LEADERSHIP

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

Name: Owen Rothrock

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
BUS 341: Organizational Behavior
BUS 342: Human Resource Management
BUS 441: Leadership & Motivation (capstone option)
BUS 443: Organizational Design & Change
BUS 448: International Dimensions of Business
BUS 449: Entrepreneurship
COM 100: Communication Fundamentals
COM 202: Public Speaking
COM 208: Argumentation and Debate
COM 210: Persuasion: The Rhetoric of Influence
COM 221: Interpersonal Communication
COM 250: Small Group Communication
COM 302: Advanced Public Speaking
COM 308: Advanced Argumentation
COM 322: Gender & Communication
COM 351: Oral Comm. in Business & the Professions
COM 361: Intercultural Communication
COM 383: Rhetorical Theory
COM 385: Communication and Social Influence
COM 402: Leadership and Motivation (capstone option)
COM 407: Political Communication
COM 415: The Ethics of Persuasion
COM 421: Advanced Interpersonal Communication
COM 422: Communication and Conflict
COM 441: Race, Politics and the Media
COM 450: Organizational Communication
COM 461/462: Managing Cultural Differences in Organizations
CSV 302: URI Community Service
GWS 150: Introduction to Women’s Studies
GWS 310: Race, Class, Sexuality in Women’s Lives
GWS 350: International Women’s Issues
HDF 190: First‐Year Leaders Inspired to Excellence (FLITE)
(introductory course option)
HDF 290: Modern Leadership Issues (introductory course
option)
HDF 291: Rose Butler Browne Program Peer Mentoring Program
HDF 412: Historical, Multi‐Ethnic, & Alternative Leadership
(capstone option)
HDF 413: Student Organization Leadership Consulting
HDF 414: Leadership for Activism and Social Change
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
HDF 415: FLITE Peer Leadership

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
 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

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.

