LEADERSHIP

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

Leadership Inventory Revised 8/30/2013

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

CONTENTS

ABOUT THE MINOR & CENTER FOR STUDENT LEADERSHIP DEVELOPMENT (information included)
Center for Student Leadership Development Information
Minor Information
Developmental Model
ADVISING INFORMATION (students will include own documentation)
Tracking Sheet / Advising Updates
Syllabi of Minor Classes (Core and Electives)
Internship
o Guidelines
o Syllabus
o Mid-term
o Final
OUTCOMES
Outcomes (Self-Leadership, Interpersonal and Organizational, Leadership Theories, Inclusive Leadership, Critical
Thinking)
Targeted Classes
Experiences
Evidence

Leadership Inventory Revised 8/30/2013

CENTER FOR STUDENT LEADERSHIP DEVELOPMENT

Office: Memorial Union Room 210

Phone: (401) 874-2726

Fax: (401) 874-5317

CSLD Mission Statement

To enhance the mission of the University of Rhode Island, The Center for Student Leadership Development aims to:
Provide developmental opportunities for all students to become informed, inclusive, effective, and ethical leaders in the global marketplace through the implementation of
learner-centered academic, experiential, and co-curricular programming.
Engage in research, assessment, and advancement in order to positively impact the expanding field of leadership studies.
CSLD Vision Statement
The URI Center for Student Leadership Development will promote dynamic strengths-based leadership development through multiple delivery methods to prepare students to be
competitive in the work place and global marketplace. The CSLD seeks to progress as innovators for experiential engagement and enriching assessment.
CSLD Values Statement
Grounded in the Social Change Model of Leadership Development (Higher Education Research Institute), Relational Leadership Model (Komivies, Lucas, & McMahon), and Servant
Leadership (Greenleaf), the URI Center for Student Leadership Development values:
Engaged and experiential learning through a constructivist approach
Inclusion, Social Justice, and Civic Engagement
Ethical and Value-based Leadership & Relationship Building
Innovative Assessment and Presentation Models

MINOR IN LEADERSHIP STUDIES

At URI, we are among only a handful of colleges and universities across the country that offers a Minor in Leadership Studies and one that is customized for each student. We utilize
a cross-disciplinary approach to leadership education designed to complement your academic studies. All courses utilize a variety of teaching methods but ultimately include some
form of experiential learning, practical application, and reflective learning. Employers, now more than ever, are seeking candidates with exceptional skills in the areas of
interpersonal and group management, problem solving, critical thinking and effective communication. We can help with all of the above.
Leadership Inventory Revised 8/30/2013

GENERAL INFORMATION

Regardless of your major, you can minor in Leadership Studies.

Requirements may be satisfied by completing 18 or more credits related to leadership and offered by more than one department.
Twelve (12) of the 18 credits must be at the 200 level of instruction or above. A course grade of C or better must be earned in each graded course. At least 12 of the credits
must be earned at URI.
No course may be used to apply to both the major and minor fields of study. Courses in General Education or for other minors may be used for the minor* (*this does not
apply to students in the College of Business). With the exception of internship credit, all courses for the minor must be taken for a grade. The Introductory class must be taken
before the internship and the capstone course.
Application for the minor must be filed in your academic deans office no later than the beginning of the final semester or term.
Approval of the minor does not guarantee that the suggested courses will be available to you on a schedule correlated with your graduation plans nor guarantee space in any
required course.

CORE REQUIREMENTS- 9 Credits

Required Element

Class options

Notes

Introductory Course
3 credits

HDF 190: FLITE

Only offered in spring for first-year students

HDF 290: Modern Leadership Issues

Offered Fall and Spring for sophomores & juniors

Internship
3 credits

HDF 417: Leadership Internship

Requires 40 hours/credit with a min. of 80 hours & a max. of 120 hours of documented
internship experience for graded credit

or

or

Experience through Office of Experiential Learning & Community Engagement

or

Capstone
3 credits

Internship Class in Academic Major

The only time the major and minor can overlap

HDF 412: Historical, Multi-ethnic & Alternative Leadership

Offered only in the fall with preference given to seniors

or

COM 402: Leadership & Motivation

Offered in the spring and summer with Dr. Leatham

BUS 441: Leadership Skills Development

Offered in the fall and spring with Dr. Cooper

or
or

Portfolio
1 credit

HPR 411/412: Honors Senior Seminar

Must be in Honors or have GPA of 3.3

HDF 492: Leadership Minor Portfolio

Taken last spring semester of enrollment (some exceptions)

MINOR ELECTIVES-9 credits

*Additional classes may be appropriate and therefore added to the list; see CSLD for the most updated list or bring a class that you think should be an elective
AAF 300: Civil Rights Movement in the US
BUS 341: Organizational Behavior
BUS 342: Human Resource Management
BUS 441: Leadership & Motivation (capstone option)

