Outcomes & Evidence Progress Inventory : Leadership Development

LEADERSHIP
DEVELOPMENT
Outcomes & Evidence
Progress Inventory*
MINOR IN LEADERSHIP STUDIES
Center for Student Leadership Development
Memorial Union
University of Rhode Island
Name:
Date Enrolled:
Date of Graduation:
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
Hanging on the wall above my desk are my school year goals and academic schedule. These tools
help me stay disciplined and stick to a schedule. My personal self-discipline stems from the need to
bench my body weight and run a mile under 7 minutes. I have set these goals to better my physical
performance. My organizational discipline comes from my class and office hour schedule. Staying on
top of my schedule is important so I do not fall behind on my work. I am self-disciplined by always
attending classes and my office hours as an RA. My academic self-discipline is necessary to enhance
my knowledge and will to learn. I realize the things I learn in college will stay with me in my career so
performing proficient in my academics is important. SEE EVIDENCE #2
Early in my junior year of college (Fall 2016) I paid a visit to the counseling center because my
emotions were affecting my schoolwork, jobs, and relationship. In February 2016, my sister died from
cancer. She was battling for 4 years and only 21 years old by the time she passed. The summer
following, I had two surgeries so I was stuck in the house for most the summer. Going into my junior
year, I was balancing two heavily involving jobs, a stressful relationship of 4 years and a full course
load on top of the trauma from losing my sister. I broke up with my girlfriend a week into school
because I could not maintain a relationship properly. I grew anxious and could not focus on homework.
Never fully healed from the passing, I found relaxation in the gym. This was not enough so my Hall
Director referenced me to the counseling center. I attended 3 sessions, one with a therapist and two
others with a graduate student. Counseling let me release all my emotions and feelings in a
comfortable environment. I felt much better after the counseling sessions and managed my emotions
after those meetings.
1.
Student will demonstrate autonomy and a

minimized need for approval
2.
Student will demonstrate personal,

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

manage emotions
URI Counseling Center
4.
Student will demonstrate knowledge of

stress management methods
manage stress
Student will express a personal code of
leadership / membership ethics
Student will demonstrate practice of the
personal code of ethics
5.
6.
7.
8.
9.
10
.
11.
12
Work Resident Advisor
My personal code of ethics is reflected in my current job. As an RA I deal with enforcing rules,
mentoring residents, and bringing a sense of community to the dorm. I also have to follow rules myself
which are guided by my ethics and HRL code of conduct. One night, I was documenting a resident for
smoking marijuana in her dorm rom. She attempted to coerce me and ignoring the situation but I had to
follow through with the procedure because of my ethics. SEE EVIDENCE #7
Work - Resident Advisor
As an RA, I am required to plan and facilitate 4 programs for the residents. My goal is to achieve that
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
13
.
14
.
15
.
Student will show knowledge of the

Hierarchy of Needs theory by Maslow
16
.
17
.
Student will show knowledge of the theory

of Superleadership by Manz & Sims
requirement so I planned out programs that will benefit the residents. My first program was a
Halloween Safety night where a police officer came in to talk to residents about alcohol awareness.
There was also an arts and crafts portion where residents painted mason jars into jack-o-lanterns and
used an electronic tea candle to light the jars up. I had to plan this program by reaching out to URI PD
for an officer to come out and present. I also had to shop for supplies in order to achieve my goals.
SEE EVIDENCE #12
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 290
Retreat/Life
When I took my StrengthsQuest and VIA survey, I was not too surprised at the results. The strengths
from StrengthsQuest include Empathy, Developer, Belief, Harmony and Woo. Empathy means I can
sense the emotions of others. Developer, I see the potential and others and want to bring it out. My
Belief strength means I have a strong core system of values I live by. Harmony means I look for
grounds of agreement, often avoiding disputes. Woo stands for winning people over. I have applied
these strengths in reflection of my work, education and social interactions. My strengths from VIA are
Humor, Kindness, Love, Hope and Teamwork. Humor means I like to bring smiles to others. Kindness
refers to doing favors for other people. Love is valuing close relationships with close ones. Hope
means I looking forward to achieving the best in the future. Teamwork is the ability to work well with
others. I have reflected on these strengths and find how accurate they are to my life. Contrary, I also
noticed my lowest ranking characteristics, also known as my weaknesses. My bottom five picks from
VIA were Perspective, I tend to be closeminded at times, Self-Regulation, my willpower and discipline
to stay focused on myself is tough sometimes, Bravery, standing up for yourself and other. This is
opposite of my Harmony trait because I will shy away from conflict. Not very brave. Spirituality, I grew
up Catholic but I have drifted from that church a lot. Lastly, Humility, I tend to brag about myself
sometimes and always think I am right. I notice these weaknesses in social interactions mainly. SEE
EVIDENCE #15
Student will show application of Manz &

