Leadership Inventory

LEADERSHIP
DEVELOPMENT
Outcomes & Evidence
Progress Inventory*
MINOR IN LEADERSHIP STUDIES
Center for Student Leadership Development
Memorial Union
University of Rhode Island
Name: Daniel Hunt
Date Enrolled:
Date of Graduation:2019
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
Target class
Additional Experiences
Descriptive notes regarding learning and practice
Lacrosse team
Self- discipline is the act one setting guidelines for oneself and following those guidelines consistently.
The first time I displayed personal self-discipline was my junior year, it was the year I decided to start
getting into shape and living healthier. Before the change junior year I never really worked out or had
self-discipline in any sense of it. I was just going to school and doing the same average thing every
freshmen and sophomore was doing. I played sports but I didnt really have self-discipline in those
sports until after I started working out for myself. After I decided to start working out I made a workout
schedule for when to go to the gym, it gave me a sense of structure and it helped me a lot with other
things due to the structure of going to the gym and school and other add ins I did. Organizational selfdiscipline came to out of me my senior year when I was captain of the lacrosse team. Being the captain
brought the actions of being a leader, role model, and a discipline but also fun person. My coach taught
me a lot about self- discipline, he gave us different ways and points of views to many different aspects
of things from the lacrosse field to the school zone to our personal lives. He explained as along as you
have some sort of discipline within yourself you can live the way you want. Academic self- discipline
came out of me when I was a freshmen mentor my junior year, my job as that was to help freshmen
coming into the high school get adjusted and help them with anything. This used self- discipline
because it took time out of my school time, but it was worth it due to learning a lot of new things from
the freshmen and having the sense of teaching someone else something new.
The week before college was full of excitement, and a lot of stress and dealing with emotions from
leaving my friends and family. Even though I only live about 45 minutes away leaving the high school
atmosphere of seeing the kids I grew up with every day to college where I know no one through my
emotions through a loop. I usually never really freak out over changes like moving to a new setting or
living with out my parents because I feel I am very independent. But the way I think that helped me the
most adjusting and managing my emotions was the things I did in URI101. It was a introductory class
for URI first year students to get a handle on college and school life. My mentors in that class gave me
great ideas of how to manage pretty much anything that will be thrown my way. From just hanging out
in URI101 and the friends I made from that class gave me the ability to manage my emotions with
everything.
1.
Student will demonstrate autonomy and a

minimized need for approval
2.
Student will demonstrate personal,

organizational, and academic examples
of self-discipline
Freshmen Mentor
3.
Student will demonstrate the ability to

manage emotions
URI101
4.
Student will demonstrate knowledge of

stress management methods
manage stress
5.
6.
7.
8.
Student will express a personal code of

leadership / membership ethics
Student will demonstrate practice of the
personal code of ethics
Student will express a personal values
BUS111
This year was my first of college and that brought a huge amount of stress on my shoulders. It was a
whole new atmosphere I was not used to and I had a week to get used to it an get good grades and
make new friends. I am not one for being the most stressed out but I believe its because I have a good
style of managing my stress. For example this pasted weekend I had a business calculus project due
at 11:55pm, then 3 different homeworks due at 11:59pm. This was my first stressful situation so far for
school this far which is pretty good. My strategy to distress my life is just dont think about it all
together, just think about it in sequences. For example I did my project first because it was my number
one priority then I did the other homeworks because those were important just less important. I realize
as long as I take things one at a time I dont get stressed out and I will have a better outcome of things.
9.
10
.
statement
Student will demonstrate practice of the
personal values statement
lead a project from start to finish (followthrough)
11.
Student will describe goals and objective

statements regarding personal issues,
career issues, and community issues
12
.
Student will show evidence of goals and

objectives that were planned and
achieved
13
.
14
.
15
.
Student will show knowledge of the

