LEADERSHIP

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

Name: Alana Parrott

Date Enrolled:
Date of Graduation: 2022

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

Leadership Inventory Revised 08/22/2017 1

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

ADVISING INFORMATION (students will include own documentation)

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

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

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.

Leadership Inventory Revised 08/22/2017 3

● Application for the minor must be filed in your academic dean’s office no later than the beginning of the final semester or term.
● Approval of the minor does not guarantee that the suggested courses will be available to you on a schedule correlated with your graduation plans nor guarantee space in any
required course.
CORE REQUIREMENTS- 9 Credits
Required Element Class options Notes
Introductory Course HDF 190: FLITE Only offered in spring for first-year students
3 credits or
HDF 290: Modern Leadership Issues Offered Fall and Spring for sophomores & juniors

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

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

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

MINOR ELECTIVES-9 credits

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

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

Leadership Inventory Revised 08/22/2017 4

COM 361: Intercultural Communication (capstone option) SOC300/WMS350: Women and Work
COM 383: Rhetorical Theory HDF 413: Student Organization Leadership Consulting THE 221: Stage Management
COM 385: Communication and Social Influence HDF 414: Leadership for Activism and Social Change THE 341: Theater Management
HDF 415: FLITE Peer Leadership

Leadership Inventory Revised 08/22/2017 5

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

You need to have your own act together before you can lead others:

2. Lead Yourself

Time management
Organization
1. Know Yourself Self care
Lead Others Self discipline
Strengths Perseverance
Weaknesses Develop and maintain family,
Values PROGRESS
interpersonal, and intimate relationships
Needs
P Academic, social, personal goals and
Styles
R objectives
Learning
O
Teaching
G P
Personality
R R
Membership
E O
Leadership
S G
S RE-EVALUATE R
former stages E
as you progress S
Develop and S
Refine
Skills

Leadership theory and 3. Broaden Your Perspectives…

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

Leadership Inventory Revised 08/22/2017 6

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

Leadership Inventory Revised 08/22/2017 7

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

2. Student will demonstrate personal,

organizational, and academic examples of
self-discipline
3. Student will demonstrate the ability to
manage emotions
4. Student will demonstrate knowledge of COMM 100 Group Therapy In COMM 100 I was taught how to manage my stress through the method of meditation. My professor
stress management methods Lauren Evron was also a yoga instructor at the university. Therefore at the beginning of every class we
had “mini meditation” in order to clear our heads and prepare for class, allowing us to separate our
present selves from our busy minds through guided meditation. The first step was to close your eyes or
put your head down. After that the next step is to bring attention to your breathing. Once you spend a
few minutes paying attention to breathing you then bring attention onto your body. Really sit with how
your body is during the present moment, examine how you are sitting and feel you with yourself. Next
scan your body for any areas of tension, try to identify tense areas within your body and breathe
through them. Imagine that your breath is coming up and through those tense areas on your inhale.
With your exhale imagine those tense areas melting away and feeling lighter. Continue this for as long
or as many times as you feel your body needs This method of stress management through meditation
allows you to clear your mind and focus in the present. Through these meditations I learned how to
separate the stressor of the day from the present by simply focusing on my self and body. I am able to
separate the future (the stress) from the present.
In group therapy during my Sophomore year I was taught how to manage my stress through the
method of talking about your problems. Oftentimes stress can build up overtime and without a proper
way to release it can lead to an explosion of emotions and negative thinking. However through going to
group therapy I learned that this explosion can easily be avoided by expressing these stresses to
friends, family, or even yourself. In order to avoid that build up of stress and emotions air them out.
Whether it is venting or even talking it through to yourself, this method of stress management relieves
the added pressure of feeling like you have to hold everything in. So if you are ever feeling stressed
call up your parents, close friends, or talk about it to yourself in the mirror. Doing so will not only relieve
your emotions but also get a second opinion or point of view on options you can take to avoid or reduce
further stress about the situation.
5. Student will demonstrate the ability to
manage stress
6. Student will express a personal code of
leadership / membership ethics
7. Student will demonstrate practice of the
personal code of ethics
8. Student will express a personal values HDF 190 In HDF 190 I took the VIA values tests in order to discover our values. I found that my top 5 character
statement (Sources = VIA, values values were: Leadership- encouraging a group of which one is a member to get things done and at the
clarification exercises, etc.) same time maintain good relations within the group; organizing group activities and seeing that they
happen, Teamwork- working well as a member of a group or team; being loyal to the group; doing
one's share, Fairness-treating all people the same according to notions of fairness and justice; not
letting feelings bias decisions about others; giving everyone a fair chance , Appreciation of Beauty &
Excellence-Noticing and appreciating beauty, excellence, and/or skilled performance in various
Leadership Inventory Revised 08/22/2017 8
 domains of life, from nature to art to mathematics to science to everyday experience , and Perspective-
being able to provide wise counsel to others; having ways of looking at the world that make sense to
oneself/others. Knowing these values I promise to motivate others through my appreciation of beauty &
excellence by noticing the good qualities in others that they do not see in themselves. I also promise
that through my perspective and leadership values I will help and guide others in need of help even if
they do not speak out through giving advice or speaking up. With my teamwork and fairness I promise
to work with others fairly and effectively in groups in class as well as productions within the Theatre
through the value of treating others how I would like to be treated.
9. Student will demonstrate practice of the
personal values statement
10 Student will demonstrate the ability to THE 100 In Theatre 100 I had a chance to shadow a TA (teaching assistant) as a first year student and assist
lead a project from start to finish (follow- them in putting on a staged theatre production for the class. In this class I was able to work with fellow
. through) students in producing their own play from the beginning of the semester till the semester was over. At
the very beginning of the semester I helped them learn more about acting through leading them in
warm ups and activities that focused on sharpening awareness, creativity, trust and fun (all that you
need when putting up a production). Once we started to work on the production midway through the
semester I was incharge of assistant directing them in creating real and fun characters that were able
to best convey the story of their chosen play. As we started to get closer to the performance as a
leader my responsibility was to block the scenes of the play and even helped students memorize lines.
As well as worked with them in costuming, organizing what they were bringing and had to wear
ensuring they had everything that they needed before it was performance time.The day of the
performance I was backstage ensuring that everyone had what they needed (whether it was clothes,
water, or emotional comfort). I then had the opportunity to lead them in one last warm up backstage
before their final performance and happily watched the show from the audience knowing that this was
their production now and I led them through to it till the very end.
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 PSY 103 In PSY 103 I learned about the Hierarchy of Needs theory by Maslow. This theory is a motivational
“Hierarchy of Needs” theory by Maslow theory in psychology that consists of a 5 tier model of human needs, often represented as a pyramid.
. The bottom layer is: Physiological needs, these are the basic and biological requirements for human
survive ( food, drink, shelter, clothing, sleep, sex and etc.). If these needs are not satisfied our human
bodies can not function optimally. These are considered the most important to Maslow as all the other
needs become secondary until these are met. The 2nd layer is: Safety needs, once the first layer of
physiological needs are satisfied the need for security and safety become important. These needs can
be fulfilled by the family and society (schools, medical care, business, etc.). The 3rd layer is: Love and
belongingness needs, after the first two needs are fulfilled we reach this third level of human needs that
is social and involves feelings of belongingness. This is the need for interpersonal relationships like
friendships, intimacy, trust and acceptance, giving and receiving love or being a part of a group.The 4th
layer is: Esteem needs, Maslow’s classifies this layer into two categories. One, esteem for oneself
(independence and dignity) and two, desire for reputation or respect from others (status or prestige).
The top and final 5th layer is: Self actualization needs, referring to the realization of a person’s
potential, self-fulfillment and seeking personal growth and peak experiences. This level can also be
described as the desire to accomplish everything that someone can or to become the most that one
can be.
Mcleod, S. (2020, March 20). Maslow's Hierarchy of Needs. Retrieved December 14, 2020, from
https://www.simplypsychology.org/maslow.html

