DEVELOPMENT
Outcomes & Evidence
Progress Inventory*
MINOR IN LEADERSHIP STUDIES
Center for Student Leadership Development
Memorial Union
University of Rhode Island
*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.
OUTCOMES
Outcomes (Self-Leadership, Interpersonal and Organizational, Leadership Theories, Inclusive Leadership,
Critical Thinking)
Targeted Classes
Experiences
Evidence
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.
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
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 PSC 304: Introduction to Public Administration
COM 322: Gender & Communication option) PSC 369: Legislative Process and Public Policy
COM 351: Oral Comm. in Business & the Professions HDF 291: Rose Butler Browne Program Peer Mentoring Program PSC 504: Ethics in Public Administration
COM 361: Intercultural Communication HDF 412: Historical, Multi‐Ethnic, & Alternative Leadership SOC300/WMS350: Women and Work
COM 383: Rhetorical Theory (capstone option) THE 221: Stage Management
COM 385: Communication and Social Influence HDF 413: Student Organization Leadership Consulting THE 341: Theater Management
HDF 414: Leadership for Activism and Social Change
Leadership Inventory Revised 08/22/2017 4
HDF 415: FLITE Peer Leadership
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
The doctors were unsure about how long he had left, so we planned a trip to St. Thomas for that
upcoming Christmas for ten days. We wanted to make the best of whatever remaining time we had left.
January of my senior year, he passed away. Senior year was the busiest year for me and I couldn’t let
this get me down. I couldn’t miss my AP classes because the exams were coming up, I had to plan
senior ball and also go to junior prom to crown the next queen, it was also basketball season so I
couldn’t miss practice, and definitely didn’t want to miss the games. It was not seeing him in the stands
hard especially because my dad was my biggest supporter and at every game. After the wake, we had
a game with the biggest rival in our conference. I couldn’t miss it for anything. They did a moment of
Leadership Inventory Revised 08/22/2017 8
silence for me and the only thing I wanted to do was cry. If I cried, I knew it would’ve messed up my
game for the night, so I stayed focused and we won against our biggest competition.
Whenever someone brings up how they hate how their dad if he says they’re not allowed to go out for
a night, or something so small I always want to be like at least you still have your dad in your life. It isn’t
easy managing my emotions, but it has made me the strong women I am today. It is still unreal to me
that my best friend is no longer here but I have the absolute best guardian angel that is watching over
me.
4. Student will demonstrate knowledge of Yoga Every Friday at 5:30, my friends and I attend Hot Yoga at the top of campus. An older girl in my
stress management methods sorority teaches it. Until I started going to these classes, I never knew how stress can physically feel
like it’s holding you down. “The practice of yoga allows students to find stillness in a world consumed
with chaos.” I didn’t realize how good I would feel until after an hour class of yoga. The stress from the
week was lifted off my shoulders. I am now able to relax and not worry about every little thing that went
wrong the past week.
See evidence #4
Personal Experience has taught me that preparation is an important aspect of reducing stress. I have
learned that I must write down all of the upcoming assignments that I have due a week in advance to
be able to get every assignment due on time, and to also fit working at the Chophouse Grille, working
at the gym and also going to the gym into my busy schedule. Working out has also helped me to
reduce my stress level. I have realized I need a mixed balance in order to manage my stress.
See Evidence #4A
5. Student will demonstrate the ability to BUS 201 Basketball Throughout my high school career I have always been involved in many extracurricular activities.
manage stress BUS 202 Playing a sport each season, being the President of my graduating class, treasurer of National Honor
Society, and also a part of our high school business club. In high school I also had a job and was able
to maintain high honor roll grades in college level courses. I have continued my involvement in college
as well. Being a part of the fraternity Alpha Phi, a campus representative for the Platinum
Entertainment Group, and also working part time. With any sort of school work, it comes with stress. If
you add extra-curricular activities and working part time, you must have good time management skills
to manage your stress. Working out and going to $5 hot yoga has helped me relieve stress after a long
day.
At the beginning of my core classes for my major (accounting), I thought that college would be a
breeze. Then, as the year progressed, I noticed I started to have some trouble. I felt rushed through
the course outline packets that we went over in class and was forced to seek out an Accounting tutor. I
am constantly completing an assignment due for accounting, whether it’s a 15 page homework packet,
an online quiz on Wiley or Connect, team projects, or making a cheat sheet (that we are allowed to use
on the exam).