Hierarchy of Needs theory by Maslow
16
.
Student will show knowledge of the theory

of Superleadership by Manz & Sims
craftsmanship
URI
Internship
When I was younger I always liked to build things with wood and things of that sort, it was most likely
due to me being in the Boy Scouts, but anyways my first project where I fully did something start to
finish was when I built my first home wood derby car for Boy Scouts. We were all given a block of wood
with 4 wheels and bearings and nails. The objective was too build the car that would go down the track
the fastest. My team was my dad and I, I was only about 8 or 9 when I first made the derby car but my
dad had to do the power tools section of the operation. I had a month to make the car, I started making
plans and drawings of what I wanted the car to look like. That was the planning stage, then I started
sanding it and making its shape, which was the construction phase. I then finished it with the wheels
and paint. The more glamour side of the creation, this project was the first real like project I had done
at that time and it really taught me something about doing a project and working with someone even
though it was my dad.
In life everyone has goals, from personal goals to goals for their family or friends just about anything.
My personal goals begin with education, I want to graduate college with a double major and minor and
get out of college with out debt. In order for me to do this I must work very hard on my education part of
school but also get my name out there in the business world. Some personal goals are in regards to
having a family but obviously after college and my career is on its way. Community goals would
probably rely on where I end up living. If I am living in a run down town I am 100% fixing it up for
everyone there. Goals dont stop there though every day I have a new goal and hope to reach it with
everything I do.
I have always loved business, anything to do with it, I love to sell things, I feel its easy trade for me and
thats why I plan to be an entrepreneur for my major and career. I am in my freshmen year of college
and I have had a plan to get an internship since high school. I believe an internship would put me in the
right path towards having a more successful career. So one day during th first semester I was going to
my car and saw a flyer on it for an internship of running your own business which is exactly what im
into. I immediately filled out the flyer online and sent them my info and I got a call a few days later from
one of the managers and I did well with the call and he gave me a shot for an interview. I nailed the
interview and was selected to get the job as branch manager. I am now currently in the midst of this
internship and I made my first sale on 2/20/16, hopefully the summer will go by smoothly.
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,
Type Focus (MBTI), LAMP, and other
career inventories, etc.)
HDF 190
Leadership Institute
In HDF 190 we took two survey/ leadership questionnaires. They were the StrenghtQuest and VIA,
both similar but very different at the same time. My top 5 StrengthQuest components were futuristic,
includer, relator, strategic, and communication. I 100%use these everyday to my advantage and
sometimes a disadvantage, I communicate daily with my coworkers, friends, and more. I am always
thinking about the future and how we can better ourselves for the future, being an includer and relator
also help because you can really feel the situation and be inclusive with everything and one involved. I
use strategic by planning my days and classes apart to make time for work and other things. My VIA
top results were humor, social intelligence, curiosity, perspective, and creativity. Curiosity and creavtity
go hand in hand I feel because in order to be creative you must be curious about things and how they
look or see or do or feel. Then I use perspective to lead my conversations, it gives a better path for the
conversation and gives two sides of every story. Humor and social intelligence go hand in hand also
because I use my humor to social interact with others.
17
.
Student will show application of Manz &

Sims theory to own life
Outcome Category: Leadership Theories

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

Authority and Bureaucracy theory of
leadership Weber
Student will describe personal application
of the above theory (Weber)

Servant Leadership theory of leadership
by Greenleaf
HDF 190
27
.

of the above theory (Greenleaf)
HDF 190
28
.
29

Principle Centered Leadership theory
by Covey
of the above theory (Covey)

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)
I have seen servant leadership and like to call myself a servant leader. A servant leader according to
Greenleaf a servant leader is someone who wants to lead and the feeling comes from within. A servant
leader is someone who is already helping a cause before they ask for help. For example our servant
leadership project in HDF 190 focused on doing something good for the environment. My classmate
already had a plan for our group, he owns his own nonprofit organization called Notion Ocean, it
focuses on cleaning the beaches around and spreading awareness for beach pollution.
My personal application of Greenleafs servant leadership model was proven through the group project
we did in FLITE, our mission was to help the environment in some way through URI or our own
organization. For our project, one of my group members owns his own nonprofit organization called
Ocean Notion, its all about spreading awareness of beach pollution and we set up a beach clean up. I
believe we used Greenleafs model because we already had feeling to serve the community, everyone
in the group had already in some way gave back to their community and thats what a servant leader is
all about. Also during the beach clean up we saw characteristics of a servant leader in the random
strangers that helped clean the beach with us. That just proves we accomplished part of our goals as a
group and organization.
.
30
.
31
.
32
.
33
.
34
.
35
.
36
.
37
.
Student will show knowledge of the 14

