Leadership Inventory - Caitlyn Blake

LEADERSHIP
DEVELOPMENT
Outcomes & Evidence
Progress Inventory*
MINOR IN LEADERSHIP STUDIES
Center for Student Leadership Development
Memorial Union
University of Rhode Island
Name: Caitlyn Blake
Date Enrolled: Fall 2015
Date of Graduation: 2021
Leadership Inventory Revised 8/30/2013
*The Outcomes & Evidence Progress Inventory is the intellectual property of the Center for Student Leadership Development (CSLD) at
the University of Rhode Island and cannot be reproduced in part, or in its entirety, without the written permission of the acting
Assistant Director of the CSLD.
CONTENTS
ABOUT THE MINOR & CENTER FOR STUDENT LEADERSHIP DEVELOPMENT (information included)
Center for Student Leadership Development Information
Minor Information
Developmental Model
ADVISING INFORMATION (students will include own documentation)
Tracking Sheet / Advising Updates
Syllabi of Minor Classes (Core and Electives)
Internship
o Guidelines
o Syllabus
o Mid-term
o Final
OUTCOMES
Outcomes (Self-Leadership, Interpersonal and Organizational, Leadership Theories, Inclusive Leadership, Critical
Thinking)
Targeted Classes
Experiences
Evidence
CENTER FOR STUDENT LEADERSHIP DEVELOPMENT

Office: Memorial Union Room 210
Phone: (401) 874-2726
Fax: (401) 874-5317
CSLD Mission Statement

To enhance the mission of the University of Rhode Island, The Center for Student Leadership Development aims to:
Provide developmental opportunities for all students to become informed, inclusive, effective, and ethical leaders in the global marketplace through the implementation of
learner-centered academic, experiential, and co-curricular programming.
Engage in research, assessment, and advancement in order to positively impact the expanding field of leadership studies.
CSLD Vision Statement
The URI Center for Student Leadership Development will promote dynamic strengths-based leadership development through multiple delivery methods to prepare students to be
competitive in the work place and global marketplace. The CSLD seeks to progress as innovators for experiential engagement and enriching assessment.
CSLD Values Statement
Grounded in the Social Change Model of Leadership Development (Higher Education Research Institute), Relational Leadership Model (Komivies, Lucas, & McMahon), and Servant
Leadership (Greenleaf), the URI Center for Student Leadership Development values:
Engaged and experiential learning through a constructivist approach
Inclusion, Social Justice, and Civic Engagement
Ethical and Value-based Leadership & Relationship Building
Innovative Assessment and Presentation Models
MINOR IN LEADERSHIP STUDIES

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

Requirements may be satisfied by completing 18 or more credits related to leadership and offered by more than one department.
Twelve (12) of the 18 credits must be at the 200 level of instruction or above. A course grade of C or better must be earned in each graded course. At least 12 of the credits
must be earned at URI.
No course may be used to apply to both the major and minor fields of study. Courses in General Education or for other minors may be used for the minor* (*this does not
apply to students in the College of Business). With the exception of internship credit, all courses for the minor must be taken for a grade. The Introductory class must be taken
before the internship and the capstone course.
Application for the minor must be filed in your academic deans office no later than the beginning of the final semester or term.
Approval of the minor does not guarantee that the suggested courses will be available to you on a schedule correlated with your graduation plans nor guarantee space in any
required course.
CORE REQUIREMENTS- 9 Credits

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

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

or
HPR 411/412: Honors Senior Seminar

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

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

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

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

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

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

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

MSL 202: Leadership & Team Building
MSL 301: Leadership & Management
PEX 375: Women in Sport Contemporary Perspectives
PHL 212: Ethics
PSC 304: Introduction to Public Administration
PSC 369: Legislative Process and Public Policy
PSC 504: Ethics in Public Administration
SOC300/WMS350: Women and Work
THE 221: Stage Management
THE 341: Theater Management
BECOMING A POSITIVE LEADER THROUGH DEVELOPMENT & INVOLVEMENT

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

Skills
Leadership theory and

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

Understand others
PROGRESS
Hierarchy of needs
Racial, cultural, gender, sexual orientation,
religious, class, ability, etc. diversity and
commonalities
Power, privilege, oppression, liberation;
individual and institutional discrimination
OUTCOMES
In this section, you will track your progress toward the outcomes. Each class in the minor targets different outcomes; all of the classes list these
outcomes on the syllabi (the words goals or curriculum areas may be used instead). In many of our classes, the assignments can serve as your
evidence. Periodically, and not less than at the end of each semester, you should update your outcomes progress. In the additional experiences
column, name additional classes or experiences that contributed to you becoming proficient in that outcome. As the semesters pass, you will think of
things from recent semesters and semesters further in the past, or people or jobs, etc. in your past that also influenced your progress on that outcome.
Do not let that ambiguity upset you. Reflecting on development is not a linear process, but it does help to reflect often. In the descriptive notes
column, share insights about your growth, lack of progress, successes, stumbling blocks, etc. At the end of each section, you need to include evidence
that supports your development toward the outcomes. Copies of papers, grading sheets, evaluation lettersanything that shows that someone has
determined that you have demonstrated proficiency (or not, or are making progress). Make sure to keep electronic copies of all of your evidence to
include in your Portfolio.
Outcome Category: Self-Leadership