Leadership Inventory Revised 08/22/2017 9

14 Student will show application of Maslow’s
theory to own life
.
15 Student will show knowledge of the theory
of Superleadership by Manz & Sims
.
16 Student will show application of Manz &
Sim’s theory to own life
.
17 Student will describe StrengthsQuest
Signature Themes, shadow side of
. Strengths and/or weaknesses, and
examples of application (Source = Gallup)
18 Student will describe personal leadership
style and/or personality style including
. strengths and weaknesses and examples
of application (Sources = Leadership style
inventories, the L.P.I., Type Focus
(MBTI), LAMP, DISC, and other career
inventories, etc.)

Outcome Category: Leadership Theories

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
19 Student will show knowledge of the HDF 290 In HDF 290 I learned about the Authority and Bureaucracy theory of leadership by Max Weber. This
“Authority and Bureaucracy” theory of theory is a system of management where employees are made to follow specific rules or lines of
. leadership Weber authority created by superiors. There is a line of command with each leader having separate powers in
their jurisdiction. Within this theory Weber identifies three types of authority:(1) Traditional, the belief of
the sanctity of traditions, past way of doing things, paying respect to customs, tradition positions of
authority like patriarchy;(2) Charismatic, looking at the character of a person; (3) Rational-Legal, based
on laws set in place in society and giving authority to an office, like we give authority to the US
presidency.Weber defines the following characteristics in terms of bureaucracy: Specialization of jobs,
Sub-division, Hierarchy, Rules and Regulations, Technical competence and Impersonality. This theory
focuses on the administrative needs that an organization has. It is also very efficient when used in
companies that do not require much creativity from employees.

Business, N. (n.d.). MAX WEBER (1864-1920) . Retrieved December 13, 2020, from
https://business.nmsu.edu/~dboje/teaching/503/weber_links.html

20 Student will describe personal application

of the above theory (Weber)
.
21 Student will show knowledge of the HDF 290 In HDF 290 I learned about the Scientific Management theory by Frederick Taylor. This theory seems
“Scientific Management” theory of to increase efficiency, best summarized by the phrase: work smarter, not harder. There are 4 principles
. leadership by Taylor of scientific management: (1) Replace rule-of-thumb work methods with methods based on scientific
study of tasks, this is inorder to establish standards and take out inconsistencies or people doing things
their own way; (2)Scientifically select, train, and develop each worker rather than passively leaving
them to train themselves; (3) Cooperate with the workers to ensure that the scientifically developed
Leadership Inventory Revised 08/22/2017 10
 methods are being followed,provided detailed instructions and supervision in this area; (4) Divide work
nearly equally between managers and workers, workers knowing that their boss has as much work on
their plate as they do versus the boss having less work than them. This theory was coined in 1911
around the time of the Industrial Revolution and their needs during that era so this theory would often
be in action within factories and sometimes fast food places.

HigherStudy.org, Says:, F., Says:, H., Says:, G., Says:, A., Says:, C., . . . Says:, H. (2020, November
16). Scientific Management Theory by Taylor. Retrieved December 13, 2020, from
https://higherstudy.org/scientific-management-theory-by-taylor/

22 Student will describe personal application

of the above theory (Taylor)
.
23 Student will show knowledge of the HDF 290 In HDF 290 I learned about Management by Objectives theory (or MBO) by Peter Drucker that was
“Management by Objectives” theory of coined in 1954.This is a model that focuses on management and organizational performance. The
. leadership by Drucker management by objectives process starts with setting organizational objectives and communicating
those objectives to employees. Then setting worker objectives to employees. This is followed by
monitoring the progress. After monitoring you move into evaluating performance of employees.
Finished with rewarding performance of employees. It is important that goals and objectives should be
measurable with the ability for progress to be tracked therefore you know when you reach your goal.
Goals/objectives should also be achievable, realistic and attainable given your skills and resources.
Goals are to be relevant, meaning that the goal actually matters and connects to other relevant
goals.Time bound goals have a target data deadline or a time frame that is important to measure
objectives and goals by as well and should be taken into consideration when making them.

Communication Theory. (n.d.). Management by objectives (Drucker). Retrieved from

http://communicationtheory.org/management-by-objectives-drucker/
24 Student will describe personal application
of the above theory (Drucker)
.
25 Student will show knowledge of “Theory HDF 290 In HDF 290 I learned about Theory X and Y by Douglas McGregor that was coined in 1960 McGregor
X and Theory Y” theory of leadership by formulated two models to explain behavior of individuals at work: Theory X and Theory Y.This theory is
. MacGregor another model looking at management, specifically different management styles.The theory focuses on
management style, based on their beliefs of what motivates people. Managers who believe workers
have little motivation if they believe their workers dislike being there. Those managers are going to use
a more authoritarian leadership style, which is theory X. Theory X can involve threats, attempts of
control and micromanaging. In contrast, managers who believe their workers are self motivated will
take pride in their work, take initiative,and will adopt a more participatory style of management, Theory
Y. It is important to note that one is not necessarily better than the other. Both have value in different
conditions. Theory X is conducive to large scale efficient operations and typically involves an
authoritarian leadership style. Theory Y is conducive to complex problem solving and management of
professionals and involves a leadership style that is more participatory.

