LEADERSHIP

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

Name: Kelly Licul

Date Enrolled: Fall 2017
Date of Graduation: May 2019

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

Leadership Inventory Revised 08/22/2017 1

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

ADVISING INFORMATION (students will include own documentation)

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

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

Leadership Inventory Revised 08/22/2017 2

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

CSLD Mission Statement

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

CSLD Vision Statement

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

CSLD Values Statement

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

MINOR IN LEADERSHIP STUDIES

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

GENERAL INFORMATION
Regardless of your major, you can minor in Leadership Studies.
Requirements may be satisfied by completing 18 or more credits related to leadership and offered by more than one department.
Twelve (12) of the 18 credits must be at the 200 level of instruction or above. A course grade of C or better must be earned in each graded course. At least 12 of the credits
must be earned at URI.
No course may be used to apply to both the major and minor fields of study. Courses in General Education or for other minors may be used for the minor* (*this does not
apply to students in the College of Business). With the exception of internship credit, all courses for the minor must be taken for a grade. The Introductory class must be taken
before the internship and the capstone course.
Application for the minor must be filed in your academic 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.
Leadership Inventory Revised 08/22/2017 3
CORE REQUIREMENTS- 9 Credits
Required Element Class options Notes
Introductory Course HDF 190: FLITE Only offered in spring for first-year students
3 credits or
HDF 290: Modern Leadership Issues Offered Fall and Spring for sophomores & juniors

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

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

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

MINOR ELECTIVES-9 credits

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

AAF 300: Civil Rights Movement in the US COM 402: Leadership and Motivation (capstone option)
BUS 341: Organizational Behavior COM 407: Political Communication
BUS 342: Human Resource Management COM 415: The Ethics of Persuasion
BUS 441: Leadership & Motivation (capstone option) COM 421: Advanced Interpersonal Communication
BUS 443: Organizational Design & Change COM 422: Communication and Conflict
BUS 448: International Dimensions of Business COM 441: Race, Politics and the Media
BUS 449: Entrepreneurship COM 450: Organizational Communication
COM 100: Communication Fundamentals COM 461/462: Managing Cultural Differences in Organizations
COM 202: Public Speaking CSV 302: URI Community Service
COM 208: Argumentation and Debate GWS 150: Introduction to Womens Studies
COM 210: Persuasion: The Rhetoric of Influence GWS 310: Race, Class, Sexuality in Womens Lives
COM 221: Interpersonal Communication GWS 350: International Womens Issues
COM 250: Small Group Communication HDF 190: FirstYear Leaders Inspired to Excellence (FLITE)
COM 302: Advanced Public Speaking (introductory course option)
COM 308: Advanced Argumentation HDF 290: Modern Leadership Issues (introductory course option)
COM 322: Gender & Communication HDF 291: Rose Butler Browne Program Peer Mentoring Program
COM 351: Oral Comm. in Business & the Professions HDF 412: Historical, MultiEthnic, & Alternative Leadership
COM 361: Intercultural Communication (capstone option)
COM 383: Rhetorical Theory HDF 413: Student Organization Leadership Consulting
COM 385: Communication and Social Influence HDF 414: Leadership for Activism and Social Change
HDF 415: FLITE Peer Leadership
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
MSL 201: Military Skills and History of Warfare
MSL 202: Leadership & Team Building
MSL 301: Leadership & Management
PEX 375: Women in Sport Contemporary Perspectives
PHL 212: Ethics
PSC 304: Introduction to Public Administration
PSC 369: Legislative Process and Public Policy
PSC 504: Ethics in Public Administration
SOC300/WMS350: Women and Work
THE 221: Stage Management
THE 341: Theater Management
Leadership Inventory Revised 08/22/2017 4
BECOMING A POSITIVE LEADER THROUGH DEVELOPMENT & INVOLVEMENT
Wilson, 1998 (URI Memorial Union / Center for Student Leadership Development)
Revised after the publication of Exploring Leadership: for College Students Who Want to Make a Difference by Komives, McMahon and Lucas, 1998.

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

2. Lead Yourself

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

Leadership theory and

practice 3. Broaden Your Perspectives
Communication Understand others
Group Development
Inclusion Hierarchy of needs
Citizen Activist Skills PROGRESS Racial, cultural, gender, sexual orientation,
Critical Thinking religious, class, ability, etc. diversity and
Teaching and Programming commonalities
Power, privilege, oppression, liberation;
individual and institutional discrimination

Leadership Inventory Revised 08/22/2017 5

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.

Leadership Inventory Revised 08/22/2017 6

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

2. Student will demonstrate personal,
organizational, and academic examples of
self-discipline
PHL 101 (online) Academic weekly meetings Self-discipline gives you the power to follow through on your decisions and achieve your goals. I
Study Hall believe that self-discipline is one of the most important traits for success. Self-discipline shows
URI 101 perseverance, the ability not to give up, self-control, resist temptations, etc. Lack of self-discipline leads
Softball to failure, loss, and other problems. Being a full time student while also being a full time athlete almost
forced me to have self-discipline. Without it, I would be doing poorly in my classes and softball and
never hold myself accountable. I really had to show self-discipline in my first online class, PHL 101.
The class was strictly online, which means we never met in class. Online classes usually require a
greater amount of self-discipline opposed to other classes. Our homework, projects, and test were all
given on the syllabus in the beginning of the semester and every week I had to check to see what was
due. I had to rely on my self-discipline to get my work done. Self-discipline goes beyond schoolwork.
College athletics is glorified by the media to make it seem like everything is handed to us. Without self-
discipline, I would not be the successful college athlete that I am. When no one is watching, you have
to work just as hard as if your coach is watching. Over big breaks, self-discipline is truly tested. Coming
back from these big breaks, we would have fitness test we need to pass in order to play. If I were not
self-disciplined over these breaks I have to face serious consequences and not play.

See Evidence #25

3. Student will demonstrate the ability to
manage emotions
4. Student will demonstrate knowledge of URI 101 Memorial Union stress relief Before I switched my major to PR I was a Kinesiology (KIN) major. KIN is one of the hardest majors at
stress management methods Library Dog Day URI because it is heavily science based focused on Physical Therapy and Physician Assistant. My URI
Student-Athlete Yoga 101 class was all first semester KIN students, so we were stressed all the time. My teacher took us
through some steps on how to cope with stress that have stuck with me. Some of her steps were: get
fresh air/take breaks, meditate, layer your work, make sure to eat a good breakfast, get a good amount
of sleep, exercise if possible, and mostly, breathe. The union also holds this great stress relief day
towards the end of the semester. My URI 101 teachers took our class there to put her tips into effect.
There were stations that had massages, meditations, peers to talk too, and snacks. Since URI 101, I
have really been able to cope with stress a lot better. Besides URI 101, one of my favorite things during
finals is Dog Day in the library. I am a huge dog person and seeing a cute dog for a couple minutes
really makes me happy and lets me forget all the stress I am under. My most current stress
management method is yoga. Student-athletes are offered yoga every Tuesday for one hour.
Especially during finals, I take full advantage off this. My mind is at ease and I get to relax.

