integration/ synthesis. Each stage signifies a different point in a leaders leadership life. For
example, awareness (stage 1) is all about learning about the leaders who are out there right now and
identifying what a leadership role looks like. This then progresses to exploration where they find
themselves curious about leadership and becomes involved with group experiences. That the moves to
identified, this is when they realize there is a hierarchy in the group and the relationships of groups.
Next is differentiation where they start to view leadership as more than just a title. Then comes
generativity, this is when they become committed to becoming a leader in their own right. Lastly is
integration. Integration is when they acknowledge their leading abilities and claim to be a leader without
an official position.
I believe everyone goes through the Leadership Identity Development Model to a certain point. This
model is all about growing up as a leader. We talked about this in HDF 190 in our small groups. We
expressed to each other what the cycle meant to us. I explained that I believe this cycle is something
that everyone goes through. At a certain age, everyone becomes aware of leaders. They also become
involved in groups in and out of school. That is just part of growing up. Now, not everyone makes it
very far into the cycle. I believe the point at which a lot of people stop progressing through this cycle is
during the differentiation stage. Not everyone makes it to the point where they realize that leaders are
not only the people standing in front of the room or giving out orders. Leaders are all about helping
others, even if that means not intervening in a group setting. I expressed this feeling to my group and
some agreed while others did not. But that is the best part of group discussion, not everyone has to
agree.
See Evidence 46 and or 81
47
.
48
.

of the above theory (Astin et al)
the Leadership Identity Development
Model by Komives et al
See Evidence 48
49
.
Students will describe personal

application of the above theory. (Komives
et al)
See Evidence 49
50
HDF 190 (2015)
.
51
.
52
.
53
.
54
.
55
.
56
.
57
.
58
.
59
.
60
.
61
.
62
.
63
.
64
.
65
.
66
.
67
.
the Strengths-Development Model by

Hulme et al
of the above theory (Hulme et al)
behavior theories of leadership from
Michigan and Ohio State
of the above theories (Michigan & Ohio
State)
Charismatic leadership
of the above theory
contingency approach to leadership by
Fiedler
of the above theory (Fiedler)
Path-Goal theory by House
of the above theory (House)
Leader Member Exchange (LMX) theory
of the above theory
Leadership Substitutes Theory
of the above theory
Models of leader emergence
Student will describe the impact of traits
on leadership emergence and
performance
Chaos approach to leadership by
Wheatley
of the above theory (Wheatley)
Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership

Outcome
68
.
69
.
70
.
71
.
72
.
73
.
74
.
75
.
76
.
77
.
78
.
79
.
80
.
81
.
Target class
HDF 190 (2015)
Stepping Stones Activity (03/10/15)
In HDF 190 class we learned about effective leadership and change agents. People lead effectively in
different ways. However, there is model called The Social Change Model of Leadership Development
that addresses a certain aspect of effectiveness. This aspect is called a change agent. A change agent
is a person or persons who understands, motivates, and has a skill to create a positive change. These
change agents should understand that change is process and know resistance will occur. As well as
Student will demonstrate how cultural

anthropology / paradigms relate to
leadership
Student will describe personal example
of using cultural anthropology /
paradigms as a leader
the Cycles of Socialization (Harro)
theory and its uses in leadership
Students will demonstrate personal
application of the Cycles of
Socialization (Harro)
the Cycles of Liberation (Harro) theory
and its uses in leadership
Student will demonstrate personal
application of the Cycles of Liberation
(Harro)
the Configuration of Power (Franklin)
and its relationship to leadership
application of the Configuration of
Power (Franklin)
racial identity development via the Cross,
Helms or other models (Ferdman &
Gallegos; Kim; Horse; Wijeyesinghe etc.)
application of model(s) of racial identity
development above
McIntoshs theory of privilege and its
relationship to leadership
application of McIntoshs theory
Student will describe the differences and
similarities of individual and institutional
oppression and relationships to
leadership
Student will show knowledge of effective
leadership as it relates to change agency
See evidence 81
have a positive perception on change and have self-confidence and patience. Change agents need to
be able to influence the system and create a sense of urgency for this change. In order for change to
occur a change agent should use the different values to their advantage. These values include group
values, individual values, and society/ community values. We learned more about these values while
participating in the Stepping Stones Activity on 03/10/15. During the activity we started in different
hoops and were given foam blocks. We had to be touching these blocks at all times and could not
touch the floor. The objective was to make it to the other three hoops then back to your original hoop.
Because of the constraints all the groups had to work together rather than be concerned with their own
pathway. This activity taught us how the three values were connected. This relates back to change
agents and how they must have an understanding of change and how values interact with each other.
82
.
83
.
Student will describe personal examples

