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LEADERSHIP

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

Name: Yasmin Gonzalez


Date Enrolled:
Date of Graduation: May 2020

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

Leadership Inventory Revised 08/22/2017 1


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

ADVISING INFORMATION (students will include own documentation)


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

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

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:
Leadership Inventory Revised 08/22/2017 2
Provide developmental opportunities for all students to become informed, inclusive, effective, and ethical leaders in the global marketplace through the implementation of learner-centered
academic, experiential, and co-curricular programming.
Engage in research, assessment, and advancement in order to positively impact the expanding field of leadership studies.

CSLD Vision Statement


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

CSLD Values Statement


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

MINOR IN LEADERSHIP STUDIES


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

GENERAL INFORMATION
Regardless of your major, you can minor in Leadership Studies.
Requirements may be satisfied by completing 18 or more credits related to leadership and offered by more than one department.
Twelve (12) of the 18 credits must be at the 200 level of instruction or above. A course grade of C or better must be earned in each graded course. At least 12 of the credits must be earned at
URI.
No course may be used to apply to both the major and minor fields of study. Courses in General Education or for other minors may be used for the minor* (*this does not apply to students in
the College of Business). With the exception of internship credit, all courses for the minor must be taken for a grade. The Introductory class must be taken before the internship and the
capstone course.
Application for the minor must be filed in your academic 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 internship
3 credits or 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
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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 (capstone PSC 504: Ethics in Public Administration
COM 361: Intercultural Communication option) SOC300/WMS350: Women and Work
COM 383: Rhetorical Theory HDF 413: Student Organization Leadership Consulting THE 221: Stage Management
COM 385: Communication and Social Influence HDF 414: Leadership for Activism and Social Change THE 341: Theater Management
HDF 415: FLITE Peer Leadership

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BECOMING A POSITIVE LEADER THROUGH DEVELOPMENT & INVOLVEMENT
Wilson, 1998 (URI Memorial Union / Center for Student Leadership Development)
Revised after the publication of Exploring Leadership: for College Students Who Want to Make a Difference by Komives, McMahon and Lucas, 1998.

You need to have your own act together before you can lead others:

2. Lead Yourself

Time management
Organization
1. Know Yourself Self care
Self discipline
Lead Others Strengths Perseverance
Weaknesses Develop and maintain family,
Values PROGRESS interpersonal, and intimate relationships
Needs Academic, social, personal goals and
P Styles
R objectives
o Learning
O o Teaching
G o Personality P
R o Membership R
E o Leadership O
S G
RE-EVALUATE R
S
former stages E
as you progress S
4. Develop and Refine
Skills S

Leadership theory and


practice 3. Broaden Your Perspectives
Communication Understand others
Group Development
Inclusion Hierarchy of needs
Citizen Activist Skills PROGRESS Racial, cultural, gender, sexual orientation,
Critical Thinking religious, class, ability, etc. diversity and
Teaching and Programming commonalities
Power, privilege, oppression, liberation;
individual and institutional discrimination

