Outcomes & Evidence Progress Inventory : Leadership Development

LEADERSHIP
DEVELOPMENT
Outcomes & Evidence
Progress Inventory*
MINOR IN LEADERSHIP STUDIES
Center for Student Leadership Development
Memorial Union
University of Rhode Island
Name:
Date Enrolled:
Date of Graduation:
Leadership Inventory Revised 8/30/2013 1

*The Outcomes & Evidence Progress Inventory is the intellectual property of the Center for Student Leadership Development (CSLD) at
the University of Rhode Island and cannot be reproduced in part, or in its entirety, without the written permission of the acting
Assistant Director of the CSLD. CONTENTS
ABOUT THE MINOR & CENTER FOR STUDENT LEADERSHIP DEVELOPMENT (information included)
Center for Student Leadership Development Information
Minor Information
Developmental Model
ADVISING INFORMATION (students will include own documentation)

Tracking Sheet / Advising Updates
Syllabi of Minor Classes (Core and Electives)
Internship
o Guidelines
o Syllabus
o Mid-term
o Final
OUTCOMES
Outcomes (Self-Leadership, Interpersonal and Organizational, Leadership Theories, Inclusive Leadership, Critical
Thinking)
Targeted Classes
Experiences
Evidence

CENTER FOR STUDENT LEADERSHIP DEVELOPMENT
Office: Memorial Union Room 210 Phone: (401) 874-2726 Fax: (401) 874-5317
CSLD Mission Statement
To enhance the mission of the University of Rhode Island, The Center for Student Leadership Development aims to:
Provide developmental opportunities for all students to become informed, inclusive, effective, and ethical leaders in the global marketplace through the implementation of
learner-centered academic, experiential, and co-curricular programming.
Engage in research, assessment, and advancement in order to positively impact the expanding field of leadership studies.
CSLD Vision Statement

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

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

At URI, we are among only a handful of colleges and universities across the country that offers a Minor in Leadership Studies and one that is customized for each student. We utilize
a cross-disciplinary approach to leadership education designed to complement your academic studies. All courses utilize a variety of teaching methods but ultimately include some
form of experiential learning, practical application, and reflective learning. Employers, now more than ever, are seeking candidates with exceptional skills in the areas of
interpersonal and group management, problem solving, critical thinking and effective communication. We can help with all of the above.
GENERAL INFORMATION
Regardless of your major, you can minor in Leadership Studies.
Requirements may be satisfied by completing 18 or more credits related to leadership and offered by more than one department.
Twelve (12) of the 18 credits must be at the 200 level of instruction or above. A course grade of C or better must be earned in each graded course. At least 12 of the credits
must be earned at URI.
No course may be used to apply to both the major and minor fields of study. Courses in General Education or for other minors may be used for the minor* (*this does not
apply to students in the College of Business). With the exception of internship credit, all courses for the minor must be taken for a grade. The Introductory class must be taken
before the internship and the capstone course.
Application for the minor must be filed in your academic deans office no later than the beginning of the final semester or term.
Approval of the minor does not guarantee that the suggested courses will be available to you on a schedule correlated with your graduation plans nor guarantee space in any
required course.
CORE REQUIREMENTS- 9 Credits
Required Element Class options Notes
Introductory Course 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 Womens Studies MSL 201: Military Skills and History of Warfare
COM 210: Persuasion: The Rhetoric of Influence GWS 310: Race, Class, Sexuality in Womens Lives MSL 202: Leadership & Team Building
COM 221: Interpersonal Communication GWS 350: International Womens Issues MSL 301: Leadership & Management
COM 250: Small Group Communication HDF 190: FirstYear 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, MultiEthnic, & Alternative Leadership PSC 504: Ethics in Public Administration
COM 361: Intercultural Communication (capstone option) SOC300/WMS350: Women and Work
COM 383: Rhetorical Theory HDF 413: Student Organization Leadership Consulting THE 221: Stage Management
COM 385: Communication and Social Influence HDF 414: Leadership for Activism and Social Change THE 341: Theater Management
HDF 415: FLITE Peer Leadership

