LEADERSHIP

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

Name: Brindley Rospars

Date Enrolled: January 2018
Date of Graduation: May 2023

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

Leadership Inventory Revised 08/22/2017 1

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

ADVISING INFORMATION (students will include own documentation)

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

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

Leadership Inventory Revised 08/22/2017 2

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

CSLD Mission Statement

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

CSLD Vision Statement

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

CSLD Values Statement

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

MINOR IN LEADERSHIP STUDIES

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

GENERAL INFORMATION
 Regardless of your major, you can minor in Leadership Studies.
 Requirements may be satisfied by completing 18 or more credits related to leadership and offered by more than one department.
 Twelve (12) of the 18 credits must be at the 200 level of instruction or above. A course grade of “C” or better must be earned in each graded course. At least 12 of the credits
must be earned at URI.
 No course may be used to apply to both the major and minor fields of study. Courses in General Education or for other minors may be used for the minor* (*this does not
apply to students in the College of Business). With the exception of internship credit, all courses for the minor must be taken for a grade. The Introductory class must be taken
before the internship and the capstone course.
 Application for the minor must be filed in your academic 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

MINOR ELECTIVES-9 credits

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

AAF 300: Civil Rights Movement in the US COM 402: Leadership and Motivation (capstone option)
BUS 341: Organizational Behavior COM 407: Political Communication
BUS 342: Human Resource Management COM 415: The Ethics of Persuasion
BUS 441: Leadership & Motivation (capstone option) COM 421: Advanced Interpersonal Communication
BUS 443: Organizational Design & Change COM 422: Communication and Conflict
BUS 448: International Dimensions of Business COM 441: Race, Politics and the Media
BUS 449: Entrepreneurship COM 450: Organizational Communication
COM 100: Communication Fundamentals COM 461/462: Managing Cultural Differences in Organizations
COM 202: Public Speaking CSV 302: URI Community Service
COM 208: Argumentation and Debate GWS 150: Introduction to Women’s Studies
COM 210: Persuasion: The Rhetoric of Influence GWS 310: Race, Class, Sexuality in Women’s Lives
COM 221: Interpersonal Communication GWS 350: International Women’s Issues
COM 250: Small Group Communication HDF 190: First‐Year Leaders Inspired to Excellence (FLITE)
COM 302: Advanced Public Speaking (introductory course option)
COM 308: Advanced Argumentation HDF 290: Modern Leadership Issues (introductory course option)
COM 322: Gender & Communication HDF 291: Rose Butler Browne Program Peer Mentoring Program
COM 351: Oral Comm. in Business & the Professions HDF 412: Historical, Multi‐Ethnic, & Alternative Leadership
COM 361: Intercultural Communication (capstone option)
COM 383: Rhetorical Theory HDF 413: Student Organization Leadership Consulting
COM 385: Communication and Social Influence HDF 414: Leadership for Activism and Social Change
HDF 415: FLITE Peer Leadership
HDF 416: Leadership in Organizations
HDF 417: Leadership Minor Internship
HDF 437: Law & Families in the U.S.
HDF 450: Introduction to Counseling
HPR 118: Honors Course in Speech Communications
HPR 203: The Prepared Mind
HPR 412: Honors Seminar (capstone option)
MSL 101: Introduction to Military Leadership
MSL 201: Leadership & Military History
MSL 201: Military Skills and History of Warfare
MSL 202: Leadership & Team Building
MSL 301: Leadership & Management
PEX 375: Women in Sport ‐ Contemporary Perspectives
PHL 212: Ethics
PSC 304: Introduction to Public Administration
PSC 369: Legislative Process and Public Policy
PSC 504: Ethics in Public Administration
SOC300/WMS350: Women and Work
THE 221: Stage Management
THE 341: Theater Management
Leadership Inventory Revised 08/22/2017 4
BECOMING A POSITIVE LEADER THROUGH DEVELOPMENT & INVOLVEMENT
Wilson, 1998 (URI Memorial Union / Center for Student Leadership Development)
Revised after the publication of Exploring Leadership: for College Students Who Want to Make a Difference by Komives, McMahon and Lucas, 1998.

