LEADERSHIP

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

Name: Brianna Sanford

Date Enrolled: Spring 2018
Date of Graduation: May 2021

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

Leadership Inventory Revised 08/22/2017 1

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

ADVISING INFORMATION (students will include own documentation)

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

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

Leadership Inventory Revised 08/22/2017 2

CENTER FOR STUDENT LEADERSHIP DEVELOPMENT
Office: Memorial Union Room 210 Phone: (401) 874-2726 Fax: (401) 874-5317

CSLD Mission Statement

To enhance the mission of the University of Rhode Island, The Center for Student Leadership Development aims to:
• Provide developmental opportunities for all students to become informed, inclusive, effective, and ethical leaders in the global marketplace through the implementation of
learner-centered academic, experiential, and co-curricular programming.
• Engage in research, assessment, and advancement in order to positively impact the expanding field of leadership studies.

CSLD Vision Statement

The URI Center for Student Leadership Development will promote dynamic strengths-based leadership development through multiple delivery methods to prepare students to be
competitive in the work place and global marketplace. The CSLD seeks to progress as innovators for experiential engagement and enriching assessment.

CSLD Values Statement

Grounded in the Social Change Model of Leadership Development (Higher Education Research Institute), Relational Leadership Model (Komives, Lucas, & McMahon), and Servant
Leadership (Greenleaf), the URI Center for Student Leadership Development values:
• Engaged and experiential learning through a constructivist approach
• Inclusion, Social Justice, and Civic Engagement
• Ethical and Value-based Leadership & Relationship Building
• Innovative Assessment and Presentation Models

MINOR IN LEADERSHIP STUDIES

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

GENERAL INFORMATION
 Regardless of your major, you can minor in Leadership Studies.
 Requirements may be satisfied by completing 18 or more credits related to leadership and offered by more than one department.
 Twelve (12) of the 18 credits must be at the 200 level of instruction or above. A course grade of “C” or better must be earned in each graded course. At least 12 of the credits
must be earned at URI.
 No course may be used to apply to both the major and minor fields of study. Courses in General Education or for other minors may be used for the minor* (*this does not
apply to students in the College of Business). With the exception of internship credit, all courses for the minor must be taken for a grade. The Introductory class must be taken
before the internship and the capstone course.
 Application for the minor must be filed in your academic dean’s office no later than the beginning of the final semester or term.
 Approval of the minor does not guarantee that the suggested courses will be available to you on a schedule correlated with your graduation plans nor guarantee space in any
required course.
Leadership Inventory Revised 08/22/2017 3
CORE REQUIREMENTS- 9 Credits
Required Element Class options Notes
Introductory Course HDF 190: FLITE Only offered in spring for first-year students
3 credits or
HDF 290: Modern Leadership Issues Offered Fall and Spring for sophomores & juniors

Internship HDF 417: Leadership Internship Requires 40 hours/credit with a min. of 80 hours & a max. of 120 hours of documented
3 credits or internship experience for graded credit
Experience through Office of Experiential Learning & Community Engagement
or
Internship Class in Academic Major The only time the major and minor can overlap

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

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

MINOR ELECTIVES-9 credits

*Additional classes may be appropriate and therefore added to the list; see CSLD for the most updated list or bring a class that you think should be an elective

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

Leadership Inventory Revised 08/22/2017 7

Outcome Category: Self-Leadership
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
1. Student will demonstrate
autonomy and a minimized need
for approval
2. Student will demonstrate CHM 124 BIO 121 Self-discipline is one of the only reasons I am where I am, being as successful as I
personal, organizational, and BIO 242 am. It takes a combination of personal, organizational, as well as academic self-
academic examples of self- NUR 100 discipline in order to be successful in all aspects of life, especially as a nursing
discipline Type 1 Diabetes major. I specifically practice self-discipline in my academics in CHM 124, NUR
100, BIO 121 and BIO 242. It is extremely important to have self-discipline when it
comes to these classes specifically because they contain a lot of information and
new material that I have never been exposed to before. In order to be successful, it
is essential to study and learn the new material little by little every day, rather than
trying to cram information right before an exam. Along with studying, it is
extremely important to be organized, even if it takes extra effort and time. Between
flashcards, an organized note taking system and a daily planner, it is extremely
important to always have everything in order. With these organization tips,
everything is easily accessible and you are able to stay on top of everything that
must be accomplished without becoming easily overwhelmed. Personal self-
discipline is exhibited in my everyday life with my Type 1 Diabetes. It is crucial to
be self-disciplined with what I am eating, my exercise and my overall health
strategies on a day to day basis. Without a self-discipline, I could very quickly
become very ill in a life- threatening way. With this mindset and practice of self-
discipline, I have been able to be successful thus far in all of my classes as well in
my daily life.