BECOMING A POSITIVE LEADER THROUGH DEVELOPMENT & INVOLVEMENT
Wilson, 1998 (URI Memorial Union / Center for Student Leadership Development)
Revised after the publication of Exploring Leadership: for College Students Who Want to Make a Difference by Komives, McMahon and Lucas, 1998.
You need to have your own act together before you can lead others:
2. Lead Yourself
Time management
Organization
1. Know Yourself
Self care
Lead Others Self discipline
Strengths
Perseverance
Weaknesses
PROGRESS Develop and maintain family,
Values
interpersonal, and intimate relationships
P Needs
Academic, social, personal goals and
R Styles
objectives
O Learning
G Teaching P
Personality R
R
Membership O
E RE-EVALUATE
Leadership G
S former stages as you
S progress R
E
4. Develop and Refine S
Skills S
Leadership theory and

practice 3. Broaden Your Perspectives
Communication Understand others
Group Development
Inclusion Hierarchy of needs
Citizen Activist Skills PROGRESS Racial, cultural, gender, sexual orientation,
Critical Thinking religious, class, ability, etc. diversity and
Teaching and Programming commonalities
Power, privilege, oppression, liberation;
individual and institutional discrimination
OUTCOMES
In this section, you will track your progress toward the outcomes. Each class in the minor targets different outcomes; all of the classes list these
outcomes on the syllabi (the words goals or curriculum areas may be used instead). In many of our classes, the assignments can serve as your
evidence. Periodically, and not less than at the end of each semester, you should update your outcomes progress. In the additional experiences
column, name additional classes or experiences that contributed to you becoming proficient in that outcome. As the semesters pass, you will think of
things from recent semesters and semesters further in the past, or people or jobs, etc. in your past that also influenced your progress on that outcome.
Do not let that ambiguity upset you. Reflecting on development is not a linear process, but it does help to reflect often. In the descriptive notes
column, share insights about your growth, lack of progress, successes, stumbling blocks, etc. At the end of each section, you need to include evidence
that supports your development toward the outcomes. Copies of papers, grading sheets, evaluation lettersanything that shows that someone has
determined that you have demonstrated proficiency (or not, or are making progress). Make sure to keep electronic copies of all of your evidence to
include in your Portfolio.
Outcome Category: Self-Leadership
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
1. Student will demonstrate autonomy and a HDF 190 Managerial Work To me demonstrating autonomy and minimized need for approval means you are capable of doing
minimized need for approval things without any external forces pushing you to do so. At the age of 17 I was promoted to a manager
status at my Rye Airfield which meant I gained a lot of responsibilities. I would have to open shop alone
every day at a specific times and also be in charge of employees. The biggest responsibility is reacting
to things that are no premediated, such as injuries or emergencies. I have to be able to act as soon as
possible in order to guarantee the safety of those in the facility. During these times I am in charge
which shows that no one is there to approve my actions. This has helped me grow when reacting to
problems because when I am in charge of helping an injured person for example it has shown me to
take charge and make decisions to help the situation.
See Picture of Wavier (Evidence #1)

2. Student will demonstrate personal, HDF 190 College, BUS 110 Organizational skills are somewhere where I succeed. My dorm room is completely clean with all my
organizational, and academic examples of clothes sorted in certain draws and school work neatly arranged on my desk. I also have binders in all
self-discipline my classes in order to keep track of all my school work. My BUS 110 has taught me a lot about self-
discipline. It is all online with little to no guidance, you have to find all the due dates and tests. If you
miss any of the tests you fail the course with no exceptions. This has taught me to have extreme self-
discipline because if I dont keep on top of the lessons and tests I could risk failing the class. College
teaches you a lot of self-discipline. If you are not hard on yourself to succeed and do well you risk
wasting a lot of money and job opportunities. A time I used self-discipline is when I set certain dates to
complete each business 110 assignment. Doing this and sticking to each date regardless of what was
going on that day helped me be very successful in the class.
Evidence BUS 110 deadlines See Evidence #2