Class Ideas to work on In progress Completed

HDF190 1,2,3,4,5,6,7,8,9,
10,17,27,28,41,42,
97,130,131,132,133

Leadership Inventory Revised 08/22/2017 7

Outcome Category: Self-Leadership
Outcome
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
5. Student will demonstrate the
ability to manage stress
6. Student will express a
personal code of
leadership / membership
ethics
Target Additional Descriptive notes regarding learning and practice
class Experiences
HDF 190 Taekwondo experiences In taekwondo, I learned that an important part of leadership is being able to take control of the situation and do what you think is
right without seeking the approval of an upper person. I tend to struggle with this outside of taekwondo, because a big part of it is
confidence. In taekwondo I have the confidence in my own knowledge and ability, and I hope to be able to work towards becoming
more confident in my abilities outside of just taekwondo. Sometimes you might want to get confirmation about what you are doing,
but other times you just have to assert yourself and say that you are right for yourself.
HDF 190 CHM112, MTH142, Coming from a highschool where I was among the upper end of achievers, college has been a slight culture shock where I suddenly
PHY273, HDF190, am not the smartest student in the room. It has been humbling in many ways, and I have learned that I actually need to become a
all classes better student. I have been working on disciplining myself to make sure I do my homework before the day it is due, and I have
committed myself to stop missing classes for no reason. I have purchased a planner and hope to use it to keep my schedules and
assignments organized. Outside of college I have been doing taekwondo for over a decade, and I like to believe that I am well
disciplined and can manage my emotions and stress (To be expanded upon below) from the rigorous training. Organization has
never been much of a strong suit for me, but I am taking steps to improve on it in my classes and in my life.
HDF 190 Taekwondo, Life in During my training in taekwondo I learned to manage my emotions, and how to not show any form of reaction when something
general angers you. This is in part because emotions can be a weakness in a fight, if your opponent gets under your skin, you will tend to
make mistakes in your form or footwork. However, emotions are also a powerful weapon, anger and adrenaline can fuel you to do
some crazy things, similar to how parents have been reported to be able to lift cars when their children are under them. Managing
your emotions is not the same as killing off your emotions, managing them means you know when you need to keep it inside and
when to let it out. I have been working on transferring from killing off my emotions to accepting them as part of me. I am a flawed
person, but I believe that anyone who aims to better themselves is able to get better. When all is said and done, I know when to hold
my tongue when I disagree, and I am working on understanding all sides of each story.
HDF 190 All classes this semester Stress is something of a new feeling to me since coming to college. This is because I have always had the resources and abilities to
and last do well without much effort. However, college is a harsh reality and I have actually been getting stressed over assignments,
friendships, and life back home. Many things happened to me during the fall semester and I have changed since them, I am no
longer the fresh faced person I was when I came here. That is not to say it has all been negative. Every failure is the opportunity to
succeed again. I have learned some good strategies to manage stress. First of all is island music, namely Jesse Rice and Kenny
Chesney, two phenomenal musical artists. Music helps me destress and vent some pent up frustrations, and doubles as something
that helps me focus. Another strategy I picked up was playing DnD with some new friends I made at school as just a way to unwind
and have fun doing something I enjoy.
HDF 190 Classes and Life As to not copy my above statements I will summarize and add to that content. To manage stress I have been listening to calming
music that reminds me of better times, and playing DnD with some friends I made at college to just unwind for a couple hours each
week. Another thing I do to manage stress is call back home to my friends and family. It can feel very lonely being at college
because you are somewhere so different from where you spent your entire life, suddenly surrounded by new people and new
experiences you have never expected, and It is very nice for me to be able to call back home and talk to the people I love and trust,
be they friends or family. My friends from back home have done so much for me, I can only hope to pay them back some fraction for
everything they have done for me.
HDF 190 HDF 190 ethics workshop, During leadership institute, we had to create a contract saying what we all wanted out of the experience and while our team, (team
Leadership Institute pink!) came up with some good words, I added one thing that really captured my whole hope. Fun. If I am not having fun doing
something I will not be doing it for long, because why would I choose to pursue something that makes me unhappy? This was further
enforced by my strengths from the gallup strength assessment, with my number three strength “Woo”. My main goal in life to be
happy with everything I have done in my life. To reach this goal, I hope to have fun and enjoy everything I choose to do.
Leadership Inventory Revised 08/22/2017 8
7. Student will demonstrate
practice of the personal
code of ethics
8. Student will express a
personal values statement
(Sources = VIA, values
clarification exercises, etc.)
9. Student will demonstrate
practice of the personal
values statement
10. Student will demonstrate the
ability to lead a project from
start to finish (follow-
through)
11. Student will describe goals
and objective statements
regarding personal issues,
career issues, and
community issues
12. Student will show evidence
of goals and objectives that
were planned and achieved
13. Student will show
HDF 190 HDF 190, NWCC, Throughout my time so far at URI, I have partaken in several instances where I have put my ethics into practice. My main beliefs are
Leadership Institute that Action speaks louder than words, Effort in translates to results out, and that if you aren’t having fun, something is wrong. During
NWCC I was able to express my ideas in my actions and I was able to have people understand me through seeing it visualized. In
my opinion that helped the group because seeing me try was giving people the confidence to try their ideas as well, instead of