COM 402: Leadership and Motivation (capstone option)

COM 407: Political Communication
COM 415: The Ethics of Persuasion
COM 421: Advanced Interpersonal Communication

HDF 416: Leadership in Organizations

HDF 417: Leadership Minor Internship
HDF 437: Law & Families in the U.S.
HDF 450: Introduction to Counseling
Leadership Inventory Revised 8/30/2013

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 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 Womens Studies
GWS 310: Race, Class, Sexuality in Womens Lives
GWS 350: International Womens Issues
HDF 190: FirstYear Leaders Inspired to Excellence (FLITE)
(introductory course option)
HDF 290: Modern Leadership Issues (introductory course option)
HDF 291: Rose Butler Browne Program Peer Mentoring Program
HDF 412: Historical, MultiEthnic, & Alternative Leadership
(capstone option)
HDF 413: Student Organization Leadership Consulting
HDF 414: Leadership for Activism and Social Change
HDF 415: FLITE Peer Leadership

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 8/30/2013

BECOMING A POSITIVE LEADER THROUGH DEVELOPMENT & INVOLVEMENT

Wilson, 1998 (URI Memorial Union / Center for Student Leadership Development)
Revised after the publication of Exploring Leadership: for College Students Who Want to Make a Difference by Komives, McMahon and Lucas, 1998.

You need to have your own act together before you can lead others:
2. Lead Yourself

1. Know Yourself
Lead Others

P
R
O
G
R
E
S
S

Strengths
Weaknesses
Values
Needs
Styles
Learning
Teaching
Personality
Membership
Leadership

PROGRESS

Time management
Organization
Self care
Self discipline
Perseverance
Develop and maintain family,
interpersonal, and intimate relationships
Academic, social, personal goals and
objectives

P
R
O
G
R
E
S
S

RE-EVALUATE
former stages as you
progress

4. Develop and Refine

Skills

Leadership theory and

practice
Communication
Group Development
Inclusion
Citizen Activist Skills
Critical Thinking
Teaching and Programming

3. Broaden Your Perspectives

Understand others
PROGRESS

Hierarchy of needs
Racial, cultural, gender, sexual orientation,
religious, class, ability, etc. diversity and
commonalities
Power, privilege, oppression, liberation;
individual and institutional discrimination

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

Outcome Category: Self-Leadership

Outcome

Target class

Additional Experiences

Descriptive notes regarding learning and practice

To be completely honest, the early workload in this class completely surprised me. I did not expect to
have to write all the papers and do all the presentations I had to do. The early workload caused me to
go to the library much more than I thought I would have to so early in the semester. As a result of this I
buckled down and got lots of work done. This class has helped me very much in meeting deadlines
and being self-disciplined in finishing my work so I didnt fall behind. The work ethic from HDF 290 had
eventually translated to all of my other classes and as a result I am having one of my best semesters.
(See Attachment 1)
During the HDF 290 retreat, one of the opening activities was to look at a list of leaders and classify
them as either a good leader or a bad leader. I am a Hillary Clinton supporter and Hillary Clinton and
Donald Trump were both on the board to be classified as good or bad leaders. While I did voice my
opinion( Pro Hillary ) it was very important for me to keep my emotions in check. I get very passionate
when speaking about politics and some of the comments made about the political figure I support
definitely offended me. I restrained my emotions and kept them in check and did not get into a heated
political debate with anyone at the retreat because I did not want to offend anyone. I feel that I did a
good job in managing my emotions during this activity. (See Attachment 2)

1.

Student will demonstrate autonomy and a

minimized need for approval

2.

Student will demonstrate personal,

organizational, and academic examples
of self-discipline

HDF 290

3.

Student will demonstrate the ability to

manage emotions

HDF 290

HDF 290 Retreat

4.

Student will demonstrate knowledge of

stress management methods
Student will demonstrate the ability to
manage stress
Student will express a personal code of
leadership / membership ethics
Student will demonstrate practice of the
personal code of ethics

HDF 290

Lambda Chi Alpha

I joined the fraternity Lambda Chi Alpha freshman year. My fraternity has a creed that every member
memorizes that lists the personal code of ethics of my fraternity. Joining my fraternity helped instill
many values in me that have helped me to become a better person. While I had already possessed
many personal values that makeup who I am, the fraternity still helped to instill a code of ethics that I
could follow if I am ever questioning my life or whether to make a decision or not. ( See Attachment 3)

