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:

*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

Leadership Inventory Revised 08/22/2017 2

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 (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 dean’s 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.
Leadership Inventory Revised 08/22/2017 3
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
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)
BUS 341: Organizational Behavior COM 407: Political Communication
BUS 342: Human Resource Management COM 415: The Ethics of Persuasion
BUS 441: Leadership & Motivation (capstone option) COM 421: Advanced Interpersonal Communication
BUS 443: Organizational Design & Change COM 422: Communication and Conflict
BUS 448: International Dimensions of Business COM 441: Race, Politics and the Media
BUS 449: Entrepreneurship COM 450: Organizational Communication
COM 100: Communication Fundamentals COM 461/462: Managing Cultural Differences in Organizations
COM 202: Public Speaking CSV 302: URI Community Service
COM 208: Argumentation and Debate GWS 150: Introduction to Women’s Studies
COM 210: Persuasion: The Rhetoric of Influence GWS 310: Race, Class, Sexuality in Women’s Lives
COM 221: Interpersonal Communication GWS 350: International Women’s Issues
COM 250: Small Group Communication HDF 190: First‐Year Leaders Inspired to Excellence (FLITE)
COM 302: Advanced Public Speaking (introductory course option)
COM 308: Advanced Argumentation HDF 290: Modern Leadership Issues (introductory course option)
COM 322: Gender & Communication HDF 291: Rose Butler Browne Program Peer Mentoring Program
COM 351: Oral Comm. in Business & the Professions HDF 412: Historical, Multi‐Ethnic, & Alternative Leadership
COM 361: Intercultural Communication (capstone option)
COM 383: Rhetorical Theory HDF 413: Student Organization Leadership Consulting
COM 385: Communication and Social Influence HDF 414: Leadership for Activism and Social Change
HDF 415: FLITE Peer Leadership
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
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
Leadership Inventory Revised 08/22/2017 4
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:

2. Lead Yourself

Time management
Organization
1. Know Yourself
Self care
Lead Others Self discipline
Strengths Perseverance
Weaknesses Develop and maintain family,
Values PROGRESS
interpersonal, and intimate relationships
P Needs Academic, social, personal goals and
Styles objectives
R
Learning
O Teaching
G P
Personality
R Membership R
E Leadership O
S G
S RE-EVALUATE R
E
former stages
Develop and S
as you progress S
Refine
Skills
3. Broaden Your Perspectives…
Leadership theory and
practice Understand others
Communication
Group Development Hierarchy of needs
Inclusion PROGRESS Racial, cultural, gender, sexual orientation,
Citizen Activist Skills religious, class, ability, etc. diversity and
Critical Thinking commonalities
Teaching and Programming Power, privilege, oppression, liberation;
individual and institutional discrimination

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 letters—anything 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.

Leadership Inventory Revised 08/22/2017 7

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

2. Student will demonstrate personal,

organizational, and academic examples
of self-discipline
3. Student will demonstrate the ability to
manage emotions
4. Student will demonstrate knowledge of HDF 190 and -PSY 113 As a busy college student, having strong background knowledge on how to manage stress is
stress management methods Personal Research necessary. After doing some research (evidence #8), I found there to be five main ways that somebody
could help manage their stress. The first way is simply taking a break from whatever is actually causing
the stress. By taking a break and stepping away from the issue, it allows you to see the problem from a
new perspective, and to simply not feel as overwhelmed. This method should not be taken as to avoid
the stress for a long period of time. Another way to help manage stress is exercise. There has been
numerous research done about how well exercise can not only improve a person physically but also
help them mentally. Exercise can release endorphins, a chemical in the brain that can uplift someone
mentally and provide a feel good feeling. Another simple way to manage stress is to smile and laugh.
In PSY 113, I learned about how interconnected emotions are with facial expressions. Simply smiling
more throughout the day can help improve and relieve some of the tension from stress. Another way to
relieve stress is though social support. Talking to friends and family allow you to help to share what is
stressing you out in life. This gives you somebody to vent your thoughts to and also to distract yourself
from the stressor. One last way to help manage stress is through meditation. Aiming to keep the body
and mind relaxed can help ease the stressful situation. In HDF 190, I learned about how having
mindfulness which is, taking the time to think and reflect upon the situations in life. This can be a big
help towards stress relief, how it can allow you to help see situations from different perspectives and
release some of the emotions causing one’s self stress. Meditation has been researched in the same
way that exercise has proven to have immediate benefits on the mind. By understand and learning
about ways to manage stress, I can now put my knowledge to action to help relieve stress from school
and other parts of my personal life. Source:
Five tips to help manage stress. (n.d.). Retrieved April 23, 2018, from
http://www.apa.org/helpcenter/manage-stress.aspx
5. Student will demonstrate the ability to -HDF 190 The second semester of freshman year was much more stressful to me than first semester. Classes
manage stress were much harder, I was taking more credits, which led to a much higher workload than I was used to.
Knowing I had a lot going on, I began to look for personal ways that help manage the stress of school
for myself. The best thing this semester to work for relieving stress was to workout at the gym. I began
consistently following a workout program, seen in evidence #16 and began to work on increasing my
lifts in the gym. One way that following a dedicated workout program helped to relieve stress was
giving me plan on what to do that day. I knew each day what I would be doing, and when I was
stressed out doing work I could look forward to going to the gym later that day. I would then set a goal
for what I would want to accomplish with school work before going, and then my break would be at the
gym. While exercising, it allows me to take my mind off the responsibilities and stress I may have,
which is exactly what I am looking for with exercise. For others after the gym, they may feel tired or
worn out. However, once I am done working out, I seem to always feel awake and energized again.
I’ve found that going to the gym before studying will help me stay focused and motivated while working
after. Going to the gym this semester has been the best way for me to manage my stress and motivate
myself to keep working hard on school work. Another simple way I manage my personal stress is
Leadership Inventory Revised 08/22/2017 8