3. Student will demonstrate the ability to HDF 190 Public speaking Throughout my life I have faced anxiety problems that when I was younger had a huge impact on my
manage emotions everyday life. Growing up with this complication has helped me evolve into an adult. I have learned
exactly how to calm myself down in any situation at any time. College is full of responsibility and you
have to be on top of all your school work in order to succeed. I have found it very helpful to have good
mental health and being able to control my anxiety and emotions everyday has helped me immensely.
It has taught me how to control my anger in certain situations, my nerves in public speaking, and my
sadness is harsh situations. I have learned how to manage my emotions and continue to learn even
more ways. Anxiety has become something that does not affect me because of my effectiveness to
beat my nerves. Public speaking has always been something that sparks my anxiety, but I have
learned deep breathing and focusing on the task at hand eliminates the anxiety and makes public
speaking much easier.
(See Evidence #3) Speech outline

4. Student will demonstrate knowledge of HDF 190 Managerial Work Stress management is a large component of life especially in college. Throughout my work at Rye
stress management methods Airfield, Ive learned how to manage my stress through many ways. I am in charge of keeping banks,
managing employees and conducting safety checks around the building. Along with this I have to check
waivers and make sure they are valid or they can be deemed invalid by the insurance company. With
all these responsibilities going on at once I have to manage the stress in order to be as efficient as
possible. The job has taught me that it is important sometime it is important to take a minute to yourself
to minimize stress and get right back to work. Also to reduce stress you must maintain a constant
schedule and get enough sleep. A good technique to managing stress is identifying exactly what
causes stress in your life, for many people this may seem easy but realistically it is tough. Deadlines
could be very stressful for some people but procrastination could be whats causing the stress not the
deadlines. Identifying the stressful component and then figuring out how to combat that helps a lot. I
figured out this method when I thought projects were very stressful, but when I began working on them
much further in advance it became a lot less stressful.
See Evidence #1
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 Character Strengths study In our HDF 190 class we took the Character Strengths Study which showed our top values. My top 5
statement values are Humor, Love, Curiosity, Judgment and Honesty. I Believe I show all of these things within
my school work and outside of school. Humor is my top strength because I believe most people I know
well can say that I make people laugh almost every day. Love is another important thing to me, I
believe it is important to care about others and show empathy when needed. Im also a very curious
person, I love to see how things work and also broaden my knowledge base every day. I believe also
that I have very good judgement, I also think through big decisions and also watch what I say to others.
Finally, Honesty is a very important thing to me, I am very honest with everyone I talk to and it is very
hard for me lie.
See Evidence #4 - Values
9. Student will demonstrate practice of the HDF 190 VIA Values Assessment Personal Values are demonstrated every day, socially and academically. My top value is humor and I
personal values statement use it every day, my sarcasm, jokes and how I hold myself always provides humor to others. Love is
also another value I hold myself to the highest. I provide empathy and love to anyone who needs any
help. I believe it is imperative to help other the best you can to make them happy and content. I also
ask people how their day is going and if they ever need anything to please contact me. Curiosity has
brought me on adventures that have taught me so much. Every day I want to broaden my knowledge
on many different topics and my curiosity makes it that so many different topics are interesting to me.
This helps me in my classes too because I love to learn about many different things, having interest in
your classes will bring you make you successful. Judgement has also been another value I live by
because it is important to constantly think about things before you do them. Judgement has made an
impact in my lacrosse career, I had to constantly think if things would be a good idea or if it would
negatively impact lacrosse For example, I wanted to go rock climbing but in the event I ever got injured
this couldve ruined my career. Finally, honesty is important in order to build connections with people
and built trust. I provide honesty in job interviews, general connections and in school. In job interviews
it is important to be honest so they know you are a right fit for the job and not just lying.
Evidence - (Values)
See Evidence #4
10 Student will demonstrate the ability to lead HDF 190 Marketing class In High school some friends and I started a project called best seat in the house. We wanted to make a
a project from start to finish (follow- new tradition. Best seat in the house consisted of setting up a couch on stands at the 50 yard line
. through) during one of our play offs games and free pizza, popcorn, and soda was provided. There was a lot of
planning in order to make this succeed. I was in charge of setting up the couch and getting the food.
For this I began contacting the band teacher who had large stands that could support a couch. After
this I had to talk to the ground crew at my school in order to get approval so I could put the couch on
the track. Following this I had to contact the janitors who could give me access to the band room during
the night. When the playoff game rolled around my partner and I got large plywood boards and
assembled the stands , and put the couch on it. I contacted a local pizza place and asked them to
donate to this night which they graciously did. This night went on without a hitch and I left all the
information for the next group so they could have a great night as well.
See Evidence #5 best Seat in the house
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 HDF 190 Psychology class Maslows hierarchy of needs is a motivational theory in psychology that is made up of 5 tiers. The
Hierarchy of Needs theory by Maslow bottom two tiers are known as basic needs such as food , water, warmth, rest and security. The middle
. two tiers are known as psychological needs, such as intimate relationships, friends, and then the
feeling of accomplishment. The top of the pyramid is known as the self- fulfillment needs, this is where
the person has a feeling of self-actualization meaning they feel like they have achieved their full
potential. The first 4 blocks are needs that need to be met in order to motivated someone. The top
need, self-actualization, is the hardest to meet and often it is disrupted by a failure to meet lower level
needs. It is possible to go up and down tiers depending upon life experiences.