of being a change agent
Student will create a personal code of
inclusive leadership
HDF 190 (2015)
In HDF 190 we learned all about Relational Leadership. There are multiple parts to this overall theory
such as inclusive, empowering, purposeful, ethical, and process-oriented. It was during this class that I
started to think about my own personal code of leadership. This includes inclusive leadership. I believe
inclusiveness is one of the most important parts to a group. In order for a group to function properly
everyone needs to be heard. To be inclusive you have to know and understand other viewpoints. It
helps to picture the situation of another person when trying to make sure they are included. Think
about how certain things make them feel or act. I do my best to place myself in other peoples
situations before making any big choices. Another part of my code is to listen to everyone. Even if I do
not agree with the other persons view point, it is still important to me that I hear what they have to say.
That is the only way to make sure every view point is heard and included. Even before I knew about
the terminology for this type of leadership I was using it in my life. During the Leadership Institute I
actively used my own code of inclusion. If someone was sitting alone I would go over and talk to them.
I wanted to make sure everyone was included and happy. I allowed others to talk before I stated my
opinion on a topic and made sure I explained my feelings. Everyone thinks differently, however, no one
likes to be ignored or left out of a group. According to my code of inclusion I will always think of the
other persons situation and try to understand their views along with listening to anything anyone has to
say.
See evidence 83 and 3
84
.
85
.
86
.
87
.

the Model of Intercultural Sensitivity by
Bennett and its uses in leadership
Students will demonstrate personal
application of the Model of Intercultural
Sensitivity by Bennett
the ally Action Continuum by Griffin &
Harro
application of the Action Continuum by
Griffin & Harro
Outcome Category: Critical Thinking

Outcome
Target class
88
.
Student will show knowledge of principles

of critical thinking (logic is used in this
minor)
HDF 190 (2015)
See Evidenve 88
89
.
Student will demonstrate proficiency of

critical thinking
90
.
91
.
92
.
93
.
94
.
95
.
96
.
Student will show knowledge of

metaphorical analysis to critically analyze
self and leadership situations
metaphorical analysis to critically analyze
self and leadership situations
Student will show knowledge of at least five
decision making methods
Student will describe personal examples of
having used five decision making methods
Student will show knowledge of at least five
problem solving / conflict management
methods, as well as understanding the
roots of conflicts
having used five problem solving / conflict
management methods (if student has been
trained in mediation, that information goes
here)
Student will describe what it means to
analyze, criticize, synthesize and utilize
information as a leader
HDF 190 (2015)
Leadership Institute- Challenge