HDF 290

Lambda Chi Alpha

My fraternity Lambda Chi Alpha has its own personal values statement as well as a creed. While I
obviously had my own values going into college, Lambda has done a great job teaching me their
values. These values are there for me to fall back on if I ever need to make a decision or am straying
down the wrong path. Lambdas values come in the acronym form of LDRSHIP. The values are Loyalty,
Duty, Respect, Service and Stewardship, Honor, Integrity, and Personal Courage. Learning to follow
these values has helped me become a better man. Since I learned these values I have done my best
to show loyalty to my friends and family, complete any duties that have ended up on my plate, and
respect everyone regardless of their attitude towards me. Since joining Lambda I have done more
community service then I have ever done in my life and I will continue to do so. In addition, I have tried
to stay as honorable as I possibly could and show integrity every chance I get. I feel that these are both
very desirable traits in a person and it is easier to lead if you possess these. Lastly, showing personal
courage and being able to tell someone that theyre wrong even if they are very close to you is very
important to me. Overall, the personal values of Lambda have become my own personal values that I
follow every day. (See Attachment 4)

5.
6.
7.

8.
9.

10

Student will express a personal values

statement
Student will demonstrate practice of the
personal values statement

Student will demonstrate the ability to

.
11.
12
.
13
.
14
.
15
.

16
.
17
.

lead a project from start to finish (followthrough)

Student will describe goals and objective
statements regarding personal issues,
career issues, and community issues
Student will show evidence of goals and
objectives that were planned and
achieved
Student will show knowledge of the
Hierarchy of Needs theory by Maslow
Student will show application of Maslows
theory to own life
Student will describe personal leadership
style and/or personality style including
strengths and weaknesses and examples
of application (Sources = Leadership style
inventories, the L.P.I., StrengthsQuest,
Type Focus (MBTI), LAMP, and other
career inventories, etc.)

HDF 290

VIA & Strengh Quest Surveys

In HDF 290 I took both the VIA and Strength Quest surveys. The VIA survey showed me what my top
five values in action are, while the Strength Quest Survey showed me what my top strengths are. My
top five values in action are Humor, Honesty, Bravery, Social Intelligence, and Hope. This makes sense
because I often use humor as a tool to ease difficult or uncomfortable situations. I also take pride in the
fact that I am very honest and rarely lie to people. I was not surprised that I was also given Bravery,
Social Intelligence, and Hope as those are all ways that my friends have used to describe me. In the
Strengths Quest survey my top five strengths are Woo, Positivity, Communication, Competition, and
Includer. Woo simply says that I welcome the challenge of meeting new people and winning them over.
When I was given the results of this test I wasnt surprised about any of my top strengths besides woo,
until I read more about it and it started to make sense. I use humor to appeal to other people and make
them comfortable with me. I am also an extrovert and enjoy meeting new people. As a result of this, I
feel that this Strength Quest Survey accurately describes my strengths. ( See Attachments 5 and 6)

Student will show knowledge of the theory

of Superleadership by Manz & Sims
Student will show application of Manz &
Sims theory to own life

Outcome Category: Leadership Theories

Outcome

Target class

18
.

Student will show knowledge of the

Authority and Bureaucracy theory of
leadership Weber

HDF 290

19
.

Student will describe personal application

of the above theory (Weber)

HDF 290

Additional Experiences

Taking an EBoard Position for my

Fraternity

Descriptive notes regarding learning and practice

In this theory, Max Weber created a gateway towards understanding how authority is legitimated
towards a system of beliefs. He believes that there are three types of leaders: Bureaucratic,
Charismatic, and Traditional. Weber was one of the first to determine that leadership was situational in
nature and in order to be a successful leader, one must transition between leadership styles. According
to Weber there are only two basic ways that leaders work: transactions and transformations. Webers
theory has 5 Key Principles: Management by rules, Organization by Functional Specialty, Purposely
Impersonal, Employment Based on Technical Qualification, and Hierarchical Structure. ( See
Attachment 7)
When I was elected to the Executive Board for my fraternity I knew that I would be given a larger
amount of authority then what I had previously possessed at chapter meetings. I knew that I would
have to be a certain type of leader in order to get my points across while still keeping the respect of my
fellow fraternity members. I knew that despite the fact that there is a hierarchical structure in chapter
meetings,that I would need to lead a certain way in order to get my point across and still receive
respect from the people under me. ( See Attachment 17)

20
.

Student will show knowledge of the

Scientific Management theory of
leadership by Taylor

HDF 290

21
.

Student will describe personal application

of the above theory (Taylor)

HDF 290

22
.

Student will show knowledge of the

Management by Objectives theory of
leadership by Drucker

HDF 290

23
.

Student will describe personal application

of the above theory (Drucker)

HDF 290

24
.

Student will show knowledge of Theory

X and Theory Y theory of leadership by
MacGregor

HDF 290

25
.