Accel-Team. (2010). Human relations contributors: Douglas McGregor. Retrieved http://www.accel-

team.com/human_relations/hrels_03_mcgregor.html
26 Student will describe personal application
of the above theory (MacGregor)
.
27 Student will show knowledge of the HDF 290 In HDF290 I learned about the Servant Leadership theory by Robert K. Greenleaf.The theory has 10
“Servant Leadership” theory of leadership characteristics. Of these 10 there are 3 serving characteristics which include: listening( Active, not just
. by Greenleaf passive & listen completely before deciding), empathy (Separate person from their work, walk a mile in
Leadership Inventory Revised 08/22/2017 11
 their shoes & personable with appropriate individuals), and healing(Help your staff become whole
consider their history, & build a future together). There are 4 leadership characteristics:
awareness( Self & Organization & “Sharply awake and reasonably disturbed” (Greenleaf)), persuasion
(Opposite of positional authority), conceptualization (S.M.A.R.T. & Make time for strategy), and
foresight( Consequences of present decisions on future outcomes). And there are 3 combined
characteristics: stewardship (Entrusted with resources of others and return on investments),
commitment to people (“Green and growing or ripe and dying” (Hunter), not just your favorites), and
building community( Effectiveness and Camaraderie). Robert K Greenleaf’s theory on servant
leadership focuses on service over self which can be implemented in everyday life. The theory focuses
on the natural feeling to serve combined with the conscious decision creates servant leadership.

Greenleaf, R. K. (n.d.). What is Servant Leadership? Retrieved December 12, 2020, from
https://www.greenleaf.org/what-is-servant-leadership/

28 Student will describe personal application

of the above theory (Greenleaf)
.
29 Student will show knowledge of the HDF 290 In HDF 290 I learned about Principle Centered Leadership theory that was coined by Stephen R.
“Principle Centered Leadership” theory by Covey in 1990. This theory is to be practiced from the inside out on 4 levels: Personal, how a person
. Covey views himself (relationship with self) ; Interpersonal,ability to communicate or relate to others
(relationship with others) ; Managerial, how well leaders work with others (responsibility to get a job
done) ; and Organizational, ability to train, team build and problem solve (responsibility to organize
others). There are also eight characteristics of principle centered leadership: (1)Continually Learning,
always asking questions, staying curios, use experiences to educate self and listen to others; (2)
Service Oriented, see like as a mission and are in service to others; (3) Radiate Positive Energy, being
upbeat, optimistics and have a positive attitude; (4) Believe in others, seeing and believing unseen
potential in others; (5) Lead balanced lives, being active socially, intellectually and physically; (6) See
life as an adventure, not being sure what is going on all the time, but are excited and confident while
being flexible; (7) Synergy, understand that the whole is more than the sum of its parts; (8) Self-
Renewal, physically, mentally, emotionally and spiritually. This theory focuses on personal
development and growth within a leader and is all about choosing values and ethics that are most
important to you and what you believe in and define yourself.

Covey, S. R. (2020). The 7 habits of highly effective people. London: Simon & Schuster UK.

30 Student will describe personal application

of the above theory (Covey)
.
31 Student will show knowledge of the “14 HDF 290 In HDF 290 I learned about the Total Quality Management (TGM)/ 14 Points theory of leadership by
Points / TQM” theory of leadership by Deming( that was coined in 1982). This theory argues that by improving quality, companies will
. Deming decrease expenses as well as increase productivity and market share. Deming is credited with starting
the movement of TQM through his 14 principles for management. These 14 point are: (1) Create
constancy of purpose for improving products and services; (2) Adopt the new philosophy; (3) Cease
dependence on inspection to achieve quality; (4) End he practice of awarding business on price alone,
instead, minimize total cost by working with a single supplier; (5) Improve constantly and forever every
process for planning, production and service; (6) Institute training on the job; (7) Adopt and institute
leadership; (8) Drive out fear; (9) Break down barriers between staff areas; (10) Eliminate slogans,
exhortations and targets for the workforce; (11) Eliminate numerical quotas for the workforce and

Leadership Inventory Revised 08/22/2017 12

 numerical goals for management; (12) Remove barriers that rob people of pride or workmanship, and
eliminate the annual rating or merit system; (13) Institute and vigorous program of education and self-
improvement for everyone; (14) Put everybody in the company to work accomplishing the
transformation.

Cobb, C. G. (2003). From quality to business excellence: A systems approach to management.

Milwaukee, WI: ASQ Quality Press.

32 Student will describe personal application

of the above theory (Deming)
.
33 Student will show knowledge of the HDf 290 In HDF 290 I learned about Visionary/Transformational Leadership theory by Shashkin (that was
“Visionary Leadership” (now often cited coined in 2003). There are four major components within this theory of transformational leadership
. as “Transformational Leadership”) theory style: (1) Idealized influence; (2) Inspirational motivation; (3) Intellectual stimulation; (4) Individual
by Sashkin consideration. Within each four major components there are attitudes and behaviors attributed to
leaders, which are as follows. Idealized influence: Followers identify with their leaders, leaders are
admired, respected and trusted, leaders display charisma, leaders are empathetic and supportive,
leaders serve as mentors and role models, and leaders provide a clear set of values and a collective
sense of mission. Inspirational motivation: Leaders motivate through enthusiasm and challenge,
leaders clearly articulate a vision, leaders encourage the evolution of individual and team spirit and
leaders clearly support goal achievement. Intellectual stimulation: Leaders challenge the norm, leaders
encourage creativity and leaders encourage team participation in decision making and problem solving.
Individual consideration: Leaders attend to the individual needs of staff members, leaders express
appreciation for individual and team member contributions, leaders support a climate conducive to
personal and professional growth and leaders enhance individual team member self-fulfillment and
worth.

Chance, E. W. (1992). Visionary leadership in schools: Successful strategies for developing and
implementing an educational vision. Springfield, IL: Charles C. Thomas.