Financial and Managerial Accounting (BUS 201 & 202) has taught me that if you procrastinate and do
not keep up to date on your assignments, you will fall behind. It has also taught me that if you don’t
allow yourself to fall behind, you can excel at any given subject. I took my time and fit each assignment
into my schedule for the week, along with visiting the professor’s office hours and also going to the
tutor’s to get the help and guidance that I needed. Through my hard work and dedication, I received a
B+ in Accounting which I am very proud of. Currently in Managerial Accounting I have an A and I hope
to maintain that letter grade. Going to the tutor has helped me manage my stress because they would
explain what we went over in class very thoroughly. I didn’t have to teach myself the material so it
relieved the stress I was having.
See evidence 5A.
6. Student will express a personal code of
leadership / membership ethics
7. Student will demonstrate practice of the
personal code of ethics
I, Gina Giles presented Deming’s 14 points in HDF 290. See evidence #31
https://www.hci.com.au/deming-a/
32. Student will describe
personal application of
the above theory
(Deming)
33. Student will show HDF 290 N/A Visionary leaders lead people to a common goal by telling their groups where they are going without telling them how to get there. This type of
knowledge of the leader lets the group figure out the best possibility to a problem. A visionary leader has many key qualities and should be able to express and
“Visionary Leadership” understand others feelings along with their own, be confident in themselves and their decisions, and also have good presentation skills.
(now often cited as Transformational leaders are leaders that inspire their group and wand make them want to get things done. This type of leader has clear goals and
“Transformational knows what they want to get done and how it’s going to get done. Some qualities of a transformational leader include offering support and
Leadership”) theory by encouragement to others, charismatic, and focused on doing their best to help their followers succeed.
Sashkin A transformational leader enacts visionary leadership by having clearly stated short term goals that they are consistently working on.
Alexa Morales presented this in HDF 290. See evidence #33.
34. Student will describe
personal application of
the above theory
(Sashkin)
Brianna and Anisa presented this model in HDF 290. See evidence #47.
http://mu.uri.edu/leadership/PDFs/The%20Social%20Change%20Model%20of%20Leadership%20Development.pdf
48. Student will describe
personal application of
the above theory (Astin
et al)
49. Students will The Leadership Identity Development Model is centered toward an individual discovering what their personal leadership style is as they experience
demonstrate life. The six concepts include awareness, exploration, leader identified, Leadership Differentiated, Generativity, and Integration. In the first stage of
knowledge of the Awareness, involves a beginning recognition that leadership was happening “out there somewhere.” As children, students became aware of
“Leadership Identity national and historic figures who were leaders. Leaders also include authority figures in their lives such as teachers, or parents. Stage two is the
Development Model” Exploration concept which includes students beginning to experience themselves interacting with peers by seeking opportunities to explore their
by Komives et al numerous interests. They sought new friendships in group setting such as boy/girl scouts, sports, dance lessons, religious youth groups, and more.
Stage three of Leader Identified, students believe that leadership was a position and therefore the person in that position was a leader, If one was
not the positional leader, then one was a follower or group member and looked to the leader for directions. They believed the responsibility of the
leader was to get the job done. The fourth stage is Leadership Differentiated which involves the participants differentiating their view of leadership
and seeing it as what an individual did as a positional leader, but also saw leadership being exhibited by non-positional group members. “The
process of leadership is much more important than the outcome.” In the fifth stage of Generativity, students show an ability to look beyond
themselves and express a passion for their commitments and care for the welfare of others. The choices they made based on their interests in
Leadership Inventory Revised 08/22/2017 17
stage three now became commitments to more transcendent purposes. The final stage is Integration. Those students in stage six had integrated
their view of themselves as effective in working with others and had confidence they could do that in most any context. If they said “I am a leader,”
they meant they could work from anyplace in the organization to accomplish its purposes.
https://www.researchgate.net/publication/236823848_A_Leadership_Identity_Development_Model_Applications_from_a_Grounded_Theory
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 Michigan Leadership Studies is a behavioral Leadership Theory that indicates the Institute for Social Research at the University of Michigan
demonstrate conducted empirical studies to identify styles of leader behavior that results in higher perfomance and satisfaction of a group. The studies showed
knowledge of behavior two distinct styles of leadership; Job-Centered Leadership and Employee-centered Leadership. Job- Centered includes managers using this
theories of leadership behavior pay close attention to subordinates’ work, explain work procedures, and are keenly interested in performance. Managers using employee-
from Michigan and centered leader behavior are interest in developing a cohesive work group and ensuring that employees are satisfied with their jobs. The studies
Ohio State found that both the styles of leadership led to increase in production but it was slightly more in case of production of job-centered style. The use of
direct pressure and close supervision led to decreased satisfaction and increased turnover and absenteeism. The employee-centered approach led
to improved work-flow procedure and more cohesion in interactions resulting in increased satisfaction and decreased turnover and absenteeism.