https://www.simplypsychology.org/maslow.html
See Evidence #6Psychology write up from high school
14 Student will show application of Maslows HDF 190
theory to own life
.
15 Student will describe personal leadership HDF 190 Leadership Institute & Sigma Alpha IN HDF 190, we completed strengths Finder Inventory. My top 5 strengths are Communication,
style and/or personality style including Epsilon Competition, Significance, Activator and Analytical. Examples of communication comes when recruiting
. strengths and weaknesses and examples a new rush class. This is important because you have to talk to hundreds of new kids and also relay to
of application (Sources = Leadership style them about what your whole fraternity is about. Competition is an important one for me, in my
inventories, the L.P.I., StrengthsQuest, ambassador program for a company I promote it is imperative you try to work hard in order to receive
Type Focus (MBTI), LAMP, and other points and stay on the team. I also resonate well with significance because I like to appear well in any
career inventories, etc.) company and also my fraternities creed is the true gentlemen which I feel like represent well. Every day
I show how I am analytical, Im very interested in math and figuring out how things work or why
something is the way it is. Finally, I feel activator is also shown every day because I love getting people
going, especially on my high school lacrosse team if we werent doing so well. (Strengths Quest)
See Evidence #7 Strength Quest
16 Student will show knowledge of the theory
of Superleadership by Manz & Sims
.
17 Student will show application of Manz &
Sims theory to own life
.
Outcome Category: Leadership Theories
18 Student will show knowledge of the
Authority and Bureaucracy theory of
. leadership Weber
19 Student will describe personal application
of the above theory (Weber)
.
Scientific Management theory of
. leadership by Taylor
of the above theory (Taylor)
.
Management by Objectives theory of
. leadership by Drucker
of the above theory (Drucker)
.
24 Student will show knowledge of Theory
X and Theory Y theory of leadership by
. MacGregor
of the above theory (MacGregor)
.
Servant Leadership theory of leadership
. by Greenleaf
of the above theory (Greenleaf)
.
Principle Centered Leadership theory
. by Covey
of the above theory (Covey)
.
30 Student will show knowledge of the 14
Points / TQM theory of leadership by
. Deming
of the above theory (Deming)
.
Visionary Leadership (now often cited
. as Transformational Leadership) theory
by Sashkin
of the above theory (Sashkin)
.
Individuals in Organizations leadership
. theory by Argyris
of the above theory (Argyris)
.
36 Students will demonstrate knowledge of
the 4 Vs theory of leadership by Grace
. (Center for Ethical Leadership)
of the above theory (Grace)
.
Situational Leadership theory by Hersey
. & Blanchard
of the above theory (Hersey & Blanchard)
.
40 Student will show knowledge of the HDF 190 Leadership Institute. There are 5 different parts of this model, inclusive, empowering, purposeful, ethical,
Relational Leadership model by and process oriented. Within these there are 3 different ways to go about it, knowing
. Komives, McMahon & Lucas
(showing understanding), being (believing values within each component) and
doing( which shows you have skills within each one). This was really helpful during
the leadership institute on the challenge course. It was important to use all of these
components in order to succeed each piece. One piece of the model I really resonate
with is being inclusive. This part of the grid says you must understand that
differences in people are valuable, and everyone can make a difference. I believe this
is important because you need a diverse group of people with different strengths
and perspectives in order to succeed a task. When leading a group it is also
important to understand that everyone can make a difference and help the group to
succeed or you may not make everyone feel included. This model is very helpful
when working with a group of people, it creates a good environment that is very
productive and successful.
See Evidence #8 Relational Leadership Model
41 Student will describe personal application HDF 190 Leadership Institute This model was used during the challenge course which was a set of difference
of the above theory (Komives et al) courses designed to maximize team work. In this the goal of all the courses was to
.
get everyone from point A to point B, this required everyone to be inclusive. Process
oriented was also a large part used in this because we needed to be strategic when
getting everyone to point b. For example, one of the courses required us to get
everyone on a balance board without the board touching the ground. We had to
create a process to get people on the board on each side so there would be enough
weight for it to balance. This also made everyone be empowering, no matter how
many times we failed everyone made each other feel important and motivated.
During this it was also important to be ethical so everyone felt safe and knew you
were trustworthy. Without this bond some may feel like you are not trustworthy and
not feel Included.
See Evidence #8 Relational leadership model
concept of constructivism
.
43 Students will describe personal examples
of implementing constructivism
.
44 Student will demonstrate knowledge of
experiential learning in leadership
. development (Kolb)
of experiential learning in leadership
. development (Kolb)
46 Student will show knowledge of the HDF 190 HDF 190 In HDF 190 we discussed what the social change model meant and how to apply it.
Social Change Model of Leadership There are three main categories which are individual, group, and society. The social
.
Development by Astin et al change model is designed to facilitate positive social change and undertake actions
which will help the community function more effectively and humanely. There are
seven critical values, consciousness of self, congruence, commitment, collaboration,
common purpose, controversy with civility and citizenship. Consciousness of self
means that one is aware of their personal beliefs, values and attitudes in order to
help motivate them. Congruence means that one is consistent with their beliefs in
order to be a successful leader. Commitment is important in this model because a
leader needs to be committed to making change in their community and without
motivation to serve this cannot be accomplished. The leader must also know how to
collaborate in order to work with others and understand their beliefs and
perspectives. The leader must determine a common purpose so everyone is on the
same page and everyone shares a common vision. Controversy with civility means
that the leader knows differences will exist in a group but can be resolved through
open dialogue.
See Evidence #9 Social Change Model
of the above theory (Astin et al)
.
the Leadership Identity Development
. Model by Komives et al
49 Students will describe personal
application of the above theory. (Komives
. et al)
the Strengths-Development Model by
. Hulme et al
of the above theory (Hulme et al)
.