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

2. Lead Yourself

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

 Leadership theory and

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

Leadership Inventory Revised 08/22/2017 5

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

Leadership Inventory Revised 08/22/2017 6

Outcome Category: Self-Leadership
Outcome
1. Student will demonstrate autonomy and a
minimized need for approval
2. Student will demonstrate personal,
organizational, and academic examples of
self-discipline
3. Student will demonstrate the ability to
manage emotions
4. Student will demonstrate knowledge of
stress management methods
5. Student will demonstrate the ability to
manage stress
6. Student will express a personal code of
leadership / membership ethics
7. Student will demonstrate practice of the
personal code of ethics
8. Student will express a personal values
statement (Sources = VIA, values
clarification exercises, etc.)
Target class Additional Experiences Descriptive notes regarding learning and practice
HDF 190 VIA Character Profile After completing the VIA Character Profile, I learned that my top five strengths are gratitude, social
intelligence, kindness, and zest. My values truly reflect me as a person and friend, which I do not think
show in my Gallup strengths. Although I sometimes feel that my work ethic defines me in many ways, I
know that these values contribute to my personality that sometimes does not show up on paper. The
mix of social intelligence, gratitude, and kindness specifically influence my relationships with those I
hold close to me. My friends and coworkers are truly my family, and I value being able to make and
retain close relationships with them, and I try and never take anything that I have for granted.
Gratitude is a value that I have held close to me even before I realized that it was one of my top
character traits, as I believe that being grateful is something we all need in order to stay humble as
leaders and be thankful for the events, opportunities, and people in our live that have affected our lives
in a positive way. Being vocal about what you are thankful for can go a long way, as expressing
those feelings to others makes sure that the good things in life are not taken for granted.
Gratitude is a value that enables me to recognize that I am blessed, and should return those
feelings to others through service and being a kind person. Kindness can go a long way for
others, whether it be by helping a stranger or being there to support a friend in a time of need. I
love being able to be of aid to others in any way possible, and taking care of them as well.
Going into the healthcare field, I hope to use this value by selflessly helping everyone that I
possible can, even when it means working longer hours or taking extra time to work one on one
with a patient.
Perseverance drives me to finish what I start, no matter how hard it may seem. There is no
better feeling to than successfully completing a challenging task. This also complements my
growth mindset because I love challenging myself and pushing my skillset to higher levels. The
desire to finish what I start keeps me committed to my goals and loyal to what I choose to be
involved in. Social intelligence helps me with perceiving what others are feeling and thinking,
and it naturally guides me to how I interact with others. With an instinct of what to do in many
different social situations, social intelligence leads the way for me to make sure that I can know
when to go out of my way particularly to make others feel that they are fitting in and at ease.
This value also helps me to be accepted to many different social circles, which is beneficial to
me as I can bring out certain aspects of my identity that others can feel comfortable with. Hope
Leadership Inventory Revised 08/22/2017 7

