Outcomes & Evidence Progress Inventory : Leadership Development

LEADERSHIP
DEVELOPMENT
Outcomes & Evidence
Progress Inventory*
MINOR IN LEADERSHIP STUDIES
Center for Student Leadership Development
Memorial Union
University of Rhode Island
Name:
Date Enrolled:
Date of Graduation:
Leadership Inventory Revised 8/30/2013
*The Outcomes & Evidence Progress Inventory is the intellectual property of the Center for Student Leadership Development (CSLD) at
the University of Rhode Island and cannot be reproduced in part, or in its entirety, without the written permission of the acting
Assistant Director of the CSLD.
CONTENTS
ABOUT THE MINOR & CENTER FOR STUDENT LEADERSHIP DEVELOPMENT (information included)
Center for Student Leadership Development Information
Minor Information
Developmental Model
ADVISING INFORMATION (students will include own documentation)
Tracking Sheet / Advising Updates
Syllabi of Minor Classes (Core and Electives)
Internship
o Guidelines
o Syllabus
o Mid-term
o Final
OUTCOMES
Outcomes (Self-Leadership, Interpersonal and Organizational, Leadership Theories, Inclusive Leadership, Critical
Thinking)
Targeted Classes
Experiences
Evidence
CENTER FOR STUDENT LEADERSHIP DEVELOPMENT

Office: Memorial Union Room 210
Phone: (401) 874-2726
Fax: (401) 874-5317
CSLD Mission Statement

To enhance the mission of the University of Rhode Island, The Center for Student Leadership Development aims to:
Provide developmental opportunities for all students to become informed, inclusive, effective, and ethical leaders in the global marketplace through the implementation of
learner-centered academic, experiential, and co-curricular programming.
Engage in research, assessment, and advancement in order to positively impact the expanding field of leadership studies.
CSLD Vision Statement
The URI Center for Student Leadership Development will promote dynamic strengths-based leadership development through multiple delivery methods to prepare students to be
competitive in the work place and global marketplace. The CSLD seeks to progress as innovators for experiential engagement and enriching assessment.
CSLD Values Statement
Grounded in the Social Change Model of Leadership Development (Higher Education Research Institute), Relational Leadership Model (Komivies, Lucas, & McMahon), and Servant
Leadership (Greenleaf), the URI Center for Student Leadership Development values:
Engaged and experiential learning through a constructivist approach
Inclusion, Social Justice, and Civic Engagement
Ethical and Value-based Leadership & Relationship Building
Innovative Assessment and Presentation Models
MINOR IN LEADERSHIP STUDIES

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

Requirements may be satisfied by completing 18 or more credits related to leadership and offered by more than one department.
Twelve (12) of the 18 credits must be at the 200 level of instruction or above. A course grade of C or better must be earned in each graded course. At least 12 of the credits
must be earned at URI.
No course may be used to apply to both the major and minor fields of study. Courses in General Education or for other minors may be used for the minor* (*this does not
apply to students in the College of Business). With the exception of internship credit, all courses for the minor must be taken for a grade. The Introductory class must be taken
before the internship and the capstone course.
Application for the minor must be filed in your academic deans office no later than the beginning of the final semester or term.
Approval of the minor does not guarantee that the suggested courses will be available to you on a schedule correlated with your graduation plans nor guarantee space in any
required course.
CORE REQUIREMENTS- 9 Credits

Required Element
Introductory Course
3 credits
Internship
3 credits
Class options
HDF 190: FLITE
Only offered in spring for first-year students
HDF 290: Modern Leadership Issues
Offered Fall and Spring for sophomores & juniors
HDF 417: Leadership Internship
Requires 40 hours/credit with a min. of 80 hours & a max. of 120 hours of documented
internship experience for graded credit
or
or
Experience through Office of Experiential Learning & Community Engagement

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

or
HPR 411/412: Honors Senior Seminar

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

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

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

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

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

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

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

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

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

Skills
Leadership theory and

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

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

1.
2.
Outcome
Target class
Student will demonstrate autonomy and a

minimized need for approval
Student will demonstrate personal,
organizational, and academic examples
of self-discipline
PSY 301
Additional Experiences
Descriptive notes regarding learning and practice

