LEADERSHIP

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

Name: Robert Mann

Date Enrolled: 2016
Date of Graduation: 2020

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

Leadership Inventory Revised 08/22/2017 1

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

ADVISING INFORMATION (students will include own documentation)

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

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

CENTER FOR STUDENT LEADERSHIP DEVELOPMENT

Office: Memorial Union Room 210 Phone: (401) 874-2726 F
ax: (401) 874-5317

Leadership Inventory Revised 08/22/2017 2

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

MINOR IN LEADERSHIP STUDIES

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

GENERAL INFORMATION
Regardless of your major, you can minor in Leadership Studies.
Requirements may be satisfied by completing 18 or more credits related to leadership and offered by more than one department.
Twelve (12) of the 18 credits must be at the 200 level of instruction or above. A course grade of C or better must be earned in each graded course. At least 12 of the credits
must be earned at URI.
No course may be used to apply to both the major and minor fields of study. Courses in General Education or for other minors may be used for the minor* (*this does not
apply to students in the College of Business). With the exception of internship credit, all courses for the minor must be taken for a grade. The Introductory class must be taken
before the internship and the capstone course.
Application for the minor must be filed in your academic deans office no later than the beginning of the final semester or term.
Approval of the minor does not guarantee that the suggested courses will be available to you on a schedule correlated with your graduation plans nor guarantee space in any
required course.
CORE REQUIREMENTS- 9 Credits
Required Element Class options Notes
Introductory Course HDF 190: FLITE Only offered in spring for first-year students
3 credits or
HDF 290: Modern Leadership Issues Offered Fall and Spring for sophomores & juniors

Internship HDF 417: Leadership Internship Requires 40 hours/credit with a min. of 80 hours & a max. of 120 hours of documented
3 credits or internship experience for graded credit
Experience through Office of Experiential Learning & Community Engagement
or

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 Internship Class in Academic Major The only time the major and minor can overlap

Capstone HDF 412: Historical, Multi-ethnic & Alternative Leadership Offered only in the fall with preference given to seniors
3 credits or
COM 402: Leadership & Motivation Offered in the spring and summer with Dr. Leatham
or
BUS 441: Leadership Skills Development Offered in the fall and spring with Dr. Cooper
or
HPR 411/412: Honors Senior Seminar
Must be in Honors or have GPA of 3.3

Portfolio HDF 492: Leadership Minor Portfolio Taken last spring semester of enrollment (some exceptions)
1 credit

MINOR ELECTIVES-9 credits

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

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Leadership Inventory Revised 08/22/2017 5
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:

Leadership Inventory Revised 08/22/2017 6

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

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 Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
1. Student will demonstrate autonomy and a
minimized need for approval

2. Student will demonstrate personal, URI 101 In order to stay organized with my academics and school involvements, I use Google Calendar. In
organizational, and academic examples Google Calendar, I put the days that I have exams, the days I have tours, and the days that I have
of self-discipline events for SEC. This helps me with scheduling appointments, finding time to do homework and
studying, and deciding when I have free time for things like eating and going to the gym. Coming into
college, my time management skills werent the best, so URI 101 was huge resource for my transition
into my first semester. Before using Google Calendar as a resource, I relied on just memory to know
when everything was due and when I had priorities, which led to me turning in things late and not
showing up to things I was supposed to be at.
(See evidence #1)
3. Student will demonstrate the ability to Dunkin Donuts Working in customer service can prove to be a challenge. One of my first jobs in high school was
manage emotions working as a cashier at Dunkin Donuts. The job is relatively straightforward; I made coffees and served
food, kept the store maintained, and rang out customers with a positive attitude. However, not all
customers were the easiest to serve. Although most customers were very respectful, there would
occasionally be some rude patrons. One day specifically, I handed a man his coffee, and instead of
grabbing it from the cup, he grabbed it by the lid. This caused the coffee to fall and spill everywhere.
Doing my job, I sincerely apologized to the man and told him I would clean it up and get him a new
coffee. The man responded by screaming at me and swearing, even though I was respectful. Although
this made me considerably annoyed and angry, I stayed calm and did my best to de-escalate the
situation. Since that day, I have always treated customers with the utmost respect, as my manager
taught me that even when the customer is very wrong, you should treat them as if theyre right.
(See evidence #2)
4. Student will demonstrate knowledge of RA Stress Management Program About a week ago, I went to my friend Shelleys stress relief program for her building. At the program,
stress management methods we made stress balls and talked about different ways that to manage stress. Shelley gave a number of
stress relief tips, such as exercise, getting more sleep, writing in a journal, eating healthier, or even
unplugging from technology. She also gave some academic tips as well, such as using your time
wisely, using the resources available to you, and setting yourself daily goals. As someone who has
been having the most stressful semester yet, I was glad that I went to the program because it showed
me what I can do to be less stressful next semester.
(See evidence #3)
5. Student will demonstrate the ability to COM 100 Student Entertainment Committee In both of the examples listed, COM 100 and SEC, I have needed to develop a strong ability to
manage stress (Hospitality Coordinator) manage my stress. I came into URI an okay public speaker, but definitely knew I needed to improve
my skills, as I was very nervous speaking in front of people. With this in mind, I enrolled in COM 100,
an introduction to communications class. In this class, I had to give a variety of different speeches ( in
length and topic) to my peers. Some of these speeches were more difficult than anything I had done
previously in high school, so I really had to focus to make sure my nerves werent visible. I found it
helpful to look above the audience as opposed to looking directly at them, and to also make a
conscious effort to be articulate and speak slower. This was definitely one of the more challenging
courses I have taken, and it taught me how to better manage my stress when communicating with a
large group. Also in my freshmen year, I joined SEC (Student Entertainment Committee), and earned
an executive position as the Hospitality Coordinator. In this position, it is my job to welcome all of our
guests to the University, whether that be musicians, lecturers, comedians, or any other type of
performer, and provide them with whatever they need. I set up dressing rooms, and go on runs to pick
up food and other items when need be. This is a fast paced job that can become stressful at times,
and requires a lot of time management skills. I found that the best way to manage this stress is to