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
through music. Throughout my life, I have always loved listening to performing and listening to music.
Personally I have found it to calm my mind down and it allows myself to relax. One way I use music to
manage stress is right before a big test. If I have been studying for a while and feeling burnt out, I will
go back to my room, put in my headphones and just take a calm break. The music helps calm my mind
from the stress of the test, while also to just relax and absorb some of the information that I have
studying. After some time has passed, I feel relaxed and motivated again to get back to work. I have
found music to be an important tool for my studying habits and how I personally manage stress.
Overall, these are the best ways that I have found to manage any stress I may have in my life.
-HDF 190 -Gallup Strengths My personal code of leadership combines two of my gallup strengths (evidence #4). I strive to lead to
by focusing on the future. I am always looking towards the future. When leading others, I do my best to
help them think about and create goals for future, and then focus on what must be done to attain those
goals.One of my favorite things to do is dream about the future. I am always dreaming to improve
myself, improve certain situations, and improve those around me. As I dream about the future, I use
my focus strengths to remind myself to keep doing what needs to be done to achieve these dreams
and goals. If there is something happening or a certain situation in my life that is not actively driving
myself to achieve my goals, I understand that I need to change or leave these situations. With others, I
use these strengths to create my own personal code of ethics. My personal code of ethics can be
defined as: If I am not actively leading others to help them attain their dreams and goals, then I am not
leading them the best I can. This can be as simple encouraging my friends to come exercise with me
or to push them to come study in the library. By doing these things, I am aiding them on their path to
success, helping them take steps in a positive direction.
HDF 190 -VIA In HDF 190, I learned about my top five values by using the VIA test. My top five values include
Bravery, Social Intelligence, Creativity, Humor, Love. I use bravery often as I don’t feel afraid to speak
up for what’s right. When people are being dishonest, treating people unfairly, or people are simply
causing wrong, I always feel the need to step up and call out those in the wrong. I do my best to be
speak out whenever I feel something is morally wrong. I try to use creativity whenever I think of new
ideas. When deciding on a plan to lead others, I try to be creative and think of different ideas than the
norm. I believe having humor is also an important value. With humor, I try to lighten situations, bring a
smile to others faces, and simply try to boost moral of everyone around me. A leader that is serious all
the time, can’t fully connect and engage with those they are leading. My last value is love. With love, I
truly value creating and keeping meaning relationships with others. When you share love with others
and create connections, having others close and aid one’s self in a leadership role. I try to give love to
as many people as possible, as you never know when somebody may be having simply a bad day or
struggling with a personal issue, and the little act of taking the time to talk to them can help so
much.When I combine all five of my values together, it creates who I believe I am and who I strive to
be everyday. I strive to create close relationships, through different forms of communication and trying
my best to be there for others in many different ways.(Evidence #5) Source: Latest News:. (n.d.).
Retrieved April 25, 2018, from https://www.viacharacter.org/www
Leadership Inventory Revised 08/22/2017 9
. objectives that were planned and
achieved
13 Student will show knowledge of the
“Hierarchy of Needs” theory by Maslow
. (Evidence #17). Maslow’s model is about growing from one tier to the other as they grow as a person.
14 Student will show application of Maslow’s
theory to own life
.
15 Student will show knowledge of the
theory of Superleadership by Manz &
. Sims
16 Student will show application of Manz &
Sim’s theory to own life
.
17 Student will describe StrengthsQuest
Signature Themes, shadow side of
. Strengths and/or weaknesses, and
examples of application (Source = Gallup)
-PSY 113 -HDF 190 In PSY 113, we learned about the hierarchy of needs theory by maslow. It is a motivational theory that
includes eight different tiers of human needs, which can easily be seen as shaped like a pyramid
A person can grow all the way to a level of self-actualization. The model begins with the first tier,
which are basic biological and physiological needs. This includes things like food, drink, shelter. This is
the foundation of the pyramid. The second tier is safety. This could include protection from the
elements, security, and simply having freedom from fear. The next tier is about love and a place to
belong. Someone would need friendships, intimacy, trust and love to fulfill this tier. There is a need to
be affiliated with some group, such as family, friends, or work.The next tier is esteem needs. This
includes esteem for oneself and the desire for respect from others. For oneself, they need to feel
achievement in life and indepence when needed. For others, fulfilling this need includes having a
strong status or prestige in some way seen to others. There was originally only five tiers of Maslow’s
model, however the next two and final tier were added later on in his work. This next tier is cognitive
needs.This is where one can search for knowledge and understanding of parts of life. After this comes
aesthetic needs. It is all about a the appreciation of beauty, such seeing the beauty of nature. After
these tires are filled, one can then achieve the seventh tier, self-actualization. This when one can fully
realize their personal potential and strive to be the best they can. Lastly, if all of these tiers can be
filled, one can reach the eighth and final tier in the hierarchy, transcendence needs. Once achieved,
one can then focus on being motivated to help more than yourself. This can include serving others, or
taking on experiences beyond one’s self. Overall, all of these aspects fulfill Maslow’s hierarchy of need.
This connects to many of the models that we’ve learned in HDF 190. It is stressed that before one can
help others, you must have your personal life under control. Maslow’s model represents this very idea.
Before one can reach the transcendence level of truly being able to dedicate one’s life to serving and
helping others, the personal aspects of that leader’s life must be fulfilled.
Source: Mcleod, S. (2017). Maslow's Hierarchy of Needs. Retrieved April 19, 2018, from
https://www.simplypsychology.org/maslow.html
HDF -Gallup strengthsfinder As a part of HDF 190, I took the Gallup Strengthsfinder test. Before these tests, I had a decent idea
about what my strengths and were. After the test, I was able to confirm and further discover the
strengths that pertain to me. My top 5 strengths are: Futuristic, Significance, Competition, Focus, and
Command. I use my futuristic strength because I am always planning towards the future. Most of my
actions or plans happen with the future in mind. I set my goals for the future and it’s how I motivate
myself to study or workout by thinking about the future. My second strength was significance. It shows I
am independent and sort projects I have based on the level of influence it will have on my organization
or the people around me. I have used my significance strength by volunteering for fundraisers that can
greatly help my fraternity. My third strength is competition. I am very competitive, and I tend to
compare myself against others in order to push myself to work harder or to study more. Honestly I use
competition to push myself to study for big tests, because I like to try to do better than my other
classmates. My fourth strength, focus, is used a lot. I often take a direction, usually using my futuristic
strength to do so, then act on it and do what is necessary to stay on track. I will for my learning
prioritize what I need to study and which work has to get done at the moment, then I act on those plans
Leadership Inventory Revised 08/22/2017 10