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OUTCOMES
In this section, you will track your progress toward the outcomes. Each class in the minor targets different outcomes; all of the classes list these
outcomes on the syllabi (the words goals or curriculum areas may be used instead). In many of our classes, the assignments can serve as your
evidence. Periodically, and not less than at the end of each semester, you should update your outcomes progress. In the additional experiences
column, name additional classes or experiences that contributed to you becoming proficient in that outcome. As the semesters pass, you will think of
things from recent semesters and semesters further in the past, or people or jobs, etc. in your past that also influenced your progress on that outcome.
Do not let that ambiguity upset you. Reflecting on development is not a linear process, but it does help to reflect often. In the descriptive notes
column, share insights about your growth, lack of progress, successes, stumbling blocks, etc. At the end of each section, you need to include evidence
that supports your development toward the outcomes. Copies of papers, grading sheets, evaluation 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
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2. Student will demonstrate personal, CSV 302 Personal: Powerlifting My CSV 302 course was for being a URI 101 Mentor for the College of Business. Having
organizational, and academic Club this leadership role allowed me to improve my personal, organizational and academic self-
examples of self-discipline Organizational: Study discipline.
Schedule A personal example of self-discipline would be ensuring that I remain professional
Academic: Exams throughout the entire time. Since I am their mentor I want them to feel comfortable to come
to me if any issues were to occur in college, however, I do not want that line between mentor
and friend to be crossed. For me this is a self-discipline because it is easier to come off as a
friend towards someone in order for them to be more willing to open up, however, being
professional must be maintained throughout the duration of the semester.
An organizational example of self-discipline would be ensuring that I set time aside to meet
with my co mentor to plan out our classes each week. I was able to learn what works best for
both of us and we are continuing to follow through with this plan each week in order to
organize our URI 101 class for the week. I consider this to be a self-discipline because we
are tempted to not meet up after our 2-hour CSV class each Monday, however, we have been
sticking to what we said wed do in order to organize our lessons.
An academic example of self-discipline would be taking my mentoring program seriously, as
if it were just as important as my intermediate accounting class. Although the assignment
may be a tad easy, my self-discipline includes putting in 100% into the work that I submit. It
is easy to just write something quickly and hand it in, however, I told myself to stray away
from doing that and go above expectations to academically be successful in this course.
3. Student will demonstrate the ability to
manage emotions
4. Student will demonstrate knowledge URI Wellness Resource Center Working at the URI Recreation Center has taught me many different things from time
of stress management methods management to stress management methods. There is a wellness resource center in the gym
where they have a massage chair, a plethora of books, puzzles, quiet area, and weekly events
that target stress. I have recently created a new addition to this wellness resource center by
have a Stress Shredder. This allows any person to write their stress/fears or whatever it
may be on a piece of paper and then shred it once they are done. This has been shown to deal
with stress as you are finding a way to release your negative thoughts and physically watch
them go away. I personally found this helpful along with other stress management methods
such as exercising, reading a book, listening to music, etc. As college students it is very
important to be aware of stress methods as it is easy to get overwhelmed with work.
SEE EVIDENCE #1
5. Student will demonstrate the ability to BUS 301 I am currently enrolled in an Intermediate Accounting Class where I need to receive
manage stress anything higher than a C to continue being in the College of Business. Having this pressure
of doing well in this class had stressed me out every time we had an exam. Knowing that
exams count for more than 50% of my class made me get nervous even when studying. To
manage my stress, I gave myself 2 hours each day to have time to go to the gym. Exercising
daily helps with my stress since I forget about everything else for a brief period, therefore,
doing this everyday this semester has allowed me to not overstress about my Accounting
exams.
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 HDF 290 Retreat My top result in the VIA had been fairness which I feel accurately represents me since I take
statement (Sources = VIA, values pride in this. I feel as though everyone should be treated the same especially in the work
clarification exercises, etc.) field; whether it may be equal pay for the same work, equal promotions, everything should
depend on the determination of the worker. SEE EVIDENCE #2

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9. Student will demonstrate practice of CVS 302 I have demonstrated the practice of my personal value of being fair through my URI 101
the personal values statement class of being a mentor. I have treated each one of my students the same; for example, if a
student asked for and extra credit assignment, then I would offer the opportunity to everyone
else to be fair.
SEE EVIDENCE #3
10. Student will demonstrate the ability to
lead a project from start to finish
(follow-through)
11. Student will describe goals and I strongly believe that everyone should create goals and objective statements for themselves
objective statements regarding to make themselves better. A goal is something that one wishes to achieve within a period
personal issues, career issues, and whereas an objective statement is a plan on how to specifically achieve that goal. There are
community issues different goals depending on the certain issue; one can have personal issues, career issues or
even community issues in which they feel needs change. Whatever the situation may be, they
must be able to see the change in the future on how they want things to be. Everything in life
begins with a thought, then being able to convert those thoughts into action by making goals
and an objective statement is the step towards achieving them.
12. Student will show evidence of goals CSV 302 Summer Internship: PwC In my CSV 302 course of being a URI 101 mentor I had to write a pre-reflection at the
and objectives that were planned and beginning of the semester that outlined my goals and what I wish to accomplish throughout
achieved the semester. My goal for my students was to ensure that they take advantage of the
opportunities here at URI by getting involved on campus. For me this was very important for
them to understand the how much getting involved on campus can benefit them not only
personally but professionally as well. In order to showcase that my goal had been met at the
end of the semester, I had to collect evidence. The evidence that I collected was a brief
statement from my students stating what organization they have joined thus far and how
being a part of that org. has benefited them. To show my evidence of my goals along with
the objectives that were planned in my pre-reflection, I will be utilizing that as evidence for
this outcome.
SEE EVIDENCE #4
13. Student will show knowledge of the
Hierarchy of Needs theory by
Maslow
14. Student will show application of
Maslows theory to own life
15. Student will show knowledge of the
theory of Superleadership by Manz &
Sims
16. Student will show application of
Manz & Sims theory to own life
17. Student will describe StrengthsQuest
Signature Themes, shadow side of
Strengths and/or weaknesses, and
examples of application (Source =
Gallup)
18. Student will describe personal HDF 290
leadership style and/or personality
style including strengths and
weaknesses and examples of
application (Sources = Leadership
style inventories, the L.P.I., Type