simply talking about it. Similarly, during Institute and NWCC I was able to give every challenge or element my all, and my effort,
combined with he effort all everyone else, helped the team succeed faster, and to a better extent. By giving everything your all, you
can get the best results out. Life is full of exchanges, and I believe that more effort will translate to better results. Lastly, My main
ideal is that life should be fun, and that if you aren’t having fun, there is no reason to continue. Everything from the class for HDF190,
to the Introduction to the leadership program through institute, to putting the theory into practice during my weekend with NWCC,
every moment has been fun, and I have enjoyed every second of it.
HDF 190 HDF 190 According to VIA values assessment my top value is kindness, followed by love, judgement, humor, and curiosity. These are all
Leadership institute accurate in my opinion, I pride myself on my ability to understand and be patient with people and I will often go out of my way to help
those who seem to be in need, and Example is when I am skiing, I have confidence in my abilities so that if I ever see anyone laying
on the trail, I will stop and ask them if they are ok. It is a simple gesture, but I hope people appreciate it because I know I would if a
stranger stopped what they were doing to make sure you were ok. I am a loving person to those who earn my love, I would gladly
sacrifice myself for any of my friends from high school without a second thought because I know they are the same. Love is amazing
when you have it. Judgement can be taken many ways, but I would like to hope that my form of judgement is more so the “Strong
moral compass and unwavering ethical protractor” and not so much the prejudice aspect. I try not to judge others because I wouldn’t
want to be judged. I try my best to be funny, humor is great because you can lighten the situation. Afterall, spending all day in a well,
is time well spent…(Pause for comedic effect). Lastly is curiosity, and I think it should be higher. I am always wondering what I can
do, what I can change, can I optimize this, can I make this more efficient, etc. Curiosity is so powerful because the people who ask
questions drive the future forward.
HDF190 HDF My personal value statement is, “I want to live a good life, so that when I look back and think about everything I have done, I am
Institute proud of it all”. While this is a very open ended statement, it really summarizes my thought process. Life is comprised of choices that
NWCC constantly change and shape the world around you, so who wouldn’t want tot be proud of the results of their actions. In order to
achieve this, I have taken every opportunity I have been given. First, I did leadership institute, then I pledged to a fraternity, then I
joined HDF190, and most recently, I have participated in training with NWCC. All of these experiences are decisions that I have
made with my value statement in mind. Sometimes, I think to myself, ”I don’t want to go outside, It’s too dark, or it’s too bright, or too
hot, or too cold” but then I think, will I be happy in ten, twenty, fifty years later looking back and knowing that I chose not to enjoy my
youth. Before college, I never had a job, because in my mind I thought, “I will be working for the next fifty years, why start any sooner
than I need to?” In conclusion, I intend to enjoy everything I do, in the hopes that I will look back on my life and be content.
HDF 190 Theta Tau While I was pledge to Theta Tau, one thing I had to do with my pledge class was create a gift for the fraternity. However, because
the days were getting shorter and the temperature was getting lower, I decided to take a more active role to complete the project.
First I asked the group chat what we were thinking of making, and we decided to make custom cornhole boards. Once we had our
idea, I reached out to the person in charge of the funds for the pledge class and got him to purchase the boards and spray paint.
Next, I had to find a day and time that worked for the most people so I sent out a poll for time availability and planned accordingly.
Unfortunately, that day had 25 mile an hour winds, but that didn’t deter me from the goal I had in mind, so I met up with the pledge
class to make the project, hoping it wouldn’t take much time. However only five people, myself included, showed up, making an hour
long project take over three hours. After completing the project, we decided that we would be the ones to present them to the
fraternity, as we were the ones who actually did the work. So, taking center stage, I presented the project and was thanked with
thunderous applause.
Leadership Inventory Revised 08/22/2017 9
 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 HDF 190 Leadership Institute In HDF 190 I learned my top 5 Gallup strengths which are, Adaptability, Communication, Woo, Deliberative, and Futuristic. To me,
StrengthsQuest Signature Adaptability is the ability to go with the flow, helping me to follow and learn from others. Communication is important in all aspects of
Themes, shadow side of life, and being able to convey what you mean is a very valuable to me. Woo is the personifications of my lifestyle, I like to get people
Strengths and/or excited about what I am saying and like to make sure everyone is having fun. Deliberation is equally as important as communication
weaknesses, and examples because being able to deliberate with others about what course of action you take is key to success. Lastly, Futuristic is the ability to
of application (Source = think ahead to not only what you are doing, but also how that affects things around you. I was able to use these all during my time
Gallup) learning martial arts because I was an assistant instructor. Not only did I have to change my teaching style to appeal to every
student, but I also had to work alongside the instructor and other assistants to keep the class flowing smoothly while also keeping
the student engaged and interested. I was also able to use Adaptability, and Woo, during leadership institute when we were playing
the “Red light Green light” game where we had to hide the noodle. I used my adaptability to change the plan on the move while the
Group leader changed the rules and limited our talking. I used Woo to try to make sure everyone was having fun, and I would try to
let our plan be funny and efficient. Together with my peers, we were able to form a plan and execute it before the Group leader
could catch on and stop us. I believe these traits are accurate except for Futuristic. This is because I often put off doing things until
the last minute, and I also act thinking only in the moment.

