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LEADERSHIP

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

Name:Katie Carron
Date Enrolled: Spring 2018
Date of Graduation:Spring 2023

*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.

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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 F
​ ax:​ (401) 874-5317

CSLD Mission Statement


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

CSLD Vision Statement


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

CSLD Values Statement


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

MINOR IN LEADERSHIP STUDIES


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

GENERAL INFORMATION
● Regardless of your major, you can minor in Leadership Studies.
● Requirements may be satisfied by completing 18 or more credits related to leadership and offered by more than one department.
● Twelve (12) of the 18 credits must be at the 200 level of instruction or above. A course grade of “C” or better must be earned in each graded course. At least 12 of the credits
must be earned at URI.
● No course may be used to apply to both the major and minor fields of study. Courses in General Education or for other minors may be used for the minor* (*this does not
apply to students in the College of Business). With the exception of internship credit, all courses for the minor must be taken for a grade. The Introductory class must be taken
before the internship and the capstone course.
● Application for the minor must be filed in your academic dean’s office no later than the beginning of the final semester or term.
● Approval of the minor does not guarantee that the suggested courses will be available to you on a schedule correlated with your graduation plans nor guarantee space in any
required course.
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

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3 credits or
COM 402: Leadership & Motivation Offered in the spring and summer with Dr. Leatham
or
BUS 441: Leadership Skills Development Offered in the fall and spring with Dr. Cooper
or
HPR 411/412: Honors Senior Seminar
Must be in Honors or have GPA of 3.3

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

MINOR ELECTIVES-9 credits

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

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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:

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

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

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3. Student will demonstrate the ability to
manage emotions
4. Student will demonstrate knowledge of
stress management methods
5. Student will demonstrate the ability to BIO121 Work In BIO121, I learned to manage my stress. This class is my most demanding class this semester and
manage stress requires 10 hours of studying outside of class to be successful. The learning is very difficult and
requires me to dedicate lots of time to it. Before our first exam, I was not managing my stress but
rather stressing out and becoming overwhelmed. This semester I am also working so I have 11 less
hours of free time than I would have and that became very apparent to me before our first exam. I had
not managed my time well enough and then had difficulty managing my stress. We just took our
second exam and I was way less stressed and felt better taking the exam. I was able to dedicate more
time each day so that way the night before the exam, I didn’t feel overwhelmed. I also anticipated the
stress of the week in which I had my exam. I keep a planner and make sure to write in it everyday and
plan out all my events, commitments, and plans for the week so that I can figure everything out and
find time to study and get my work done. This really helps me because I can see that I have maybe 5
things to do that are due Monday but also 2 events for my sorority on Sunday and so I need to get
those things done before Sunday. I have also found that listening to music relaxes me and helps me to
deal with stress better. I find that music relaxes me because it takes my find off of my stress when I’m
not doing work and makes me better relaxed, focused, and prepared when I do begin to work. I also try
to use any slow times at work to take deep breaths and use quizlet to study if it is really not busy. Prior
to any quizzes or tests in many of my classes, I would go through quizlet during work. Most of the time
I would do well on quizlet and that would relax me and make me calmer before my test, knowing that I
know the material, rather than worrying about whether or not I know the material. Stress is an
everyday thing for everyone and it is important to learn how to deal with it in a healthy manner.

SEE EVIDENCE #5
6. Student will express a personal code of
leadership / membership ethics
7. Student will demonstrate practice of the
personal code of ethics

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8. Student will express a personal values HDF190 Greek life, COM101, school In HDF190, I discovered more about my personal values. My personal values statement is a that
statement (Sources = VIA, values everyone has good components and that through kindness, equal opportunity, and appreciation those
clarification exercises, etc.) good components can, in time, shine through and be recognized. My personal values statement has
arise from my top five VIA values and life experiences in group interactions. My top five values are
Kindness, Fairness, Gratitude, Perseverance, Appreciation of Beauty and Excellence, according to the
VIA character test. I think kindness is really important because I think that leaders should be
approachable so that you could go to them with problems or concern and if you are kind to everyone,
people will see that and be more comfortable with approaching you. I would never want to make
people unnecessarily unhappy and I can’t say no if I know saying yes will make someone happy and
do no harm to me. I value fairness because it is essential in treating human beings how they should be
treated, i.e. equally. I think it is very important to be able to step back and think about the other
person’s feelings or point of view and remind yourself that they have feelings and should be treated
fairly. When meeting new people or forming a new group, I like to give everyone a fair shot to share
their ideas and express themselves without any prejudice or judgement. Gratitude and Appreciation of
Beauty and Excellence can go hand-in-hand sometimes. When things are going good, I’m there to
acknowledge it and if someone helps me, I’m sure to show my thanks. I also like to focus on the good
in people as everyone has positive aspects, ideas, and strengths that they can bring to a group or
relationship when given the chance to express them. Perseverance is valuable to me because I like to
think that I can be held accountable. I don’t quit tasks or projects before they are done and I will
attempt to do them to the best of my ability. I use perseverance every week. I know every week will be
challenging and I will have a lot of schoolwork to do and might lose some sleep but I know I will get
everything done and make it to the end of the week and I enjoy the challenge of getting there and not
giving up. I don’t hate Monday’s as much as everyone else most weeks because I know what I have to
get done that week and I’m excited to get it done and get through it. My personal values statement is a
that everyone has good components and that through kindness, equal opportunity, and appreciation
those good components can shine through and be recognized.
Some group interactions that were vital for the formation of my personal values statement include
starting my freshman year of college, joining a sorority, and my COM101 group project. It can be very
easy to judge people quickly when first meeting them, but it is important to not let these judgements
guide your actions and thoughts forever. First impressions can be difficult for many people, including
myself, so I value giving people a fair shot to show their personality and strengths. Some people also
do not get along with each other right away when put into group settings, but if time is taken to improve
relations, using perseverance, people can develop good relationships and get along. When first
starting my group project in my communications class, it didn’t seem that all of the members of the
group would be helpful to the project but after some time it has become clear that everyone brings
value to the group. My sorority helped me develop this values statement because when first meeting
many of the girls in my chapter, I did not think that we would be good friends but with some time and
development, I found that there were similarities between me and many of the girls that I did not see
before and that all of the girls had good qualities that I valued. This developed my personal values
statement because I realized that connections and people’s strengths do not always shine through
right away and that once they do, you should value them.