Sims theory to own life
Outcome Category: Leadership Theories

Outcome
Target class
18
.

Authority and Bureaucracy theory of
leadership Weber
HDF 290
SOC 100
The Authority and Bureaucracy theory is introduced by Max Weber. Weber proposed an authoritative
theory in an essay which centered around 3 different types of rule. These types of leadership rule are:
traditional, charismatic, and legal-rational. Traditional rule is legitimated on the sacredness of tradition,
or where the ability and right to rule is passed down. Charismatic authority is evident where a leaders
mission and vision inspire others. Legal-rational authority is empowered by a formalistic belief in the
content of the law (legal) or natural law (rationality) (http://danawilliams2.tripod.com/authority.html)
SEE EVIDENCE #18
19
.
20
Student will describe personal application

of the above theory (Weber)
HDF 290
The Scientific Management theory analyzes workflow to maximize efficiency. Improving labor
Scientific Management theory of

leadership by Taylor
21
.
22
.

of the above theory (Taylor)
23
.
24
.

of the above theory (Drucker)
25
.
26
.

of the above theory (MacGregor)
27
.

of the above theory (Greenleaf)
28
.
29
.
30
.

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

Management by Objectives theory of
leadership by Drucker
Student will show knowledge of Theory

X and Theory Y theory of leadership by
MacGregor

Servant Leadership theory of leadership
by Greenleaf
Student will show knowledge of the 14