34 Student will describe personal application

of the above theory (Sashkin)
.
35 Student will show knowledge of the HDF 290 In HDF 290 I learned about the Individuals in Organizations leadership theory by Chris Argyris that was
“Individuals in Organizations” leadership coined in 1974. Argyris exined how individuals can become more effective and impact on
. theory by Argyris organizational effectiveness. This theory includes three elements of action: Governing variables,people
are socialized to include defining and achieving goals, maximize winning, minimize losing, suppressing
negative feelings and be rational and minimize emotions; Action strategy; and Consequences. Based
on these governing variables individuals take action and consequences of those actions occur.
Organizational learning then can occur as a single loop or a double loop. Single look learning enables
the organization to carry on its present policies or achieve its objective, possible action strategies may
change inorder to keep trying to achieve those goals. With double loop learning however, the
organization questions its underlying policies and goals.

Smith, M.K. (2001) Chris Argyris: Theories of action, double-loop learning and organizational learning.
Retrieved from http://www.infed.org/thinkers/argyris.htm
36 Student will describe personal application
of the above theory (Argyris)
.
37 Students will demonstrate knowledge of HDF 190 In HDF 190 I learned the 4-V’s theory of ethical leadership by Bill Grace. This theory focuses on Ethical

Leadership Inventory Revised 08/22/2017 13

. the “4 V’s” theory of leadership by Grace leadership and is a framework that aligns the internal beliefs and values with external behaviors and
(Center for Ethical Leadership) actions for the purpose of advancing the common good. The 4-V’s of the 4-V Model of ethical
leadership includes: Values, Vision, Voice, and Virtue. The first V is Values, this focuses on gaining an
understanding and commitment to our individual core values through identifying our unique values and
integrating our choices on all person and civic levels. The second is Vision, this highlights the ability to
frame our actions particularly in service to others within a realistic mindset. Voice is the way you deliver
what you say that is going to motivate others. And Virtue is understanding our patterns and behaviors
in order to be conscious of what is right and what is wrong. There are also 3 additional values that
include Service, Polis, and Renewal. Service connects Vision to Values, when our values are tried
through our service our vision is revealed. Polis focuses on giving a voice to our vision through public
acts, as we learn to give voice to our vision through public acts we are engaged in politics. Renewal is
about relating our voice back to our values and creating congruence between the two.

Grace, B. (1996, January 31). Values, Vision, Voice, Virtue: The 4. Retrieved December 12, 2020, from
https://eric.ed.gov/?id=ED394542

38 Student will describe personal application

of the above theory (Grace)
.
39 Student will show knowledge of the HDF 290 In HDF 290 I learned about Situational Leadership which was created by Dr Paul
“Situational Leadership” theory by Hersey
. & Blanchard
Hersey and Ken Blanchard in 1969. This model details specific styles of situational
leadership, not simply that leadership must look different in different situations.
Hersey and Blanchard argued that leadership styles should change based on the
maturity or development of the people they are leading. Using this theory leaders
should be able to place more or less emphasis on the task, and more or less emphasis
on the relationships with the people they are leading, depending on what is needed
to get the job done successfully. Within this model there are four leadership styles
that are determined by the level of supportive/relationship and directive/task
behavior the group needs. One style of leadership is delegating: this is when a group
has low supportive/relationship and low directive/task behavior. Another style is
supporting: best to use when a group has high supportive/relationship and low
directive/task behavior. There is also coaching: best used when a group has high
directive/relationship and high supportive/task behavior. And the 4th leadership
style for this model is directing: best used when a group has high directive/task and
low supportive/relationship behavior. Maturity of followers or group is another
contributing factor to the model. Low maturity is found within the group when
directing is needed, moderate is found within the group when supporting and
coaching are needed, while high maturity lies within the group when delegating is
needed.

Hersey, P. & Blanchard, K. H. (1969). Life-cycle theory of leadership. Training and

Development Journal, 23, 26-34/
40 Student will describe personal application
of the above theory (Hersey & Blanchard)
.
Leadership Inventory Revised 08/22/2017 14
41 Student will show knowledge of the HDF 190 In HDF 190 I learned about the relational leadership model which was coined by Komives, McMahon &
“Relational Leadership” model by Lucas. The relational leadership model focuses on 5 leadership components: Inclusive (of all students,
. Komives, McMahon & Lucas staff, and diverse points of view), Empowering (of self, group members, and other involved
constituents), Purposeful (having an individual commitment to the position, the students, staff, job
tasks, and other constituents), Ethical (driven by values and standards of leadership which are “good”
in nature), and Process-Oriented (how the group goes about building and maintaining a team, and
accomplishing the group’s purpose and/or vision). As well as their knowing, being, and doings.
Component of Inclusion involves knowing, being and doing. Knowing that inclusivity helps others and
yourself. Becoming more inclusive by doing: listening to one another and reframing the way things are
taught. And with being inclusive comes believing that others should be heard and that they are valued
as well as believing that everyone can make a difference. Next is empowering. Knowing that
empowering others boosts self-esteem and creates an impact. Empowering can be done by
encouraging one another, learning about people individually on the team and promoting self-
leadership. Also believing that everyone has something to offer and that contributions of others should
be valued. Ethical, with this know/understand the development of values, decision making, and
influence of systems on justice and care. Become ethical by trusting others and being trustworthy,
acting courageously, behaving congruently, and being reliable and responsible. Also believe that
actions which benefit others are preferred over actions pursued for self-gain. Another component of
relational leadership is purposeful. When becoming purposeful one must understand the process of
change as well as the overall goal that is at hand. Become more purposeful by identifying their goals,
making meaning out of what they are doing as a group, and involving others in the vision building
process. The group must also believe that a positive, hopeful, and optimistic attitude helps everyone.
The last component is process-oriented. Becoming process-oriented means that you must understand
your community, your groups process, and relations aspects of leadership. The group can become
more process-oriented by collaborating with each other, reflecting, challenging, and making meaning
on what it is they are doing. It is also important to believe that the process is as important as the
outcome and that good things happen when people trust the process.

