Outcomes & Evidence Progress Inventory : Leadership Development

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

Date Enrolled: Fall 2015
Date of Graduation: Spring 2020
Leadership Inventory Revised 8/30/2013 1

*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 Class options Notes
Introductory Course HDF 190: FLITE Only offered in spring for first-year students
3 credits or
HDF 290: Modern Leadership Issues Offered Fall and Spring for sophomores & juniors
Internship HDF 417: Leadership Internship Requires 40 hours/credit with a min. of 80 hours & a max. of 120 hours of documented
3 credits or internship experience for graded credit
Experience through Office of Experiential Learning & Community Engagement
or
Internship Class in Academic Major The only time the major and minor can overlap
Capstone HDF 412: Historical, Multi-ethnic & Alternative Leadership Offered only in the fall with preference given to seniors
3 credits or
COM 402: Leadership & Motivation Offered in the spring and summer with Dr. Leatham
or
BUS 441: Leadership Skills Development Offered in the fall and spring with Dr. Cooper
or
HPR 411/412: Honors Senior Seminar
Must be in Honors or have GPA of 3.3
Portfolio HDF 492: Leadership Minor Portfolio Taken last spring semester of enrollment (some exceptions)
1 credit
MINOR ELECTIVES-9 credits

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

BECOMING A POSITIVE LEADER THROUGH DEVELOPMENT & INVOLVEMENT
Wilson, 1998 (URI Memorial Union / Center for Student Leadership Development)
Revised after the publication of Exploring Leadership: for College Students Who Want to Make a Difference by Komives, McMahon and Lucas, 1998.
You need to have your own act together before you can lead others:
2. Lead Yourself
Time management
Organization
1. Know Yourself
Self care
Lead Others Self discipline
Strengths
Perseverance
Weaknesses
PROGRESS Develop and maintain family,
Values
interpersonal, and intimate relationships
P Needs
Academic, social, personal goals and
R Styles
objectives
O Learning
G Teaching P
Personality R
R
Membership O
E RE-EVALUATE
Leadership G
S former stages as you
S progress R
E
4. Develop and Refine S
Skills S
Leadership theory and