9. Student will demonstrate practice of the
personal values statement
10. Student will demonstrate the ability to
lead a project from start to finish (follow-
through)
11. Student will describe goals and objective
statements regarding personal issues,
career issues, and community issues
12. Student will show evidence of goals and
objectives that were planned and
achieved
13. Student will show knowledge of the
“Hierarchy of Needs” theory by Maslow
14. Student will show application of Maslow’s
theory to own life
15. Student will show knowledge of the theory
of Superleadership by Manz & Sims
16. Student will show application of Manz &
Sim’s theory to own life
17. Student will describe StrengthsQuest
Signature Themes, shadow side of
Strengths and/or weaknesses, and
examples of application (Source = Gallup)
a mindset for me; as I believe that with hope, one knows that there are endless possibilities for
the future. Having this value brightens up days when obstacles cloud the pathway to achieving
goals, as it reminds me that those feelings of are merely temporary. For me, hope consistently
encourages me to make the most of every opportunity that a new day brings.
EVIDENCE #1
HDF 190 By taking the Gallup Strengths Quest survey through my HDF 190 class, I learned that my top five
strengths include discipline, achiever, focus, learner and relator. After reading the description for each
strength, I realized how very strongly that I identify with these traits and how they impact me as a
student and employee.
Having a top strength of discipline allows for me to implement routines and structures that
increase my productivity and feel in control of what is going on in the world ar ound me. By
planning and ordering many facets of life, it allows for me to maintain clarity and prioritize what
it most important at any particular time. For me, it aids in maintaining clear and concise details
of what I expect of others and what they can expect from me, especially in group project
settings. Being an achiever is the reason I push myself every day to do better than what I did
the previous day. This strength drives my work ethic and the never ending feeling that through
time and effort, I can grow to be a better person, citizen, friend, worker, and in countless other
parts of my life as well. For myself, achieving can come in many forms. Whether it be feeling
accomplished after a productive study session, or being able to help out a stranger, I find pride
and joy in getting things done. Focus drives my goal-orientated mindset and helps to keep my
mind on the future. I want to know where I am going, and how to get there in the most efficient
and sensical way. Goal setting and keeping constant check ins about progress is something I
use almost every single day. In group settings, my focus allows for me to step up when the
group veers away from our common goal, and bringing them all back to achieve it together is
something I take a lot of pride in. As for learner, knowing that one can never learn everything is a
beautiful thing. Having an internal, everlasting desire to continue educating myself throughout
my life is something I look forward to each and every day. There is nothing more exciting than
knowing that there is always more to learn- whether in be in academia, learning a new skills, or
learning more about the people I love and care for. Of all of my strengths, being a relator is
strength I heavily connect with. Making relationships with others is something I truly value, and I
think this helps me lead more than any of my other strengths. As a leader, I always want to
Leadership Inventory Revised 08/22/2017 8
 connect with those around me and build foundations of trust, kindness, and genuine
understanding when deepening relationships. Keeping a positive attitude and sense of
approachability allows for others to feel that they can come to me with anything, which is
something that I use not only as I build relationships, but also as I continue and deepen them as
well.
I credit these strengths combined as the reason behind my determination and strong self-
management that have been the driving forces for my academic success. However, I do think that they
can limit me at times. I often will prioritize school sometimes over social life which has caused an
imbalance in life for me. But getting into a competitive program like pharmacy and working hard to
attain a 4.0 GPA for the fall 2017 semester is something that requires a lot of dedication and
perseverance towards a goal. My work ethic is absolutely a product of these strengths as well, as it
helps me to prioritize everything that I have on my plate and get it all done in a efficient manner.
EVIDENCE #2
18. 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., Type Focus
(MBTI), LAMP, DISC, and other career
inventories, etc.)