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6. Student will express a personal code of
leadership / membership ethics
7. Student will demonstrate practice of the
personal code of ethics
8. Student will express a personal values
statement (Sources = VIA, values
clarification exercises, etc.)
9. Student will demonstrate practice of the
personal values statement
10 Student will demonstrate the ability to
lead a project from start to finish
. (follow-through)
11 Student will describe goals and objective
statements regarding personal issues,
. career issues, and community issues
12 Student will show evidence of goals and
objectives that were planned and
. achieved
13 Student will show knowledge of the
Hierarchy of Needs theory by Maslow
.
14 Student will show application of Maslows
theory to own life
.
prioritize my various tasks and take one thing at a time. So far I have done a great job in the position,
and hope to continue with it in the coming years.
(See evidence #4)
HDF 290 HDF 290 Retreat In the beginning of the semester, I attended the HDF 290 Retreat. At the retreat, we discussed our VIA
Character Strengths, and what each of them meant. I found that my strengths are perspective,
bravery, zest, curiosity, and fairness. With my perspective strength, I am able to not only take advice
for myself, but also provide guidance to those close to me. This strength also allows me to look at the
big picture, and focus on what needs to be done in the present for a better future. With my bravery
strength, I am able to stay confident and be proud of who am I, while also being able to speak up for
what I believe in. My zest strength allows me to always be full of energy, and stay enthusiastic about
my passions. Going hand-in-hand with my zest strength is my curiosity strength, which allows me to
discover new interests and be open to exploration. My last strength is fairness, which allows me to be
an unbiased and just leader. Although these are not my only strengths, I believe that they hold the
most value in my everyday life. (Source: VIA)
(See evidence #5)
HDF 290 Student Entertainment Committee With 2017 coming to an end, I have set a number of goals for myself for the coming year and beyond.
For starters, I want to begin eating healthier and taking better care of my body, as I feel that I havent
been recently. I will do this by being more conscious of my diet, going to the gym more often, and
getting more sleep. This year I also found out what I would like to pursue as a career. Working with the
Student Entertainment Committee has further surfaced my love for music, as I have now been able to
see what goes on behind the scenes at concerts. I hope to get an internships in the near future that
can get me involved at a record label, so that one day I can get a job as an A&R (Artists and
Repertoire) or as an artists manager. Taking HDF 290 has given me a new found love for leadership,
and hopefully the skills and knowledge that I am learning with the minor can allow me to one day hold
a leadership position where I work. As for goals relating to community issues, I hope to one day help
fight the issue of race equality. I believe we should accept and appreciate our differences, and try to
gain a better understanding of our cultures as opposed to separating from one another. Although these
are long-term goals, I hope I can make progress toward achieving them in the new year.
(See evidence #6)
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15 Student will show knowledge of the
theory of Superleadership by Manz &
. Sims
16 Student will show application of Manz &
Sims theory to own life
.
17 Student will describe StrengthsQuest
Signature Themes, shadow side of
. Strengths and/or weaknesses, and
examples of application (Source = Gallup)
18 Student will describe personal leadership
style and/or personality style including
. strengths and weaknesses and examples
of application (Sources = Leadership style
inventories, the L.P.I., Type Focus
(MBTI), LAMP, DISC, and other career
inventories, etc.)
Outcome Category: Leadership Theories
Outcome
19 Student will show knowledge of the
Authority and Bureaucracy theory of
. leadership Weber
Orientation Leader Before coming to college, I had no idea what StrengthsQuest was, nor did I have any clue what my
Strengths were. But, early in my freshman year, I had to find out my Strengths when I was hired as an
Orientation Leader. I learned what mine were, and what each meant. Over the course of Orientation
training I learned how to better understand and utilize my Strengths. Now, as a sophomore, I recognize
that I use my them each and every day. I use my Analytical and Strategic strength hand-in-hand when
making decisions and planning. I use my Restorative strength when solving problems, whether that be
with school/work or with relationships. My favorite Strength is Positivity, which I use not only to stay
positive in my hardest of times, but also to help those close to me stay positive as well. The strength
that I identify the most with is Futuristic. This Strength can be very useful when planning and being
prepared for things, but can also be a weakness as it sometimes leads to stressing about things that I
shouldnt be worried about. (Source: Gallup)
(See evidence #7)
URI 101 In URI 101, I took the Typefocus Personality Test and found that I am an ESFJ. ESFJ stands
Extraversion, Sensing, Feeling, and Judging, As an ESFJ, I would describe myself as a very outgoing
person, and one who always tries to keep a positive mindset with everything I do. Im fairly organized,
and I can adapt to a variety of different situations, especially in a work environment. I enjoy focusing on
the task at hand, and will do whatever it takes to get the job done, usually taking a structural and
practical approach. As for my relationships with others, I am very caring and concerned for the
wellbeing of those closest to me. (Source: TypeFocus)
(See evidence #8)
Target class Additional Experiences Descriptive notes regarding learning and practice
HDF 290 In HDF 290, I presented to the class on Webers Theory of Authority and Bureaucracy. Weber deemed
that there are three different types of authority: Rational-Legal Authority, Traditional Authority, and
Charismatic Authority. Rational-Legal Authority is based on rational grounds and rules, and is most
stable for superiors and subordinates. It is commonly found in modern hierarchical leadership.
Traditional Authority follow suit of the eternal yesterday, and leaders base their foundation on
tradition and what is typically carried out. This type of authority was found in pre-modern societies.
Charismatic Authority is where leaders gain respect and trust because of their virtuosity and attitude.
Allegiance to these leaders can stem from ethics, heroics, or religion (ex. Adolf Hitler and Pablo
Escobar). Weber was also well known for his ideas on Bureaucracy, a type of administrative structure
developed through rational-legal authority. He believed that there were five main principles of
bureaucracy; They have to have hierarchical structure, management by rules and laws,be organized
by functional speciality, be purposely impersonal, and have employment based on technical
Leadership Inventory Revised 08/22/2017 10