behavior theories of leadership from
. Michigan and Ohio State
of the above theories (Michigan & Ohio
. State)
Charismatic leadership
.
of the above theory
.
contingency approach to leadership by
. Fiedler
of the above theory (Fiedler)
.
Path-Goal theory by House
.
of the above theory (House)
.
Leader Member Exchange (LMX) theory
.
of the above theory
.
Leadership Substitutes Theory
.
of the above theory
.
Models of leader emergence
.
65 Student will describe the impact of traits
on leadership emergence and
. performance
Chaos approach to leadership by
. Wheatley
of the above theory (Wheatley)
.
Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership
68 Student will demonstrate how cultural
anthropology / paradigms relate to
. leadership
69 Student will describe personal example
of using cultural anthropology /
. paradigms as a leader
the Cycles of Socialization (Harro)
. theory and its uses in leadership
71 Students will demonstrate personal
application of the Cycles of
. Socialization (Harro)
the Cycles of Liberation (Harro) theory
. and its uses in leadership
73 Student will demonstrate personal
application of the Cycles of Liberation
. (Harro)
the Configuration of Power (Franklin)
. and its relationship to leadership
application of the Configuration of
. Power (Franklin)
racial identity development via the Cross,
. Helms or other models (Ferdman &
Gallegos; Kim; Horse; Wijeyesinghe etc.)
application of model(s) of racial identity
. development above
McIntoshs theory of privilege and its
. relationship to leadership
application of McIntoshs theory
.
80 Student will describe the differences and
similarities of individual and institutional
. oppression and relationships to
leadership
81 Student will show knowledge of effective
leadership as it relates to change agency
.
82 Student will describe personal examples
of being a change agent
.
83 Student will create a personal code of
inclusive leadership
.
the Model of Intercultural Sensitivity by
. Bennett and its uses in leadership
85 Students will demonstrate personal
application of the Model of Intercultural
. Sensitivity by Bennett
the ally Action Continuum by Griffin &
. Harro
application of the Action Continuum by
. Griffin & Harro
Outcome Category: Critical Thinking
88 Student will show knowledge of principles
of critical thinking (logic is used in this
. minor)
89 Student will demonstrate proficiency of
critical thinking
.
90 Student will show knowledge of
metaphorical analysis to critically analyze
. self and leadership situations
metaphorical analysis to critically analyze
. self and leadership situations
92 Student will show knowledge of at least five
decision making methods
.
93 Student will describe personal examples of
having used five decision making methods
.
94 Student will show knowledge of at least five
problem solving / conflict management
. methods, as well as understanding the
roots of conflicts
having used five problem solving / conflict
. management methods (if student has been
trained in mediation, that information goes
here)
96 Student will describe what it means to
analyze, criticize, synthesize and utilize
. information as a leader
leadership that is used in crisis
.
98 Student will describe examples of
leadership in crisis situations
.
Outcome Category: Interpersonal and Organizational Concepts & Skills
99. Student will demonstrate knowledge of HDF 190 HDF retreat Active listening inherits 5 different categories, encouraging, restating basic ideas, reflecting feelings,
active listening techniques calcifying, and summarizing. Within that it Is important to state your goal, the way you go about that
(process) and what to say in order to show active listening. It is important to use these important
techniques when listening. Things like asking for clarification, restating speakers ideas, and
summarizing what they just said shows you are paying attention.
See Evidence #10 Active Listening packet
100 Student will describe examples of using HDF 190 HDF Retreat During an activity on the retreat we talked about personal issues within our lives, it was important we
active listening skills showed good listening techniques in order to relate to the person and show empathy. We were given a
. card with someones name on it, our goal was to write down a few things that we liked about what that
person had to say. In this exercise, it was important to give good eye contact, provide feedback and
restate what the speaking has said in order to show active listening.
See Evidence #11 Index Card
functions of group communication by
. Hirokawa
of functions of group communication
. (Hirokawa)
103 Student will show knowledge of techniques HDF 190 Peer Reviewing WRT 104 Giving and accepting feedback can be hard for some but understanding techniques can help make the
regarding giving and accepting of feedback situation smoother. When giving feedback dont think of it as either positive or negative, getting rid of
. descriptors like this can make it much easier to get your point across. Before giving someone feedback
think what would be the most helpful, telling someone there sources are not cited correctly doesnt
help, show them exactly what they did wrong and how to fix it. When giving feedback it is also
important to make sure the person understands what they need to fix or what they did well, have an
open dialogue about this so you are on the same page. When accepting feedback it is important to not
get defensive, feedback is meant to be helpful not hurtful. If you disagree with the person let them
know your perspective and why you think it. When talking to the person also seek specifics, such as
How do you cite this correctly. Doing this can make accepting feedback much easier.
See Evidence #12 Peer Review sheet
104 Student will describe examples of giving HDF 190 Peer Reviewing WRT 104 In my WRT 104 class we have 5 large papers and on each of them we are required to give feedback to
and accepting feedback. three people. During this I first start out with reading the persons paper and then think about what the
. writer is trying to do. For example, we had a proposal paper which we proposed how to fix a problem in
a local community. I read a girls paper on improving recycling on the URI campus. I found that in her
paper she was not citing MLA parenthetical correctly and didnt use enough sources. When it came
time to give feedback I had an open dialogue with her and explained how exactly to cite correctly and
told her that she didnt have enough evidence to back up her claims. During this I also told her what
she did very well so she knew I wasnt only looking at downsides. In the class we accept feedback as
well, it is very important to listen to what your reviewer has to say. I wrote a paper on how it is
inhumane to keep animals in zoos, and how zoos should improve their facilities or let their larger
animals back into the wild. One reviewer said she disagreed with my agreement and said I should
change my side. While some people may find this offensive, instead of arguing I explained my side and
why I believe there should be some change. When accepting feedback, I try not to get defensive.
See Evidence #12Peer Review sheet