Points / TQM theory of leadership by
Deming
of the above theory (Deming)
Visionary Leadership (now often cited
as Transformational Leadership) theory
by Sashkin
of the above theory (Sashkin)
Individuals in Organizations leadership
theory by Argyris
of the above theory (Argyris)
Students will demonstrate knowledge of
the 4 Vs theory of leadership by Grace
(Center for Ethical Leadership)
HDF 190

of the above theory (Grace)
HDF 190
In HDF 190 we went over the 4 Vs, they begin with Values, Vision, Voice, and
Virtue. The value of leadership begins with understanding and committing to the
job or situation at hand, then it goes to vision, where you must visualize the future
of the activity at hand. Bringing ones voice in to context means to prove your
message to others in a way you know would help and motivate. And then there is
the virtue component which means understanding what u practice and do is what
you become and look like to others. A leader needs to be able to see these 4 Vs in
order to lead in a ethical way according to Grace. In HDF 190 we really dove into our
values in our life at school and at home. I saw that my life this ethical leadership
model fits well with how I lead. I need to understand the problem or situation at
hand to fully help and commit myself to finding the solution. Then I must see myself
completing the project so I can motivate others or myself to finish them. Then when I
am finished I can see that what I did will better myself for the future.
In HDF 190 our second assessment was on Relational leadership model which
brought up the 4 Vs stated by Grace. The assessment asked us to make interview
questions for future FLITE mentors which incorporated the model, I based some of
my questions using what I learned from the 4 Vs, for example one of the Vs
stands for value. In one of the interview questions I asked about purpose, this is the
same as value I think. The value of something is most of the time the purpose of that
thing. If they could prove they had a value of some sort that showed me they could
put a purpose with everything they do. Another V was Vision, I asked if they were
ever part of a team of some sort, this shows me their vision on working with others,
if they have already worked on a team it shows me they can see a goal and take steps
with others to reach it. Vision is be able to map out what to do next and to set a goal
for what your mapping out. I believe I personally used Graces theory in my
interview questions for the HDF 190 assessment 2.
38
.
39
.
40
.

Situational Leadership theory by Hersey
& Blanchard
of the above theory (Hersey & Blanchard)
Relational Leadership model by
Komives, McMahon & Lucas
HDF 190
41
.

of the above theory (Komives et al)
HDF 190
42
.

concept of constructivism
school
In HDF 190 we took a test regarding the Relational Leadership Model, we had to
memorize the grid we were given in class and be able to remember what inclusive,
empowering, purposeful, ethical, and process-oriented. These 5 components are key
to mastering the relational leadership portion in the journey of leadership. To be
inclusive you must know your self and others, you must be fair and understand
everyone is equal and you have to listen to others. To be empowering you must share
the power, you have to know your self-esteem, and be the gatekeeper. You must
know your purpose and have a hopeful attitude to identify your true goals. You
need to be ethical in your decision making on and off work or school property, so
you can be reliable. Finally you must trust the process and believe in the process
rather than the outcome and be able to collaborate with others.
In HDF 190 we had to do a relational leadership model assessment, which included
making up interview questions for future FLITE peer leaders while influencing the
components in each question. Also we had to explain why students at URI should
uphold the ethical and Inclusive URI expectations throughout the community
and how we can spread awareness of it. Some of the questions I asked for the future
FLITE peer leaders regarded giving advice, I believe if someone can be a good
advice giver they can better mentor the student and give them the right advice to the
student rather than giving them a wrong path. I also asked about what roles of
power they have been in to see if they actually have held a role of power, if they
never had a role of power they wouldnt have the experience to lead. I also asked
about any long term experience they have been involved in. This shows if they can
stick with something even if it gets hard. If they can show they stuck with something
long term it shows they can be responsible also. For showing the community to
respect the expectations of URI by telling people to get involved in as much as
possible because that is key to having fun at URI. Also everyone needs to respect one
another because everyone is different and people need to see that.
Constructivism is the theory of people learning on their own through experiences to
construct their own knowledge of it. I feel we all use constructivism, especially since
we were young, we learned what not to do by doing it. For example when we were
young and we touched the hot pan, we did not touch that pan again when it was on
the stove because we learned that it was bad. Thats just a basic example of explain
constructivism to a real life situation. Constructivism is using what you learned
from past experiences to further use that knowledge and put it to good use in the
future. I feel constructivism is a basic part of life, and if people can see that they can
start using it to their advantage
43
.
Students will describe personal examples