20 Student will describe personal application
of the above theory (Weber)
.
21 Student will show knowledge of the
Scientific Management theory of
. leadership by Taylor
22 Student will describe personal application
of the above theory (Taylor)
.
23 Student will show knowledge of the
Management by Objectives theory of
. leadership by Drucker
24 Student will describe personal application
of the above theory (Drucker)
.
25 Student will show knowledge of Theory
X and Theory Y theory of leadership by
. MacGregor
26 Student will describe personal application
of the above theory (MacGregor)
. them, but that I also was and always will be a resource to them while they are at URI. Although I had to
qualification. He argued that Bureaucratic systems (rational-legal) were more advanced than
traditional, and that charisma was less important.
Maboloc, C. R. (n.d.). Max Weber's 3 types of authority. Retrieved from
http://opinion.inquirer.net/85293/max-webers-3-types-of-authority
(See evidence #9)
HDF 290 In HDF 290, I learned about the Scientific Management Theory by Taylor. The main objectives of the
theory are that leaders are efficient, encouraging toward those they are leading, and ensuring of the
quality of their work. Along with the objectives, there are four main principles of the theory. The first
principle is that leaders should use the scientific method to determine the best ways of achieving
efficiency. The next principle is that leaders should places their workers in positions where they can
thrive and be the most efficient. The third principle is that leaders should monitor and supervise their
workers to ensure that everyone is getting the job done. The final principle is that work should be
divided equally among both managers and workers. Taylor believed that leaders should shy away from
soldiering, or working at a considerably slow pace.
Frederick Taylor and Scientific Management: Understanding Taylorism and Early Management Theory.
(n.d.). Retrieved from https://www.mindtools.com/pages/article/newTMM_Taylor.htm
(See evidence #10)
HDF 290 - In HDF 290, I learned about Theory X and Theory Y, in which we can examine two very different styles
of leadership. A Theory X leader will tend to be very controlling and dictating. These leaders can be
rather static, and not promote an environment of development and growth. Their way is the only way,
and punishment can result if not obeyed. On the other hand, Theory Y leaders are the complete
opposite. These leaders are much more trusting and understanding. They want to see improvement
and lead more like a democracy. They are open to ideas, and want to see development and
achievement.
Theory X and Theory Y: Understanding People's Motivations. (n.d.). Retrieved from
https://www.mindtools.com/pages/article/newLDR_74.htm
(See evidence #11)
- Orientation Leader As an Orientation Leader welcoming the class of 2021 to URI, I was definitely a Theory Y Leader.
Whenever I was leading a group of students, I made it clear to them that I was not only a friend to
be in charge of them to some degree, I made sure that they were always comfortable with whatever
we were doing, whether that be an icebreaker or facilitating conversation. As one of the first people to
meet these students at URI, I not only wanted to seem them transition smoothly into college, but I also
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27 Student will show knowledge of the
Servant Leadership theory of
. leadership by Greenleaf
28 Student will describe personal application
of the above theory (Greenleaf)
.
29 Student will show knowledge of the
Principle Centered Leadership theory
. by Covey
30 Student will describe personal application
of the above theory (Covey)
.
31 Student will show knowledge of the 14
Points / TQM theory of leadership by
. Deming
32 Student will describe personal application
of the above theory (Deming)
.
wanted to see them flourish here. I gave them as much guidance and advice as I could, and now at the
end of the semester, I can see that I had a huge impact on some of my students.
(See evidence #12)
HDF 290 - In HDF 290, I learned about Servant Leadership, a theory developed by Robert Greenleaf, who
believed that a servant leader is one who serves first. He argued that a leader who was a servant-first
is a far different leader than one who was a leader-first, as they have space to grow and develop.
There are 10 characteristics of a servant leader. The first characteristic is listening, where leaders must
be able to not only communicate outward, but also be able to intently listen to those who they lead.
The second is empathy, where leaders yearn to understand and empathize with other people. The
next stage, helping, is where the leader has a drive to help others, with self and relationships. The
following stage, awareness, is when a leader is not only aware of himself, but also has a general
awareness in order to understand ethics, power, and values. The fifth stage is persuasion, which
servant leaders use when building consensus in group decision making. The next stage is
conceptualization, where leaders are adept at long-term goal setting and viewing a broad range of
perspectives. The seventh stage is foresight, where leaders have the ability to learn from past,
understand the present, and realize how their decisions can impact the future. Following foresight is
stewardship, where leaders hold a certain level of trust for those who they lead. Commitment to the
growth of people is the next stage, where leaders are devoted to the development of every individual
that they are leading. The final stage is building community, in which leaders seek to create
relationships between those who they are working with.
What is Servant Leadership? (n.d.). Retrieved from
https://www.greenleaf.org/what-is-servant-leadership/
(See evidence #13)
HDF 290 In HDF 290, I learned about the Principle Centered Leadership Theory by Covey, who believed that
consistency is key for an organization, and that all individuals within it must always be on the same
page. Principle Centered leaders are always learning and pushing themselves to gain more knowledge
from their everyday experiences. These leaders are positive, look for the best in others, and have an
optimistic view of everyones potential with a desire to help if need be. They are synergistic, and have
a desire to bring people together to pursue their vision and achieve more than they could do alone.
These leaders live balanced lives with an adventurous attitude, believing that everyday brings
something new to experience. They understand the importance of self care and being committed to
their personal values in order to live the most healthy life possible.
P. (1970, January 01). Education and Leadership. Retrieved from
http://ed-lead.blogspot.com/2011/05/principle-centered-leadership.html
(See evidence #14)
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33 Student will show knowledge of the
Visionary Leadership (now often cited
. as Transformational Leadership) theory
by Sashkin
34 Student will describe personal application
of the above theory (Sashkin)
.
35 Student will show knowledge of the
Individuals in Organizations leadership
. theory by Argyris
36 Student will describe personal application
of the above theory (Argyris)
.
37 Students will demonstrate knowledge of
the 4 Vs theory of leadership by Grace
. (Center for Ethical Leadership)