https://my.gallup.com/_Portal/Component?
gssClientId=dduOMXW7d71AS3U_2BFMiMY8EiRX0WxJVn_2FHNUkaHb4okdayR4Pz6_
2BetryXCC5aLQ2&gssComponentId=6271#/
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 Target class Additional Experiences Descriptive notes regarding learning and practice
19. Student will show knowledge of the
“Authority and Bureaucracy” theory of
leadership Weber

Leadership Inventory Revised 08/22/2017 10

20. Student will describe personal application
of the above theory (Weber)
21. Student will show knowledge of the
“Scientific Management” theory of
leadership by Taylor
22. Student will describe personal application
of the above theory (Taylor)
23. Student will show knowledge of the
“Management by Objectives” theory of
leadership by Drucker
24. Student will describe personal application
of the above theory (Drucker)
25. Student will show knowledge of “Theory
X and Theory Y” theory of leadership by
MacGregor
26. Student will describe personal application
of the above theory (MacGregor)
27. Student will show knowledge of the
“Servant Leadership” theory of leadership
by Greenleaf
28. Student will describe personal application
of the above theory (Greenleaf)
HDF 190 HDF 190 speech Servant leadership is the act of putting yourself second to the people who you lead, and understanding
that leading from within can help reach people better. I believe that servant leadership is Making
yourself a leader from within a community, leading from the same place as everyone else. A true
servant leader will not work for a selfish reason, but will instead use their passion to grow and enhance
the community around them. “The servant-leader is servant first… It begins with the natural feeling that
one wants to serve, to serve first. Then conscious choice brings one to aspire to lead. That person is
sharply different from one who is leader first, perhaps because of the need to assuage an unusual
power drive or to acquire material possessions”
https://www.greenleaf.org/what-is-servant-leadership/
HDF 190 HDF 190 Speech The person who inspired me was my taekwondo master, Master Kim. He is a short funny man with an
infinite passion for sharing the martial art that he loves so much. I’ve been doing TKD for the majority of
my life and over that time I have heard of and experienced great leadership from him. Firstly as an
instructor, but also as a mentor, someone who would completely change his schedule at a moments
notice to spend time talking to you to hear your opinions. Alongside this, he was also very motivational
and convinced a close friend of mine to do TKD which helped to save her life… Fran… Master Kim
used his passion to help teach others and that passion saved her from Cancer. He taught me that
being a leader was not about being this all powerful, perfect being, but was instead just a normal
person with a passion. I plan to use his teaching method, which involved first introducing the idea, then
letting the followers try it on their own at first, once they Succeed or fail he would offer ideas on how to
change their approach, if it didn’t work the next time, he would ask each person what they felt was
going wrong, and customize his approach to each person to help them achieve more. Often times, he
would even join the class and have an instructor run the class for him and he would act as a student
doing everything the students did. He grew closer to his students by showing them that he is the same
as them, he was just another student, another peer, and another person seeking to learn more. My
master Kim was running a business, but more than that, he was creating a community where people
could try and fail and learn not just from him, but from their peers and friends. In conclusion, I hope to
use a similar method as he used to grow closer to my peers and develop empathy and understanding
towards them, by working alongside them.
https://www.greenleaf.org/what-is-servant-leadership/
https://patch.com/massachusetts/beverly/beverly-black-belt-beats-cancer-exercise-family-spirit
Leadership Inventory Revised 08/22/2017 11
 Cerit, Y. (2009). The Effects of Servant Leadership Behaviours of School Principals on Teachers’ Job
Satisfaction. Educational Management Administration & Leadership, 37(5), 600–623.
https://doi.org/10.1177/1741143209339650