SEE EVIDENCE #8
9. Student will demonstrate practice of the Roommates In the first semester of my freshman year, I had two roommates. I was very excited and open to
personal values statement meeting and developing a relationship with both of my roommate. Although it didn’t work out between
the three of us, I still believe that my roommate who moved out still had valuable attributes that made
her a good roommate and friend. Right of the bat, I had more in common with one roommate over the
other but when given time and a fair chance to get to know her, we found that we did have many things
in common. She was also dedicated to her studies and although we weren’t the same major she was
helpful in that she encouraged me to study a lot because we could go to study together. We also had
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similar interests in joining the URI Outing Club and learning how to surf. My values of gratitude,
appreciation of beauty and excellence, and perspective allowed me to see the good that came from
the experience and focus on the big picture rather than the small bad things.

SEE EVIDENCE #9
10. Student will demonstrate the ability to
lead a project from start to finish
(follow-through)
11. Student will describe goals and objective
statements regarding personal issues,
career issues, and community issues
12. Student will show evidence of goals and BIO121 In BIO121, I set a goal for myself and set a plan to achieve it. Going into this semester I knew that
objectives that were planned and BIO121 would be one of my most difficult classes of the semester. It was also the first science/math
achieved class that I need for my pharmacy program so I felt a lot of pressure to do well. I set a goal going into
the semester that I would study daily for the weekly lab quizzes and not leave studying for the test until
the night before. I set time aside each week before tests to begin studying so that I would feel
prepared on the day of. During labs, we took pictures of all of the models to use as a study tool later
on. I also made quizlets for all the terms that we needed to know for our lab quizzes each week. When
I got really busy and wanted to cut studying for this class out of my schedule for the day, I would make
plans with my friends in the class to sit down and study together. This tactic helped me achieve my
goal because I had a responsibility to more than just myself to find the time to study. I got a 96 on the
first and second tests, an 88 on the third test, and a 92 on the first lab practical. I’ve also devoted time
to the online homeworks, doing them well and on time. I feel that I have done my best in taking on this
class and am confident that my final grade will be one that I am proud of.

SEE EVIDENCE #12


13. Student will show knowledge of the
“Hierarchy of Needs” theory by Maslow
14. Student will show application of Maslow’s
theory to own life
15. Student will show knowledge of the
theory of Superleadership by Manz &
Sims
16. Student will show application of Manz &
Sim’s theory to own life

17. Student will describe StrengthsQuest HDF190 Academics, greek life, In HDF190, we looked at our strengths and values but there are weakness to every strength. My
Signature Themes, shadow side of strengths whose shadow sides I can relate to the most is restorative, responsibility, and learner. The
Strengths and/or weaknesses, and shadow side of restorative is focusing on weakness and being critical. I find myself being critical of
examples of application (Source = Gallup) myself when it comes to grades. I will criticize myself if I know I didn’t do something to the best of my
ability or the way that I should've. I also tend to focus on weaknesses rather than strengths. When we
first learned about our strengths, the only thing I could focus on was what weren’t my strengths. I was
concerned with the fact that “achiever” or “woo” wasn’t one of my strengths, rather than focusing on
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my strengths. I also find myself being more quickly to agree with the shadow sides of my strengths
than with my actual strengths, because the negative tends to stand out. Responsibility is another one
of my strengths whose shadow side I can see holding true. The shadow side of responsibility is being
obsessive, can’t say “no”, and takes on too much. When there are events that my sorority needs to
send girls to, I always sign up to go even if I might already be stressed out and taking on a lot at the
moment. I have difficulty saying “no” when people ask me to do things for them or for a group project
because I can feel the trust they have or want to put on me and feel the responsibility to say yes. This
can create an issue for myself because I will overload myself with events and projects, on top of all the
work I have to do for my classes, and become over stressed Next, learner is one of my strengths and
the shadow side to learner is being a know it all, lacks focus on results. learns a lot-produces little. I
find this to be true for myself because although I like to learn, I have difficulty synthesizing information
into papers. I also like to be correct and I think that is attributed to my learner strength and desire to
know it all and this tendency bothers some people in group settings.