At the beginning of each semester I like to get a feel for each of my classes. I also begin to start
planning how I will tackle each course. The first week of classes I refer to as the syllabus week. It is
during the first week of classes that you receive your syllabus, class expectations, and requirements.
This semester I had one particular class that I was skeptical on, PSY 301. A prerequisite for this course
is PSY 200 which I had not taken and could not take this semester because of availability. However,
since I am graduating in May I was granted an override to take PSY 301 this semester and PSY 200
next semester. I was nervous because of the possibility of being lost or at a disadvantage. The first
thing I did when I enrolled in the course was to look over the syllabus. I wrote each deadline down
whether it was for quizzes, forums, or assignments. I also crossed off what was planned for each class
as the classes went by.
Evidence: PSY 301 Syllabus
3.
4.
5.
6.
Student will demonstrate the ability to

manage emotions
Student will demonstrate knowledge of
stress management methods
manage stress
Student will express a personal code of
leadership / membership ethics
P.I.N.K. Women
Coming to the University of Rhode Island I wanted to find a place where I belonged on campus. I did
not want to be a part of anything that I did not feel comfortable with. I never wanted to join Greek life
because of the stigma sororities and fraternities had with their pledges. I have heard stories of binge
drinking, hazing, and a few other outrageous things. I personally didnt believe it correlated with my
own personal ethics. My freshman year I had the pleasure of joining P.I.N.K. Women. It was a group of
multicultural women on campus who took pride in giving back to their community. Once officially
entering the organization I was asked to sign the organizations code of conduct. After reading the
discrimination statement and polices, I realized I had joined the right organization. I had joined an
organization that was welcoming to all types of people, respected one another and did not force one to
partake in activities they were not comfortable with. This was an organization I felt correlated with my
own personal morals and ethics.
Evidence: Code of Conduct
7.
8.
Student will demonstrate practice of the

personal code of ethics
Student will express a personal values
statement
HDF290
For the HDF 290 retreat each of us had to complete a VIA survey. After taking the survey I learned my
top five values were Honesty, Leadership, Kindness, Teamwork, and Fairness. I thought these results
were pretty accurate. I believe honesty goes a long way and I practice it often because I find no point in
lying. Having been in many leadership positions I strive to push not only myself but others and to
accomplish a goal. Although I have a hard exterior, I am kind at heart and always put others before
myself. I believe teamwork is an important value to have because throughout your lifetime you will be
faced with working with others, whether its in your career or personal life. My value of fairness comes
from treating everyone equally.
Evidence: VIA Survey Results
9.
Student will demonstrate practice of the
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11.
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personal values statement

lead a project from start to finish (followthrough)
Student will describe goals and objective
statements regarding personal issues,
career issues, and community issues
Student will show evidence of goals and
objectives that were planned and
achieved
BUS 441
At the beginning of each semester I set goals for myself. I mainly tell myself I will not be satisfied with
any grade lower than an A. I plan to achieve these goals by planning out my course load throughout
the semester. By the looks of it, I realized this semester would be challenging because of the work they
required. In the past I have been used to courses consisting primarily of exams. This semester I could
already see that there would be a lot of writing assignments involved. Not being a strong writer, I
struggle with essay assignments. I tend to overthink everything and I am not grammatically correct
when it comes to anything in life. This has been an issue I have been struggling with my whole life;
whether it is speaking in front of others and using the correct words or writing a paper and using correct
tenses or punctuation. During the beginning of the semester I had a writing assignment due in my BUS
441 class. Instead of overreacting, I jotted down a few ideas on what I would write about. The next
week I received my grade of an A. By planning ahead and keeping my goal of the semester in mind I
was able to produce good quality work.
Evidence: This I Believe graded assignment
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Student will show knowledge of the

Hierarchy of Needs theory by Maslow
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Student will show knowledge of the theory

of Superleadership by Manz & Sims
Student will show application of Maslows

theory to own life
Student will describe personal leadership
style and/or personality style including
strengths and weaknesses and examples
of application (Sources = Leadership style
inventories, the L.P.I., StrengthsQuest,
Type Focus (MBTI), LAMP, and other
career inventories, etc.)
HDF 290
A requirement for the HDF 290 retreat was to take the StrengthsQuest survey. Through this survey I
was able to identify my leadership style along with my strengths and weaknesses. My top three
strengths were deliberative, relator, and developer. One part of being a deliberative is researching
every alternative and reviewing every possibility before making major decisions. This applies to myself
because I am the serious person in a group. I tend to think about the what-ifs and come up with back
up plans in the case my original plan does not go through. I take my time while making decisions
because I want to look at it from every perspective. Being a relator I take joy in the relationship with
others. I use this approach often because of the different leadership positions I have held. I have found
it easier to work with others if there is a relationship in place. People often point out my developer
quality. I like to show others the potential they have and challenge them to grow. For example, this year
in P.I.N.K. Women there are a few people in leadership positions who thank me for pushing them
beyond their comfort zone. They often thank me and say if it wasnt for me pushing them they dont
think they wouldve gone after an executive board position.
Evidence: StrengthsQuest Results
Student will show application of Manz &