38 Student will describe personal application
of the above theory (Grace)
.
39 Student will show knowledge of the
Situational Leadership theory by
. Hersey & Blanchard
HDF 290 In HDF 290, I learned about the Transformational/Visionary Leadership Model by Sashkin. A
transformational leader is a focused leader, and one that can discuss pertinent issues within the
groups of those that they are leading. These leaders can communicate well, and are active, caring
listeners. As a result, they are well-respected and trusted within their organizations. Transformational
leaders are confident individuals that create opportunities and empower others by sharing goals and
organizing the group to do so. With that being said, these leaders follow the ABCs of Transformational
Leadership. The A stands for Affect, as leaders share their emotions and feelings with others. The
B stands for Behavioral Intent, where leaders carry out their actions with a high level of confidence.
Finally, the C stands for Cognition, as leaders have a clear basis for vision and set goals
purposefully.
The Nature of Visionary Leadership. (n.d.). Retrieved from
https://www.legacee.com/transformational_leadership/visionary-leadership/
(See evidence #15)
HDF 290 In HDF 290, I learned about the Individuals in Organizations Theory by Argyris, which focuses on
single-loop learning, double-loop learning, immaturity to maturity, and communication. He believed that
single-loop learning is important as leaders should look for alternate ways to complete tasks if the
initial plan does not work, as there is no sense in giving up. As for double-loop learning, leaders should
question if things have to be done a certain way, and pursue alternate methods for achieving goals
and getting the job done. There shouldnt just be one correct way of doing things. He also believed
that employees maturity should progress in seven different ways. They should move from: passivity to
activity; from dependence to independence; from few behaviors to many behaviors; from shallow
interests to deep interests; from short-term perspective to long-term perspective; from subordination to
equality/superiority; and from no self-awareness to self-awareness/control. The last focus of the theory
is on communication, and when it shouldnt be used. Leaders should not use communication for
defense, for non-important issues, or for arguing and stubbornness. With these focuses in mind,
Argyris believed that organizations can grow, be adaptable, and maintain effectiveness.
Dininni, J. (2017, February 22). Management Theory of Chris Argyris. Retrieved September 20, 2017,
from https://www.business.com/articles/ management-theory-of-chris-argyris/
(See evidence #16)
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40 Student will describe personal application
of the above theory (Hersey &
. Blanchard)
41 Student will show knowledge of the
Relational Leadership model by
. Komives, McMahon & Lucas
42 Student will describe personal application
of the above theory (Komives et al)
.
43 Student will show knowledge of the
concept of constructivism
. their own knowledge and understanding of the world, based off their own
44 Students will describe personal examples
of implementing constructivism
.
45 Student will demonstrate knowledge of
the Experiential Learning Model (Kolb)
.
46 Student will describe personal application
of the Experiential Learning Model (Kolb)
.
HDF 290 In HDF 290, I learned about the Relational Leadership Model by Komives,
McMahon and Lucas, where leaders are focused on bringing people together to
make a positive difference or accomplish change. Leaders must have knowledge, a
set of beliefs, and applicable skills to be effective. The model is made up of five main
components: Inclusive, Empowering, Purposeful, Ethical, and Process-Oriented.
The first component Inclusive, is where the leader sees that differences in people are
valuable, and that equality is important in the treatment of everyone. The next
component is empowering, where leaders believe that everyone has something to
bring to the table, and that the growth and development of people is necessary. The
third component is purposeful, where leaders have a commitment to a goal and
have a common purpose for what they are trying to accomplish. The component
following purposeful is ethical, in which leaders follow a certain set of values and
morals that are accepted in society. The final value is process-oriented, where
leaders follow a certain process when pursuing goals, and believe that it is just as
important as the actual outcome.
The Relational Model. (n.d.). Retrieved from
https://www.uta.edu/leadership/_downloads/The-Relational-Model.pdf
(See evidence #17)
HDF 290 In HDF 290, I learned about the concept of constructivism, which is also how the
class was taught. Constructivism is a way of learning, in which people construct
experiences. When a new opportunity for learning presents itself, the knowledge we
already have should be taken into account when processing the new information.
This can lead to a change in the knowledge we previously thought to be true, or
lead to us disregarding the new information all together. This means that were
shaping our own knowledge everyday, allowing us to be more intuitive in our
learning.
Educational Broadcasting Corporation. (2004). Constructivism as a paradigm for
teaching and learning. Retrieved from
http://www.thirteen.org/edonline/concept2class/constructivism/index.html
(See evidence #18)
Leadership Inventory Revised 08/22/2017 14
47 Student will show knowledge of the
Social Change Model of Leadership
. Development by Astin et al
48 Student will describe personal application
of the above theory (Astin et al)
.
49 Students will demonstrate knowledge of
the Leadership Identity Development
. Model by Komives et al
HDF 290 In HDF 290, I learned about the The Social Change Model of Leadership. This model
is covered by three main areas: Group Values, Individual Values, and
Societal/Community Values. Within those areas are the Seven Critical Values of the
Social Change Model. The first value is consciousness of self, where leaders are fully
aware of their emotions, values, and goals. The next value is congruence, where
leaders act in consistency with their values and beliefs. The third value,
commitment, is having an investment and dedication to a person or idea. These
three values fall in the area of Individual values. The next value is collaboration,
which is when leaders are able to work effectively with others in a group.. The fifth
value, common purpose, is having a vision or goal that is to be accomplished within
a group. The value following, controversy with civility, is where group members
realize that differences in opinion are inevitable, but they are to be recognized and
respected. These three values fall under Group Values. The last value of the model
fits in the category of Societal/Community Values and is citizenship, where leaders
have a responsibility to give back to the community. Overall, at the forefront of the
model is change (which is the eighth C), where leaders believe that it is crucial to
make a better world and society for themselves and others.
The Social Change Model of Leadership Development. (n.d.). Retrieved from
https://www.cmich.edu/ess/ResLife/Leadership_Opportunities/Leadership_Camp/Pages/Social_Chang
e.aspx
(See evidence #19)