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
20 Student will describe personal application
of the above theory (Weber)
.
to complete my work. Lastly, I use command often. For me, I like to take control of situations and I
rather make decisions. Group projects I like to be the one setting times and date for meetings and help
have control in giving out tasks. Overall, knowing these strengths can lead me to further applications of
them in the future. I explored my strengths further through in class activities like the "what would your
strengths do?” activity (evidence #2). This helped me understand what situations in real life my
strengths would come into play. Source: CliftonStrengths Solutions. (n.d.). Retrieved April 25,
2018, from https://www.gallupstrengthscenter.com/
-HDF 190 -Gallup strengths In HDF 190, we learned of four different categories that our personal strengths fall under (evidence
#12). For myself, I can confidently say that I feel that my leadership style is influencing, as three of my
strengths are found in this category. The strength that connect to this are significance, competition, and
command. For myself, I feel I use a combination of these three strengths as an influencer. I feel that
one of the part of myself that I tend to do often is try to sell my ideas to others to agree. I always try to
sell myself, to make myself appear important and needed by others, striving to be significant to others
whom may need me. With that when it’s apparent that others find me significant or can need my help in
situation, I tend to then strive to take command of these situations. I feel that I perform better and I am
more confident when I leading others when I have command over situations. When leading others, I
then use my competition to drive myself and my peers to work harder at the task at hand, to do the
best we can in that situation. I felt that a personal application of this was during a day in HDF 190 that
we were competing against other groups to have the largest marshmallow tower. I had a background in
the activity, so I very motivate to try to win the competition. I am going to talk about how I used my
influencing strengths in a positive way and a negative way during that group project. I used
significance, as I had background information on the best way to construct the tower. This motivated
me to get my fellow group mates to believe in the technique I knew of, by being important and useful to
them. My fellow group mates decided to listen to my ideas, which I then started to take command of
our team. I used my command strength to help give roles to each person on how the can help build the
tower. My competition strength then got me all pumped up about the race to build the tower, and I got
my team motivated to get the tower build. These strengths we successful in building a strong tower and
strong group work. We did come in second place due to a slight 1 inch less than another group.
However, our tower lasted the whole rest of the class, while the other competitors did not and was not
freestanding, so I take that as a win in my book. While we did good together, there was some
negatives that came about by my influencing strengths. For example, I was a bit overbearing and
forcing my idea on the group at first. Also, while commanding, I felt the need at times to just do the
tower myself because I felt I knew the best way to do it. This did not leave an open space for others to
share their ideas that they had to improve the design. Also, the competition strength got me a bit too
focused on winning the competition, and it was evident I did not show my appreciation to the ruling of
the judges. Knowing my leadership style, in the future I can watch out for these weaknesses. I need to
remember to still allow others to share and be open about their ideas, and to understand that
sometimes my peers can bring significant ideas to work, as my ideas are never perfect and can always
be improved.
Target class Additional Experiences Descriptive notes regarding learning and practice
Leadership Inventory Revised 08/22/2017 11
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)
.
27 Student will show knowledge of the
“Servant Leadership” theory of leadership
. by Greenleaf
28 Student will describe personal application
HDF 190 -Servant Leadership Speech In HDF 190, we learned about the Servant-Leadership model, which is about serving others.
Coined by Robert K. Greenleaf, the servant-leader begins with the natural feeling that they
want to serve, and this conscious choice then brings one to aspire to lead. Within Servant
Leadership, there has been ten characteristics identified a being the most important to act as a
servant leader. The first characteristic is listening. This trait is described as needing to have a
commitment to listening intently to others. Listen, along with periods of reflection, will
allow grow and enhance the well-being of a servant-leader. The next trait is empathy.
Empath is needed for the servant-leader to understand and empathize with others. By
accepting and recognizing other people can lead a servant-leader to very successful. Another
trait is Healing, which is described as the potential to heal one’s self and one’s relationships
to others. It is possible for servant-leaders to help make people feel the best they can. The
next trait is awareness. Awareness, especially self-awareness, allows the servant leader to
take different, more open approaches on issues.The fifth characteristic is persuasion. The
servant-leader should rely on persuasion to make decisions, rather than simply the position of
power they are in. Next is conceptualization, which is described as always remembering to
keep having big dreams for life. Thinking into the future, planning goals, and thinking more
broad than normally, all encompass conceptualization. After that is foresight, very similar to
conceptualization, but is simply the ability to foresee the likely outcome of a situation, while
using lessons from the past to make the best judgement. The eighth characteristic is
stewardship. Stewardship is described as holding one’s institution in trust for the greater
good of society by committing to serving the needs of others. Next is commitment to the
growth of the people. The servant-leader should do everything in his or her power to nurture
the personal and professional growth of employees and colleagues. The last characteristic is
building community. The servant-leader must try to build a better local community, as they
shouldn’t be 100% focused on building simply their large institutions. It is said that all of
these characteristics often occur naturally within many individuals and can be enhanced
through learning and practice.These characteristics break down into 3 categories.A servant
side, which consists of listening, empathy, and healing. A leader side, which consists of
awareness, persuasion, conceptualization, and foresight. The third category is mix between
the two, which consist of stewardship, commitment to people, and building community. This
is seen in my evidence #15. Greenleaf, R. E. (n.d.). What is Servant Leadership? Retrieved
April 10, 2018, from https://www.greenleaf.org/what-is-servant-leadership/
-HDF 190 -Pharmacy Technician Job In HDF 190, we learned about the servant-leadership theory of leadership. A personal
Leadership Inventory Revised 08/22/2017 12
. of the above theory (Greenleaf) application to this theory can be directly related to my job as a pharmacy technician. There
are multiple aspects of the model that I use to serve others while doing my job. One of
characteristics, listening, is used very often. I often have to listen intently to others while
working, so I can fully understand and serve the customers problems. I will often use empath
as well. Many customers my come to me sick, in a bad mood, and can come off as a bit rude
to me. Knowing this, I have to put myself in their shoes, to understand what they are going
through and not take it personal. Another aspect of a servant-leader that I use while at my job
is awareness. I must be self-aware of my actions at all times, as well as the actions of the
customers in order to help them with the best service. While working with the pharmacist, I
believe that I also share the aspect of commitment to the growth of people. I am committed
to the growth and well being of the customers at my job and in the future I will be able to
committed to the growth of new pharmacy technicians that are learning the job in the future.
At the same time, I am helping build a community. I play a role in helping individuals of my
town on to the road to better health, building a strong and healthy community (evidence
#18). Lastly, I believe that every time I am working I use conceptualization. While I work
hard now, I am have the goal in the back of my mind to perform the best I can, as this current
job can lead me to landing a job a pharmacist in the future. Overall, I combine many of the
aspects of being a servant leader into my job as a pharmacy technician, serving others to help
improve their health. Source- Greenleaf, R. E. (n.d.). What is Servant Leadership? Retrieved
April 10, 2018, from https://www.greenleaf.org/what-is-servant-leadership/