Komives, S. R. (2013). Exploring leadership: for college students who want to make a difference. Third
edition. San Francisco: Jossey-Bass.
42 Student will describe personal application HDF 190 D.R.I.V.E In HDF 190 I learned about the relational leadership model which was coined by Komives, McMahon &
of the above theory (Komives et al) Lucas. Because of this I am now able to identify how a group works with one another either effectively
. or ineffectively based off of the model. For example I am a part of D.R.I.V.E and our goal is to embrace
diversity and others. We effectively use relational leadership by being inclusive, inclusivity is one of our
main goals as an organization therefore it also ties into being purposeful. At group meetings we are
constantly asking for input for new ideas and events. This allows for members to feel included as well
as purposeful. Everyone feels like they have a voice and feel respected in D.R.I.V.E. We also are
empowering with one another, as a diverse group we are aware that everyone has a different
perspective and that understanding their perspective will help the group as a whole. As an individual I
use my appreciation of beauty and excellence to empower others in the organization. I am able to see
the great things in others that they may not be able to see in themselves and use that to motivate them.
D.R.I.V.E also uses ethical leadership, E-board members understand that the actions that benefit
others are preferred over actions that only benefit themselves. That being said our E-board are trusting
and trustworthy as well as reliable and responsible. As a member of this organization I use my strength
of communication to reach out and let them know if I felt that something was unfair or if I felt
uncomfortable. One component that as an organization we can work more on would be process-
oriented. This is because our E-board is changing and they will have to figure out the process that
works best for our new group of people. Overall D.R.I.V.E and it’s members trust the process and with
relational leadership have grown a closer bond with one another.
43 Student will show knowledge of the

Leadership Inventory Revised 08/22/2017 15

. concept of constructivism
44 Students will describe personal examples
of implementing constructivism
.
45 Student will demonstrate knowledge of
the Experiential Learning Model (Kolb)
.
46 Student will describe personal application
of the Experiential Learning Model (Kolb)
.
47 Student will show knowledge of the HDF 290 In HDF 290 I learned about The Social Change Model of Leadership Development
“Social Change Model of Leadership
. Development” by Astin et al
created by the Higher Education Research Institute in 1996. This model was created
specifically for college students who want to learn to work effectively with others to
create social change over their lifetimes. This model impacts change on behalf of
others and it is values based. It also promotes the creation and development of social
change agents and it is grounded in the belief that everyone can contribute to
making this world a better place. It examines leadership development from three
different perspectives: (1) Individual Values, (2) Group Values and (3)
Community.Society Values. There are 7 critical values for social change broken up
within those three different perspectives: Citizenship (within society/community
values), called for individuals to see themselves as part of a larger hole;
Collaboration, Common Purpose and Controversy with Civility (within group
values), leadership must be collaborative in this model, people must be working
towards a common goal and understanding that conflict will happen, groups will
need to engage in critical dialogue (respectfully) in order to find new creative
solutions; Conscious of Self, Congruence and Commitment (within individual
values), all about knowing and understanding who you are, being congruence with
what you say and what you do and committing to the cause. All of these values may
influence and interact with each other within this model. These values center on the
concept of social change, addressing the root causes of social issues.

Higher Education Research Institute (HEI). (1996). A social change model of leadership
development: Guidebook version III. College Park, MD: National Clearinghouse for
Leadership Programs
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

Leadership Inventory Revised 08/22/2017 16

52 Student will describe personal application
of the above theory (Hulme et al)
.
53 Student will demonstrate knowledge of
behavior theories of leadership from
. Michigan and Ohio State
54 Student will describe personal application
of the above theories (Michigan & Ohio
. State)
55 Student will demonstrate knowledge of
Charismatic leadership
.
56 Student will describe personal application
of the above theory
.
57 Student will demonstrate knowledge of
contingency approach to leadership by
. Fiedler
58 Student will describe personal application
of the above theory (Fiedler)
.
59 Student will demonstrate knowledge of
Path-Goal theory by House
.
60 Student will describe personal application
of the above theory (House)
.
61 Student will demonstrate knowledge of
Leader Member Exchange (LMX) theory
. by Dansereau, Graen & Haga; Graen &
Cashman; Graen
62 Student will describe personal application
of the above theory (Dansereau, Graen &
. Haga; Graen & Cashman; Graen)
63 Student will demonstrate knowledge of
Leadership Substitutes Theory
.
64 Student will describe personal application
of the above theory
.
65 Student will demonstrate knowledge of
Models of leader emergence
.
66 Student will describe the impact of traits
on leadership emergence and
. performance
67 Student will demonstrate knowledge of
Chaos approach to leadership by
. Wheatley
68 Student will describe personal application
of the above theory (Wheatley)
.

Leadership Inventory Revised 08/22/2017 17

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

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
69 Student will demonstrate how cultural
anthropology / paradigms relate to
. leadership
70 Student will describe personal example
of using cultural anthropology /
. paradigms as a leader
71 Student will demonstrate knowledge of
the “Cycles of Socialization” (Harro)
. theory and its uses in leadership
72 Students will demonstrate personal
application of the “Cycles of
. Socialization” (Harro)
73 Student will demonstrate knowledge of
the “Cycles of Liberation” (Harro) theory
. and its uses in leadership
74 Student will demonstrate personal
application of the “Cycles of Liberation”
. (Harro)
75 Student will demonstrate knowledge of
the “Configuration of Power” (Franklin)
. and its relationship to leadership
76 Student will demonstrate personal
application of the “Configuration of
. Power” (Franklin)
77 Student will demonstrate knowledge of
racial identity development (Cross &
. Fhagen-Smith; Rowe, Bennett &
Atkinson; Ferdman & Gallegos; Kim;
Horse; Renn etc.)
78 Student will demonstrate personal
application of model(s) of racial identity
. development above
79 Student will demonstrate knowledge of
models related to gender / identity /
. gender identity development (Lev;
Bussey; Bussey & Bandura; Bilodeau;
Gilligan; Belenky et al; etc.)
80 Student will demonstrate personal
application of model(s) of gender identity
. above
81 Student will demonstrate knowledge of
additional social identity development
. model(s): Sexual ID, Faith & Spirituality,
Disability, Social Class (Dillon et al;
Fowler; Parks; Astin et al; Peek; Smith;
Leadership Inventory Revised 08/22/2017 18
 Johnstone; Gibson; Forber-Pratt &
Aragon; etc.)
82 Student will demonstrate personal
application of additional social identity
development model(s) above
83 Students will demonstrate knowledge of
McIntosh’s theory of privilege and its
. relationship to leadership
84 Student will demonstrate personal
application of McIntosh’s theory
.
85 Student will describe the differences and
similarities of individual and institutional
. oppression and relationships to
leadership (Source = Three Dimensional
Matrix of Oppression)
86 Student will demonstrate knowledge of
relevant laws and policies related to
issues of equity and its relationship to
leadership (i.e., Title IX, Affirmative
Action, Protected Classes, etc.)
87 Student will show knowledge of effective
leadership as it relates to change agency
.
88 Student will describe personal examples
of being a change agent
.
89 Student will demonstrate knowledge of
the “Model of Intercultural Sensitivity” by
Bennett and its uses in leadership
90 Students will demonstrate personal
application of the “Model of Intercultural
. Sensitivity” by Bennett
91 Student will demonstrate knowledge of
the ally Action Continuum by Griffin &
. Harro
92 Student will demonstrate personal
application of the Action Continuum by
Griffin & Harro
93 Student will show knowledge of the
Multicultural Organizational Development
. Model (Jackson)
94 Student will show personal application of
the Multicultural Organizational
. Development Model (Jackson)
95 Student will show knowledge of the
Multicultural Change Intervention Matrix
. (Pope)
96 Student will show personal application of
the Multicultural Change Intervention
.
Leadership Inventory Revised 08/22/2017 19
 Matrix
97 Student will create a personal code of
inclusive leadership
.