50 Students will describe personal

application of the above theory. (Komives
. et al)

51 Students will demonstrate knowledge of

the Strengths-Development Model by
. Hulme et al

52 Student will describe personal application

of the above theory (Hulme et al)
.
53 Student will demonstrate knowledge of
behavior theories of leadership from
. Michigan and Ohio State

54 Student will describe personal application

of the above theories (Michigan & Ohio
. State)

Leadership Inventory Revised 08/22/2017 15

55 Student will demonstrate knowledge of
Charismatic leadership
.
56 Student will describe personal application
of the above theory
.
57 Student will demonstrate knowledge of
contingency approach to leadership by
. Fiedler

58 Student will describe personal application

of the above theory (Fiedler)
.
59 Student will demonstrate knowledge of
Path-Goal theory by House
.
60 Student will describe personal application
of the above theory (House)
.
61 Student will demonstrate knowledge of
Leader Member Exchange (LMX) theory
. by Dansereau, Graen & Haga; Graen &
Cashman; Graen
62 Student will describe personal application
of the above theory (Dansereau, Graen &
. Haga; Graen & Cashman; Graen)

63 Student will demonstrate knowledge of

Leadership Substitutes Theory
.
64 Student will describe personal application
of the above theory
.
65 Student will demonstrate knowledge of
Models of leader emergence
.
66 Student will describe the impact of traits
on leadership emergence and
. performance

67 Student will demonstrate knowledge of

Chaos approach to leadership by
. Wheatley

Leadership Inventory Revised 08/22/2017 16

68 Student will describe personal application
of the above theory (Wheatley)
.

Leadership Inventory Revised 08/22/2017 17

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

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
69 Student will demonstrate how cultural
anthropology / paradigms relate to
. leadership
70 Student will describe personal example
of using cultural anthropology /
. paradigms as a leader
71 Student will demonstrate knowledge of
the Cycles of Socialization (Harro)
. theory and its uses in leadership
72 Students will demonstrate personal
application of the Cycles of
. Socialization (Harro)
73 Student will demonstrate knowledge of
the Cycles of Liberation (Harro) theory
. and its uses in leadership
74 Student will demonstrate personal
application of the Cycles of Liberation
. (Harro)
75 Student will demonstrate knowledge of
the Configuration of Power (Franklin)
. and its relationship to leadership
76 Student will demonstrate personal
application of the Configuration of
. Power (Franklin)
77 Student will demonstrate knowledge of
racial identity development (Cross &
. Fhagen-Smith; Rowe, Bennett &
Atkinson; Ferdman & Gallegos; Kim;
Horse; Renn etc.)
78 Student will demonstrate personal
application of model(s) of racial identity
. development above
79 Student will demonstrate knowledge of
models related to gender / identity /
. gender identity development (Lev;
Bussey; Bussey & Bandura; Bilodeau;
Gilligan; Belenky et al; etc.)
80 Student will demonstrate personal
application of model(s) of gender identity
. above
81 Student will demonstrate knowledge of
additional social identity development
. model(s): Sexual ID, Faith & Spirituality,
Disability, Social Class (Dillon et al;
Leadership Inventory Revised 08/22/2017 18
 Fowler; Parks; Astin et al; Peek; Smith;
Johnstone; Gibson; Forber-Pratt &
Aragon; etc.)
82 Student will demonstrate personal
application of additional social identity
development model(s) above
83 Students will demonstrate knowledge of
McIntoshs theory of privilege and its
. relationship to leadership
84 Student will demonstrate personal
application of McIntoshs theory
.
85 Student will describe the differences and
similarities of individual and institutional
. oppression and relationships to
leadership (Source = Three Dimensional
Matrix of Oppression)
86 Student will demonstrate knowledge of
relevant laws and policies related to
issues of equity and its relationship to
leadership (i.e., Title IX, Affirmative
Action, Protected Classes, etc.)
87 Student will show knowledge of effective
leadership as it relates to change agency
.
88 Student will describe personal examples
of being a change agent
.
89 Student will demonstrate knowledge of
the Model of Intercultural Sensitivity by
Bennett and its uses in leadership
90 Students will demonstrate personal
application of the Model of Intercultural
. Sensitivity by Bennett
91 Student will demonstrate knowledge of
the ally Action Continuum by Griffin &
. Harro
92 Student will demonstrate personal
application of the Action Continuum by
Griffin & Harro
93 Student will show knowledge of the
Multicultural Organizational
. Development Model (Jackson)
94 Student will show personal application of
the Multicultural Organizational
. Development Model (Jackson)
95 Student will show knowledge of the
Multicultural Change Intervention Matrix
. (Pope)
Leadership Inventory Revised 08/22/2017 19
96 Student will show personal application of
the Multicultural Change Intervention
. Matrix
97 Student will create a personal code of
inclusive leadership
.
Outcome Category: Critical Thinking