Sims theory to own life
Outcome Category: Leadership Theories

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Outcome
Target class

Authority and Bureaucracy theory of
leadership Weber
HDF 290

Authority and Bureaucracy theory was developed by Max Weber. He explained authority is classified
under three types: Charismatic, Traditional, and Bureaucratic. Charismatic authority is a set of qualities
apart from ordinary people that provide supernatural qualities. Traditional authority is legitimated by
sanctity of tradition. Bureaucratic authority, also known as bureaucracy, is a hierarchy on the principle
of legality, authority, and rules. Bureaucracy is characterized by power based on position, keeping
business and personal manners separate, and a set of rules to influence decisions.
Evidence: Bureaucratic and Authoritarian Leadership Handout by Bethany Edmondson
Williams, D. (n.d.) Max weber: traditional, legal-rational, and charismatic authority. Retrieved from
http://business.nmsu.edu/~dboje/teaching/503/weber_links.html
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Student will describe personal

application of the above theory (Weber)
Scientific Management theory of
leadership by Taylor
application of the above theory (Taylor)
Management by Objectives theory of
leadership by Drucker
application of the above theory (Drucker)
Student will show knowledge of Theory
X and Theory Y theory of leadership by
MacGregor
HDF290
Theories X and Y were developed in the 1960s by Douglas McGregor to compare management and
human motivation. These two theories provide a managements perception and role on their
employees motivation.
Theory X is described as the style of controlling and be coerced. The theory goes on to be explained
as:
Motivation assumes people dislike working, do not take responsibility, and would avoid working if
possible
Style and Control management style is authoritarian and focused on control
Work Organization repetitive and specialized work
Appraisals need to be enticed in order to work such as incentives
While Theory Y is described as the theory that does not need to controlled or coerced. The theory is
further explained as:
Motivation assumes people are happy to work, thrive on responsibility, creative, and are selfmotivated
Management Style and Control management style is participative which incorporates employees in
decision making, but reserves the power to make decisions
Work Organization organized and encouraged to make suggestions/improvements
Appraisals is not needed in order to produce a product but it is important
Evidence: X and Y Handout by Julia Milardo
Eyre, E. (2015). Theory x and theory y. Retrieved from
https://www.mindtools.com/pages/article/newLDR_74.htm
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application of the above theory
(MacGregor)
Servant Leadership theory of
leadership by Greenleaf
HDF 290
Servant Leadership was developed by Robert K. Greenleaf who went on to explain it is more than a
style of leadership, it is a way of behaving. To be a servant leader you must focus on the needs of
others before you consider your own. There are ten important characteristics of being a servant leader:
1. Listening
2. Empathy
3. Healing
4. Awareness
5. Persuasion
6. Conceptualization
7. Foresight
8. Stewardship
9. Commitment to the growth of people
10. Building community
Evidence: Servant Leadership handout by Crystal Moreno and Maysun Alabi
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(Greenleaf)
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Principle Centered Leadership theory
by Covey
U.S. Army National Guard
HDF 290
Mind Tools. (2015). Servant leadership. Retrieved from

https://www.mindtools.com/pages/article/servant-leadership.htm
A great example of servant leadership is the United States Armed Forces. Being a part of the U.S. Army
National Guard I have first handed endured some challenging obstacles both physically and mentally.
During trainings many things were drilled into our heads, but the most important of them all were the
army values; Loyalty, Duty, Respect, Selfless Service, Honor, Integrity, and Personal Courage. The
army value that sticks out the most to many is Selfless Service, put the welfare of the nation, the Army,
and your subordinates before your own. The Armys primary focus is to defend the nation by all means
necessary. Being a part of the military you begin to think about the well-being of your friends, your
family, the citizens of the country and the overall mission before you even consider the needs of
yourself.
Evidence: The Seven Army Values
Principle Centered Leadership was created by Stephen Covey who went on to write a book explaining
the theory in depth. Covey believed in order to create internal power in our lives we needed to utilize
four principles; security, wisdom, guidance, and power. These four principals help lead us in the
direction we need in our everyday lives:
Security identity, emotions, sense of worth, self-esteem, personal strength
Wisdom judgement, comprehension, sense of balance
Guidance direction we receive in life
Power strength and courage to accomplish something
Along with these four principals you need to utilize the four levels which are Organizational, need to
organize people; Managerial, responsibility to get a job done with others; Interpersonal, relationships
and interactions with others; and Personal, relationship within yourself.
Convey identified eight characteristics to being a principle-centered leader:
1. They are continually learning
2. They are service-oriented
3. They radiate positive energy
4. They believe in other people
5. They lead balanced lives
6. They see life as an adventure
7.
8.
They are synergistic

They exercise for self-renewal
Evidence: Principle Centered Leadership Handout by Santino Famiglietti