Points / TQM theory of leadership by
Deming
production increases economic efficiency. The hardest workers got paid the highest. 4 principles
include creating laws and rules, then selecting a worker and training them. Next, divide work between
workers and managers and finally supervise cooperation. SEE EVIDENCE #20
HDF 290
Management by Objectives, or MBO, is a unique cycle of leadership from Peter Drucker. MBO clarifies
goals throughout an entire organization so that employees of all levels and management can work
together equally. The 5 step MBO process involves setting organizational objectives first. After
objectives are set, those objectives are cascades upon the employees to work on. Managers then
monitor the work in the next step. The fourth step is to evaluate the progress made on objectives.
Finally, the last step is to reward performance then start the cycle over from the beginning. SEE
EVIDENCE #22
HDF 290
Douglas Macgregor created this two-fold leadership theory that analyzes contrasting leadership styles.
Theory X assumes employees are naturally unmotivated. This creates managers who must control or
force employees to cooperatively work. Theory Y explains employees are in fact motivated. In this
theory, management is decentralized and work is incentivized for motivation. SEE EVIDENCE #24
HDF 290
Servant Leadership is a humble method where leaders are created by following. The leader in Servant
Leadership puts their followers first for them to grow. By the followers growing, they become more
mature, wiser, healthier, and freer. Servant leaders leave no one behind and account for all voices
when making a decision. Acceptance and empathy are important factors in a servant leader. Ten
characteristics of a servant leader include Listening, Empathy, Healing, Awareness, Persuasion,
Conceptualization, Foresight, Stewardship, Commitment to the Growth of People, and Building
Community. (https://www.regent.edu/acad/global/publications/jvl/vol1_iss1/Spears_Final.pdf) SEE
EVIDENCE #26
I am a supervisor in the Operations Department of the Ryan Center. My boss, the Operations Manager,
displays Servant Leadership to me. My boss has also been in my position which makes him the perfect
candidate for Servant Leadership. He started as a regular employee, then became supervisor, and
then assumed the position of manager after following the leadership before him. I have the potential to
follow my boss as a servant and have been rewarded as a leader (supervisor). My boss exemplifies the
10 characteristics by listening to employee input, teaches me new things every day, he rewards my
growth with compliments and wage raises, empathetic and appreciative to my hard work ethic. SEE
EVIDENCE #27
Work Ryan Center
HDF 290
The first point in Demings Quality Management Theory is the constant motivation towards
improvement. The leader should inspire others to stay competitive. The second point is to embrace
new change. Economics of society are changing and customer demands change with it. The third point
I to stop depending on inspections. Focus the quality on the production of products so there is no time,
money and effort wasted on inspecting products and trashing the defected products. The fourth point is
to use a single supplier per product. Create trust and loyalty with a partner and rely on only them for
the product. Fifth, improve constantly and forever. The free market breeds competition so by improving
processes and products, the organization can stay above the competition. Sixth, use training for all
jobs. Employees must be well trained in their job to maximize efficiency. Seventh, implement leadership
and identify leaders. Work can be more efficient if leaders take guidance and help inspire workers.
Eighth, eliminate fear. For maximum productivity, fear will not drive the workers to their full potential.
Create a more joyful environment to promote growth. Ninth, break down barriers between departments.
Working together can accomplish much more and communication will help achieve goals. Tenth,
remove unnecessary slogans. Workers should have a calm and quiet atmosphere. Also, eliminate work
standards/quotas. Eleventh, remove management by objective and numerical quotas for products.
Numerical goals focus on quantity rather than quality. Twelfth, eliminate annual ratings or merit
systems. Rankings will demoralize people at the bottom of the list. Thirtieth, apply education and selfimprovement to all workers. The organization can grow if every member grows along with it.
Fourteenth, all employees must work to accomplish transformation. Even the management at the top
should transform because transformation is equated to change and change can be beneficial in
competition. SEE EVIDENCE #30
31
.
32
.

of the above theory (Deming)
33
.

of the above theory (Sashkin)
34
.
35
.
36
.

Individuals in Organizations leadership
theory by Argyris
of the above theory (Argyris)
37
.
38
.

of the above theory (Grace)

Visionary Leadership (now often cited
as Transformational Leadership) theory
by Sashkin
Students will demonstrate knowledge of

the 4 Vs theory of leadership by Grace
(Center for Ethical Leadership)

Situational Leadership theory by Hersey
& Blanchard
HDF 290
HDF 290 Retreat
Visionary leaders guide people to a common goal by telling their group what the goal is, but not telling
them how to achieve it. This leader looks over a group as they figure the best solution while the leader
does not share his or her solution. This type of leader encourages thinking. Key qualities include
expressing and understanding feelings, confidence in their decisions, having good presentation skills,
and embracing change. SEE EVIDENCE #32
One exercise during the retreat reminds me of Visionary Leadership. In the last exercise, the group sat
in a circle with one member blindfolded in the middle. Our leader, Melissa Camba-Kelsay told us the
goal but did not tell us how to achieve it. The blindfolded member must reconstruct a pipe sculpture
with the limited verbal aid of the group. Mrs. Camba-Kelsay was the visionary leader by telling us our
goal but letting the group figure out the decision.
HDF 290
The 4 Vs leadership model is something great leaders can aspire to follow. The first V stands for value,
or a basis of what decisions are made on. Leaders should strongly follow their values through life.
Vision is the second V and that means leaders should perceive and view how their actions affect
themselves, others and the community. The third V is voice and voice is important because it is how
they tell others about their vision. Communication is important to accomplish goals. The last V stands
for virtue, morals and ethics that drive a leader from their core. Along with the 4 Vs are three other key
components to leadership, including service, polis and renewal. Service is in between vision to values
because when values are tested through service, the vision is revealed. Polis, stands for politics
because politics happen when voice and to vision are given to the public. Renewal is the element
where voice and values connect because leaders should express their voice on considering whether
their actions are consistent with values and vision.
(https://culchey13.wordpress.com/2014/03/18/theme-4%EF%BC%9Aanalysis-of-4-v-model-of-ethicalleadership/) SEE EVIDENCE #36
HDF 290
Situational Leadership theory by Hersey & Blanchard states that no one single leadership style can
manage all situations. They describe two different behaviors for dealing with situational leadership. The
first is a directive approach where the leader takes charge and tells followers specifically what to do
while monitoring them. The second behavior is supportive where the leader listens, communicates,
recognizes and encourages. Within these two behaviors, 4 different s leadership styles can be
combined for different outcomes. These styles are directing, delegating, supporting and, coaching.
Delegating is closely related to directing as coaching is closely related to supporting. There is also a
four step process in situational leadership to guide leaders. First, diagnosis the situation and evaluate
what needs to be done. Second, adapt to any circumstances and adjust behavior. Third, communicate
with others. Finally, advance and manage the situation. SEE EVIDENCE #38
39
.
40
.
41
.