SEE EVIDENCE #1
3. Student will demonstrate the HDF 417 Now that I have finished my clinical internship, I have really been able to
ability to manage emotions work on managing my emotions with the older adults. When I first started, I
was constantly overwhelmed by what a different lifestyle they had to live. I
couldn’t imagine having trouble walking, using the bathroom, or being
extremely lonely. After getting comfortable in the facility I was able to
really focus on suppressing my emotions in order to give the best patient
care. When having my own patients, something clicked in my head that
these patients needed me to have a mindset on helping them feel better and
achieve their daily tasks rather than have me feeling bad or upset for them
when they weren’t even upset themselves. For example, one of my patients
the other day was having trouble standing and walking on her own. She
expressed that she was very tired that day and just wanted to relax, however
it was in her care plan that she had to get up and walk and to not remain
dormant for an entire day. Originally, I wanted to be upset for her because
something as simple as standing up out of a chair was painful and
Leadership Inventory Revised 08/22/2017 8
 exhausting. However, I realized that I had the ability to not make the simple
task so painful and exhausting and realized how much better she would feel
if she would stand and walk, even if it was only for a few steps. Where I
originally would have been very upset and emotional at this situation, I have
now been able to train my brain to look at the flipside of things, which
overall has helped me manage my emotions in the workplace. I was able to
get her up and moving, and rather expressed my excitement and joy for her
in my emotions, rather than expressing my saddened and concerned
emotions, which would not have helped the situation. After completion of
this task, I was able to truly realize not only how much my emotions could
affect my outlook and care, but also affect my patients mood, which is why
I have created a goal for myself to only always express positive emotion,
and never negative ones, specifically in front of my patients.
4. Student will demonstrate BIO 242 Managing stress is one of the most crucial parts of being successful and healthy.
knowledge of stress management For example, in BIO 242, also known as human physiology, it is extremely
methods important to manage your stress in order to be successful in the class rather than
allowing your body to get frustrated and shut down with all the material required.
The first technique to manage stress is to take a break from the stressor. This
basically means that you should walk away and take a break for about half an hour
from what is stressing you out, whether it be studying or an assignment or a big
project. Stepping away allows you to regain your focus and rest your brain while
you recover before jumping back in. Another way to cope with stress is exercising.
Exercising is not only good for your body, but also your brain. Exercising allows
the body to release endorphins, a chemical that is known to make you happy. The
best part of 20 minutes of exercise is that it not only helps in the moment, but the
results can last for hours afterwards, decreasing your stress levels even after you
have finished exercising. Furthermore, stress can also be managed by smiling and
laughing. Believe it or not, smiling and laughing can help resolve stress by relieving
the tension stress puts on our face. Getting social support is another easy way to
manage your stress no matter the situation. Calling or texting or meeting up with
someone you trust, whether it be a family member or a friend or a significant other,
sharing your emotions can easily decrease your stress significantly. Whoever you
share your stress and feelings with must be someone you think can help rather than
add to your stress, and they should not be your stressor. One final tip to relieving
stress is meditation. While meditation takes a bit more work and effort than some of
the other stress managers, it is extremely successful in making you calmer and
happier. Mediation helps your every part of your body to relax, from your brain to
your bones, and its effects last with you all day long. If you are in high stress
situations a majority of the time, meditation would be your most promising stress
reliever to keep you happy and healthy while allowing you to be successful.

Five tips to help manage stress. (2018). http://www.apa.org. Retrieved 2 April

2018, from http://www.apa.org/helpcenter/manage-stress.aspx

Leadership Inventory Revised 08/22/2017 9

 SEE EVIDENCE #2
5. Student will demonstrate the BIO 121 I, like most other college students, have surely experienced my fair share of
ability to manage stress CHM 124 stressful situations and days. BIO 121, also known as Anatomy, CHM 124, also
HDF 190 known as Organic Chemistry, and HDF 190, also known as FLITE are some of my
high stress classes in which the work load can become unbearable if you don’t keep
up with it. One stress technique that I use in all of these classes to reduce my stress
is planning ahead. I write down everything that must be done and split up the work
evenly among different days so that I know it will get done to the best of my ability
and stress will not be a factor in my routine. Ensuring that everything is done ahead
of time and not waiting until last minute is my biggest relief of stress from
assignments, exams and homework. While organization and time management are
huge parts of my stress relief efforts, I physically reduce my stress at the gym. I
make it a point to go to the gym for at least an hour a day in order to keep up my
physical health as well as my mental health. Being able to pause from the stressors
of the day and focus on a show or movie while at the gym for an hour allows me to
be successful and happy throughout the day and all the tasks that must be
accomplished. Between these two techniques, I am able to keep my stress levels at a
minimum and be successful throughout the day.

SEE EVIDENCE #3
6. Student will express a personal
code of leadership / membership
ethics
7. Student will demonstrate practice
of the personal code of ethics
8. Student will express a personal HDF 190 Upon completion of the VIA values test, my top 5 values appeared as love, bravery,
values statement (Sources = VIA, fairness, leadership and social intelligence. Love specifically drives the way I lead,
values clarification exercises, etc.) in which I encourage the heart of others to find what they love and what pushes
them to be the best version of themselves. Self-love as well as loving other is
extremely important when being a leader to ensure that you are being yourself and
leading because you want to, not because you have to. Bravery is important in
facing the challenges and downfalls that naturally arise as a leader. My willingness
to push through such setbacks and conflicts leads me to successfully accomplish the
goals I set for myself or a group. Not only do I push onward, but I stand up for
mistreatment and continue to fight for what I believe in. Without fairness, I believe
no task can be accomplished. All I encounter deserve to be treated with respect,
dignity and honesty, as you cannot build relationships without these factors. I
often don't let others influence me into being bias towards one aspect over another,
which has led me to be a fair and respected leader. I look at leadership as the
driving factor to complete a task. Whether that position means to help organize and
follow through a project, or simply be there as a support system, I will do whatever
it takes to help a group reach a goal in the most efficient way possible while
keeping group members focused, friendly, and driven. Being socially aware of my
surroundings is crucial in order to encourage the heart of others and maintain
strong, healthy relationships with those around me. I pay close attention to motives

Leadership Inventory Revised 08/22/2017 10

 and behaviors and often find it easy to adjust to different situations quickly in the
best way possible.