Outcome Category: Leadership Theories

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
19. Student will show knowledge of the
“Authority and Bureaucracy” theory of
leadership Weber
20. Student will describe personal application
of the above theory (Weber)
21. Student will show knowledge of the
“Scientific Management” theory of
leadership by Taylor
22. Student will describe personal application
of the above theory (Taylor)
23. Student will show knowledge of the
“Management by Objectives” theory of
leadership by Drucker
24. Student will describe personal application
of the above theory (Drucker)
25. Student will show knowledge of “Theory
X and Theory Y” theory of leadership by
MacGregor
26. Student will describe personal application
of the above theory (MacGregor)
27. Student will show knowledge of the HDF 190 Rotaract The Servant Leadership theory is built upon the idea that one should first be a servant to others,
“Servant Leadership” theory of leadership and a leader second. Robert K. Greenleaf, a central thinker that coined the term “Servant Leader”
by Greenleaf believed that serving others should come as a natural instinct, as opposed to making a direct choice to
take action in becoming a leader. One of main goals behind Servant Leadership is to serve others in a
Leadership Inventory Revised 08/22/2017 9
 way that empowers them, being mindful to do so in a fashion that allows for others to grow that they
become more independent. This mindset is extremely important, as many often mistake Servant
Leadership for “fixing”, which implies that something was originally defective from the beginning. By
serving to empower others, servant leaders can give others the skills to be the best versions of
themselves that they can be, and produce the best work possible.
The Center for Servant Leadership has developed the top ten crucial characteristics of servant
leaders, which are traits that they believe to be central to the core values surrounding the model. The
first is listening, which is a skill used to show commitment to the ideas and words of others. Active
listening allows for servant leaders to be attentive to those they are serving, and taking time to reflect
and comprehend allows for deeper understanding of the other. Empathy is another essential
characteristic. By empathizing with others, servant leaders can see things from a different perspective
and be able to have faith in those they are serving. The next characteristic, healing, is a way to build
trust among those you serve. Almost everyone has been hurt at one point or another, and by providing
a stable and assuring relationship, servant leaders can provide healing qualities. Awareness is another
characteristic that helps the servant leader be competent in interpreting their place in this world, in
facets from privileges to values. By understanding the different complexities in issues like these,
servant leaders see the world in a different light and know what needs to be changed. Persuasion is
the next trait, which is a skill used in order to begin positive change. Being able to convince others to
get on board with an idea in ways other than power is an incredible skill highlighted in this model.
Conceptualization is a characteristic that helps servant leaders create long terms goals. In contrary
of more traditional short term checklists of smaller goals, conceptualization is used for big picture
thinking. By having a good balance of conceptualization and task-oriented goal setting, servant leaders
can set great standards for what they are working towards. Foresight is another trait servant leaders
use in order to learn from the past to better influence the future, as by paying attention to past mistakes
or successes, the servant leader can predict and make more educated decisions on actions to take.
The next characteristic is Stewardship, which is the view that all members of an organization play an
important role in the group’s success. Having trust in those members is another key point to servant
leadership and committing to a growth mindset for every person involved. Additionally, commitment to
the growth of people is one of the key point characteristics of being a servant leader. This trait is
essential for the servant leader’s devotion to helping others change for the better, and includes taking
action in doing so. The last trait is Building Community, which is a characteristic of the servant leader
that inspires them to build a sense of a team within a community and inspire others to find their
purpose within such community.
As a whole, the servant leadership model can be applied to everyday life. I see that URI through the
organization Rotaract, that actively promotes the “service above self” mindset by hosting food drives,
raising money for shelter boxes, and other acts of service to the community throughout the academic
year.
EVIDENCE #3,4
28. Student will describe personal application
of the above theory (Greenleaf)
29. Student will show knowledge of the
“Principle Centered Leadership” theory by
Covey
30. Student will describe personal application
of the above theory (Covey)
31. Student will show knowledge of the “14
Points / TQM” theory of leadership by
Deming
32. Student will describe personal application
of the above theory (Deming)