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)
.
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 HDF 190 -VIA In HDF 190, we learned about the 4 V’s model of leadership (evidence #13). This
the “4 V’s” theory of leadership by Grace
. (Center for Ethical Leadership)
model is about aligning internal beliefs and values with the external behavior and
actions of one’s self. The purpose of combining these aspects allow for the
advancing of the common good. The model was invented by Dr. Bill Grace, who
had a personal passion for ethics and based it upon his research on formal
Leadership Inventory Revised 08/22/2017 13

38 Student will describe personal application
of the above theory (Grace)
. based off of presentation on Grace’s 4 Vs model. In this crest, there are four aspects
leadership. He believed that the leadership development begins with the inner
journey of integrity and then an outer commitment to the common good.
Individuals must first discover their core values, and develop a vision for changing
the world. Then one can decide of an outer commitment to better serve the
community. This can include deciding to shape a future that is visionary, inclusive,
and uses all of the members of the community to fulfill one’s needs, dreams, and
potentials. The 4 V’s include Values, Vision, Voice, and Virtue. The first, Values, is
about a understanding of and commitment to one’s individual core values. If one
can identify their core values, they can then integrate them into the choices of one’s
everyday lives. The next V is Vision. Vision is described as the ability to frame out
actions, particularly in service to others. Having foresight to better the community is
necessary. Next is Voice. Voice is needed to be able to express one’s vision to others,
by doing so in an authentic and convincing way. This can then motivate others to
take action on one’s vision. The last V is virtue. Virtue is all about understanding
that by practicing a virtuous behavior, we continue acting upon the virtue to strive
to what is right is good. This allows one to become a virtuous person within itself.
These are the core values of ethical leadership,all combing to benefit the common
good. Source- Center for Ethical Leadership. (n.d.). “Ethical Leadership”. Retrieved
from http://ethicalleadership.org/about-us/philosophies-definitions/ethical-
leadership
-HDF 190 -VIA In HDF 190, we created our own leadership crest, seen in evidence #6.. This crest is
to it. This includes Values, Vision, Voice, and Virtue.The first is values, which is the
understanding to our individual core values. In my values section, I chose my top
two character values from my VIA character strengths. These included Social
Intelligence and Bravery. I can use these to shape my choices during my life. The
next V is Vision. Vision is defined as the ability to frame out actions that can have a
positive effect on others and what should be done. For me, my vision is for people
to stay more positive about the situations they are in. People will tend to only see
the negative sides of things, and while they are blinded by this, they will forget all
the good things happening in their life. The next V is Voice. Having a voice about
my vision can convince them and motivate them accomplish the vision I have. For
myself, I will be using my voice by showing others the positive sides of their
situation through positive social interactions and helping them be brave by not
easily giving up if they are in a challenging situation. While my voice is connected
to my vision, using my voice will be accomplished by demonstrating my own
values when voicing my vision to others. The last V, Virtue, is achieved by
practicing virtuous behavior and striving to do what is right and good. This can be
achieved using the overall virtues of my values. For myself, this includes Humanity
and courage. Having the courage to express my voice for change can aid in
displaying my vision, while humanities can help me connect with those better
whom I am trying to share my vision. Overall, the four V’s can help shape the future
by allowing me discover what my core values are so I can lead towards the future
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39 Student will show knowledge of the
“Situational Leadership” theory by Hersey
. & Blanchard
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
with a positive change and positive impact on society. Source: Center for Ethical
Leadership. (n.d.). “Ethical Leadership”. Retrieved from
http://ethicalleadership.org/about-us/philosophies-definitions/ethical-leadership
HDF 190 In HDF 190, we learned that Relational Leadership encompuses many parts that
work together in order to create an effective leader (evidence #10). One of the most
important aspects of Relational Leadership is the relationship one can create with
others in the quest for purposeful change. With these relationships however, one
must have a clear image of themselves first, a knowledge of self, in order to create