Outcome Category: Critical Thinking

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
98. Student will show knowledge of principles
of critical thinking and fallacies (logic is
used in this minor)
99. Student will demonstrate proficiency of
critical thinking
100 Student will show knowledge of
metaphorical analysis to critically analyze
. self and leadership situations
101 Student will demonstrate proficiency of
metaphorical analysis to critically analyze
. self and leadership situations
102 Student will show knowledge of at least five HDF 290 In HDF 290 I learned 5 decision making methods. (1) Flipping a coin, this one is of course not
decision making methods necessarily ideal but does work and can be useful depending on the situation and matter at hand.
. (2)Voting, this comes in handy when you are working within a group and want to generate an easy
group decision.With voting you can either have members raise their hands and take the majority's
opinion or have them score available options. (3) Ranking, this can be effective in wanting to
understand where the group's opinions lie and their overall preferences. You can either do this by
having each member rank individually or greeting a group rank. (4) Creating a pros and cons list, this
can be effective for small groups or personal decision making. This works best if you are feeling stuck
on a possibility and are not sure what decision to make. This way you will be able to view what are the
possible benefits and hindrances of a decision in hopes to help you decide an answer. (5) Voting
Rounds, with this technique people are given multiple votes and the possible decisions with the
highest score goes to the next round and as rounds progress options get fewer. This would be ideal if
you had a mid to large sized group and had a bit of time to make a decision. People often enjoy this
because they receive more than one vote and often less feel restricted when voting.
103 Student will describe personal examples of
having used five decision making methods
.
104 Student will show knowledge of at least five
problem solving / conflict management
. methods, as well as understanding the
roots of conflicts
105 Student will describe personal examples of
having used five problem solving / conflict
. management
106 Student will demonstrate the ability
to synthesize multiple knowledge
. perspectives (course work), competencies
Leadership Inventory Revised 08/22/2017 20
 (communication, writing, information
literacy or mathematical/statistical skills)
and responsibilities (global, diversity &
inclusion or civic knowledge)
107 Student will demonstrate knowledge of
leadership that is used in crisis (i.e., James
. & Wooten; Garvin; Covey; Frohman;
Lalonde; Schoenberg; Joni; Braden et al;
etc.)
108 Student will describe examples of
leadership in crisis situations (i.e.,
. application of James & Wooten; Garvin;
Covey; Frohman; Lalonde; Schoenberg;
Joni; Braden et al; etc.)

Outcome Category: Interpersonal and Organizational Concepts & Skills

Outcome Target Additional Experiences Descriptive notes regarding learning and practice
class
109 Student will demonstrate knowledge of COM202 In COM 202 I learned 8 active listening techniques that improve listening behaviors. (1) Stay in tune:
active listening techniques adopt an attentive posture, keep eyes focused on the speaker and commit to the act of listening. (2)
. React honestly: Non Listeners pretend to listen, to prevent this by taking notes, this will help you listen
for main ideas, transitions or supporting material and prevent distractions. (3) Give a fair hearing: There
are prejudgments that contribute to our poor listening, in order to avoid those allow the speaker to give
their complete presentation before you judge their effectiveness. (4) Control emotional reactions: While
listening you might completely disagree to what a speaker is saying or may come into contact with
trigger words, to avoid this don’t mentally argue with the speaker and focus on what they have to say
(don’t assume what will come next), it’s a discussion not a debate. (4) Challenge yourself: Non
listeners avoid challenging material, listening is not easy (it’s a commitment), prepare yourself to listen
by: clearing your mind of other thoughts, reading up on the speaker's subject prior or researching the
speaker. (6) Focus on value in the speech: Non listeners tend to think only of themselves and dismiss
things that may be relevant in society but not to themselves, instead of focusing on self, focus on the
value to be found in every speech. (7) Control Physical Environment: the environment can serve a lot
of distractions(being too cold, loud car or speakers accent) but it is up to do whatever you can to obtain
focus, such as putting away technology. (8) Use Time Wisely: the rate at which we speak and which we
listen are very different (we can comprehend way more than we can talk within a minute), so when you
are listening instead of daydreaming interact with the speech’s content by creating your own examples
of connecting things to your own life.
110 Student will describe examples of using
active listening skills
.
111 Student will demonstrate knowledge of

Leadership Inventory Revised 08/22/2017 21

. 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 THE112 In THE 112 I learned techniques of giving and accepting feedback. The first technique is a multi-step
regarding giving and accepting of feedback THE321 process. (1) You give a comment of what moments stuck with you or parts/aspects you really
. remembered. (2) You give a comment regarding anything that you enjoyed about performance or liked
about it. (3) You give a comment regarding anything that confused you or things you had questions
about: something you didn’t fully understand or did not connect with. (4) You ask the person who is
receiving these comments if they would like to hear a specific suggest or feedback about the
piece/performance. If the person denies wanting to hear that feedback then you do not give it, however
if the person accepts then you are able to share any specific suggestions or feedback on the piece.
Another technique of giving and accepting feedback I learned in THE 321 was specifically geared
towards group feedback through shout outs. This is best used for general feedback on multiple
performances and can be beneficial to uplift and summarize the group's work. With this technique it
works best when everyone is circled up together. Then you go through a series of shoutouts with
different questions, for example: which group did you feel was most improved? Or which group did you
feel executed the material the best? Or which group did you feel like was the most creative with the
project? Or just general shout outs from members about what they enjoyed. These series of questions
can go on and be tailored to the course and course material the best way you see fit. Just be sure
when people are giving their feedback that they also explain why they felt that way.
114 Student will describe examples of giving THE321 In THE321 giving and accepting feedback was one of the most crucial parts of the course. This is
and accepting feedback. because we would always get a class of showing our drafts for our scenes and then a performance
. day. So ideally you would like to give and accept the best feedback you can for the draft so that when it
was performance day yor project would be at your best. However that does not always happen. During
our very first directing project we had to create an original scene based off the play we were reading at
the time called Gloria. On the first draft day my group had presented our draft and first no one had
anything to say about it which means we had no idea on how to make this project better. It is in that
moment that I learned how important it is to give meaningful feedback to my peers. Sometimes we are
taught to be afraid of accepting feedback, especially if it is something that we really care about.
However it was then that I realized that disadvantage not receiving feedback can lend you when you
are working and growing on a project. Since that day in class I always give meaningful and extensive
feedback to my peers in hopes to help them grow and create their own projects.
115 Student will show knowledge of the 7D
coaching model (Knott)
.
116 Student will demonstrate personal
application of the 7D Model (Knott)
.
117 Student will show knowledge of elements
of a Crucial Conversation and steps to
. maintain dialogue and move to action
(Patterson, McMillian & Switzler)
118 Student will describe examples of
engaging in a Crucial Conversation
.
119 Student will demonstrate knowledge of
facilitation techniques
.
120 Student will demonstrate proficiency of