SEE EVIDENCE #17


18. Student will describe personal leadership HDF190 Greek life(Cards for a Cause) In HDF190, when we first took the Strengths and VIA tests and got our results, they did not make
style and/or personality style including much sense to me. I could kind of see myself fitting into those categories and demonstrating those
strengths and weaknesses and examples traits but I couldn’t recognize how they worked together to make me a leader. My top five strengths are
of application (Sources = Leadership style Individualization, Empathy, Responsibility, Restorative, and Learner. I am a mild, calm, and kind
inventories, the L.P.I., Type Focus leader. I have two traits that fit into the “Execute” domain and two that fit into the “Relationship
(MBTI), LAMP, DISC, and other career Building” domain. My last one is in the “Strategic Thinker” domain. I like to think that having two
inventories, etc.) strengths that help me stay focused and get stuff done match well with my ability to include people and
highlight their own strengths. My values also go along with this idea. My top five values are kindness,
fairness, gratitude, perspective, and appreciation of beauty and excellence. I use kindness and
fairness to make sure that everyone’s ideas are being heard and that their feelings are being taken into
consideration. My responsibility and restorative strengths make me want to solve issues and fix
problems without hurting or displeasing many people, which is how fairness and kindness play into
those strengths. Gratitude and appreciation of beauty and excellence help with individualization by
finding strengths and goodness in everyone and their ideas. Perspective allows me to focus on the big
picture rather than little unimportant details.
One example of my values coming into play in my life was when my sorority’s “Cards for a Cause”
committee got together. We needed to make the decorations for the night of the event. We all
contributed our thoughts on how we should do things. My kindness, fairness, and empathy allowed
me to be patient in hearing everyone’s ideas. In that moment, my sorority was in “Performing” mode
and it was great to experience. My gratitude and appreciation of beauty and excellence also came into
play that night. I was just so genuinely appreciative and thankful to be a part of that group of girls. I
think that moment of gratitude and appreciation at the end of something good cycles back to me
wanted to have a conflict-free problem solving in group projects and life. My balance of “getting stuff
done” traits and “people pleasing” traits allow me to keep everyone happy while accomplishing our
goal and I aim for that.

SEE EVIDENCE #18


Outcome Category: Leadership Theories  

  Outcome  Target class  Additional Experiences  Descriptive notes regarding learning and practice 
19. Student will show knowledge of the
“Authority and Bureaucracy” theory of
leadership Weber

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20. Student will describe personal application
of the above theory (Weber)
21. Student will show knowledge of the
“Scientific Management” theory of
leadership by Taylor
22. Student will describe personal application
of the above theory (Taylor)
23. Student will show knowledge of the
“Management by Objectives” theory of
leadership by Drucker
24. Student will describe personal application
of the above theory (Drucker)
25. Student will show knowledge of “Theory
X and Theory Y” theory of leadership by
MacGregor
26. Student will describe personal application
of the above theory (MacGregor)
27. Student will show knowledge of the HDF190 Servant-Leadership Model In HDF190, we learned about the Servant-Leadership model. Servant-leadership is
“Servant Leadership” theory of all about serving others and the community. The serving of others leads to
leadership by Greenleaf
self-improvement and improvement of individuals within a group and an organization
or group as a whole. Servant-leaders demonstrate a natural desire to serve others.
Serving benefits the servant as well as those being served; everyone is empowered
by service. There are 10 characteristics to servant-leadership. They are listening,
empathy, healing, awareness, persuasion, conceptualization, foresight, stewardship,
commitment to the growth of people, and building community. There are three
dimensions to being a servant-leading; being a servant, being a leader, and being
both. Being a servant is about putting the needs of others above your own and
involves the characteristics listening, empathy, and healing. Listening is important
for servant-leadership to hear how best to serve. Listening also involved periods of
reflections, listening to oneself, and it essential for the well-being of the servant and
those being served. Empathy is helpful while listening and requires that the servant
leader can relate to those around them. A servant-leader who is empathetic can
understand and accept the people around them and the people they are serving.
Healing is the last characteristic that falls under “servant” and focuses on the healing
of self, others, and relationships. Servant-leaders are especially good at healing
because they recognize that they are the opportunity to impact everyone everyday in
even the smallest ways by just being a good human being. Next, being a leader is
about raising individuals from your group up and making plans for future growth of
the community and individuals. Awareness, persuasion, conceptualization, and
foresight are the characteristic associated with being a leader in this model.These
characteristics focus on recognizing problems and working to fix it in the long term,
not just the short term, and improving the individuals of the group for the long run.
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Awareness of the world around us and ourselves is important in being a
servant-leader. Being aware and knowledgeable about issues, politics, ethics, and
values allows leader to make better decisions and create a better future. Persuasion
is about convincing rather than forcing. A bad boss would make a decision and then
force it upon the group or organization while a good leader can make an ethical
decision and then convince the rest of the group to agree and see their point of view.
A good leader’s decision has already taken into account the views of everyone so
they do not need to force opinions or decisions onto the group but rather show them
the positives and the outcomes of his/her decisions and why he/she has made that
decision. Conceptualization is about thinking beyond today. Rather than working to
solve today’s issues and today’s goals dealt with, although these things are
important,, a good servant-leader uses conceptualization to see the bigger picture
and work to solve issues in the long-term. Foresight is similar to conceptualization in
that it focuses on the future. Foresight is about trying to see and predict the outcome
of a decision, using all the information from past situations and the current issues
and facts. Foresight is important for leaders to not make the same mistakes again
and can be used to learn from the past to make better decisions in the now. Finally,
the last three characteristics are a combination of being a servant and being a
leader and they are stewardship, commitment to people, and building community.
These are about serving and improving others and the community as a whole.
Stewardship puts value in all members of an organization and trusts that all
members are working towards the greater good of society. Commitment to the
growth of people is used in servant-leadership by recognizing that every member of
an organization has value and then working to develop and highlight those values.
Servant-leaders are dedicated to the personal and professional growth of all of their
group members. The last characteristic is building community. Servant-leaders work
to build a sense of community by being a good person and improving relations
among the community. The servant-leadership model outlines how to serve by being
a good human and how to lead by keeping the future and people in mind.