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Focus (MBTI), LAMP, DISC, and
other career inventories, etc.)

Outcome Category: Leadership Theories


Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
19. Student will show knowledge of the The Authority and Bureaucracy Theory of Leadership by Weber states that there are three
Authority and Bureaucracy theory different types of authority.
of leadership Weber 1. Rational- Legal Authority- based on rational grounds and rules
2. Traditional Authority- based on tradition and what has been continuously done in
the past
3. Charismatic Authority- Respect and trust is gained due to the leaders attitudes and
virtuosity.
As for Bureaucracy, there are five main principles
1. Hierarchical Structure
2. Management by rules and laws
3. Organization by Functional Specialty
4. Purposefully Impersonal
5. Employment based on Technical Qualification
SEE EVIDENCE #5
20. Student will describe personal
application of the above theory
(Weber)
21. Student will show knowledge of the HDF 290 The Scientific Management Theory consists of management based on maximizing prosperity
Scientific Management theory of of both workers and managers. The main objective is to increase efficiency while also
leadership by Taylor ensuring there is always quality in work. There are also 4 principles of this theory or also
known as Taylorism which include the following:
1. The first principle consists of using this scientific method to determine the most
efficient way to perform a task
2. Place workers in certain positions based on their capabilities and motivation in
order to ensure that they will excel by working at their maximum capacity.
3. Monitoring and supervising performance to ensure maximum efficiency.
4. Allocating the assigned work equally between both workers and managers so that
managers spend their time planning/ training, allowing the workers to complete
their tasks.
SEE EVIDENCE #6
22. Student will describe personal Case Study I can personally apply this theory from participating in a case study last year. To effectively
application of the above theory complete the task that we were assigned, we decided to assign roles to those that rely on
(Taylor) peoples strengths and capabilities. This allowed us to create efficiency while also having
quality work. Our work was divided equally, and we were all able to complete our tasks on
time and well.
23. Student will show knowledge of the HDF 290 The Management Objectives Theory by Drucker is a five-step process meant to initiate
Management by Objectives theory employee growth and development. The five steps are include determining the overall
of leadership by Drucker organizations objectives, translating the organizations objectives to employees, stimulating
the employees in determining their objectives, monitor progress and evaluating/ rewarding
growth. The organizations objectives must be the mission statement of the company and
Specific
Measurable
Acceptable
Leadership Inventory Revised 08/22/2017 9
Realistic
Time Bound
This theory focuses on achieving ones goals/ objectives and working towards the overall
organizational objective.
SEE EVIDENCE #7
24. Student will describe personal
application of the above theory
(Drucker)
25. Student will show knowledge of HDF 290 The Theory X and Y by McGregor includes two independent theories which refer to
Theory X and Theory Y theory of different types of management. To begin with, Theory X can be viewed as the negative one
leadership by MacGregor due to its pessimistic view of things. The characteristics of this theory involves having the
management being demanding, deadline driven and does not partake in group work. This
method can often lead to an unmotivated staff, whereas the theory Y is the opposite. This
theory has characteristics of being understandable, adaptive, flexible and willing to hear the
opinions of others. This can be viewed as a more optimistic view because this management
has trust- based relationships among their staff.
SEE EVIDENCE #8
26. Student will describe personal
application of the above theory
(MacGregor)
27. Student will show knowledge of the CSV 302 The Servant Leadership Theory by Greenleaf is the concept that one must be a servant
Servant Leadership theory of before being a leader. They seek the role of being a servant first and knowing how it feels to
leadership by Greenleaf start from the bottom and work their way up. There are also 10 characteristics that a servant
leader has which are listening, empathy, healing, awareness, persuasion, foresight,
conceptualization, stewardship, building community and the commitment to the growth of
people. I was able to learn a lot of this specific theory due to it being my assigned topic for
the leadership theory presentation.
SEE EVIDENCE #9
28. Student will describe personal CSV 302 URI 101 Mentor I am able to apply the servant leadership theory to my experience as being a URI 101 mentor
application of the above theory for business. This theory is about leaders whom have been in the position of servants first
(Greenleaf) and have the perspective of both sides. These leaders like to serve people first before serving.
With that being said, being a URI 101 mentor has helped me be a good mentor because of
the fact that I was a student first. Having been in their shoes last year, I utilized my
experiences, whether good or bad and took that into consideration when teaching the class.
One characteristic of being a servant leader is being empathetic; I feel as though I can
personally relate to this characteristic because being a mentor I showed empathy towards my
students if they had trouble with any assignments or attending any events. In order to
showcase this, I can show emails/ messages from my students asking me to assist them on
any troubles that they had with their assignments and by this, I was able to accommodate
their needs.
SEE EVIDENCE #3
29. Student will show knowledge of the HDF 290 The principle centered leadership theory involves an organizations mission, principles, and
Principle Centered Leadership values that must be the same among all individuals in the organization. Leaders who practice
theory by Covey this theory have 8 main characteristics which include leading balanced lives, continually
learning, seeing life as an adventure, synergistic, service- oriented, positive energy, believing
in other people, and exercising for self-renewal. An important that I can personally relate to
is the one that is continually learning. People who have this characteristic push themselves to
learn from their experiences and they seek out different things to learn; this definitely relates
to me because as a college student I feel as though there is so much for me to learn especially
at this point in my life and I am trying to take full advantage of that.