Outcome
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
Student will demonstrate knowledge of
stress management methods
manage stress
4.
5.
6.
Student will express a personal code of

leadership / membership ethics
7.
Student will demonstrate practice of the

personal code of ethics
Target class
Additional Experiences
Descriptive notes regarding learning and practice
HDF 190
I have always been a very self-disciplined person growing up. I learned at an early age to be selfdisciplined in my personal life, organizational, and academic settings. Swimming has been a huge part
of my life and I know that when I have practice, I need to get all of my homework and academic work
done in a timely manner and I cannot procrastinate. It takes huge self-discipline to come home every
day from school and immediately start doing school work instead of watching TV or taking a nap. My
personal life I have learned self-discipline when it comes to what I eat. I know in order to make sure my
body performs at its highest potential, I cannot be eating lots of fast food or junk food. I learned that it
takes incredible self-discipline to say no to that bowl of ice cream or that quick stop at McDonalds.
Organizational self-discipline is a bit difficult for me. I like to be an organized person but sometimes
everything gets out of hand and goes everywhere. I am working on my self-discipline to make sure that
when I take something out, I put it back where it belongs instead of just throwing it into a pile. An
example of when I was self-disciplined in an academic setting was when I needed to finish my
outcomes. I had to have a lot of self-discipline to sit down and focus on my outcomes. Instead of writing
my outcomes, I could have been watching Netflix or watching movies, but I knew that I needed to finish
my outcomes before they were due and not pull an all-nighter the night before they were due. So I sat
down in the two weeks leading up the due date and focused on my outcomes and wrote two to three
outcomes every day until they were finished.
Evidence: Leadership Inventory
HDF 190
This semester I have missed almost two full weeks of classes due to A10 Championships for swimming
and then two weeks later getting the flu. Because I have missed so much class instruction, I have been
extremely stressed out about how I am going to make up all of the work that I have missed and how I
am going to keep my grades up. Specifically in HDF 190, I was very stressed about the Relational
Leadership Assessment. The assessment was due right when I got sick. I had to handle the stress of
getting the assessment done while I was still sick. Now that I am better, I am looking back and realized
how well I handled that stress. I was able to complete all of my assignments in a timely manner and not
receive bad grades. I was able to get a decent grade on my leadership assessment. With the help of
my professors who were all accommodating to my predicament, I am now fully caught up and am not
stressed out about missing assignments.
Evidence: flu note, A10 note
My personal code of leadership is that everyone has the ability to lead within themselves. If they want
to lead, they must search within themselves for that ability to lead. Everyone must work towards
leadership. While learning about all of the different leadership theories in HDF 190, I have come to this
conclusion. My strength of empathy helps me to notice when people may want to speak up and lead.
Because I can sense what others are feeling, I normally sense that the majority of people in a group
want to speak up and lead they are just too shy to and have not learned how to unearth their inner
leadership abilities.
Evidence: StrengthsQuest Results
HDF 190
8.
9.
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11.
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Student will express a personal values

statement
Student will demonstrate practice of the
personal values statement
lead a project from start to finish (followthrough)
Student will describe goals and objective

statements regarding personal issues,
career issues, and community issues
Student will show evidence of goals and
objectives that were planned and
achieved
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Student will show knowledge of the

Hierarchy of Needs theory by Maslow
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Student will show application of Maslows

theory to own life
Student will describe personal leadership
style and/or personality style including
strengths and weaknesses and examples
of application (Sources = Leadership style
inventories, the L.P.I., StrengthsQuest,
WRT 106
This semester I am taking an introduction to research writing course. In WRT 106, we are working on a
research paper that we started at the beginning of the semester and is due by the end of the semester.
We are working through the paper in stages. The first stage is the research proposal which outlines
what my research paper is going to be on. The next stage is the annotated bibliography which
describes the relevance to the paper each of your sources has. The next step of the research paper
was to work on the review of literature. This is the bulk of the paper. This part connects main points
from all of the different sources. And the last part of the paper that we must hand in before the final
paper is due is the discussion. The discussion section is the ending of the paper that includes the writer
of the papers thoughts on the sources. The final paper is a culmination of the four parts that have
already been written. The final paper is due 5/6/2016.
Evidence: WRT 106 rough drafts
HDF 190/CSV 302
While taking HDF 190 in the spring of 2016, we were told about the opportunity to become a URI 101
mentor for the fall of 2016. When I heard about the opportunity, I immediately knew that I wanted to try
and become a mentor for the incoming freshman class. I applied for the position online, and picked a
date that worked for a group interview. Going into the interview I was nervous about making a good
impression since I knew that the application process was going to be competitive. I went into the group
interview and acted myself and felt good about the interview. About one week later, I was asked to
come back for a second round of individual interviews. I was ecstatic that I was one step closer to
achieving my goal of becoming a mentor. I went into the individual interview confident and again I was
myself. A few days after the interview, I received an email that told me I was selected as one of the URI
101 mentors for the fall. I am excited that in the fall of 2016, I will be a URI 101 mentor for a class of
NCAA athletes. I will also be enrolled in CSV 302, community service at URI.
Evidence: Acceptance Email
Maslows Hierarchy of Needs states that people are motivated to achieve certain needs (McLeod,
2014). This is a waterfall effect, once one need is fulfilled, people move onto fulfilling their next need.
Maslow created a pyramid model that has 5 stages that a person goes through when fulfilling their
needs. The five stages are broken down into two groups: basic needs (physiological, safety, love, and
esteem) and growth needs (self-actualization). From top to bottom, the pyramid goes: selfactualization, esteem, social, safety, and physiological. Self-actualization needs are needs where the
person realizes their personal potential, and they seek personal growth. Esteem needs are needs of
achievement, independence, status, and respect from others. Love needs are needs of love from
family, friends, intimacy, and affection. Safety needs are needs that include protection from elements,
security, and law. This is freedom from fear. And finally, physiological needs are that of air, food, drink,
and shelter. These are needs that allow humans to live. These stages go from broad to narrow and as
they go up on the pyramid they become narrower and focused on the individual person.
Evidence: McLeod, S. A. (2014). Maslow's Hierarchy of Needs. Retrieved from
www.simplypsychology.org/maslow.html
Individual research
HDF 190
At the beginning of HDF 190, we took the StrengthsQuest test and the VIA Values test. After taking
these two tests, my top five strengths and my top five character traits were given to me. My top five
strengths are: empathy, developer, learner, consistency, and positivity. When I lead, I rely a lot on
empathy to feel how others are taking my leadership style. If I start to feel that there is tension with the
way I am leading and the members of the group, I will adapt and change how I am leading. This ties
Type Focus (MBTI), LAMP, and other