Student will describe personal application

of the above theory (MacGregor)

HDF 290

26
.

Student will show knowledge of the

Servant Leadership theory of leadership
by Greenleaf

HDF 290

Internship Last Summer

Internship

Internship

The Scientific Management Theory analyzes the workflow in a specific work situation. The theorys
main objective is to improve economic efficiency, and focusing on labor productivity in the fastest way
possible. In this theory, the faster the work was completed, the more the workers got paid. There are
four principles to this theory as well. Use scientific methods to create laws and rules, selecting and
training the worker, divide work and responsibility between workers and managers, and cooperation
between workers and managers. In this theory recruiting the worker is important, once the worker is
recruited they should be trained. After they are trained well they should get work done and be
appreciated for it. This will lead to efficiency if they feel appreciated and are financially incentivized.
(See Attachment 8)
Last summer I worked as a finance intern at Momentum Solar in Edison, New Jersey. At the beginning
of the internship all of the finance interns were given training for the first week. All of us were trained in
the same way for the week with the hope that all of us would succeed and help contribute to the
company. After all of the interns were well versed in our responsibilities, we divided the workload up
and completed all of our work efficiently. For these reasons I feel that I can connect the scientific
management theory to my internship in the finance department of Momentum Solar. (See Attachment
24)
Management by Objectives was first used by Peter Drucker in his 1954 book The Practice of
Management. The definition of management by objectives is to clarify specific goals throughout all of
the organization so that employees of all levels can work together. There are five steps to the
management by objectives theory. To start, you set organizational objectives, then cascade objectives
to employees, monitor, evaluate performance, and then finally reward performance. There are both
pros and cons to this theory. Some of the pros are increased motivation to complete smaller goals,
increased relationships between management and subordinates, and increased communication. While
some of the cons are that it is very systematic, time consuming and tedious, and not much room to
change along the way. (See Attachment 9)
Almost every single day at the finance office of Momentum Solar, the management by objectives theory
was utilized. Objectives/goals were given by our superiors or were created by each other and when all
of the interns collaborated and worked together our goals were met quicker. It was important for me to
understand all the other interns and how they worked so we could all collaborate efficiently and
complete the task at hand. ( See Attachment 24)
Douglas McGregor who was a professor at MIT and Harvard introduced theory X and Y in his book. His
theory was on management style and is still one of the most popular management theories to this day.
The two theories attempt to understand peoples motivations and to decide which of the two theories
would be ideal to approach employees with in the workplace, from an employer/managements
perspective. Theory X assumes that employees are naturally unmotivated. Management that believes
in Theory X believes that employees have to be controlled or forced by their manager. Theory Y is very
different because it assumes that employees are naturally motivated. It also makes management
decentralized which is very different than hierarchical management. (See Attachment 10)
I can relate Theory Y to my experience at Momentum Solar last summer. Although there was
hierarchical management and I did have to report to my superior, they assumed that I was naturally
motivated and they did not try to control or force me to do anything that I was not capable of. They did
believe that we were self-motivated but it was also their job to keep us motivated and on task. If I was
to compare my bosses management style to one of the theories it would definitely be closer to theory
Y because of the certain level of autonomy all of the internships were given and the level of trust that
our superiors had in us. (See Attachment 25)
Servant Leadership theory by Robert Greenleaf is the practice of leading by being a servant of the
people first. Through the aspects of being that Greenleaf states, you can use Servant Leadership to
help improve the world. The aspects of being that make up Servant Leadership are Listening, Empathy,
Healing, Self-Awareness, Persuasion, Conceptualization, Foresight, Stewardship, Commitment to the
growth of people, and community building. The main idea of this theory is to help people in the
progression and growth of their leadership skills. (See Attachment 11)

27
.

Student will describe personal application

of the above theory (Greenleaf)

HDF 290

28
.

Student will show knowledge of the

Principle Centered Leadership theory
by Covey

HDF 290

29
.

Student will describe personal application

of the above theory (Covey)

HDF 290

30
.

Student will show knowledge of the 14

Points / TQM theory of leadership by
Deming

HDF 290

31
.