of implementing constructivism
44
.
45
.
46
.

experiential learning in leadership
development (Kolb)
of experiential learning in leadership
development (Kolb)
Social Change Model of Leadership
Development by Astin et al
47
.

of the above theory (Astin et al)
48
.

the Leadership Identity Development
Model by Komives et al
classroom
Constructivism can be shown through many examples, for starters, when we were
young and we first touch a pan that comes off the stove, we then learned that
touching a pan off the stove is bad and we should not do it. Also a teacher who
implements to use real life problems with their work for the students makes it so the
students demonstrate constructivism without them evening knowing. I have used
constructivism in not only school but in sports and in other life situations. A sports
example would have to be in indoor track and field, for the first two years of
throwing shot put I had no real coach for it due to the track coach only being a
runner. But I used the tips he gave me and the feedback along with my own little
add on from figuring out how to throw the 12pound ball as far as I can. I also saw
constructivism when I started to work out in high school. I went through a phase of
working out, I was making good results and I was feeling good, I stopped working
out for a time and gained some of the weight back, I use constructivism now because
I know what I need to do to loose weight and I can use what I did then in high
school to now.
HDF 190
The social change model of leadership development focuses on the 7 Cs, which
include consciousness of self, congruence, commitment, collaboration, common
purpose, controversy with civility, and citizenship. These 7 Cs are the values of the
social change model and the key components needed to make change in ones life or
the society. The SCM also talks about change agents, which are people who has an
understanding, motivation, and skills to create a positive change, which is also a key
to being a great leader. By learning the components of the SCM I am able to put it in
my every day life. In HDF 190 I believe everyone in the class act as change agents,
were all in it for the greater good not just ourselves, if everyone in the world can
become a change agent, the world would be better place.
A personal application to this model was our group project in HDF 190. It started
out as an individual task of Martin my classmate who started the organization
Ocean Notion, he wanted to make a change in the environment so he did, then it
went to a group setting in HDF 190 when we were asked to help the environment in
some way as a group and bring it back to leadership. We cleaned up the beach near
URI, and that is where I saw the last connection of SCM. Other people that did not
even know us started cleaning up the beach. We used Commitment, collaboration,
and common purpose, along with citizenship to help better the environment and
spread awareness to the society which I think we accomplished when the strangers
started helping us clean the beach.
HDF 190
49
.
50
.
51
.
52
.
53
.
54
.
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)
55
.

of the above theory
56
.
57
.

contingency approach to leadership by
Fiedler
of the above theory (Fiedler)

behavior theories of leadership from
Michigan and Ohio State
of the above theories (Michigan & Ohio
State)
Charismatic leadership
HDF 190
Freshmen
mentor
Charismatic leadership is a leader who can commit themselves to someone else to

