Inventory Outcomes

LEADERSHIP
DEVELOPMENT
Outcomes & Evidence
Progress Inventory*
MINOR IN LEADERSHIP STUDIES
Center for Student Leadership Development
Memorial Union
University of Rhode Island
Name: Tiffany Jones
Date Enrolled: September 1, 2012
Date of Graduation: May 22, 2016
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

Outcome
Student will demonstrate
autonomy and a minimized
need for approval
Target class
HDF 417
Additional Experiences
Internship
2.

personal, organizational, and
academic examples of selfdiscipline
HDF 417
All my classes
3.
Student will demonstrate the

ability to manage emotions
HDF 290
Student Senate
4.

knowledge of stress
management methods
HDF 417
Working and being a

college student
5.

ability to manage stress
HDF 290
All of my classes
1.
Descriptive notes regarding learning and practice

Last summer I interned in NYC for three months. I had to navigate around a
big city by myself and learn the responsibilities of working for a company.
During the internship I was given a lot of independent projects that I had to
complete. This challenged me to practice autonomy and work to succeed in
a competitive environment. I learned a lot of my supervisor and co-workers,
and learned about myself too. Realizing what I wanted to do in life helped
me become more comfortable with myself. I learned to work on my own
and focus on important tasks.
When I first started college, I struggled with managing my schedule and
disciplining myself. I would skip classes because I didn't want to wake up
early. Then I realized that I did poorly in the classes that I didn't attend.
Over the years I've learned that going to class is important and I've
disciplined myself to do the things I need to get done. As a result, I'm more
aware of what is going on in class and do better on exams because I was
attentive to what the professor was teaching.
On the Senate floor, we often have debates on which decisions should be
made. There are a wide variety of students that are part of the Student
Senate and often times several people feel different about certain issues.
This is when there's disagreement and heavy arguments. One of the models
of Student Senate is to keep everything political on the floor. We're always
reminded to not take things personally and not let our emotions get in the
way of making our decisions. Some instances it's hard to make rational
decisions, but we always try to keep each other in check. We remind
ourselves not to let our emotions ruin the relationships we have with each
other by getting dinner at Applebees after meetings and hanging out as a
group so there's no bad feelings about what went on as a floor.
Stress is something that everyone will experience. As a full time college
student taking around 18 credits a semester and working several jobs, I've
had to deal with a lot of stress. One of the most stressful things is having a
lot of assignments due and exams in one day. An effective way of avoiding
this kind of stress is by planning ahead and spreading all the work out so
that it's not all in one day. Sometimes panicking makes stress worse, so it's
important to stop for a moment and breathe in order to cope.
This last semester was the hardest semester I've ever had because I
struggled to graduate with all my completed credits. In order to do that, I
6.
Student will express a personal

code of leadership /
membership ethics
HDF 290
N/A
7.

practice of the personal code of
ethics
PHL 101
Interacting with Peers
8.
Student will express a personal

values statement
HDF 417
9.

practice of the personal values
statement
ability to lead a project from
start to finish (follow-through)
10.
HDF 417
Projects
had to take 7 classes. Most of the classes are 400 level and capstone classes,
which made it even more difficult. On top of that, I was working a part-time
job, babysitting, and applying for jobs/internships for after graduation. It
was definitely a lot to juggle and often times I was overwhelmed and
stressed by the amount of work I had. I had to learned to management my
time efficiently and find ways to relieve stress. One of the ways I did that
was going for runs when I felt too overwhelmed with studying. I think
those little breaks helped me clear my mind and refocus. Another technic
was doing assignments in groups. That reminded me that I wasn't alone in
my schoolwork and I had support if I struggled with something.
In HDF 290 I was part of a group that did a presentation on leadership
ethics and what it means to be a leader. A leader is someone who rules,
guides, or inspires. They represent the group and make most of the final
decisions. A good leader is far, honest, open-minded, and responsible.
He/she makes all members of the group feel like they are part of
something. A leader should listen to everyones input and make decisions
based on what will be best for the group.
Everyday I have to interact with classmates, friends, professors, and bosses.
I want the people around me to know me as a kind, honest, and respectable
member of the community. Therefore, I strive to always look at things from
other's points of view and think things over before I say or do something. I
think it's important to do a lot of thinking because it helps you evaluate
situations in different lights.
I strongly believe in the good of people and that's the kind of leadership I
want to lead with. I believe that people do care about others, our
environment, and social injustices in the world. Some people may not know
how to go about showing they care, and that is where leaders come in. As a
leader, I value becoming a better person and encouraging others to strive
towards honesty, kindness, and loyalty.
In my business classes, we're always given projects to do throughout the

semester. One of my recent projects is a group presentation on our Capsim
stimulation. This was an activity that we started in the beginning of the
semester and had to give a report in front of the class on our experience and
results. I assigned a day in the beginning of the semester for all of my group
mates to meet up and discuss the current week's goals. I've also encouraged
11.
Student will describe goals

