HDF 290 Inventory

LEADERSHIP
DEVELOPMENT
Outcomes & Evidence
Progress Inventory*
MINOR IN LEADERSHIP STUDIES
Center for Student Leadership Development
Memorial Union
University of Rhode Island
Name: Owen Sammarone
Date Enrolled: September, 2014
Date of Graduation: May, 2018
Leadership Inventory Revised 8/30/2013
*The Outcomes & Evidence Progress Inventory is the intellectual property of the Center for Student Leadership Development (CSLD) at
the University of Rhode Island and cannot be reproduced in part, or in its entirety, without the written permission of the acting
Assistant Director of the CSLD.
CONTENTS
ABOUT THE MINOR & CENTER FOR STUDENT LEADERSHIP DEVELOPMENT (information included)
Center for Student Leadership Development Information
Minor Information
Developmental Model
ADVISING INFORMATION (students will include own documentation)
Tracking Sheet / Advising Updates
Syllabi of Minor Classes (Core and Electives)
Internship
o Guidelines
o Syllabus
o Mid-term
o Final
OUTCOMES
Outcomes (Self-Leadership, Interpersonal and Organizational, Leadership Theories, Inclusive Leadership, Critical
Thinking)
Targeted Classes
Experiences
Evidence
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
Introductory Course
3 credits
Internship
3 credits
Class options
HDF 190: FLITE
Only offered in spring for first-year students
HDF 290: Modern Leadership Issues
Offered Fall and Spring for sophomores & juniors
HDF 417: Leadership Internship
Requires 40 hours/credit with a min. of 80 hours & a max. of 120 hours of documented
internship experience for graded credit
or
or
Experience through Office of Experiential Learning & Community Engagement

or
Capstone
3 credits
Internship Class in Academic Major
The only time the major and minor can overlap
HDF 412: Historical, Multi-ethnic & Alternative Leadership
Offered only in the fall with preference given to seniors
COM 402: Leadership & Motivation
Offered in the spring and summer with Dr. Leatham
or
or
BUS 441: Leadership Skills Development

or
HPR 411/412: Honors Senior Seminar

Portfolio
1 credit
Notes
HDF 492: Leadership Minor Portfolio
Offered in the fall and spring with Dr. Cooper

Must be in Honors or have GPA of 3.3
Taken last spring semester of enrollment (some exceptions)
MINOR ELECTIVES-9 credits

*Additional classes may be appropriate and therefore added to the list; see CSLD for the most updated list or bring a class that you think should be an elective
AAF 300: Civil Rights Movement in the US
BUS 341: Organizational Behavior
BUS 342: Human Resource Management
BUS 441: Leadership & Motivation (capstone option)
BUS 443: Organizational Design & Change
BUS 448: International Dimensions of Business
BUS 449: Entrepreneurship
COM 100: Communication Fundamentals
COM 202: Public Speaking
COM 402: Leadership and Motivation (capstone option)

COM 407: Political Communication
COM 415: The Ethics of Persuasion
COM 421: Advanced Interpersonal Communication
COM 422: Communication and Conflict
COM 441: Race, Politics and the Media
COM 450: Organizational Communication
COM 461/462: Managing Cultural Differences in Organizations
CSV 302: URI Community Service
HDF 416: Leadership in Organizations

HDF 417: Leadership Minor Internship
HDF 437: Law & Families in the U.S.
HDF 450: Introduction to Counseling
HPR 118: Honors Course in Speech Communications
HPR 203: The Prepared Mind
HPR 412: Honors Seminar (capstone option)
MSL 101: Introduction to Military Leadership
MSL 201: Leadership & Military History
COM 208: Argumentation and Debate

COM 210: Persuasion: The Rhetoric of Influence
COM 221: Interpersonal Communication
COM 250: Small Group Communication
COM 302: Advanced Public Speaking
COM 308: Advanced Argumentation
COM 322: Gender & Communication
COM 351: Oral Comm. in Business & the Professions
COM 361: Intercultural Communication
COM 383: Rhetorical Theory
COM 385: Communication and Social Influence
GWS 150: Introduction to Womens Studies

GWS 310: Race, Class, Sexuality in Womens Lives
GWS 350: International Womens Issues
HDF 190: FirstYear Leaders Inspired to Excellence (FLITE)
(introductory course option)
HDF 290: Modern Leadership Issues (introductory course option)
HDF 291: Rose Butler Browne Program Peer Mentoring Program
HDF 412: Historical, MultiEthnic, & Alternative Leadership
(capstone option)
HDF 413: Student Organization Leadership Consulting
HDF 414: Leadership for Activism and Social Change
HDF 415: FLITE Peer Leadership
MSL 201: Military Skills and History of Warfare

MSL 202: Leadership & Team Building
MSL 301: Leadership & Management
PEX 375: Women in Sport Contemporary Perspectives
PHL 212: Ethics
PSC 304: Introduction to Public Administration
PSC 369: Legislative Process and Public Policy
PSC 504: Ethics in Public Administration
SOC300/WMS350: Women and Work
THE 221: Stage Management
THE 341: Theater Management
BECOMING A POSITIVE LEADER THROUGH DEVELOPMENT & INVOLVEMENT

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

Skills
Leadership theory and

practice
Communication
Group Development
Inclusion
Citizen Activist Skills
Critical Thinking
Teaching and Programming
3. Broaden Your Perspectives