career inventories, etc.)
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into my strength of developer because I am developing a leadership style that the entire group can
understand and relate. I am always trying to learn from others on how to better myself. Consistency is
a big part of my leadership. I like to be consistent that way those who I lead always understand me and
do not get confused (if I were not consistent what I am saying may be confusing). My last value of
positivity relates to my top value of humor. I am a positive person who loves to make jokes when
appropriate. My top values are: humor, kindness, leadership, love and love of learning. A lot of my
values relate directly to my strengths. For example, I like to be positive and I use humor a lot when
being positive. I have a love of learning and one of my top strengths is learning. My kindness relates to
my empathy. I feel as if kindness and empathy are related because being kind is one of the main thing
you can be to a person who you feel is negative or upset. Being a leader, I use leadership all of the
time so this directly relates to my value of leadership. And I am a very loving person in general. Not
only do these tests show your strengths, they also show you your weaknesses. I have found that some
of my weaknesses include bravery and appreciation of beauty and excellence. I notice that I am not a
very brave person and usually do not go outside of my comfort zone. I am always with others, I am not
brave enough to break off from the group and start my own thing. I notice that I do not have a very
strong appreciation of beauty and excellence because I do not stop to appreciate what the outside
world looks like, I am just constantly go, go, go.
Evidence: VIA results, StrengthsQuest Results
Student will show knowledge of the theory

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

Outcome
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Authority and Bureaucracy theory of
leadership Weber
Student will describe personal application
of the above theory (Weber)
Scientific Management theory of
leadership by Taylor
of the above theory (Taylor)
Management by Objectives theory of
leadership by Drucker
of the above theory (Drucker)
Student will show knowledge of Theory
X and Theory Y theory of leadership by
MacGregor
of the above theory (MacGregor)
Target class
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Servant Leadership theory of leadership
by Greenleaf
HDF 190
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of the above theory (Greenleaf)
HDF 190
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Principle Centered Leadership theory
by Covey
of the above theory (Covey)
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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)
In HDF 190, we learned about the Servant Leadership model. The servant leadership model is a model
of leadership where the leader is a servant first. The leader must have a natural feeling that one wants
to serve (Greenleaf). The model consists of 10 key components. 1. Listening: a servant leader must
listen intently to others and respectively listen to what is being said and unsaid. Listening must be
coupled with periods of reflection in order to grow as a servant leader. 2. Empathy: a servant leader
must try to understand others and empathize with them. A servant leader understands that everyone is
unique in their own way. 3. Healing: a servant leader understands and tries to mend the broken spirits
of those who may have suffered from various emotional hurts. 4. Awareness: a servant leader brings
awareness, mainly self-awareness, to others as a way to strengthen oneself. Awareness helps one in
understanding issues involving ethics, power, and values. 5. Persuasion: a servant leader understands
that in order to be a good leader, one must persuade others rather than demand others. Servant
leaders convince others rather than forceful compliance. 6. Conceptualization: a servant leader seeks
to nurture their ability to dream great dreams. A servant leader must think to the future and think
beyond day-to-day operations. 7. Foresight: a servant leader has the ability to foresee the outcome of a
situation that is difficult to define but easy to identify. 8. Stewardship: a servant leader is able to trust
others and put the needs of others at the top of their priority list. 9. Commitment to the growth of
people: a servant leader is committed to helping others grow individually. A servant leader realizes that
it is a tremendous responsibility and they must do whatever is within their power to help others. 10.
Building community: a servant leader seeks to identify some aspect that will help to build a community
among those who work within the community.
Evidence: Character and Servant Leadership (Robert Greenleaf)
In HDF 190, each of our small groups went out into the community and completed a service project
that helped to benefit the environment. My group chose to do a beach cleanup through the
organization, Ocean Notion. This beach cleanup is an example of servant leadership because the
group chose to serve before leading. The group simply went and we were told this is where you are
cleaning, now go and pick up some trash. This project exemplified the awareness component of the
servant leadership model because the cleanup brought awareness to each person individually and
awareness to the community. The cleanup brought awareness to each person individually because it
was a firsthand experience of the amount of garbage that other people were just throwing on the
ground. It also brought awareness to the community because multiple times, people would stop and
ask us what organization we were with and what we were doing. This is an example of servant
leadership because my small group, including myself, all served the environment before we led.
Evidence: photo of my small group directly after we finished the beach clean-up
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Individuals in Organizations leadership
theory by Argyris
of the above theory (Argyris)
Students will demonstrate knowledge of
the 4 Vs theory of leadership by Grace
(Center for Ethical Leadership)
HDF 190
In the beginning of HDF 190, we talked about ethical leadership and the 4 Vs that went along with
leading ethically. The four Vs of the model are Values, Vision, Voice, and Virtue. Value is the first V
because one must first discover what values they live by. This V is the first step in a process of
integrating our values into our decision making skills. The next V, Vision, is the ability to frame the
actions that we take when we are in service, and connect these actions to others within the big picture.
The next V, Voice, is that inner voice to drive others in a convincing way. This is the internal and
physically voice that one uses when they lead. The last V, Virtue, is the ultimate goal of an ethical
leader. Virtue is what we become when we practice ethical leadership. Connecting Vision and Virtue is
Service. Service is when our values are tested through the course of serving others. Connecting Voice
and Vision is Polis. Polis, meaning city in Greek, is learning to use ones voice for public acts and
engage in politics. Connecting Voice and Values is Renewal. Renewal is the expression of our voice
and the continuation of considering if our actions match our values and vision.
Evidence: 4V Model of Ethical Leadership(Grace)
The relational leadership model focuses the relationships between the participants. There are five key
components of leadership that this model focuses on. The first component is process. This means that
the group of participants is focused on the goal/purpose that is the end result. This process-oriented
behavior is an important step in building a team and maintaining the team. The next component is
ethical. In a group, the ethics of the participants (the values and standards they hold themselves to)
leads the group. The third component of this model is purposeful. Every participant in the group must
have commitment to what they are doing. If they do not have the commitment, the group will fall apart.
The next component is empowering. This means that the group members must all be empowering to
the other participants in the group. The final component is inclusive. This means that all members of
the group must include and listen to all the members of the group and their views. Beside the five
components, there are also three basic principles of relational leadership: knowing, being, and doing.
Knowing is knowing yourself on a deep level, knowing how change occurs in a group, nad knowing
theat others may have different points of view than you have. Being is how you hold yourself. You must
be ethical to yourself, principled, open, caring, and inclusive of others. And finally doing is the act of
doing what you say you are going to do.
Evidence: Relational Leadership Theory (Komives, McMahon, & Lucas)
My top strength is empathy and I can see how I use empathy and apply it to the Relational Leadership
model. This past year at the Atlantic 10 Championships for swimming, I noticed that one of my
teammates was not happy with her race. She did not outwardly show that she was upset but I could
tell. I went over to her and had a very long conversation about how she was an amazing swimmer and
how she had a great race and that she was going to kill her next race. Looking back at this experience,
I realize that I was using the Relational Leadership component of empowering. I also realized that I
was doing empowerment by encouraging and affirming her. This is an example of the leadership
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of the above theory (Grace)