See Evidence #1
5. Student will demonstrate the ability to Traveling Having softball year round adds a lot more stress than what I already have. On average, I miss 21
manage stress DAYS of classes during season. This makes it really easy for me to fall behind on each class because
all youre doing is making up work for the classes you have missed. As a freshman, I was so behind I
had to miss practice for a full week to catch up on work and test. In total, I was in study hall for 30
hours that week. Despite all the stress season can give me, I have learned from my experiences and
peers on how to handle stress, especially during season. I work one on one with my academic advisor
to lie out all my classes and see what days of class I will be missing. I write them each down for each
class and hand them to my teacher during the first week of classes. I try to work out a schedule to meet
with my teachers when I miss class. I keep in constant contact with my teachers so they are always
Leadership Inventory Revised 08/22/2017 7

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
statement (Sources = VIA, values
clarification exercises, etc.)
9. Student will demonstrate practice of the
personal values statement
10. Student will demonstrate the ability to
lead a project from start to finish (follow-
through)
updated. Being proactive and having efficient communication with my teachers and advisors have
worked to help reduce my stress. The most efficient way to manage stress for me is a To Do list. I list
what I have to do for the week and check them off once I am done. I keep my To Do list inside of my
planner of that week. This helps me visualize what I have to do so that I can spread my time out and
work accordingly.
See Evidence #2
Special Olympics My personal code of ethics is simple: be open-minded and treat others with kindness and love. This
Softball goes beyond simply being nice to others or going out of your way for them. Yes, that comes into play
but that isnt the only thing to abide by. I focus less on being mad at the people who do me wrong and
focus on the people who do me right. I really try to focus on doing right by all people and being kind no
matter what. I have made a conscious effort to see everyone in my life as equal. Every Christmas I
work with my high school and throw a really big special needs Christmas party. Special need homes
from across Queens, NY come. We spend weeks wrapping gifts for the guest and decorating our gym.
People with special needs are often treated differently because of how they act and/or look. I love
them. There is so much joy in everything they do and they hold such pure love in their hearts. By giving
these people a chance, I got to see so much more to people than I thought was possible. Those people
are just as equal as I am and I dont see them as any different. Ive decided not to look down on
anybody, or try to convert anybody to any ideology. I treat everyone the same, with kindness. I sit and
talk with people, ask questions, listen, and share my thoughts.
See Evidence #3
PRS 200 SAAC (Mr. Rhody) During my sophomore year of college, I took PRS 200, which is Event Management. In this class, we
learned all the skills necessary to hold and throw a successful event. Our big event on the year was
URI 125th Anniversary. Our big focus was the 6 Dimensions of event planning
- Anticipation: We sent email blast to bring awareness to the event. In addition, we posted the event on
the URI website, posted flyers around campus, and posted on social media
- Arrival: The arrival of guest happened on it's own. The Quad is in the middle of campus. People, like
myself, were there starting at 12 for setting up. Workers started to come as well as the tents and
games, and people came as they saw that it was filling up.
- Atmosphere: The event was organized well with information accessible to the guest. It was a fun
atmosphere. The games, like the pedal cars, farm animals, and zip line were big attractions that help
bring a great atmosphere.
- Appetite: The food was covered with URI dining hall food truck, ice cream, Dell's, and kettle corn. - --
- Activity: The activity was a bunch of things throughout the event. The event started with a speaker
and then from there, throughout the whole event, there was a live band, 2 pedal cars, football toss,
corn hole, zip lining, hayride around the quad, information tents, and more!
- Amenities: Students were given food and games. The first 125 students were given a free t-shirt
upon arrival.
One of the most exciting parts of was mapping out the actual event. The event took place on the quad.
Mapping each section out was a lot harder than expected, but it was done. This class really put into
perspective what it takes to lead a project from start to finish and the steps it take to make it successful.
Evidence #18
Leadership Inventory Revised 08/22/2017 8
11. Student will describe goals and objective
statements regarding personal issues,
career issues, and community issues
12. Student will show evidence of goals and
objectives that were planned and
achieved
13. Student will show knowledge of the
Hierarchy of Needs theory by Maslow
14. Student will show application of Maslows
theory to own life
15. Student will show knowledge of the theory
of Superleadership by Manz & Sims
16. Student will show application of Manz &
Sims theory to own life
17. Student will describe StrengthsQuest
Signature Themes, shadow side of
Strengths and/or weaknesses, and
examples of application (Source = Gallup)
18. Student will describe personal leadership HDF 290 Retreat My number one strength is positivity. My personal leadership style is to make light of every situation
style and/or personality style including and prove that there is always good. I consider myself to be lighthearted. Looking at situations with a
strengths and weaknesses and examples glass half full allows me to maximize my enthusiasm. I hardly ever lack energy or optimism. A person
of application (Sources = Leadership style who has the strength of positivity has the ability to lighten up the mood around people and in groups.
inventories, the L.P.I., Type Focus Positivity can transform negativity in an effective way. I believe that positivity is contagious. When one
(MBTI), LAMP, DISC, and other career person is bringing positivity to a situation, people tend to follow because being light-hearted is easier
inventories, etc.) than having a heavy heart. People who are positive tend to be more generous, genuine, and recognize
the good in people.

See Evidence #13

Outcome Category: Leadership Theories

Outcome Target Additional Descriptive notes regarding learning and practice

19. Student will show
knowledge of the Authority
and Bureaucracy theory of
leadership Weber
class Experiences
HDF 290 A German sociologist, Max Weber, created the theory of Bureaucracy and Authority. He was well known for his ideas on
Bureaucracy and had great interest in the matters concerning power and authority. Weber believed that there are three different
types of authority:
Rational-Legal: this theory is based on rational grounds and rules. It is commonly found in modern hierarchical leadership.
This type of authority is most stable for superiors and subordinates.
Traditional Authority: this theory is based on rational grounds and rules. It is based on the idea of tradition or what is
typically carried out. This authority type is found in pre-modern societies.
Charismatic Authority: this theory is based on leaders who gain respect and trust because of their virtuosity and attitude.
The allegiance can stem from ethics, heroics, or religion. This type of authority came from people like Adolf Hitler and
Pablo Escobar.