Instead of restricting to traits of leaders, they concentrated on the behavior of leaders.
The Michigan Leadership Studies were conducted around the same time as the Ohio State Leadership Studies which also identified the focus on
task and people. Michigan added “Participative leadership” to the Ohio findings.
https://iedunote.com/michigan-leadership-studies
54. Student will describe
personal application of
the above theories
(Michigan & Ohio
State)
55. Student will Charismatic Leadership Style relies on the charm and persuasiveness of the leader. Charismatic leaders are driven by their convictions and
demonstrate commitment to their cause. They are sometimes called transformational leaders because they share multiple similarities. They often try to make
knowledge of the status quo better. What sets charismatic leaders apart is that they are very skilled communicators, verbally eloquent, and also able to
Charismatic leadership communicate to followers on a deep, emotional level. These leaders are identified in times of crisis and exhibit exceptional devotion to and
expertise in their fields. They have a clear vision in business or politics and the ability to engage with a large audience. It depends on the leaders’
personality and actions of the leader not just the process or structure. Some examples of Charismatic Leaders include Martin Luther King Jr,
Winston Churchill, and Mother Teresa. Charismatic Leaders inspire people to work together for a common cause. They fight for quality of life and a
better world with their courage of convictions.
https://online.stu.edu/articles/education/what-is-charismatic-leadership.aspx
56. Student will describe
personal application of
the above theory
57. Student will The contingency approach to leadership states that that leader’s effectiveness is contingent upon with how his or her leadership style matches to
demonstrate the situation. The leader must find out what kind of leadership style and situation he or she thrives in. “There is no one best style of leadership.” It
knowledge of was developed by Fred Fiedler in 1958 during his research of leader effectiveness in group situations. He believed that one’s effectiveness to lead
Leadership Inventory Revised 08/22/2017 18
contingency approach depended on their control of the situation and the style of leadership. This theory is not concerned with having the leader adapt to a situation,
to leadership by rather the goal is to match the leader’s style with a compatible situation. Task-oriented leaders are most effective when their positional power is
Fiedler high as well as the task structure. People or relation-oriented leaders perform their beset when the relationship levels between themselves and
followers are the greatest. A situation is defined by three factors in the contingency theory.
1. Leader-Mentor Relation- how the leader interacts with employees
2. Task Structure- how tasks are set up by the leader
3. Positional Power- the amount of power a leader has over followers
https://oer.missouriwestern.edu/rsm424/chapter/contingency-theory-of-leadership/
58. Student will describe
personal application of
the above theory
(Fiedler)
59. Student will The Path-Goal leadership theory is based on specifying a leader’s style or behavior that best fits the employee and work environment in order to
demonstrate achieve a goal. The goal is to increase your employees’ motivation, empowerment, and satisfaction so they become productive members of the
knowledge of Path- organization. It is based on Vroom’s expectancy theory in which an individual will act in a certain way based on the expectation that the act will be
Goal theory by House followed by a given outcome and on the attractiveness of that outcome to the individual. Path-goal theory was originally introduced by Martin Evans
and then further developed by House. It can be best thought of as a process in which leaders select specific behaviors that are best suited to the
employees’ needs and the working environment so that they may best guide the employees through their path in obtainment of their daily work
activities(goals). It follows three basic steps. 1. Determine the employee(experience, ability, locus of control) and environmental characteristics
(design of task, formal authority system, work group)
2. Select a leadership style(Directive, Supportive, Participative, Achievement)
3. Focus on motivational factors that help the employee succeed
See Evidence #59
http://www.nwlink.com/~donclark/leader/lead_path_goal.html
60. Student will describe
personal application of
the above theory
(House)
61. Student will The Leader-Member Exchange theory first emerged in the 1970s. It focuses on the relationship that develops between managers and members of
demonstrate their teams. There are three stages that all relationships between managers and subordinates go through.
knowledge of Leader 1. Role-taking: occurs when team members first join the group. Managers use this time to assess new members’ skills and abilities
Member Exchange 2. Role-Making: New team members begin to work on projects and tasks as part of the team. Managers usually expect that new team members
(LMX) theory by will work hard, be loyal, and prove trustworthy as they get used to their new role. If team members prove themselves, they’re often subconsciously
Dansereau, Graen & put into the in-group. This is made up of the team that mangers trust the most. They give these members most of their attention, providing
Haga; Graen & challenging and interesting work and offering opportunities for additional training and advancement. If team members betray the trust of the
Cashman; Graen manager, or prove they’re unmotivated or incompetent, they’re put into the Out-group. This group’s work is often restricted and unchallenging and
they often have less access to the manager and don’t receive opportunities for growth.