Greenleaf, R. K. (1991). ​The servant as leader​. Indianapolis, IN: Robert K. Greenleaf Center.

SEE EVIDENCE #27

28. Student will describe personal application Future career(pharmacist) The servant leadership model is one that I find to be very easily understood and therefore easy to
of the above theory (Greenleaf) develop and grow as a servant-leader. I find that I will be able to use servant-leadership in my future
career as a pharmacist. Being a pharmacist means that I will be apart of healthcare system and
therefore be able to enhance the care of patients in even the smallest ways. The three characteristics
that I find I will be able to apply most to being a pharmacist are empathy, listening, and healing. As a
pharmacist, I will listen to my patients concerns and needs in order to serve them as best I can,
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providing them with the best care. I will also be understanding of any issues or concerns they have.
Many patients at the pharmacy are sick, annoyed, tired, and ready to go home. It will be important for
me to be kind and understanding of what they are going through. I will be apart of the healthcare
system and so healing can be incorporated into my daily life. Being a good human to all patients will
allow me brighten their day and hopefully lift their spirits. As a pharmacist, I can be a servant to my
patients and help them heal and grow by listening empathically to their issues and serving them.

SEE EVIDENCE #28


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 knowledge of the
“Visionary Leadership” (now often cited
as “Transformational Leadership”) theory
by Sashkin
34. Student will describe personal application
of the above theory (Sashkin)
35. Student will show knowledge of the
“Individuals in Organizations” leadership
theory by Argyris
36. Student will describe personal application
of the above theory (Argyris)
37. Students will demonstrate knowledge of HDF190 In HDF 190, we learned about the 4 V’s that lead ethical leadership. This model focuses on knowing
the “4 V’s” theory of leadership by Grace your values and then putting them into practice in order to lead. Ethical leaders lead for the common
(Center for Ethical Leadership) good of the majority. The 4 V’s are vision, virtue, values, and voice. Values is all about knowing your
core values that guide your ethics. An ethical leader needs to know what stands at their core in order to
base the rest of their actions and decisions off of. Vision gives the group or leader it’s purpose for
action and voice conveys that purpose to the public. Vision is important to imagine the future and how
we would like to see the problems we are dealing with to be solved. Voice is important to show our
vision to the public and motivate and inspire them into action. Virtue involves living and leading with
your values and vision in mind. Virtue is acting always for the common good and being ethical. It may
seem easy to identify your values and vision and to voice these to the public, but it difficult to live and
lead virtuously with these in mind.

Center for Ethical Leadership. (n.d.). “Ethical Leadership”. Retrieved from


http://ethicalleadership.org/about-us/philosophies-definitions/ethical-leadership

SEE EVIDENCE #37


38. Student will describe personal application
of the above theory (Grace)

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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 HDF190 In HDF190, we learned that the Relational Leadership Model has 5 components that together allow for
“Relational Leadership” model by a positive, productive, and inclusive space and work environment. The five components of the
Komives, McMahon & Lucas relational leadership model are inclusive, empowering, purposeful, process-oriented, and ethical.
Inclusiveness is about making sure to recognize that everyone has different strengths, backgrounds,
ideas, and feelings and including them all. Empowering means that the whole group is positive and
encouraging to all members and their action, ideas, and feelings. Purposefulness is being committed to
a common goal among the group and being able to find common group if there is a disagreement or
different viewpoints. Process-oriented is really about how the group works together to accomplish a
goal. Leadership is a process, not one step, and so this component focuses on how the group will solve
problems, communicate, and relate to each other throughout until the goal is reached. Ethical is all
about being true to your values and standards and not straying from them throughout the process.
The Relational Leadership Model has 3 main principles. Knowing, being, and doing are the three
principles that are needed for an effective leader. Knowing is all about knowing the skills required, your
own strengths and the strengths of your team, and how changes occur. Being is close to ethical. It is all
about knowing and being true to your values and ethics and also understanding that your words and
actions impact others. Doing is the application of a combination of knowing and being. Doing requires
always acting like a leader, not just when people are watching, and being consistent in your actions.

Komives, S. R., Lucas, N.,&McMahon, T. R. (2013). ​Exploring leadership: For college students who
want to make a difference​. San Francisco: Jossey-Bass.rald79/relational-leadership