SEE EVIDENCE #4
9. Student will demonstrate practice
of the personal values statement
10. Student will demonstrate the National Honor Society During my time as President of the National Honor Society (NHS) in my senior
ability to lead a project from start year of high school, I made it my mission to run an event on school grounds, in
to finish (follow-through) which everyone would be involved, known as Relay For Life. This organization had
a special meaning to me considering I lost my grandma to cancer and always
remember attending Relay For Life in her honor. I knew that this project was going
to be difficult, but knowing that I had 70 other NHS members, along with several
other friends and teachers, who were on my side and willing to help made me
realize that I could be successful in completing this task. We began organizing and
planning during the month of December and decided that we would host Relay For
Life on April 28, 2017. Before the date of Relay, there was a lot to be done. We had
to plan and organize a survivor dinner, events, food, bands, entertainment, and of
course, raise funds for cancer research. The work was split up among members and
everyone was assigned an aspect of the event to be in control of. I, along with the
other members of my executive board, had weekly check ins in which those
involved were to check in with us about their assigned roles and how they were
coming along. After all aspects were taken care of, it was important to start raising
awareness about the event. We hung flyers all over town, passed out pamphlets to
all the schools, and made announcements at events prior to Relay For Life such as
sporting events. The day of, all hands were on deck to put up tents, set up games,
welcome participants and make sure that the day played out without any hiccups.
The event wound up playing out perfectly in which all that was meant to be
accomplished was successfully carried out.
SEE EVIDENCE #5
11. Student will describe goals and
objective statements regarding
personal issues, career issues, and
community issues
12. Student will show evidence of
goals and objectives that were
planned and achieved
13. Student will show knowledge of
the “Hierarchy of Needs” theory
by Maslow
14. Student will show application of
Maslow’s theory to own life
15. Student will show knowledge of
the theory of Superleadership by
Manz & Sims

Leadership Inventory Revised 08/22/2017 11

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 was required to take the StrengthsQuest Signature Themes test,
StrengthsQuest Signature HDF 190 Retreat where I answered a series of questions that ultimately told me my strengths as a
Themes, shadow side of Strengths Entering College person and leader. My top 5 strengths were communication, includer, woo, empathy
and/or weaknesses, and examples and consistency. Examples of me using my strengths are Leadership Institute as
of application (Source = Gallup) well as Retreat for HDF 190. I have found myself using my strength of
communication around campus as well as in my HDF 190 class. I communicate
with my friends as well as in class to ensure everyone is on the same page and
given all details to be sure that everyone is fully informed. Includer and woo have
been a huge part of my everyday life, especially since coming to college. In the first
semester of college, I would first use woo in order to make new friends one on one
and eventually used inclusion to integrate those friends to make the current friend
groups I still have. Because I am a woo and an includer, I tend to lack in the
strength of competition. I don’t like to put people against each other or cause
tension in the room as it often makes me uncomfortable. I was able to specifically
use empathy during Leadership Institute and HDF 190, where personal stories from
group members were frequently shared and I was able to empathize in order to
build strong connections with those around me. The weakness that comes along
with empathy for me is activator. Because I get so caught up in feeling what others
are feeling, I tend to find myself unable to turn thoughts into actions as an activator
would. Consistency has been most present in my everyday college life in order to
keep myself on a schedule that allows me to accomplish what I need to without
being stressed. The weakness or downfall that comes with consistency is strategic.
With my consistency strength, I tend to keep the same patterns and often don’t look
to shake the routine, which is where strategy usually jumps in to try and constantly
change things up and make the best plan, which is the strength that I lack. All in all,
your strengths, as well as your weaknesses, have a huge impact on not only you as a
person, but yourself as a leader.
SEE EVIDENCE #6
18. Student will describe personal HDF 190 FLITE Retreat In HDF 190, I have become more aware of what kind of leader I am as well as my
leadership style and/or personality Leadership Institute personality style. I believe that I have known for a while what kind of personality I
style including strengths and have, which is a very outgoing and personable one, however my time here in the
weaknesses and examples of leadership track has opened my eyes even more. I have realized that I am extremely
application (Sources = Leadership interested and passionate about making sure everyone is involved and everyone has
style inventories, the L.P.I., Type a voice. For example, whenever I am put in a group situation, I make sure to not
Focus (MBTI), LAMP, DISC, and only let everyone speak, but encourage those who have not spoken to say a word or
other career inventories, etc.) two if they’re comfortable. I have also found that my personality style ties directly
into my top strengths, specifically woo and includer. At Leadership Institute, I
discovered that my leadership style is encourage the heart, which means that I am
the kind of leader who like to help others find what inspires them and drives them
to be better and do more on a day to day basis. I have truly seen my leadership style
becoming more and more apparent in FLITE, as I am often engaged in knowing
what people’s passions are, as well as their strengths, and seeing how they tie into
each other to make them the person and leader that they are. I am also

Leadership Inventory Revised 08/22/2017 12

 wholeheartedly a relationship builder, in every situation I encounter. I love to make
connections with people on a personal level, whether I am just meeting them or just
getting to talk to them for the first time. I feel that building new relationships with
as many people as you can set you up for nothing but success in the future, as well
as gives you others you can lean on and depend on, and vice versa. I have
specifically found myself building so many new relationships in so many different
ways here at the University of Rhode Island. When I am first introduced to
someone, I really try to make it a point to get to know what they love and what they
are passionate about. I also try to discover where they come from, as I am often
making those connections based on things we have in common or things I find
interesting about them and their life, even if we have absolutely nothing in
common. During the FLITE Retreat, I found myself specifically intrigued when all
members of my group were sharing their personal stories and making ties to how
their past got them to where they are today. To be able to see life through someone
else’s eyes and hear their take on a situation is one of the most fascinating aspects
of meeting so many different kinds of people.