of the above theory (Hersey & Blanchard)
42
.

concept of constructivism
HDF 290
43
.
Students will describe personal examples

of implementing constructivism
PSY 113
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)

Relational Leadership model by
Komives, McMahon & Lucas
of the above theory (Komives et al)
HDF 290
The concept of constructivism is based on how people learn. In this theory, people are guided to
construct their own understanding and perceptions of the world. By experiencing things and reflecting
on those experiences, knowledge and understanding can improve. Open-mindedness is key when
learning something new. We all get opportunities to learn, we just have to process that new information
in the context of what we already know. Thus, our new ideas or knowledge might change what we
previously believed. In constructivism, individuals are the creators of their own knowledge. Therefore,
to expand our knowledge, we must ask questions and explore continuously. SEE EVIDENCE #42
During PSY 113, chapter 8 of the textbook covered material on how humans learn. I can relate this to
constructivism because methods of learning are important. Topics we covered in chapter 8 included
different styles of learning. Auditory, Visual, Memorization, Hands-On are a few examples of different
styles. I learned through this class that I am a visual learner. I need to see things in order to process
the information. This was new information to me at the time and by taking the opportunity to learn from
this, I changed what I previously believed. SEE EVIDENCE #43
The social change model is important and effective to promote a positive change in the individual,
group, or society/community. There are 7 Cs to leadership, the first three affect the individual.
Consciousness of self is the first C. this refers to the beliefs, values, attitudes and emotions that help
motivate to take action. The second C is congruence, which means to understand and stay consistent
with ones values, beliefs and strengths. The third C is commitment, or the energy to motivate an
individual to serve. The second part of social change is the group values. There are 3 other Cs in
group value, the first being collaboration or working together as a group and striving for shared goals.
Common purpose is the next C and that means to work with the same aims and values as a collective
group. The last C in group values is controversy with civility. Not everyone in the group will agree on all
topics but overcoming these differences will make change easier. The last C falls under
society/community and it stands for citizenship. Practicing good citizenship, having civil responsibilities
and working towards goals that will better society are ways to promote social change. The 7 Cs lead
up to one last C, being Change. The ultimate goal is change and that can be accomplished by following
the Social Change Model of leadership. SEE EVIDENCE #46
.
48
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49
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50
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51
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52
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53
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54
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55
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56
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57
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58
.
59
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60
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61
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62
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63
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64
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65

the Leadership Identity Development
Model by Komives et al
Students will describe personal
application of the above theory. (Komives
et al)
the Strengths-Development Model by
Hulme et al
of the above theory (Hulme et al)
behavior theories of leadership from
Michigan and Ohio State
of the above theories (Michigan & Ohio
State)
Charismatic leadership
of the above theory
contingency approach to leadership by
Fiedler
of the above theory (Fiedler)
Path-Goal theory by House
of the above theory (House)
Leader Member Exchange (LMX) theory
of the above theory
Leadership Substitutes Theory
of the above theory
Models of leader emergence
Student will describe the impact of traits
on leadership emergence and
.
66
.
67
.
performance
Chaos approach to leadership by
Wheatley
of the above theory (Wheatley)
Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership

Outcome
68
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69
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70
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71
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72
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73
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74
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75
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76
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77
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78
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79
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80
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81
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82
.
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
Student will describe personal examples
of being a change agent
Target class
83
.
84
.
85
.
86
.
87
.
Student will create a personal code of

inclusive leadership
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
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
Target class
.
97
.
98
.
information as a leader
leadership that is used in crisis
Student will describe examples of
leadership in crisis situations
Outcome Category: Interpersonal and Organizational Concepts & Skills

Outcome
99.
100
.
101
.
102
.
103
.
104
.
105
.
106
.
107
.
108
.
109
.
110.