Covey, S. (1991). Principle-centered leadership. New York, New York: Summit Books.
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application of the above theory (Covey)
Student will show knowledge of the 14
Points / TQM theory of leadership by
Deming
HDF 290
Total Quality Management (TQM) is a modern management philosophy created by Dr. W. Edwards
Deming. He believed by improving quality, productivity would also increase. Edwards summed up his
theory with the following fourteen points:
1. Create a constant purpose toward improvement.
2. Adopt the new philosophy.
3. Stop depending on inspections.
4. Use a single supplier for any one item.
5. Improve constantly.
6. Use training on the job.
7. Implement leadership.
8. Eliminate fear.
9. Break down barriers.
10. Eliminate unclear slogans.
11. Eliminate numerical targets.
12. Allow everyone to take pride in their work.
13. Implement self-improvement
14. Make transformation everyones job.
Evidence: 14 Points of Total Quality Management Handout
Mind Tools. (2015). Demings 14 point philosophy. Retrieved from
https://www.mindtools.com/pages/article/newSTR_75.htm
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application of the above theory (Deming)
Visionary Leadership (now often cited
as Transformational Leadership) theory
by Sashkin
application of the above theory (Sashkin)
Individuals in Organizations leadership
theory by Argyris
HDF 290
Chris Argyris created the leadership theory of individuals in organizations. Argryis explained individuals
in an organization are a group of people with the same vision and same motives. His model of single
and double loop learning goes on to explain the theories of individuals in organizations further. In a
single loop learning beliefs, values, goals, and strategies can cause a need for an adjustment in
behavior. This allows for the correction of a mistake. It also leads room for improvement and reflection
but no critical reflection is actually performed. Whereas double loop learning corrects not only the
mistake but any underlying issues. This is where critical reflection is performed to leave no room for
improvement. Individuals are an important component of a functioning organization. Without individuals
there would be no motivation to be a part of something or be effective.
Evidence: Individuals in Organizations Handout by Alec Johnson
Action Science. (2007). What is action science? Retrieved from

http://www.actionscience.com/actinq.htm
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application of the above theory (Argyris)
Students will demonstrate knowledge of
the 4 Vs theory of leadership by Grace
(Center for Ethical Leadership)
HDF 290
According to Dr. Bill Grace, the 4 Vs theory is a combination of internal and external factors for a
common good. The internal factors are beliefs and values while the external factors are behaviors and
actions. The 4 Vs are key components in becoming a good ethical leader. A leader must have a strong
set of values that shape their everyday life. Along with having strong values, the leader must have a
strong vision because it will provide the guidelines for what should and should not occur. A leader is as
effective as their voice. Their voice is the manner in which they communicate their vision. This allows
the leader to persuade his or her followers. Lastly virtue is the fourth component, which exhibits
positive actions for the group. Without virtue the vision, values, and voice cannot be accomplished.
Evidence: The Four Vs of Ethical Leadership handout by Ryan Donnelly and Owen Sammarone
Cooper, P. (2015). The four vs of ethical leadership. Retrieved from
https://sites.psu.edu/leadership/2014/04/27/the-four-vs-of-ethical-leadership/
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application of the above theory (Grace)
Situational Leadership theory by
Hersey & Blanchard
HDF 290
Situational Leadership was developed in 1969 by Paul Hersey and Ken Blanchard. It is a theory that
explains a leader needs to adjust his style of leadership to fit his or her followers. This particular leader
must be concerned with the relationship and tasks of the group. There are four styles to this theory.
One leadership style is telling. The leader is micro-managing the group and informing the group of the
decisions the leader has made. In this style followers are doing what they are told to do by their leader.
Another style is selling. In this approach the leader is still making the decisions but now he or she is
accepting input from followers. This style is often for those who are still learning and are inexperienced.
The third style is participating. This is when the leader passes more responsibility onto their followers
while motivating and encouraging their followers to make the decision. This style of leadership is often
for those followers who lack the confidence to make decisions on their own. The fourth leadership style
is delegating. The leader no longer plays a huge role because the followers are responsible and
capable of performing tasks.
Evidence: Hersey Blanchard Situational Leadership Model handout by Mishal Siddiqui & Jacob Newell
Anthony, L. (2015). Define situational leadership. Retrieved from http://smallbusiness.chron.com/definesituational-leadership-2976.html
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application of the above theory (Hersey
& Blanchard)
Relational Leadership model by
Komives, McMahon & Lucas
HDF 290
The relational leadership model was developed by Komives, McMahon, and Lucas. They defined the
model as a relational process of people together attempting to accomplish change or making a
difference to benefit the common good. The model is broken into five components: inclusive,
empowering, purposeful, ethical, and process-oriented.
Inclusive is being accepting of yourself and others. It is important to be open to different views and
take each individuals concerns into consideration.
Empowering is motivating others and encouraging those who are involved. Power, information, and
decision making should be shared by all those in the group.
Purposeful is being committed to the mission while working with others to come up with a goal.
Ethical are morals that benefit the group and are driven by values.
Process-oriented is accomplishing the groups purpose while challenging and trusting one another.
Evidence: Relational Leadership Outline handout by Jurissa Jimenez & Mike Johns
Komives, S., Lucas, N., & McMahon, T. (1998). Exploring leadership for college students what want to
make a difference. San Francisco: Jossey-Bass. (68-72).
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application of the above theory (Komives
et al)
concept of constructivism
Students will describe personal
examples of implementing constructivism
experiential learning in leadership
development (Kolb)
application of experiential learning in
leadership development (Kolb)
Social Change Model of Leadership
Development by Astin et al
HDF 290
The Social Change Model was created by Helen and Alexander Astin. They originally created this
model to provide college students with skills and values needed to participate in effective leadership.
This model is commonly associated with the 7 Cs. To better explain this model they broke it down into
three distinct categories: group values, individual values and society/community values.
Group values are values needed in order to work effectively together. The first value is collaboration
which was a common effort in working with others to share responsibility, authority, and accountability.
This allowed the group to see past their own individual goals. The groups second value is common
purpose which involved everyone in building the purpose and vision for the group. The groups third
value is controversy with civility which recognizes that differences will arise in groups but solving
them openly and respectfully is key.
Individual values were qualities that supported effective action and change. One of those qualities is
commitment. By investing in someone or an idea it shows passion and intensity. It also shows the
energy to serve. Another quality is congruence which is being consistent with your values, beliefs, and
behaviors. The third quality is consciousness of self which is being aware of your attitudes, beliefs,
emotions, and values.
The seventh C in the Social Change Model is citizenship which falls under societal/community values.
Community/society values are the involvement in positive change for group collaboration and
development of character. Citizenship is the process where an individual or group becomes engaged in
and realizing we all take responsibility towards social change.
Evidence: Social Change Model handout by Max Reyes and Melody Francisco
Wagner, W. (n.d.). The social change model of leadership: a brief overview. Retrieved from
http://web.trinity.edu/Documents/student_affairs_docs/Assessments/Social%20Change
%20Model%20of%20Leadership%20-%20A%20Brief%20Overview%20(Wagner).pdf
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application of the above theory (Astin et
al)
the Leadership Identity Development
Model by Komives et al
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.
61
.
62
.
63
.
64
.
65
.
66
.
Students will describe personal