Leadership Inventory Revised 08/22/2017 10

33. Student will show knowledge of the
“Visionary Leadership” (now often cited
as “Transformational Leadership”) theory
by Sashkin
34. Student will describe personal application
of the above theory (Sashkin)
35. Student will show knowledge of the
“Individuals in Organizations” leadership
theory by Argyris
36. Student will describe personal application
of the above theory (Argyris)
37. Students will demonstrate knowledge of
the “4 V’s” theory of leadership by Grace
(Center for Ethical Leadership)
38. Student will describe personal application
of the above theory (Grace)
39. Student will show knowledge of the
“Situational Leadership” theory by Hersey
& Blanchard
40. Student will describe personal application
of the above theory (Hersey & Blanchard)
41. Student will show knowledge of the
HDF 190 The “four V’s” of leadership include values, vision, voice, and virtue. The model incorporates those
ideas in how to practice ethical leadership. In HDF 190, we defined ethical leadership as being able to
identify your core values as a leader and staying true to those values in all parts of life, particularly in
trying to pursue the common good for yourself and others.
The first aspect needed for ethical leadership is to know your own values and to be able to commit
and stay true to what you stand for. The next “V”, vision, includes being able to use your values to plan
out an actionable future in which progress towards your goals can be achieved. Voice is also used in
order to be able to explain ideas, goals, and overall vision to others. This “V” is incredible crucial, as by
recruiting others and inspiring a shared vision, others can help to aid you in your process. All three of
these “V”s can be combined to produce the last “V” of virtue. Virtue is the knowledge of what is right
and wrong according to your values, and actively working towards practicing the behavior deemed as
right. Virtue leads to working for the common good, which is what ethical leadership is all about. This
model also includes elements that connect each of the first three “V”s. Service connects vision to
values because the road to pursuing our vision may not always be easy, but with service our values
are truly tested to see how our values stand. Polis connects vision to voice, as polis is the root for the
word “politics”. Dr. Grace believed that when these two elements are connected and that one’s beliefs
and hopes for the future are vocalized, it is where true politics stems from. Lastly, renewal connects
voice to values, which reminds us to frequently think if our words and actions are aligning with our core
values and evaluate the extent to which they match.
Center for Ethical Leadership (n.d.). Ethical leadership. Retrieved from
http://ethicalleadership.org/about-us/philosophies-definitions/ethical-leadership
EVIDENCE #5
HDF 190 Orientation Leader Two of my values that I particularly try and stay true to at all times as perseverance and zest. I
know that having a strong work ethic in combination with a passion for all that you do will produce
amazing things in your life as well as the life of others. Therefore, my vision is to make others feel the
same excitement and commitment for life and the opportunities it holds, so that they can achieve the
goals that they strive for. I see this come to life as a member of the orientation team. Throughout this
upcoming summer, I will be using these values to encourage incoming students to take advantage of
all the resources we have available to them at the university, and inspire feelings of pride and spirit for
their school as well. I use my voice to help others in setting goals that are both attainable and exciting
to strive for and complete. I also use my voice to stress the importance of hard work and a positive
attitude. My values, vision, and voice, all contribute to the specific virtue of courage.
EVIDENCE #5
HDF 190 The Relational Leadership Model is a process in which positive change can occur through the use
Leadership Inventory Revised 08/22/2017 11
 “Relational Leadership” model by
Komives, McMahon & Lucas
42. Student will describe personal application
of the above theory (Komives et al)
of building meaningful and positive relationships with others (Cunliffe, 1428). The ideas behind this
model are driven by the ideas that leadership is both a relational and ethical process in which multiple
people work as a team to spark and create positive change. As a whole, the model acts as a process
of leadership that focuses on aspects that occur simultaneously; as opposed to a model that has
ordered and numerical steps. The process in which this model is used to accomplish goals is often
thought of as just as important as the end goal itself, as the process is also used as a way to get to
know others and build relationships to make success. There are five aspects of the Relational
Leadership Model, which include empowering, ethical, inclusive, purpose, and process.
Being inclusive is essential, as it establishes an environment in which all group members are
involved, understood, valued, and encouraged to engage in the process. Often times, this may
incorporate developing the strengths and talents that others have in order to use them most effectively
within the group setting and ensure high participation. The aspect of empowering is also crucial
because when members see that their strengths are recognized and valued, they realize how
successful they can be when actively being involved in the group. By predicting success from others,
self-empowerment can occur as well, and when combined with empowerment from others and external
sources, members will become more successful. Ethical is another facet of this model that aids in
leadership. By acting as an ethical leader and group member, one stays true to the moral principles