practice 3. Broaden Your Perspectives
Communication Understand others
Group Development
Inclusion Hierarchy of needs
Citizen Activist Skills PROGRESS Racial, cultural, gender, sexual orientation,
Critical Thinking religious, class, ability, etc. diversity and
Teaching and Programming commonalities
Power, privilege, oppression, liberation;
individual and institutional discrimination
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 Target class Additional Experiences Descriptive notes regarding learning and practice
1. Student will demonstrate autonomy and a
minimized need for approval
2. Student will demonstrate personal,
organizational, and academic examples
of self-discipline
3. Student will demonstrate the ability to
manage emotions
4. Student will demonstrate knowledge of
stress management methods
5. Student will demonstrate the ability to HDF 190 Yoga I began to start practicing yoga in my senior year of high school. I was extremely stressed between AP
manage stress courses, senior project, and deciding on a college. My AP psychology teacher had recommended yoga
to our class if we were stressed because it proved to be extremely beneficial to her. I had always
wanted to try it, and the amount of stress in my life provided me an opportunity to finally try it. I went to
heated power yoga and it was life changing. I did not think about my responsibilities at all while I was in
there and felt relaxed as I was leaving. I felt calm and assured that I could handle the current obstacles
in my life. In high school, I went every Sunday that I could start the week fresh and not stressed. This
drastically reduced my stress and anxiety throughout the week. In college, I do yoga as I feel needed. If
there is a week where I have numerous exams, papers, and projects, I will go to yoga in between the
due dates or a couple of times that week. Now that I know an effective stress outlet, I do not let myself
get extremely stressed. I even feel less stressed knowing that I have something to calm my nerves.
Yoga helps me in every aspect of life: school, family, friends, etc.
6. Student will express a personal code of
leadership / membership ethics
7. Student will demonstrate practice of the
personal code of ethics
8. Student will express a personal values
statement
9. Student will demonstrate practice of the
personal values statement
10 Student will demonstrate the ability to
lead a project from start to finish (follow-
. through)
11. Student will describe goals and objective
statements regarding personal issues,
career issues, and community issues
12 Student will show evidence of goals and
objectives that were planned and
. achieved
13 Student will show knowledge of the HDF 190 AP Psychology (High School) Maslows hierarchy of needs is a motivational theory derived by Abraham Maslow. The idea was that
Hierarchy of Needs theory by Maslow there are five levels in this pyramid/hierarchy of needs: at the base, physiological needs, above that
. safety needs, above that love/belonging needs, then esteem, and on the top, is self-actualization.
Maslow theorized that an individual cannot move up the hierarchy until they have fulfilled/completed
the ones below it. So, the individual must have their physiological needs met before they can achieve
their safety needs. They must have their safety needs met before they can have their love and
belonging needs meet. They must have their love and belonging needs met before they can meet
esteem. And lastly, they must have their esteem needs met before they can achieve self-actualization.
He believes that the individuals motive is the level above where the individual is. (See evidence #1)
14 Student will show application of Maslows HDF 190 Growing up middle class, I got my physiological and safety needs met as soon as I was born. I never
theory to own life went hungry and never felt unsafe in my home. As I grew up, my belongingness and love needs were
. met through family and friends. This level was also relatively easy for me to achieve as I have a pretty
close-knit family. Esteem needs was where I struggled. Through middle school and most of high school
I had a low self-esteem and felt that I didnt truly know who I was. Eventually, something in me
switched. I became more confident in who I am and more self-aware. I knew my beliefs, what I was
interested in, and what my core values are. However, this could not have been achieved had I not
gotten over my poor self-esteem. I realize now my full potential and am still working on growing and
shaping myself into who I want to be. Learning this theory is important to me as it helps me better
understand possible motives for myself and others. It also puts a lot of things in perspective. For
example, many individuals who are homeless most likely arent worried about self-actualization and
esteem because they are unable to fulfill the basic necessities of life. This makes me feel very
fortunate and has encouraged me to try to help those less fortunate. I have done this by volunteering
for the Salvation Army, donating toiletries to homeless shelters, and donating food for the Rhode Island
Food Bank. (See evidence #1)
15 Student will describe personal leadership HDF 190 Upon taking StrengthsQuest, I learned my top strengths are Positivity, Futuristic, Restorative, Woo, and
style and/or personality style including Input. I use my Positivity daily in always finding the good things in a situation and encouraging others to
. strengths and weaknesses and examples as well. For example, when someone is telling me about the unfortunate things going on in their life, I
of application (Sources = Leadership style make an effort to point out the aspects of their life that are worth remaining happy about. I do this for