application of the above theory. (Komives
et al)
the Strengths-Development Model by
Hulme et al
application of the above theory (Hulme et
al)
behavior theories of leadership from
Michigan and Ohio State
application of the above theories
(Michigan & Ohio State)
Charismatic leadership
contingency approach to leadership by
Fiedler
application of the above theory (Fiedler)
Path-Goal theory by House
application of the above theory (House)
Leader Member Exchange (LMX) theory
Leadership Substitutes Theory
Models of leader emergence
Student will describe the impact of traits
on leadership emergence and
performance
Chaos approach to leadership by
Wheatley
67
.

(Wheatley)
Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership

Outcome
68
.
69
.
Student will demonstrate how cultural

anthropology / paradigms relate to
leadership
Student will describe personal example
of using cultural anthropology /
paradigms as a leader
70
.
71
.
72
.
73
.
74
.
75
.
76
.

the Cycles of Socialization (Harro)
theory and its uses in leadership
Students will demonstrate personal
application of the Cycles of
Socialization (Harro)
the Cycles of Liberation (Harro) theory
and its uses in leadership
Student will demonstrate personal
application of the Cycles of Liberation
(Harro)
the Configuration of Power (Franklin)
and its relationship to leadership
application of the Configuration of
Power (Franklin)
racial identity development via the Cross,
Helms or other models (Ferdman &
Gallegos; Kim; Horse; Wijeyesinghe etc.)
application of model(s) of racial identity
development above
Target class
Trip to Colombia
Study Abroad J-Term 2013
I have always been fascinated with different cultures and the diversity in the world, because of the
simple fact that we are not all the same. I make it my mission to travel someone outside of Rhode
Island at least once a year. One year I was fortunate enough to visit my fathers country, Colombia.
Arriving in Colombia I experienced such a cultural shock. People were dressed poorly, structures were
built differently, and the atmosphere felt different. It was then that I realized how privileged I truly am.
Many of us take for granted the simple things in life such as owning shoes or having sewer systems. It
wasnt until then that I realized I am more fortunate than I acknowledged.
Another time I was able to experience the culture of another country was when I had the pleasure of
studying abroad in Ghana in January of 2013. Having been to Colombia, I had somewhat of an
understanding about some cultural differences I may encounter. I did not expect to arrive in Ghana and
experience the same living conditions of America. However, throughout the trip there were a few
individuals who complained often because they were accustomed to living a certain way back in
America. The two main complaints were the Wi-Fi service and the water system. There was a time
when there was no running water and we had to shower from packaged water sources. Many of us
adapted and expressed little complaint while a few individuals expressed their dissatisfaction openly. It
was at that point of the trip that sparked a much needed conversation of cultural differences. From
there we were able to express our views and learn from one another.
Evidence: Ghana Study Abroad Group Picture
77
.
78
.
79
.
80
.
81
.
82
.
83
.
84
.
85
.
86
.
87
.