3. Routinization: During this last phase, routines between team members and managers are established. In-group members work hard to maintain
the good opinion that their managers has of them by showing trust, respect, empathy, patience, and persistence. While Out-group members may
start to dislike or distrust their managers. They may have to change departments or organizations in order to “start over” because it is difficult to
move out of the Out-group.
https://www.mindtools.com/pages/article/leader-member-exchange.htm
62. Student will describe
personal application of
the above theory
(Dansereau, Graen &
Haga; Graen &
Cashman; Graen)
63. Student will The substitutes for leadership theory proposes that situational factors make substitute for leadership. There are factors that may neutralize
demonstrate leadership for example prevent the leader from taking action. They may be situational or organizational (job design, cohesive work group) or
knowledge of follower characteristics (ability, training, previous experience). Well-designed jobs that provide clarity, meaning, and intrinsic motivation should
Leadership Inventory Revised 08/22/2017 19
Leadership Substitutes require little guidance and inspiration from a leader. A highly cohesive group will also be capable of working without close supervision. The models
Theory theoretical propositions predict that leadership substitutes will act as moderators in the relationship between leadership and effectiveness.
“Although main effects of leader substitutes on outcome measures have been found, moderating relationship are often difficult to demonstrate.”
https://www.le.ac.uk/oerresources/psychology/organising/page_13.htm
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)
Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership
Outcome Target class Additional Descriptive notes regarding learning and practice
Experiences
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 The Cycles of Socialization has many steps. In the beginning, we are born into a world with the mechanics and oppression
knowledge of the “Cycles of already in place. We have no consciousness, no choice, blame, or guilt. We inherit bias, stereotyping, prejudice views, and
Socialization” (Harro) theory habits without or permission. First, we are socialized by people that we love and trust, and taught to follow their rules (mostly
and its uses in leadership family/friends). They shape our self-concepts and perceptions on others. They also shape our dreams, values, expectations,
and sometimes our futures. Second, we are consciously and unconsciously bombarded with messages about who should
have the power and who should not by all the institutions we encounter. This includes education, religion, medicine law,
government, businesses, and more. We are brainwashed by our culture: media, language, patterns of thought, holidays, and
song lyrics. Third, there are enforcements. A system of rewards and punishments keeps us playing by the rules. Those who
stay in line are sanctioned, while those who don’t are punished, persecuted, stigmatized, or victimized by discrimination. With
these steps, comes results. This socialization leads to bad outcomes for those with and without power. Something then makes
us begin to think, to challenge, and question the system. This cycle continues because we do nothing about it/ We live with or
promote the status quo, we fail to challenge, question, or think about what’s wrong with this picture, we choose to not make
waves. This circle is all connected by the core that keeps us in the cycle. Some of the notions that keep us from exiting the
circle are fear, ignorance, obliviousness, insecurities, and confusion.
Leadership Inventory Revised 08/22/2017 20
See Evidence #71
http://depts.washington.edu/geograph/diversity/HarroCofS.pdf
72. Students will demonstrate
personal application of the
“Cycles of Socialization”
(Harro)
73. Student will demonstrate The Cycles of Liberation includes change within the core of people about what they believe about themselves. It starts with
knowledge of the “Cycles of waking up and getting ready. The empowerment of yourself with introspection, education, and consciousness raising. Gaining
Liberation” (Harro) theory and inspiration, authenticity and connections and dismantling diminishing beliefs, collusion, privilege, and internalized oppression.
its uses in leadership The next step involves reaching out. The movement out of self toward others, seeking experience and exposure, and naming
injustices. Building a community involves working with others for two reasons. One including people “like us” for support, and
the other being people “different from us” for building coalitions questioning assumptions rules, roles, and structures of a
system. Next is coalescing, this includes organizing, action planning, lobbying fund raising, education, and more. Being a role
model an ally, transforming anger to foster leadership of targets and move into action. Next is creating change, this involves
critically transforming institutions and creating a new culture. The final part of the cycle is maintaining this change, by
spreading hope and inspiration, living our dreams, taking care of ourselves and others, and accepting accountability. The
model is held together by self-love, hope, self-esteem, balance, joy, support, security, and the authentic love of others.