Relational Leadership model by
Komives, McMahon & Lucas
HDF 190
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of the above theory (Komives et al)
HDF 190

Situational Leadership theory by Hersey
& Blanchard
of the above theory (Hersey & Blanchard)
A10 Championships
component of empowering while doing the empowering.

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concept of constructivism
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of the above theory (Astin et al)
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the Leadership Identity Development
Model by Komives et al
Students will describe personal examples

of implementing constructivism
experiential learning in leadership
development (Kolb)
of experiential learning in leadership
development (Kolb)
Social Change Model of Leadership
Development by Astin et al
HDF 190
HDF 190
Stepping Stones Activity
Individual Research
The Social Change Model of Leadership focuses on the root causes of the problems rather than on the
surface-level problems. This model is collaborative in nature with the participants and is by no means
simple. This model consists of seven Cs: consciousness of self, congruence, commitment,
collaboration, common purpose, controversy with civility, and citizenship. The eighth C is change. The
Cs are grouped into three groups: Group values (collaboration, common purpose, and controversy
with civility), Individual values (consciousness of self, congruence, and commitment), and
Society/Community values (citizenship). These three groups are all interconnected and go back and
forth between each of them. Social change is used to provide a personal connection to a problem,
connections between others, an interconnectedness of community problems, and the satisfaction that
is derived from making a difference. Social Change is socially responsible leadership.
Evidence: Social Change Model of Leadership Development (Astin et al.)
In HDF 190 when we were learning about the Social Change model, we did an activity as a large group
in the Memorial Union. We were first split up into three groups, representing individual, group and
societal circles. The fourth circle, change, was in the middle of the triangle. As a group, we had to go
around the entire circle, but we were only given 4 spots to get from station to station. If someone
stepped off of the spot even for a split second, the spot was taken away. As a group, we had to answer
questions about the social change model in order to get the spot back. If a member of the group
stepped out of a hula hoop or stepped off of a spot, the student would have to go to the middle circle,
the change circle, and the rest of the group had to get the student back to their home hula hoop. This
exercise explained more of what the social change model meant because we had to work on an
individual level, a group level, and a societal level. Individually, we all had to be committed to the task
at hand and we had to have a consciousness of self to make sure we did not misstep. As a group, the
group that was in a hula hoop, we had to communicate and collaborate with the other members in the
group especially since some of the group members were blindfolded at times. As a group we also had
to all be together for a common purpose in order to complete the task at hand. And finally, on a societal
level, the entire room full of people, we all had a sense of citizenship because we were all in the same
predicament and had to work together to get the task at hand completed.
Evidence: Social Change Model of Leadership Development (Astin et al.)
The Leadership Identity Development Model by Komives is broken down into six stages of
development. Each of the stages look at the changing views of leadership, developing oneself, group
influences, and developmental influences. The first stage is awareness. This means that a person
focuses on others and recognizes the leadership in individuals. Some of the behaviors that are
associated with this stage include: seeking friendships, affirmation, and the thought that the person is
does not have the capacity to lead. The second stage, exploration, means that the person is getting
involved in different activities and they are developing personal skills. The person is starting to build
confidence and others might start to see them as a leader in this stage. The third stage is leader
identified. This stage is when a person narrows down their activities to those that are the most
personally meaningful. Within these activities the person starts to try roles with more responsibilities.
Between stage 3 and stage 4, there is a key transition. This transition, is the shifting of consciousness
to one that is more focused on learning how to be a successful leader. The fourth stage is leadership
differentiated. In this stage a persons commitment continues to grow and they start to understand that
leadership is a process. They start to take away more meaning from every experience that they
encounter. The fifth stage is generativity. This stage even further narrows the passions of a person and
the person starts to think more about long term leadership in an organization. A person starts to share
responsibilities and starts to become aware of the future. And the final stage, integration/synthesis,
which is the commitment to lifelong growth as a leader. A person starts to realize that they must leave
things better than how they found them and they start to become role models for others.
Evidence: An Exploration of the Leadership Identity Development Model (LID) by Sharra Durham
49
.
50
.
51
.
52
.
53
.
54
.
55
.
56
.
57
.
58
.
59
.
60
.
61
.
62
.
63
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
.
64
.
65
.
66
.
67
.