Course (2014)
In HDF 190, we learned about critical thinking. Critical thinking is when you or a group looks at a
challenge or idea and analyzes all the possible ways to complete said challenge or express said idea.
This kind of thinking is key to effective problem solving. While in class one day in HDF 190 my small
group and I were challenged. This challenge involved a lot of critical thinking on our part. The challenge
was to take some everyday items we were given and create the tallest tower possible. These items
included tape, string, raw pasta, and a marshmallow. The first thing was did was look at all the items
we had, its important to know what you are working with. We also tried to task some questions,
however, the teachers would usually just restate the basic rules. Next we went into a quick brain
storming phase. We brought up a lot of possible solutions until we landed on our plan. Next was
execution, we designated one of our group members as the builder. They would be the person putting
the pieces together. We did this because having too many people touching the structure would make it
unstable. The rest of the group provided support any way they could. After the structure was
completed, we took a step back and felt proud. We had completed the challenge.
While I was at the leadership institute over the summer going into my freshmen year of college my
group and I went to a challenge course in the woods. The course was made in order to induce critical
thinking in a group. Critical thinking is a form of thought that is utilized in order to solve a problem in a
reasonable way. My favorite part of this course was the log. Everyone from my team, Red Courage got
up on this very large log. Once we were standing there we were then tasked with moving everyone into
alphabetical order. The only catch was that we could not touch the ground. If someone touched the
ground we had to start all over again. At first we all started coming up with different ideas on how to
move around on such a small amount of log. We then picked a plan and went with it. As we executed
our plan, the team leaders started to make life a bit hard for us. They made it so only one person could
speak. This was problematic because we needed to communicate who was moving next and how to
support them. However, after some time and critical thinking, we figured out our new plan. With critical
thinking we were able to adjust our previous plan to create a new one to fit our situation. We would late
follow up on these ideas in HDF 190 once we returned and began school. Without critical thinking this
challenge would have been close to impossible.
97
.
98
.

leadership that is used in crisis
Student will describe examples of
leadership in crisis situations
Outcome Category: Interpersonal and Organizational Concepts & Skills
99.
Outcome
Target class

active listening techniques
HDF 190 (2015)
HDF 190 (2015)

Active listening has many parts to it. We learned out these parts during a retreat for my HDF 190 class
called Day of Discovery. The main points are encouraging, restating basic ideals, reflecting feelings,
clarifying, and summarizing. Each of these points have different goals. Some of the goals for
encouraging is maintaining the conversation and keeping interest in the project. While goals for
restating ideas are to show your understanding and disclose a grasp of the facts. Goals for reflecting
feelings are to demonstrate your understanding of others feelings and a want to help. Next is clarifying,
some goals for this are getting additional facts and to help people. Lastly is summarizing. The goals of
summarizing are to bring ideas together and review and or update the process which you are following.
Each of these point are important to active listening in their own way. During our Day of Discovery
retreat we discussed active listening in our small groups and received a small packet of information
detailing the process and its purposes. We then later applied this new knowledge to our discussions.
In HDF 190 we learned all about active listening. Active listening is when you quietly listen to what
someone has to say and really absorbing the information as well as preparing to add your own input if
needed. During both the Day of Discovery, a mandatory retreat for HDF 190, and the Leadership
Institute I participated in a time of sharing personal stories and opinions about different subjects. I
utilized active listening during these times for multiple reasons. While someone else was sharing it was
our job to listen respectfully but be able to reply or comfort the person when needed. It was important
for us to pay attention to each story. It would be extremely rude to ignore people or not actively listen to
these very personal stories. These were important bonding experiences and it was extremely important
that I listened actively to what the others in my group had to say.
100
.
Student will describe examples of using

active listening skills
101
.
102
.
103
.
104
.

functions of group communication by
Hirokawa
of functions of group communication
(Hirokawa)
Student will show knowledge of techniques
regarding giving and accepting of feedback
Student will describe examples of giving
and accepting feedback.
See Evidence 104
HDF 190 (2015)
Feedback is something that is absolutely necessary to have in order to improve overall. In general, I
dont really negative feedback. However it is something I have to learn to like if I am to improve as a
leader. During my time in HDF 190, we were tasted to write outcomes. For one homework assignment
we had to finish five outcomes and pass them into our peer leaders for them to correct. So, I did my
first five outcomes ever and passed them into my peer leader Matt. I was unsure how I did on them
because I had never done them before. After a little while, Matt brought back our outcomes and gave
them to us. He had written little notes all over out pages about what we had done wrong and what we
had done correctly. My biggest problem was that most of my outcomes needed more detail. I was
unsure how long to make them at first but thanks to Matts feedback I knew I had to write more. I also
asked him a lot of questions about his outcomes and evidence so I could get a feel for what I needed.
The rest of the group and I got together and went over each others outcomes as well. We all went
through each persons and talked about improving them. Everyone was a great help, and I hope I
helped some of my group mates out. Feedback isnt always fun to hear, but it I 100% necessary.
105
.
106
.
107
.
108
.
109
.
110.
111.
112.
113.