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

Outcome
Target class
Additional Experiences
Descriptive notes regarding learning and practice
Organized Planner
Maintaining a workout schedule
3.5 GPA Goal
In URI 101, I learned that staying organized with your studies and outside of the classroom activities is
one of the keys to success. Since the first day of freshman year of college I have kept an
organizational planner to keep my studies and extra curricular activities in line. By making note of the
assignments and meetings I have to attend in, it keeps me organized and I am able to hand in every
assignment on time. The organizational planner is a strong example of my self-discipline because it
helps me discipline myself by setting a time and place for everything I have to do in a week. I refer to
my planner very often throughout the week to see when my assignments are due and what extra
curricular activities I have during that day. An example where Ive used self-discipline in an
organizational and personal way is maintaining a workout schedule. Ive developed a workout
schedule to organize the times I attend the gym each day and what workouts I will do. This
organizational schedule helps me maintain my self-discipline to continue to stay fit and healthy
everyday. I also have set an academic goal for myself by the time I graduate college. My goal is to
graduate college with at least a 3.5 GPA. I currently have a 3.3 and believe after this semester I will
continue to get closer to my goal. Each semester I have been at URI, I have finished with a better
semester GPA. By fulfilling my 3.5 GPA academic goal it will show I have self-discipline. These
personal, organizational, and academic examples of self-discipline are what keep me in line. SEE
Evidence #2
I learned in URI 101 to manage my emotions especially during my 1st semester of college last fall.
Emotions can destroy someone and build them up but you need to know how to manage them. URI
101 taught me ways to manage my emotions by releasing them to a friend or relaxing alone in your
room. I demonstrate the ability to manage my emotions every semester when I think about home. In
URI 101 I learned that one of the most common thoughts as college students is thinking about home.
The homesickness emotions can create sad, uneasy feelings. Fortunately Ive never felt super
homesick but everyone experiencing the slight sad emotions of missing home. I manage those
emotions by talking to my parents, talking to a friend from my hometown at college, and relaxing in my
room alone. By doing this each time I feel sad emotions the feelings pass over and before I know it, its
time for me to go home.
1.
Student will demonstrate autonomy and a

minimized need for approval
2.
Student will demonstrate personal,

organizational, and academic examples
of self-discipline
URI 101
3.
Student will demonstrate the ability to

manage emotions
URI 101
4.
Student will demonstrate knowledge of

stress management methods
manage stress
5.
6.
7.
8.
Student will express a personal code of

leadership / membership ethics
Student will demonstrate practice of the
personal code of ethics
Student will express a personal values
statement
URI 101
The best method I use for managing my stress is by listening to music. In URI 101 one of the
managing stress tips they advised us to use was listen to music. Music without lyrics is the best way
for you to calm down and feel relaxed when stressed. If you are only listening to the instrumentals of a
song it will have more of an effect to reduce stress than a song with lyrics. When I am stressed about
schoolwork or anything in life I always turn to music to manage my stress.
URI 101
I am very passionate about my personal values statement and I live by it everyday. My personal value
statement is While living life to the fullest give your 110% effort, be kind to others, and strive to better
yourself every waking day. Every day I wake up I try to conquer the day by living by my personal
value statement. I value myself on my blue collar work ethic by giving my full effort and then some to
every task I am presented. Each day I try my very best to be kind to others because saying hello,
thank you, or just asking how someone is doing can go a long way. Lastly, I try to better myself
everyday whether it is physically in the gym, mentally in the classroom, or learning from any mistake
Ive made in the past. I hold my personal values statement close to me and in URI 101 my mentor
stressed to hold a personal values statement to yourself. My personal values statement has helped
me shape my mind to live each day like its my last and live it to the fullest. SEE Evidence #8
9.
10
.
11.
12
.
13
.
14
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Student will demonstrate practice of the

personal values statement
lead a project from start to finish (followthrough)
Student will describe goals and objective
statements regarding personal issues,
career issues, and community issues
Student will show evidence of goals and
objectives that were planned and
achieved
Student will show knowledge of the
Hierarchy of Needs theory by Maslow
Student will show application of Maslows

theory to own life
COM 202
PSY 113
COM 202
I learned about the Hierarchy of Needs theory by Maslows in my COM 202 (Public Speaking) and
PSY 113 (General Psychology) courses. In my COM 202 class we focused on advertising and how
advertisers commonly use Maslows theory called Hierarchy of Needs as they use this concept of
needs to sell products to consumers. The theory is very well known as a large triangle with 5 levels
inside the triangle. The 5 levels from the bottom up are labeled as: Physiological needs, safety needs,
love and belongingness needs, esteem needs, and self-actualization needs. The lowest level,
physiological needs, is classified as being the most basic. I was first presented this theory in my PSY
113 course but went into more detail and applied it to school work in my COM 202 course. In my COM
202 course, we learned about this theory because in the course we present a Sales Speech that must
meet three of the levels in the theory. By meeting at least three levels of Maslows theory you will
definitely have an impact on the consumers feelings and sway their decision to purchasing your
product. In more detail, the lowest level of the theory is physiological needs, which is related to selfpreservation. The need for air, food, water, and rest are some characteristics of the physiological
needs level. The next level moving up the triangle is safety needs. This need relates to the desire
order, stability, and security. A large portion of someones decision to purchase something regards how
safe it is. Next level is Love and belongingness, which reflects the desire to share our lives with others.
Then, esteem needs is the next level and it involves achievements, self-respect, respect from others,
status, and dominance. Last but not least, the top level in Maslows Hierarchy of Needs is SelfActualization. This top level means realizing personal potential and self-fulfillment. After learning the
Hierarchy of Needs theory it has helped me in other courses and understanding why some people
make decisions.
PRS 100
McLeod, S. (2007, September 17). Maslow's Hierarchy of Needs. Retrieved December 14, 2015, from
http://www.simplypsychology.org/maslow.html
In my COM 202 (Public Speaking) course I had to use Maslows theory when developing a sales
speech. The speech had to include at least three of Maslows 5 levels of his Hierarchy of Needs
theory. By applying parts of Maslows theory into my sales speech it helped in the success of selling
the product to the audience. In my own life when I presented this speech I included statements that
will classify as Self Actualization, Love and Belonging, and Esteem. My product that I pitched to my
COM 202 class was an smartphone application that helps you answer text messages when you are
struggling with finding the right answer. After using my product, consumers felt their self esteem rise
because they made the person they were texting happy with their response. Also, if responding to your
life partner, it could make the person sending the message feel loved and belonging. Lastly, the
application will make a consumer feel full of life and experience self actualization by sending the best
possible response to someone they are messaging. Many people struggle with answering someone
15
.
Student will describe personal leadership

