Inventory-2017 1 Bennett

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

Date Enrolled: 2018
Date of Graduation: 2022
*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 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.
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) 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 Women’s Studies MSL 201: Military Skills and History of Warfare
COM 210: Persuasion: The Rhetoric of Influence GWS 310: Race, Class, Sexuality in Women’s Lives MSL 202: Leadership & Team Building
COM 221: Interpersonal Communication GWS 350: International Women’s 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
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
▪ Self discipline
Lead Others ▪ Strengths ▪ Perseverance
▪ Weaknesses ▪ Develop and maintain family,
▪ Values PROGRESS interpersonal, and intimate relationships
▪ Needs ▪ Academic, social, personal goals and
P ▪ Styles objectives
R o Learning
O o Teaching
G o Personality P
R o Membership R
E o Leadership O
S G
RE-EVALUATE R
S
former stages E
as you progress S
4. Develop and Refine
Skills S
▪ Leadership theory and

practice 3. Broaden Your Perspectives…
▪ Communication Understand others
▪ Group Development
▪ Inclusion ▪ Hierarchy of needs
▪ Citizen Activist Skills PROGRESS ▪ Racial, cultural, gender, sexual orientation,
▪ Critical Thinking religious, class, ability, etc. diversity and
▪ Teaching and Programming commonalities
▪ Power, privilege, oppression, liberation;
individual and institutional discrimination

OUTCOMES
In this section, you will track your progress toward the outcomes. Each class in the minor targets different outcomes; all of the classes list these
outcomes on the syllabi (the words “goals” or “curriculum areas” may be used instead). In many of our classes, the assignments can serve as your
evidence. Periodically, and not less than at the end of each semester, you should update your outcomes progress. In the “additional experiences”
column, name additional classes or experiences that contributed to you becoming proficient in that outcome. As the semesters pass, you will think of
things from recent semesters and semesters further in the past, or people or jobs, etc. in your past that also influenced your progress on that outcome.
Do not let that ambiguity upset you. Reflecting on development is not a linear process, but it does help to reflect often. In the “descriptive notes”
column, share insights about your growth, lack of progress, successes, stumbling blocks, etc. At the end of each section, you need to include evidence
that supports your development toward the outcomes. Copies of papers, grading sheets, evaluation 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.

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
stress management methods
manage stress
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 HDF190 Intervarsity Christian Fellowship In HDF190 I learned that my personal value strengths are Fairness, Forgiveness, Honesty, Kindness,
statement (Sources = VIA, values and Spirituality. My fairness value is important to me because I want to make sure everyone is treated
clarification exercises, etc.) fairly and equally. I want everyone to feel loved and important. This relates to what I do in Intervarsity
because our main focus is helping people to experience God’s love and I want all people to experience
that. My forgiveness value is important because I always want to make sure I forgive everyone. One of
the biggest things I believe and value is grace, because that’s what God gives us and I want to respond
to everyone with that kind of forgiveness and Grace. My honesty value is important because I always
want to be open and honesty in all of my relationships. My kindness is important because I want to
treat everyone with kindness and show them the way God loves them. This relates to my fairness value
because I want everyone to experience the same kindness in their lives. And my last value of
Spirituality is very important to me because it ties into every other value. My relationship with God is
what gives me these values in the first place.
See evidence #1 – VIA Values
Latest News:. (n.d.). Retrieved from http://www.viacharacter.org/www

9. Student will demonstrate practice of the HDF190 Intervarsity Christian Fellowship In HDF190 I learned that my personal value strengths are Fairness, Forgiveness, Honesty, Kindness,
personal values statement and Spirituality. I found out that I use these values all the time in my daily life and specifically at the
organization Intervarsity Christian Fellowship. I use fairness when we have people come to our
organization and I treat everyone equally and I make sure everyone is included and is involved in what
we are doing. I use forgiveness when there are times where people may have done something wrong
or done something to hurt me. I want to respond to situations like that with forgiveness because I care
about people and I want to keep the relationship intact. I use honesty in my relationships when I tell
people the truth and I’m open with them. I don’t want to hide anything from other people because I
know that hiding things only hurts the relationship. I use kindness whenever I interact with other
people. I want people to feel loved and know that I care about them. I try to help and serve others
whenever I am able to. And I use spirituality every day in my life with my relationship with God. I know
that everything happens for a reason in my life and it is a big part of my life.
See evidence #1 – VIA Values
Latest News:. (n.d.). Retrieved from http://www.viacharacter.org/www