See Evidence #73
https://geography.washington.edu/sites/geography/files/documents/harro-cycle-of-liberation.pdf
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 Gender identity development play’s a great role in people’s lives. Gender interacts considerably with many important aspects
knowledge of models related of life including career paths, social barriers and opportunities, personal perceptions, and even the talents we choose to
to gender / identity / gender nurture. It is important to note the differentiation between gender and sex. Sex is referred to a biological distinction between
identity development (Lev; women and men based upon their anatomical, psychological, or chromosomal properties. Gender is referred to sociocultural
Bussey; Bussey & Bandura; distinction on the bases of traits and behavior. Gender and gender identity are terms that were designed to define individuals’
Bilodeau; Gilligan; Belenky et outward behaviors, traits, and attitudes. When a person’s gender identity does not match the sex they were assigned at birth,
al; etc.) they are referred to as transgender. While people whose gender identity does not match their sex at birth are known as
“cisgender.” Bilodeau used the term “genderism” to describe the set of rules and expectations society imposes on individuals
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
98. Student will show knowledge of principles Critical thinking is an active process based on applying analysis, the synthesis of data, and your ability
of critical thinking and fallacies (logic is to assess the information being received. Critical thinking involves certain principles.
used in this minor) 1. Knowledge is acquired only through thinking, reasoning, and questioning. Knowledge is based on
facts while opinions are not.
2. It is only from learning how to think that you learn what to think. To become educated you need to
learn how to gather, analyze, synthesize, assess, and apply data for yourself.
3. Critical thinking is an organized and systematic process used to judge the effectiveness of an
argument. It is void of emotional constrictions and is unbiased.
4. Critical thinking is a skill that can be learned. The meaning is for yourself in what an author or
speaker says, implies, and insinuates.
5. It is a skill set that can be learned. Based on active, logical reasoning, on facts & evidence, and a
desire to learn. The skill of critical thinking is learned by doing and by an inter-change of information
and ideas with others who are assessing.
https://www.usbible.com/Author/critical_thinking.htm
Leadership Inventory Revised 08/22/2017 24
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 With anything in life, there is always a decision to make! Ranging from what to eat for breakfast to
decision making methods what future career you want to pursue. There are a few methods that go into making the right
decisions. Decision making is separated into 7 steps. The first step is to identify the situation and
deciding to address it. The second step is gathering the information so that you can make a decision
based on facts and data. Next, involved identifying alternatives. Once you have a clear understanding
of the issue, it’s time to identify the various solutions at your disposal. For the fourth step, weigh the
evidence. You’ll need to “evaluate for feasibility, acceptability, and desirability.” Next, choose among
alternatives. Be sure to understand the risks involved with your chosen route. The sixth step is to take
action. And finally, review your decision. This step is often over-looked but it is important when making
a decision. Ask yourself what you did well and what could be improved next time.
See Evidence #102
http://meetingsift.com/5-useful-methods-for-group-decision-making/
103. Student will describe personal examples of
having used five decision making methods
104. Student will show knowledge of at least five Problem solving is a critical skill for success in business or leadership. There are five important steps
problem solving / conflict management to problem solving. The first being to define the problem or asking the question “what are you trying to
methods, as well as understanding the solve?” In addition to narrowing down the problem, it is also important to establish a goal of what you
roots of conflicts want to achieve. Next is to brainstorm idea or ask “What are some ways to solve the problem?” The
goal of this is to create a list of possible solutions to choose from. Next, you must decide on a solution
or ask “what are you going to do?” The ideal solution is effective, efficient, and has the fewest
consequences. After you decide on a solution, you must implement he solution. The implementation
requires planning and execution. Finally, you can review the results to know that you successfully
solved the problem.
https://www.humorthatworks.com/learning/5-steps-of-problem-solving/
105. Student will describe personal examples of As one of the Managers of PEG: there is always a problem to solve and that comes with the three of
having used five problem solving / conflict us delegating to make a best decision in regards to the company, whether it’s dealing with drunk
management students or Deciding who is the right performer to come to URI. Whatever we decide must be in the
best interest of the customers and also the company as a whole.