motivate them in any way and make them go for what they set out to do. A
charismatic leader is also someone who can lead at a high level and have their
colleagues perform at high levels. They achieve there mentoring and leading goals
by also having a lot of charm and they like to focus on one person at a time. This
gives them advantage in some categories of leadership, they can fully commit
themselves to that single person to then help them uphold their goals and values. A
charismatic leader also uses other things besides charm to help lead the peer, for
example they could put themselves in the situation they want their peer to do to
show them a trust factor and that the leader has gone through what the peer is about
to go through. Being a charismatic leader can be challenging at times due to not
having that so called power stance but rather proving their leadership abilities
through charm and charisma.
Freshmen mentoring was definitely a charismatic situation of leadership. As a
freshmen mentor your power level is not very high due to not being a teacher but
just a student, so to lead in that situation I had to be a charming person and grow a
better relation with the freshmen rather than just stating to them I am the boss and
you have to listen to me. Thats not a leader or a mentor, a mentor first has to
understand the student, pick out what could be worked on and from their the
mentor or leader has to build that relationship off charm and trust. Which are two
key characteristics of a charismatic leader. An example of me witnessing charismatic
leadership would have to be in HDF 190. The teacher Melissa, was obviously held
the power role of the class, but she does not lead through that in my eyes. Every
class she was never demanding of any sorts, she used her charm to teach us which I
believe built a better relationship with her and I understood the material better.
58
.
59
.
60
.
61
.
62
.
63
.
64
.
65
.
66
.
67
.

Path-Goal theory by House
of the above theory (House)
Leader Member Exchange (LMX) theory
of the above theory
Leadership Substitutes Theory
of the above theory
Models of leader emergence
Student will describe the impact of traits
on leadership emergence and
performance
Chaos approach to leadership by
Wheatley
of the above theory (Wheatley)
Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership

Outcome
68
.
69
.
70
.
71
.
72
.
73
.
74
.
75
.
76
.
77
.
78
.
79
.
80
.
81
.
Target class
Student will demonstrate how cultural

anthropology / paradigms relate to
leadership
Student will describe personal example
of using cultural anthropology /
paradigms as a leader
the Cycles of Socialization (Harro)
theory and its uses in leadership
Students will demonstrate personal
application of the Cycles of
Socialization (Harro)
the Cycles of Liberation (Harro) theory
and its uses in leadership
Student will demonstrate personal
application of the Cycles of Liberation
(Harro)
the Configuration of Power (Franklin)
and its relationship to leadership
application of the Configuration of
Power (Franklin)
racial identity development via the Cross,
Helms or other models (Ferdman &
Gallegos; Kim; Horse; Wijeyesinghe etc.)
application of model(s) of racial identity
development above
McIntoshs theory of privilege and its
relationship to leadership
application of McIntoshs theory
Student will describe the differences and
similarities of individual and institutional
oppression and relationships to
leadership
Student will show knowledge of effective
leadership as it relates to change agency
HDF 190
In HDF 190 we discussed a change agent, which is a person who tries to understand the problem and
use his/her skills to create a positive change. In many ways a change agent can be a leader or be a
characteristic of being a leader, in some ways you must become a change agent to understand the key
concepts of being a leader. Being an effective leader means you take the situation at hand, understand
the true meaning behind the problem and try to lead yourself or group to the common goal which is
82
.
Student will describe personal examples

of being a change agent
83
.
84
.
85
.
86
.
87
.
Student will create a personal code of

inclusive leadership
usually a positive one for everyone. If one can lead a group of people to become a change agent you
will be killing two birds with one stone in a sense because you will be making a better leader and
creating a change agent. Effective leadership also relates to change agency because they both include
finding a positive answer and reaching a common good.
In HDF 190, I first hand saw what it was to be a change agent and learned how to become a better
change agent. For starters in the SCM model we discussed the change agent and we were proven as
change agents when we completed our group project that regarded the environment. I believe we were
change agents because we understood why we needed to clean the beaches around and spread
awareness of the beach pollution, also doing those things brings upon a positive change in the
community we proved that by making the beach more beautiful and we had strangers help us pick the
beach up which proved we spread awareness about the beach pollution. I also believe I was a change
agent when I was a freshmen mentor in high school. My job as a mentor was to help the freshmen
adjust to high school, I had to understand their problems to be able to motivate them and create a
positive change for their aspect of high school.
HDF 190
Freshmen mentor