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
Student will describe examples of giving
and accepting feedback.
facilitation and de-briefing techniques
facilitation and de-briefing techniques
framing and breaking the frame
framing and breaking the frame
Student will show knowledge of organizing
meetings / setting agendas / and leading
meetings
organizing meetings / setting agendas /
leading meetings
Target class
111.
112.
113.
114.
115.
116.

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
117.

group dynamics and group roles
118.

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
Student will demonstrate proficiency in
informative and persuasive public speaking
119.
120
.
121
.
122
.
123
.
124
.
125
COM 100
COM 100
Student will show knowledge of planning

and conducting interviews (as the
interviewer)
HDF 290
HDF 290
Group dynamics and roles play an important part of dividing work in a group. Different members need
to have different roles to work together in cooperation. Task roles are related to accomplishing the
groups goals. Examples include: recorder; keeps track of groups progress. Information giver; provides
facts, examples and evidence. Initiator-contributor; proposes new ideas or approaches. Relational roles
help establish the social atmosphere. Some examples are: encourager, offers praise and acceptance of
ideas. Follower, goes along with suggestions does not have their own opinion. Compromiser, attempts
to resolve conflict. (Communication Fundamentals)
In COM 100, the last assignment was a group project that entailed research, an outline, and a
presentation. The first day most of the members assumed the role of initiator-contributor because we
were brainstorming ideas for our research. Other members became information givers as they
informed the group knowledge about their topics. There was on follower who just went along with
everyone elses ideas. We finally compromised one the topic of the Great Barrier Reef and how it is
slowly dying. During the bulk of the project, most members were doing their fair share of work. One
member did not contribute as much so we all had to make up for his missing work. SEE EVIDENCE
#117
The first step to being an interviewer is to find someone to interview. This person should be credible to
your topic. Make sure they know enough information and have the appropriate role to give you
relatable knowledge. Before going into the interview, have your questions prepared and bring a tool to
record the interview. Whether it be a pen and paper, voice recorder, or video recorder, have it ready to
go so you do not forget any information. Make the interview personal, as oppose to an interrogation.
SEE EVIDENCE #124
For HDF 290 I conducted my own interview with Major Michael Jagoda of the URI Police Department.
planning and conducting interviews (as the

interviewer)
126
.
Student will show knowledge of preparing

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

preparing for and being interviewed
128
.
129
.

collaboration / coalition building
130
.
131
.

Intercultural communication considerations
132
.
133
.
134
.
135
.
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