Models of leader emergence
Student will describe the impact of traits
on leadership emergence and
performance
Chaos approach to leadership by
Wheatley
of the above theory (Wheatley)
Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership

Outcome
68
.
69
.
70
.
71
.
72
.
73
.
74
.
75
.
76
.
77
Student will demonstrate how cultural

anthropology / paradigms relate to
leadership
Student will describe personal example
of using cultural anthropology /
paradigms as a leader
the Cycles of Socialization (Harro)
theory and its uses in leadership
Students will demonstrate personal
application of the Cycles of
Socialization (Harro)
the Cycles of Liberation (Harro) theory
and its uses in leadership
Student will demonstrate personal
application of the Cycles of Liberation
(Harro)
the Configuration of Power (Franklin)
and its relationship to leadership
application of the Configuration of
Power (Franklin)
racial identity development via the Cross,
Helms or other models (Ferdman &
Gallegos; Kim; Horse; Wijeyesinghe etc.)
application of model(s) of racial identity
Target class
.
78
.
79
.
80
.
81
.
development above
McIntoshs theory of privilege and its
relationship to leadership
application of McIntoshs theory
Student will describe the differences and
similarities of individual and institutional
oppression and relationships to
leadership
Student will show knowledge of effective
leadership as it relates to change agency
82
.
Student will describe personal examples

of being a change agent
83
.
Student will create a personal code of

inclusive leadership
HDF 190
HDF 190
In HDF 190 when we talked about the social change model of leadership, we talked about what it
means to be a change agent. To be a change agent means that one has the understanding,
motivation, and the skills to create a positive change. A change agent understands that: change is a
process, resistance will occur at all levels, and the change agent should understand strategies to
overcome the resistance. A change agent should have: positive perceptions on change, comfort with
ambiguity and transition, self-confidence and patience, and a willingness to step outside of a comfort
zone. And finally, a change agent should demonstrate: an ability to influence systems, the creation of a
sense of urgency, an ability to articulate a vision, and the willingness to take risk to make a difference.
Evidence: Social Change Model of Leadership Development (Astin et al)
As a change agent, I understand that change is a process. I can use my strength of a learner to
overcome my strength that is consistency. I am a consistent person so change can be difficult, but I can
learn to adapt to change. While helping with beach cleanups, I must learn that there are multiple
methods that the group will use in order to do an efficient job. I must understand that I might have to
change what I am doing in order to better the group. I understand that resistance will occur. This
resistance can in the form of other members trying to take control of the group when they have to be a
follower. I can use my strength of empathy to help alleviate the situation if I feel that others are
uncomfortable. I understand that there are strategies to overcome these resistances. I can use my
strength as a developer to develop a strategy with others on how to deal with the resistance. I
understand that I should have a positive perception on change. One of my top strengths is positivity so
to have a positive perception on change is not that difficult for me since I am almost always looking at
the positives in areas. I understand that I should have comfort with ambiguity and transition. Using my
strength as a learner, I can learn to be comfortable with situation of ambiguity and transition. Although it
may be uncomfortable at first, I can learn to be comfortable with the situation. I know that I should have
self-confidence and patience. Self-confidence is a weakness of mine. During a beach clean-up, if I am
put in a role that highlights myself, I will be lacking in self-confidence that I can do a good job. As a
learner, I am trying to learn how to become more self-confident and trust myself that I can accomplish
the task at hand. I know that I should have a willingness to step outside of a comfort zone. Doing a
beach cleanup is outside of my comfort zone because I am not the biggest fan of the beach, I would
rather be helping in a location without sand, but I am stepping outside of my comfort zone because
using my empathy, I could sense that the rest of my group really wanted to do a beach cleanup. I know
that I should demonstrate an ability to influence systems. I can use my developer strength to develop a
system that works for efficient beach cleanup and help to influence others that they should be
implementing the system that I developed. I know that I should demonstrate the creation of a sense of
urgency and the ability to articulate a vision. Overall, these are some of the steps that I will be taking to
be a change agent for environmental causes.
Evidence: Social Change Model of Leadership Development (Astin et al) and Social Change
Assessment
84
.
85
.
86
.
87
.

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

Outcome
88
.
89
.
90
.
91
.
92
.
93
.
94
.
95
.
96
.
Target class
Student will show knowledge of principles

of critical thinking (logic is used in this
minor)
Student will demonstrate proficiency of
critical thinking
Student will show knowledge of
metaphorical analysis to critically analyze
self and leadership situations
metaphorical analysis to critically analyze
self and leadership situations
Student will show knowledge of at least five
decision making methods
Student will describe personal examples of
having used five decision making methods
Student will show knowledge of at least five
problem solving / conflict management
methods, as well as understanding the
roots of conflicts
having used five problem solving / conflict
management methods (if student has been
trained in mediation, that information goes
here)
Student will describe what it means to
analyze, criticize, synthesize and utilize
information as a leader
HDF 190
In HDF 190, we learned about multiple models of leadership such as relational leadership and servant
leadership. One can analyze, criticize, synthesize, and utilize the information presented in any of the
models that we learned about. Analyzing a model is to read the model and understand what the model
is saying. To criticize the model is to question what the model means and gain an even deeper
97
.