style and/or personality style including
strengths and weaknesses and examples
of application (Sources = Leadership style
inventories, the L.P.I., StrengthsQuest,
Type Focus (MBTI), LAMP, and other
career inventories, etc.)
16
.
17
.
Student will show knowledge of the theory

of Superleadership by Manz & Sims
HDF 290
HDF 290 Retreat
over text message because they dont want to upset them or say the wrong thing. With my new
smartphone application and keeping the three levels from the Hierarchy of Needs theory in mind, the
audience felt this product would help with their esteem, love & belongingness, and self-actualization. I
also used Maslows theory in my PRS 100 (Public Relations) class when presenting a new flavor pitch
to Ben & Jerrys ice cream. By using some of the same levels as my sales speech and the other levels
I was able to effectively present my new flavor and have a large impact on the audience. SEE
Evidence #14
I learned my personal leadership strengths in HDF 290 through completing two tests. The tests that I
completed at the HDF 290 Retreat were Gallup StrengthsQuest and VIA Character Strengths. The first
test I took was the Gallup StrengthQuest and found my answers to be very accurate. My top 5
strengths that I received from the StrengthsQuest website are 1) Positivity 2) Includer 3) Harmony 4)
Empathy 5) Futuristic. I believe these 5 strengths describe my strengths very well and they will help
me when being a leader. My personal leadership style is centered on relationship building and having
the future in mind. I want people below me to be positive, feel included, have a tight harmony between
everyone, show empathy, and view the future. On the other hand of my strengths, two of my main
weaknesses are patience and being critical of my own work. My patience weakness mainly is revealed
with people that I have known for a good amount of time. I am often critical of my own work, which
leads to me hurting myself mentally with thoughts that my job isnt good enough. This weakness has
been a strength in disguise most times because it helps me strive to always do better with my work.
Im never satisfied with the job Ive done because I know I can do a better job next time. I see my
strengths and weakness everyday and I pride myself with my strengths and work each day to eliminate
my weaknesses. The second test I took at the HDF 290 retreat was the VIA Character Strengths. My
top 5 character strengths that were revealed to me after completing the test were Spirituality, Humor,
Hope, Zest, and Perseverance. I agree with all five of these strengths because I am a very spiritual
person who has been involved in my church since I was young. Also, I enjoy humor and laughing with
others along with having strong hope in every waking day. I believe I have zest because I put my fill
effort to everything I do and I dont do things halfway. I express a lot of energy each day and live life as
an adventure. Lastly, I agree that I have perseverance because I never start something that I cant
finish and I feel a great sense of accomplishment when I complete tasks. These personal strengths
that I learned from my HDF 290 class and specifically the retreat are 100% accurate and suit me well.
SEE Evidence #15
Student will show application of Manz &

Sims theory to own life
Outcome Category: Leadership Theories

18
.
Outcome
Target class

Authority and Bureaucracy theory of
leadership Weber
HDF 290

I learned the Authority and Bureaucracy theory in HDF 290 and have gained knowledge that Max
Weber, who developed the theory, said this theory is the most effective. Bureaucracy is defined as an
organization that has a systematic structure or hierarchy that stands on the principle of authority,
legality and rules. This theory says power is based on position, use incentives to motivate, maintain
flow of operations, and rules influence all decisions. Max Weber was a German sociologist and was
curious about the different ways leaders lead others. He believes this leadership theory is most
effective because it ensures loyalty to the company, forms a structured system within, defines the
power holders, and ensures mutual goals. Webers Authority and Bureaucracy theory is successful
and effective. SEE Evidence #18
Bureaucratic Leadership Style. (2015). Retrieved from

http://www.money-zine.com/definitions/career-dictionary/bureaucratic-leadership-style/
19
.
20
.
Student will describe personal application

of the above theory (Weber)
Scientific Management theory of
leadership by Taylor
HDF 290
In HDF 290 I learned that the Scientific Management theory of leadership by Frederick Taylor. This
theory is centered on its four main principles. The four principles are 1) Develop a science or method
for the completion of mans work, which help replace the rule of thumb 2) Assign workers a job that
will match their skill set and train them to work at maximum efficiency 3) Check up and monitor works
to make sure they are doing the job efficiently and provide insight on things to work on 4) Make the
work between managers and workers equal so the managers can help and train the workers, while
making work. The Scientific Management theory of leadership made by Frederick Taylor wants to help
management have an equal workflow throughout companies.
SEE Evidence #20
Frederick Taylor and Scientific Management. (2015). Retrieved from
https://www.mindtools.com/pages/article/newTMM_Taylor.htm
21
.
22
.