facilitation and de-briefing techniques
facilitation and de-briefing techniques
framing and breaking the frame
framing and breaking the frame
Student will show knowledge of organizing
meetings / setting agendas / and leading
meetings
organizing meetings / setting agendas /
leading meetings
Parliamentary Procedure
Student will show knowledge of techniques
for working with difficult people
using techniques to work effectively with
difficult people
See evidence 113
114.
115.
Student will show knowledge of the stages

of group development (Tuckman, wBennis
or others)
HDF 190 (2015)
EGR 105 (2014)
While in my HDF 190 class we learned all about working in groups and how best to make those groups
work. Some topics included relational leadership and social change models. Overall I have had good
experiences while working in groups with other students. However, during my EGR 105 (a class I took
first semester of Freshmen year) I was paired with two other people who thought very differently than I
did. The first issue came up while picking a topic and problems continued up until the day of our
presentation. This was a frustrating experience for me. My other two group mates had very different
views from myself and each other. One was very relaxed about the project and was easily distracted
while the other wanted to be in control of every aspect of the project. I knew this project would not be
easy but it needed to be completed. So during our meetings I would keep my easily distracted partner
on task by giving him a check list to finish before a set time and I would periodically remind him over
text message that he needed to get the assigned work done. While for my other group mate I made
sure he know what I was doing anytime I made a change and talked it out with the group overall.
Communication was key for this project to work correctly. Because my group mates were so different
arguments would break out easily. Most of the time I acted as a moderator between the two of them
and conveyed information in a way that would make sense to both of them. It was a lot of work and
was frustrating at times but I learned a lot from the situation. I learned that not every project will go
smoothly, but it will get done as long as you put your best foot forward. The project was completed on
time and presented as planned because we were able to look past our differences and work together.
116.
117.
118.
119.
120
.
121
.
122
.
123
.
124
.
125
.
126
.
127
.
group development in use (Tuckman,

Bennis or others).
Student will show knowledge of group
dynamics and group roles
group dynamics and group roles
memberships skills in groups
membership skills in use
Challenge and Support theory by Sanford,
and its relationship to organizations
using the theory of Challenge and Support
(Sanford)
construction / elements of informative and
persuasive speeches
Student will demonstrate proficiency in
informative and persuasive public speaking
Student will show knowledge of planning
and conducting interviews (as the
interviewer)
planning and conducting interviews (as the
interviewer)
Student will show knowledge of preparing
for and effective answers in interviews (as
the interviewee)
preparing for and being interviewed
See Evidence 127
128
.

collaboration / coalition building
HDF 190 (2015)
Resident Advisor Interview (2015)
Preparing for an interview can be nerve racking. However, thanks to some techniques I learned from
HDF 190, I am able to proudly present myself at interviews. One example of this was when I was to be
interviewed for a place as a resident advisor going into my sophomore year. I was very nervous for this
because it was such an important interview. I utilized some techniques in order to prepare and be
ready for my interview. One of these techniques being to look up some common interview questions. I
looked put some interview questions and wrote out my answers to each of the questions. Writing out
each of my statements made it easier for me to remember where my thoughts were leading. Another
thing I did was practiced my answers in front of my friends. I asked my friends to act as fact
interviewers for me and ask me questions I had given them. After a few times through I was much more
comfortable with my answers. I also asked my RA at the time what it was like when she was
interviewed. She reassured me that I would do just fine and staying calm is the most important part of
the interviewing process. While waiting for my time to be called, I took her words to heart and exercised
some breathing techniques that I learned in HDF 190 in order to stay calm directly before my interview.
I tried my best to stay positive and stay calm. Once I was called in and the interview began I look my
interviews in the eye when I was responding to them, I spoke clearly, and didnt panic when I had to
think about my next few words. Thanks to the techniques I learned in HDF 190, I was accepted as an
alternate RA for my sophomore year, first semester.
129
.
130
.
131
.
132
.
133
.
134
.
135
.
136
.
137
.
138
.
139
.
140
.