these relationships with others. Within the model, there are five main parts that
work together. These five parts stress the importance of being inclusive,
empowering, purposeful, ethical, and process-oriented. All of these parts work
together in common overarching themes. These themes are knowing, being, and
doing. Knowing is the first step, as one must know themselves, how change can
happen, and how others may see the world different than you. Being is making sure
one is being ethical, caring, and inclusive of others. Doing is acting in socially
responsible ways, walking the talk, when being committed and a participant in a
community. Each of the five parts of the Relational Leadership model fit into the
themes of knowing, being, and doing. Purposeful, one of the main parts of the
model, is simply making sure that one has an individual commitment to the task at
hand and those you are working with. With purposeful, knowing is seen as
understanding the change process and models, as well as understanding the
mission and what the group is trying to achieve. The next theme, being, is seen by
believing that being positive and optimistic about the task will help everyone be
better and that it is indeed possible to make a change. The last theme, doing, one
must use their skills to identify goals, think creatively, and involve others in the
vision-building process. A next part of the model is empowering and the
empowerment of of others involved in the group. To empower others, one must
understand the impact of their power on others and the process of the project. Being
empowering must believe that everyone can have something to offer and should
value what others can bring to the table. The act of empowering others requires
skills in encouraging or affirming others while sharing information with everyone.
Another main part of the model is ethical, or what drives values and standards of
leadership with is considered morally good. Knowing how to be ethical is
understanding values and models of valuing one’s self and others. One needs to
believe that actions that benefit others are preferred over the actions pursued for
self-gain. Also, believing that socially responsible behavior should be encouraged
for all. Having the skills in behaving concurrently, being reliable and responsible,
and acting courageously would be seen by someone performing ethically. Inclusion
Leadership Inventory Revised 08/22/2017 15

42 Student will describe personal application
of the above theory (Komives et al)
.
43 Student will show knowledge of the
concept of constructivism
.
44 Students will describe personal examples
of implementing constructivism
.
45 Student will demonstrate knowledge of
the Experiential Learning Model (Kolb)
.
46 Student will describe personal application
of the Experiential Learning Model (Kolb)
.
47 Student will show knowledge of the
“Social Change Model of Leadership
. Development” by Astin et al
is another part of the model, which can be defined as being inclusive to all others
and other’s points of view. Keys to inclusiveness is having a knowledge of self and
others and understanding many different frames and multiple realities of others.
Being inclusive is seen by believing that differences in people are valuable. They
should believe that everyone can make a difference when they are given fairness
and equality. To be inclusive, listening skills, framing and reframing skills, and
skills with building coalitions are needed to act inclusively. The last part of the
Relational Leadership model is process-orientated. This describes how the group
goes about building and maintaining a team, and accomplishing the group’s
purpose. Knowledge of group process and understanding community are needed.
One needs to believe that the process is just as important as the outcome. In
addition, one should believe that high quality effort needs to be encouraged for
success. One can do collaboration, reflecting, learning and to develop the skills
needed for being process-oriented. All of these components of the Relational
Leadership model needed for building positive relationships and excelling in
leading towards a goal. This model can teach one about themselves while
simultaneously teaching about others.
Source: McMahon, Lucas, & Komives. (1998). Exploring Leadership.
HDF 190 - In HDF 190, we learned about the social change model of leadership. Social change
can be done by addressing the root cause of a problem. A lasting, positive impact is
the goal with social change, and this is not easily obtained. Equality, social justice,
and knowledge are needed to be an inclusive change. The social change model was
created specifically for students in college. It can teach students to learn to work
effectively with each other to create social change over their lifetimes. The model
itself works as a feedback loop between three levels: the individual, the group, and
society. Each of these levels have different aspects to it. In the individual, this
Leadership Inventory Revised 08/22/2017 16