of the above theory (Taylor)
Management by Objectives theory of
leadership by Drucker
HDF 290
The Management by Objectives leadership theory by Peter Drucker also known as MBO is a
successful leadership theory. In HDF 290 I learned about this leadership theory, which was developed
by Peter Drucker who is known as the worlds most influential corporate guru. MBO is a theory that the
organizations objectives are set and agreed upon by management and the employees. Within the
theory managers identify goals for every area of responsibility and goals are shared with their individual
units. Through this theory management monitors and evaluates the effectiveness. The Management
by Objectives leadership theory has goals as well. The goals that this theory contains are called
SMART Goals. SMART stands for, S: Specific, M: Measurable, A: Achievable, R: Realistic, and T: Time
bound. S: Specific means clearly defining what the goal is. M: Measurable is making sure you are able
to make progress. A: Attainable is creating goals that can be successfully reached. R: Realistic is
securing that the goal is practical and can be achieved. T: Time Bound is setting deadlines to create
motivation. When making goals with the MBO theory, the goals will be to the point and have great
detail from what they are to when they will be completed.
SEE Evidence #22 The handout
Management by Objectives. (2015). Retrieved from
http://www.valuebasedmanagement.net/methods_smart_management_by_objectives.htm
23
.
24
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of the above theory (Drucker)
Student will show knowledge of Theory
X and Theory Y theory of leadership by
MacGregor
HDF 290
In HDF 290 I learned about X and Y theory of leadership developed by Douglas McGregor, who is a
social psychologist from MIT. This theory is based on what motivates employees to going to work each
day. First, X Theory is set on an authoritarian style of management that is used when you believe your
team members dislike the work. X theory is when employees dislike working, avoid responsibility and
need to be directed, and need supervision all the time. On the other hand, Y Theory is a participative
style of management and is used when your employees take pride in doing a good job. Y theory is
when employees take responsibility and are motivated to fulfill all their goals. Also, they seek and
accept responsibility and dont need much direction. An organization isnt solely set on one theory, X or
Y. There can be degrees of both in every organization. There could be tasks that X theory would work
better and then other tasks that Y Theory would work better.
SEE Evidence #24
Theory X and Theory Y: Understanding Team Member Motivation. (2015). Retrieved from
https://www.mindtools.com/pages/article/newLDR_74.htm
25
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26
.

of the above theory (MacGregor)
Servant Leadership theory of leadership
by Greenleaf
HDF 290
Servant Leadership theory of leadership was created by Robert Greenleaf is a theory used to better
organizations by being a servant first. By being a servant leader you are putting others first before
yourself and coaching them to success. In HDF 290 we focused on this leadership theory because it is
commonly found in organizations that want to enrich the lives of individuals, build better organizations,
and ultimately create a more just and caring world. Helping others and bettering an organization and/
community is accomplished through servant leadership. I support this leadership theory to a high
degree.
SEE Evidence #26
What Is Servant Leadership? (2015). Retrieved from
https://www.greenleaf.org/what-is-servant-leadership/
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28
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of the above theory (Greenleaf)
Principle Centered Leadership theory
by Covey
HDF 290
In HDF 290 I learned about the Principle Centered Leadership theory of leadership by Stephan
Covey. Within this theory, Convey encourages us to utilize four central principles (security, guidance,
wisdom, and power) as the core in our personal and professional lives. The first central principle is
Security and it means ones sense of worth, self-esteem and personal strength. The next principle is
Guidance and Covey says it is the direction we receive in our lives from others. Next, is Wisdom and
its ones sense of balance, judgment, discernment and comprehension. The last principle is Power and
it means ones capacity to act and their strength and courage. A Principle Centered Leader has
characteristics of being a life long learner, service-orientated, positive attitude, and leading a balanced
life. Within Coveys theory he has 4 levels. The farthest outside level is Organizational and its your
need to organize and manage others. Then, moving into closer to the core of the levels is Managerial.
This is your responsibility to complete a job wile facilitating group interaction. Next, is Interpersonal
and that means your relationships and interactions with others. Lastly, the center core of the levels is
Personal and means your relationship with yourself. To hold ourselves to these principles and follow
Coveys Principle Centered Leadership theory he believes all leaders will be balanced and focused.
SEE Evidence #28
Walker. (2015). Principle-Centered Leadership. Retrieved from
http://www.adaptera.co.za/wp-content/uploads/2015/05/Principal-Centred-Leadership_StephenCovey.pdf
29
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30
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of the above theory (Covey)
Student will show knowledge of the 14
Points / TQM theory of leadership by
Deming
HDF 290
I learned the 14 points on Total Quality Management theory of leadership in HDF 290. W. Edwards
Deming created this theory and it is a core concept on implementing total quality management, and a
set of management practices to help companies increase their quality and productivity. The 14 points
are 1) Create a constant purpose towards improvement 2) Adopt the new philosophy 3) Stop
depending on Inspection 4) Improve the quality of supplies 5) Continuously improve production 6) Train
and educate all employees 7) Implement leadership 8) Drive out fear 9) Eliminate boundaries 10)
Eliminate the use of slogans 11) Eliminate numerical standards 12) Let people be proud of their work
13) Encourage self-improvement 14) Make transformation everyones job. These 14 points made by
Deming are the center of the Total Quality Management theory of leadership.
SEE Evidence #30
The Fourteen Points for Management. (2015). from