working in collaboratives/coalitions
141
.
142
.
143
.
144
.
145
.

mentoring and being mentored

Intercultural communication considerations
Student will demonstrate proficiency in
intercultural communication
Student will describe ways to maintain
accountability in leadership / member
relationships
related to maintaining accountability as a
leader
Student will describe ways to build
relationships between leaders and
members
building relationships with members as a
leader
Student will describe how credibility applies
to leadership, as well as the characteristics
and skills of a credible leader
building, maintaining, and repairing his/her
own credibility as a leader
Student will describe ethical standards in
influence
Student will describe influence applies to
leadership
Student will describe principles of effective
mentoring, as well as problems particular
to the mentoring relationship
Student will describe principles of effective

peer leadership, as well as problems
particular to peer leadership
related to being a peer leader and being
led by peers
Student will describe the four frames of
organizations by Bolman and Deal
of organizational analysis using the four
frames of organizations (Bolman and Deal)

Leadership Inventory 2015

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LEADERSHIP

Leadership Inventory Revised 8/30/2013

Leadership Inventory Revised 8/30/2013

CENTER FOR STUDENT LEADERSHIP DEVELOPMENT

Phone: (401) 874-2726

Fax: (401) 874-5317

CSLD Mission Statement

MINOR IN LEADERSHIP STUDIES

Regardless of your major, you can minor in Leadership Studies.

CORE REQUIREMENTS- 9 Credits

Only offered in spring for first-year students

HDF 290: Modern Leadership Issues

Offered Fall and Spring for sophomores & juniors

HDF 417: Leadership Internship

Experience through Office of Experiential Learning & Community Engagement

Internship Class in Academic Major

The only time the major and minor can overlap

HDF 412: Historical, Multi-ethnic & Alternative Leadership

Offered only in the fall with preference given to seniors

COM 402: Leadership & Motivation

Offered in the spring and summer with Dr. Leatham

BUS 441: Leadership Skills Development

HPR 411/412: Honors Senior Seminar

HDF 492: Leadership Minor Portfolio

Offered in the fall and spring with Dr. Cooper

MINOR ELECTIVES-9 credits

COM 402: Leadership and Motivation (capstone option)

HDF 416: Leadership in Organizations

COM 208: Argumentation and Debate

GWS 150: Introduction to Womens Studies

MSL 201: Military Skills and History of Warfare

Leadership Inventory Revised 8/30/2013

BECOMING A POSITIVE LEADER THROUGH DEVELOPMENT & INVOLVEMENT

4. Develop and Refine

Leadership theory and

3. Broaden Your Perspectives

Outcome Category: Self-Leadership

Descriptive notes regarding learning and practice

Student will demonstrate autonomy and a

HDF 190 (2015)

ECN 201 (2015)

HDF 190 (2015)

Leadership Institute (2014)

Student will demonstrate personal,

Student will demonstrate knowledge of

HDF 190 (2015)

Student will demonstrate the ability to

HDF 190 (2015)

Student will express a personal code of

HDF 190 (2015)

Student will demonstrate practice of the

HDF 190 (2015)

COM 100 (2014)

HDF 190 (2015)

Leadership Institute (2014)

HDF 190 (2015)

COM 100 (2014)

Student will express a personal values

Student will demonstrate practice of the

Student will demonstrate the ability to

HDF 190 (2015)

GCH 104 (2014)