inventories, the L.P.I., StrengthsQuest, myself as well. I firmly believe that in focusing on the positives, peoples lives will be more, genuinely
Type Focus (MBTI), LAMP, and other happy. For Futuristic, I am constantly thinking of the future; I am always thinking about what I can do to
career inventories, etc.) help my future self as well as others. This ties into my major as well; I am a Wildlife and Conservation
Biology Major and hope to help with things such as saving endangered species. For Restorative, I
personally dont think that I have a love for problems solving, but I have a drive to find the best possible
outcome. I utilize this in school problems as well as social problems. For Woo, I use this a lot when
meeting new people. It is helpful when doing group projects. It allows for me to comfortably express my
opinion as well as ask others theirs. Input gives me a drive to know more and more information. I
believe that in gathering more information, the more material you have to help with future problems.
(See evidence #2)
16 Student will show knowledge of the theory
of Superleadership by Manz & Sims
.
17 Student will show application of Manz &
Sims theory to own life
.
Outcome Category: Leadership Theories
18 Student will show knowledge of the
Authority and Bureaucracy theory of
. leadership Weber
19 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)
.
24 Student will show knowledge of Theory
X and Theory Y theory of leadership by
. MacGregor
of the above theory (MacGregor)
.
26 Student will show knowledge of the HDF 190 Servant Leadership is a model derived by Robert K. Greenleaf. The general idea of servant leadership
Servant Leadership theory of leadership is the desire to serve first and then act as a leader. This model consists of 10 key components. These
. by Greenleaf components are listening, empathy, healing, awareness, persuasion, conceptualization, foresight,
stewardship, commitment to the growth of people, and building community. Listening stresses the
importance of actively listening to what people are saying. In doing so, a leader will take into
consideration what is being said and genuinely try to comply with what others are saying. Empathy
allows for the understanding of others. This includes accepting individuals for who they are and their
backgrounds and understanding why they are who they are. Healing regards he healing of
relationships as well as self-healing. Awareness aids in understanding various issues involving ethics,
power, and values. Persuasion is the idea that a leader will attempt to convince others of their ideas
rather than seek compliance. Conceptualization aids in thinking of a big idea and visualizing how to
make it a reality. This requires thinking outside of the box. Foresight is the ability to anticipate future
outcomes when handling a situation. This will aid in determining the best way to handle a situation.
Stewardship requires trust among all individuals involved. Trust must be established among leadership
roles as well as other members in the group. Commitment to the Growth of People appeals to the
growing of individuals internally. The idea is that a leader will do what they can to ensure that the
people they are serving or are helping serve are growing as individuals. Building Community strives to
develop a sense of community and comfort among group members as well as the individuals that they
are serving. The 10 components breakout into three dimensions: servant, leader, and a mix of the two.
Listening, Empathy, and Healing fall under servant while Awareness, Persuasion, Conceptualization,
and Foresight fall under leader. Stewardship, Commitment to People, and Building Community fall in
between the two dimensions. These components often reside in individuals and can be strengthened
through conscious practice of the techniques.
27 Student will describe personal application HDF 190 Special Olympics I have found that my work with Special Olympics Rhode Island coincides with the Servant Leadership
of the above theory (Greenleaf) Model. At the Special Olympics, I aid in various things such as timing track races, being a greeter at the
. end of a race, and socializing with the athletes. Listening is an extremely important aspect. After the
race, athletes often enjoy talking to the volunteers and are very excited about their accomplishment. It
is important that you remain engaged in the conversation so that they know you do genuinely care and
are happy that they accomplished their race. Empathy also aids in this event. It is important to
understand that the athletes do have physical disabilities but that does not mean they are enable of
accomplishing great things. For example, when an athlete is falling behind in a race, the whole
gymnasium is cheering them on as encouragement. Commitment to the Growth of People is also
expressed through the Special Olympics. In encouraging the athletes, they do feel better about
themselves. They are proud of themselves for reaching their goal and it does boost their self-
confidence. Arguably, the most important component in regards to the Special Olympics is Building
Community. It is extremely important that the athletes feel comfortable competing. This event is meant
to celebrate individuals with disabilities and supply them with a safe community that is absent of
discrimination that they may face in their daily lives. The sense of community is a goal that everyone
involved strives to achieve. This ties into my top Value of Fairness. I hope to serve the athletes in a way
that they do not feel mistreated or denied any opportunities.
Principle Centered Leadership theory
. by Covey
of the above theory (Covey)
.
30 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)
.
36 Students will demonstrate knowledge of HDF 190 The 4-V Model of Ethical Leadership focuses on the relationship between inner