Leadership Inventory Revised 08/22/2017 10


SEE EVIDENCE #10
30. Student will describe personal CSV 302 URI Mentor I can personally apply the Principle Centered Leadership theory to one point of my life.
application of the above theory Mission Since this theory relates to everyone having the same mission, principles and values within
(Covey) Principles an organization, I would say that this describes my URI 101 mentoring class. Our mission as
Values mentors is to provide our students with an educational and engaging experience that we
know will be beneficial for them. All of the mentors have the same mission of impacting the
freshman and ultimately being s resource for them. Our principles are the same of trust and
confidentiality. And as for our values of being enthusiastic and leadership we share the same
ones.
SEE EVIDENCE #3
31. Student will show knowledge of the HDF 290 The 14 Points/ Total Quality Management is an approach that seeks t improve the quality
14 Points / TQM theory of and performance that will meet or exceed customer expectations.
leadership by Deming Demings 14 Points are as follows:
1 Create constancy of purpose for improving products and services.
2 Adopt the new philosophy.
3 Cease dependences on inspection to achieve quality.
4 End the practice of awarding business on price alone; instead, minimize total cost by
working with a single supplier.
5 Improve constantly and forever every process for planning, production and service.
6 Institute training on the job.
7 Adopt and institute leadership.
8 Drive out fear.
9 Break down barriers between staff areas.
10 Eliminate slogans, exhortations and targets for the workforce.
11 Eliminate numerical quotas for the workforce and numerical goals for management.
12 Remove barriers that rob people of pride of workmanship, and eliminate the annual
rating or merit system.
13 Institute a vigorous program of education and self-improvement for everyone.
14 Put everybody in the company to work accomplishing the transformation.
SEE EVIDENCE #11
32. Student will describe personal
application of the above theory
(Deming)
33. Student will show knowledge of the HDF 290 The Visionary/ Transformational Leadership Theory relates to taking into consideration both
Visionary Leadership (now often the leaders characteristics and the characteristics of the situation. The way this theory works
cited as Transformational begins with the initial visionary leader who has motivation, confidence, and a vision. The
Leadership) theory by Sashkin leader therefore provides examples and embodies characteristics of the group along with
providing resources for everyone to be able to take initiative. After that the members are
connected and then transformed into visionary leaders as well.
SEE EVIDENCE #12
34. Student will describe personal
application of the above theory
(Sashkin)
35. Student will show knowledge of the The theory of Individuals in Organizations focuses on single- loop learning, double- looping.
Individuals in Organizations The single- loop learning focuses on finding another way to find a task within the companys
leadership theory by Argyris guidelines when something goes wrong. Whereas in the double- loop learning, it questions
the way things are supposed to be done.
SEE EVIDENCE # 13