SEE EVIDENCE #7

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
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

Leadership Inventory Revised 08/22/2017 13

26. Student will describe personal
application of the above theory
(MacGregor)
27. Student will show knowledge of HDF 190 Servant Leader Panel In HDF 190, I had the privilege to listen to a panel of servant leaders in order to
the “Servant Leadership” theory learn about servant leadership. According to Robert K. Greenleaf, “the servant-
of leadership by Greenleaf leader is servant first. It begins with the natural feeling that one wants to serve/
Then conscious choice brings one to aspire to lead. The best test is: do those served
grow as persons: do they, while being served, become healthier, wiser, freer, more
autonomous, more likely themselves to become servants? And, what is the effect on
the least privileged in society; will they benefit, or, at least, not be further
deprived?” While the exact definition does an amazing job at explained just exactly
what servant leadership is, it is much more than what most think of it as. Servant
leadership is often thought of as hard, grueling work, hours on end helping the poor,
sick, injured, or disabled, or even doing something such as a food drive. While
these are all amazing examples servant leadership, these are not the only ways one
can be a servant leader. Doing something as simple as having lunch with a sad
friend, being there for someone who needs it, or even just complimenting someone
you don’t know at all. A servant leader typically institutes at least one of ten
characteristics: listening, empathy, healing, awareness, persuasion,
conceptualization, foresight, stewardship, commitment and building community.
Listening is necessary to listen to those you are helping in order to ensure they get
the help they really need, not the help you want to give. Empathy means that you
understand and respect the feelings of those around you, and adjust your emotions
based on theirs in order to make them feel more comfortable and understand, rather
than disregarding or ignoring their emotions, whether they be good or bad. Healing
is necessary to help those who need it, whether that healing is physically,
emotionally or mentally, you are there to make them better than they were when
you arrived. Awareness addresses the servant’s knowledge of the situation
including all involved as well as the surrounding environment. Persuasion is used to
ensure all involved are on the same page, especially when decisions are involved in
the process. Conceptualization is used in regards to future use of the project. While
it is easy to think of quick solutions to a problem, you must use conceptualization to
think about the long term and whether or not the work they are doing is going to be
beneficial in the long run. Foresight, like conceptualization, is important
specifically in the long term. Foresight slightly differs from conceptualization due
to the fact that foresight is typically a characteristic one has from experience.
Stewardship is known as taking care of something, as all servant leaders must do
with their projects. As a servant leader, you are expected to take care of something
as if it were your very own, which ultimately allows a project to be done to the
highest degree of success possible by servant leaders. Commitment is super
important in any project, as you must be committed, not only to the people and their
well-being, but also their futures where they stand. Lastly, a servant leader will
want to leave knowing they have helped built a community where one once
struggled or perhaps did not exist, whether that be figuratively or literally. Everyone
typically connects with at least one characteristic, in which they are able to
specifically put that characteristic to use when they serve. As I was able to sit and
Leadership Inventory Revised 08/22/2017 14
 listen to the panel, I was given several examples of servant leadership, including
service trips to Guatemala and Texas, or even fundraisers such as St. Baldrick’s to
raise money for childhood cancer. What I have come to learn, especially after
listening to the panel members, is that servant leadership is driven by inner
motivation, rather than an outside source, which ultimately leads to a better, more
caring and successful world around us.

What is Servant Leadership? - Greenleaf Center for Servant Leadership.

(2018). Greenleaf Center for Servant Leadership. Retrieved 5 April 2018, from
https://www.greenleaf.org/what-is-servant-leadership/

SEE EVIDENCE #8
28. Student will describe personal Rotaract Club Beginning my second semester here at the University of Rhode Island, I have had
application of the above theory the honor of being a member of a club known as Rotaract. Rotaract is a service-
(Greenleaf) based organization in which a group of students look for community service
opportunities both on and off campus. I joined this club hoping to continue the love
I had for serving those around me, no matter how big or small the project. So far, I
have had the opportunity to be involved in “Buy One More” in efforts to receive
food donations for the Johnny Cakes Center, as well as volunteering at an
elementary school dance. I will also be participating in a Welcome House event
where I will go off campus to make breakfast for those in the Welcome House and
get to talk to them one on one in order to hear their stories and brighten their spirits.
A less involved event I will also be taking part in is creating shelter bags for the
homeless containing items they may need but cannot afford such as food, hygiene
items, socks, and other items. Through all of my service, both on the college
campus as well as off, I mostly relate to the characteristic of empathy. Not only is
empathy one of my top strengths, but it is the way I am able to connect with people,
most commonly those I don’t know very well. Being able to sense one’s emotions
and relate to them on some level is what brings me the most satisfaction about
service. If there is even one person I can empathize with and give them more hope,
inspiration or kind thoughts and words, I believe I have been successful in my role
as a servant leader.

SEE EVIDENCE #9
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

Leadership Inventory Revised 08/22/2017 15

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 HDF 190 Everyday life In HDF 190, we had the opportunity to learn about a model known as the 4 V’s.
knowledge of the “4 V’s” theory The 4 V’s are, to me, the way to be the most successful leader you can be as well
of leadership by Grace (Center accomplish a social change you wish to see around you. The first “V,” values, can
for Ethical Leadership) be obtained by completing the VIA test. Your values are known as something you
hold to a higher standard and something you find significantly important in your
life. These values, depending on how many you choose, then fall into a section
known as virtues, which is the behavior you hold your values to or a larger category
that your values fit into. With your virtue, you are able to make a vision, or
something that you would like to see change in, whether it be yourself, your
community, or the world. With every vision, you will follow with a voice. Your
voice is how you are going to make your vision come true, whether it’s a series of
events, or speaking out, or reaching out to others, this is the action segment of your
change you wish to see.