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
98. Student will show knowledge of principles
of critical thinking and fallacies (logic is
used in this minor)
99. Student will demonstrate proficiency of
critical thinking
100 Student will show knowledge of
metaphorical analysis to critically analyze
. self and leadership situations
101 Student will demonstrate proficiency of
metaphorical analysis to critically analyze
. self and leadership situations
102 Student will show knowledge of at least
five decision making methods
.
103 Student will describe personal examples of
having used five decision making methods
.
104 Student will show knowledge of at least
five problem solving / conflict management
. methods, as well as understanding the
roots of conflicts
105 Student will describe personal examples of
having used five problem solving / conflict
. management
106 Student will demonstrate the ability
to synthesize multiple knowledge
. perspectives (course work), competencies
(communication, writing, information
literacy or mathematical/statistical skills)
and responsibilities (global, diversity &
inclusion or civic knowledge)
107 Student will demonstrate knowledge of
leadership that is used in crisis (i.e., James
. & Wooten; Garvin; Covey; Frohman;
Lalonde; Schoenberg; Joni; Braden et al;
etc.)
108 Student will describe examples of
leadership in crisis situations (i.e.,
. application of James & Wooten; Garvin;
Leadership Inventory Revised 08/22/2017 20
 Covey; Frohman; Lalonde; Schoenberg;
Joni; Braden et al; etc.)

Outcome Category: Interpersonal and Organizational Concepts & Skills

Outcome Target Additional Experiences Descriptive notes regarding learning and practice
class
109 Student will demonstrate knowledge of
active listening techniques
.
110 Student will describe examples of using - Tour Guiding Throughout the Tour Guide training process, active listening played a major role in my understanding
active listening skills and memorization of the material. Although we received a manual with all of the information we
. needed to give on tour, we had a number of trainings where we learned different ways of presenting
the information. In order to absorb this information, it was crucial that I listen intently and follow along
to get the facts down. I also use active listening while giving tours, as sometimes families ask me
questions that I may not understand or know the answer to, so its important that I listen carefully to
understand the question that is being asked of me. Sometimes if they ask about an issue on campus
or something they have a problem with, I need to make sure I give an answer with a positive
turnaround, which I cannot do if I am not listening to exactly what they have to say.
(See evidence #20)
111 Student will demonstrate knowledge of
functions of group communication by
. Hirokawa
112 Student will describe personal application
of functions of group communication
. (Hirokawa)
113 Student will show knowledge of techniques
regarding giving and accepting of feedback
.
114 Student will describe examples of giving
and accepting feedback.
.
115 Student will show knowledge of the 7D
coaching model (Knott)
.
116 Student will demonstrate personal
application of the 7D Model (Knott)
.
117 Student will show knowledge of elements
of a Crucial Conversation and steps to
. maintain dialogue and move to action
(Patterson, McMillian & Switzler)

Leadership Inventory Revised 08/22/2017 21

118 Student will describe examples of
engaging in a Crucial Conversation
.
119 Student will demonstrate knowledge of Orientation Leader As an Orientation Leader, I learned all throughout training about different ways to facilitate, whether it
facilitation techniques be for an icebreaker activity or for different conversations that I could be having with my students. I
. learned that it is important to engage everyone when facilitating an activity and make sure that
everyone feels a part of the group. In order to do this, it is crucial that I make eye contact with
everyone, speak loudly and clearly, and try to be interactive with the students so that they will
participate. When working with students, its also crucial to understand that not everyone has the same
comfort zone, and that sometimes students will not want to have any part in the activities that I am
facilitating. In order to work around this, I would do my best to stay enthusiastic, and hope that the
students in my group would reciprocate my attitude. If not, I would let them be and not try to force them
to participate, as I wouldnt want to make them uncomfortable. Following the activity, I might go try to
have a conversation with them one-on-one, or just try to get them involved with whatever we were
doing next.
(See evidence #21)
120 Student will demonstrate proficiency of Orientation Leader During Orientation, one of my favorite activities to facilitate was the teaching of the Rhody Fight Song.
facilitation techniques Nearly every group I taught it to seemed to enjoy it, and I think it was because of the approach I took
. toward it, which was more of a relatable approach. Coming into Orientation my freshman year, I wasnt
the type of person to be overly enthusiastic, so when learning the fight song came around, I wasnt the
most excited. I had absolutely no rhythm, and my Orientation leader noticed that I wasnt giving full
effort, making for a very awkward time. When teaching the fight song to my students, I made it clear to
them that it was okay to be awkward and laugh at yourself, because I was probably worse at it than
them. This eased some of the nerves of my students, and made for an enjoyable time that we could all
laugh about. This approach definitely helped students expand their comfort zone, and become more
comfortable with me as their leader, now that they could see I was okay with embarrassing myself.
(See evidence #21)
121 Student will demonstrate knowledge of
de-briefing techniques
.
122 Student will demonstrate proficiency of
de-briefing techniques
.
123 Student will demonstrate knowledge of
framing based on psychology and its use
. in group facilitation
124 Student will demonstrate proficiency of
framing based on psychology and its use
. in group facilitation
125 Student will demonstrate knowledge the
four frames of organizations, and the
. meaning of reframing by Bolman and Deal
126 Student will describe personal application
of organizational analysis using the four
. frames of organizations, and breaking the
frame / reframing (Bolman and Deal)
127 Student will show knowledge of organizing
meetings / setting agendas / and leading
. meetings