48 Student will describe personal application
of the above theory (Astin et al)
. The project that we participated in was walk a mile in her shoes, which is a
includes development of personal qualities, self awareness, and one’s own personal
values. In the group level, there is an emphasis on collaboration and interaction
between the group and the individual. Lastly in society, the goal of the level is to
bring about change for the common good. All of these levels must work together to
obtain social change. Within the social change model, there is the 7 C’s of social
change (evidence #14). These 7 C’s include: Consciousness of Self, Congruence,
Commitment, Collaboration, Common Purpose, Controversy with Civility, and
Citizenship. In order for someone to create a positive change, one must use all 7 of
these values. Citizenship is telling people to see themselves as part of a larger
whole, a larger community other than just themselves. Collaboration is necessary, as
people must work together, tapping into multiple talents and perspectives, in order
to achieve common goals. A common purpose is necessary so that everyone has the
same aim, values and vision on the project of change they are taking on.
Controversy with Civility just shows that disagreements are a necessary part of
social change, and allows others opinions to be heard. Consciousness of self allows
one to have mindfulness of their own attitudes, values, and personal beliefs.
Congruence is making sure that one’s actions are following what they are voicing
that others should do. Lastly, commitment is simply making sure they follow-
through with the plan they started with. All of these 7 C’s together can allow
someone to tackle a social change issue. Source: Camba-Kelsay, M. J. (2018).
Overview of the social change model of leadership development [PowerPoint
slides]. Retrieved from (sakai link).
-HDF 190 -Social Change Model Project In HDF 190 we were tasked with participating in a social change project of our own.
organization dedicated to spreading awareness about domestic and sexual violence.
I am going to describe how I felt the project connected to the 7 C’s of social change.
The first was collaboration. We all worked together as in our small group as long
with others who participated in the event to help spread the mission goal of the
organization. Next citizenship was demonstrated by seeing ourselves as part of a
larger whole, as not just individuals but now part of group bigger supporting the
cause. Another C that was represented was common purpose. Each person in
attendance of the event shared the common purpose of putting themselves to work
promoting the issues associated with sexual and domestic violence. I felt I displayed
consciousness of self, especially during the reflection aspect of the event. I was able
to think about what I learned and was able to be fully aware of the attitude that I
now have towards domestic violence. I felt like I displayed congruence during the
project. I didn’t just donate towards the cause or just simply go through the motions
in order to get a grade. I fully participated in the actual walk, as well have holding
and proudly displaying the a sign advocating awareness of sexual violence. Another
C I felt I touched upon was commitment. I committed my time toward participating
in the event and committed time to reading and learning more about domestic
violence at the open portion of the event. Lastly, controversy with civility was
experienced when our group was deciding on what social change project to take on.
Leadership Inventory Revised 08/22/2017 17
 However, we allowed for everyone's opinions to be heard and we were all able to
agree on a decision to take the project. I believe our social change project connected
the three main overarching themes of the social change model. I felt I further
developed myself and my personal values. I felt there was a strong emphasis on
collaboration between our group and the organization leading the event. In
addition, by learning about and participating, we were able to help bring about
change for the common good and for the future. All of these aspects connect to
create a personal application to the social change model. Evidence #19 is a photo we
took together at the event.
Source: Camba-Kelsay, M. J. (2018). Overview of the social change model of
leadership development [PowerPoint slides]. Retrieved from (sakai link).
49 Students will demonstrate knowledge of
the “Leadership Identity Development
. Model” by Komives et al
50 Students will describe personal
application of the above theory. (Komives
. et al)
51 Students will demonstrate knowledge of
the Strengths-Development Model by
. Hulme et al
52 Student will describe personal application
of the above theory (Hulme et al)
.
53 Student will demonstrate knowledge of
behavior theories of leadership from
. Michigan and Ohio State
54 Student will describe personal application
of the above theories (Michigan & Ohio
. State)
55 Student will demonstrate knowledge of
Charismatic leadership
.
56 Student will describe personal application
of the above theory
.
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 &
Leadership Inventory Revised 08/22/2017 18
 Cashman; Graen
62 Student will describe personal application
of the above theory (Dansereau, Graen &
. Haga; Graen & Cashman; Graen)
63 Student will demonstrate knowledge of
Leadership Substitutes Theory
.
64 Student will describe personal application
of the above theory
.
65 Student will demonstrate knowledge of
Models of leader emergence
.
66 Student will describe the impact of traits
on leadership emergence and
. performance
67 Student will demonstrate knowledge of
Chaos approach to leadership by
. Wheatley
68 Student will describe personal application
of the above theory (Wheatley)
.

Leadership Inventory Revised 08/22/2017 19

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 -HDF 190 -Learning contract In HDF 190, we all completed learning contracts to explore and utilize our strengths and values. I
application of model(s) of gender identity chose to complete a safe zone training (evidence #9) and learn on how I can be an ally of the LGBTQ
. above community. During that training, I learned about different models related to gender and identity. One of
the activities we did was the genderbread person. It began with an introduction explaining how many
people confuse the four main terms and identities with one of other. These include biological sex,
gender identity, gender expression, and sexual orientation. I learned that these identities and
expression are distinct from one each other and are independent. The first one we talked about
biological sex. I learned that there is the popular understood types of sex, which are female and male.

Leadership Inventory Revised 08/22/2017 20

 However we learned about intersex, which is when the persons genitalia may be a mix between the
two, or lacking either. Before this activity I did not even know this was possible. They gave a statistic
that almost 2% of people are born intersex. This opened up my eyes about a different biological sex
then what people consider normal. Next we learned about gender identity. One can identify as a man,
a woman, but also genderqueer. Genderqueer is defined in which a person either identifies as both
man and woman or neither man nor woman. With all of these identities, it is very open to what the
individual may decide who they are. I learned that these are not all or nothing either. It is more as a
range, and it would be possible for all of these identities to fall at any point, not just the middle or the
extremes. Another expression we discussed was gender expression. This includes feminine,
masculine, and in between those androgynous. Androgynous is considered to be blended, having both
masculine and feminine, appearance. We then discussed sexual orientation. This included
heterosexual, homosexual, bisexual and pansexual. I personally learned about pansexual, which is an
individual who is attracted to others regardless of their gender identity or biological sex. I learned that
bisexual attracted to both male and women, compared to pansexual who is attracted to those in
between as well. We discussed how attraction is more than just sexual, as it can be emotionally,
physically, spiritually attraction as well. This was something new to me, as I have never thought about
it that way. After doing this activity and taking the training, I was able to learn much more about some
of the models of gender identity.
Source:
(n.d.). Retrieved from https://web.uri.edu/gender-sexuality/safe-zone/