https://www.deming.org/theman/theories/fourteenpoints
31
.
32
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of the above theory (Deming)
Visionary Leadership (now often cited
as Transformational Leadership) theory
by Sashkin
HDF 290
In HDF 290 I learned about the Visionary/Transformation Leadership theory by Sashkin. Visionary and
Transformational leadership are two different leadership styles that have very similar structures.
Transformational encourages change in the world. It constitutes something new from the old through
altering the foundation of organizations. Next, Visionary, which is a form of Transformation Leadership,
translates to the futuristic ideas into achievable goals. Visionary links efforts to successful outcomes.
More specifically Visionary Leadership offers opportunities to nurture talents and expands the capacity
of an organization along with its components. Visionary leadership provides a framework for setting
goals. On the other hand, Transformational Leadership challenges an individuals thoughts, emotions,
values, ethics, beliefs, and long term goals through the process of charismatic and visionary
leadership. The process includes, developing a shared vision, inspiring and communication, valuing
others while challenging and stimulating, and developing trust and fostering collaboration.
SEE Evidence #32
Cherry, K. (2015). How Do Transformational Leaders Inspire? Retrieved from
http://psychology.about.com/od/leadership/a/transformational.htm
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34
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35
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36
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of the above theory (Sashkin)
Individuals in Organizations leadership
theory by Argyris
of the above theory (Argyris)
Students will demonstrate knowledge of
the 4 Vs theory of leadership by Grace
(Center for Ethical Leadership)
HDF 290
I personally did my leadership theory presentation in HDF 290 on the 4 Vs of Ethical Leadership theory
of leadership by Dr. Bill Grace. Its a system that illustrates how internal factors (beliefs and values)
and external factors (behaviors and actions) can combine for the common good. The 4 Vs involved in
this leadership theory are Values, Vision, Voice, and Virtue. The diagram that represents this theory is
a triangle with a circle around the triangle. At the top of the triangle is Values and its what a leader
should base his or her actions on and they must believe in them. Vision is located on the bottom right
point of the triangle and allows leaders to know what their actions should be in any given scenario by
knowing what should and should not be done. Its important for the leader to truly know him or her
because without self-reflection it is hard for someone to have a vision that will affect the greater good.
Next, Voice is found on the bottom left of the triangle and is how a leader is able to effectively
communicate their vision to others so they can be encouraged to action. Lastly, is Virtue and its the
behavior that demonstrates high moral standards. Virtue is the core of the 4 Vs and is found in the
center with Values, Vision and Voice around it. There are three additional elements to this leadership
theory that ties the three outside Vs together. The first element is Service and it connects Vision and
Values because only true selfless visions are able to be discovered after giving service that supports
the leaders own values. The next element is Polis and is the Greek word that means city and where
the English word politics is derived from. It connects Vision and Voice together. Polis is the product of
a leader being able to effectively communicate their ideas from a thought to an actual idea in a public
context. The final element is Renewal and it connects Voice to Values together. This is successfully
done when the original idea the leader had is now modified or renewed to the societys original state.
The 4 Vs of Ethical Leadership is a method made by Dr. Grace and is able to aid someone in how to
be an ethical leader.
SEE Evidence #36
The Four Vs of Ethical Leadership. (2015). Retrieved from

http://sites.psu.edu/leadership/2014/04/27/the-four-vs-of-ethical-leadership/
37
.
38
.

of the above theory (Grace)
Situational Leadership theory by Hersey
& Blanchard
HDF 290
I learned the Situational Leadership theory by Hersey & Blanchard in HDF 290 and was very fond of
the theory. Situational Leadership explains effective leadership in two variables: leadership style and
the maturity of followers. Situational leadership suggests that leaders must adjust their leadership style
according to the maturity of their followers. Within this theory there are 4 leadership styles: Telling,
Selling, Participating, and Delegating. First off, Telling means the leader takes a highly directive role,
telling the people below him what to do but without a great deal of concern for the relationship. Next,
selling is when the leader is still primarily focused with directing action but now accepts communication
from followers. Next, Participating is when the follower has skills necessary to perform tasks but lacks
self-confidence. The leader still puts effort to maintaining a supporting relationship with the follower.
The last leadership style in Situational Leadership is Delegating. This is when the follow has
confidence and the skills necessary to perform the tasks. Leader doesnt have to babysit the follower
because they are capable of handling the task alone and without supervision. The diagram for this
theory is a square split into quadrants. Throughout the 4 quadrants that represent the 4 leadership
styles there is a bell curve. In the first section labeled as (S1) is the Telling style section. This section
is high task and low relationship. Then, moving up the bell curve you enter (S2) which is the Selling
section and is high task/high relationship. As you move through the bell curve the next section is (S3)
and its the participating leadership style. This section is high relationship/low task. The last section is
(S4) and is Delegating with a low relationship and low task description. As the leader analyzes his
employees or followers he is aware of what leadership style of Situation Leadership they fall under.
SEE Evidence #38
May, R. (2015). Basics of the Situational Leadership Model. Retrieved from
http://www.businessdictionary.com/article/724/basics-of-the-situational-leadership-model/
39
.
40
.
41
.
42
.

of the above theory (Hersey & Blanchard)
Relational Leadership model by
Komives, McMahon & Lucas
of the above theory (Komives et al)
concept of constructivism
HDF 290
In HDF 290 I learned about the concept of constructivism. Constructivism is a basic theory that is
based on observations and scientific study about how people learn. In this method, people are thought
to construct their own ideas and knowledge through both experiencing things and reflecting on them.
Constructivism comes into play when we have an opportunity to learn something new and we have to
process the new information in the context of what we already know. In order to learn we have to ask
questions, explore, and do research along with always reassessing what we know. The Constructivist
learning experience focuses on, the desire for students to become active and expert learners. Along
with the knowledge of how to learn and the reflection and the ability to integrate new information.
Some differences between Constructivist classrooms and traditional classrooms is constructivist
classrooms focus on big concepts when traditional curriculum begins with the basic skills. Also,
constructivist classrooms have students work primarily in groups when in traditional classrooms
students work primarily alone. SEE Evidence #42
Educational Broadcasting Corporation. (2004). Constructivism as a paradigm for teaching and learning.
Retrieved from http://www.thirteen.org/edonline/concept2class/constructivism/index.html
43
.
44
.
45
.
46
.
Students will describe personal examples