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
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
Target class
.
93
.
94
.
95
.
96
.
97
.
98
.
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
leadership that is used in crisis
Lacrosse
Student will describe examples of

leadership in crisis situations
It was triple overtime in one of my lacrosse games senior year and I was the captain,
we got two penalties so we were on a 6 on 4, with the goalie, I was playing defense at
the time and the ball was in the middle of y other two teammates and the the 3
midfielders trying to score on our goalie, I quickly run through the pile and scoop
the ball and get out of our zone, this was just one physical example of my leadership
role as being captain. Another example of leadership in a crisis situation would be
Outcome Category: Interpersonal and Organizational Concepts & Skills

Outcome
99.
100
.
101
.
102
.
103
.
Target class

active listening techniques
Student will describe examples of using
active listening skills
functions of group communication by
Hirokawa
of functions of group communication
(Hirokawa)
Student will show knowledge of techniques
regarding giving and accepting of feedback
HDF 190
Com 100
During Com 100 and HDF 190 I had to learn about giving feedback on peers presentations, in Com
100 we went over some techniques regarding giving feedback. To start off we went over how good
feedback isnt always the best option or best feedback, sometimes you need to give bad feedback in
104
.
Student will describe examples of giving

and accepting feedback.
105
.
106
.
107
.
108
.
109
.
110.

facilitation and de-briefing techniques
111.
112.
113.
114.
115.
116.
117.
118.

facilitation and de-briefing techniques
framing and breaking the frame
framing and breaking the frame
Student will show knowledge of organizing
meetings / setting agendas / and leading
meetings
organizing meetings / setting agendas /
leading meetings
Parliamentary Procedure
Student will show knowledge of techniques
for working with difficult people
using techniques to work effectively with
difficult people
Student will show knowledge of the stages
of group development (Tuckman, Bennis or
others)
group development in use (Tuckman,
Bennis or others).
Student will show knowledge of group
dynamics and group roles
group dynamics and group roles
Com 100
regards of what they did wrong. Also we talked about how we should talk about every part of the
presentation from beginning to end just so the end presenter can know what they did wrong and what
the did good on. Now regarding accepting the feedback we discussed the different ways to can see the
feedback you get from peers whether its good feedback or bad. When accepting good feedback thats
always good it means you did something good and correct and can focus on improving your other
strengths or weaknesses. When accepting bad feedback can also be a good thing, it can help you
learn from what you did wrong so you wont do it in future projects and such.
In my Com 100 our first presentation was a speech about ourselves. In many peoples eyes this might
be frightening just because they dont like talking about them selves in general. The prompt was about
how communication affects your life, personality wise and in general wise. This was my first
presentation in college so it was not the best and my teacher was very nice but did go all out on
criticism, which is not a bad thing. She pretty much ripped everyones speech apart to the bone, but it
was not mean or rude things, they were all constructive in some way regardless if the student or I
thought it wasnt. She made everyone in the class give a good feedback and bad feedback for every
presentation. This was the first major example of me receiving feedback on my project and being able
to give feedback on other peoples presentations.
119.
120
.
121
.
122
.
memberships skills in groups