81 Student will demonstrate knowledge of

additional social identity development
. model(s): Sexual ID, Faith & Spirituality,
Disability, Social Class (Dillon et al;
Fowler; Parks; Astin et al; Peek; Smith;
Johnstone; Gibson; Forber-Pratt &
Aragon; etc.)
82 Student will demonstrate personal
application of additional social identity
development model(s) above
83 Students will demonstrate knowledge of
McIntosh’s theory of privilege and its
. relationship to leadership
84 Student will demonstrate personal
application of McIntosh’s 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
Leadership Inventory Revised 08/22/2017 21
. 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)
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
.
Leadership Inventory Revised 08/22/2017 22
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 -Com100H -Final Group Project Presentation
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;
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 HDF 109 -COM100H I first learned about active listening techniques in COM100H, where our teacher demonstrated some of
active listening techniques -FLITE Retreat the very basic, non-verbal techniques for showing recognition towards others talking.This included
. head nodding, eye contact, and body posture. This was a brief introduction for me, and I learned more
about it during the FLITE retreat in HDF 19t. When in our small groups, we went through the 6 different
aspects of active listening, easily seen as a part of evidence #3. These 6 aspects include:
Encouraging, restating basic ideas, reflecting feelings, clarifying, and summarizing.With each of these
aspects, there was a goal, a process, and examples of what to say. For encouragement, the main goal
is to project interest and maintain conversation.The process should be had with a positive tone of voice
and one should try to neither agree or disagree. An example of this includes phrases such as “I see…”
and “I understand…”. The next aspect would be restating basic ideas. The goal would be to show your
understanding and disclose a grasp of the facts The process would be restating speaker’s basic
ideas.Examples of what to say include “If I understand, your idea is…”. After restarting basic ideas, one
Leadership Inventory Revised 08/22/2017 23

110 Student will describe examples of using
active listening skills
. show to our classmates that we are listening to what they are saying and we understand them. Before
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
should attempt to reflect the feelings of the person they are talking to. The goal would be to
demonstrate that you are listening and understand how the person feels. The process should be about
reflecting the person’s feelings and say comments like “You feel that..”.. Next one should try to
clarifying. The goal would be to ask for additional facts and help the person explore all sides of the
problem. The process would be by asking specific questions with examples such as “Can you clarify
that?” or “So in other words, what you’re saying is…”. Lastly, summarizing should be the last aspect of
active listening. The goal would be to draw together ideas and facts, while creating basis for continued
discussion. The process of this should be that major ideas are restated, reflected, and summarized.
Examples of this are, “Theses seem to be the main ideas you have expressed…” and “If I understand
you, you feel this way about…”. Putting together all of these aspecting will aid in the active listening
technique. This will allow for better, more productive conversations with other, while allowing both
people to explore any issues at hand the best possible ways. It is particularly important in FLITE to be
an active listener, as you can better understand fellow peers in the small groups. This allows you to be
more engaged in the conversation and then be able to contribute more to the group. Source:Penn
State University’s center for conflict management mediation handbook training, 1990.
HDF 190 -FLITE Retreat In HDF 190, we are constantly sharing personal thoughts and ideas to our fellow classmates in our
small groups. When sharing and conversing with each other, using active listening skills are needed to
we began, we came up with a contract for the group, that allowed us as active listeners let the
speakers speak freely (Evidence # 20) For example during our FLITE retreat, we discussed a lot of
personal information about ourselves in our groups. As the listener it was very important that we
encouraged them to share, allowing our classmate to be more open with our groupmates.I would
restate the basic idea that someone was explaining about themselves, as it would further show my
understanding. Often, I would see someone in our group reflect the feelings of another classmate,
which shows that you are understanding how that person feels. Our peer leaders would often
summarize what a member of the group said as well, which drew together many of the basic ideas so
we could all further understand. By using and witnessing the use of active listening skills, it allowed our
group to be more connected. I was able to better understand and relate to my fellow classmates, and
set up the group to be more comfortable with each other. I understand how important active listening
is, as someone who is not actively listening to me I can sometimes neither tell if they understand or if
they care about what I am saying. In the future, I plan to implement active listening skills into most
conversations, as I know understand how important they are to aiding the relationship between others.
Leadership Inventory Revised 08/22/2017 24
. maintain dialogue and move to action
(Patterson, McMillian & Switzler)
118 Student will describe examples of
engaging in a Crucial Conversation
.
119 Student will demonstrate knowledge of
facilitation techniques
.
120 Student will demonstrate proficiency of
facilitation techniques
.
121 Student will demonstrate knowledge of de-
briefing techniques
.
122 Student will demonstrate proficiency of de-
briefing techniques
.
123 Student will demonstrate knowledge of
framing based on psychology and its use
. in group facilitation
124 Student will demonstrate proficiency of
framing based on psychology and its use
. in group facilitation
125 Student will demonstrate knowledge the
four frames of organizations, and the
. meaning of reframing by Bolman and Deal
126 Student will describe personal application
of organizational analysis using the four
. frames of organizations, and breaking the
frame / reframing (Bolman and Deal)
127 Student will show knowledge of organizing
meetings / setting agendas / and leading
. meetings
128 Student will describe personal examples of
organizing meetings / setting agendas /
. leading meetings
129 Student will show knowledge of
Parliamentary Procedure
.
130 Student will show knowledge of techniques
for working with difficult people
.
131 Student will describe personal examples of
using techniques to work effectively with
. difficult people
132 Student will show knowledge of the stages -Com100H -HDF 190 In Com100H, as well as HDF 190, we discussed the multiple stages of group development (evidence
of group development (Tuckman/Tuckman #11). The stages include forming, storming, norming, and performing, usually followed by a fifth and
. & Jensen, Bennis or others) final stage called adjoining, as seen in evidence #8. The first stage is forming, when members are first
joining the group. During this stage, the group’s goal is made clear to all the members. This allows time
for members to express any intia questions they may have or any concerns, and give out initial
assignments to members. Norms are usually established at this time, which is the expected behavior of
the members within the group. After the forming stage is the storming stage. The storming stage, may