McIntoshs theory of privilege and its
relationship to leadership
application of McIntoshs theory
Student will describe the differences and
similarities of individual and institutional
oppression and relationships to
leadership
Student will show knowledge of effective
leadership as it relates to change agency
Student will describe personal examples
of being a change agent
Student will create a personal code of
inclusive leadership
the Model of Intercultural Sensitivity by
Bennett and its uses in leadership
Students will demonstrate personal
application of the Model of Intercultural
Sensitivity by Bennett
the ally Action Continuum by Griffin &
Harro
application of the Action Continuum by
Griffin & Harro
Outcome Category: Critical Thinking

Outcome
88
.
89
.
90
.
91
.
92
Student will show knowledge of principles

of critical thinking (logic is used in this
minor)
Student will demonstrate proficiency of
critical thinking
Student will show knowledge of
metaphorical analysis to critically analyze
self and leadership situations
metaphorical analysis to critically analyze
self and leadership situations
Student will show knowledge of at least five
decision making methods
Target class
.
93
.
94
.
95
.
96
.
97
.
Student will describe personal examples of

having used five decision making methods
Student will show knowledge of at least five
problem solving / conflict management
methods, as well as understanding the
roots of conflicts
having used five problem solving / conflict
management methods (if student has been
trained in mediation, that information goes
here)
Student will describe what it means to
analyze, criticize, synthesize and utilize
information as a leader
leadership that is used in crisis
BUS 441
During a class presentation conducted by my fellow peers in BUS 441 we learned about crisis
leadership. During their presentation we were given a scenario where we had just survived a plane
crash in freezing weather, and we needed to determine how we would survive this crisis. We were
given a list of items that we needed to rank from most to least importance. Reflecting back on the
activity there was some chaos. At first everyone had their own personal ideas of what was most
important and did not want to come to a group decision. Having a little knowledge of how to survive
such conditions I stepped up and voiced my opinions and reasoning. The group understood my logic
and we were then able to make decisions. The group understood that in a time of crisis, it would be
best to listen to the person who may have the most knowledge or expertise on the situation to make
quick decisions and ensure the safety of others.
Evidence: Airplane Crash Activity
98
.
Student will describe examples of

leadership in crisis situations
Outcome Category: Interpersonal and Organizational Concepts & Skills

Outcome
99.
100
.
101
.
102

active listening techniques
Student will describe examples of using
active listening skills
functions of group communication by
Hirokawa
Student will describe personal application
of functions of group communication
Target class
.
103
.
104
.
(Hirokawa)
105
.
106
.

facilitation and de-briefing techniques
107
.
108
.
109
.
110.

framing and breaking the frame
111.

Parliamentary Procedure
Student will show knowledge of techniques
Student will show knowledge of techniques

regarding giving and accepting of feedback
Student will describe examples of giving
and accepting feedback.
P.I.N.K. Women
At the beginning of the summer the new executive board of P.I.N.K. Women met to begin planning for
the academic school year. Before we planned anything we each took out a sheet of paper and wrote
the name of our position on the top. We then passed the sheets of paper around so each person could
write their expectations for that particular position, and goals they wanted to see the individual
accomplish. Once each person had the opportunity to write on everyones paper we debriefed. One by
one each person read out loud what their goals and expectations were from the rest of the group.
People clarified if there was any confusion on what they wrote. Then each person added their own goal
and expectation on their paper. On my paper the comment that stuck out the most to me was dont do
it all. I am a perfectionist when it comes to something I am passionate about. If I see someone
slacking I tend to do it myself. It wasnt until someone pointed it out to me that I realized I try to
overcompensate when others dont do their positions.
Evidence: Expectations

facilitation and de-briefing techniques
P.I.N.K. Women
Being a part of P.I.N.K. Women I have been fortunate enough to be appointed some leadership
positions. During my time as Sisterhood Chair I planned and facilitated retreats for the organization at
least once a semester. The sisterhood committee and myself would come together and create the
objective for the retreat. We then would brainstorm activities, team building exercises, and games we
thought were fit to meet our objectives. During the retreat each committee member was responsible for
facilitating at least one activity. In our next committee meeting we would reflect on how we thought the
retreat went. We would list out the pros and cons of the event, and for each con we would suggest an
improvement that can be done. We would then conclude with whether the retreat met the objective we
set forth.
Evidence: Minutes from a committee meeting