the 4 Vs theory of leadership by Grace morals and values with external behavior and actions. It stresses the importance of
. (Center for Ethical Leadership)
congruence. There are 4-Vs that contribute to the model. They are Values, Vision,
Voice, and Virtue. Values pertains to an individuals core moral code. This segment
of the model stresses the understanding of ones own values. The next V is Vision.
This pertains to being able to plan out actions, particularly to aid others, that are
congruent with beliefs. This is a way to act on ones values. The next V is voice. This
is the ability to effectively convey ones vision in an accurate and motivational way.
The last V is Virtue. While the other Vs make almost a triangle and are connected to
each other, Virtue is at the very center of the Model. This pertains to understanding
that in achieving the other Vs (Values, Vision, and Voice), one will become what they
practice. The individual will strive to behave in such a way that will benefit the
common good of others. There are three elements that aid in the model. They
connect Values, Vision, and Voice to make a triangle around Virtue. Service connects
Vision and Values. The idea of service is that when it comes time to practice and test
ones values, their vision comes out. Polis connects Vision and Voice. The idea of
Polis is that once an individual voices their vision, they are engaging in politics. In
other words, they are actively involved in issues in their community in an attempt to
achieve greater things for others. The last additional element is Renewal. This
connects Voice and Values. Renewal acts as a time of reflection. An individual must
take a break from acting on their values to ensure that they are still sticking to their
individual morals. This ensures that the individual always stays true to themselves
and their values. (See evidence #3)
37 Student will describe personal application HDF 190 Best Buddies One issue that I am very passionate about is making sure that individuals with
of the above theory (Grace) Spread the Word to End the disabilities do not feel left out or discriminated against. For Value, I firmly believe
.
Word Campaign that it is extremely important to reach out to these individuals to help enhance their
life. Often times, they can feel excluded. I think it is very important for everyone to
understand that a disability does not define a person. My Vision is to make sure that
I am actively present in the lives of those with disabilities. I formed connections with
individuals through Best Buddies in high school. I make sure that I remain in
contact with them and make time to hang out with them. This shows them that I
greatly value our friendship. I practice my Voice in actively advocating for
organizations such as Best Buddies. I also participate in the Spread the Word to End
the Word campaign each year in an attempt to end the misuse of the derogatory R-
word (retarded). This campaign aids in ending discrimination against those with
intellectual/physical disabilities and ultimately makes those individuals feel more
accepted and appreciated. In doing all of the above, I am able to achieve virtue. In
regards to this issue, I only act in such a way that would benefit individuals with
disabilities. (See evidence #4)
Situational Leadership theory by Hersey
. & Blanchard
of the above theory (Hersey & Blanchard)
.
40 Student will show knowledge of the HDF 190 The Relational Leadership Model stresses the importance of building relationships
Relational Leadership model by in order to achieve change for the common good. In creating healthy relationships
. Komives, McMahon & Lucas
with fellow participants, you will be able to achieve change more effectively. There
are five main aspects in this model: inclusive, empowering, purposeful, ethical, and
process-oriented. Inclusive leadership emphasizes the importance of the diverse
points of view coming from each individual involved in making change.
Empowering leadership ensures that all individuals involved have the opportunity
to aid in making change and feel welcome/comfortable doing so. Purposeful
leadership stresses the importance of commitment to the change as well as the
importance of the vision. Ethical leadership is driven by common values.
Individuals and the group as a whole act in such a way that will only instigate a
good for the community. Process-oriented stresses the importance of the process
leading up to the change they wish to instill. Some aspects of this component
include collaborating, community, and understanding that the process is as
important as outcome. Within each of these aspects, there are three basic principles:
knowing, being, and doing. Knowing is understanding your individual values.
Being refers to believing in your values. Doing is acting in a way that is congruent
with your values. (See evidence #5)
41 Student will describe personal application HDF 190 Student Entertainment Here at URI, I am involved in the Student Entertainment Committee. I am the
of the above theory (Komives et al) Committee Secretary/Treasurer of the Concerts subcommittee. Being a member on the executive
.
board, I can see how our committee actively practices the Relational Leadership
Model. We practice being inclusive by attempting to get feedback from all students
attending URI. We send out surveys in order to get an accurate representation from
all students in regards to what acts, concerts, etc. they want us to bring to URI. This
component is extremely important as one of the committees main goals is to bring
acts that appeal to the most amount of people. We want to make sure not to exclude
anyone so that we can use their feedback. We also practice empowerment. We act in
fairness to ensure that everyone has the opportunity to be heard. We encourage