leadership that is used in crisis
HDF 190
Leadership Institute
98
.
Student will describe examples of

leadership in crisis situations
HDF 190
Suburban Swim League time

trials 2015
meaning behind the model. To synthesize the models is to put together all of the components of the
model together and understand how all of the components work together in the model. And finally, to
utilize the model is to put the model into action when leading. One can do these same steps when it
comes to information that one obtains while leading. This leadership inventory document is a perfect
example of analyzing, criticizing, synthesizing, and utilizing information. All of the outcomes are
examples of one of these categories.
Evidence: Leadership Inventory
In HDF 190 and at the Leadership Institute, we talked about Ruizs 4 agreements. These four
agreements can be directly related to leadership that is used in crisis situations. The first agreement:
be impeccable with your word. In a crisis situation, if you are not impeccable with your word, the
situation can get even further out of hand. If you are impeccable with your word, people will be more
likely to calm down and do as you as saying. The second agreement: dont take anything personally. In
a crisis situation, people may say things that they do not mean because they are freaking out. In a
crisis situation, do not take anything personally because if you do start to take things personally, than
your leadership will start to slip and then you will panic, and that will not be good. The third agreement:
dont make assumptions. In a crisis situation, do not start making assumptions that the people around
you know what you are thinking. The second you start to make assumptions, the situation will get
worse. A leader in a crisis should not make assumptions and make sure everything they say and do is
to the best of their ability. This leads to the fourth and final agreement: always do your best. When you
are in a crisis situation, always remember to do your best. If you are not giving it your best you are not
leading to your fullest potential.
Evidence: The Four Agreements (Ruiz)
In the summer of 2015 when I was coaching at the Suburban Swim League Time Trials, there was a
bad storm that was rolling in. Being a coach, all of the parents and kids kept asking me questions like
what do we do?, do we leave?, will this be rescheduled? I had to make sure that I was answering
all of the questions correctly and I also had to make sure that none of the little kids were freaking out.
Looking back on this crisis situation, I can see that I used some of Ruizs four agreements. I made sure
that I was impeccable with my word. When I answered the questions that people were asking me, I
made sure that I answered with just the information that they wanted to know, nothing extra. (Right
now, sit tight. We are waiting to hear from the officials if the meet is cancelled.). I also did not take
anything personally. I had some parents telling me that I was not a good coach because I did not know
what was going. I was an assistant coach so I was trying my best to give information to the parents
while the head coach was at the meeting with other coaches about what was going on. I did not take
those words to heart because I know that I am a good coach and at that moment in time the parents
were panicking. All the while this was going on, I was trying my best to be helpful and professional
about the situation at hand. Overall, I think I handled my leadership role in a crisis situation well, and
after the fact parents came up to me and told me that I did a good job explaining what was happening
in those moments of crisis.
Evidence: The Four Agreements (Ruiz)
Outcome Category: Interpersonal and Organizational Concepts & Skills

Outcome
Target class
99.

active listening techniques
100
.
101
.
102
.
103
.
104
.
Student will describe examples of using

active listening skills
105
.
106
.
107
.
108
.
109
.
110.

facilitation and de-briefing techniques
111.
112.
COM 100
In COM 100, we talked about different types of listening techniques. We talked about the actionoriented listening style (AKA active listening). In order to be an active listener, one must follow these
steps. 1) Make eye contact with the speaker/face the person and lean towards them. Make sure you
show the speaker that you want to understand what they are talking about. 2) Do not judge the speaker
before they start to talk. If you have judgements about the speaker, you are less likely to be distracted
while they are speaking. 3) Paraphrase: reflect on what the speaker has been saying to make sure that
you fully understand what they are saying. And if you do not understand something they are saying, 4)
clarify. Ask the speaker questions about aspects of the speech that you are unsure of, just make sure
you do this at an appropriate time, and do not cut them off mid-speech. And 5) review and summarize
what the speech was about. If you review what the speech was about after the speech is finished, you
will understand the information better.
Evidence: Communication Fundamentals (Alberts, Martin, & Nakayama)
HDF 190
In HDF 190, we did individual speeches on servant leadership. After each of the speeches were done,
members of our small group would write down feedback on what each person did well and areas for
improvement. On my feedback form, I was told that I need to work on being fidgety during speeches
and I was told that I was successful at projecting my voice and had good tone throughout. Besides
receiving feedback, I also gave feedback to my fellow group members. Some of the feedback that I
gave to member of my group included: not reading directly from a script but rather adlibbing more;
great tone throughout; good eye contact; and slow down when speaking.
Evidence: Servant Leadership Speech individual feedback form

functions of group communication by
Hirokawa
of functions of group communication
(Hirokawa)
Student will show knowledge of techniques
regarding giving and accepting of feedback
Student will describe examples of giving
and accepting feedback.

facilitation and de-briefing techniques
framing and breaking the frame
framing and breaking the frame
Student will show knowledge of organizing
meetings / setting agendas / and leading
meetings
organizing meetings / setting agendas /
leading meetings
Parliamentary Procedure
Student will show knowledge of techniques
113.
114.
for working with difficult people

using techniques to work effectively with
difficult people
Student will show knowledge of the stages
of group development (Tuckman, Bennis or
others)
115.