framing and breaking the frame
Student will show knowledge of organizing
meetings / setting agendas / and leading
meetings
organizing meetings / setting agendas /
leading meetings
P.I.N.K. Women
Being President of P.I.N.K. Women comes with a lot of responsibilities. Some of my responsibilities are
listed in our constitution which includes coming up with the agenda for the executive board meetings
and general meetings. For executive board meetings, I first organize by creating an objective for that
weeks meeting. I then set the agenda by creating a written document to show the order of who will talk
and what things need to be addressed. I then lead the meetings by providing everyone with a hard
copy of the agenda so we are all on the same page, as far as who will be speaking first and what
updates need to be communicated.
Evidence: Agenda for an executive board meeting
112.
113.
for working with difficult people

using techniques to work effectively with
difficult people
Rams Den
Being a student manager at the Rams Den has helped me transform as a leader. I learned better ways
to conduct myself and better methods of dealing with conflict. Having been with the company for three
years I have experienced my share of dealing with difficult people. Every individual is different and we
each have our own issues outside of the workplace. However, once we clock in we have to forget
about the stress of school and personal problems and get the job done. There was one manager that
had a tough time following this concept. She often would come to work hungover, late, or an emotional
wreck. Talking to her was not the always the most effective method. She would often lash out on
anyone who asked what was wrong or asked her to do something. Overtime I learned giving her time
and space at the beginning of her shift was the best way to provide a comfortable work environment for
everyone. I allowed her a few minutes to stay in the office to collect her thoughts and plan for her shift
before asking anything of her.
Evidence: Picture of Rams Den Managers
114.
115.
116.
Student will show knowledge of the stages

of group development (Tuckman, Bennis or
others)
group development in use (Tuckman,
Bennis or others).
Student will show knowledge of group
dynamics and group roles
117.

group dynamics and group roles
118.

memberships skills in groups
membership skills in use
Challenge and Support theory by Sanford,
and its relationship to organizations
using the theory of Challenge and Support
(Sanford)
Uhuru Sasa
Uhuru Sasa
Uhuru Sasa is the first student organization on the campus of the University of Rhode Island. When the
organization was first created, the founders created a constitution that listed its mission statement
along with roles for each executive member. Each year the previous executive board reviews the list of
responsibilities for their position and makes any adjustments they deem fit. Having been treasurer of
Uhuru Sasa I often reviewed my list of responsibilities to make sure I was following my duties
throughout the year.
Evidence: Roles of Treasurer in Uhuru Sasa
During my time as treasurer for Uhuru Sasa I attended executive board meetings where we discussed
upcoming events and planned future meetings. At times during meetings there would be some
confusion on what needed to get done, and who needed to accomplish them. Whenever someone was
confused or an argument would occur, we would refer back to our constitution. In our constitution each
position was listed with the roles and responsibilities it entailed.
Evidence: Roles of Treasurer in Uhuru Sasa
119.
120
.
121
.
Uhuru Sasa
In Sanfords Challenge and Support theory, the basic idea is that growth occurs when there is a
balanced amount of challenge and support. This theory can be applied to me during my time in Uhuru
Sasa. Being a part of the organization you are paired with a mentor. This mentor is supposed to be the
person you can look to for guidance or clarity. My mentor in Uhuru Sasa did an excellent job. He not
only provided guidance and advice during my time in the organization and in school, but he challenged
me. He pushed me beyond my comfort zone and supported my decisions. If it was not for him, I may
never have run for Treasurer.
Evidence: Picture of Uhuru Sasa mentee and mentor
Imjoeboe. (2011). Sanford challenge and support theory. Retrieved from

https://imjoeboe.wordpress.com/2011/04/28/challenge-support/
122
.
123
.

construction / elements of informative and
persuasive speeches
Student will demonstrate proficiency in
informative and persuasive public speaking
124
.
125
.
Student will show knowledge of planning

and conducting interviews (as the
interviewer)
planning and conducting interviews (as the
interviewer)
126
.
127
.
128
.
129
.
Student will show knowledge of preparing

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

Intercultural communication considerations
HDF 290
In HDF 290 one of our public speaking presentations revolved around the topic of education. We were
provided the option of giving a persuasive or informative speech. I chose to take the informative stand
on dress code in public school systems. I often get nervous during public speaking because it puts me
in an uncomfortable position. Standing in front of a classroom of people and having all eyes on me is
nerve wrecking. However, I managed to put my fears aside and give my informative speech to the
class.
Evidence: Education Presentation
HDF 290
One of the assignments for HDF 290 was to interview a local business owner. I had the pleasure of
interviewing Melcris Francisco, who I had met through my friend Melody Francisco. I had spent time
with Melcris before taking this class and had already formed a relationship with her. When I asked her if
I could interview her for a class assignment she was happy to help out. She felt more comfortable
being interviewed through text messages because it gave her time to gather her thoughts and form
appropriate responses.
Evidence: Small Business Owner Paper