Leadership Inventory Revised 08/22/2017 22

. facilitation techniques
121 Student will demonstrate knowledge of de- Leadership Institute Through being a peer leader at the Leadership Institute I learned a few different debriefing techniques
briefing techniques for when you are debriefing an activity. Overall it is important that all of these approaches have layers
. to them, this is to start getting the group to build on the processes they experienced and build their
connectedness with the activity. The goal when debriefing is all about reflective learning. It is also
important to debrief right after activity so it is fresh in their minds. Here are some different approaches
to debriefing that can useful/helpful when debriefing different activities: (1) Simply asking how do they
feel or how did the activity go, this will allow them to process and reflect on what happened while also
prompting questions and ideas on how to make the activity better. (2) Asking why, why did they do this
activity or why could it be important. This allows the group to analyze and connect what they did to the
bigger picture.
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 THE 321 Through being in THE 321 there would be many times where I would be assigned to a group directing
organizing meetings / setting agendas / project and we would have to meet, rehearse and have material prepared for our next class. Once our
. leading meetings group was paired up we would then create a group chat and then send out a link to an amazing
scheduling website called: when2meet, this website will allow for every group member to put in their
schedule (when they are free and not free). This scheduling website also had a master chart of
everyone’s schedule in a grid and would automatically show you the times in which everyone was free
by lighting those area’s green. This was an amazing tool when it came to scheduling meetings with our
group. Before we would meet up we would set agendas for what we would need to prepare for when
we met, often it would be along the lines of learning our lines or coming in with costumes or props.
When we met it was important to stay on track so I would be on the clock making sure everyone’s time
was being used responsibly and respectfully, watching to make sure we wouldn’t miss a class or
someone being late for an appointment. And before we would leave we would then set either an
agenda for the next time we meet before class (whatever we feel like we should work on because we
did not have time or need to add) or encourage one another on the work we had been able to
accomplish.
129 Student will show knowledge of
Parliamentary Procedure
.
130 Student will show knowledge of techniques
for working with difficult people

Leadership Inventory Revised 08/22/2017 23

.
131 Student will describe personal examples of
using techniques to work effectively with
. difficult people
132 Student will show knowledge of the stages HDF 290 In HDF 290 I learned about the stages of group development by Tuckman who coined this in 1965.
of group development (Tuckman/Tuckman Tuckman focused on group development and the four stage model which included:(1) Forming, where
. & Jensen, Bennis or others) groups come together and have the initial orientation, test boundaries and establish dependence; (2)
Storming, the stage where we see conflict emerge within the group; (3) Norming, cohesiveness is
developed, and new roles and standards are adopted within a group; (4) Performing, when group is
really performing at their best and doing it greatly to achieve their goal, high performing and structure
supports the task. Tuckman did collaborate with Mary Ann Jensen and added the fifth stage in 1977:
(5) Adjourning, this final stage has termination of roles, completion of tasks and reduction of
dependency. When you are able to identify which stage a group is in, you are then able to facilitate
development into the next stage(s).

Wageningen University & Research. (n.d.). Tuckman (forming, norming, storming, performing).
Retrieved December 14, 2020, from http://www.mspguide.org/tool/tuckman-forming-norming-storming-
performing

133 Student will describe personal examples of Leadership Institute One of my favorite parts of being a peer leader for the Leadership Institute was being able to see how
group development in use the group goes through group development. During the 2019 Leadership Institute it was my first year
. (Tuckman/Tuckman & Jensen, Bennis or being a peer leader and I vividly remember the very first stage of the group's development, forming. We
others). were all chatting and first introducing ourselves in the airport lounge and this stage continued while we
were on the Alton Jones campus playing icebreakers and through the first day of fulling getting to know
one another.The storming hit during the second day during a fun competition activity, and even though
storming can sound scary I remember becoming excited because I knew that they were starting to
become comfortable with each other to voice their own opinions. That same day norming progressed,
since that added comfortability for storming came in; they were able to get to know each other deeper
and reset their roles and relationships in the group, they began to not need me or my fellow peer leader
Jen. It was then I knew they were close to performing. On the last day while they were on the challenge
course they were doing it! They were performing, they didn’t need Jen or I, we sat back like very proud
parents watching all of these amazing people become one solid team. As fast as they were performing
adjourning came, later that day we all went back to campus and they completed the Institute. It is
incredible being able to assist and watch group development that closely and really is like magic.
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,
Leadership Inventory Revised 08/22/2017 24
. 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 COM 202 In COM 202 I learned how to construct/elements of informative and persuasive speeches. When giving
construction / elements of informative and an informational speech these are the important elements to keep in mind when constructing the
. persuasive speeches speech: (1) Information should be relevant for your audience, it is important to keep your audience in
mind when choosing a topic because that can affect their receptivity to your informational speech. (2)
Information should be repeated so it will sink into the audience, there is a fine line here between
reintroducing information as a purpose for the audience to absorb and beating a dead horse, so
approach this with that in mind. (3) Information should be tightly organized, meaning that the order in
which you are presenting the information to be put in a way that makes sense and aids the audiences,
not to further confuse them. (4) Do not plagiarize, this should be a given but make sure you are citing
you are citing/ quoting your sources and choosing credible sources. (5) Use pathos, even though this is
an informational speech, keep your audience entertained and excited to learn by appealing to their
emotions. (6) Establish your credibility, audiences will always be able to detect when something is not
the truth, so make sure you establish your credibility to the topic.
When giving a persuasive speech there are the important elements to keep in mind when constructing
your speech: (1) A stronger introduction, usually from the help of visual aids or bold action. (2) Rule of
three, setting up your speeches agenda within three cohesive points.(3) Establishing ethos, being
concrete in your sources. (4) Understanding your audience's values, you can persuade anyone if you
can understand their values, if you are talking to a larger group it may be harder to pinpoint what they
values but here are the different types of values when you are choosing one for your speech. Social
Welfare, these can be generalized as the “mommies & daddies” among the rest (not literally mom and
dads).These are the people whose values care strongly, are very giving and nurturing. Rationalistic,
these people can be described as the “scientists” of the group, these people’s values are the
questioners. Economic is next, these are the people whose values are driven by money and it is
important to them. Power, the people that values are driven by being in charge and taking control.
Religious, people driven by their spirituality and connectedness to that. And the Aesthetic, people
whose values are driven by music, the arts or just beautiful things. (5) Having a strong conclusion that
not only summarizes points made (with rule of three) but does not introduce any new points and ties
the beginning to the end for a full circle moment.
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.)