I started in this organization as a freshmen and hoped to eventually become a manager. I never
realized how much thought goes into being a manager and dealing with minor issues. Managers must
think critically and act in the best interest of the company.
Last semester, a problem arose at an event of PEG’s on Block Island. It was the first weekend back to
school and everyone took the ferry from Narragansett to BI to enjoy the days at Ballard’s. During the
event, one girl who wasn’t even 21 passed out from drinking too much. She wasn’t with any of her
friends so the managers and I took it upon ourselves to get her help immediately. Although I didn’t
stop and think every step in detail out, I automatically followed the five steps. First, I knew we needed
to get her help immediately. Second, we didn’t want to leave her alone to go find help so two of us
stayed with her and the other found a paramedic. Third, we realized she wasn’t 21, and that could
affect us, and the venue. Fourth, the paramedics took her for help because health is more important
than getting the company in trouble for someone being under the legal age. And finally, we checked in
on her later that day because we finally found who she came with and she was totally fine.
See Evidence #105
129. Student will Parliamentary Procedure is based on the consideration of the rights of the majority, minority, the rights of individual members, absentee members,
show knowledge and all of these groups taken together. It is based on common sense and courtesy. In other words, it is a body of rules, ethics, and customs
of Parliamentary governing meetings and other operations of clubs, organizations, legislative bodies, and more. Self-governing organizations follow this procedure to
Procedure have debates and reach group decisions usually by a taking a vote.
http://meetingsift.com/5-useful-methods-for-group-decision-making/
130. Student will Over the years, I have encountered my fair share of working with difficult people. Not everyone is always going to agree and some people are more
show knowledge stubborn than others. Some ways to deal with difficult people are:
of techniques for 1. Be calm; someone who is calm is seen as being in control, centered, and more respectable
working with 2. Understand the person’s intentions; There is always an underlying reason that is motivating them to act this way
difficult people 3. Get some perspective from others; they may have experienced similar situations and will be able to see things from a different angle and offer a
different perspective.
4. Let the person know where you are coming from; It will enable them to empathize with your situation and have everyone on the same wave length
5. Build a rapport; Re-install the human touch by connecting with them on a personal level
6. Treat the person with respect; no one likes to be treated as if he/she is stupid/incapable/incompetent
7. Focus on what can be actioned upon; acknowledge that the situation has already occurred rather than harp on what you cannot change
8. Ignore; if you tried everything above and the person is still not being receptive, best way may be to just ignore it. You have done all that you can
within your means
9. Escalate to a higher authority for resolution; when all else fails, involve a manager, or someone with a higher seniority level than you. (top-down
approach)
https://www.businessinsider.com/9-useful-strategies-to-dealing-with-difficult-people-at-work-2011-6
131. Student will N/A Part-time Job I have worked in the restaurant business since I was 12 years old. Starting off as a bus girl, then being a counter girl and hostess, moving up each
describe year to finally be a waitress. About two months ago, I decided to get a hostess job at the Chop House Grill in Wakefield, RI. The Chop House is
personal more of an up-scale restaurant, fancier than any place I’ve ever worked at. I caught on very quickly to how they ran their business and I enjoy going
examples of to work. The customers are usually very easy to work with but there have been a couple instances where they can be so rude and inconsiderate. It’s
using techniques not as easy as it looks, seating people and telling them to enjoy your meal. I am a very laid back person so it doesn’t matter where I sit if I am going
to work out to eat, as long as I have a table in front of me, I am happy with that. I didn’t realize how picky people really were until I started working in the
effectively with restaurant business. The tables and booths look all the same to me, why is it so different in the customer’s eyes? The most recent incident was about
difficult people two weeks ago on a very busy Saturday night, a gentlemen and his wife sat themselves up in the loft after coming in the side entrance. We were
booked with reservations for the night, walk-ins had to wait at least 25 minutes for a table. Customers must see the hostess first to get seated and be
put on the wait list. I went up to the gentleman and kindly told him that he could not sit there because we were booked and he had to wait like all of
the others. He insisted on getting up and yelling at me in front of everyone enjoying their meal about how this restaurant hasn’t been the same since
the new owner took it over. He was being very difficult and was very unhappy. My job is to make the customers happy with where they are sitting. I
remained talking to him very calmly. I believed using this strategy helped me. If I snapped back at the customer, it would’ve made the situation worse.
Luckily, my manager saw the entire situation take place and came over to tell him he had to wait like the rest of the walk-ins.