Leadership Inventory Revised 08/22/2017 22

128 Student will describe personal examples of
organizing meetings / setting agendas /
. leading meetings
129 Student will show knowledge of
Parliamentary Procedure
.
130 Student will show knowledge of techniques
for working with difficult people
.
131 Student will describe personal examples of
using techniques to work effectively with
. difficult people
132 Student will show knowledge of the stages HDF 290 - In HDF 290, I learned about Tuckmans Group Development Theory, which has five stages: Forming,
of group development (Tuckman/Tuckman Storming, Norming, Performing, and Adjourning. In the Forming stage, individuals come together to
. & Jensen, Bennis or others) form the group, and assume their different positions/roles within that group. In the Storming stage,
group members may start to build bonds together, but stress and tension can also cause conflict to
arise. In the Norming stage, group members begin to work in their individual roles, recognize their
strengths, and grow as a team. Next, in the Performing stage, the team has a strong bond and starts
taking on tasks/goals with full support of each other. Finally in the Adjourning stage, group members
celebrate their success on both a group level and an individual level.
Forming, Storming, Norming, and Performing: Understanding the Stages of Team Formation. (n.d.).
Retrieved from https://www.mindtools.com/pages/article/newLDR_86.htm
(See evidence #27)
133 Student will describe personal examples of - Student Entertainment Committee Being a part of student organization on campus has taught me the importance of group development.
group development in use (Executive Board) When hiring a new executive board on SEC, we go through all stages of Tuckmans Group
. (Tuckman/Tuckman & Jensen, Bennis or Development Theory. First we must begin with the Forming stage, and fill all of the necessary positions
others). with the most qualified candidates. Next, with the Storming stage, we begin to bond and work together
with our newly formed executive board, and learn how to succeed at our roles. We learn each others
strengths and how to work well avoiding conflict. Then, with the Norming stage, we begin to collectively
plan different events for the semester and the year. On the day of our big events, whether that be a
concert or a guest speaker, we see the Performing stage in full effect. The Adjourning stage is seen at
the end of the semester, after success not only as a team, but at our individual roles and positions as
well.
(See evidence #4)
134 Student will show knowledge of group
roles and how they contribute to group
. dynamics (Johnson & Johnson; Benne &
Sheats; Knowles & Knowles; etc.)
135 Student will describe personal examples of
group roles and how they contribute to
. group dynamics (Johnson & Johnson;
Benne & Sheats; Knowles & Knowles; etc.)
136 Student will show knowledge of effective
memberships skills in groups
.
137 Student will describe personal examples of
membership skills in use
.