Bureaucracy is the type of administrative structure developed through rational-legal authority. It holds five main principles:
Hierarchical structure
Management by rules and laws
Organizational by functional specialty
Leadership Inventory Revised 08/22/2017 9

20. Student will describe
personal application of the
above theory (Weber)
21. Student will show
knowledge of the Scientific
Management theory of
leadership by Taylor
22. Student will describe
personal application of the
above theory (Taylor)
23. Student will show
knowledge of the
Management by
Objectives theory of
leadership by Drucker
24. Student will describe
Purposely impersonal
Employment based on technical qualifications.
Bureaucracy is the idea of a system of power that is based on discipline. When this theory was created, it was argued that
bureaucratic systems were more advanced than traditional and that charism was less important.
Outline of Webers Theory of Authority. (n.d.). Retrieved December 11, 2017, from http://danawilliams2.tripod.com/authority.html
See Evidence #15
HDF 290 The Scientific Management theory (Taylorism) was started by Frederick Taylor. Fredrick wanted to create a theory that worked will
with environments that are not too demanding. He believes that autonomy and teamwork help the best with efficiency. The Scientific
Management theory include four principles that are as followed:
1. Replace working by rule of thumb, or simple habit and common sense, and instead use the scientific method to study
work and determine the most efficient way to perform specific task.
2. Math workers to their jobs based on capability and motivation, and train them to work maximum efficiency.
3. Monitor worker performance, and provide instructions and supervision to ensure that theyre using the most efficient ways
of working
4. Allocate the work between managers and workers so that the managers spend their time planning and training, allowing
the workers to perform their task differently.
(MindTools.com (2017). Frederick Taylor and Scientific Management Understanding Taylorism and Early Management Theory.
[Online]. Available from: https://www.mindtools.com/pages/article/newTMM_Taylor.html.)
See Evidence #4
Management by objectives is a theory created by Peter Drucker. It is a five-step process meant to initiate employee growth and
development. In the theory, there needs to be an established hierarchy. This includes organizational leaders, managers, and
individuals. Objectives and goals are made to be interchangeable, however, the objectives are meant to include the steps taken
towards the goal. The steps that are necessary in this theory are:
Determining the overall organizations objectives: the mission and the vision or the company
Translating the organizations objectives to employees: S.M.A.R.T = specific, measureable, acceptable, realistic, and time
bound. Strong communication is important.
Stimulating the employees in determining their objectives: Each person figures out what they can contribute to the overall
growth of the organization/community. SMART is used here as well.
Monitor progress: This is focusing on whats ahead of you, not behind. Doing what you can to continue to grow instead of
focusing on the past.
Evaluate and reward growth: this is evaluating progress and not achievement. As you grow in the right direction, reward
positive growth to encourage that behavior to continue.
This theory works best in a bigger group of people. Focus on achieving a goal works better when everyone is being reward for the
good work they are doing.
Management By Objectives by Peter Drucker, a strategic management tool. (2017, June 22). Retrieved December 11, 2017, from
https://www.toolshero.com/management/management-by-objectives-drucker/
See Evidence #5
Leadership Inventory Revised 08/22/2017 10
 personal application of the
above theory (Drucker)
25. Student will show
knowledge of Theory X
and Theory Y theory of
leadership by MacGregor
26. Student will describe
personal application of the
above theory (MacGregor)
27. Student will show
knowledge of the Servant
Leadership theory of
leadership by Greenleaf
28. Student will describe
personal application of the
above theory (Greenleaf)
HDF 290 McGregor created Theory X and Y in his book. He put two independent theories, which refer two different types of management. The
approach used as a manager can either be effective or ineffective, depending on the attitude. Theory X is the negative approach.
This theory has a more pessimistic view. Theory X was founded off of the Carrot and Stick approach. It is used to enforce positive
motivation. This theory carries a number of assumptions. These assumptions include that the employees dislike their job, avoid
responsibility and are in need of direction, must be controlled, forced, and threated to complete their work, need constant
supervision, and have no motivation. On the other hand, Theory Y is the more optimistic point of view. This theory encourages
collaboration and trust-based relationships. The workers have a lot of responsibility and the managers want them to grow to develop
their skills. Theory Y gives people the chance to receive a promotion because they will be rewarded for their hard work. This theory
always carries a number of assumptions. These assumptions include that the employees like their job, want to be there, they are
self-motivated to work above the average employee, accept responsibility for their actions and dont need direction, and they see
their work as something that is rewarding. Theory X is found more in big organization because of the number of people that they
employ and the deadline that are needed to be met. Theory Y, however, has become more popular among most organizations. This
type of theory is rewarding the workers and increase employees desire to work.
Theory X and Theory Y: Understanding People's Motivations. (n.d.). Retrieved December 11, 2017, from
https://www.mindtools.com/pages/article/newLDR_74.htm
See Evidence #16
Playing softball my whole life, I have come across some really good coaches and some really bad coaches. Unfortunately, URI
doesnt have the best reputation when it comes to softball. The coach that recruited me was fired for bullying players. I was playing
for her for just a while before the new coaches came in. Coach Layton, the former URI softball coach, had a Theory X leadership
style. She always assumed that no one was doing their best and no one got rewarded when they did well. All the girls came to URI
because they love softball, but in her mind we disliked what we did. Going to practice with a theory x coach was hard. She made
practice dreadful, which allowed people to not always do their best. On trips, she would only allow us to hangout with our friends and
family in the hotel lobby because she wanted to keep an eye on us. She felt that we always needed be under constant supervision.
My travel ball coach is a Theory Y leader. He is the reason why I wanted to play softball in college. He always reminded me that the
reward for my hard work as not having to pay college tuition; he was right. He appointed me captain after my first season on the
team because of my hard work and dedication to the sport.
See Evidence #24
HDF 290 Softball Servant leadership is a philosophy and set of practices that enriches the lives of individuals, builds better organizations and
ultimately creates a more just and caring world. A servant-leader focuses on the growth and well being of the people and community
around them. This leadership flips the power pyramid; instead of the people serving the leader, the leader serves the people. This
allows the leaders to shift their mindset and allow the people to be more engaged and perform better. To be a successful servant
leader, there are 5 characteristics to follow:
- Listening: make it a priority to listen to each person so they are heard
- Empathy: strives to understand and empathize with others
- Healing: making sure the people around you are emotionally okay; supporting them both physically and mentally
- Awareness: general and self awareness to understand ethics, power, and values
- Persuasion: convince others
(Servant Leadership: Putting Your Team First, and Yourself Second.: Leadership Tools and Models From MindTools.com
See Evidence #6
HDF 290 Softball I think being on a team forms servant leaders. Every day each one of my teammates makes the effort to encourage and help each
other out. As a teammate, I think you have to put your followers, or other teammates, first to gain the ultimate success. In softball,
you need the entire team to perform in order to win. There is no room to be selfish and put yourself above another player. When it
comes to things like who is playing the field and who is in the batting lineup, whether youre playing or not, you have to put the others
before you. If the person before you isnt preforming well, the chances of being successful diminish. Our coaches and other staff
members, such as the training room staff and academic advisors, also serve as servant leaders. As their job, they put as forth and
help us with the things we need. Our coaches provide us with as much as they could morally and physically. They bring us what we
Leadership Inventory Revised 08/22/2017 11
 need to be successful and will do anything that will directly affect our team success. The coaches also do small things that make it
clear they put us first. The coaches always let us on the bus first and sit down to eat before they do. Our training room staff works to
help us out physically. They create treatment and rehab plans for injury, make sure youre keeping up with ice baths to reduce
soreness, and help us maintain a steady diet. The academic advisors work to help us out academically. When season comes and
things become hectic, our academic advisors make sure to email our teachers and guide us with work we missed.