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 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 In HDF190 I learned about my Gallup Strengths. My strengths are Connectedness, Positivity, Includer,
Signature Themes, shadow side of Communication, and Developer. My connectedness strength relates to my ability to know that
Strengths and/or weaknesses, and everything happens for a reason. It is related to my faith in God and knowing that He has a plan. This
examples of application (Source = Gallup) helps me to see the big picture in situations, however the weakness of that would be that it’s harder to
focus on the smaller things. My positivity strength helps me to be happy and stay positive through any
circumstance. I use this strength to help other people get through things and stay positive. And I use
this to stay positive and look at the bright side of things in my own life. A weakness of this would be
that it is harder to help people and be with people through hard things in life, because of trying to be
positive. My includer strength is what I use because I want everyone to be included. I don’t like when
people get left out and I start to feel bad, which helps me try to include everyone in everything I’m
doing. My communication strength helps me to convey what I’m trying to say to people. It helps me get
my message across and also motivate people and help people through things. And my developer
strength makes me want to help people grow. I want to see people at their best and I try to help people
become better at who they are. All of these strengths work together to help me really care about other
people and serve people.
See evidence #2
Gallup. (n.d.). Retrieved from https://www.gallupstrengthscenter.com/

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
“Authority and Bureaucracy” theory of
leadership Weber
20. Student will describe personal application
of the above theory (Weber)
“Scientific Management” theory of
leadership by Taylor
of the above theory (Taylor)
“Management by Objectives” theory of
leadership by Drucker
of the above theory (Drucker)
25. Student will show knowledge of “Theory
X and Theory Y” theory of leadership by
MacGregor
of the above theory (MacGregor)
27. Student will show knowledge of the HDF190 As learned in HDF190, Servant leadership, coined by Robert Greenleaf in 1969, is a form of leadership
“Servant Leadership” theory of leadership where the leader is first a servant. As Robert Greenleaf says, “The great leader is seen as a servant
by Greenleaf first. It begins with the natural feeling that one wants to serve, to serve first.”. A servant leader’s main
goal is to help people grow and help them find their strengths so they can become servant leaders
themselves. The servant leader wants to serve people and put other people’s needs before their own
needs. According to Robert Greenleaf there are ten characteristics to a Servant Leader; Listening,
Empathy, Healing, Awareness, Persuasion, Conceptualization, Foresight, Stewardship, Commitment to
the growth of people, and Building community. The benefits of being a Servant Leader according to
Robert Greenleaf is that you are helping yourself and helping others at the same time.
See evidence #3 – Servant Leadership Speech
Greenleaf, R. K. (1991). The servant as leader. Indianapolis, IN: Robert K. Greenleaf Center.
28. Student will describe personal application HDF190 Intervarsity Christian Fellowship In Intervarsity Christian Fellowship, our main purpose is to build each other up, and serve others by
of the above theory (Greenleaf) showing them God’s love. In the organization I use my strengths and values to accomplish this. Using
two of my strengths, which are Includer and Developer, I make sure everyone is included in the
organization and I make sure that others are developed to become leaders themselves. Using two of
my values which are Fairness and Kindness, I put others first and love them the way that God loves
them. I also make sure that everyone is treated the same in our organization.
See evidence #3 – Servant Leadership Speech
Greenleaf, R. K. (1991). The servant as leader. Indianapolis, IN: Robert K. Greenleaf Center.
“Principle Centered Leadership” theory by
Covey
of the above theory (Covey)
31. Student will show knowledge of the “14
Points / TQM” theory of leadership by
Deming
of the above theory (Deming)
“Visionary Leadership” (now often cited
as “Transformational Leadership”) theory
by Sashkin
of the above theory (Sashkin)
“Individuals in Organizations” leadership
theory by Argyris
of the above theory (Argyris)
37. Students will demonstrate knowledge of HDF190 As learned in HDF190, the “4 V’s” theory, coined by Dr. Bill Grace, is a framework
the “4 V’s” theory of leadership by Grace that aligns internal beliefs and values with the external behaviors and actions for the
(Center for Ethical Leadership) purpose of advancing the common good. The model contains Values, Vision, Voice,
and Virtue. My values that I learned about in HDF190 are Fairness, Forgiveness,
Honesty, Kindness, and Spirituality. My vision is to show kindness and love to
everyone. My voice is that everyone deserves to be loved and treated with kindness.
And the virtue is Kindness.
See evidence #4 – Leadership Crest
Concepts and Philosophies. (n.d.). Retrieved from

http://www.ethicalleadership.org/concepts-and-philosophies.html
38. Student will describe personal application HDF190 Intervarsity Christian As learned in HDF190, the 4 V’s theory contains values, vision, voice, and virtue. My
of the above theory (Grace) Fellowship values are Fairness, Forgiveness, Honesty, Kindness, and Spirituality. Using the 4
V’s theory and my values, I apply them to my time in an organization on campus
called Intervarsity Christian Fellowship. During my time there I learned about casting
vision and using my strengths to see my vision carried out. The vision that I created
was to show kindness and love to everyone. We carry this vision out by inviting
people and showing them as much love as possible.
See Evidence #4 – Leadership Crest
Concepts and Philosophies. (n.d.). Retrieved from