SEE EVIDENCE #41

Leadership Inventory Revised 08/22/2017 14


42. Student will describe personal application HDF190 Greek life In my sorority, parts of the relational leadership model are implemented successfully. My group uses
of the above theory (Komives et al) “being” and ethical well. We have clearly stated values that all members of the group are expected to
know and live by. We are process-oriented because as a group, we know that things take time. We are
always making changes and improving ourselves. Each fall when we recruit new members, we make
sure to select girls who have the potential to uphold our values and continue the legacy. Every week or
so we have meetings to go over new information together, making sure that everyone is well informed
and understands what is going on. This organization is definitely empowering. One of the many perks
of greek life is a chance to develop leadership skills and it is especially helpful because everyone is so
close so if you make a mistake, you have your sisters to fall back on and support you. Girls are
constantly giving each other encouraging feedback and making everyone feel important. We all have a
common purpose and when we get involved in an activity or have an event to plan, everyone is
focused on the same goal. We are purposeful in our meetings and small committees because they are
dedicated to a particular goal that we are work to achieve. We understand that everyone has busy
schedules and time commitments and we work around that to find a time that works for everyone so
that everyone is included and able to work on the project. This brings me to inclusive. We effectively
employ inclusive leadership by allowing everyone to have a voice and being able to vote on any
matters during chapter meetings. We are inclusive because we understand that every girl comes from
a different background and has different viewpoints and ideas and we acknowledge them. As a newly
recruited member, one may feel a little of of place and not well included and that is something we need
to improve upon. Seniority is an important factor in many decisions in the sorority and older girls tend to
have a louder voice at meetings, as they have more knowledge and their opinions are respected.
Individualization is one of my Gallup strength that is very helpful to the Relational Leadership Model. If
one can recognize and learn about other people’s differences, then better connections can be made
and the group will be more effective as a whole. Individualization relates to inclusiveness and
purposefulness in the model. Fairness is a VIA value that holds a lot of meaning in the model. Fairness
can be applied to ethical issues and used to make a group more inclusive. Everyone, their opinions,
and every situation should be treated fairly and will equal consideration.

SEE EVIDENCE #42

43. Student will show knowledge of the


concept of constructivism
44. Students will describe personal examples
of implementing constructivism
45. Student will demonstrate knowledge of
the Experiential Learning Model (Kolb)
46. Student will describe personal application
of the Experiential Learning Model (Kolb)

Leadership Inventory Revised 08/22/2017 15


47. Student will show knowledge of the HDF190 In HDF190, we learned about the social change model of leadership development. We started with an
“Social Change Model of Leadership exercise to decide whether or not certain actions were considered social change before being given the
Development” by Astin et al theory’s definition of social change. I enjoyed this activity because it allowed us to think more about
what social change is considered and what we think about it or how we would define it. Social change
is more than a one time charity event or community service activity. Social change is a long process
with many like-minded individuals working to fix the root cause of an issue. Social change can be
broken down into the seven C’s. These 7 C’s can be organized into three groups: individual values,
society/community values, and group values. Consciousness of self, congruence, and commitment fall
under individual values. Collaboration, common purpose,and controversy with civility are important for
recognizing group values. Society/community values has citizenship. Consciousness of self is being
aware of one’s own values and beliefs. Congruence is about living with consistent values everyday.
Congruence can be demonstrated by “walking the walk” and showing that you live by the values and
goal you say you do. Commitment is about the consistent motivation to make change. Collaboration
involves the common effort of a group or organization towards the same goal. Common purpose is all
members and organizations working towards the same goal and vision. Controversy with civility is
about working and being civil with other, even when disagreements occur. Controversy with civility can
lead to positive changes in the group dynamic and plan of action or goal. Citizenship recognizes the
interdependence of the community and the individual on each other. Citizenship works to improve
relations between the two in order to make social change run more effectively.

Camba-Kelsay, M. J. (2018). Overview of the social change model of leadership development


[PowerPoint slides]. Retrieved from
https://sakai.uri.edu/access/content/group/7fc8cca7-0c78-46db-b00c-f5772f5bfbaa/Unit%203%3A%20
Social%20Change%20Model/Overview%20of%20SCM.pdf

SEE EVIDENCE #47


48. Student will describe personal application HDF190 Rhodython Rhodython is a nationwide fundraiser dance marathon dedicated to the Children’s Miracle Network
of the above theory (Astin et al) hospital that I participated in this semester. Rhodython is new to the University of Rhode Island and
demonstrates all 7 C’s of the social change model. The participants of Rhodython needed to exhibit
consciousness of self. The participants need to know their own values and use those values to keep
fundraising money and keep going through the whole night of the actual event. Congruence is
important for Rhodython to be a genuine and authentic person who is not raising money for the any
other reason but for the kids. Commitment is especially important for Rhodython because Rhodython
fundraising is a long process and so is the actual night event. Rhodython is such an amazing event and
there are many people who are so passionate and committed to the cause that make the night so
amazing. Rhodython is also working to raise money for the kids and one event will not make a
difference but requires that people keep fundraising money year after year. Rhodython highlights
collaboration because it allows individuals to form a team that will work together to raise money. One
individual’s donation total goes towards the whole teams donation total so team and individual growth
is encouraged. Rhodython requires that everyone and all the teams have a common purpose. The
common purpose of Rhodython is to raise money and awareness ”for the kids” and for the Miracle
Network and when everyone is aware of this purpose and works towards it, the night of the event will
be very successful. Rhodython demonstrated controversy with civility because there was some conflict
among my team but because of our overall shared goal and the respect among my team for each
other, we were able to address the problems successfully. The issue was that some team members
were not pulling their weight in fundraising. The leaders in my group and the rest of my group were able
to respectfully address the issue by making suggestions for the other team members to raise more
money. Rhodython demonstrates citizenship because it gets the whole community and many
individuals involved to work towards a common goal. At this year’s Rhodython, there were many
members of the community, families, children, students, and faculty, all their for one common purpose.
Leadership Inventory Revised 08/22/2017 16
Personally, I raised more money than my original goal by continuing to share my fundraising page,
asking relatives and friends, and requesting money from friends. I was also committed to the cause
because I started fundraising fairly early before Rhodython and continued until the night of and also
stayed for the full 6 hours of the dance marathon and danced/stood the whole time.