29. Student will show

knowledge of the Principle
Centered Leadership
theory by Covey
30. Student will describe
personal application of the
above theory (Covey)
31. Student will show
knowledge of the 14 Points
/ TQM theory of leadership
by Deming
32. Student will describe
personal application of the
above theory (Deming)
33. Student will show HDF 290 Transformational Leadership is a leadership style where change is identified by creating a vision to guide the change that is needed.
knowledge of the Visionary This leadership style encompasses a variety of different skills. A transformational leader is someone who is focused, can discuss
Leadership (now often important issues, communicate well, actively listen, give necessary feedback, create opportunities and a trusting environment, and
cited as A transformational are respectful and caring individuals. This type of leader is a role model to its followers; they inspire their followers to create the
leader Leadership) theory change in the work that is necessary, and understanding the strengths and weaknesses at hand. In order to have successful
by Sashkin transformational leadership skills, following the ABCs of transformational leadership is good to keep in mind. A stands for Affect;
this includes emotion and feelings. A transformational leader doesnt focus on their weaknesses, because their weaknesses dont
have the same affect that their strengths do. The plan in mind is something that can be affective. B stands for Behavioral Intent. The
actions that are followed up from the leader are done with confidence. This is wear the leader focuses only on their strengths and
puts them to action with confidence that it is being done correctly. Lastly, C stands for cognition. The leader uses cognition for the
basis of the vision they have. Using their mind, they think through how to go about that vision to change what is needed to be
changed.
( Rouse Riesenmy, K. (2008). The Moderating Role of Follower Identification in the Relationship Between Leader and Follower
Visionary Leadership [Abstract]. Emerging Leadership Journey, 1 (2), 62-77. Retrieved Sept. 16, 2017, from
https://www.regent.edu/acad/global/publications/elj/vol1iss2/ELJ_V1Is2_Riese nmy.pdf. )
See Evidence #7
34. Student will describe
personal application of the
above theory (Sashkin)
35. Student will show
knowledge of the
Individuals in
Organizations leadership
theory by Argyris
36. Student will describe
personal application of the
above theory (Argyris)
37. Students will demonstrate HDF 290 Softball The 4 Vs of ethical leadership is defined as knowing your core values and having the courage to live
knowledge of the 4 Vs them in all parts of your life in service of the common good. Dr. Bill Grace created this theory. He created
Leadership Inventory Revised 08/22/2017 12
 theory of leadership by
Grace (Center for Ethical
Leadership)
38. Student will describe
personal application of the
above theory (Grace)
39. Student will show
knowledge of the
Situational Leadership
theory by Hersey &
Blanchard
40. Student will describe
personal application of the
above theory (Hersey &
Blanchard)
41. Student will show
knowledge of the
Relational Leadership
this method to advance the common good by combining beliefs and values. The internal factors include
beliefs and values. The external factors include behaviors and actions. Dr. Grace formed this theory to
combine the internal and external factors and called it the 4 vs.: values, vision, voice, and virtue. Values is
discovering core values. Those being peace, integrity, wealth, joy, love, and success. Vision is the ability to
frame our actions usually by carrying out services to others. Voice is expressing the visions to others in a
persuasive way to motivate them to action. Here is where the transition from vision to voice happens
through polis. Voice to vale work changes to renewal when transitioning from voice to value. While
expressing voice, regularly break from the actions, making sure the actions are aligned with the values and
visions. Lastly is virtue. Virtue is striving to be good and right. This is having the common good for people
in mind. Decision-making falls under virtue as well. Decisions should stay morally correct, staying
consistent in their visions for others.
P., & Says, M. D. (2014, April 27). Home. Retrieved December 11, 2017, from
http://sites.psu.edu/leadership/2014/04/27/the-four-vs-of-ethical-leadership/
See Evidence #8
Softball Growing up, I have always been the captain of my softball team. My goal was to always improve and get
further than we did the year before. That was my vision. In order to achieve my vision, I had to have a set of
values I held to a high standard. These values are commitment and hard work. My teammates needed to
feed off of these values. Because not every teammate was on board or some just needed that little extra push,
I had to voice the values I have so that we can achieve the vision. All in all, the virtue is success. I wanted a
more successful year than the last and to help the program continue to grow. I practiced the 4 Vs of ethical
leadership on the field every day. I continue to use this method to help me on the field.
Evidence #26
HDF 290 Dr. Hersey developed situational leadership in 1969. It is an adaptive leadership style to be able to switch
between multiple styles of leading. Situational leadership allows you to modify the leader style to fit the
needs of organization or person. The different styles of situational leadership range from S1-S4.
- S1 is telling. This is for specific guidance and close supervision
- S2 is selling. This is explaining and/or persuading.
- S3 is participating. This is for supporting and encouraging.
- S4 is delegating. This is minimum guidance, just telling you want to do.
Situational leaders usually share similar characteristics. They are insightful, flexible, trustworthy, and good
at problem solving. These characters are done with the strength of being adaptive, restorative, and strategic.
The individuals maturity also plays a role in which range they fall.
(Spahn, P. (2014). What is Situational Leadership? How Flexibility Leads to Success. Retrieved September 17,
2017, from http://online.stu.edu/situational-leaderhip/ )
See Evidence #9
HDF 290 The Relational Leadership model is defined as a relational process of people together attempting to
accomplish change or make a difference to benefit the common good. This leadership theory emphasizes
being ethical and inclusive. It shows the divers talents of group members and being socially responsible.
Leadership Inventory Revised 08/22/2017 13
 model by Komives,
McMahon & Lucas
42. Student will describe
personal application of the
above theory (Komives et
al)
Relational leadership involves a focus of five primary components:
- Inclusive: including diverse people and views. This includes understand self and others,
citizenship, frames and multiple realities, and organizational cultures. Inclusiveness believes that
the differences people have are valuable and being treated fairly and equally is important. Everyone
can make a difference; therefore, it is important to capitalize groups and organizations as a web-like
structure. The skills needed are development talent, listening, building, framing, and engaging.
- Empowering: of others who are involved. This is knowing the idea of power, empowerment,
impact of power and policies, and self-esteem. Empowering believes that everyone has something
to offer for growth and development. Contribution of others is values. This requires the skills of
gate keeping, sharing information, and learning as individuals and teams, encouraging others, and
promoting self-leadership.
- Purposeful: Means having an individual commitment to a goal or activity. It is also the individual
ability to collaborate and find common ground with others to establish a common purpose, vision
for a group, or work, toward the public. This knows the change of processes and the role of your
vision. This believes that an attitude that is hopeful, positive and optimistic helps everyone and that
individuals, groups, and organizations can make a difference. Purposeful requires the skills of
identifying goals, envisioning, making meaning, thinking creatively, involving others, invision-
building process.
- Ethical: Driven by values and standards of leadership which is good or moral in nature. The
ethical component understands power, empowerment, and impact of power and on policies and
procedures, and self-esteem. It is believing that socially responsible behavior is to be encouraged in
all people, character development happens through participation in groups and organizations, high
standards of behavior for each person helps everyone, and actions which benefit others are
preferred over actions which are pursued for self gain. The skills required are behaving
congruently, trusting others and being trustworthy, being reliable and responsible, acting
courageously, identifying issues as needing an ethical decision, confronting inappropriate behavior
in others
- Process-oriented: How the group goes about being a group, remaining a group, and accomplishing
the groups purpose. This component holds the knowledge of community, group process, relational
aspect of leadership, and systems perspective. This holds the beliefs that process is as important as
outcome, effort of high quality is to be encouraged, good things happen when people trust the
process. The skills requires for this is collaboration, reflecting, making meaning, challenging,
engaging in civil confrontation, and learning giving and receiving feedback.
Komives, S, Lucas, N., & McMahon, T. (1998). Exploring Leadership for College Students What Want to
Make A
Difference. San Francisco: Jossey-Bass. (68-72). https://www.uta.edu/leadership/_downloads/The-Relational-
Model.pdf
See Evidence #17
Softball The purpose of a team is to be successful in more than just the wins and lose column. The team is purposeful
by being committed to the goal of our team and to get better. We are inclusive because we accept what each
individual brings to the team. Not everyone has the same skills set; yet we are still accepting what they can
Leadership Inventory Revised 08/22/2017 14
 give. Empowerment gives people on the team to show their power in a variety of way. Some are more vocal
and others use their actions. Every person has strength. On the team we use ethics to lead by example. And
last is the process we need to take to achieve our goal and be successful. It is important that every member of
the team contributes his or her strength(s). My team did a team building exercise that forced every person to
use their strength to be successful in our task; Some people used their brains, some people used their voice,
some people used their strength. With each person giving the team what they can, we successfully
dominated the ropes course.