Concepts and Philosophies. (2018). Retrieved 29 March 2018, from

http://www.ethicalleadership.org/concepts-and-philosophies.html

SEE EVIDENCE #10

38. Student will describe personal HDF 190 Around campus In HDF 190, I was able to make my own Leadership Crest containing the 4 V’s,
application of the above theory 4 V’s Crest in HDF 190 except this time I filled the V’s with my own personal answers. My values that I
(Grace) chose to use for this specific activity were love and kindness. I chose these two
values because I feel that these are the two I demonstrate most in my everyday life
through the conversations I have with those around me and the two that I
specifically think are very important to have. These values fall under the virtue of
Humanity. Humanity simply regards the human race and how we all work together.
My vision for my virtue of humanity is not letting those around me treat others
poorly or unfairly, eventually leading to a judge-free community which allows
everyone the fair chance to succeed and be 100% themselves. My voice to support
Leadership Inventory Revised 08/22/2017 16
 my vision will be to speak up and call someone out when I hear them say something
I don’t appreciate or think is acceptable. For example, I was once in a situation
where I overheard some acquaintances saying that a girl in our class should not be
wearing the outfit she was because it was too revealing for her body type. This not
only made me angry but also disgusted that these were people I was associated
with. I made it a point to intervene in their conversation and asked them to stop, or
if this is how they wanted to behave to do it on their own time in a different place. I
wasn’t sure if she heard their rude comments, so I made sure to go up to her and tell
her that I thought she looked amazing and I really liked her outfit. Even though this
is a small scale example, I wish to continue having a voice when it comes to
negative comments on other’s behalf.

SEE EVIDENCE #11

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 HDF 190 Stepping Stones Activity As I learned in HDF 190 and according to Komives, Lucas, McMahon (1998), the
the “Relational Leadership” Relational Leadership Model is, by definition, “a relational process of people
model by Komives, McMahon & together attempting to accomplish change or make a difference to benefit the
Lucas common good.” This model is used especially during group settings where a
common goal, vision or passion is shared among group members. Building
relationships among the group is also important in this model, as it is believed to
enhance work ethic and effectiveness among the group in reaching the goal set. In
order to achieve the goal, there are five components to the Relational Leadership
Model that are set forth in order to help all group members, as well as the
designated project, successful, which include inclusive, purposeful, process-
oriented, ethical and empowering. The first component of the Relational Leadership
Model is to be inclusive; meaning keeping everyone included and involved in every
aspect, physically, mentally and verbally. Not only must you make sure that you are
including everyone, but that you are also makes their ideas, thoughts and actions
known and treating them with respect. The next component of the Relational
Leadership Model is empowering others. Empowering means to not only hear the
voices of those in your group, but also giving them the power to take action. It is
crucial to empower those in your group rather than give one person all the power in
order for members of the group to be able to come forward and give their own
thoughts. This leads to a more successful and productive plan than you had started
with. The next aspect that is crucial in the Relational Leadership Model is the
assuring that the group is purposeful. Purposeful has 2 different meanings in this
sense. First, you must be purposeful with yourself in that the goal or project you are
trying to achieve is something you truly want, not only for your group but for
yourself. Next, purpose within the group, which is establishing the common
knowledge that you are all there for the same common goal. Being ethical is the

Leadership Inventory Revised 08/22/2017 17

 next component on the Relational Leadership model. In order to be ethical, one
must understand that they are doing what they are doing because of their own
values and morals, often feeling that what they are doing is helpful and beneficial,
not only for who they are helping but also for themselves. Having the right kind of
inner motivation driven by one’s standards of right and wrong is substantial in
creating a successful project in which all groups members share multiple deviations
of the same positive and effective moral standards. The last concept of the
Relational Leadership model is being process-oriented. Being process-oriented
means that all involved in the project understand that the project takes commitment,
planning and involvement on all accounts in order to succeed the goal set at the
beginning of the process. Among those 5 components, there are 3 sub-layers to each
component which include “Knowing,” “Being,” and “Doing.” “Knowing” simply
means that, for each component, you must have an understanding or knowledge on
that factor. “Being” is believing in each component, in order to successfully portray
the Relational Leadership Model. Lastly, “Doing” means that you must have certain
skills in order to fully understand and therefore carry out and act on the component
at hand. In HDF 190, we had the opportunity to experience the Relational
Leadership Model first-hand in an activity known as “Stepping Stones.” During this
activity, the only way to complete the task was to use the Relational Leadership
Model, in which my class successfully employed and completed the task.

Group One - Relational Leadership Model. (2018). Edld350group1.wikispaces.com.

Retrieved 29 March 2018, from
https://edld350group1.wikispaces.com/Relational+Leadership+Model

SEE EVIDENCE #12

42. Student will describe personal NUR 100 NUR 100 Group Project A perfect example of the Relational Leadership Model being put to use was during
application of the above theory my NUR 100 class last semester. In this class, we were assigned a group project on
(Komives et al) the first day of class that was to be presented at the end of the semester. The first
aspect of the Relational Leadership Model that was put into place was inclusive. All
five group members, including myself, went into this project not knowing each
other at all. Everyone did their part to make everyone feel included and wanted,
first by just sharing common information with each other such as our names and
where we were from, then by making sure that everyone was added to the group
chat and anytime we wanted to all get together to work on the project, we did not
get together unless every person in the group was able to meet. Next, process-
oriented was a huge part of this project. Considering that it was a semester long
project which contained several different lengthy aspects, it was crucial that all
members of the group helped to complete different parts of the project little by little
in order for the project to be complete and to its greatest potential. Had we waited
last minute, the project never would have been completed in a successful manner.
Purposefulness went without saying, considering that everyone in the group had the
same purpose which was to complete our project to the best of our ability in order
to receive a high grade and do well in our nursing class. The purpose of the project
was to teach the rest of the class about handwashing and how important it is to wash
your hands, and we successfully accomplished this through a mini demonstration, a
Leadership Inventory Revised 08/22/2017 18
 book, and a discussion with the class. Making sure that we were all doing our part
to achieve this common purpose was crucial in our success. Ethics played a role in
our project due to the fact that no one person picked up more slack than anyone
else. Everyone kept their morals in mind to make sure that everyone in the group
was happy and had an equal amount of work load, as that was only fair. We also
used ethics in writing our book as well as doing our demonstration to make sure
that it was appropriate for our audience. Last but not least, empowering was a huge
part of this project. Considering it was such a lengthy project, it was super
important for all group members to keep each other in check and motivated to make
sure we stay on track and don’t fall behind. Whenever one or more group members
weren’t feeling confident about their contribution, other group members made sure
to jump in and help and encourage them to the best of their ability in order to
successfully complete our project. After the semester long project was completed,
the Relational Leadership Model was used to the fullest of its ability which led to a
successful outcome of our NUR 100 project.