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36. Student will describe personal
application of the above theory
(Argyris)
37. Students will demonstrate knowledge The 4 Vs of Grace Theory can be described as not only knowing the core values but being
of the 4 Vs theory of leadership able to apply them all to your life in service of the common good. The four core Vs include,
by Grace (Center for Ethical values, virtue, voice and vision.
Leadership) Value is understanding the core values of peace, integrity, wealth, joy, love and success.
The Vision is the ability to frame ones actions by carrying out service to others.
Voice is expressing your vision to others in order to persuade them to become motivated
towards action.
The Virtue is striving to be good/right in the common good. This suggests that the leaders
must decide based on what is morally good.
SEE EVIDENCE #14
38. Student will describe personal
application of the above theory
(Grace)
39. Student will show knowledge of the HDF 290 A situational leadership can be described as having an adaptive leadership style because they
Situational Leadership theory by are able to lead and influence others depending on the situation. For this theory, there is a
Hersey & Blanchard chart that includes 4 styles.
The first one, S1, is the telling one which revolves around leaders having a way
communication with others. They create roles and objectives and reinforce others on what
has to be done.
S2 is the selling part which makes an open environment; the leaders try to persuade their
point of view by selling their ideas and open the panel for the opinions of others.
S3 is the participating which involves leaving the decisions to their followers and allowing
them to share their ideas and execute it as well.
S4 is delegating which allows the followers to have an abundant amount of freedom; they let
others do it what they need to without providing them with all of the answers. The leaders
are still there to help out with any decisions that need to be made but the team works on its
own.
SEE EVIDENCE #15
40. Student will describe personal
application of the above theory
(Hersey & Blanchard)
41. Student will show knowledge of the The Relational Leadership Theory involves having an individual commitment to a goal along
Relational Leadership model by with the individual ability to effectively work with others for a specific purpose. The actual
Komives, McMahon & Lucas Relation Leadership Model for this theory includes the five elements of inclusive,
purposeful, empowering, ethical and process- oriented; all of these include a knowing-
being-doing technique in which is considered for each element.
The inclusiveness of this model relates to being inclusive of people and their different point
of views. This aspect understands how valuable differences are among people.
Purposeful drives actions and understands change, shared values and the role of a mission
and/or purpose.
Empowering is of others who are involved and knowing the impact of power and n policies/
procedures.
Ethical is being driven by values and standards of leadership that is morally good.
Last but not least is the process- oriented element which relates to how a group works with
each other and how they are able to go able to process of accomplishing the main purpose.
SEE EVIDENCE #16

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42. Student will describe personal
application of the above theory
(Komives et al)
43. Student will show knowledge of the
concept of constructivism
44. Students will describe personal
examples of implementing
constructivism
45. Student will demonstrate knowledge
of the Experiential Learning Model
(Kolb)
46. Student will describe personal
application of the Experiential
Learning Model (Kolb)
47. Student will show knowledge of the The Social Change Model of Leadership is the concept that leadership is a process. The
Social Change Model of Leadership purpose of this model is to develop self- awareness and leadership competence in order for
Development by Astin et al there to be a positive social change in the environment. This model promotes the values of
personal empowerment, citizenship, equity, self- awareness, collaboration and social justice.
This model has 7 Cs in which have the overall goal of the creative process of leadership.
This ca be viewed from three different perspectives such as from a group, individual and
society but all have the same purpose.
SEE EVIDENCE #17
48. Student will describe personal
application of the above theory
(Astin et al)
49. Students will demonstrate knowledge
of the Leadership Identity
Development Model by Komives et
al
50. Students will describe personal
application of the above theory.
(Komives et al)
51. Students will demonstrate knowledge
of the Strengths-Development Model
by Hulme et al
52. Student will describe personal
application of the above theory
(Hulme et al)
53. Student will demonstrate knowledge
of behavior theories of leadership
from Michigan and Ohio State
54. Student will describe personal
application of the above theories
(Michigan & Ohio State)
55. Student will demonstrate knowledge
of Charismatic leadership
56. Student will describe personal
application of the above theory