membership skills in use
Challenge and Support theory by Sanford,
and its relationship to organizations
using the theory of Challenge and Support
(Sanford)
construction / elements of informative and
persuasive speeches
Com 100
Com 100 was very informational for me in my first semester of college we did many tasks that helped
me learn the roots of college and what I will be doing here and some helpful hints on other things. Our
first informative essay was about substance abuse in the US. Obviously being a college student when
given the task of writing a speech about something were interested in we instantly go to sports or
something like that, but I believe that the substance abuse in the US is something that should be
addressed to the people. Our teacher gave us an outline for the speech, and pretty much said have fun
and if you have questions ask. I constructed my speech into 3 main parts, the types of substance
abuse then I followed each one with info about the abuse and the different effects and ways to abuse it.
I also added in facts that I thought grab the readers attention. The teacher said as long as you never
lose the audiences attention and dont bore them to death they will gain some amount of knowledge
from our speech.
For my internship we went through some training so we had some idea about interviewing for painters
and such. For example, they explained that you should not have the interview at a very populated
place because one, that gives a bad impression on yourself because you are giving the interviewee a
bad environment to talk/work and show you what they got. They said use a public place but quiet and
not very populated, it allows the interviewee to explain him or herself better and lets me build better
rapport with the potential worker. I also have learned to set standards for interviews such as tardiness
and neatness of the application, it goes a long way if you try to beat neat and look as professional as
you can.
For my college freshmen year summer I have been able to get an internship with Collegiate
Entrepreneurs, I am running my own residential painting company, with this I must interview people
who want to paint for me and also I have a production manger position. So far I have interviewed about
15 people, all mostly close friends from high school or referrals. I took each interview very seriously as
I take this internship my first at showing people I can run a business on my own. I did most of my
interviews at my recent Dunkin Donuts, because it was pretty quiet at the times I interviewed. The
company gave us some questions we should ask our possible painters so we know if they will be a
good painter at least have the anticipation of being a good painter. Some of the main company
questions included, will you have transportation? Are you scared of heights? Have you ever done
physical labor work? And so on. My questions were more along the lines of have you ever been on a
sports team or a team or club of some sort, this shows me they can work with others and work towards
a common goal. I also asked why they wanted to be on my painting team, this shows me if they have a
purpose for working and will give me a peace of mind for them showing up to every job. If they believe
and have a purpose they wont be late and wont disappoint me. I also based the interviewe getting the
job based on his attire to the job interview. I didnt expect a suit but business causal, it shows me they
are professional and not just a lazy kid trying to get a side job. So far I have 2 product managers and 5
painters hired, the interview and job process is only a few days and I was able to get my crew together
pretty quickly, I did have to say no to some people, but they did understand why. I was fair and gave
everyone a fair shot.
123
.
124
.
Student will demonstrate proficiency in

informative and persuasive public speaking
Student will show knowledge of planning
and conducting interviews (as the
interviewer)
Internship
125
.

planning and conducting interviews (as the
interviewer)
Internship
126
.
Student will show knowledge of preparing

for and effective answers in interviews (as
the interviewee)
internship
127
.

preparing for and being interviewed
Internship
128
.
129
.
130
.
131
.
132
.
133
.
134
.
135
.
136
.

collaboration / coalition building
working in collaboratives/coalitions
Intercultural communication considerations
Student will demonstrate proficiency in
intercultural communication
Student will describe ways to maintain
accountability in leadership / member
relationships
related to maintaining accountability as a
leader
Student will describe ways to build
relationships between leaders and
members
building relationships with members as a
leader
Student will describe how credibility applies
to leadership, as well as the characteristics
and skills of a credible leader
For my internship at Collegiate Entrepreneurs I had to go through a few interview processes. The first
interview process was with my manager now, I replied to one of his flyers he put out for the internship
and I was immediately contacted for further info. I was interviewed by my manager now to see if I was
able to be interviewed by the vice president of the company. I made it by the first interview and went on
to the second to the vice president. For that I went to some meetings with my manager to go over
some things the VP might ask me which helped me prepare for what I might come up, also to phrase
my answers so I dont seem like I am making excuses. For example, my GPA was 2.6 which could be a
red flag for the interviewer when going over my resume. I prepared for this before my interview with the
VP and he did in fact ask me why it was low. But I was prepared and answered him promptly and
effectively due to me receiving the internship. I also went through common asked interview questions I
found on the inter web, which helped me just know what I could be expecting during the interview. I
believed I did well preparing for it and proved that by getting the internship.
For my internship I was interviewed via video chat for my interview session which was a tad weird and
difficult because I like to meet people in person to grow that personal relationship. Preparing for this
interview I took multiple steps to achieve being ready for it, for example I asked my father and previous
bosses, for some advice with bigger interviews and I used their advice towards my interview. I have
worked for two sole proprietor businesses and have learned a lot of skills and ways to problem solve
differently. When being asked during the interview I was asked about my previous work and I explained
that I worked for two sole business owners, it gave me some credibility towards being aware of what it
takes to run a business on ones own. The internship is not the only interview process I have been
through so far, for example the first interview I ever did was for Phantom Farms, my first job, I was a
sophomore and finally got my license so I could get a job. For this interview I did not prepare, it was m
first one, I went at it as if I failed I would learn from it and get another interview somewhere else. But I
was hired fortunately which was also a good thing because I must of done something right. Overall
through my interview processes I have ultimately learned something good from each experience.
137
.
138
.
139
.
140
.