facilitation and de-briefing techniques
.
facilitation and de-briefing techniques
.
framing and breaking the frame
.
framing and breaking the frame
.
109 Student will show knowledge of organizing
meetings / setting agendas / and leading
. meetings
110. Student will describe personal examples of
organizing meetings / setting agendas /
leading meetings
111. Student will show knowledge of
Parliamentary Procedure
112. Student will show knowledge of techniques HDF 190 Managerial Work Working with difficult people is a good value to have. Techniques like keeping your cool, separating the
for working with difficult people person from the issue, and setting a consequence are very easy and simple ways to deal with a difficult
person. The first technique, keeping you cool is exactly what it sounds like. When working with a
difficult person it is important to stay calm to avoid any escalation, if you get mad this could make it
impossible to find a common ground and fix the issue. The next technique separating the person from
the issue is very helpful. Often times when working with a difficult person it is very hard to get them to
stop the difficult behavior. Separating the person from the behavior and talking about a good way to
change can make this confrontation much more smooth. For example, if someone is not doing their
part or showing up late you can say, we really want you here but if you keep showing up late were
going to have to start without you. Saying this is calm and does not threaten the individual. Setting a
consequence is a last resort but can be very helpful. If the person does not stop the difficult behavior
you can set a consequence that may make them stop. The consequence shouldnt be too large though.
For example if someone is not getting their work done, you can tell them that if they dont do their part
then youll have to delegate the work to someone else until they are willing to step up. Consequences
like this may motivate the person to work harder.
https://www.psychologytoday.com/blog/communication-success/201309/ten-keys-handling-
unreasonable-difficult-people
(See Evidence #13 Keeping your cool)