participation in order to get a well-rounded representation of the student body. In
doing so, we will be able to organize shows to appeal to more people. Through this,
we also hear ideas that we may never thought of including possible concerts, artists,
advertising methods, etc. We believe that everyone has something to bring to the
table and hope to instill the confidence for them to share their opinions. We also
strive to be purposeful. We stress the importance of vision because we ultimately
spend our time working up to an end goal: a concert. We must identify our goals,
work toward them, and make sure that they become a reality. We practice ethical
leadership by only behaving in such a way that has good intentions. For example, we
would not put on a show strictly because we want to see that act. We would put on a
show that would benefit majority of the student body. We are also extremely
process-oriented. We are community based because the shows that we put on are
intended to appeal to as many people as possible on and off campus. We also
collaborate with various people and organizations to put on shows. We believe that
process is as important as outcome because the concert will not be successful if we
do not try out best through every aspect of the process. (See evidence #6)
concept of constructivism
.
43 Students will describe personal examples
of implementing constructivism
.
44 Student will demonstrate knowledge of
experiential learning in leadership
. development (Kolb)
of experiential learning in leadership
. development (Kolb)
46 Student will show knowledge of the HDF 190 The Social Change Model of Leadership breaks down leadership development into
Social Change Model of Leadership three categories that can circle in either direction: individual, group, and society. The
. Development by Astin et al
three levels surround Change. Within each of these levels are seven critical values:
Consciousness of Self, Congruence, Commitment, Collaboration, Common Purpose,
Controversy with Civility, and Citizenship. Individual values consist of
Consciousness of Self, Congruence, and Commitment. Consciousness of Self is being
aware of who you are and what your core values are. Congruence is being in such a
way that coincides with your values. Commitment is the energy and drive to
actually act out on values. Group values consist of Collaboration, Common Purpose,
and Controversy with Civility. Collaboration is the act of working with group
members; especially in a way to take advantage individuals strengths. Common
Purpose establishes a common goal among group members. This adds a drive for
group members to want to achieve the goal. Controversy with Civility addresses
when a conflict does arise. It says that conflicts can be resolved through
communication and acceptance of differences. Society/Community values consist of
Citizenship. Citizenship promotes active engagement in the community. This works
towards Social Change. Using these levels interchangeably and working on the
values ultimately leads to Social Change.
47 Student will describe personal application HDF 190 Campus Clean Up To put the Social Change Model into action, our HDF group did a Campus Cleanup
of the above theory (Astin et al) to see the 7 Cs first hand. We had a set route and picked up as much trash as we
.
could. We were given gloves and garbage bags to separate the litter into trash and
recycling. I experience Consciousness of Self prior to the event. I knew that I feel
very passionately about the environment. I experienced Congruence by acting on
what I value: the environment. I was Committed by giving all that I could to the
cause and to the group. As a group, we Collaborated together by defining roles.
Some individuals picked up the trash, some held the bags, and we divided and
conquered. We defined a Common Purpose early on: to do what we can to help
clean up campus. We did not experience Controversy with Civility due to the fact
that no issues surfaced during the service. This activity represented almost all of the
components of the Social Change Model.
48 Students will demonstrate knowledge of
the Leadership Identity Development
. Model by Komives et al
49 Students will describe personal
application of the above theory. (Komives
. et al)
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
.
65 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
68 Student will demonstrate how cultural
anthropology / paradigms relate to
. leadership
69 Student will describe personal example
of using cultural anthropology /
. paradigms as a leader
the Cycles of Socialization (Harro)
. theory and its uses in leadership
71 Students will demonstrate personal
application of the Cycles of
. Socialization (Harro)
the Cycles of Liberation (Harro) theory
. and its uses in leadership
73 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
.
80 Student will describe the differences and
similarities of individual and institutional
. oppression and relationships to
leadership
81 Student will show knowledge of effective
leadership as it relates to change agency
.
82 Student will describe personal examples
of being a change agent
.
83 Student will create a personal code of HDF 190 To me, Inclusive Leadership means making sure that every person in a group has equal opportunity to
inclusive leadership succeed and be heard. An individual will not be judged on who they are or where they are from. Their
. gender, sexuality, ethnicity, upbringing etc. will not be a determining factor as to how much they will
offer the group. Everyones differences will be honored and seen as an opportunity for a new outlook
on the situation. I firmly believe that differences provide positive diversity to a group. It also allows for