132. Student will HDF 290 The stages of group development include forming, storming, norming, performing and adjourning. These five stages start from the time that a group
show knowledge first meets until the projects ends. It was first proposed by Bruce Tuckman in 1965 who said that these phases are all necessary and inevitable in
of the stages of order for the team to grow, face, challenges, tackle problems, find solutions, plan work, and deliver results. The first step forming involves the team
group getting together for the first time to feel each other out. In this stage, goals are established and defining each member’s roles is also a crucial part to
development forming as well. Conflict is usually avoided during this period. Next is storming. This is the developmental process where challenges usually arise.
(Tuckman/Tuck Team members will sometimes butt heads over work styles and try to gain some sort of hierarchy. Good leaders tend to guide the team through this
process in a constructive manner. During the norming stage, the team has resolved most of its conflicts and grown closer. Each individual member
http://www.speechclub.com/content/speeches/speeches-by-purpose/persuasive-speeches
See evidence #140
141. Student will HDF 290 Speaking at At graduation, I wrote a speech and introduced the guest speaker, informing the audience who he was, what he has achiever, and why he was the
demonstrate HDF 413 Graduation guest speaker.
proficiency in http://writing.colostate.edu/guides/page.cfm?pageid=1047&guideid=52
informative and
persuasive In this class, I had the option of choosing either a persuasive or an informative speech to present. I chose to persuade the class about why
public speaking preschools should be part of the public school system in the United States. I discussed the benefits of a child being in a preschools program, where
funding from for preschools comes from, and the future of the public school system. I did not do as well as I wanted. I went over the time limit and did
not get to finish the required elements in the speech. I received a 76.4. I am not the best public speaker. I tend to do better when I have experience
in the topic of the speech I am presenting. For example in HDF 290, I conducted another speech about my interview with my former boss. I worked
for him so it was very easy to inform the class about his business because I knew almost all of the information off-hand. On this speech, I received a
96.2.
See evidence #141
For HDF 413, my group was assigned to present inclusion to the class. We had to inform them of what inclusion was, why inclusion is important,
inclusion in the workplace, and how we can apply this to consulting. A lot of my time and effort goes into presentations and speaking in front of
others. I want to be well informed of the topic I am discussing so if anyone has questions, I could answer them on the spot with a correct answer.
Leadership Inventory Revised 08/22/2017 32
With my group, we each did our own part and then joined it all together for a presentation. We carefully rehearsed the informative presentation to
ensure we did not miss anything. Before presenting, I was a bit nervous but I had to remain confident. We received a 137.6 out of a possible 150
points.
See evidence 141A.
142. Student will On campus Job: As a fitness attendant for the past 3 years at Anna Fasictelli, I was asked to be a part of the interview hiring team. We recently got a new boss and
show knowledge Anna Fascitelli she made the decision of making every current employee reapply and opening up the position for new comers. I was asked to be one of the
of planning and interviewers on a panel of 4 including team leaders, the boss, and the graduate assistant. I came up with the idea of dividing the group into 4 teams of
conducting 3 and gave them two minutes to build the tallest structure they could with 5 sheets of paper. I believe this activity shows who takes the initiative to
interviews (as express their ideas and who can work well together in a team. Both are key qualities that you must have when working in the gym as a fitness
the interviewer) attendant. We evaluated how everyone worked together and if they communicated effectively. After the activity, we discussed how it could be
demonstrated working at the gym.
See Evidence #142
143. Student will HDF 290 N/A For my small business leadership presentation, I interviewed Chris Wolowitz on his donut shop in Point Pleasant, NJ. I thought of questions that
describe UCS 270 followed the rubric but I decided to go into depth because I knew I wouldn’t be able to ask any more questions are the interview was over. I went
personal through each question and thought about how I would reply to that question myself to formulate more follow up questions. My interview went a little
examples of longer than expected, but I felt comfortable that I had received all the information that I needed to write a speech and formulate a paper for HDF 290.
planning and Since he was my former boss and he lives four hours away, I felt comfortable to Facetime him but I did feel the need to dress up nicely so it would be
conducting a little more professional.
interviews (as For my evidence, I used my graded rubric. I followed all of the guidelines and I received a 48.1 out of 50 on the speech.
the interviewer) See Evidence #143
When I was applying to The University of Rhode Island, I applied as a nursing major. I’ve always wanted to go into the health field. When I came to
orientation, I decided to go undecided when picking my classes. UCS 270 is designed to help students figure out what they want to declare as a
major. I was really interested in the business program. As an assignment, we had to interview someone in that field of interest. I decided to
interview Douglas Hales, a professor at URI that was involved in the college of business. I was still unsure what I wanted to do with my career so I
chose Supply Chain Management which in a major within the CBA. I prepared to interview him with a list of questions so I could learn more about him
and the major. By the end of the interview, I wanted to know if I had an interest in Supply Chain Management and Douglas Hales sold me on the
major.