of implementing constructivism
experiential learning in leadership
development (Kolb)
of experiential learning in leadership
development (Kolb)
Social Change Model of Leadership
Development by Astin et al
HDF 290
In HDF 290 I learned about the Social Change Model of Leadership Development by Astin & Astin.
This leadership theory is a model that is designed to enhance the development of leadership qualities.
Leadership is viewed as a process rather than a position. Within this leadership theory there are 7 Cs.
The 7 Cs are Consciousness of Self, Congruence, Commitment, Collaboration, Common Purpose,
Controversy with Civility, and Citizenship. The first three Cs fall under the category Individual Values
and contain Consciousness of Self, Congruence, and Commitment. Consciousness of Self means
being aware of the beliefs, values, attitudes, and emotions that motivate one to take action. Next,
Congruence is acting in ways that are consistent with your values and beliefs. It refers to thinking,
feeling, and behaving with consistency towards others. Lastly, Commitment means having significant
investment in an idea or person, which implies passion, intensity, and duration. Having the energy to
serve the group and its goals. The next category that the next three Cs fall into is called Group Values.
The three Cs that are in the Group Values category are Collaboration, Common Purpose, and
Controversy with Civility. Collaboration is leadership as a group effort or process. It urges the group to
go beyond individual goals but notices that it is important to talk about the differences between all of
the individual goals. The next C is Common Purpose and means to work with shared aims and values.
It allows groups to analyze any issue and still be able to come up with goal. Which is the common
purpose. The last C in the Group Values category is Controversy with Civility. This C means trust is
needed in the group and says to solve differences in group with open discussion. The last C is in a
separate category called Societal/Community Values. The last C is called Citizenship, which is not just
membership in a group but active engagement in the community. Through this C we must understand
we all have a civil responsibility that works towards social change. These 7 Cs form the Social
Change Model of Leadership Development by Astin & Astin. SEE Evidence #46
Social Change Model of Leadership. (2015). Retrieved from
http://osls.emory.edu/leadership_emory/our_philosphy/social_change.html
47
.
48
.
49
.
50
.
51
.
52

of the above theory (Astin et al)
the Leadership Identity Development
Model by Komives et al
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)
.
53
.
54
.
55
.
56
.
57
.
58
.
59
.
60
.
61
.
62
.
63
.
64
.
65
.
66
.
67
.
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
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
Outcome
68
.
69
.
70
.
71
.
72
.
73
.
74
.
75
.
76
.
77
.
78
.
79
.
80
.
81
.
82
.
83
.
Student will demonstrate how cultural

anthropology / paradigms relate to
leadership
Student will describe personal example
of using cultural anthropology /
paradigms as a leader
the Cycles of Socialization (Harro)
theory and its uses in leadership
Students will demonstrate personal
application of the Cycles of
Socialization (Harro)
the Cycles of Liberation (Harro) theory
and its uses in leadership
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
Student will describe the differences and
similarities of individual and institutional
oppression and relationships to
leadership
Student will show knowledge of effective
leadership as it relates to change agency
Student will describe personal examples
of being a change agent
Student will create a personal code of
inclusive leadership
Target class
84
.
85
.
86
.
87
.

the Model of Intercultural Sensitivity by
Bennett and its uses in leadership
Students will demonstrate personal
application of the Model of Intercultural
Sensitivity by Bennett
the ally Action Continuum by Griffin &
Harro
application of the Action Continuum by
Griffin & Harro
Outcome Category: Critical Thinking

Outcome
88
.
89
.
Student will show knowledge of principles

of critical thinking (logic is used in this
minor)
Student will demonstrate proficiency of
critical thinking
90
.
91
.
92
.
93
.
94
Student will show knowledge of

metaphorical analysis to critically analyze
self and leadership situations
metaphorical analysis to critically analyze
self and leadership situations
Student will show knowledge of at least five
decision making methods
Student will describe personal examples of
having used five decision making methods
Student will show knowledge of at least five
Target class
HDF 290
COM 202
In HDF 290, I demonstrated proficiency of critical thinking when writing the two papers about family
leadership issues and inclusion in the workplace. The Family Leadership Issues Case Study Paper
had me write from the consultant point of view for the couple Sam and Jai. On the other hand, I wrote
as the consultant for Tom the owner of Piggly Wiggly in the Inclusion in the Workplace Case Study
Paper. In both pieces of writing I demonstrated critical thinking when developing options for both
parties. In the Family Leadership Issues I focused on the main issues, realities, moral, ethical, and
legal considerations, resources, leadership theories, and decision making/problem solving strategies
when critical thinking to help the couple out. I provided them with several options that they could take
when dealing with their family leadership issue. For the inclusion in the workplace paper I focused on
the same aspects as the family leadership paper to provide Tom with effective options to fix the
inclusion in his company. I averaged a 90.5 between the two papers and believe I did a good job by
critical thinking and giving my clients as their consultant great options. In my Com 202 course I also
demonstrated proficiency of critical thinking when formulating speeches and work towards connecting
with the audience more. In both HDF 290 AND COM 202 I showed great proficiency in critical thinking.
SEE Evidence #89
.
95
.
96
.
97
.
98
.
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)
Student will describe what it means to
analyze, criticize, synthesize and utilize
information as a leader
leadership that is used in crisis
Student will describe examples of
leadership in crisis situations
Outcome Category: Interpersonal and Organizational Concepts & Skills

Outcome
99.
100
.
101
.
102
.
103
.
104

active listening techniques
Student will describe examples of using
active listening skills
Target class
COM 100
COM 202
I use my active listening skills everyday that I first learned in COM 100 but also used them a lot in COM
202. In COM 100 I used my active listening skills when paying attention in class to the professor and
making sure I hear everything she has to say. Also, I used it when listening to speeches that are
presented in class so I understand what my fellow classmates were speaking about. In COM 100, I
used my active listening skills to answer my professors questions and listen to my fellow classmates
questions so I dont reiterate the same question or comment. I also used active listening skills in my
COM 202 class when listening to the speeches of my classmates and offering feedback. After every
speech in that course, the audience has to offer positive and negative feedback to the student who just
presented. By actively listening to my classmates present I was able to give them positive and
negative feedback.
COM 202
COM 100
In COM 202 (Public Speaking) I presented three speeches and after I concluded my speech I received

functions of group communication by
Hirokawa
of functions of group communication
(Hirokawa)
Student will show knowledge of techniques
regarding giving and accepting of feedback
Student will describe examples of giving
and accepting feedback.
105
.
106
.
107
.
108
.
109
.
110.