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

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

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
69. Student will demonstrate how
cultural anthropology / paradigms
relate to leadership
70. Student will describe personal
example of using cultural
anthropology / paradigms as a leader
71. Student will demonstrate knowledge
of the Cycles of Socialization
(Harro) theory and its uses in
leadership
72. Students will demonstrate personal
application of the Cycles of
Socialization (Harro)
73. Student will demonstrate knowledge
of the Cycles of Liberation (Harro)
theory and its uses in leadership
74. Student will demonstrate personal
application of the Cycles of
Liberation (Harro)
75. Student will demonstrate knowledge
of the Configuration of Power
(Franklin) and its relationship to
leadership
76. Student will demonstrate personal
application of the Configuration of
Power (Franklin)
77. Student will demonstrate knowledge
of racial identity development (Cross
& Fhagen-Smith; Rowe, Bennett &
Atkinson; Ferdman & Gallegos;
Kim; Horse; Renn etc.)
78. Student will demonstrate personal
application of model(s) of racial
identity development above
79. Student will demonstrate knowledge
of models related to gender / identity
/ gender identity development (Lev;
Bussey; Bussey & Bandura;
Bilodeau; Gilligan; Belenky et al;
etc.)
80. Student will demonstrate personal
application of model(s) of gender
identity above
81. Student will demonstrate knowledge
of additional social identity
development model(s): Sexual ID,
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Faith & Spirituality, Disability,
Social Class (Dillon et al; Fowler;
Parks; Astin et al; Peek; Smith;
Johnstone; Gibson; Forber-Pratt &
Aragon; etc.)
82 Student will demonstrate personal
application of additional social
identity development model(s) above
83. Students will demonstrate knowledge
of McIntoshs theory of privilege and
its relationship to leadership
84. Student will demonstrate personal
application of McIntoshs theory
85. Student will describe the differences
and similarities of individual and
institutional oppression and
relationships to leadership (Source =
Three Dimensional Matrix of
Oppression)
86 Student will demonstrate knowledge HDF 290 During class, we had learned of the leadership and inclusion issues in the workplace. One
of relevant laws and policies related relevant law that relates to the issues of equity and its relation to leadership includes Title
to issues of equity and its IX; this law prohibits gender discrimination and sexual harassment regardless of your
relationship to leadership (i.e., Title position, title, job description, or length of employment.
IX, Affirmative Action, Protected Affirmative Action involves showing a preference for selecting and/or promoting members
Classes, etc.) of a demographic or minority group with a history of discrimination.
SEE EVIDENCE #18
87. Student will show knowledge of
effective leadership as it relates to
change agency
88. Student will describe personal
examples of being a change agent
89 Student will demonstrate knowledge
of the Model of Intercultural
Sensitivity by Bennett and its uses
in leadership
90. Students will demonstrate personal
application of the Model of
Intercultural Sensitivity by Bennett
91. Student will demonstrate knowledge
of the ally Action Continuum by
Griffin & Harro
92 Student will demonstrate personal
application of the Action Continuum
by Griffin & Harro
93. Student will show knowledge of the
Multicultural Organizational
Development Model (Jackson)
94. Student will show personal
application of the Multicultural

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Organizational Development Model
(Jackson)
95. Student will show knowledge of the
Multicultural Change Intervention
Matrix (Pope)
96. Student will show personal
application of the Multicultural
Change Intervention Matrix
97. Student will create a personal code
of inclusive leadership

Outcome Category: Critical Thinking

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
98. Student will show knowledge of
principles of critical thinking and
fallacies (logic is used in this minor)
99. Student will demonstrate proficiency of
critical thinking
100. Student will show knowledge of
metaphorical analysis to critically
analyze self and leadership situations
101. Student will demonstrate proficiency of
metaphorical analysis to critically
analyze self and leadership situations
102. Student will show knowledge of at
least five decision making methods
103. Student will describe personal
examples of having used five decision
making methods
104. Student will show knowledge of at
least five problem solving / conflict
management methods, as well as
understanding the roots of conflicts
105. Student will describe personal
examples of having used five problem
solving / conflict management
106. Student will demonstrate the ability
to synthesize multiple knowledge
perspectives (course work),
competencies (communication, writing,
information literacy or
mathematical/statistical skills) and
responsibilities (global, diversity &
inclusion or civic knowledge)