learning opportunities regarding lives that are much different than our own. It will make group members
well rounded individuals and more accepting. Every person is unique through the Nature vs Nurture
principals and will therefore have completely unique outlooks. This can aid in brainstorming and
problem solving. My concept of Inclusive Leadership is congruent with one of my top VIA values
Fairness. Every individual should be treated fairly and should not be denied any opportunity that is
given to another individual.
the Model of Intercultural Sensitivity by
. Bennett and its uses in leadership
85 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
88 Student will show knowledge of principles
of critical thinking (logic is used in this
. minor)
89 Student will demonstrate proficiency of HDF 190 College Applications Due to the fact that Restorative is one of my top strengths, I am frequently using my critical thinking
critical thinking skills. I do this so that I will be able to evaluate what my options are and pick the method with the best
. possible outcome. Critical thinking aided me in making one of the biggest decisions of my life: what
college I will be attending. I used critical thinking throughout the entirety of the process. I first used it
when I was deciding what schools I wanted to apply to. I narrowed my search down to schools that had
the major that I wished to pursue (which was at the time Secondary Education). I made a lengthy list of
about 20 schools with the following information: tuition, location, commuter school, state, private, size,
graduation rate, average SAT scores, and average high school GPA. With this list, I weighed the pros
and cons to narrow down to six schools. I ended up with two reach schools, three reasonable schools,
and one safety school. After hearing back from my schools, I had gotten into one of my reach schools,
two of my reasonable schools, and my safety school. Upon doing this, I began to more heavily analyze
my options. I referred back to my list of schools and looked at the four I had gotten into. I weighed
some categories more than others. Tuition was weighed the most, then location, then size, etc. While I
wanted to focus on location and size more, I knew that tuition needed to be the most determining
factor. After focusing on the logistics of going to school, I knew that I couldnt let emotion cloud my
judgement due to money. While I wanted to go out of state, I thought about the consequences that
would come from a high college tuition. After analyzing all of the options, I decided upon URI. While at
first it was just to save money, I absolutely love attending this college. I would not have ended up here
had it not been for my critical thinking skills.
90 Student will show knowledge of
metaphorical analysis to critically analyze
. self and leadership situations
91 Student will demonstrate proficiency of
metaphorical analysis to critically analyze
. self and leadership situations
92 Student will show knowledge of at least five
decision making methods
.
93 Student will describe personal examples of
having used five decision making methods
.
94 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)
96 Student will describe what it means to
analyze, criticize, synthesize and utilize
. information as a leader
leadership that is used in crisis
.
98 Student will describe examples of
leadership in crisis situations
.
Outcome Category: Interpersonal and Organizational Concepts & Skills
Outcome Target Additional Experiences Descriptive notes regarding learning and practice
class
99. Student will demonstrate knowledge of HDF 190 HDF 190 Retreat While I have tried to practice active listening, I did learn more about it at the HDF 190 Retreat. Active
active listening techniques Listening is a skill that entails numerous benefits. The person you are speaking to will know that you
genuinely care about what they are saying, you learn more from listening to people, you will gain their
respect, and you can apply their thoughts and ideas to your life. There are five main methods of Active
Listening: encouraging, restating basic ideas, reflecting feelings, clarifying, and summarizing. The goal
of encouraging is to encourage the person to keep talking by showing your interest. This can be done
by remaining positive and impartial. The goal of restating basic ideas is to show that you understand
what they are saying and are fully listening to them speak. Some ways to do this is by restating basic
ideas or focusing on the facts that they provided. The goal of reflecting feelings is to let the person
know that you sympathize with them and want to help them manage their feelings. To do this, you can
reflect on their feelings and give short replies that are not rude or with annoyance. The goal in clarifying
is to get more information and help the person see various aspects in their situation. The best way to
do this is to ask clarifying questions throughout the conversation and stay engaged. The goal of
summarizing is to review the conversation and pull out the main ideas and facts. These should be
reflected on and mentioned to the person to make sure that you fully got what they were trying to say.
(See evidence #7)
100 Student will describe examples of using HDF 190 LGBTQ Safe Zone Training Last semester, my RA brought the opportunity to become Safe Zone certified to our building. Here, we
active listening skills learned about numerous aspects of the LGBTQ community such as inclusive vocabulary, sexuality,
. genders, etc. One aspect that they stressed was how to handle a situation where someone confides in
you either about coming out, insecurities about their sexuality, etc. While they did not directly refer to
methods of Active Listening, many of the tips that they gave us accurately depict techniques of active