and objective statements
regarding personal issues,
career issues, and community
issues
HDF 417
12.
Student will show evidence of

goals and objectives that were
planned and achieved
HDF 290
13.
Student will show knowledge

of the Hierarchy of Needs
theory by Maslow
PSY 113
14.
Student will show application

of Maslows theory to own life
PSY 113
15.
Student will describe personal
HDF 290
Internship
StrengthsQuest
everyone to keep in touch so that we can discuss any changes in the

stimulation. This helped us bond as a team and complete the project in a
timely manner. Since we communicated well with each other, we were able
to finish our project and give a smooth presentation.
My career goal is to find a job that I truly enjoying doing. I believe that if
you find a job that you love, you won't have to work a day in your life. In
addition, the positive energy that you have in doing something you love
will create better results in what you're doing. I love NYC and my dream
has always been to live and work there in the future. My internship
experience made me one step closer to that goal and showed me the realities
of my dream.
Something Ive always wanted to improve on was my essay writing ability. I
think this is an area where I was especially weak on and I dedicated a
semester to improving my essays. Throughout the semester, I wrote many
essays for three classes. The first essay I wrote in HDF 290 was a proficiency
paper that was not graded. To be honest, I thought my essay was very
sloppy and I was unsure of how to structure it. The second essay is the last
essay I wrote for HDF 290. Its an extra credit essay. By the time I wrote this
essay I had gotten the hang of essay structure through practice and I was
very confident in it. I received a 20 out of 20 on the essay.
Maslow believed that people are motivated to achieve certain needs. When
one need is fulfilled, a person seeks to fulfill the next need. He maps out a
pyramid of 5 motivational needs that people seek. At the bottom of the
pyramid are physiological needs such as food and water. The next levels are
safety needs (shelter, home), social needs (friends, family), and esteem
needs (achievement, status). At the top of the pyramid is self-actualization,
which is what everyone strives for.
In college, my biggest goal was to reach self-actualization, the highest level
on Maslow's hierarchy of needs. Coming into college I had no idea what I
wanted to do in life or what kind of person I wanted to be. I was given a
place to live and a dining plan at URI, but I struggled to find friends I had
things in common with and a place at URI that I felt comfortable in. It took
a lot of trial and errors before I found a group of friends that made me feel
at home and clubs that I enjoyed being a part of. After four years, I can
definitely say I've made enormous process on the pyramid. I've found a
major that's right for me and figured out how I wanted to be involved on
campus.
According to StrengthQuest, my strengths are Context, Strategic,
16.
17.
leadership style and/or

personality style including
strengths and weaknesses and
examples of application
(Sources = Leadership style
inventories, the L.P.I.,
StrengthsQuest, Type Focus
(MBTI), LAMP, and other
career inventories, etc.)
of the theory of
Superleadership by Manz &
Sims
Student will show application
of Manz & Sims theory to own
life
TypeFocus
Restorative, Deliberative, and Connectedness. Context means I think about

the past a lot and I understand the present using the past. Strategic means I
am able to create alternative ways to proceed. Restorative means I am good
at figuring out and solving problems. Deliberative means I make decisions
seriously and carefully. And finally, Connectedness means I believe
everything happens for a reason.

There are several key characteristics of a Bureaucracy. A bureaucracy has set
rules that the management controls and these rules are what the
organization revolves around. A bureaucracy has a chain of command that
runs from the highest management to the lowest level of workers. It is run in
an impersonal manner that looks down upon favoritism and all the rules are
applied to everyone. Workers are hired based on technical qualifications.
And jobs are organized into simple structured tasks based on workers
skills.
During my internship in NYC, I got to experience what it was like working
for a company. I experienced first-hand the chain of command and how
everyone's roles contribute to the common goal of the company. Since I was
an intern, I reported directly to my supervisor, who reported to her
supervisor. There were certain tasks that I was responsible with, but when
there were bigger decisions, I went to my supervisor for advice and
guidance. Because my supervisor had more experience than me, she was
able to help me out a lot. I realized that this theory based on worker's skills
and experience creates an environment where the best skilled people who
are the appropriate tasks that I would benefit the company as a whole.
Outcome Category: Leadership Theories
18.
19.
Outcome
of the Authority and
Bureaucracy theory of
leadership Weber
Target class
HDF 290
N/A

application of the above
theory (Weber)
HDF 290
Internship
20.

of the Scientific
Management theory of
leadership by Taylor
HDF 290
N/A
21.

theory (Taylor)
HDF 417
Work
22.

of the Management by
Objectives theory of
leadership by Drucker
HDF 290
N/A
23.

theory (Drucker)
HDF 417
Internship
24.

of Theory X and Theory Y
theory of leadership by
MacGregor
HDF 290
N/A
Nate Sousa did a presentation on the Scientific Management theory in