See Evidence #19

43. Student will show Constructivism is the theory based on observation and scientific study about how people learn. People are
knowledge of the concept taught to construct their own ideas and understanding of the world both through experiences and
of constructivism
reflections. We process new information in the way we already know things. As a result, our new
information might change on what we know to be true because of our past experiences. Each person creates
their own knowledge in the way they view the world. In order for us to learn we must ask questions, explore
research, and re-evaluate what we know. Constructivism focuses on the desire of students to become better
learners. The knowledge under this theory is how you know, not what you know. Constructivism can differ
from traditional classroom. The traditional classroom begins with basic skills. There is a fixed curriculum
that is highly valued. Most of the work comes from the school issued textbook and the learning is based off
of the repetition. The teacher is an authoritative figure in the classroom that asserts grades through test.
However, a constructivist classroom is different. The curriculum emphasizes big concepts. Students
questions and interest are of high value. The learning style is interactive, which allows the student to
continue to build off the knowledge they already have. The teachers role is authoritative, its interactive. The
teacher asserts grades through work, observation, points of view, and test.

Educational Broadcasting Corporation. (2004). Constructivism as a paradigm for teaching and learning.
Retrieved
from http://www.thirteen.org/edonline/concept2class/constructivism/index.html

See Evidence #27

44. Students will describe
personal examples of
implementing
constructivism
45. Student will demonstrate
knowledge of the
Experiential Learning Model
(Kolb)
46. Student will describe
personal application of the
Experiential Learning Model
(Kolb)
47. Student will show HDF 290 The Social Change Model of Leadership Development began in 1994. Since then, this theory reflects the
knowledge of the Social concept that leadership is a process. The goal of this model is to enhance learning and development by
Change Model of
gaining self-knowledge and leadership competence. Another goal is to take action by helping an
Leadership Development
institution/community to function more effectively. To approach this leadership model, the model takes
Leadership Inventory Revised 08/22/2017 15
 by Astin et al
48. Student will describe
personal application of the
above theory (Astin et al)
49. Students will demonstrate
knowledge of the
Leadership Identity
Development Model by
Komives et al
50. Students will describe
personal application of the
leaderships views from three different perspectives: Individual, Group, and Community/Society. The
Individual perspective looks at what personal qualities are you trying to develop and what personal
qualities are most supportive when working with others. The Group perspective focuses on how the
collaborative development process can be designed work with the development of individual qualities but
also to effect positive social change. The Community/Society perspective focuses on what activities are most
effective in helping the group. The Social Change Model was determined based off of the 7 Cs of leadership :
o Consciousness of Self being self aware of the beliefs, values, attitudes, and emotions that motivate you to
take action. Being mindful or aware of your personal being.
o Congruence understanding and being consistent with your values and beliefs. Thinking, feeling, and
behaving consistently towards others.
o Commitment having significant investment in an idea or person(s). The psychic energy that motivates the
individual to serve and that drives the collective effort.
o Collaboration To work together with shared aims and values. Sharing responsibility, authority, and
effort. Capitalizing on the various perspectives and talents of each person.
o Common Purpose having shared aims and values. Involving others in building a groups vision and
having a purpose.
o Controversy with Civility Recognizing two fundamental realities of any creative effort. Differences will
be accepted and resolved through open communication. Trust will exist between group members.
o Citizenship believing n the process where the individual and group become responsibly connected to the
community and to society through its activities. The civic responsibility works towards social change.
The Social Change Model of Leadership Development. (n.d.). Retrieved December 11, 2017, from
https://www.cmich.edu/ess/ResLife/Leadership_Opportunities/Leadership_Camp/Pages/Social_Change.aspx
See Evidence #10
URI Standers As you have hopefully seen around campus, Keith Labelle runs the URI Standers, which is a bystander
intervention program. I am proud to say that since my freshmen year I have been working as an advocate
with the people who create the team action projects. The purpose to URI Standers is to raise awareness and
create change. The program looks to raise awareness for the things we sometimes overlook such as sexual
assault and domestic violence. The end goal is the eventually stop these harsh acts. Every year, people make
a video that is showed in the Ryan Center to spread awareness. The saying I Stand followed by something
you stand for is, more or less, what the video shows. The victims of these harsh acts can see this video and
see that they are not alone, and can speak up. I have been involved with URI Standers though athletics. The
Social Change Model is shown through this program. Individuals reach out and become groups; the groups
then become a community. URI Standers gives people the chance to make a change.
See Evidence #11
Leadership Inventory Revised 08/22/2017 16
 above theory. (Komives et
al)
51. Students will demonstrate
knowledge of the
Strengths-Development
Model by Hulme et al
52. Student will describe
personal application of the
above theory (Hulme et al)
53. Student will demonstrate
knowledge of behavior
theories of leadership from
Michigan and Ohio State
54. Student will describe
personal application of the
above theories (Michigan &
Ohio State)
55. Student will demonstrate
knowledge of Charismatic
leadership
56. Student will describe
personal application of the
above theory
57. Student will demonstrate
knowledge of contingency
approach to leadership by
Fiedler
58. Student will describe
personal application of the