Student will describe personal application

of the above theory (Deming)

32

Student will show knowledge of the

Internship

Internship

Internship at Momentum Solar

HDF 290

While working for Momentum Solar last summer I experienced Servant Leadership many times.
Whenever I had a question about something, all of the employees would go out of their way to help me
and make sure that I knew what I was doing. From the younger employees to seasoned veterans of the
company everyone would take time out of their day to share their experiences and knowledge of their
specific fields with me. This experience was very new to me and it meant a lot to me that some of the
most important people in the company would treat me as one of their equals. I saw many of the ten
characteristics of Servant Leadership while working at Momentum Solar and I am thankful for that
experience. (See Attachment 25)
Dr. Stephen Covey introduced the theory of Principle Centered Leadership. The four main principles of
Principle Centered Leadership are Security, Wisdom, Guidance, and Power. There are eight
characteristics that help make up these principles. These characteristics go as follows. They are
continually learning, they are service oriented, they radiate positive energy, they believe in other
people, they lead balanced lives, they see life as an adventure, they are synergistic, they exercise for
self-renewal. Lastly, there are four levels to follow the four principles which are organizational,
managerial, interpersonal, and personal. (See Attachment 12)
During my time in the finance department at Momentum Solar, many of the employees that I met
displayed some of the characteristics of Principle Centered Leadership. To start, many of the
employees felt the need to continually learn even though they were already well versed in their specific
fields. It was huge to me to see these successful people who were already making all this money still
try to learn more about their jobs to continually improve. This inspired me to never be satisfied with my
current knowledge and always want to learn more. In addition, almost everyone in the company from
the receptionists to the CFO had a very positive attitude. This attitude was very comforting because
even when we experienced difficulties, everyone remained calm and positive and solved the problem.
Finally, there was a gym inside the facilities that Momentum Solar operated at and throughout the day
many of the employees would sneak in for a quick workout. The CEO believed that working out helped
create a balanced life and increased productivity. Sometimes before work I would go to the gym and
shower in the locker room then report to work. After doing this a few times I understood his reasoning
behind adding the gym because I was very productive every time I had worked out before work. ( See
Attachment 26)
W. Edwards Deming came up with 14 points for Total Quality Management. The 14 points are as
follows: Create a constant purpose towards movement (in products and services), adopt the new
philosophy, cease dependence on inspection to achieve quality, use a single supplier for any one item
and end the practice of awarding business on price alone, improve every process of planning
production and service constantly, use training on the job, implement/adopt and institute leadership,
eliminate fear in the work environment, break down barriers between departments, get rid of unclear
slogans, eliminate management by objectives, remove barriers to pride of workmanship and eliminate
the annual merit system, implement education and self- improvement, and put every employee in the
company to work accomplishing the transformation. (See Attachment 13)
I can relate my experience at my internship to the 14 points TQM Theory. As the internship went on I
started to develop a working relationship with the CFO John Carfagno because we shared similar
interests outside of the office. As I started to get to know John better it occurred to me that he was
constantly testing different ways of increasing the companys overall productivity. While he did not hit
on every single point on this theory, he implemented many of them. For example, he did not award
business on price alone but stayed loyal to many of the suppliers that had done him right in the past.
He was also big on eliminating fear in the work environment and making sure everyone had fun with
their jobs. He did this partly by implementing a casual dress code and bringing adult toys such as
hoverboards and drones to work for people to play with while they were on break. Self-improvement
was also a large staple of his mantra and he encouraged people to work out and be healthy because
self-improvement was very important for him. For these reasons I feel that my experience at
momentum solar can relate to the 14 Points TQM Theory. ( See Atttachment 14)
Marshall Sashkin, a professor of human resource development at GWU came up with Visionary

Visionary Leadership (now often cited

as Transformational Leadership) theory
by Sashkin

33
.

Student will describe personal application

of the above theory (Sashkin)

34
.
35
.
36
.

Student will show knowledge of the

Individuals in Organizations leadership
theory by Argyris
Student will describe personal application
of the above theory (Argyris)
Students will demonstrate knowledge of
the 4 Vs theory of leadership by Grace
(Center for Ethical Leadership)

HDF 290

37
.

Student will describe personal application

of the above theory (Grace)

HDF 290

38
.

Student will show knowledge of the

Situational Leadership theory by Hersey
& Blanchard

HDF 290

HDF 290

Internship at Momentum Solar

Lambda Chi Alpha

Leadership (now often cited as transformational leadership). Visionary Leadership is the ability to first
mentally then behaviorally construct the future while producing successful outcomes over the long
term. Visionary Leadership is built upon communication, trust-building, and empowerment opportunities
that focus on cause and effect. Visionary Leadership can be implemented by evaluating the current
situation in terms of cause and effect, determining a desired outcome or goal, and thinking about a new
plan of action in the distant future. The benefits of using visionary leadership are as follows. When this
leadership style is implemented, organizations tend to be more proactive, innovative, and risk taking.
Visual leaders dont simply arrive at a vision, a vision is almost always strategic to each individual
scenario. (See Attachment 15)
Throughout my internship at Momentum Solar, I often experienced Visionary Leadership. As a solar
company, they had many visions for conquering the solar need in the Tri-State area. The installation
department would often make goals for themselves and envision how their work would go in the future.
There was a dry erase board that displayed all of the predictions and outcomes of installations for
every month. It was very important to the CFO and CEO that goals would be implemented and
everyone in the company worked hard to make sure that their goals or quotas were achieved. (See
Attachment 26)