HDF 290. The Scientific Management theory was based on Fredrick
Taylors belief that less well-trained workers could get more work done
efficiently than more untrained workers. His theory was based on four
principles. 1. Work methods should be more accurate and scientifically
calculated. 2. Workers should be hired based on their skills and abilities. 3.
Employers should cooperate with their employees to make sure these
methods are followed. 4. Work should be divided equally between
employers and employees. Fredrick Taylors work is called Taylorism.
Before I started my job working as an office assistant in the URI History
Department, I received training from my boss on how to do things correctly
and efficiently. The training helped me do a better job and I was able to
manage multiply tasks a lot faster. It also gave me the confidence to help
others who walked into the office because I was knowledgeable on where
everything was and how I could help out.
I learned about the Management by Objectives theory from Samdelia
Roberts in our HDF 290 class. Management by Objectives comes from the
belief that people work better when they relate their work to their own goals
and objectives. The system is one in which workers are given a goal or task
to complete and encouraged to complete the task or goal in a way that is
comfortable to themselves. Basically, management creates objectives that the
group must complete and then discuss these objectives and how to achieve
them with subordinates in a way that the group will agree with.
Advantages of this system are that all members of the group are motivated
and fully interested in participating. Disadvantages of this system are that it
focuses on the idealistic goals rather than the outcomes and the goals can be
unrealistic or unachievable.
One of the things my supervisor valued was learning by experience. She
would assign me a project with very little detailed instruction and would
ask me to complete it in my own way. While she encouraged me to come to
her for help, she also encouraged creativity from me in doing these projects.
This helped me improve a lot by challenging me to think of new ideas and
ways to complete the project on my own. Instead of just telling me what to
do, I was able develop myself as a creative and independent leader.
I learned the Theory X and Theory Y theory from Ana
Chryssanthakopoulos in HDF 290. The two theories help employers classify
their workers based on work ethics. Workers classified in Theory X are lazy,
avoid responsibilities, and in need of control. Theory Y describes workers
25.

theory (MacGregor)
HDF 290
BUS 445
Group Projects
26.

of the Servant Leadership
Greenleaf
HDF 290
N/A
27.

theory (Greenleaf)
HDF 290
BUS 441
28.

of the Principle Centered
Leadership theory by Covey
HDF 290
N/A
29.

theory (Covey)
of the 14 Points / TQM
HDF 290
N/A
30.
that like working, have responsibilities, and need space to develop their
imaginations.
I see this theory a lot of group projects. There are always one (or more)
people in a group who step out as the leader(s) and really take an active role
in contributing to the project. Others are classified in Theory X and tend to
take a backseat in the group. This year I've had numerous group projects in
all of my classes. I strive to be a Theory Y worker so that I'm aware of what's
going on in the class and able to make sure that our project is the best it can
be.
Servant Leadership is a leadership model developed by Robert Greenleaf.
This model is unique because it is designed with the idea of the leader
putting his/her followers before him/herself. For example, we see this
model among parents and their children. The parents are the leaders, but
their decisions and actions are made based on the well being of their
children. They lead in order to serve their childrens needs so that the
children achieve their goals. I learned this theory from Kaylena Fonseca
from my HDF 290 class.
In BUS 441, I was given a group project on the topic of Servant Leadership.
We had to do a Powerpoint presentation in class to teach our classmates
about Servant Leadership. We also created an activity for our class that
would challenge everyone to demonstrating this type of leadership. The
activity was called "Balloon trolley"; each group lines up and holds a
balloon between them, while working together to get to the other side of the
room. This relates to Servant Leadership because each person has to
cooperate to serve the common good. At the end of the activity, we
discussed questions like "how did our group work together" and "how was
our experience putting others' needs above our own.
The Principle Centered Leadership theory by Covey is based on eight
characteristics. 1. Learning from other people and classes. 2. Service and
helping others. 3. Creating a positive environment with energy. 4. Believing
in others. 5. Leading balanced lives. 6. Looking at life as an adventure. 7.
Putting the group before oneself. And 8. Doing mental and physical
exercises to renew the mind and body.
The TQM theory, by William Deming, is made up of 14 points on how to

create a workplace that is effective. According to Maxiel Cabreras
Deming
31.
32.
33.
34.

theory (Deming)
of the Visionary Leadership
(now often cited as
Transformational
Leadership) theory by
Sashkin
theory (Sashkin)
of the Individuals in
Organizations leadership
theory by Argyris
presentation in HDF 290, these are the 14 points. 1. Tell employees the goals
and purposes of the company. 2. Adapt to new philosophies and change. 3.
Put quality products. 4. Establish a long-term relationship based on trust
and loyalty. 5. Work to improve quality and productivity. 6. Institute
training. 7. Teach leadership to workers. 8. Replace fear with trust. 9. Try to
reduce conflicts. 10. Focus on system and morale instead of exhortation. 10.
Subtitute leadership methods instead of standard quotas. 11. Avoid
numerical goals. 12. Remove barriers that take away pride from workers. 13.
Create self-improvement programs. 14. Include everyone in the company.
HDF 290
N/A
I learned the Visonary Leadership from Kathleen Harding in HDF 290.