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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 Leadership Institute Through being a part of the Leadership Institute as a peer leader and being in URI’s
accountability in leadership / member
. relationships
Richard III production of Richard the 3rd, I learned different ways to maintain accountability in
leadership and member relationships. Through the Leadership Institute one way I
learned to maintain accountability in leadership and member relationships is
through creating and establishing a full values contract within your team. How a
full values contract works is that the group has a piece of paper and markers (can be
done virtually as well) at the top of the paper is written: full values contract. Then
the leaders are to prompt the question: What do you do/need for support in this
group? After this question is prompted each member takes a marker and writes
down their responses, in either one work or a short phrase. Once everyone has
written what they felt like should go on there (including the leaders) the group can
sign it and then it is the group's full values contract. Therefore anything that is on
that paper every member and leader will be holding each other accountable for.
Through Richard III another way I learned to maintain accountability in leadership
and membership relationships is through establishing a deputy among the cast. The
deputy is the person that is elected by the cast and is the person that has the
responsibility of being the connection between the cast and the director. Therefore, if
there are any problems or issues the cast may experience with the director they
would go to the deputy as the trusted person. The deputy’s job is then to
communicate these issues to the director to hold the accountability between the
production team.
151 Student will describe personal examples Leadership Institute A personal example of maintaining accountability as a leader through being a
related to maintaining accountability as a
. leader
Richard III Leadership Institute peer leader was when our group made our very own full values
contract. This past year (2020) the Institute was all online so when we made our
group values contract it was a little different. All of us were on zoom and instead of
a big piece of paper we used a writing tool that was on zoom. Everyone used their
own colors and text styles just as you would if it were in person. By the end of it as a
group we created a beautiful unique masterpiece of a full values contract that felt
even more personal to us because we created it.
Another personal example of maintaining accountability as a leader through being
in the production of Richard III was when I was having difficulty going to a
rehearsal. During the production we had two directors and often there was one that
I felt did not appreciate my work and so I grew scared of going to rehearsal, afraid
to expose myself through my work and have it be completely disregarded. So one

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 day before a rehearsal I broke down in tears before I made it down the stairs to the
actors lobby. I was crying so much and did not want to go to rehearsal that my
friend went to get our deputy. It was after a nice talk and some water that I felt
comfortable enough to go down and realized I was not alone in my emotions. A lot
of the cast felt the same way. At the end of that rehearsal the deputy had a talk with
the director of our feelings as a cast. It was after this talk that things became a lot
better within the production and goes to show the importance of having a deputy to
keep directors and cast accountable for the environments we create.
152 Student will describe ways to build Leadership Institute By being a part of the Leadership Institute as a peer leader I learned different ways
relationships between leaders and
. members
to build relationships between leaders and members. Personally my favorite ways
are through ice breaker activities and energizers. Icebreakers are great for groups
that are still in the forming stages of development and are still getting to know each
other and the leader. Icebreakers allow for both members and leaders to get to know
one another with very low stakes and high fun. This environment of low stakes and
high fun allows for light hearted connections and bonds to form between members
and leaders. Here is an example of icebreakers that helps foster a great relationship
between leaders and members: Name game, everyone is in a circle and goes around
one at a time saying their name but they have to create a dance move to go with it.
One person says their name while doing a dance and everyone copies them directly
after saying their name with the dance. This is one of my favorites because it builds
trust within the relationships that this is a safe place to get silly but also the leader is
just as awkward and silly as the rest of them.
Energizers are a nice way to build relationships because it lightens up the energy
and gets everyone excited together. It also shows that the leader is paying attention
to the needs of the members. If the members are feeling low and not in it hit them
with an energizer to help them out. One of my favorites is the: Rock,Paper, Scissors
Tournament, it is like your classical rock, paper, scissors but when you lose against
your opponent you become their entourage and have to cheer, scream and hype
them up as much as you can. So by the end of this there will be two people battling
it off with their cheerleaders. This focuses on helping relationships through
encouragement and competition.

153 Student will describe personal examples of Leadership Institute During Leadership Institute this year (2020) I got to experience what it is like leading
building relationships with members as a
. leader
a group virtually as a peer leader and experiencing how to build relationships with
them in this new format. We of course did icebreakers to start building up our
relationship, it was a name game. With this name game (virtually) instead of
dancing we used our initials of our names. So over zoom we unmuted ourselves and
used one initial to say something we liked that had to start with the initials and used
the other for something we disliked. It was great to see the natural conversations
that occurred when someone would express something they didn’t like that others
felt very strongly about or the opposite everyone was on the same page about.
We also used energizers to build up the relationship, my personal favorite was:

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 Speed Search, this is when each of us would take a turn and say “show me
something that is (insert anything here)” and everyone else would try to find it as
fast as they can. This one was a lot of fun and still had the element of competition
and risk that allowed us to laugh and bond over silly and funny objects we had or
found.
154 Student will describe how credibility applies
to leadership, as well as the characteristics
. and skills of a credible leader
155 Student will describe personal examples of
building, maintaining, and repairing his/her
. own credibility as a leader
156 Student will describe ethical standards in
influence
.
157 Student will describe influence applies to
leadership
.
158 Student will describe principles of effective
mentoring, as well as problems particular
. to the mentoring relationship
159 Student will describe personal examples of
mentoring and being mentored
.
160 Student will describe principles of effective
peer leadership, as well as problems
. particular to peer leadership
161 Student will describe personal examples
related to being a peer leader and being
. led by peers

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