SEE EVIDENCE #48


49. Students will demonstrate knowledge of
the “Leadership Identity Development
Model” by Komives et al
50. Students will describe personal
application of the above theory. (Komives
et al)
51. Students will demonstrate knowledge of
the Strengths-Development Model by
Hulme et al
52. Student will describe personal application
of the above theory (Hulme et al)
53. Student will demonstrate knowledge of
behavior theories of leadership from
Michigan and Ohio State
54. Student will describe personal application
of the above theories (Michigan & Ohio
State)
55. Student will demonstrate knowledge of
Charismatic leadership
56. Student will describe personal application
of the above theory
57. Student will demonstrate knowledge of
contingency approach to leadership by
Fiedler
58. Student will describe personal application
of the above theory (Fiedler)
59. Student will demonstrate knowledge of
Path-Goal theory by House
60. Student will describe personal application
of the above theory (House)
61. Student will demonstrate knowledge of
Leader Member Exchange (LMX) theory
by Dansereau, Graen & Haga; Graen &
Cashman; Graen
62. Student will describe personal application
of the above theory (Dansereau, Graen &
Haga; Graen & Cashman; Graen)
63. Student will demonstrate knowledge of
Leadership Substitutes Theory
64. Student will describe personal application
of the above theory
65. Student will demonstrate knowledge of
Models of leader emergence
Leadership Inventory Revised 08/22/2017 17
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
McIntosh’s theory of privilege and its
relationship to leadership
84. Student will demonstrate personal
application of McIntosh’s theory
85. Student will describe the differences and
similarities of individual and institutional
oppression and relationships to
leadership (Source = Three Dimensional
Matrix of Oppression)
86 Student will demonstrate knowledge of
relevant laws and policies related to
issues of equity and its relationship to
leadership (i.e., Title IX, Affirmative
Action, Protected Classes, etc.)
87. Student will show knowledge of effective HDF190 In HDF190, we learned about a change agents. Change agents are people who have the
leadership as it relates to change agency understanding, motivation, and skills to create positive change. Change agents are the ones who start
the ripple of effects and movements that ultimately lead to change in the future. A change agent is a
part of the Social Change model of leadership. To be a change agent, there are many characteristics,
skills, and values that a person should have. A change agent needs to understand that change is a
process and therefore be patient and focused on the future. Change is a long, hard process and
change agents need to be in the fight for the long haul. When trying to make social change, resistant
will be faced at all levels, there will never be an easy level, and change agents need to understand this
and be able to deal with it. To deal with the constant resistance to the work and change that they are
trying to accomplish, a change agent needs to be self-confident, willing to step outside their comfort
zone, and comfortable with ambiguity and transition. A change agent cannot give up after one or two
good fights, but be willing to stick it out until the final goal is realizes. They need to be confident in
themselves and the change that they are fighting for. If a change agent were to be unsure of what they
were fighting for or their abilities to fight it, they would give up fairly easily. The fight to make change
might also get harder as you get closer to the goal and a change agent should be able to make
changes and try new things to reach the goal and communicate their goal. A change agent should
have a positive perception on change. A change agent should also have the skill to influence systems,
to create a sense of urgency, to articulate a vision, and to take a risk to make a difference. The
creation of a sense of urgency is vital because if everyone continued to pass on issues to the next
generation, nothing would ever change. Change agents face the issue and challenges head on and
deal with it like it is their sole responsibility. Change cannot be put on the backburner. It is important to
articulate a vision of the future to the public in order to make a change. A change agent needs to be
able to explain the change that they want made in order for others to support them and help with the
change. The willingness to take a risk to make a difference goes hand-in-hand with being able to go
out of your comfort zone. Change agents may need to try new tactics or make a bigger “scene” or
movement to get change going. In addition, a sense of urgency in the issue makes taking a risk an
easier task because the change cannot wait for anyone else or another generation. Change agents
understand what it takes to make change in the long run and they are confident in the cause or change
that they plan to make and they know it can and will be done now.

Leadership Inventory Revised 08/22/2017 20


Higher Education Research Institute. (1996). A social change model of leadership development
(Version III). Los Angeles: University of California Los Angeles Higher Education Research Institute.

SEE EVIDENCE #87


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
 

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

Leadership Inventory Revised 08/22/2017 21


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

Outcome Category: Interpersonal and Organizational Concepts & Skills 

  Outcome  Target class  Additional Experiences  Descriptive notes regarding learning and practice 
109. Student will demonstrate knowledge of HDF190 Leadership Retreat In HDF190, we had a leadership retreat in which we learned about active listening. The 5 pillars of
active listening techniques active listening are Encouraging, Restating Basic Ideas, Reflecting Feelings, Clarifying, and
Summarizing. The goal of encouraging is to make sure your speaker feels encouraged and that you
are showing interest. Encouraging will ensure that your speaker doesn’t stop speaking because they
think you don’t care or aren’t listening. One can say “I see…”, “That’s interesting”, “uh-huh” to maintain
encouragement. These words shouldn’t include any of your own opinions but should still said in a
positive manner. Restating Basic Ideas is meant to show your understanding. Messages can
sometimes be confusing and so it when the listening can retell details and basic ideas the speaker can
tell whether or not they are understanding what the speaker is saying. Phrases like “If I understand
your idea is…” and “In other words, you think…” show your understanding of the basic ideas and focus
Leadership Inventory Revised 08/22/2017 22
on the facts.Restating Basic Ideas helps the listener to make sure that there was no
miscommunication and allows for another explanation if there was one. Reflecting Feelings is similar to
Restating Basic Ideas but it focuses on the speaker’s feeling. Reflecting Feelings should show the
speaker that the listener is understanding how he/she is feeling. Phrases like “you feel that…” and “you
were annoyed by…” show not only that you understand the facts that the speaker is telling you but
also how they are feeling. Clarifying allows the listener to get additional facts and allow the speaker to
further develop what they are saying. Clarifying should be done by asking specific questions like “Can
you clarify that?” or “So in other words, what you’re saying is…”. Summarizing will review information
and ideas, and draw together ideas and facts, and allow for future discussions.Statements like “These
seem to be the main ideas you have expressed…” are what a listener can say to summarize the
speaker’s ideas. Overall, an active listen stays engaged with their speaker while refraining from giving
their own opinion and collecting and understanding all the details of what the speaker is
communicating.