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
the “4 V’s” theory of leadership by Grace
(Center for Ethical Leadership)
38. Student will describe personal application
of the above theory (Grace)
39. Student will show knowledge of the
“Situational Leadership” theory by Hersey
& Blanchard
40. Student will describe personal application
of the above theory (Hersey & Blanchard)
41. Student will show knowledge of the HDF 190 HDF 190 Relational Essay The team was formed on something of a whim, and no one really knew what they were doing at first,
“Relational Leadership” model by similarly to how the relational model describes it. However, Seth and Andrew used their power to tell us
Komives, McMahon & Lucas what to do and how we would do it. The model says that in the forming step, the group does not own
the mission, or feel committed to the group yet, and this is in sharp contrast to what was happening
under the two “Leaders”. After the first week, most members were satisfied enough with how it was
being executed that they became committed to the team, and started to offer ideas and suggestions on
how to change up how it was being run, and ideas for different ways we could perform for an audience.
All of these suggestions and ideas were promptly shot down however, and the team was told that we
would follow a strict plan that was already decided on by the two leaders, in conjunction with the
Grandmaster. This entirely removed the Storming aspect from the process as it refused to let the
members add anything to the conversation, and made the members lose a sense of importance in the
group. Luckily, most tension was starting to get resolved as we started learning the forms, techniques,
and curriculum. At this point, the group reached the norming phase, and people started to take pride in
being in the group, and as such, morale increased and the overall experience was becoming more
Leadership Inventory Revised 08/22/2017 12

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)
enjoyable. Not only this, but we were learning to trust that the leaders had a plan and would be working
hard to help us achieve what they thought we could do, which, fortunately worked well for the team
during the norming process. This actually lead very well to the performing aspect, both literally and
metaphorically. Our team was learning and succeeding in training and we were getting ready to
demonstrate the fruits of our labor at our first, and only, public demonstration. In June of 2016, the
team arrived to the small city art festival hosted only a few streets away from the studio and put on our
first demonstration. As a team, we gave it our all and by the end, when the crowd began to applaud, we
knew we had done something amazing, and we had done it together. The performing aspect of the
model was the only aspect that the team nailed. Unfortunately, all good things have to end, and the
team was dissolved to months after the art festival, and because it was so sudden, our team never
experienced the adjourning aspect of the model. If the team was not comprised of my friends and
peers, and I had never seen them, I believe that I would have felt empty, as if I lost a part of me. If
there was more emphasis on the relational leadership model, the team would have formed faster and
would have learned quicker.
To abbreviate, Komives, Lucas, and McMahon Found a model for leadership that is focused on the 5
main aspects, of Inclusive, Empowering, Purposeful, Process Orientated, and ethical. And these 5
aspects tend to follow the average creation of a team, focused on a common goal. The steps are
Forming, storming, norming, performing, and adjourning. In my essay, I decided to focus more so on
the team creation part of the theory, as I have more experience with it, and I understand it better with
my mindset. Also, the demo team perfectly illustrated the process and I knew I could incorporate it, if
not as blatantly as this is the ethical part, this is the empowering part, etc.
Komives, S.R., Lucas, N., & McMahon, T.R. (2007). Exploring
leadership: For college students who want to make a difference.
Jossey-Bass.
HDF 190 HDF 190 Relational essay As Stated above, My experience with the model is heavily influenced by my time
doing taekwondo. To continue from the dissolution of the demonstration team, I
was approached by the owner about an opening on the leadership team, a group of
peer instructors, normally ranked between brown and black belt. During my time on
the leadership team, I found myself following the model without even knowing
there was a model about it. It would start when I was given a student to work with,
and, because this was a public martial arts studio, I would be able to instruct all
manner of people, of any color, any race, any religion, and even people on the
autism spectrum. My job was to teach and strengthen my peers, and to do this, I
would start them with doing something they just learned and critique any obvious
things, but then I would let them attempt to fix this, if they did fix the thing I
pointed out, I would make sure to let them know they improved. Then I would have
them doing something they have known for longer, letting them feel even more
confident in themselves.
Leadership Inventory Revised 08/22/2017 13
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
48. Student will describe personal application
of the above theory (Astin et al)
49. Students will demonstrate knowledge of
the “Leadership Identity Development
Model” by Komives et al
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 &
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
Leadership Inventory Revised 08/22/2017 14
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 15