above theory (Fiedler)
59. Student will demonstrate
knowledge of Path-Goal
theory by House
60. Student will describe
personal application of the
above theory (House)
61. Student will demonstrate
knowledge of Leader
Member Exchange (LMX)
theory by Dansereau,
Graen & Haga; Graen &
Cashman; Graen
62. Student will describe
personal application of the
above theory (Dansereau,
Graen & Haga; Graen &
Cashman; Graen)
63. Student will demonstrate
knowledge of Leadership
Substitutes Theory
Leadership Inventory Revised 08/22/2017 17
64. Student will describe
personal application of the
above theory
65. Student will demonstrate
knowledge of Models of
leader emergence
66. Student will describe the
impact of traits on
leadership emergence and
performance
67. Student will demonstrate
knowledge of Chaos
approach to leadership by
Wheatley
68. Student will describe
personal application of the
above theory (Wheatley)

Leadership Inventory Revised 08/22/2017 18

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

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
69. Student will demonstrate how cultural
anthropology / paradigms relate to
leadership
70. Student will describe personal example
of using cultural anthropology /
paradigms as a leader
71. Student will demonstrate knowledge of
the Cycles of Socialization (Harro)
theory and its uses in leadership
72. Students will demonstrate personal
application of the Cycles of
Socialization (Harro)
73. Student will demonstrate knowledge of
the Cycles of Liberation (Harro) theory
and its uses in leadership
74. Student will demonstrate personal
application of the Cycles of Liberation
(Harro)
75. Student will demonstrate knowledge of
the Configuration of Power (Franklin)
and its relationship to leadership
76. Student will demonstrate personal
application of the Configuration of
Power (Franklin)
77. Student will demonstrate knowledge of
racial identity development (Cross &
Fhagen-Smith; Rowe, Bennett &
Atkinson; Ferdman & Gallegos; Kim;
Horse; Renn etc.)
78. Student will demonstrate personal
application of model(s) of racial identity
development above
79. Student will demonstrate knowledge of
models related to gender / identity /
gender identity development (Lev;
Bussey; Bussey & Bandura; Bilodeau;
Gilligan; Belenky et al; etc.)
80. Student will demonstrate personal
application of model(s) of gender identity
above
81. Student will demonstrate knowledge of
additional social identity development
model(s): Sexual ID, Faith & Spirituality,
Disability, Social Class (Dillon et al;
Fowler; Parks; Astin et al; Peek; Smith;

Leadership Inventory Revised 08/22/2017 19

 Johnstone; Gibson; Forber-Pratt &
Aragon; etc.)
82 Student will demonstrate personal
application of additional social identity
development model(s) above
83. Students will demonstrate knowledge of
McIntoshs theory of privilege and its
relationship to leadership
84. Student will demonstrate personal
application of McIntoshs theory
85. Student will describe the differences and
similarities of individual and institutional
oppression and relationships to
leadership (Source = Three Dimensional
Matrix of Oppression)
86 Student will demonstrate knowledge of
relevant laws and policies related to
issues of equity and its relationship to
leadership (i.e., Title IX, Affirmative
Action, Protected Classes, etc.)
87. Student will show knowledge of effective
leadership as it relates to change agency
88. Student will describe personal examples
of being a change agent
89 Student will demonstrate knowledge of
the Model of Intercultural Sensitivity by
Bennett and its uses in leadership
90. Students will demonstrate personal
application of the Model of Intercultural
Sensitivity by Bennett
91. Student will demonstrate knowledge of
the ally Action Continuum by Griffin &
Harro
92 Student will demonstrate personal
application of the Action Continuum by
Griffin & Harro
93. Student will show knowledge of the
Multicultural Organizational Development
Model (Jackson)
94. Student will show personal application of
the Multicultural Organizational
Development Model (Jackson)
95. Student will show knowledge of the
Multicultural Change Intervention Matrix
(Pope)
96. Student will show personal application of
the Multicultural Change Intervention
Matrix
97. Student will create a personal code of
inclusive leadership
Leadership Inventory Revised 08/22/2017 20
Outcome Category: Critical Thinking

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
98. Student will show knowledge of principles
of critical thinking and fallacies (logic is
used in this minor)
99. Student will demonstrate proficiency of
critical thinking
100. Student will show knowledge of
metaphorical analysis to critically analyze
self and leadership situations
101. Student will demonstrate proficiency of
metaphorical analysis to critically analyze
self and leadership situations
102. Student will show knowledge of at least five
decision making methods
103. Student will describe personal examples of
having used five decision making methods
104. Student will show knowledge of at least five HDF 290 Softball Problem solving and conflict management can become overwhelming if it is not dealt with the proper
problem solving / conflict management PRS 200 way. In HDF 290, we went over detailed ways on how to problem solved and resolve conflict. The first
methods, as well as understanding the step is to define the problem. IN the step you list the problem as if so there is no confusion. For this
roots of conflicts case, we will use the situation of a student failing a class. The next step is to give possible solutions.
For the student that is failing there are a number of options possible. Some may be go to the
professors office hours, go to the AEC, ask a friend, etc. This gives the person with the problem or
conflict to see that there are options available and they arent stuck. The third step is to evaluate and
select the best solution. The best option for the failing student is to talk to the professor and see the
professors insight. This is the best option because the teacher is in charge of the grade. The fourth
step is to implement the solution. Going through with the option you chose is important because that is
half the battle. And the last step is to follow through. After going and seeing your teacher, continuing
to follow up is a good idea because it proves to the teacher you are trying and are on top of your work.
Applying these problem solving and conflict management steps are simple, yet effective.