SEE EVIDENCE #13

43. Student will show knowledge of Personal Constructivism is a theory that many scientists and professionals have studied and
the concept of constructivism Research analyzed in order to come to the conclusion that we, as learners, learn by way of
constructivism. By definition, “people construct their own understanding and
knowledge of the world, through experiencing things and reflecting on those
experiences.” What this means is that when people encounter something new,
whether it be new information or a new situation, we tackle the situation based off
of our previous knowledge and experiences in order to understand the information
or figure out what to do with that information, such as storing it for future use of
constructivism, or discarding the information because we don’t believe we will
need it or find it useful. Studies have found that the most useful techniques to teach
in regards to constructivism is through active techniques, such as experiments and
hands on activities, forcing studies to make discoveries themselves based on their
previous knowledge. By asking and answering their own questions through
experimental style learning, students are not only teaching themselves material, but
are also teaching themselves exactly how to learn.

Constructivism as a Paradigm for Teaching and Learning. (2018). Thirteen.org.

Retrieved 5 April 2018, from
https://www.thirteen.org/edonline/concept2class/constructivism/

SEE EVIDENCE #14

44. Students will describe personal BIO 244 BIO 121 LAB I was able to use the concept of constructivism in my education these past two
examples of implementing semesters, specifically in BIO 244, also known as physiology lab, as well as BIO
constructivism 121 LAB, anatomy lab. In these labs, I was asked to put my knowledge of the body
and how it works to test in experiments that not only enhanced my knowledge on
the top but expanded by knowledge as I was able to get a first-hand look at the
information I was given at work. For example, in physiology we were taught that
when a certain serum was added to a sample of blood, the blood should clump

Leadership Inventory Revised 08/22/2017 19

 depending on the serum, which told you your blood type. I understood this concept
but hadn’t seen it first-hand until BIO 244. That day in class, we performed an
experiment in which we were able to place three drops of blood into a well and test
our blood with serums in order to discover our very own blood type. After applying
the serums, I was able to discover that my blood type was O+, due to the fact that
my blood did not clump with the A or B serum but did clump with the serum that
tells you if your blood in positive or negative. Not only was I able to discover
something new that day that I hadn’t previously known, but my knowledge about
how the experiment worked helped me understand blood much more than I had
before I went to lab. I also received a same constructivism experience in my BIO
121 human anatomy lab. For this lab, we were going to be looking at the heart. I
already had a broad knowledge of the human heart, but I had only seen the heart
through my text book. During lab, we had the opportunity to dissect a bovine or a
sheep heart, in order to see the mechanisms of the heart up close and personal in
order to increase our knowledge. When dissecting the heart, I was able to identify
multiple functions of the heart we had learned about in class and I was much more
comfortable with the complexity of the heart when it came time to display my
knowledge on an exam. Because of my experiences with constructivism, I am able
to vogue for the fact that I find it a much more successful form of education than a
strict lecture style class.

SEE EVIDENCE #15

45. Student will demonstrate
knowledge of the Experiential
Learning Model (Kolb)
46. Student will describe personal
application of the Experiential
Learning Model (Kolb)
47. Student will show knowledge of HDF 190 The Social Change Model of Leadership Development by Astin et al is a model that
the “Social Change Model of is ever changing and adapting but drives to focus on the fact that in order to achieve
Leadership Development” by social change you must look at leadership as a process. There are 3 parts that the
Astin et al Social Change model takes into consideration and that is the individual, the group,
and the community/society. The individual aspect of the model focuses on
questions such as “What personal qualities are we attempting to foster and develop
in those who participate in a leadership development program? What personal
qualities are most supportive of group functioning and positive social change?” The
group aspect asks questions like “how can the collaborative leadership development
process be designed not only to facilitate the development of the desired individual
qualities (above) but also to effect positive social change?” Lastly, when discussing
community/society, one should think, “Toward what social ends is the leadership
development activity directed? What kinds of service activities are most effective in
energizing the group and in developing desired personal qualities in the
individual?” Along with keeping these questions in mind, the Social Change Model
has 7 C’s that are crucial in order to be successful in your social change situation.
The 7 C’s include Consciousness of Self, Congruence, Commitment, Collaboration,

Leadership Inventory Revised 08/22/2017 20

 Common Purpose, Controversy with Civility, Citizenship. Being conscious means
that one is aware of their strengths, abilities, beliefs, and everything that makes
them who they are and is important because one must realize why they are doing
something in order to do it and do it successfully. Congruence means that one is not
only aware of themselves but they understand themselves such as their strengths,
abilities and beliefs. Commitment is the next important aspect of the Social Change
Model in which one is expected to follow through, being self-motivated and
disciplined, in any project they become invested in. Understanding that in order to
truly accomplish social change you must work in collaboration with others in order
to get the best results is also an important part of this model. Next would be
common purpose, which is typically easily established among a group. Establishing
a common purpose ensures that all involved are working towards the same goal
with the same intentions. Controversy with civility is the sixth C in which all
members of the group recognize as well as respect the differences among the group,
and converse through their issues, if there are any, until all members of the party are
content with the conclusion. The last C in the Social Change Model is citizenship.
Citizenship in this model means that one is not only a member of the community,
but they are actively engaged in the community and feel an inner drive to complete
social change among their surrounding environment. While it is important that the 7
C’s all work together simultaneously, it is extremely important that citizenship is
present in every aspect of the Social Change Model.