Leadership Inventory Revised 08/22/2017 23

138 Student will show knowledge of the
Challenge and Support theory by Sanford,
. and its relationship to organizations
139 Student will describe personal examples of
using the theory of Challenge and Support
. (Sanford)
140 Student will show knowledge of the
construction / elements of informative and
. persuasive speeches
141 Student will demonstrate proficiency in
informative and persuasive public
. speaking
142 Student will show knowledge of planning
and conducting interviews (as the
. interviewer)
HDF 290 In HDF 290, I learned about the importance of being able to deliver strong speeches, whether those
are informative or persuasive speeches. I learned that Informative speeches are for communicating
knowledge to others, while persuasive speech is used to convey a message to change the minds of
others. When giving an informative speech, it is important to be very knowledgeable on your topic,
otherwise you wont have any credibility. In order to best deliver the speech, you should practice it
multiple times and focus on actually knowing the information, as opposed to just memorizing it. It is
important to find a topic that you can find plenty of information on, and a number of reliable sources
for. Topics for an informative speech include things, people, or places, methods and theories, and
different historical events and happenings. As for persuasive speeches, there are three different
methods to persuading others toward your topic. The first method is Ethos, which is your credibility.
The second method is Pathos, which is appealing to the emotions of those youre speaking to. The
final method is Logos, where you use logic and evidence to prove your point. It is also very important
to hold a high level of confidence when giving a persuasive speech, because if you arent confident in
yourself and it shows, then others will not believe in what you are saying.
(See evidence #22)
HDF 290 Tour Guiding In High School, I wasnt the best or most confident public speaker, so I made it one of my goals
COM 100 coming to college to improve that skill. One of the first classes I ever took was COM 100, an
introduction to communications class. Taking this class not only showed me a variety of different
techniques to use while speaking, but also allowed me to give a number of speeches to build my skills.
With the confidence I gained from this class, I applied to to be Tour Guide, a position that I earned and
have been doing ever since. Tour Guiding was the next step I took to become the best public speaker
possible, as I would be giving tours and presenting at admissions information sessions for incoming
students and their families. Getting involved with this further increased my speaking confidence, and
has also allowed me to give speeches in class considerably easier.
(See evidence #20)
HDF 290 In HDF 290, I had to write a paper and present in class about a leader of Non-Profit Organization. In
order to learn more about the individual and their Non-Profit, I had to conduct an interview, which was
something that I had never done before. I had been in a number of interviews in the past where I was
the interviewee, so I had some idea of what I should do already. In class, we were given a rubric with
what had to be covered, and it was up to me to decide how to go about giving the interview. Although I
was interviewing someone that I was friends with, I still wanted to make sure that it was like a formal
interview, as I knew this would be something Id have to do again. In order to best conduct the
interview, I first made a template with everything that had to be answered, and built my questions
around that. I then put questions that were similar to each other close together, so that I could bounce
from one topic to the next and make for a smooth interview. I also found it important to not write down
everything that the interviewee said in response to my questions, but only that of which I felt was the
most important. Finally, when crafting my paper and presentation, I made sure that I didnt say exactly
what the interviewee said, instead I summarized the main points and used occasional quotes. Overall,
I found that giving interviews wasnt hard at all, and that the most important thing to keep in mind is to
listen what the other person is saying, as opposed to just hearing them and readying a response.
(See evidence #23)
Leadership Inventory Revised 08/22/2017 24
143 Student will describe personal examples of
planning and conducting interviews (as the
. interviewer)
144 Student will show knowledge of preparing
for and effective answers in interviews (as
. the interviewee)
145 Student will describe personal examples of
preparing for and being interviewed
. would be to get, but either way, I was still nervous. I knew that I need to have a strong interview if I
146 Student will show knowledge of effective
collaboration / coalition building (Sources:
. Cilente/Komives et al; NCBI; etc.)
147 Student will describe personal examples of
working in collaboratives/coalitions
.
148 Student will demonstrate knowledge of
techniques to communicate and engage in
. difficult dialogues related to diversity and
inclusion.
Orientation Leader Interviews
(*Please keep confidential if
possible*)
HDF 290
Student Entertainment Committee
Hospitality Coordinator
Coming back for a second year on the Orientation Team, it was my job this fall to help recruit potential
new leaders, and then interview these new recruits in a group process. Before the interviewing began,
we met as a team and discussed what we were looking for in potential new leaders, as well as the
different activities that we would be doing in the interviews. We had three different rotations for the
group: Agree/Disagree, Fishbowl, and Marshmallow Tower. In Agree/Disagree, interviewees would be
read a statement, then would have to pick a side as to whether they agreed, disagreed, or were
indifferent to it. Following this, they would be asked why they picked the side that they did. In Fishbowl,
interviewees would pick a piece of paper out of a bowl, and either have to do something quick on the
spot (maybe showcase a talent) or talk about something (maybe why they chose URI) depending on
what was on the piece of paper. Finally, in Marshmallow Tower, interviewees would have to work
together as a team to construct the tallest possible tower using only spaghetti and mini-marshmallows,
followed by a quick de-brief about how it went. Conducting these interviews was a great experience for
me, as I was able to assist in the hiring of new leaders, those of which I will soon be able to call
members of my team. This was the first time I had ever been able to do something like this, and it was
eye-opening because I didnt realize how much actually went into the hiring process.
(See evidence #24)
In HDF 290, we learned the importance of interview etiquette. Going to interview is far more than just
showing up and answering questions. If you want to make a good impression on the employer, you
need to come prepared to the interview and stand out, otherwise your competitors may get the job
over you. For all interviews, you should show up five to ten minutes early, and be well-dressed and
presentable. Showing up late or in messy attire looks unprofessional and may cost you the opportunity
before the interview even starts. Depending on the job you may also want to bring a resume and a
cover letter explaining why you want the job and what you can offer. During the interview its important
to answer all questions with confidence, and to maintain eye contact and good posture the entire time.
Its also respectful to not only thank the employer for the interview, but also to shake his or her hand
upon entry and exit. Although you cant always be sure as to what will be asked of you at an interview,
knowing these tips can take you a long way.
(See evidence #25)
Applying for the executive board of the Student Entertainment Committee was the first thing I ever tried
getting involved with at URI. I wasnt sure how many people had applied, or how hard the position
wanted to earn the position, so I prepared accordingly. I showed up to the interview five minutes early
and well dressed, with a shirt and tie. I walked in with confidence, formally greeting those who would
be interviewing me, and sat down with a straight posture. I made sure to maintain strong eye contact
during the interview, and always speak with great assurance and confidence. When asked questions, I
made sure to clarify when unsure of what was being asked, and to answer all questions thoroughly
and in great detail. Finally, when leaving the interview, I thanked those interviewing me for the
opportunity, and gave them contact information if they had any further questions.
(See evidence #26)
Leadership Inventory Revised 08/22/2017 25
149 Student will demonstrate proficiency in
communicating and engaging in difficult
. dialogues related to diversity and inclusion.
150 Student will describe ways to maintain
accountability in leadership / member
. relationships
151 Student will describe personal examples
related to maintaining accountability as a
. leader
152 Student will describe ways to build
relationships between leaders and
. members
153 Student will describe personal examples of
building relationships with members as a
. leader
154 Student will describe how credibility
applies to leadership, as well as the
. characteristics and skills of a credible
leader
155 Student will describe personal examples of
building, maintaining, and repairing his/her
. own credibility as a leader
156 Student will describe ethical standards in
influence
.
157 Student will describe influence applies to
leadership
.
158 Student will describe principles of effective
mentoring, as well as problems particular
. to the mentoring relationship
159 Student will describe personal examples of
mentoring and being mentored
.
160 Student will describe principles of effective
peer leadership, as well as problems
. particular to peer leadership
161 Student will describe personal examples
related to being a peer leader and being
. led by peers

Leadership Inventory Revised 08/22/2017 26

Leadership Inventory Revised 08/22/2017 27