Visionary leaders are described as being goal orientated, persistent, openminded, sensitive, and imaginative. They put importance on relationships
and have a good leader/follower relationship. Some famous visionary
leaders are Steve Jobs, Henry Ford, and the Wright Brothers.
HDF 290
N/A
The Individuals in Organizations is a leadership theory by Chris Argyris.

It stresses the importance of individuals in a group because the individuals
are what cause the group to exist. Individuals make up organizations and
determine the success or failure of organizations. Individuals all have
different jobs and levels such as workers, creators, and leaders. I learned this
from Emily Nichols from HDF 290.
The Student Senate is made up of students from different colleges, on and
off campus, and all grade levels. This is important because we want a
diverse group of students that can represent all kinds of student voices.
Each individual in the Senate has his/her own unique experiences, group
membership, and major. If everyone was the same major and in the same
organization, we wouldn't have an accurate representation of our university.
Then we wouldn't be able to make fair decision that would apply to the
entire student body. This is a group where each member's characteristics are
vital to the success of URI.
According to Zabdi Mesa and Nick Soccoccios presentation in my HDF 290
class, the 4V theory is made up of four components: values, visions, voice,
35.

theory (Argyris)
HDF 290
Student Senate
36.
Students will demonstrate

knowledge of the 4 Vs
HDF 290
N/A
theory of leadership by Grace

(Center for Ethical
Leadership)
37.
38.
39.
40.
41.
and virtue. Values are personal beliefs that guide an individuals everyday
life. Vision is creating a picture of actions and goals an individual wishes to
see. Voice is projecting that vision to other people and motivating them to
take action. And finally, virtue stands for the common good and it is what
we should strive for. Grace believes that an ethical leader is one that knows
his/her core values and has the courage to live by them and provide service
to the common good.

theory (Grace)
of the Situational
Leadership theory by Hersey
& Blanchard
HDF 290
N/A
My partner and I were required to do some research and give a presentation

on Situational Leadership theory by Hersey and Blanchard. A situational
leader is one that is necessary for a particular setting or situation, and is
more of a partner than a boss. There are four styles of leading: telling,
selling, participating, and delegating. Telling is when a leader gives direct
instructions. Selling is when there is more communication between the
leader and the follower. Participating is when the leader focuses more on
the relationship between him/her and his/her followers. Delegating is
when the leader passes on most of the responsibility to his/her follower.
There are four levels of maturity (M1, M2, M3, M4) that range from being
unable and unwilling to do task to able and willing to do task. There are
also four developmental levels (D1, D2, D3, D4) that range from low
competence to high competence and low commitment to high commitment.

theory (Hersey & Blanchard)
of the Relational Leadership
model by Komives, McMahon
& Lucas
HDF 290
N/A
The Relational Leadership model focuses on people working together to

reach a common goal. It is based on five components: inclusive,
empowering, purposeful, ethical, and process-orientated. Inclusive is
making everyone feel like they are part of the group and are able to
contribute to the group. Empowering is making followers feel like they are
important. Purposeful is striving to reach a common goal. Ethical is leading
with good moral in mind. Process-orientated is focusing on achieving goals
with group dynamics in mind. I learned this from a presentation in HDF
290 done by Lindsay Costa and AJ Kemp.

theory (Komives et al)
42.

of the concept of
constructivism
HDF 290
PHL 101
43.
Students will describe

personal examples of
implementing constructivism
knowledge of experiential
learning in leadership
development (Kolb)
HDF 290
PHL 101
Babysitting
44.
45.
46.
47.
48.

application of experiential
learning in leadership
development (Kolb)
of the Social Change Model
of Leadership Development
by Astin et al

theory (Astin et al)
knowledge of the Leadership
Identity Development Model
by Komives et al
BUS 441
HDF 290
Constructivism is the belief that people create their own worlds from their
knowledge, understanding, and beliefs. New information is comprehended
and stored in peoples minds, altering their view of the world.
Constructivism emphasizes the whole expanding into the individual parts.
It has a lot to do with critical thinking because it encourages people to
question, experience, learn, and answer their questions. Knowledge is seen
as always changing.
Kolb describes 4 stages of experimental learning. 1.) Concrete experience- in

this stage, the learner observes the task being done. 2.) Reflective
observation- the learner reflects on what he/she just observed. 3.) Abstract
conceptualization- the learner tries to form a theory of what they have
observed. 4.) Active experimentation- In this last stage, the learner attempts
to carry out the theory. There are 4 learning styles that correspond to these
stages: accommodating (feel and do), diverging (feel and watch), converging
(think and do), and assimilating (think and watch).
N/A
I learned the Social Change Model of Leadership Development from Alex