facilitation and de-briefing techniques
111.
112.
113.
114.
115.
116.
117.
118.
119.
120
.
121

facilitation and de-briefing techniques
framing and breaking the frame
framing and breaking the frame
Student will show knowledge of organizing
meetings / setting agendas / and leading
meetings
organizing meetings / setting agendas /
leading meetings
Parliamentary Procedure
Student will show knowledge of techniques
for working with difficult people
using techniques to work effectively with
difficult people
Student will show knowledge of the stages
of group development (Tuckman, Bennis or
others)
group development in use (Tuckman,
Bennis or others).
Student will show knowledge of group
dynamics and group roles
group dynamics and group roles
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
and accepted positive and negative feedback. When my fellow classmates would present I would give
the positive and negative feedback as they would to me after I presented. I believed this was effective
because you are hearing the good things others thought you did and the things to work on for the next
time I present. In COM 100 after the two speeches I presented I was given feedback both positive and
negative from my professor. This helped me in the same way as it does in COM 202, to know what to
fox or keep the same for my next speech. These examples of giving and accepting feedback made me
a better public speaker and were very helpful.
SEE Evidence #104
.
122
.
(Sanford)
construction / elements of informative and
persuasive speeches
COM 202
COM 100
In Com 202 (Public Speaking) I had to present a persuasive speech where I learned and in COM 100 I
had to present an informative speech. I leaned the construction and elements of an informative speech
in my COM 100 class. I earned a 96% on my informative speech about Italy in that class so I believe I
have the knowledge of the elements and construction of the speech. My general purpose for the
speech was to inform the audience of the many attractions of Italy. Then, I focused in on my specific
purpose, which was informing the audience about the 3 best places to visit. I opened with an attention
grabber and then had a credibility statement. Followed by stating the 3 best attractions to visit if you
take a trip to Italy, which are Colosseum, Venice Canals, and Pompeii. In between the introduction and
every body paragraph I had a transition that led the audience into the next main point. When informing
the audience on each main attraction of Italy I spoke about several details that informed the audience
to why this attraction is a must see. I concluded my informative speech with a recap of the 3 main
attractions and encouraged the audience to visit as my final statement. On the other hand, in my COM
202 class I presented a persuasive speech with the goal to persuade the audience that by serving
healthy meals in school cafeterias it will help to end childhood obesity. With this speech I received an
88% so I believe I presented my knowledge of knowing the construction and elements of a persuasive
speech. Throughout my speech I maintained my strong position of believing if we serve healthier
meals in cafeterias it would prevent childhood obesity. I used seven oral citations and 4 relevance
links to help me persuade the audience. Some more elements I used was punch words to deliver my
position stronger and I used vocal variety when presenting my speech. In my introduction, I
established common ground and then fired with my strong position to the audience and backed it up
with statistics to persuade the audience. A strong element of persuasive speeches is incorporating
ethos, logos, and pathos which are artistic proofs. These help in presenting a persuasive speech by
including ethos: credibility, logos: logic, and pathos: emotional appeal. My construction and use of
persuasive elements helped my speech be effective and persuade the audience.
SEE Evidence #122
Persuasive Speaking. (2015). Retrieved from
http://www.speaking.pitt.edu/student/public-speaking/persuasive.html
123
.
Student will demonstrate proficiency in

informative and persuasive public speaking
COM 202
COM 100
124
.
Student will show knowledge of planning

and conducting interviews (as the
interviewer)
HDF 290
HDF 290
Informative Speaking. (2015). Retrieved December 11, 2015, from

http://www.speaking.pitt.edu/student/public-speaking/informative.html
In my COM 202 course I presented a persuasive speech and believe I did an above average job after
receiving a grade of 88% and hearing feedback from my classmates. Many classmates and the
professor said I had strong persuasive appeals, which helped with ultimately persuading and having a
large impact on the audiences feelings. In my COM 100 course I presented an informative speech
which I received an outstanding grade of 96% and believed I demonstrated a great proficiency of
informative public speaking. After hearing feedback from fellow classmates and my professor I learned
that my informative speech was very effective and the audience were clearly informed of the three main
attractions in Italy. Also in HDF 290 I presented an informative speech on childhood obesity and earned
a grade of 93.68% and deliver facts on the issue and how as citizens of America we can help the cause
and eventually end it.
SEE Evidence #123
For the Small Business, or Local Politician or Community Service/Non-Profit Leadership Assignment in
HDF 290 I was the interviewer. I interviewed Corenna Hoyt who is the area director in Rhode Island for
the non profit organization Young Life. I planned and conducted an interview for her through
messaging her on Facebook. Some of the questions I asked her were focused on her background and
then I segued into asking her more about her position in Young Life. I met all the requirements for the
SB/LP/CS assignment through asking her questions based on the components of the rubric. It was an
interesting experience of being the interviewer and by planning and conducting I believe I did a good
job.
125
.

planning and conducting interviews (as the
interviewer)
126
.
127
.
Student will show knowledge of preparing

for and effective answers in interviews (as
the interviewee)
preparing for and being interviewed
128
.
129
.
130
.
131
.
132
.
133
.

collaboration / coalition building
134
.
135
.
Student will describe ways to build

relationships between leaders and
members
building relationships with members as a
leader
SEE Evidence #124

In HDF 290 I had a personal example of me planning and conducting an interview for the SB/LP/CS
assignment. I developed questions to ask Corenna Hoyt, my interviewee; prior to interviewing her and
then I conducted the interview over Facebook Messenger.
SEE Evidence #124
HDF 290
URI 101
SigEp Life After College