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107. Student will demonstrate knowledge of
leadership that is used in crisis (i.e.,
James & Wooten; Garvin; Covey;
Frohman; Lalonde; Schoenberg; Joni;
Braden et al; etc.)
108. Student will describe examples of
leadership in crisis situations (i.e.,
application of James & Wooten;
Garvin; Covey; Frohman; Lalonde;
Schoenberg; Joni; Braden et al; etc.)

Outcome Category: Interpersonal and Organizational Concepts & Skills

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
109. Student will demonstrate knowledge of
active listening techniques
110. Student will describe examples of
using active listening skills
111. Student will demonstrate knowledge of
functions of group communication by
Hirokawa
112. Student will describe personal
application of functions of group
communication (Hirokawa)
113. Student will show knowledge of
techniques regarding giving and
accepting of feedback
114. Student will describe examples of
giving and accepting feedback.
115. Student will show knowledge of the
7D coaching model (Knott)
116. Student will demonstrate personal
application of the 7D Model (Knott)
117. Student will show knowledge of
elements of a Crucial Conversation
and steps to maintain dialogue and
move to action (Patterson, McMillian
& Switzler)
118. Student will describe examples of
engaging in a Crucial Conversation
119. Student will demonstrate knowledge of
facilitation techniques

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120. Student will demonstrate proficiency
of facilitation techniques
121. Student will demonstrate knowledge of
de-briefing techniques
122. Student will demonstrate proficiency
of de-briefing techniques
123. Student will demonstrate knowledge of
framing based on psychology and its
use in group facilitation
124. Student will demonstrate proficiency
of framing based on psychology and
its use in group facilitation
125. Student will demonstrate knowledge
the four frames of organizations, and
the meaning of reframing by Bolman
and Deal
126. Student will describe personal
application of organizational analysis
using the four frames of organizations,
and breaking the frame / reframing
(Bolman and Deal)
127. Student will show knowledge of
organizing meetings / setting agendas /
and leading meetings
128. Student will describe personal
examples of organizing meetings /
setting agendas / leading meetings
129. Student will show knowledge of
Parliamentary Procedure
130. Student will show knowledge of
techniques for working with difficult
people
131. Student will describe personal
examples of using techniques to work
effectively with difficult people
132. Student will show knowledge of the HDF 290 The stages of the Group Development Theory consist of forming, storming, norming,
stages of group development performing and adjourning.
(Tuckman/Tuckman & Jensen, Bennis Forming is the stage in which members are positive about the task and begin know their
or others) new colleagues as they start to work together
Storming is the stage in which many teams fail due to there being conflicts between team
members and their natural working styles.
Norming is where the team members begin to resolve their differences, appreciate
colleagues strengths and respect your authority as a leader. Now that this barrier had been
resolved, the team members will feel more comfortable in the team and progress is showing
towards the goal
Performing is the stage in which the team is working hard in order to achieve the goal
Adjourning is the stage in which the future of the team depends on the situation, for
example, teams can either be for a fixed period or permanent which effects the teams
members and how they feel regarding that.
SEE EVIDENCE #19
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133. Student will describe personal Case Study A personal example of my use in group development would be when I participated in the
examples of group development in use Annual Case Study for NABA.
(Tuckman/Tuckman & Jensen, Bennis The forming stage was when we all decided that this was an amazing opportunity as we
or others). began to know one another.
The storming stage would have been after everyone read the case study and had different
opinions regarding what the solution should be.
Norming stage had been in the second meeting when we decided that there was very limited
time to complete this and we needed to start making decisions. After getting everyones
opinions and thoughts, we had all agreed on what to do and began making progress on the
presentation.
The performing stage would have been when we were each working hard to complete the
project on time along with practicing the presentation.
The adjourning stage was for a fixed period and we had all felt confident about our outcome
after working so hard on the case study.
134. Student will show knowledge of group
roles and how they contribute to group
dynamics (Johnson & Johnson; Benne
& Sheats; Knowles & Knowles; etc.)
135. Student will describe personal
examples of group roles and how they
contribute to group dynamics (Johnson
& Johnson; Benne & Sheats; Knowles
& Knowles; etc.)