group development in use (Tuckman,
Bennis or others).
116.
Student will show knowledge of group

dynamics and group roles
group dynamics and group roles
memberships skills in groups
membership skills in use
117.
118.
119.
120
HDF 190
HDF 190
In HDF 190, we learned about the stages of group development by Tuckman. There are five steps to
the model: forming, storming, norming, performing, and adjourning. Forming means that the group is
oriented to the task and objectives at hand. Some ways for the group to work through forming is to do
icebreakers and teambuilding activities so everyone gets to know each other better. The next step,
storming. This step requires the group to have an emotional response to task demands. One way to
help the storming process is to create a group contract that outlines responsibilities within the group
and what everyone should be expecting of the other group members. Next is norming. For norming to
occur, the group must cooperate and address any issues that are still arising within the group. One way
to further advance the norming process is to talk with the group to make sure no one is feeling as if
they are not part of the group, and in extreme situations, an outside consultant might be helpful to
make sure sabotage does not occur within the group. Next is performing. Performing means exactly
that, performing the task at hand with the group. Finally, adjourning. Adjourning means that the group
has completed the task at hand and now it is time to debrief and discuss what happened during the
project. One way to further the adjourning phase is to do closure activities with the group and simply sit
down and talk with everyone. Some topics to discuss are: what did you learn about your team from this
experience, how did the team work together as a whole, and did you learn anything about yourself from
this experience?
Evidence: Achieving Group-Defined Success and Positive Personal Experiences in Organizations
In HDF 190, we completed a group project on servant leadership. In our group speech at the end of the
semester, I talked about group development. I discussed the five stages, forming, storming, norming,
performing, and adjourning, and how they related to our group as we went through the project. For
forming: When we were first told about the servant leadership project, our group started to brainstorm
what project we should do. Martin explained to us that he had started an organization (Ocean Notion)
which organized beach cleanups in Rhode Island. Next we stormed. Our group made a contract before
starting the project. As a group, we decided that everyone should have fun and that we should all work
together (not have one person doing the majority of the work). We also decided that everyone will be
graded the same, unless one person was obviously slacking off. Then the norming phase. We worked
together and cooperated all the while getting a plan put together. Our groups hardest obstacle to
overcome was coming up with a time where a majority of our group could go. Since our group was very
busy with other school functions, we had a very difficult time. We eventually found a date and time
where almost everyone was able to attend. We also had a road bump when trying to figure out which
beach to clean (We wound up changing the location at the last minute when we found out that the
beach had two other cleanup groups the day before. Next we performed the project. We went to
Rodger Wheeler State beach and cleaned up the beach and the surrounding road ways. In the end we
had filled 21 bags of trash in two hours. Finally we adjourned. Our group adjourned by putting together
the group speech and talking about what we learned from the experience, how we worked together as
a group, and what other conclusions we formed.
Evidence: Group Speech Outline
.
121
.
122
.
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
COM 100
123
.
Student will demonstrate proficiency in

informative and persuasive public speaking
COM 100
124
.
Student will show knowledge of planning

and conducting interviews (as the
interviewer)
COM 100
125
.
126
.

planning and conducting interviews (as the
interviewer)
Student will show knowledge of preparing
for and effective answers in interviews (as
the interviewee)
COM 100
Two types of speeches that are most commonly given are informative and persuasive speeches. For
informative speeches, there are four categories of speeches: objects, process, event, and concept. The
main goal of an informative speech is to inform or educate the audience on a topic that falls into these
categories. When organizing the speech, be sure to include the topic of the speech, the purpose of the
speech, a thesis, and 3-5 main points. When giving the speech, you must make sure that there is no
bias in the way you are talking about the subject matter. If you want to try to persuade someone to do
something, you must prepare a persuasive speech. The main goal of a persuasive speech is to
obviously persuade someone into doing something. Persuasive speeches impact the audience in one
of four ways: impact their attitude, impact their beliefs, impact their values, or impact their behavior.
When creating the speech, remember that the words you choose to use and how you deliver the
speech are all powerful ways to get your message across.
In COM 100, we had to give an informative speech and a persuasive speech in class. For my
informative speech, I informed the class on the history and evolution of Halloween costumes. I
prepared the speech making sure that I was not using too many nonverbal (i.e. pacing, hand gestures,
touching of hair, etc.). While delivering the speech, I was careful to make sure that the speech was
informative and not persuasive. For my persuasive speech, I persuaded the class to help the nonprofit
PawsWatch which is a local Rhode Island animal welfare group that works with controlling the feral cat
population in the state. For this speech, I made sure to include persuasive intonations in my voice to
really try and get the class to go online and help the cause. I feel that I demonstrated proficiency in
both informative and persuasive because I received high grades for both speeches.
Evidence: Grading Rubric for Informative Speech and grade for persuasive speech
In COM 100, when we discussed public speaking, we also discussed planning interviews. Before you
start to ask questions to the person who you are interviewing, one must consider the view point of the
interviewee. You must make sure that the person you are interviewing is knowledgeable of the topic in
which you are interviewing them for. Before going into the interview, it is best to have questions already
written out. You want to craft these questions before the interview so that way you know what you are
going to ask and also so you do not forget to ask something. When crafting these questions, avoid
yes/no questions, rather opt for more open-ended questions so you can get the most information that
you can. At the beginning of the interview, make sure that the interviewee understands what you are
interviewing them for, and if you are going to be recording the interview, make sure that you tell them.
When asking the questions, make sure they are clear and easy for the interviewee to understand. From
the answers that you receive, you can ask follow-up questions to further understand the answer the
interviewee has given. After the interview is over, make sure to thank the interviewee. Another good
practice is to send a follow up email again thanking them and if you have any additional questions ask
them in the email.
In COM 100, we discussed how to prepare for a job interview. Before going into the job interview, or
any interview, make sure that you research more on the organization you are being interviewed for and
make sure you understand what position you are interviewing for. Also, practice your answers to basic
questions (such as what are your strengths, why do you want this job, etc.). Dress for the job, if the
interview is formal make sure your outfit matches. Once you arrive at the interview, make sure you are
on time, approach the building with confidence, be polite to everyone you meet (you never know if that
person you meet in the elevator will be the person who will be interviewing you!), and make sure you
introduce yourself in a professional way. While in the interview, make sure you answer the questions
that you are being asked, do not go off on a tangent during a question and wind up not answering the
question. While answering questions, make sure to keep eye contact and if you are unsure about
something, ASK. After the interview is over, make sure you thank the interviewer and leave a positive
impression of yourself and abilities. After leaving in a timely manner, send a quick thank you note to the
interviewer thanking them for their time. This email also shows that you are very interested in the
position that you just interviewed for.
127
.
128
.
129
.
130
.