SEE EVIDENCE#109
110. Student will describe examples of using HDF190 friends/family I use my active listening skills often because many of my friends and family come to me with their
active listening skills problems or concerns. I am a very rational person and when there are issues between people, I like to
get all of the information and understand everything before making any decisions or saying anything.
Also, I am a pretty talkative person if I am comfortable with someone but if I feel that I am not being
actively listened to or that the listener doesn’t care, I am easily discouraged and will stop talking so I
don’t want that to happen to others when they are talking. One example in which I used my active
listening skills is when my friend from home was having some issues with friends. She was having
issues with her roommate but there had been a lot of miscommunications among her and her friends
that added to the issue that made it very complicated to know what was going on. I nod and ask
questions to clarify ideas and facts until I feel that I understand everything so that I can form my own
opinions and ideas to make any decisions. Especially when the story got confusing or I was unsure of
what was going on, I made sure sure to ask for clarification or would restate the situation to make sure
that I fully understood what was going on. My sister and mom also often tell me about their issues
because I am not fast to jump to conclusions and listen to their issues. Sometimes people just want to
talk about their issues because it helps them process and cope with it. While in college, my mom and
sister have told me about small disputes that they have occured between them. I keep any of my
opinions out of the conversation, since I am related to both of them, and collect all of the information
that I can. It is difficult to identify just one time in which I used active listening skills because many of
them occur naturally and many of very say gestures that show interest and/or respect.

SEE EVIDENCE #110


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)

Leadership Inventory Revised 08/22/2017 23


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
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 HDF190 In HDF190, we learned about the five stages of group development. The five stages are forming,
of group development (Tuckman/Tuckman storming, norming, performing, and adjourning. In the first stage, forming, no one knows each other
& Jensen, Bennis or others) and so group members are trying to get a read of everyone else.There is no strong sense of
community or commitment to a cause yet.This stage is not productive because the group is new and
doesn’t really know how to function together yet. The second stage, storming, is where some groups
fall apart. The storming stage is the rocky part of forming a group, like a relationships first big fight, and
this stage is where the group can either settle happily afterwards or the group will fail and break-up. It
Leadership Inventory Revised 08/22/2017 24
involves a lot of tensions and aggression as some attempt to take roles and positions. Competition is
high among group members and there is still no sense of team spirit. A group needs to survive the
uneasiness, tensions, and turmoil in the second stage in order to be successful. The third stage,
norming, is where success occurs. In this stage, the group begins to work as a cohesive unit towards
a goal. There is creativity, commitment, and motivation among the individuals of the group. The leader
is also working well with the group during this stage, receiving and listening to good feedback. In the
third stage, the group actually feels more like a team and they have settled into a “normal” state after
the second rocky stage and are prepared to get down to business in the fourth stage. The fourth stage,
performing, is the most efficient stage. This is the stage where all the work gets done. Team pride and
cohesiveness is at its highest. Team members trust each other and take pride is the group’s success.
The last step, adjourning, is like the aftermath of the fourth step. The fifth step allows the group to
regroup and look at the work that they did so that they can make improvements for the next time. This
step allows the group to look at the work that they have completed and give themselves a pat on the
back.

Tuckman, B. (1965). Developmental sequence in small groups. ​Psychological Bulletin​, 63(6),


pp.384-399.

SEE EVIDENCE #132


133. Student will describe personal examples of HDF190 Greek life In HDF190, we learned about Tuckman’s stages of group development. I can relate these stages to
group development in use greek life. As a part of the newest pledge class for my chapter in the fall, we experienced the “forming”,
(Tuckman/Tuckman & Jensen, Bennis or “storming”, and “norming” in the fall semester. We barely knew any of the girls in our pledge class or
others). any of the other girls in our chapter. We went to dinners together in attempts to get to know each other
better and started to go on dates with older girls in attempt to get to know more girls in our chapter.
During this time our group was in the “forming” stage. There wasn’t trust or a sense of group
cohesiveness yet. We were new to our chapter and so we didn’t have as much pride or love for our
chapter or the girls just yet and some were unsure if they had chosen the right chapter. It was unclear
who would be taking lead among our pledge class and we didn’t know who was in charge or held
power among the whole chapter yet. There were lots of new rules that we had to follow and authority
was questioned by some of the girls and the group was “storming”. After getting our bigs and
spending more time with our chapter, I would consider it “norming” as our group was getting used to
each other and started to be more cohesive. Girls who had issues with authority or any of the rules
learned more and understood the rules. At this point, most of the new members had a strong sense of
chapter pride. This semester is where I find my group in the 4th and 5th stages, performing and
adjourning. My chapter is in the “performing” stage when we have our community service events
happening and we are working together for a common goal. Eboard and members communicate and
work together well during this time.We had our Cards for a Cause event and our chapter was in the
“performing” to successfully run this event and get things done. The whole chapter worked together as
a team to promote the event and encourage friends and classmates to attend the event.The girls who
were in charge of the events were constantly communicating with the rest of the chapter, making sure
that everyone knew what they needed to be doing and what was going on.It is during events like Cards
for a Cause, where we are raising lots of money for our philanthropy that my chapter feels like a
cohesive and proud team. My chapter will be in the “adjourning” stage when the semester comes to
an end and we say goodbye to our seniors and get ready to take on the next pledge class in the fall.
During this time, we can focus on how to make next year’s events better and how to improve our
chapter. We have recruitment workshops at the end of the year to help improve recruitment in the fall
and chapter meetings to discuss what we can improve on in the next semester.