See Evidence #14

105. Student will describe personal examples of
having used five problem solving / conflict
management
106. Student will demonstrate the ability
to synthesize multiple knowledge
perspectives (course work), competencies
(communication, writing, information
literacy or mathematical/statistical skills)
and responsibilities (global, diversity &
inclusion or civic knowledge)
107. Student will demonstrate knowledge of
leadership that is used in crisis (i.e., James
& Wooten; Garvin; Covey; Frohman;
Leadership Inventory Revised 08/22/2017 21
 Lalonde; Schoenberg; Joni; Braden et al;
etc.)
108. Student will describe examples of
leadership in crisis situations (i.e.,
application of James & Wooten; Garvin;
Covey; Frohman; Lalonde; Schoenberg;
Joni; Braden et al; etc.)
Outcome Category: Interpersonal and Organizational Concepts & Skills
Outcome
109. Student will demonstrate knowledge of
active listening techniques
110. Student will describe examples of using
active listening skills
Target Additional Experiences Descriptive notes regarding learning and practice
class
COM 100 PRS 200 Listening is one of the most important skills that a person can have. How well you listen has a major
impact on effectiveness in what you do and can play a role in your relationships with others. People
listen for to either obtain information, to understand, for enjoyment, or to learn. Listening is a skill that
needs to be practiced continually. Active listening makes the conscious effort to listen to understand
what is being said. Blocking out all distractions or forming other conversations/thoughts will take away
form your active listening. To let yourself be fully invested in active listening, it is important to let the
other person know that you are listening. Using a simple verbal message can do this or using
nonverbal like nodding your head can do it. Showing the speaker acknowledgment is simple and lets
them feel more comfortable and heard. Responding to a message after actively listening should be
encouraging. It should touch up on the main points that he/she said so they know that you heard them
and understood. As you listen, you should also refrain from judgment. Allow the speaker to finish each
point before asking a question or making a comment. Interrupting them with counter judgment takes
away from the active listening. In order to active listen well, and summarizing all these points, following
these 5 tips is how I prepared myself to active listening. These 5 tips are to pay attention, show that
youre listening, give feedback, dont judge, and respond with knowledge and encouragement.
COM 100 Dr. Green In COM 100, my teacher made us do an exercise where we pared up with a partner and couldnt
Interviews speak, just listen, for one minute. We had to do it three times. We got to talk about whatever we
COM 221 wanted. Each time was less awkward then the time before so I listened more carefully. She didnt tell
us what we were going to do, but told us at the end of the three times, we will have to do something
with the information we learned. At the end of listening to my partner and vice versa, we had to go in
front of the class and talk about one of the three times we listened and recite it back to the class. Not
knowing how well I listened, I was very nervous. When it was my turn to go, I choose the third time I
had to listen because I was more attentive since it wasnt as awkward and it was the most recent. I did
well but not all of my classmates did. Some responded, some were listening to respond, others were
pretending to listen, and many other reasons.
Another time I had to actively listen was for an interactive lecture with Dr. Green. All the student-
athletes had to go. We were broken down into groups of 5 and each had to tell our story. The
conversations were emotional and the only direction we were given was to listen. There was no need
to respond, no rom for judgment, just open ears to hear the other student-athletes stories. I was
actively listening by paying attention, showing that I am listening through nonverbal, I didnt judge, and I
responded with knowledge. The interactive lecture had other exercises like this one, but this was the
Leadership Inventory Revised 08/22/2017 22
 most powerful and has stuck with me.

See Evidence #20

111. Student will demonstrate knowledge of
functions of group communication by
Hirokawa
112. Student will describe personal application
of functions of group communication
(Hirokawa)
113. Student will show knowledge of techniques
regarding giving and accepting of feedback
114. Student will describe examples of giving
and accepting feedback.
115. Student will show knowledge of the 7D
coaching model (Knott)
116. Student will demonstrate personal
application of the 7D Model (Knott)
117. Student will show knowledge of elements
of a Crucial Conversation and steps to
maintain dialogue and move to action
(Patterson, McMillian & Switzler)
118. Student will describe examples of
engaging in a Crucial Conversation
119. Student will demonstrate knowledge of
facilitation techniques
120. Student will demonstrate proficiency of
facilitation techniques
121. Student will demonstrate knowledge of de-
briefing techniques
122. Student will demonstrate proficiency of de-
briefing techniques
123. Student will demonstrate knowledge of
framing based on psychology and its use in
group facilitation
124. Student will demonstrate proficiency of
framing based on psychology and its use in
group facilitation
125. Student will demonstrate knowledge the
four frames of organizations, and the
meaning of reframing by Bolman and Deal
126. Student will describe personal application
of organizational analysis using the four
frames of organizations, and breaking the
frame / reframing (Bolman and Deal)
127. Student will show knowledge of organizing
meetings / setting agendas / and leading
meetings
128. Student will describe personal examples of
organizing meetings / setting agendas /
leading meetings
Leadership Inventory Revised 08/22/2017 23
129. Student will show knowledge of
Parliamentary Procedure
130. Student will show knowledge of techniques
for working with difficult people
131. Student will describe personal examples of
using techniques to work effectively with
difficult people
132. Student will show knowledge of the stages
of group development (Tuckman/Tuckman
& Jensen, Bennis or others)
HDF 290 Bruce Tuckman proposed Tuckmans stages of group development in 1965. Tuckman created four
stages to describe this model:
Forming: This stage is when team members establish ground rules. Most members in this
stage are positive and polite. This is where as a leader you can assert dominance and make
clear what the rules and regulations are. This stage can be lengthy as people get to know
each other and start working together.
Storming: This stage is when members start to communicate their feelings but still view
themselves as individuals rather than a part of the group. Conflict is often shown in this
stage because of the working styles amongst the other group members.
Norming: This stage is when people start to feel apart of the team and realize that they can
achieve the work they want if everyone works together. People will start to resolve their
differences by providing feedback and having open communication. The team members
come together to form a stronger commitment towards the team goal. Progress begins to be
made.
Performing: This stage is when the team works in an open and comfortable atmosphere
where flexibility is key. The structures and processes that were set up are supported.
Leaders can delegate their works so that the focus is on developing the team members.
Adjourning: This stage is for teams that have a routine and/or have developed close working
relationships.