listening. The biggest technique that they stressed was similar to reflecting feelings. They said it was
extremely important to not diminish what they are feeling and saying. You have to sympathize with
them if they are feeling upset because you do not want them to get discouraged any further. They also
mention the amount of bravery some individuals need to come out and talk to someone so it is
extremely important that you let them know that you do care, that you want to help them, and that you
will be there for them. Another technique was asking clarifying questions which falls under clarifying. In
asking these questions, you will let them know that you are fully engaged in the conversation and that
you do genuinely want to understand what they are saying. (See evidence #8)
functions of group communication by
. Hirokawa
of functions of group communication
. (Hirokawa)
103 Student will show knowledge of techniques
regarding giving and accepting of feedback
.
104 Student will describe examples of giving
and accepting feedback.
.
facilitation and de-briefing techniques
.
facilitation and de-briefing techniques
.
framing and breaking the frame
.
framing and breaking the frame
.
109 Student will show knowledge of organizing
meetings / setting agendas / and leading
. meetings
110. Student will describe personal examples of
organizing meetings / setting agendas /
leading meetings
111. Student will show knowledge of
Parliamentary Procedure
112. Student will show knowledge of techniques
for working with difficult people
using techniques to work effectively with
difficult people
114. Student will show knowledge of the stages HDF 190 Tuckmans Stages of Group Development include 5 stages: forming, storming, norming, performing,
of group development (Tuckman, Bennis or and adjourning. The Forming stage is the beginning stage. Individuals in the group are just now
others) meeting, they do not have a set role or purpose, and they are all unfamiliar with each other. Storming is
the second stage. Roles of individuals are starting to be formed based on their strengths. New ideas
are starting to be formulated however collaboration is not yet fully achieved. There is a lack in problem
solving skills, there is competition, and anxiety. This stage tends to either bring out maximum
participation or minimum. The third stage is Norming. Success begins to occur in this stage as the
group members begin to collaborate and trust each other. The members become committed to each
other as well as their goal. The fourth stage is Performing. Here, group motivation is at a peak. The
group works efficiently and members tend to each others needs. There is high pride, openness,
support, empathy, and trust amongst the group members. The final stage is Adjourning. This stage acts
as a debriefing for the group. They recognize individual contributions, recollect on what they did well
and what could be improved, and celebrate their journey together. Groups move up after they complete
each stage. However, there are instances where groups may back track and return to a lower stage.
(See evidence #9)
115. Student will describe personal examples of HDF 190 Campus Cleanup To apply the Social Change Model and Servant Leadership Model, our leadership group participated in
group development in use (Tuckman, a campus clean up. We had experienced Forming at the beginning of the semester
Bennis or others).
116. Student will show knowledge of group
dynamics and group roles
group dynamics and group roles
118. Student will show knowledge of effective
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
123 Student will demonstrate proficiency in
informative and persuasive public speaking
.
124 Student will show knowledge of planning
and conducting interviews (as the
. interviewer)
planning and conducting interviews (as the
. interviewer)
126 Student will show knowledge of preparing
. for and effective answers in interviews (as
the interviewee)
preparing for and being interviewed
.
128 Student will show knowledge of effective
collaboration / coalition building
.
working in collaboratives/coalitions
.
130 Student will show knowledge of
Intercultural communication considerations
.
131 Student will demonstrate proficiency in
intercultural communication
.
132 Student will describe ways to maintain
accountability in leadership / member
. relationships
related to maintaining accountability as a
. leader
134 Student will describe ways to build
relationships between leaders and
. members
building relationships with members as a
. leader
136 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
138 Student will describe ethical standards in
influence
.
139 Student will describe influence applies to
leadership
.
140 Student will describe principles of effective
mentoring, as well as problems particular
. to the mentoring relationship

mentoring and being mentored
.
142 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
144 Student will describe the four frames of
organizations by Bolman and Deal
.
of organizational analysis using the four
. frames of organizations (Bolman and Deal)

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LEADERSHIP

Name: McKenna Horner

Leadership Inventory Revised 8/30/2013 1

Assistant Director of the CSLD. CONTENTS

ADVISING INFORMATION (students will include own documentation)

Leadership Inventory Revised 8/30/2013 2

CSLD Mission Statement

CSLD Vision Statement

CSLD Values Statement

MINOR IN LEADERSHIP STUDIES

MINOR ELECTIVES-9 credits

Leadership Inventory Revised 8/30/2013 5

Leadership theory and

Outcome Category: Leadership Theories

Outcome Category: Critical Thinking

Outcome Category: Interpersonal and Organizational Concepts & Skills

141 Student will describe personal examples of

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