http://www.ethicalleadership.org/concepts-and-philosophies.html
“Situational Leadership” theory by Hersey
& Blanchard
of the above theory (Hersey & Blanchard)
41. Student will show knowledge of the As learned in HDF190, Relational Leadership is a model of leadership developed by
“Relational Leadership” model by Komives, Lucas & McMahon in 1998. There are three basic principles of relational
Komives, McMahon & Lucas leadership; Knowing: You must know – yourself, how change occurs, and how
others view things differently than you do, being: You must be – ethical, principles,
open, caring, and
Inclusive, and doing: You must act – in socially responsible ways, consistently and
congruently, as a participant in a community and on your commitments and
passions. Komives, Lucas & McMahon define this form of leadership as “a relational
process of people together attempting to accomplish change or make a difference to
benefit the common good” (Komives, Lucas & McMahon 1998). One of the main
ideas in relational leadership is putting people first. There are five components to
relational leadership; Inclusive, Empowering, Purposeful, Ethical, and Process-
oriented. Being inclusive means understanding, valuing and actively engaging
diversity in views, approaches, styles, and aspects of individuality such as sex or
culture that add multiple perspectives to a group’s activity. Empowerment has two
dimensions: A sense of self that claims ownership, claims a space, and expects to
be involved; a set of conditions that promotes involvement by reducing barriers that
block the development of individual talent and involvement. Being purposeful means
having a commitment to a goal or activity. Ethical is leadership that is driven by
values and standards and leadership that is good – moral – in nature. Process refers
to how the group goes about being a group and accomplishing its purpose.
See evidence #5 – Relational Leadership Paper
(Komives, Lucas & McMahon (1998) in Exploring Leadership)

42. Student will describe personal application HDF190 As learned in HDF190, Strengths and Values can be related to relational leadership.
of the above theory (Komives et al) One of my values that relates to relational leadership is Kindness and one of my
strengths that relates is Includer. Using the five components of relational leadership
which are Inclusive, Empowering, Purposeful, Ethical, and Process-oriented, I am
able to use my strengths and values to apply this model of leadership in my life.
Using kindness, I am able to empower people and build them up so they can grow,
and I am able to give people purpose in the group which in turn, brings purpose to
the group as a whole. Using includer I am able to include everyone in anything I do
or anything that the group does, and I am able to include everyone in our process
and our goal and include everyone in the values and standards of the group.
See evidence #5 – Relational Leadership Paper
(Komives, Lucas & McMahon (1998) in Exploring Leadership)

concept of constructivism
44. Students will describe personal examples
of implementing constructivism
the Experiential Learning Model (Kolb)
of the Experiential Learning Model (Kolb)
“Social Change Model of Leadership
Development” by Astin et al
of the above theory (Astin et al)
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)
the Strengths-Development Model by
Hulme et al
of the above theory (Hulme et al)
behavior theories of leadership from
Michigan and Ohio State
of the above theories (Michigan & Ohio
State)
Charismatic leadership
of the above theory
contingency approach to leadership by
Fiedler
of the above theory (Fiedler)
Path-Goal theory by House
of the above theory (House)
Leader Member Exchange (LMX) theory
by Dansereau, Graen & Haga; Graen &
Cashman; Graen
of the above theory (Dansereau, Graen &
Haga; Graen & Cashman; Graen)
Leadership Substitutes Theory
of the above theory
Models of leader emergence
66. Student will describe the impact of traits
on leadership emergence and
performance
Chaos approach to leadership by
Wheatley
of the above theory (Wheatley)

Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership
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
the “Cycles of Socialization” (Harro)
theory and its uses in leadership
72. Students will demonstrate personal
application of the “Cycles of
Socialization” (Harro)
the “Cycles of Liberation” (Harro) theory
and its uses in leadership
74. Student will demonstrate personal
application of the “Cycles of Liberation”
(Harro)
the “Configuration of Power” (Franklin)
and its relationship to leadership
application of the “Configuration of
Power” (Franklin)
racial identity development (Cross &
Fhagen-Smith; Rowe, Bennett &
Atkinson; Ferdman & Gallegos; Kim;
Horse; Renn etc.)
application of model(s) of racial identity
development above
models related to gender / identity /
gender identity development (Lev;
Bussey; Bussey & Bandura; Bilodeau;
Gilligan; Belenky et al; etc.)
application of model(s) of gender identity
above
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
McIntosh’s theory of privilege and its
relationship to leadership
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
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
the ally Action Continuum by Griffin &
Harro
92 Student will demonstrate personal
application of the Action Continuum by
Griffin & Harro
Multicultural Organizational Development
Model (Jackson)
94. Student will show personal application of
the Multicultural Organizational
Development Model (Jackson)
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
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
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
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)
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 HDF190 COM100 As learned in HDF190 during the Day of Discovery Retreat, active listening involves five parts;
active listening techniques Encouraging, Restating Basic Ideas, Reflecting Feelings, Clarifying, and Summarizing. In those five
parts we went over goals, processes, and what to say. The goal is what you want to get out of actively
listening or how you want the other person to feel through your active listening. The process is how you
accomplish the goal of that topic of active listening. What to say gives you examples of sentences to
use to show that you are listening or phrases or even actions that show you are listening.
Active listening was also talked about in COM100. How to properly listen to others by using signs and
gestures that tell the other person you are listening and repeating what they say back to them.
See evidence #6 – Active Listening
Mediation Handbook Training (1990) Retrieved from Penn State University’s Center for Conflict
Management.
110. Student will describe examples of using HDF190 COM100 During the Day of the Discovery retreat in HDF190, we were given the opportunity to use active
active listening skills listening after learning the concepts. During the retreat we participated in exercises such as Values
Timeline Questions. During this activity we talked about when we first learned about concepts such as,
sexual orientation, race and ethnicity, and socio-economic status. We took turns talking and while each
person was talking, we all participate in active listening. Making sure to show the person speaking that
we were listening to them and fully engaged in what they were saying.
In COM100 we demonstrated active listening by listening to other students give speeches. During the
class we gave and heard many speeches and using the active listening techniques we used, we were
able to show the other students that we were listening.
See evidence #7 - Timeline
Mediation Handbook Training (1990) Retrieved from Penn State University’s Center for Conflict
Management.
functions of group communication by
Hirokawa
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)
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)
118. Student will describe examples of
engaging in a Crucial Conversation
facilitation techniques
facilitation techniques
121. Student will demonstrate knowledge of de-
briefing techniques
122. Student will demonstrate proficiency of de-
briefing techniques
framing based on psychology and its use in
group facilitation
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
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
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
using techniques to work effectively with
difficult people
132. Student will show knowledge of the stages
of group development (Tuckman/Tuckman
& Jensen, Bennis or others)
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.)
group roles and how they contribute to
group dynamics (Johnson & Johnson;
Benne & Sheats; Knowles & Knowles; etc.)
memberships skills in groups
membership skills in use
Challenge and Support theory by Sanford,
and its relationship to organizations
using the theory of Challenge and Support
(Sanford)
construction / elements of informative and
persuasive speeches
141. Student will demonstrate proficiency in
informative and persuasive public speaking
142. Student will show knowledge of planning
and conducting interviews (as the
interviewer)
planning and conducting interviews (as the
interviewer)
144. Student will show knowledge of preparing
for and effective answers in interviews (as
the interviewee)
preparing for and being interviewed
collaboration / coalition building (Sources:
Cilente/Komives et al; NCBI; etc.)
working in collaboratives/coalitions
techniques to communicate and engage in
difficult dialogues related to diversity and
inclusion.
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
related to maintaining accountability as a
leader
152. Student will describe ways to build
relationships between leaders and
members
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
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
mentoring and being mentored
160. Student will describe principles of effective
peer leadership, as well as problems
particular to peer leadership
related to being a peer leader and being
led by peers

Inventory-2017 1 Bennett

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Inventory-2017 1 Bennett

Uploaded by

Copyright:

Available Formats

LEADERSHIP

Name: Joshua Bennett

Leadership Inventory Revised 08/22/2017 1

ADVISING INFORMATION (students will include own documentation)

Leadership Inventory Revised 08/22/2017 2

CSLD Mission Statement

CSLD Vision Statement

CSLD Values Statement

MINOR IN LEADERSHIP STUDIES

MINOR ELECTIVES-9 credits

▪ Leadership theory and

Leadership Inventory Revised 08/22/2017 5

Leadership Inventory Revised 08/22/2017 6

2. Student will demonstrate personal,

Latest News:. (n.d.). Retrieved from http://www.viacharacter.org/www

Latest News:. (n.d.). Retrieved from http://www.viacharacter.org/www

Gallup. (n.d.). Retrieved from https://www.gallupstrengthscenter.com/

Outcome Category: Leadership Theories

Concepts and Philosophies. (n.d.). Retrieved from

Concepts and Philosophies. (n.d.). Retrieved from

(Komives, Lucas & McMahon (1998) in Exploring Leadership)

(Komives, Lucas & McMahon (1998) in Exploring Leadership)

Leadership Inventory Revised 08/22/2017 12

Leadership Inventory Revised 08/22/2017 14

Leadership Inventory Revised 08/22/2017 15

Leadership Inventory Revised 08/22/2017 19

You might also like