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

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
69. Student will demonstrate how cultural
anthropology / paradigms relate to
leadership
70. Student will describe personal example
of using cultural anthropology /
paradigms as a leader
71. Student will demonstrate knowledge of
the “Cycles of Socialization” (Harro)
theory and its uses in leadership
72. Students will demonstrate personal
application of the “Cycles of
Socialization” (Harro)
73. Student will demonstrate knowledge of
the “Cycles of Liberation” (Harro) theory
and its uses in leadership
74. Student will demonstrate personal
application of the “Cycles of Liberation”
(Harro)
75. Student will demonstrate knowledge of
the “Configuration of Power” (Franklin)
and its relationship to leadership
76. Student will demonstrate personal
application of the “Configuration of
Power” (Franklin)
77. Student will demonstrate knowledge of
racial identity development (Cross &
Fhagen-Smith; Rowe, Bennett &
Atkinson; Ferdman & Gallegos; Kim;
Horse; Renn etc.)
78. Student will demonstrate personal
application of model(s) of racial identity
development above
79. Student will demonstrate knowledge of
models related to gender / identity /
gender identity development (Lev;
Bussey; Bussey & Bandura; Bilodeau;
Gilligan; Belenky et al; etc.)
80. Student will demonstrate personal
application of model(s) of gender identity
above
81. Student will demonstrate knowledge of
additional social identity development
model(s): Sexual ID, Faith & Spirituality,
Disability, Social Class (Dillon et al;
Fowler; Parks; Astin et al; Peek; Smith;
Leadership Inventory Revised 08/22/2017 16
 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
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 HDF 190 HDF 190 My code for inclusive leadership is to keep everyone comfortable. This included letting people be
inclusive leadership NWCC heard, letting people chose their pace, and letting people do what they are comfortable doing. During
Leadership Inventory Revised 08/22/2017 17
 my training with NWCC I was given the opportunity to be an element leader in conjunction with my
partner Natalie. In an effort to make this as inclusive as possible, we started with asking who was
uncomfortable with swinging in the element, which one person responded to, and we made sure to
note that. We had also made sure to let the group discuss before we handed over the rope, in the hope
that everyone would be able to put an idea out. One idea was to take away speaking privilege from
people who had already crossed the element, to make sure the same person isn’t calling all the shots.

Outcome Category: Critical Thinking

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
98. Student will show knowledge of principles
of critical thinking and fallacies (logic is
used in this minor)
99. Student will demonstrate proficiency of
critical thinking
100 Student will show knowledge of
metaphorical analysis to critically analyze
. self and leadership situations
101 Student will demonstrate proficiency of
metaphorical analysis to critically analyze
. self and leadership situations
102 Student will show knowledge of at least five
decision making methods
.
103 Student will describe personal examples of
having used five decision making methods
.
104 Student will show knowledge of at least five
problem solving / conflict management
. methods, as well as understanding the
roots of conflicts
105 Student will describe personal examples of
having used five problem solving / conflict
. management
106 Student will demonstrate the ability
to synthesize multiple knowledge
. perspectives (course work), competencies
(communication, writing, information
literacy or mathematical/statistical skills)
and responsibilities (global, diversity &
inclusion or civic knowledge)
107 Student will demonstrate knowledge of
leadership that is used in crisis (i.e., James
. & Wooten; Garvin; Covey; Frohman;
Lalonde; Schoenberg; Joni; Braden et al;
etc.)
Leadership Inventory Revised 08/22/2017 18
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
active listening techniques
.
110 Student will describe examples of using
active listening skills
.
111 Student will demonstrate knowledge of
functions of group communication by
. Hirokawa
112 Student will describe personal application
of functions of group communication
. (Hirokawa)
113 Student will show knowledge of techniques
regarding giving and accepting of feedback
.
114 Student will describe examples of giving
and accepting feedback.
.
115 Student will show knowledge of the 7D
coaching model (Knott)
.
116 Student will demonstrate personal
application of the 7D Model (Knott)
.
117 Student will show knowledge of elements
of a Crucial Conversation and steps to
. maintain dialogue and move to action
(Patterson, McMillian & Switzler)
118 Student will describe examples of
engaging in a Crucial Conversation
.
119 Student will demonstrate knowledge of
facilitation techniques
.