Somerset Patriots Internship
In URI 101 I learned about how to prepare for an interview when speaking to my mentor one on one.
Also, additional experience regarding an example of preparing for and being interviewed was at my
fraternities Life After College convention. Also, my prime example of being prepared when being
interviewed was for an internship position for an independent baseball organization, the Somerset
Patriots. In URI 101 and at the SigEp Life After College convention I learned how to prepare for an
interview and what to do during an interview. But, where I put all my knowledge to test was when I
interviewed for a Public Relations Internship with the Somerset Patriots. I dressed to impress, had a
copy of my updated resume, and was well groomed. These skills I learned in URI 101 and at SigEp
Life After College definitely helped me when being in the interview room for this internship position.
SEE Evidence #127
HDF 290
Senior Internship
I learned many leadership skills and concepts regarding leadership in HDF 290 and believe this has
helped me be a better leader. In high school, I held a position as a senior called the Senior Internship
and it was with my local church. In the position I was a leader for a group of 10 middle school aged
students who were going through the tough preteen/teen years. I had to maintain accountable for
myself in everything I did because the kids I was leading would mimic what I would do. Whether it was
what I did outside of the church or in the church I had to act as a leader 24/7. The kids in my group
looked up to me and if I werent accountable for my actions then they would get the wrong idea and
follow after me. This was a learning experience for me because it was the first time I was in this
position and I was still young. I believe I did a good job in this leader position and maintained
accountability because from the beginning of the year to the end the kids learned a lot about my
experiences and I saw a great change in them. Now going forward and having the experience of my
Senior internship position and now the knowledge from HDF 290, I will be a focused leader who
maintains accountability.

working in collaboratives/coalitions
Intercultural communication considerations
Student will demonstrate proficiency in
intercultural communication
Student will describe ways to maintain
accountability in leadership / member
relationships
related to maintaining accountability as a
leader
136
.
137
.
138
.
139
.
140
.
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
Student will describe ethical standards in
influence
141
.

mentoring and being mentored
142
.
143
.
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
.
145
.
Student will describe the four frames of

organizations by Bolman and Deal
Student will describe influence applies to

leadership
Student will describe principles of effective
mentoring, as well as problems particular
to the mentoring relationship

of organizational analysis using the four
frames of organizations (Bolman and Deal)
URI 101
SigEp New Member Mentor
I had two mentors in URI 101 as a first semester freshman in college. Both of my mentors had the
same major as me at that time which was Business. Any questions I had I knew I could go to them for
answers because they were older than me. Them being older then me in the same major as me gave
them experience in classes and the college life as a business major. An example of when I was the
mentor was through a program in my fraternity. I was a new member mentor, which means I was
paired with a new member of the fraternity who has the same major as me. I check in with the guy I
mentor each week to discuss his classes and how his semester is going. On of the requirements as a
mentor is to get your person more involved at school. I got my guy a great position with me as a
student manager for the URI Mens Basketball team. I enjoy being a mentor because its me giving back
and helping a student out who is a position I once was when I was younger. I have a great relationship
with the kid I mentor and he is excelling greatly in school.
SEE Evidence #141
URI 101
SigEp Edge
I was led by my peers in URI 101 and in an additional experience through my fraternity called Edge.
Edge was a new member peer lead retreat that was held in New Hampshire and I met my fellow peers
who are in the same fraternity as me but at different schools. In URI 101, I was in a learning
community and in 4 out of 5 classes with the same 15 people so as peers we helped each other out in
class and afterwards. At Edge, my older peers who were facilitators of the retreat led me. I enjoyed
URI 101 and SigEp Edge very much because I could act as a peer leader to my fellow students and
then again be led by my peers.

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LEADERSHIP

Leadership Inventory Revised 8/30/2013

Leadership Inventory Revised 8/30/2013

CENTER FOR STUDENT LEADERSHIP DEVELOPMENT

Phone: (401) 874-2726

Fax: (401) 874-5317

CSLD Mission Statement

MINOR IN LEADERSHIP STUDIES

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

CORE REQUIREMENTS- 9 Credits

Only offered in spring for first-year students

HDF 290: Modern Leadership Issues

Offered Fall and Spring for sophomores & juniors

HDF 417: Leadership Internship

Experience through Office of Experiential Learning & Community Engagement

Internship Class in Academic Major

The only time the major and minor can overlap

HDF 412: Historical, Multi-ethnic & Alternative Leadership

Offered only in the fall with preference given to seniors

COM 402: Leadership & Motivation

Offered in the spring and summer with Dr. Leatham

BUS 441: Leadership Skills Development

HPR 411/412: Honors Senior Seminar

HDF 492: Leadership Minor Portfolio

Offered in the fall and spring with Dr. Cooper

MINOR ELECTIVES-9 credits

COM 402: Leadership and Motivation (capstone option)

HDF 416: Leadership in Organizations

COM 208: Argumentation and Debate

GWS 150: Introduction to Womens Studies

MSL 201: Military Skills and History of Warfare

Leadership Inventory Revised 8/30/2013

BECOMING A POSITIVE LEADER THROUGH DEVELOPMENT & INVOLVEMENT

4. Develop and Refine

Leadership theory and

3. Broaden Your Perspectives

Outcome Category: Self-Leadership

Descriptive notes regarding learning and practice

Student will demonstrate autonomy and a

Student will demonstrate personal,

Student will demonstrate the ability to

Student will demonstrate knowledge of

Student will express a personal code of

Student will demonstrate practice of the

Student will show application of Maslows

Student will describe personal leadership

Student will show knowledge of the theory

HDF 290 Retreat

Student will show application of Manz &

Outcome Category: Leadership Theories

Student will show knowledge of the

Descriptive notes regarding learning and practice

Bureaucratic Leadership Style. (2015). Retrieved from

Student will describe personal application

Student will describe personal application

Student will describe personal application

Student will describe personal application

Student will describe personal application

Student will describe personal application

The Fourteen Points for Management. (2015). from

Student will describe personal application

Student will describe personal application