Astin, Helen S. and Alexander W. Astin. A Social Change Model of Leadership

Development Guidebook Version III. The National Clearinghouse of Leadership
Programs, 1996.

SEE EVIDENCE #16

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)

Leadership Inventory Revised 08/22/2017 21

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
66. Student will describe the impact
of traits on leadership emergence
and performance

Leadership Inventory Revised 08/22/2017 22

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 23

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
Leadership Inventory Revised 08/22/2017 24
 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; 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

Leadership Inventory Revised 08/22/2017 25

 89 Student will demonstrate
knowledge of the “Model of
Intercultural Sensitivity” by
Bennett and its uses in leadership
90. Students will demonstrate
personal application of the
“Model of Intercultural
Sensitivity” by Bennett
91. Student will demonstrate
knowledge of the ally Action
Continuum by Griffin & Harro
92 Student will demonstrate
personal application of the
Action Continuum by Griffin &
Harro
93. Student will show knowledge of
the Multicultural Organizational
Development Model (Jackson)
94. Student will show personal
application of the Multicultural
Organizational Development
Model (Jackson)
95. Student will show knowledge of
the Multicultural Change
Intervention Matrix (Pope)
96. Student will show personal
application of the Multicultural
Change Intervention Matrix
97. Student will create a personal
code of inclusive leadership

Outcome Category: Critical Thinking

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
98. Student will show knowledge of
principles of critical thinking and
fallacies (logic is used in this
minor)
99. Student will demonstrate
proficiency of critical thinking
100. Student will show knowledge of
metaphorical analysis to critically

Leadership Inventory Revised 08/22/2017 26

 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 Personal Decision making methods are important in every aspect, not only in your education
least five decision making methods Research or career, but also in your day to day life as decisions are constantly being made.
One way you can ensure you are making a good decision is by identifying your
goal in the matter. Identifying your goal can help you make a decision based on
what will help you achieve your goal quickest. Another decision-making method
would be weighing your options. Weighing your options means that you consider
all options of the decision and find which option will help you reach your goal in
the most efficient and successful way possible. Considering the consequences can
also make a decision much easier, as we tend to choose the option that leaves us
with the least amount of consequences. Voting is another way that one can make a
decision through the help of those around them. Having those who you trust and
are close with help you make a decision by voting is another way to take some of
the pressure off yourself when making important choices. Lastly, an efficient way
to make decisions is to gather all information possible about each situation being
called into question. The more information you can get, whether about the
outcomes of certain scenarios or just information about the option in general, the
easier a decision will be to make. Limited information will ultimately make any
decision more complicated by leaving space for error in decision making.

5 Steps to Good Decision Making. (2018). Corporate Wellness Magazine.

Retrieved 4 April 2018, from
http://www.corporatewellnessmagazine.com/focused/5-steps-to-good-decision-
making/

SEE EVIDENCE #17

103. Student will describe personal
examples of having used five
decision making methods
104. Student will show knowledge of at Personal Conflicts are a part of everyday life, no matter how big or small, no matter the
least five problem solving / conflict Research setting. In order to reduce conflict, it is important to understand how to resolve
management methods, as well as conflicts quickly. To begin, some of the most common causes of conflict are
understanding the roots of conflicts personality clashes, defensive response, personal triggers, previous experiences,
personal insecurities, panic and points of principle, or values and beliefs. The first
thing one should do when there is a conflict is identify the source of the conflict.
While this sounds simple enough, you cannot work towards resolving the conflict
until you pinpoint the exact reason there is an issue. Once the issue is found, you
can then hear all sides of the story and everyone’s take on the issue. Believe it or
not, usually the circumstance is not the issue, but rather the way the circumstance
was perceived by those involved. When you hear how everyone feels, the conflict

Leadership Inventory Revised 08/22/2017 27

 itself tends to become easier to control and fix. Next, it is important to propose
solutions to the problem. The most important factor in this step is to make sure that
all solutions are heard and respected, as to not spark another conflict in the
resolution process. From here, those involved should recognize solutions that all
parties approve of. In this step, it is important to get rid of all solutions that
members are uncomfortable with or don’t see fit, as this will make a resolution
easier and once again reduce the risk of another conflict arising. The last step in the
conflict resolution process would be coming to a solution. The solution is
something that all members of the conflict must agree on and it must be clarified
specifically so that all involved understand in order to prevent future conflict.
When discussing conflict, it is often helpful and recommended to have a mediator,
or someone who is impartial to those involved, to make sure that all solutions are
being honored, respected and treated fairly.

The Five Steps to Conflict Resolution. (2018). Amanet.org. Retrieved 5 April

2018, from http://www.amanet.org/training/articles/the-five-steps-to-conflict-
resolution.aspx

7 Key Causes Of Conflict In The Workplace. (2018). Management Training

Courses & Management Development Programmes | MTD. Retrieved 5 April
2018, from https://www.mtdtraining.com/blog/7-key-causes-of-conflict-in-the-
workplace.htm

SEE EVIDENCE #18

105. Student will describe personal

examples of having used five
problem solving / conflict
management
106. Student will demonstrate the ability
to synthesize multiple knowledge
perspectives (course work),
competencies (communication,
writing, information literacy or
mathematical/statistical skills) and
responsibilities (global, diversity &
inclusion or civic knowledge)
107. Student will demonstrate
knowledge of leadership that is
used in crisis (i.e., James &
Wooten; Garvin; Covey; Frohman;
Lalonde; Schoenberg; Joni; Braden
et al; etc.)
108. Student will describe examples of
leadership in crisis situations (i.e.,

Leadership Inventory Revised 08/22/2017 28

 application of James & Wooten;
Garvin; Covey; Frohman; Lalonde;
Schoenberg; Joni; Braden et al;
etc.)