working in collaboratives/coalitions
Student will demonstrate proficiency in

intercultural communication
HDF 290
Resident Advisor Interview
Prior to the interview, I had a rubric of criteria to meet. I had to get specific information in the interview
and present it later. The interview was about leadership and I selected the Major because I view him as
a very important leader in the URI community. I went into the interview with my notebook and all the
topics written down. I asked him questions pertaining to leadership such as personal philosophy,
advice, goals, leadership issues, morals/ethics, etc. As he answered each question, I wrote down his
response for my future knowledge. I maintain proper etiquette and thanked him for his time to provide
me with an interview. SEE EVIDENCE #125
Mastering interviews will make you a top contender in job opportunities. Make sure you arrive on time,
giving the organization a good first impression before the interview. Practice in a mirror beforehand
your greeting and common responses so you are comfortable. Having good body language says a lot
so maintain good posture. Ask questions about the organization to show interest and eagerness. Make
sure you know your resume well and can elaborate about anything on it. SEE EVIDENCE #126
To get the job of RA, I had to go through a 2-stage interview process. The first stage was a group
interview where we displayed teamwork. The second interview was more personal as a panel of 3
Housing and Residential Life staff members interview me. I had previously submitted the application
online so a resume was not need. I dressed business professional and maintained good posture with a
clear speaking voice. As they asked me questions about myself and why I wanted the job, I replied with
confidence and eagerness to be a student leader. I have had jobs in the past but this was my most
professional one and I am proud that I aced the interviews and got the job. SEE EVIDENCE #127
COM 10
In COM 100 the class was split up into 5 groups. Each group was given 10 pieces of spaghetti, 3 yards
of string, 3 yards of tape and 1 marshmallow. The goal was to build the tallest sculpture that could hold
the marshmallow at the top. Our team had to work together and use each others strengths to beat the
competition. Members had conflicting ideas on how to build the sculpture so we had to compromise.
Members were given task to split up the work and teamwork was a big factor. One member was
bringing the team down with negative comments and no actual effort. When time ran out to build the
sculpture, we placed the marshmallow on top and unfortunately it did not stand up.
SPA 101
SPA 102
Sophomore year of college I was enrolled in two Spanish classes. I had never learned Spanish before
so it was a new experience for me. I started with basic grammar and spelling and then we moved on to
form sentences. By Spanish 102 I knew basic nouns and verbs but I progressed into complex
conjugations. At the end of Spanish 102 I was comfortable communicating simple sentencing to others
in Spanish. SEE EVIENCE #131
North Providence Summer Camp
During one summer, I worked as a camp counselor. I was supervising ten 8-year-old campers amongst
a camp that ranges from ages 6-12. About a hundred kids total, the campers depended on the
counselors to make their summer fun. The schedule was MWF go to the pool for 2 hours. Tuesday the
younger kids went on a field trip for half the day and Thursday the older kids went on a field trip for half
the day. There was a lot of open time in between everything so campers and counselors played lots of
games. The days spent together really made a nice summer camp community. We all played cards and
kickball. I never worked with young kids before so it was new for me. I was surprised that many could
hold an intelligent conversation and I grew to know the campers on a personal level. SEE EVIDENCE
#135
136
.
137
.
138
.
139
.
140
.
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
.

mentoring and being mentored
142
.
143
.
Student will describe principles of effective

peer leadership, as well as problems
particular to peer leadership
related to being a peer leader and being
led by peers
144
.
145
.
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)
Ryan Center and

North Providence Department of
Public Works
As a supervisor at the Ryan Center it is my job to be a mentor to new employees. It is important to

teach rookies the ropes of the Operations Department. I mentor these new workers and demonstrate
the process of setting up equipment and building the court or stage. But I have been a rookie in other
jobs and realize how important it is to be mentored. During one summer I was a laborer for the North
Providence Department of Public Works. My division landscaped almost every piece of public ground.
My only experience from landscaping was mowing my own lawn but my mentors on the job taught me
how to use a weed-whacker, a blower, a riding lawnmower, and even drive a dump truck. SEE
EVIDENCE #141
Resident Advisor
As a student of URI I assume the role of Resident Advisor and I oversee 40 other students. I am a
leader to them because of my role model behavior and skills. I also enforce rules of the dorm, no
smoking, drinking, excessive noise, and I help them with scheduling class, finding resources on
campus and even room lockouts. But I have also been led by peers and I have noticed a sense of
leadership makes people seem so much older and mature. Before freshmen year of college, I went to
orientation and the leaders there were only months older than me but they seem very mature and
older. Orientation leaders are important because they give students their first impression of URI and
help build personal relationships. SEE EVIDENCE #143

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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

Descriptive notes regarding learning and practice

Student will demonstrate autonomy and a

Student will demonstrate personal,

Goals and Schedule

Student will demonstrate the ability to

URI Counseling Center

Student will demonstrate knowledge of

Work Resident Advisor

Work - Resident Advisor

Student will express a personal values

objectives that were planned 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

Descriptive notes regarding learning and practice

Student will show knowledge of the

Student will describe personal application

Scientific Management theory of