building, maintaining, and repairing his/her
own credibility as a leader
Student will describe ethical standards in
influence
141
.

mentoring and being mentored
142
.
143
.
144
.
145
.
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
Student will describe influence applies to

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

of organizational analysis using the four
frames of organizations (Bolman and Deal)
Freshmen
mentoring
HDF 190
One personal example of being a mentor would be my junior year in high school.
One of my favorite teachers started a group at the school to help freshmen adjust to
high school and be their older sibling. I thought the group would be great because
I had no older siblings when I went in to high school and it was a little tougher
getting used to it and not having that older person around like some of my friends
did. So I applied and was able to get the position as a freshmen mentor. We went
through a day of training before school started and went in a day early for our start
of school to help show the freshmen around and have them get used to the school.
My group of freshmen were great, I liked all of them and they all had a good
relationship with me. Even if they didnt participate or perhaps listen to my advice
they still gave me the respect and acted liked they did. I grew a strong relationship
with some of the kids in the class and definitely helped them in some other way
through knowing them for my last two years of high school. An example of being
mentored can be shown through my journey of FLITE with my mentor Edith. Edith
went through the same class so she went through the hoops I had to jump through
to finish. Edith was always giving advice to doing the projects or texting us
reminding us we had things due. She was also their for me if I needed something
outside of FLITE she was a friend and a mentor, which is the best of both worlds.

Leadership Inventory

Uploaded by

Copyright:

Available Formats

You might also like

Leadership Inventory

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Leadership Inventory

Uploaded by

Copyright:

Available Formats

LEADERSHIP

Leadership Inventory Revised 8/30/2013

Leadership Inventory Revised 8/30/2013

CENTER FOR STUDENT LEADERSHIP DEVELOPMENT

Phone: (401) 874-2726

Fax: (401) 874-5317

CSLD Mission Statement

MINOR IN LEADERSHIP STUDIES

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

CORE REQUIREMENTS- 9 Credits

Only offered in spring for first-year students

HDF 290: Modern Leadership Issues

Offered Fall and Spring for sophomores & juniors

HDF 417: Leadership Internship

Experience through Office of Experiential Learning & Community Engagement

Internship Class in Academic Major

The only time the major and minor can overlap

HDF 412: Historical, Multi-ethnic & Alternative Leadership

Offered only in the fall with preference given to seniors

COM 402: Leadership & Motivation

Offered in the spring and summer with Dr. Leatham

BUS 441: Leadership Skills Development

HPR 411/412: Honors Senior Seminar

HDF 492: Leadership Minor Portfolio

Offered in the fall and spring with Dr. Cooper

MINOR ELECTIVES-9 credits

COM 402: Leadership and Motivation (capstone option)

HDF 416: Leadership in Organizations

COM 208: Argumentation and Debate

GWS 150: Introduction to Womens Studies

MSL 201: Military Skills and History of Warfare

Leadership Inventory Revised 8/30/2013

BECOMING A POSITIVE LEADER THROUGH DEVELOPMENT & INVOLVEMENT

4. Develop and Refine

Leadership theory and

3. Broaden Your Perspectives

Outcome Category: Self-Leadership

Descriptive notes regarding learning and practice

Student will demonstrate autonomy and a

Student will demonstrate personal,

Student will demonstrate the ability to

Student will demonstrate knowledge of

Student will express a personal code of

Student will describe goals and objective

Student will show evidence of goals and

Student will show knowledge of the

Student will show knowledge of the theory

Student will show application of Maslows

Student will show application of Manz &

Outcome Category: Leadership Theories

Student will show knowledge of the

Student will show knowledge of the

Student will describe personal application

Student will show knowledge of the

Descriptive notes regarding learning and practice

Student will show knowledge of the

Student will show knowledge of the 14