that they hold close to their heart. This is often shown as leading by example, as opposed expecting
better actions of others than you do of yourself.
The last two components of the Relationship Leadership Model are purpose and process. Purpose
helps to unite group members together and inspire them to work together for a common goal. This
typically can be seen as the component that causes members to resolve issues or differences they
may have, and sacrifice for the betterment of the group as a whole. The vision associated with a
group’s purpose is extremely important and can bond the group when working together. However, the
process component is also greatly needed to achieve the purpose that the group is working towards.
By being conscious of the relationships within a group and how they interact with each other, this can
impact the processes used by the group in ways they see best fit. The process also includes the
completion of every aspect of the group, including everything from who the members are to the
important decisions that must be made to achieve the goal. Overall, the process must be intentional
and cannot just be a facet of the group that occurs without intentional thought.
Cunliffe, Anne (2011, November 8). Relational leadership. Retrieved from
http://journals.sagepub.com.uri.idm.oclc.org/doi/pdf/10.1177/00187267
EVIDENCE #6
HDF 190 Orientation Leader The Relational Leadership Model can be seen throughout organizations at URI, however I truly
see this come to life on the Orientation Team. This team I am a part of that uses this model extremely
effectively. Regarding inclusiveness, the many diverse members are all aware of our differences that
we have. We have had specific and deep talks regarding privilege, identities, and many other features
of life in which people differ. It is very important to us that we build inclusive and welcoming
environments so that we can not only work efficiently as a team, but also give incoming first-year
students a space in which they feel valued for who they are. We also empower each other on this
team, as we set high expectations for those that are chosen to be on the team and constantly give
affirmations that remind us that we were chosen to for a reason, and that the choice was intentional.
The high expectations set for us also tie into the ethical component of the model, as we cover in
training what our values are as individuals, as orientation leaders, as well as representatives of the
university. We also cover certain professional expectations and know that we need to lead by example
not only during orientation, but throughout our time at URI. We have also clarified our purpose as a
group, which to provide incoming students with a fun and educational orientation over the summer in
which they feel welcomed and excited about coming to campus in the fall. Our process is one of the
strongest aspects we use of the model, as we pay a lot of attention to the dynamic within the group and
looking at the specific ways we can improve as a team. We do a lot of team building activities that put
us through stressful or hard situations so that we can work through it, and take the time to process
Leadership Inventory Revised 08/22/2017 12
 what we were good at and what components need improvement. One of my favorite traditions we do
that connect to this model is having “W.O.L.F.” pairings, which stands for “Wise Orientation Leader
Friend”. Every new team member is assigned a returning team member that acts as a mentor, friend,
and resource so that the new members feel comfortable and relationships can be built throughout the
team between new and returning leaders.
EVIDENCE #7
43. Student will show knowledge of the
concept of constructivism
44. Students will describe personal examples
of implementing constructivism
45. Student will demonstrate knowledge of
the Experiential Learning Model (Kolb)
46. Student will describe personal application
of the Experiential Learning Model (Kolb)
47. Student will show knowledge of the
“Social Change Model of Leadership
Development” by Astin et al
48. Student will describe personal application
of the above theory (Astin et al)
49. Students will demonstrate knowledge of
the “Leadership Identity Development
Model” by Komives et al
50. Students will describe personal
application of the above theory. (Komives
et al)
51. Students will demonstrate knowledge of
the Strengths-Development Model by
Hulme et al
52. Student will describe personal application
of the above theory (Hulme et al)
53. Student will demonstrate knowledge of
behavior theories of leadership from
Michigan and Ohio State
54. Student will describe personal application
of the above theories (Michigan & Ohio
State)
55. Student will demonstrate knowledge of
Charismatic leadership
56. Student will describe personal application
of the above theory
57. Student will demonstrate knowledge of
contingency approach to leadership by
Fiedler
58. Student will describe personal application
of the above theory (Fiedler)
59. Student will demonstrate knowledge of
Path-Goal theory by House
60. Student will describe personal application
of the above theory (House)
61. Student will demonstrate knowledge of
Leadership Inventory Revised 08/22/2017 13
 Leader Member Exchange (LMX) theory
by Dansereau, Graen & Haga; Graen &
Cashman; Graen
62. Student will describe personal application
of the above theory (Dansereau, Graen &
Haga; Graen & Cashman; Graen)
63. Student will demonstrate knowledge of
Leadership Substitutes Theory
64. Student will describe personal application
of the above theory
65. Student will demonstrate knowledge of
Models of leader emergence
66. Student will describe the impact of traits
on leadership emergence and
performance
67. Student will demonstrate knowledge of
Chaos approach to leadership by
Wheatley
68. Student will describe personal application
of the above theory (Wheatley)