collaboration / coalition building
working in collaboratives/coalitions
HDF 290
One of the first assignments in HDF 290 was a group presentation. After we were assigned topics and
partners my group met briefly to discuss how we would work together. We exchanged phone numbers
and created a group chat to keep in communication. We all agreed we would do some research on our
own and come together to incorporate all our ideas. We met in the library and collectively planned out
what we would cover and present to the class.
Evidence: Group Presentation Outline
Student will demonstrate proficiency in

intercultural communication
Student will describe ways to maintain
accountability in leadership / member
relationships
related to maintaining accountability as a
leader
P.I.N.K. Women
Through my various leadership positions, I have learned to maintain accountability as a leader. One
example would be during my time as Sisterhood Chair. It is my responsibility, as listed in our
constitution, to plan a retreat for the organization each semester. This requires me to come up with an
objective, plan activities, and create an agenda. Although I was working two jobs, taking 18 credits, and
being in two different leadership positions for two student organizations, I made time to accomplish
what I know needed to get done. It was my responsibility as Sisterhood Chair to make sure my
responsibilities were fulfilled.
Evidence: Picture of a P.I.N.K. Women Retreat
134
.
135
.
136
.
137
.
138
.
139
.
140
.
Student will describe ways to build

relationships between leaders and
members
building relationships with members as a
leader
Student will describe how credibility applies
to leadership, as well as the characteristics
and skills of a credible leader
building, maintaining, and repairing his/her
own credibility as a leader
Student will describe ethical standards in
influence
141
.
142
.
143
.

mentoring and being mentored
144
.
145
.
Student will describe the four frames of

organizations by Bolman and Deal
Student will describe influence applies to

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

peer leadership, as well as problems
particular to peer leadership
related to being a peer leader and being
led by peers
Uhuru Sasa
I have facilitated many retreats while being a part of P.I.N.K. Women. I have led team building
exercises, group activities, discussions, and games. I have been that person to stand in front of a
group of people and lead. However, one example when I switched roles and became a participant
instead of the facilitator was during a retreat with Uhuru Sasa. SOLC was facilitating one particular
retreat and I became a participant waiting to be instructed on what to do. It was a refreshing experience
to be on the other side. It was great to see different leadership styles and activities I normally didnt
experience. Overall I was able to create a better relationship with the members in my organization
because this time I was a part of the activities.
Evidence: Picture of a Uhuru Sasa Retreat
Student will describe personal application

of organizational analysis using the four
frames of organizations (Bolman and Deal)

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LEADERSHIP

Leadership Inventory Revised 8/30/2013

Leadership Inventory Revised 8/30/2013

CENTER FOR STUDENT LEADERSHIP DEVELOPMENT

Phone: (401) 874-2726

Fax: (401) 874-5317

CSLD Mission Statement

MINOR IN LEADERSHIP STUDIES

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

CORE REQUIREMENTS- 9 Credits

Only offered in spring for first-year students

HDF 290: Modern Leadership Issues

Offered Fall and Spring for sophomores & juniors

HDF 417: Leadership Internship

Experience through Office of Experiential Learning & Community Engagement

Internship Class in Academic Major

The only time the major and minor can overlap

HDF 412: Historical, Multi-ethnic & Alternative Leadership

Offered only in the fall with preference given to seniors

COM 402: Leadership & Motivation

Offered in the spring and summer with Dr. Leatham

BUS 441: Leadership Skills Development

HPR 411/412: Honors Senior Seminar

HDF 492: Leadership Minor Portfolio

Offered in the fall and spring with Dr. Cooper

MINOR ELECTIVES-9 credits

COM 402: Leadership and Motivation (capstone option)

HDF 416: Leadership in Organizations

COM 208: Argumentation and Debate

GWS 150: Introduction to Womens Studies

MSL 201: Military Skills and History of Warfare

Leadership Inventory Revised 8/30/2013

BECOMING A POSITIVE LEADER THROUGH DEVELOPMENT & INVOLVEMENT

4. Develop and Refine

Leadership theory and

3. Broaden Your Perspectives

Outcome Category: Self-Leadership

Student will demonstrate autonomy and a

Descriptive notes regarding learning and practice

Student will demonstrate the ability to

Student will demonstrate practice of the

Student will demonstrate practice of the

personal values statement

Student will show knowledge of the

Student will show knowledge of the theory

Student will show application of Maslows

Student will show application of Manz &

Outcome Category: Leadership Theories

Student will show knowledge of the

Descriptive notes regarding learning and practice

Student will describe personal

Student will describe personal

Student will describe personal

Student will show knowledge of the

U.S. Army National Guard

Mind Tools. (2015). Servant leadership. Retrieved from

They are synergistic

Evidence: Principle Centered Leadership Handout by Santino Famiglietti