Dr. Bill Grace created the 4 Vs theory of leadership. The first V is value. Values are
ideally what decisions should be based on. The second V is Vision. Vision is your
perspective and how you view different actions. The third V is Voice. Voice is how
prominent leaders make their vision known. The voice must be clear because if a
leader has an unclear voice, their values can be altered by their rhetoric and
message. The fourth V is for virtue. Virtue is very important to the 4 Vs model
because doing good and having good morals is necessary to being a good leader.
(See Attachment 16)
I am the academic chair of Lambda on the executive board. This job entails making
sure that everyone has acceptable grades in the eyes of the school and our national
fraternity. Sometimes this job requires me to lead some of the people that dont have
ideal grades. I feel the 4 Vs relate to my job as Academic Chair because I often have
to talk to people about their grades and the 4 Vs come into play when I have to do
that. I have to have a clear voice when speaking to these people about improving
their grades and explain to them that my values are just to help them improve their
grades and improve their lives. If I do not deliver the message clearly or do not talk
to them in a sensitive manner, I may offend them. If I upset my brothers by not
following the 4 Vs when speaking to them I would not be doing my job as a leader.
(See Attachment 17)
Situational Leadership is a theory that was put forth by Hersey and Blanchard. This
theory states that no one type of leadership is correct. Leaders will change their
leadership styles based on their surroundings. In the model, Maturity is the basis for
the choice of leadership style. It was proven that the most effective leaders are the
leaders that are able to be the most flexible. ( See Attachment 27)

39
.

Student will describe personal application

of the above theory (Hersey & Blanchard)

40
.
41
.
42
.
43
.
44
.
45
.
46
.

Student will show knowledge of the

Relational Leadership model by
Komives, McMahon & Lucas
Student will describe personal application
of the above theory (Komives et al)

47
.
48
.
49
.
50
.

Student will describe personal application

of the above theory (Astin et al)

HDF 290

Job as Barista

During the summers I work as a Barista at Thomas Sweet Caf because I worked
there when I was in High School and they give me hours whenever I feel like
working. When working I would encounter many different types of people and part
of my job is to be friendly and talkative to all of the customers. I would have to adapt
to the levels of education and maturity of each customer and speak with them
accordingly. I would have a different encounter with a 12 year old kid ordering ice
cream than I would with an elderly regular who has a very particular espresso order.
As it is my job to keep the customers happy I used the situational leadership model
often to change my attitude based on the maturity and personality of my customers.
( See Attachment 18)

Student will show knowledge of the

concept of constructivism
Students will describe personal examples
of implementing constructivism
Student will demonstrate knowledge of
experiential learning in leadership
development (Kolb)
Student will describe personal application
of experiential learning in leadership
development (Kolb)
Student will show knowledge of the
Social Change Model of Leadership
Development by Astin et al

Students will demonstrate knowledge of

the Leadership Identity Development
Model by Komives et al
Students will describe personal
application of the above theory. (Komives
et al)
Students will demonstrate knowledge of
the Strengths-Development Model by
Hulme et al

HDF 290

The social change model is geared towards those who strive to make a positive
change. There are 7 critical values of the social change model that can be split into
three categories. The first category of the model is the individual. The three Cs or
critical values that make up the individual category are Conscience of Self,
Congruence, and Commitment. The next category that makes up the Social Change
Model is Group Values. These values are collaboration, common purpose, and
controversy with civility. The last category is community/societal values and the last
critical value that makes up this category is Citizenship. ( See Attachment 19)

51
.
52
.
53
.
54
.
55
.
56
.
57
.
58
.
59
.
60
.
61
.
62
.
63
.
64
.
65
.
66
.
67
.

Student will describe personal application

of the above theory (Hulme et al)
Student will demonstrate knowledge of
behavior theories of leadership from
Michigan and Ohio State
Student will describe personal application
of the above theories (Michigan & Ohio
State)
Student will demonstrate knowledge of
Charismatic leadership
Student will describe personal application
of the above theory
Student will demonstrate knowledge of
contingency approach to leadership by
Fiedler
Student will describe personal application
of the above theory (Fiedler)
Student will demonstrate knowledge of
Path-Goal theory by House
Student will describe personal application
of the above theory (House)
Student will demonstrate knowledge of
Leader Member Exchange (LMX) theory
Student will describe personal application
of the above theory
Student will demonstrate knowledge of
Leadership Substitutes Theory
Student will describe personal application
of the above theory
Student will demonstrate knowledge of
Models of leader emergence
Student will describe the impact of traits
on leadership emergence and
performance
Student will demonstrate knowledge of
Chaos approach to leadership by
Wheatley
Student will describe personal application
of the above theory (Wheatley)

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

Outcome

68
.
69
.
70
.
71
.
72
.
73
.
74
.
75
.
76
.
77
.
78
.
79
.
80
.
81
.
82
.