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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 HDF 190 NWCC During NWCC training, I was given the opportunity to lead an element, and quickly realized that the
for working with difficult people other peer leaders were actively trying to mess up and cause issues. My element included swinging on
. a rope, so one tactic was to catch the rope and take control back from the group, in order to implement
either a punishment, or an added rule. An example is when one peer leader started climbing the rope,
So me and my partner caught and stopped the rope, helped him down, sent him back to the starting
point and implemented the rule that climbing was not allowed. I was also able to observe how other
people reacted to the challenges posed by the peer leaders, like how one of my peers stepped in front
of one peer leader who had been log rolling down on of the elements. The main way that I have
learned is to physically put yourself between the person and what they are doing.
131 Student will describe personal examples of HDF190 NWCC During the training, on the second day, while the peer leaders were messing around trying to throw off
using techniques to work effectively with the leaders of the element, it was very difficult for the members participating to actually work well, and
. difficult people that is where my ideas started forming on how to work with difficult people. First, I would approach the
difficult person and ask them for their opinion on how they think it should be done, and give them the
opportunity to actually try to be productive. If they didn’t, I would say my idea for how to pursue
completing the element and try to coax them into listening to me. If that failed I would let them try their
idea and then I would do my idea to see which worked better, and if their idea was better, I would
follow along, in the hopes of appeasing them so that they would be more willing to listen to me later on.
This was on display when I talked one peer leader out of jumping up and down on “Whale Watch”, one
of the elements on the challenge course.
132 Student will show knowledge of the stages HDF190 HDF190 The Tuckman Stages of group development are forming, storming, norming, performing, and

Leadership Inventory Revised 08/22/2017 20

. of group development (Tuckman/Tuckman adjourning. Forming is the point where a group forms but doesn’t have a common interest, or trust in
& Jensen, Bennis or others) members yet. After this is storming, where the members start to offer their ideas and brainstorm what
the goal and objective is for the group. Next is norming, which is when the group will become more
comfortable and start taking pride in being in the group, this is when the trust starts to grow. Then
comes performing, which is when the group is at its best, united for a common goal, working together
and trust every member fully. Lastly is adjourning, where the group dissolves in a positive way, leaving
the members content with the end product, as opposed to feeling sad it is over.
133 Student will describe personal examples of HDF 190 Taekwondo As mentioned in depth in #41, during my time on the demonstration team, I was able to experience the
group development in use Tuckman stages of group development. During forming, the members were unsure who the leader
. (Tuckman/Tuckman & Jensen, Bennis or was, and why they were chosen to be the leader. Everyone had there own skills and wanted to have
others). say over what happened. Luckily, we made is to storming pretty quickly without losing many members.
During that time, we were accepting the leader and started to throw around ideas for what forms and
breaking techniques we would do. Everyone had their own idea for how it should look, and we were
feeling confident enough to share those ideas. Next was norming, which was when the demonstration
came together, and everyone was feeling good about the team, and all of our work starting to pay off.
This led to the performing, which in our case was a performance at the Beverly Arts Festival. We were
greeted with thunderous applause and the team was riding that wave of good feelings. However, we
ended up dissolving the team as interest started to drop, and schedules became more difficult, but we
had given the team our everything, and we all felt proud of what we had achieved together.
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
139 Student will describe personal examples of
using the theory of Challenge and Support
. (Sanford)
140 Student will show knowledge of the
construction / elements of informative and
. persuasive speeches
141 Student will demonstrate proficiency in
informative and persuasive public speaking
.
142 Student will show knowledge of planning
and conducting interviews (as the
. interviewer)
143 Student will describe personal examples of
planning and conducting interviews (as the
. interviewer)
Leadership Inventory Revised 08/22/2017 21
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
. 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
Leadership Inventory Revised 08/22/2017 22
161 Student will describe personal examples
related to being a peer leader and being
. led by peers

Leadership Inventory Revised 08/22/2017 23