SEE EVIDENCE #133


Leadership Inventory Revised 08/22/2017 25
134. Student will show knowledge of group
roles and how they contribute to group
dynamics (Johnson & Johnson; Benne &
Sheats; Knowles & Knowles; etc.)
135. Student will describe personal examples of
group roles and how they contribute to
group dynamics (Johnson & Johnson;
Benne & Sheats; Knowles & Knowles; etc.)
136. Student will show knowledge of effective
memberships skills in groups
137. Student will describe personal examples of
membership skills in use
138. Student will show knowledge of the
Challenge and Support theory by Sanford,
and its relationship to organizations
139. Student will describe personal examples of
using the theory of Challenge and Support
(Sanford)
140. Student will show knowledge of the COM101 In COM101, we learned about the components of an effective informative and persuasive
construction / elements of informative and speeches.The aim of an informative speech is to inform or educate your audience. The speaker’s goal
persuasive speeches is to broaden an audience’s understanding of a topic. An informative speech should have a
introduction, a body, and a conclusion. The introduction should introduce the topic of the speech and
should have an attention grabber, a audience relevance link, a credibility statement. The body of the
speech should cover all of the points. The conclusions of the speech should remind the audience
about what they learned during the speech by summarizing or briefly covering the main points of the
speech. The aim of a persuasive speech is to persuade or convince the audience. The components
and delivery of a informative and persuasive speech are very similar. They differ in the goal of the
speaker.

SEE EVIDENCE #140


141. Student will demonstrate proficiency in COM101 In COM101, we had to do an informative speech about a group that we were apart of. I used this
informative and persuasive public opportunity to talk about some stereotypes that go along with greek life, which is a community that
speaking have become a part of here at URI. The main topic of my speech was that greek life was more than
just partying, and that it has positive effects of the community and individuals involved. I organized my
speech into three main points. The first main point was that greek life is built upon four core
fundamentals and in the body of my speech I discussed what those four values were and what they
meant in the greek community. The second main point of my speech was that greek life involvement
develops and encourages well-rounded students. In the body of my speech I discussed this point
further by going into how greek life develops a students social life, keeps them involved on campus,
provides great leadership opportunities, and encourages good academics. The third main point of my
speech was that philanthropy is a huge part of greek life and that it is a positive effect on the
community. In my introduction, I mentioned my main topic and the three main points of my speech,
had a credibility statement, and audience relevance link. In the body of my speech, I included
transitional phrases to ease from point to point, and included outside sources to backup my main
points. To conclude my speech, I restated my thesis and my three main points. When getting the grade
back from this speech, I received an average or above average score in all of the vocal and nonverbal
sections, which included things such as eye contact, hand gestures, body posture, and delivery. My
overall grade on this speech is not what I usually aim for and I think there are many regions that I can
improve on, but I think that I have the capabilities to give an informative and persuasive speech.

Leadership Inventory Revised 08/22/2017 26


SEE EVIDENCE #141.
142. Student will show knowledge of planning
and conducting interviews (as the
interviewer)
143. Student will describe personal examples of
planning and conducting interviews (as the
interviewer)
144. Student will show knowledge of preparing
for and effective answers in interviews (as
the interviewee)
145. Student will describe personal examples of
preparing for and being interviewed
146. Student will show knowledge of effective
collaboration / coalition building (Sources:
Cilente/Komives et al; NCBI; etc.)
147. Student will describe personal examples of
working in collaboratives/coalitions
148. Student will demonstrate knowledge of
techniques to communicate and engage in
difficult dialogues related to diversity and
inclusion.
149. Student will demonstrate proficiency in
communicating and engaging in difficult
dialogues related to diversity and inclusion.
150. Student will describe ways to maintain
accountability in leadership / member
relationships
151. Student will describe personal examples
related to maintaining accountability as a
leader
152. Student will describe ways to build
relationships between leaders and
members
153. Student will describe personal examples of
building relationships with members as a
leader
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

Leadership Inventory Revised 08/22/2017 27


158. Student will describe principles of effective
mentoring, as well as problems particular
to the mentoring relationship
159. Student will describe personal examples of
mentoring and being mentored
160. Student will describe principles of effective
peer leadership, as well as problems
particular to peer leadership
161. Student will describe personal examples
related to being a peer leader and being
led by peers
 
 
 

Leadership Inventory Revised 08/22/2017 28

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