Rossi in HDF 290. The social change model is based on the 7 Cs:
Citizenship, Collaboration, Common Purpose, Controversy with Civility,
Conscious of Self, Congruence, and Commitment. This model is directed
towards college students in encouraging them to become leaders because
everyone is a potential leader. Leadership is a social relationship that is
based on collaboration. It is based on values and develops through
community involvement.
There are 6 stages of developing self. 1.) Awareness- individuals accept

leadership as a possibility and set their goals to achieve this. 2.)
Exploration/engagement- individuals start interacting with different
groups. 3.) Leader identified- individuals identify leaders in their lives. 4.)
Leadership differentiated- individuals begin to see leadership as a
responsibility instead of just a positional role. 5.) Generativity- individuals

become more interested in others and commit to their own interests. 6.)
Integration- Individuals identify themselves as leaders.
49.
50.
51.
52.
53.
54.
55.
56.
57.
58.
59.
Students will describe

personal application of the
above theory. (Komives et al)
knowledge of the StrengthsDevelopment Model by
Hulme et al
theory (Hulme et al)
knowledge of behavior
theories of leadership from
Michigan and Ohio State
theories (Michigan & Ohio
State)
knowledge of Charismatic
leadership
theory
knowledge of contingency
approach to leadership by
Fiedler
theory (Fiedler)
knowledge of Path-Goal
theory by House
60.
61.
62.
63.
64.
65.
66.
67.

theory (House)
knowledge of Leader Member
Exchange (LMX) theory
theory
knowledge of Leadership
Substitutes Theory
theory
knowledge of Models of
leader emergence
Student will describe the
impact of traits on leadership
emergence and performance
knowledge of Chaos approach
to leadership by Wheatley
theory (Wheatley)
Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership
68.
69.
70.
71.
72.
73.
74.
Outcome
Student will demonstrate how
cultural anthropology /
paradigms relate to leadership

example of using cultural
anthropology / paradigms as
a leader
knowledge of the Cycles of
Socialization (Harro) theory
and its uses in leadership
Cycles of Socialization
(Harro)
knowledge of the Cycles of
Liberation (Harro) theory
and its uses in leadership
Cycles of Liberation (Harro)
knowledge of the
Configuration of Power
(Franklin) and its relationship
to leadership
Target class
BUS 441

Cultural paradigms are things such as stories, symbols, power structures,
rituals, routines, control systems, and organizational structures that exist in
a culture. Every culture has its own paradigms, and differences in
paradigms affect relationships among people. In order to be an efficient
leader, one has to understand group members' cultural paradigm in order to
communicate effectively. In BUS 441, we learned that in the workplace,
people have different backgrounds and cultures. When a leader
understands others' cultures, he/she will be more aware of how they
receive information.
Franklins configuration of power shows us how the structure of society

shapes how power is distributed throughout society. Starting at the core of
is economics. The core of the power is who controls the wealth, the hiring
and firing and resources of communities and groups. On the outer layer of
that is politics (who has the power, lawmakers, etc.) then outside of that is
beauracratic management which Franklin states is used to protect
politicians. On the outermost layer are symbol controllers (media outlets,
religious leaders, etc.). Franklin says this serves to explain how minorities
challenge these groups thus creating institutional racism.
75.
76.
77.
78.
79.
80.
81.
82.
83.
84.

Configuration of Power
(Franklin)
knowledge of racial identity
development via the Cross,
Helms or other models
(Ferdman & Gallegos; Kim;
Horse; Wijeyesinghe etc.)
personal application of
model(s) of racial identity
development above
knowledge of McIntoshs
theory of privilege and its
relationship to leadership
personal application of
McIntoshs theory
Student will describe the
differences and similarities of
individual and institutional
oppression and relationships
to leadership
of effective leadership as it
relates to change agency
examples of being a change
agent
Student will create a personal
code of inclusive leadership
knowledge of the Model of
PHL 101
I took a class on critical thinking that taught me about different kinds of reasoning, arguments, and
fallacies.
85.
86.
87.
Intercultural Sensitivity by
Bennett and its uses in
leadership
Model of Intercultural
Sensitivity by Bennett
knowledge of the ally Action
Continuum by Griffin &
Harro
Action Continuum by Griffin
& Harro
Outcome Category: Critical Thinking

Outcome
Student will show knowledge of
principles of critical thinking
(logic is used in this minor)
Target class
PHL 212
HDF 290
89.

proficiency of critical thinking
HDF 290
N/A
90.

metaphorical analysis to
88.

In PHL 212, we had a lesson on critical thinking. Critical thinking is how
people get to the root of their problems and come up with reasonable
solutions. Critical thinking is based on asking questions. Asking questions
are important because people develop and grow through finding out the
answers. We were given an article to read called What is Your Question?
that talked about the dilemma of schools not having the time to challenge
students to think critically. My professor called told us to go to the website
www.criticalthinking.org to do some research about the organization that
encourages critically thinking.
One of the first essays in HDF 290 was a proficiency paper on critical
thinking. We were given a story dilemma and we had to guide the character
in solving her problem. I had a couple ideas and different forms of action
the character could take and I described them one by one. I think I had the
basic idea done, but I was still new to writing these kinds of papers, so my
essay was informal and could have been better.
91.
92.
93.
94.
critically analyze self and

leadership situations
proficiency of metaphorical
analysis to critically analyze self
and leadership situations
at least five decision making
methods

examples of having used five
decision making methods
at least five problem solving /
conflict management methods,
as well as understanding the
roots of conflicts
PHL 101
The 5 decision making methods are:

1. Identify and clarify the problem
2. Gather information
3. Evaluate the evidence
4. Consider alternatives and implications
5. Choose and implement the best alternative
BUS 441
Conflict manifests itself as a difference between two or more persons or

groups characterized by tension, disagreement, emotion, or when bonding
is broken or lacking. It usually occurs when people thinking differently and
disagree about a decision/situation. There are different methods of
managing conflicts, including accommodating, avoiding, collaborating,
compromising, and competing.
This past year I lived with two other girls in a house. We all had different
personalities and ways of living. Sometimes we would disagree on decisions
such as whether or not we should use the dishwasher (or hand wash our
dishes to save money), what temperature we should leave the heat on, and
whether or not we should lock our door (or leave it unlocked for
convenience). I've had to use all five conflict management methods at
different times. Sometimes I had to compromise and accommodate with my
roommates if they feel more strongly about their belief. Other times we've
talked it out to figure out the best solution or an alternative one to solving
the conflict.
The main topic of PHL 101 was critical thinking. In that class, we were
taught that critical thinking helps a lot of situations because it challenges us
to think about different alternatives, points of views, and try to understand
the situation differently. As a leader, we are given all kinds of situations and
it is up to us to make a just decision. Therefore, we must analyze and
critique all information and use it to make the best decision.
In my BUS 441 class, we learned about Crisis Leadership, particularly Crisis
95.

examples of having used five
problem solving / conflict
management methods (if
student has been trained in
mediation, that information goes
here)
BUS 441
96.
Student will describe what it

means to analyze, criticize,
synthesize and utilize
information as a leader
PHL 101
97.
BUS 441
Roommates
knowledge of leadership that is

used in crisis
98.
Leadership in a business setting. A crisis is a major event that threatens a

person, group, organization, or the general public. There are 5 tasks that a
good leader should complete during a crisis: 1. Craft a vision 2. Set
objectives 3. Formulate, Execute & Evaluate Crisis plan 4. Communication 5.
Managing people
Student will describe examples

of leadership in crisis situations
Outcome Category: Interpersonal and Organizational Concepts & Skills
99.
100.
101.
102.
103.
104.
Outcome
knowledge of active listening
techniques
of using active listening skills
knowledge of functions of
group communication by
Hirokawa
application of functions of
group communication
(Hirokawa)
of techniques regarding giving
and accepting of feedback
Target class

of giving and accepting
COM 100
HDF 290
HDF 290
Giving and accepting feedback is an important part of improvement as a

leader. We're all human and no one is perfect from the beginning. As
leaders, we should still strive to improve ourselves on a personal level. In
HDF 290 we were given feedback on all of the essays and assignments. The
point of the feedback was so we can evaluate our work and see where we
can improve on our work. Giving feedback can be hard sometimes because
you don't want to be too harsh, but at the same time you want the people to
be aware of what they can improve on.
In COM 100, we were required to give a speech and create an outline for the
speech. Before we handed the outline in to the instructor for grades, we
feedback.
105.
106.
107.
108.
109.
110.
111.
112.
113.
were asked to exchange our rough draft with our peers so that they may
make comments and/or criticism. Afterwards, our instructor would go over
the outline with us one on one and give on criticism. We were encouraged to
take the feedback of our peers and the instructor, and revise our outlines
before handing them in. (The black handwriting is my peers; the purple
writing is my instructor).

knowledge of facilitation and
de-briefing techniques
proficiency of facilitation and
de-briefing techniques
knowledge of framing and
breaking the frame
proficiency of framing and
breaking the frame
of organizing meetings /
setting agendas / and leading
meetings
examples of organizing
meetings / setting agendas /
leading meetings
of Parliamentary Procedure
of techniques for working with
difficult people

examples of using techniques to
COM 100
N/A
For our group presentation in my COM 100 class, we were required to

create a contract with the other members of our group and follow the
contact we made. We had to agree to meet up at a certain time to decide on
group meetings and the conditions of being in the group.
HDF 290
N/A
I wrote a paper on a case study scenario where the leader of a company is

facing problems from some of his workers. They are against the changes he
made to the company and are racist against other workers. In class we
learned about some problem solving techniques that include staying calm
and being open-minded. Four steps to solving problems are to define the
problem, come up with a plan, carry out the plan, and reflect on the actions.
I wrote my paper based on my knowledge on problem solving techniques
and applied them to the situation in the workplace.
114.
115.
116.
117.
118.
119.
120.
work effectively with difficult

people
of the stages of group
development (Tuckman, Bennis
or others)
examples of group
development in use (Tuckman,
Bennis or others).
of group dynamics and group
roles
examples of group dynamics
and group roles

of effective memberships skills
in groups
examples of membership skills
in use

of the Challenge and Support
theory by Sanford, and its
relationship to organizations
Ropes
Course
ASA
I attended a Ropes Course activity near URI run by Melissa Camba-Kelsay.