136. Student will show knowledge of
effective memberships skills in groups
137. Student will describe personal
examples of membership skills in use
138. Student will show knowledge of the
Challenge and Support theory by
Sanford, and its relationship to
organizations
139. Student will describe personal
examples of using the theory of
Challenge and Support (Sanford)
140. Student will show knowledge of the
construction / elements of informative
and persuasive speeches
141. Student will demonstrate proficiency
in informative and persuasive public
speaking
142. Student will show knowledge of HDF 290 To effectively plan and conduct and interview, the interviewer must be prepared. They must
planning and conducting interviews (as know the person they will be interviewing and plan a specific date and time to meet. Prior to
the interviewer) the meet, the interviewer must formulate sufficient questions that cover all the information
that they need to know. Once everything is planned out, they will be able to conduct their
interview well.
SEE EVIDENCE #20
143. Student will describe personal HDF 290 For HDF 290 one of our assignments had been to interview either a small business owner,
examples of planning and conducting Politian, or a leader in the community. I had decided to interview a small business owner
interviews (as the interviewer) who I had met from a fashion show. To effectively complete this task, I decided to plan out
the interview first. I had formulated all the questions that I needed to ask for this assignment
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along with several other ones just in case. After formulating the questions, I planned out the
time and date that I would meet with him. When the date approached I was prepared to
conduct my interview and everything had gone smoothly due to my preparation.
SEE EVIDENCE #21
144. Student will show knowledge of I have had several important interviews throughout my life and had to prepare each time;
preparing for and effective answers in Researching potential interview questions along with effective answers had led me to this 7-
interviews (as the interviewee) Step Interview Prep Plan.
1. Research the organization. This will help you answer questions and stand out
from less-prepared candidates.
2. Compare your skills and qualifications to the job requirements. ...
3. Prepare responses with examples
4. Plan what to wear
5. Plan what to bring (notebook, pen, folder, resume)
6. Pay attention to non-verbal communication (eye contact)
7. Follow up. (email or phone call)
SEE EVIDENCE #22
145. Student will describe personal Personal examples of preparing for and being interviewed would be following the 7-step
examples of preparing for and being interview prep plan that I had described above. One specific example would be last year
interviewed when I had an interview for PricewatehouseCoopers (an accounting firm in Boston) I had to
make sure that I was aware of all the history that the company had. After that I reread my
resume to know exactly what I had put on it in case they were to ask me to explain anything.
Along with the preparation, I formulated potential questions that they would ask and
answered them either in the mirror or in front of a friend. When I felt fully prepared I set up
my professional outfit along with the things that I were to bring, such as a notebook, pen and
resume.
SEE EVIDENCE #21
146. Student will show knowledge of
effective collaboration / coalition
building (Sources: Cilente/Komives et
al; NCBI; etc.)
147. Student will describe personal
examples of working in
collaboratives/coalitions
148. Student will demonstrate knowledge of
techniques to communicate and engage
in difficult dialogues related to
diversity and inclusion.
149. Student will demonstrate proficiency
in communicating and engaging in
difficult dialogues related to diversity
and inclusion.
150. Student will describe ways to maintain
accountability in leadership / member
relationships
151. Student will describe personal
examples related to maintaining
accountability as a leader
152. Student will describe ways to build
relationships between leaders and
members
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153. Student will describe personal
examples of building relationships
with members as a leader
154. Student will describe how credibility
applies to leadership, as well as the
characteristics and skills of a credible
leader
155. Student will describe personal
examples of building, maintaining, and
repairing his/her own credibility as a
leader
156. Student will describe ethical standards
in influence
157. Student will describe influence applies
to leadership
158. Student will describe principles of
effective mentoring, as well as
problems particular to the mentoring
relationship
159. Student will describe personal
examples of mentoring and being
mentored
160. Student will describe principles of
effective peer leadership, as well as
problems particular to peer leadership
161. Student will describe personal
examples related to being a peer leader
and being led by peers

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