Leadership Inventory Revised 08/22/2017 25


133 Student will describe personal examples of
group development in use
. (Tuckman/Tuckman & Jensen, Bennis or
others).
134 Student will show knowledge of group
roles and how they contribute to group
. dynamics (Johnson & Johnson; Benne &
Sheats; Knowles & Knowles; etc.)
135 Student will describe personal examples of
group roles and how they contribute to
. group dynamics (Johnson & Johnson;
Benne & Sheats; Knowles & Knowles; etc.)
136 Student will show knowledge of effective
memberships skills in groups
.
137 Student will describe personal examples of
membership skills in use
.
138 Student will show knowledge of the
Challenge and Support theory by Sanford,
. and its relationship to organizations
be considered as the ‘first fight” within the group. The members within the group now feel more
comfortable within the group, are more willing to express their opinions to other members. This allows
greater negotiation about participation and how the group should be working. Confronting other
members in the groups about ideas they have and looking for a change could be sign of being in the
storming stage. Next is the norming stage, which is usually right after the storming stage. After the
group works through an initial conflict, the norms of the group will help be set in place and be in a
better position to work on the task at hand. This stage represents that members are willing to abide by
the rules created by the group and others values in order to achieve the goals set in place. Next stage
is performing, which is seen by a decrease in tensions and a greater focus on the work needed to
accomplish the group’s goals. There may be small negotiating of conflicts, but overall the focus is
getting the work done. An example of this is a weekly meeting by the members to work on the project
together. A last stage of group development is adjoining. This is seen mostly by groups that are
assigned a specific goar or a deadline to finish the project. They talk about aspects that may have
gone better but also celebrate the fact that their work is now complete. .Source- “Tuckman, Bruce
(1965). "Developmental sequence in small groups".”
-HDF 190 -Social Change Project In HDF 190, I participated in a group for the social change project, and I had a personal experience
with the stages of group development, and was mentioned in our presentation (evidence #). First
experienced was the “Forming” stage. In the beginning there was some confusion in determining the
roles of the group since we had yet to form the trust and relationships that are critical to group
development. Eventually, we began to work towards the “Storming” stage. We grew trust for one
another, but as the model says, we began to inevitably form conflicts. We were unsure of what our
Social Change project would be on, and how we could make lasting change. It took some time to
agree, as we had some different opinions on where to take the project. Soon after we shifted into a
problem solving mindset that led us to the “Norming” category. This stage was the most prevalent in
the actual walk itself, as we finally were able to join together as a team.The conflicts that we had were
resolved when we decided on the walk, and together we were able to work as a team at the event. The
next part stage we then shifted to was performing. We all worked to get the power point done, as we all
agreed on roles and there was little tension in finishing the project. We then all worked together to
finish the problem off my giving a great presentation together in front of the class explaining the project.
After this we felt we reached an adjoining stage. We congratulated one each other after the
presentation and in our group chat, each person explaining how proud of each other we were for
completing the project together. Overall, I felt we made it through all of the group development stages
and did a successful job completing the project. A piece of evidence is seen in #20 as a slide we used
during our presentation of the social change project that discussed our group development.
Leadership Inventory Revised 08/22/2017 26
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 -COM100H In COM100H, we focused on Informative speaking throughout the semester. Informative speaking was
informative and persuasive public speaking described as the 3 I’s of informative speaking: Informative, Interesting, and Important (evidence #7
. discusses this). The speech should be informative, as it should deliver ideas and facts that the
audience can learn from you. Next the speech should be interesting, as you want to make sure the
audience will remember and not be bored by your speech. Lastly, the speech should be important. I
needs to be important to the audience in some way, in order from them to better connect with you and
the information that you are giving. By hitting all of these points, the this will help allow one to deliver
the information in a neutral way, as you are not trying to persuade the audience, without boring them. I
also learned the mantra of telling an informative speech that will drive me to success in an informative
speech. The mantra goes as, “Tell the audience what you're going to tell them. Then tell them. Then
tell them what you told them.” To break this down, this displays three key parts of an informative
speech, which will allow you to hit the 3 I’s that were mentioned before. First, tell them what you're
going to tell them. First you should introduce to the audience what you are going to telling them. This
will give them an introduction to the material, and also allow them to keep track of where they are at
and what else you have left to tell them while giving the presentation. This leads into the next part of
the mantra, actually giving the informative speech. As this is an informative speech, one must make
sure they they are staying objective in the information they are telling the audience to make sure one's
own personal views does not persuade the audience in any way. Lastly, tell them what you told them.
Conclude the speech by going back over the main points. This will allow them to remember what was
mentioned earlier in the presentation, as well as give them a solid end to the presentation. By following
the three I’s and the mantra, one can be proficient in informative public speaking.
142 Student will show knowledge of planning
and conducting interviews (as the
. interviewer)
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
.
146 Student will show knowledge of effective
collaboration / coalition building (Sources:
. Cilente/Komives et al; NCBI; etc.)
147 Student will describe personal examples of
working in collaboratives/coalitions
.
148 Student will demonstrate knowledge of
techniques to communicate and engage in
. difficult dialogues related to diversity and
inclusion.
149 Student will demonstrate proficiency in
communicating and engaging in difficult
Leadership Inventory Revised 08/22/2017 27
. 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

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