We were introduced to a lot of activities that required group effort to
complete. One of the activities required all members to get over a wall. We
learned that we had to lift and pull each other up to get everyone on the
other side of the wall. We each had a job, either as a lifter, a puller, the
person trying to get over the wall, and even spotters to make sure the
person doesnt get hurt if they fall. We couldnt have completed the task
without the participation and group effort of everyone.
Ace of Cakes
ASA
I participated in a URI event called Ace of Cakes. It was a competition

among members of different clubs and organizations in creating the most
appealing and unique cake. Since all of us had different talents and skills,
we all contributed in different ways to create the cake. Since it was near the
holidays, I came up with the idea of cutting the cake into pieces and
creating present-like designs. Some of my friends painted the cake and
others came up with good ideas for decoration. Even though we didnt win,
we were all proud of ourselves for our contributions and group effort. I
dont think I could have made the cake look as creative and nice as it did by
myself.
121.
122.

examples of using the theory of
Challenge and Support
(Sanford)
of the construction / elements
of informative and persuasive
speeches
COM 100
HDF 290
In my COM 100 class, we were taught the elements of different kinds of

speeches including informative and persuasive speeches. Informative
speeches are supposed to be direct and not opinionated. The purpose is to
teach the audience something new. We are also encouraged to dress and talk
in a way that would appeal to the background, education, social level, and
age of our audience. We had to construct our speeches into an outline and
give the presentation in the order of the outline.
In my communication fundamentals class, we are required to give an
informative speech during the semester. The speech had to be 5-7 minutes
long and specifically outlined. I decided to do a speech on the criminal
justice system since it is a topic that really interests me. I was nervous to
present because I have a fear of public speaking. After preparing and
practicing for two weeks, I gave my speech in front of the entire class. My
fear of public speaking didnt immobilize me from giving a good
presentation and my grading rubric is the proof of that. I ended up getting a
91 on the informative speech.
123.

proficiency in informative and
persuasive public speaking
COM 100
HDF 290
124.

of planning and conducting
interviews (as the interviewer)
BUS 390
"Who Is in My Circle?" Assignment
In my Business passport class, one of our assignments was to conduct interviews with 4 people in our
lives and ask them about their professional experiences. The point of the assignment was so that we
get an idea of what other people's career paths look like and learn how to network. I interviewed both
my own peers and people who were already further along in their career path. From interviewing my
sister and my friend, I was able to learn their goals for the future and what they were hoping to get out
of their college experience. My sister went to a university in another country, so it was interesting to see
how her college environment was different from the one at URI. She lived in a city and went to classes
that were made up of hundreds of students. I realized how different it was compared to my campus and
classrooms, which had usually no more than 30 students.
125.

examples of planning and
conducting interviews (as the
interviewer)
HDF 290
N/A
126.

of preparing for and effective
answers in interviews (as the
HDF 290
COM 100
In my modern leadership class, I had to interview a leader of a small

business, local politician, or a community service leader. I decided to
interview the owner of a dance school I used to attend. The woman was
Kari Snedeker and she started the dance school called Dance Express, which
is in Warren and Dunellen, NJ. I had to write a paper and give a speech
about my interview with her. There were several elements about our person
that we were required to write and talk about. My interview with her ended
up being an hour long and I got more than enough information for my
paper and speech. I got a 46.7 out of a total of 50 points on my paper.
There are three different types of interviews: face-to-face, over the phone,
and over email. Going to an interview, one must dress properly and arrive
in a timely manner. Speech and posture are also important things. One must
interviewee)
127.

examples of preparing for and
being interviewed
HDF 417
128.

of effective collaboration /
coalition building
HDF 290
129.

examples of working in
collaboratives/coalitions
HDF 290
130.

of Intercultural communication
considerations
PHL 101
Internship
HDF Retreat
talk in a professional manner and be ready to answer questions about

him/herself in a professional manner.
Last summer, I did a marketing internship in NYC. Before the internship I
had to go through a phone interview and two in-person interviews. Before
the interviews I researched possible interview questions so I would be more
prepared to answer potential questions. I also prepared my resume and
what I was going to wear ahead of time so I'm not rushing the day of the
interview. During the actual interview, I had to answer questions about my
experience and how I would handle certain situations.
There are several factors that are important in effective collaboration.
Communication is one of these factors. In order to achieve a common goal,
group members must communicate with each other to brainstorm ideas and
discuss how they will work together to reach the goal. Communication
starts with listening. If everyone in the group competed to talk about their
ideas, we wouldn't be aware of other ideas that might work better. Listening
also helps group members understand each other and think as one. Another
important factor is respecting everyone in the group and acknowledging
that we're all striving for the same goal.
A very interesting and fun activity we did during the HDF Retreat was
where we had to bring a rope through a knotted spider-web without
touching the web. In order to do this, we had to communication among
our class so we know when to tighten or loosen the rope. Without the
collaboration (if everyone was trying to complete their own section without
regarding other people), it would be a lot more difficult to complete. This
activity made me realize how important teamwork is how it makes
completing the common task a lot quicker.
Communication is more than just languages. Culture is an important part of
the process and must be taken into consideration in order to achieve
effective communication. Culture affects more than the way we talk, it
affects the way we think and behave. In PHL 101, I learned about nonverbal
communication, which is often disregarded as a form of communication,
but is just as important as verbal communication. Nonverbal
communication includes signals, facial expressions, body language, etc. It's
important to understand another culture's nonverbal communication in
order to have successful intercultural communication. For example, different
countries have different meanings for certain hand signals. You might
offend someone from another culture accidentally if you aren't aware of his
or her culture.
131.