See evidence 143A.
144. Student will HDF 290 Even if you’ve had many interviews before, you should constantly be preparing for the next. Job interviews may be intimidating experiences but if you
show knowledge come prepared, you will nail it. Practice with the possible questions and be sure you’re not speaking too slow or too fast. You want your voice to show
of preparing for confidence and clarity.
and effective Tips for mastering your interview:
answers in 1. Arrive on time, make a good first impression
interviews (as 2. Have good body language
the interviewee) 3. Review common questions that are often asked in interviews such as: What is your work experience related to the job? What are your strengths
and weaknesses? What do you know about the company? Where do you see yourself in five years? Are you willing to relocate?
4. Make sure to ask questions and show knowledge about the company and position you are applying for. This will show you are very interested in
the job.
5. Be able to talk about and explain anything that is on your resume.
6. Dress for the occasion.
In HDF 290, these tips were presented to the class about how to handle an interview.
http://www.jobinterviewquestions.org/interview-guide/how-to-prepare-for-an-interview/
See evidence #144
145. Student will WRT227 As I was preparing for an interview for an internship for the upcoming summer I referred back to the resume and cover letter that I had originally
describe HDF 413 written in WRT 227 last semester. I updated all of the information within the resume and brought it with me to HDF 413 so that my peers could
personal critique and help me improve my chances of scoring the internship. I then updated my resume and met with Allie the day after for extra help with my
examples of resume and also my cover letter. She was able to help me pick out key factors about how I should sell myself to a future employer. She went over
preparing for and certain questions that could come up in the interview. Allie told me to bring two copies of my resume just in case the person who set up the interview
being wasn’t the one interviewing me. She gave me certain questions to ask at the end of the interview to show that I was interested in their company. Allie
interviewed also taught me how to tie my strengths into one of my weaknesses.
Leadership Inventory Revised 08/22/2017 33
I made an appointment with Kathleen Jackson who is the Career Advisor for the College of Business. She gave me some tips as well. She then
conducted a mock interview with me and I took notes of what questions she asked and what she said would be some good answers. She reminded
me to try to relate the question back to the position I am applying for. Kathleen told me to take the business card of whoever interviewed me so I
could email them a thank you letter.
See evidence #145
146. Student will
show knowledge
of effective
collaboration /
coalition building
(Sources:
Cilente/Komives
et al; NCBI; etc.)
147. Student will Ram Ram Fund is split up into the 7 different sectors of the market and in each sector, there is three group members. Throughout the semester, we all
describe Fund work as a three person team to present stocks and voice our opinions to the class. At the end of the semester, we all have to collaborate and work
personal together to make a 100 slide presentation to Fidelity Investments. All semester we work separately pitching stocks to each other separately in our
examples of own team, so at the end of the semester it is a challenge to all agree on what should go into the Fidelity presentation. Because it is the top 15
working in Finance Students, we all had very bright ideas that needed to be voiced. It came together much smoother than I thought and we successfully
collaboratives/co presented our 100 slides presentation to Fidelity analysts.
alitions See Evidence #147
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 To be responsible means to be answerable for something within ones powers or control. But to be held accountable means to have the obligation to
describe ways to report, explain, or justify something. A few ways to build accountable organizations between leaders and mentors are:
maintain 1. Clear roles, team leadership and individual ownership: people struggle to be accountable when roles and processes are ambiguous… Removing
accountability in as much confusion as possible about who is doing what and how they will proceed is an important step
leadership / 2. A sense of ownership for team results: each member should have the obligation to seek information, give and receive feedback, and point out the
member need for corrective action at any time.
relationships 3. Freedom, support and control to navigate competing priorities: Most problems have multiple correct answers, so give members the freedom and
control they need to make decisions; support is key
4. It’s not about punishment: No one will be willing to step up, speak out, or try something new if they are in fear of you as a leader
5. It’s about improvement: Accountability is the foundation for creating a learning organization. If you want sustainable high-quality processes, you
need to be able to see what’s working and what isn’t and analyze the cause.