Student will demonstrate how cultural

anthropology / paradigms relate to
leadership
Student will describe personal example
of using cultural anthropology /
paradigms as a leader
Student will demonstrate knowledge of
the Cycles of Socialization (Harro)
theory and its uses in leadership
Students will demonstrate personal
application of the Cycles of
Socialization (Harro)
Student will demonstrate knowledge of
the Cycles of Liberation (Harro) theory
and its uses in leadership
Student will demonstrate personal
application of the Cycles of Liberation
(Harro)
Student will demonstrate knowledge of
the Configuration of Power (Franklin)
and its relationship to leadership
Student will demonstrate personal
application of the Configuration of
Power (Franklin)
Student will demonstrate knowledge of
racial identity development via the Cross,
Helms or other models (Ferdman &
Gallegos; Kim; Horse; Wijeyesinghe etc.)
Student will demonstrate personal
application of model(s) of racial identity
development above
Students will demonstrate knowledge of
McIntoshs theory of privilege and its
relationship to leadership
Student will demonstrate personal
application of McIntoshs theory
Student will describe the differences and
similarities of individual and institutional
oppression and relationships to
leadership
Student will show knowledge of effective
leadership as it relates to change agency
Student will describe personal examples
of being a change agent

Target class

Additional Experiences

Descriptive notes regarding learning and practice

83
.
84
.
85
.
86
.
87
.

Student will create a personal code of

inclusive leadership
Student will demonstrate knowledge of
the Model of Intercultural Sensitivity by
Bennett and its uses in leadership
Students will demonstrate personal
application of the Model of Intercultural
Sensitivity by Bennett
Student will demonstrate knowledge of
the ally Action Continuum by Griffin &
Harro
Student will demonstrate personal
application of the Action Continuum by
Griffin & Harro

Outcome Category: Critical Thinking

Outcome

88
.
89
.
90
.
91
.
92
.
93
.
94
.
95
.
96

Student will show knowledge of principles

of critical thinking (logic is used in this
minor)
Student will demonstrate proficiency of
critical thinking
Student will show knowledge of
metaphorical analysis to critically analyze
self and leadership situations
Student will demonstrate proficiency of
metaphorical analysis to critically analyze
self and leadership situations
Student will show knowledge of at least five
decision making methods
Student will describe personal examples of
having used five decision making methods
Student will show knowledge of at least five
problem solving / conflict management
methods, as well as understanding the
roots of conflicts
Student will describe personal examples of
having used five problem solving / conflict
management methods (if student has been
trained in mediation, that information goes
here)
Student will describe what it means to
analyze, criticize, synthesize and utilize

Target class

Additional Experiences

Descriptive notes regarding learning and practice

.
97
.
98
.

information as a leader
Student will demonstrate knowledge of
leadership that is used in crisis
Student will describe examples of
leadership in crisis situations

Outcome Category: Interpersonal and Organizational Concepts & Skills

Outcome

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

Target class

Additional Experiences

Descriptive notes regarding learning and practice

Student will demonstrate knowledge of

active listening techniques
Student will describe examples of using
active listening skills
Student will demonstrate knowledge of
functions of group communication by
Hirokawa
Student will describe personal application
of functions of group communication
(Hirokawa)
Student will show knowledge of techniques
regarding giving and accepting of feedback
Student will describe examples of giving
and accepting feedback.
Student will demonstrate knowledge of
facilitation and de-briefing techniques
Student will demonstrate proficiency of
facilitation and de-briefing techniques
Student will demonstrate knowledge of
framing and breaking the frame
Student will demonstrate proficiency of
framing and breaking the frame
Student will show knowledge of organizing
meetings / setting agendas / and leading
meetings

HDF 290

Running an effective meeting can be difficult and requires the correct steps and proper planning in
order to accomplish what you are trying to set out to do. Effective meetings need to have both structure
and order. To start, a proper meeting needs to have some type of purpose or goal. Calling a meeting
without discussing the proper outcome would not be productive. In addition, time must be used wisely
and the people running the meeting should create an agenda of things that they are setting out to
accomplish or work toward. Finally, it is important to satisfy the participants of the meeting because the

110.

Student will describe personal examples of

organizing meetings / setting agendas /
leading meetings

111.