using techniques to work effectively with
difficult people
114. Student will show knowledge of the stages
of group development (Tuckman, Bennis or
others)
group development in use (Tuckman,
Bennis or others).
116. Student will show knowledge of group
dynamics and group roles
group dynamics and group roles
118. Student will show knowledge of effective
memberships skills in groups
membership skills in use
Challenge and Support theory by Sanford,
. and its relationship to organizations
using the theory of Challenge and Support
. (Sanford)
construction / elements of informative and
. persuasive speeches
123 Student will demonstrate proficiency in
informative and persuasive public speaking
.
124 Student will show knowledge of planning
and conducting interviews (as the
. interviewer)
planning and conducting interviews (as the
. interviewer)
126 Student will show knowledge of preparing
for and effective answers in interviews (as
. the interviewee)
. preparing for and being interviewed
128 Student will show knowledge of effective
collaboration / coalition building
.
working in collaboratives/coalitions
.
130 Student will show knowledge of
Intercultural communication considerations
.
131 Student will demonstrate proficiency in
intercultural communication
.
132 Student will describe ways to maintain
accountability in leadership / member
. relationships
related to maintaining accountability as a
. leader
134 Student will describe ways to build
relationships between leaders and
. members
building relationships with members as a
. leader
136 Student will describe how credibility applies
to leadership, as well as the characteristics
. and skills of a credible leader
building, maintaining, and repairing his/her
. own credibility as a leader
138 Student will describe ethical standards in
influence
.
139 Student will describe influence applies to
leadership
.
140 Student will describe principles of effective
mentoring, as well as problems particular
. to the mentoring relationship

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

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LEADERSHIP

Leadership Inventory Revised 8/30/2013 1

Assistant Director of the CSLD. CONTENTS

ADVISING INFORMATION (students will include own documentation)

Leadership Inventory Revised 8/30/2013 2

CSLD Mission Statement

CSLD Vision Statement

CSLD Values Statement

MINOR IN LEADERSHIP STUDIES

MINOR ELECTIVES-9 credits

Leadership Inventory Revised 8/30/2013 5

Leadership theory and

See Picture of Wavier (Evidence #1)

Evidence BUS 110 deadlines See Evidence #2

(See Evidence #3) Speech outline

12 Student will show evidence of goals and

Outcome Category: Leadership Theories

Outcome Category: Critical Thinking

Outcome Category: Interpersonal and Organizational Concepts & Skills

105 Student will demonstrate knowledge of

113. Student will describe personal examples of

141 Student will describe personal examples of

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