Forming, Storming, Norming, and Performing: Understanding the Stages of Team Formation. (n.d.).
Retrieved December 11, 2017, from https://www.mindtools.com/pages/article/newLDR_86.htm

See Evidence #23

133. Student will describe personal examples of
group development in use
(Tuckman/Tuckman & Jensen, Bennis or
others).
134. Student will show knowledge of group roles
and how they contribute to group dynamics
(Johnson & Johnson; Benne & Sheats;
Knowles & Knowles; etc.)
135. Student will describe personal examples of
group roles and how they contribute to
group dynamics (Johnson & Johnson;
Benne & Sheats; Knowles & Knowles; etc.)
136. Student will show knowledge of effective
memberships skills in groups
137. Student will describe personal examples of
membership skills in use
138. Student will show knowledge of the
Challenge and Support theory by Sanford,
and its relationship to organizations
Leadership Inventory Revised 08/22/2017 24
139. Student will describe personal examples of
using the theory of Challenge and Support
(Sanford)
140. Student will show knowledge of the
construction / elements of informative and
persuasive speeches
141. Student will demonstrate proficiency in
informative and persuasive public speaking
142. Student will show knowledge of planning
and conducting interviews (as the
interviewer)
143. Student will describe personal examples of
planning and conducting interviews (as the
interviewer)
144. Student will show knowledge of preparing
for and effective answers in interviews (as
the interviewee)
145. Student will describe personal examples of
preparing for and being interviewed
COM 202 HDF 290 I have always been a talker but it has never been put to the test. It wasnt until I took COM 202 (public
Award Ceremony speaking) that I found out there was a certain way to speak about certain things. Our first speech was a
COM 381 simple introduction speech that was from memory. After that, the class was heavily public speaking
based. My teacher let us pick our own topics so that we were more passionate about the things we
were talking about. I learned that filler words such as um and like are a big no. My fist informative
speech was research based. There were no opinions, just facts. I took the constructive criticism from
that speech and used it when I gave an informative speech in HDF 290. Choosing reliable sources to
back up what you are saying is crucial. With good sources, your speech becomes more credible. One
thing that I have learned for public speaking is having a strong attention catcher. With this, you
involuntarily gain the audiences attention and make them more inattentive to what your speech is
about. I like to make my attention catchers funny. This shows my audience my speaking style and
makes them feel more comfortable listening. When public speaking, another big thing is to make sure
to wrap up by hitting all your main points that you talked about in your speech. Bringing the speech
around full circle allows your audience to remember each key point that was talked about.
See Evidence #21
HDF 290 Cleats Count interview In HDF 290, I had to interview a small business or non-profit organization leader. Conducting and
interview may seem like its just and Q&A but much more goes into it. I learned that establishing a
consistent approach is key. Before interviewing Taylor Ross, the founder of non-profit cleats count, I
structured a list of interview questions and prepared myself for questions she may ask. Before creating
questions I familiarized myself with her background and Cleats Count. I reviewed her work thoroughly
so that I could ask the proper questions. I made sure to arrange a time where neither Taylor nor myself
would be in a rush to leave. When we met, I had my question already prepared for Taylor to be asked.
It handy to have a list of questions to build credibility and have a plan for the interview. Throughout the
interview, I made sure it was a comfortable setting and I maintained eye contact. At the end of the
interview, I gave her the floor to make any other comments or ask any question she may want to.
Softball At the end of every season in high school, I would go to a banquet with the top softball prospects in the
five boroughs and be interviewed. We were asked about our stats, the school, the program, and
personal experiences throughout the year. Having my hard work pay off, I attended this banquet all
four years of high school. By the time I was a senior, I had exactly what I was going to say planned out.
The interviewers were the same every year so I made sure to keep up with their life and anything
important going on. I used that to build conversation and show knowledge in more than just softball. I
studied my stats until I knew exactly what they were and I could answer a question on the without
hesitation. Being so prepared let the interview flow quicker and smoother. I would have information
about my school and what is happening to let the interviewer be as up to date as possible. At the end
of the night, I made sure to check back in with the interviewers and thank them. I always would give
them the opportunity to follow up with me if they had any more questions and/or concerns.
See Evidence #12
Leadership Inventory Revised 08/22/2017 25
146. Student will show knowledge of effective
collaboration / coalition building (Sources:
Cilente/Komives et al; NCBI; etc.)
147. Student will describe personal examples of
working in collaborative/coalitions
148. Student will demonstrate knowledge of
techniques to communicate and engage in
difficult dialogues related to diversity and
inclusion.
149. Student will demonstrate proficiency in
communicating and engaging in difficult
dialogues related to diversity and inclusion.
150. Student will describe ways to maintain
accountability in leadership / member
relationships
151. Student will describe personal examples
related to maintaining accountability as a
leader
152. Student will describe ways to build
relationships between leaders and
members
153. Student will describe personal examples of
building relationships with members as a
leader
154. Student will describe how credibility applies
to leadership, as well as the characteristics
and skills of a credible leader
155. Student will describe personal examples of
building, maintaining, and repairing his/her
own credibility as a leader
156. Student will describe ethical standards in
influence
157. Student will describe influence applies to
leadership
158. Student will describe principles of effective
mentoring, as well as problems particular
to the mentoring relationship
159. Student will describe personal examples of
mentoring and being mentored
160. Student will describe principles of effective
peer leadership, as well as problems
particular to peer leadership
161. Student will describe personal examples SAAC Many people mistake having a higher title or an office space in order to share their
related to being a peer leader and being leadership skills amongst peers. Being a part of SAAC gave me the opportunity to
led by peers
be a student athlete orientation leader. The first week of school, freshmen student-
athletes take a day and come to an event called Lambs to Rams. I worked besides
my peers to guide the freshmen on what its like to be a student-athlete. Throughout
the day, we break down in groups and each counselor is assigned four student-
athletes. This allows the freshmen to ask me personal questions and get to know
Leadership Inventory Revised 08/22/2017 26
each other one on one. I influenced my freshmen by teaching, caring, listening, and
giving. Being a peer leader amongst peers was a great learning experience. At times,
I had to listen to my other peers giver directions but it was easier than expected.
Having respect for the people you work besides really helps with being a good
leader. A couple of times throughout Lambs to Rams I asked peers for some help
and advice for what to do next with my group. It was helpful because they
understood my mindset and what I was going through.

See Evidence #22

Leadership Inventory Revised 08/22/2017 27