Student will show knowledge of

Parliamentary Procedure
Student will show knowledge of techniques
for working with difficult people
Student will describe personal examples of
using techniques to work effectively with
difficult people
Student will show knowledge of the stages
of group development (Tuckman, Bennis or
others)

112.
113.
114.

115.

Student will describe personal examples of

group development in use (Tuckman,
Bennis or others).

116.

Student will show knowledge of group

dynamics and group roles
Student will describe personal examples of
group dynamics and group roles
Student will show knowledge of effective
memberships skills in groups
Student will describe personal examples of
membership skills in use
Student will show knowledge of the
Challenge and Support theory by Sanford,
and its relationship to organizations
Student will describe personal examples of
using the theory of Challenge and Support
(Sanford)
Student will show knowledge of the

117.
118.
119.
120
.
121
.
122

HDF 290

Chapter Meetings

HDF 290

HDF290

Group work in Com100 and HDF

290

meeting will run better if everyone has a say or gets to put in their two cents. These factors can all
determine how a meeting will be ran. (See Attachment 20)
As the education chair of Lambda, part of my responsibilities are to help run the chapter meetings for
the whole fraternity. The subject of the meeting is often to discuss different ways that we can improve
our fraternity and the campus around us. Being on the executive board puts me in a Leadership
Position for these meetings. My fellow Executive Board and I are in charge of organizing the subject of
the meetings every week and setting different agendas that we will need to accomplish throughout the
meetings. As one of the leaders it is important that I take every meeting very seriously and do my best
to help accomplish whatever goals we set out to accomplish each week. (See Attachment 21)

Psychologist Bruce Tuckman came up with the theory Forming, Storming, Norming and Performing in
an article he wrote in 1965. He used it to describe the path that most teams follow on their way to high
performance. He eventually added a fifth stage about twenty years after. Forming is the first stage in
which most team members are positive and still getting used to each other. The next stage storming is
the stage when people begin to push the boundaries of other members of the group. This is the stage
when many groups fail. The next stage norming is when people begin to get over their differences and
resolve some of the issues that may have formed in the previous stage. The fourth stage performing is
when the team is at its absolute best and is operating at maximum efficiency. The final stage
adjourning is just when the team accomplishes whatever it set out to do and the group disbands. ( See
Attachment 22)
Last spring when I took Com100 and this semester when I took HDF 290 there were many occasions in
which I had to do group work. Whether it was a group presentation or a group project, my group almost
always went through every stage of the Tuckman Group Development Model. In the beginning when
the group is still forming, I usually see who has the best work ethic and who doesnt. Then in the
storming stage which typically takes around half a class period depending on the magnitude of the
project, people push each-others boundaries. During the norming stage when the group all gets used
to each other that is when my groups have gotten over whatever differences they may have had. This
leads to the performing stage when my groups begin to kick it into full gear and perform the most
efficiently. All of the groups ive worked in have also gone through the adjourning stage which is
basically when we sit back relieved that we finished our projects or presentations. (See Attachment 23)

.
123
.
124
.
125
.
126
.
127
.
128
.
129
.
130
.
131
.
132
.
133
.
134
.
135
.
136
.
137
.
138
.
139
.

construction / elements of informative and

persuasive speeches
Student will demonstrate proficiency in
informative and persuasive public speaking
Student will show knowledge of planning
and conducting interviews (as the
interviewer)
Student will describe personal examples of
planning and conducting interviews (as the
interviewer)
Student will show knowledge of preparing
for and effective answers in interviews (as
the interviewee)
Student will describe personal examples of
preparing for and being interviewed
Student will show knowledge of effective
collaboration / coalition building
Student will describe personal examples of
working in collaboratives/coalitions
Student will show knowledge of
Intercultural communication considerations
Student will demonstrate proficiency in
intercultural communication
Student will describe ways to maintain
accountability in leadership / member
relationships
Student will describe personal examples
related to maintaining accountability as a
leader
Student will describe ways to build
relationships between leaders and
members
Student will describe personal examples of
building relationships with members as a
leader
Student will describe how credibility applies
to leadership, as well as the characteristics
and skills of a credible leader
Student will describe personal examples of
building, maintaining, and repairing his/her
own credibility as a leader
Student will describe ethical standards in
influence
Student will describe influence applies to
leadership

140
.

Student will describe principles of effective

mentoring, as well as problems particular
to the mentoring relationship

141
.
142
.
143
.
144
.
145
.

Student will describe personal examples of

mentoring and being mentored
Student will describe principles of effective
peer leadership, as well as problems
particular to peer leadership
Student will describe personal examples
related to being a peer leader and being
led by peers
Student will describe the four frames of
organizations by Bolman and Deal
Student will describe personal application
of organizational analysis using the four
frames of organizations (Bolman and Deal)