proficiency in intercultural
communication
132.
Student will describe ways to

maintain accountability in
leadership / member
relationships
examples related to
maintaining accountability as a
leader
133.
PHL 101
Traveling
Two summers ago, I stayed in Japan for two months. I had been taking
Japanese for a year at URI and I wanted to improve the language by being
around people who spoke it constantly. But what I learned was more than
just the verbal language. I learned a lot about the different ways they
communicate. For example, it is rude is Japanese to refer to someone as
"you". Knowing things like this is important so you can avoid accidently
insulting others. By the end of the two months, I learned a lot about the
culture and the language, and was able to effectively communicate with the
people there.
URI
Memorial
Union Event
ASA
The American Student Association and P.I.N.K. hosted a dance in the

Memorial Union together. Since the two clubs hosted the event, members of
the two clubs had to supervise it to make sure the night ran smoothly. Since
I was an ASA member, I volunteered to be one of the supervisors during the
dance. We were required to wear specific shirts and make rounds on the
dance floor throughout the night to make sure there were no fights, drugs,
or inappropriate behavior. We had to carry flashlights and werent allowed
to dance or be distracted from doing our job. The dance ended very no
problems and everyone left safely. The night was a success. Maintaining
accountability is important for a leader because while I was supervising the
dance floor, the people there were my responsibility and I had to do my job
in order for everyone to have a safe and fun time.
In BUS 441, we learned about the important of relationships in a group.
There has to be a mutual respect between leaders and members and an
understanding of the common goal. Some ways to build relationships
between leaders and members is activities that challenge the group to work
together towards a common goal. They can then better understand how
each of the members functions and translate that group effect into the
workplace.
As a member of the Student Senate, I have weekly meetings and office hours
with the other members of the Senate. Since we spend a lot of time together,
we've had conversations from politics to personal stories and done activities
together from campus cleanups to formal dance. Being a part of a group
that centers on improving URI really helped us connect with each other and
allowed us to build our relationship with one another. At the annual
134.
Student will describe ways to

build relationships between
leaders and members
BUS 441
Ropes Course
135.

examples of building
relationships with members as
a leader
BUS 441
URI Student Senate
meeting, each senator takes a turn at talking about their experience with the
Senate and sharing personal feelings about each other. It's a very emotional
experience that helps us bond and grow even closer with each other.
136.
137.
138.
139.
140.
Student will describe how

credibility applies to
leadership, as well as the
characteristics and skills of a
credible leader
examples of 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
141.

examples of mentoring and
being mentored
142.
Student will describe principles

of effective peer leadership, as
well as problems particular to
peer leadership
143.
PHL 101
URI 101
Tutoring
My freshman year of college, I took URI 101. Every URI 101 has an
upperclassman that serves as a mentor to us. From my mentor, I learned
what being an upperclassman in my major was like and the different classes
that I'll eventually have to take. It was comforting to have an older student
that served as a role model and gave me an idea of what road to take.
I've worked as a private tutor for middle school students, teaching them
math, history, science, and helping them with homework and tests. They
often ask me about the classes I took in high school and what college is like.
I want them to be prepared for the future so I try to give them as much
information as I can. It's a really good experience helping others achieve
their goals by sharing my personal experiences.
144.
145.
examples related to being a

peer leader and being led by
peers
Student will describe the four
frames of organizations by
Bolman and Deal
application of organizational
analysis using the four frames
of organizations (Bolman and
Deal)

Inventory Outcomes

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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

Student will demonstrate

Student will demonstrate the

Student will demonstrate

Working and being a

Student will demonstrate the

Descriptive notes regarding learning and practice

Student will express a personal

Student will demonstrate

Interacting with Peers

Student will express a personal

Student will demonstrate

In my business classes, we're always given projects to do throughout the

Student will describe goals

Student will show evidence of

Student will show knowledge

Student will show application

Student will describe personal

everyone to keep in touch so that we can discuss any changes in the

leadership style and/or

Restorative, Deliberative, and Connectedness. Context means I think about

Descriptive notes regarding learning and practice

Outcome Category: Leadership Theories

Student will describe personal

Student will show knowledge

Student will describe personal