preparing for and being interviewed
131
.
132
.
133
.
134
.
Student will demonstrate proficiency in

intercultural communication

collaboration / coalition building
working in collaboratives/coalitions
Intercultural communication considerations
Student will describe ways to maintain

accountability in leadership / member
relationships
related to maintaining accountability as a
leader
Student will describe ways to build
relationships between leaders and
members
COM 100
HDF 190
In COM 100, we discussed intercultural communication. We discussed the six core values that
differentiate various cultural groups. The core values are cultural-individual, personal-contextual,
differences-similarities, static-dynamic, history/past-present/future, and privilege/disadvantage. These
six core values are all important to understand during intercultural communication. One must realize
that when communicating with a person from another culture, not everything they do is a cultural norm,
they simply might have idiosyncrasies. So make sure that you are observant of how the other person
acts just make sure that you do not start assuming everyone in that culture does everything the same
as him/her. Another thing to keep in mind is that since one is communicating with a person from
another culture, they both might have opposite feelings towards an event in history or something going
on presently in the world. It is important to realize that view-points will be different depending on where
the person is living. Another important thing to remember is to be cognizant about the living situations
of others. For example, people who grew up in America may have been privileged compared to
someone who grew up in Africa. So just be careful about what you say. A joke about first world
problems comes across as bragging to someone who grew up in a third world country.
-Relational Leadership Theory
In HDF 190, we learned about the Relational Leadership Model. This model, I think, describes ways to
build relationships between leaders and members. The model consists of five components: inclusive,
empowering, purposeful, ethical, and process-oriented. In order to build a leader member
relationship, both parties involved must be inclusive of the other. They both must understand that there
are different points of view and that one point of view is not more correct than another. Another aspect
that is important to building a relationship between leaders and members is empowering. All involved
must be empowering of each other and themselves. This is an important aspect because this
component allows the leaders and members to become closer through the sharing of information.
Another component, purposeful, is helpful because the leader and members must all have the
commitment to building a relationship, if one of the participants do not want to build a relationship, they
will not be as willing to work together. Another aspect, ethical, basically means that everyone involved
are wanting to build a relationship for all the right reasons. And finally, the building of the relationship
is process-oriented, this is how the group goes about building the relationship.
Some other ways of building a relationship between leaders and members are group bonding
exercises and most importantly is communication. Without communication, a relationship cannot form.
135
.
136
.
137
.
138
.
139
.
140
.

building relationships with members as a
leader
Student will describe how credibility applies
to leadership, as well as the characteristics
and skills of a credible leader
building, maintaining, and repairing his/her
own credibility as a leader
Student will describe ethical standards in
influence
141
.
142
.
143
.
144
.
145
.

mentoring and being mentored
Student will describe influence applies to

leadership
Student will describe principles of effective
mentoring, as well as problems particular
to the mentoring relationship
Student will describe principles of effective

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

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LEADERSHIP

Leadership Inventory Revised 8/30/2013

Leadership Inventory Revised 8/30/2013

CENTER FOR STUDENT LEADERSHIP DEVELOPMENT

Phone: (401) 874-2726

Fax: (401) 874-5317

CSLD Mission Statement

MINOR IN LEADERSHIP STUDIES

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

CORE REQUIREMENTS- 9 Credits

Only offered in spring for first-year students

HDF 290: Modern Leadership Issues

Offered Fall and Spring for sophomores & juniors

HDF 417: Leadership Internship

Experience through Office of Experiential Learning & Community Engagement

Internship Class in Academic Major

The only time the major and minor can overlap

HDF 412: Historical, Multi-ethnic & Alternative Leadership

Offered only in the fall with preference given to seniors

COM 402: Leadership & Motivation

Offered in the spring and summer with Dr. Leatham

BUS 441: Leadership Skills Development

HPR 411/412: Honors Senior Seminar

HDF 492: Leadership Minor Portfolio

Offered in the fall and spring with Dr. Cooper

MINOR ELECTIVES-9 credits

COM 402: Leadership and Motivation (capstone option)

HDF 416: Leadership in Organizations

COM 208: Argumentation and Debate

GWS 150: Introduction to Womens Studies

MSL 201: Military Skills and History of Warfare

Leadership Inventory Revised 8/30/2013

BECOMING A POSITIVE LEADER THROUGH DEVELOPMENT & INVOLVEMENT

4. Develop and Refine

Leadership theory and

3. Broaden Your Perspectives

Outcome Category: Self-Leadership

Student will demonstrate autonomy and a

Student will demonstrate personal,

Student will demonstrate the ability to

Student will express a personal code of

Student will demonstrate practice of the

Descriptive notes regarding learning and practice

Student will express a personal values

Student will describe goals and objective

Student will show knowledge of the

Student will show application of Maslows

HDF 190/CSV 302

Type Focus (MBTI), LAMP, and other

Student will show knowledge of the theory

Outcome Category: Leadership Theories

Student will show knowledge of the

Descriptive notes regarding learning and practice

Student will show knowledge of the

Student will describe personal application

Student will show knowledge of the

Student will show knowledge of the 14

Student will show knowledge of the

Student will describe personal application

Student will show knowledge of the

Student will describe personal application

Student will show knowledge of the