Outcome Category: Interpersonal and Organizational Concepts & Skills

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
109. Student will demonstrate HDF 190 FLITE Retreat During my FLITE Retreat this year, I was able to learn about active listening. There
knowledge of active listening are some active listening techniques, five to be exact, and for each there is a goal, a
techniques process, as well as some examples of what to say to indicate that you are actively
listening and touching on those five techniques. The first technique is encouraging,
in which the goal is to make sure that person feels comfortable and welcome to
continue talking and sharing, as I listen. The process in order to achieve this goal
includes a non-judgmental, safe-zone in which the person feels comfortable. Some
key words that one could say in order to achieve this goal are, “I see…,” “I
understand…,” or “Uh-huh…,” which encourages the speaker to continue sharing
comfortably. Another active listening technique is restating basic ideas, in which
the goal of this technique is to show the speaker that are fully comprehending what
they are saying. The process in order to achieve this goal includes repeating back
some of the speaker’s statements in different wording, in ways such as “If I
understand, your idea is…,” or “In other words, you think…,” which ultimately
assures the speaker that you are truly engaged in what they are saying and
understand their view point. The third active listening technique would be
reflecting feelings, in which the active listener’s objective is to display that they
understand and respect the speaker’s feelings on the matter. In order to reflect
feelings, it is important for the listener to reflect the person’s feelings on the matter
by saying things such as “You feel that…” or “You were pretty annoyed by this…”
Clarifying is the next active listening technique that is used in order to gain extra
information as well as help the speaker see all sides of the scenario or situation. One
can clarify by ask questions to further explain with statements such as, “Can you
clarify that?” or “Is__ the problem as you see it now?” The final active listening
technique is summarizing, used in order to come to a final thought and consensus of
the conversation by restating the main ideas with statements such as “These seem to
be the main ideas you have expressed…,” or “If I understand you, you feel ___
about ___.”

Active Listening: Hear What People are Really Saying. (2018). Mindtools.com.
Retrieved 2 April 2018, from
https://www.mindtools.com/CommSkll/ActiveListening.htm

Leadership Inventory Revised 08/22/2017 29

 SEE EVIDENCE #19
110. Student will describe examples of HDF 190 FLITE Retreat During FLITE Retreat, we completed an important activity in which we met with
using active listening skills COM 100 our small groups and responded to various difficult topics we face in today’s
society. Many group members, including myself, opened up about personal stories
and experiences that are not easy to talk about. It was crucial to practice active
listening techniques during this activity in order to make the speaker feel more
comfortable and share personal information with other group members, who we
barely knew at the time. An active listening skill that I efficiently used during this
task was encouraging, in which I would follow the speaker’s statement with
gestures of encouragement, such as “uh-huh” and nodding my head, in order to
acknowledge that I understood what they were saying and wanted them to continue
talking. Another strong active listening technique I portrayed was reflecting
feelings. When a group member was talking, I made sure to mirror their emotion on
a subject. If it was a difficult subject to talk about, I made sure I was extra attentive
and provided them with support, such as rubbing their back or telling them that it
was okay. Another time that I was able to use active listening techniques was
during COM 100, in which I was assigned a group project and needed to work with
other members of my class to complete a group presentation. When discusses the
topic ideas for the project, I was able to use my active listening skills to make sure
everyone was on the same page and we all came to an agreement in which all group
member’s feelings were taken into account. Listening to my other group member’s
ideas, I often used statements such as “So what you’re saying is…” or “You believe
that…” which falls under the active listening technique of restating basic ideas.
This was important because it ensured that all group members were on the same
page, which would reduce the risk of complication and confusion down the road.

SEE EVIDENCE #20

111. Student will demonstrate
knowledge of functions of group
communication by Hirokawa
112. Student will describe personal
application of functions of group
communication (Hirokawa)
113. Student will show knowledge of
techniques regarding giving and
accepting of feedback
114. Student will describe examples of
giving and accepting feedback.
115. Student will show knowledge of
the 7D coaching model (Knott)
116. Student will demonstrate personal
application of the 7D Model
(Knott)
117. Student will show knowledge of
elements of a Crucial Conversation
Leadership Inventory Revised 08/22/2017 30
 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
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

Leadership Inventory Revised 08/22/2017 31

130. Student will show knowledge of
techniques for working with
difficult people
131. Student will describe personal
examples of using techniques to
work effectively with difficult
people
132. Student will show knowledge of
the stages of group development
(Tuckman/Tuckman & Jensen,
Bennis or others)

133. Student will describe personal

examples of group development in
use (Tuckman/Tuckman & Jensen,
Bennis or others).
134. Student will show knowledge of
group roles and how they
contribute to group dynamics
(Johnson & Johnson; Benne &
Sheats; Knowles & Knowles; etc.)
135. Student will describe personal
examples of group roles and how
they contribute to group dynamics
(Johnson & Johnson; Benne &
Sheats; Knowles & Knowles; etc.)
136. Student will show knowledge of
effective memberships skills in
groups
137. Student will describe personal
examples of membership skills in
use
138. Student will show knowledge of
the Challenge and Support theory
by Sanford, and its relationship to
organizations
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

Leadership Inventory Revised 08/22/2017 32

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)
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

Leadership Inventory Revised 08/22/2017 33

154. Student will describe how
credibility applies to leadership, as
well as the characteristics and
skills of a credible leader
155. Student will describe personal
examples of building, maintaining,
and repairing his/her own
credibility as a leader
156. Student will describe ethical
standards in influence
157. Student will describe influence
applies to leadership
158. Student will describe principles of
effective mentoring, as well as
problems particular to the
mentoring relationship
159. Student will describe personal
examples of mentoring and being
mentored
160. Student will describe principles of
effective peer leadership, as well
as problems particular to peer
leadership
161. Student will describe personal
examples related to being a peer
leader and being led by peers

Leadership Inventory Revised 08/22/2017 34