Leadership Inventory Revised 08/22/2017 14

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

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

Leadership Inventory Revised 08/22/2017 15

 Johnstone; Gibson; Forber-Pratt &
Aragon; etc.)
82 Student will demonstrate personal
application of additional social identity
development model(s) above
83. Students will demonstrate knowledge of
McIntosh’s theory of privilege and its
relationship to leadership
84. Student will demonstrate personal
application of McIntosh’s theory
85. Student will describe the differences and
similarities of individual and institutional
oppression and relationships to
leadership (Source = Three Dimensional
Matrix of Oppression)
86 Student will demonstrate knowledge of
relevant laws and policies related to
issues of equity and its relationship to
leadership (i.e., Title IX, Affirmative
Action, Protected Classes, etc.)
87. Student will show knowledge of effective HDF 190 A change agent is an individual that attempts to affectively bring about positive change. Through an
leadership as it relates to change agency independent research session, I learned that there are many characteristics that make a great change
agent; including having a clear vision, patience, acting as a role model, and being a relationship
builder. They need not be the person designated as the leader of a group, as change can be brought
around by anyone who works hard enough. A change agent knows it is crucial to have a clear vision,
as it allows for other to also understand what the goal is and support it if they so choose. Patience is
another key to being a change agent, as many try and rush change to happen almost overnight. By
understanding that positive and effective change takes time to produce, the process will come at a
naturally better and more productive pace essential to success. In addition, acting as a role model also
helps change agents show that their ideas can be trusted because they can practice what they preach.
It is important to show faith in what one is trying to change and show confidence in it. Lastly, by
building positive relationships with others, it also helps to gain support in achieving change because
others will be more willing to help a person that they trust and respect. These characteristics of being a
change agent can be connected to the beginnings of the social change model, as many social change
movements start with a spark started by an individual. However, social change occurs on a large scale,
and change agents play large roles in spreading the ideas of a movement necessary for change to
occur.
Couros, G. (2017, April 30). 5 Characteristics of a Change Agent. Retrieved April 17, 2018 from
https://georgecouros.ca/blog/archives/3615
EVIDENCE #8
88. Student will describe personal examples
of being a change agent
89 Student will demonstrate knowledge of
the “Model of Intercultural Sensitivity” by
Bennett and its uses in leadership
90. Students will demonstrate personal
application of the “Model of Intercultural
Sensitivity” by Bennett
91. Student will demonstrate knowledge of
the ally Action Continuum by Griffin &

Leadership Inventory Revised 08/22/2017 16

 Harro
92 Student will demonstrate personal
application of the Action Continuum by
Griffin & Harro
93. Student will show knowledge of the HDF 190 The Multicultural Organizational Development Model is a process of change in which an organization
Multicultural Organizational Development becomes increasingly more diverse. There are different stages within this model in which organizations
Model (Jackson) are defined at different levels depending on the amount of inclusivity practiced and other factors. The
first is the monocultural stage, in which a group takes active steps to exclude others from joining their
group and they value only the perspectives and attributes of the dominant culture/group. This can be
subdivided into the first exclusionary stage, which is when the group purposefully will exclude others
and only promote their personal agenda, and the passive club stage in which the group will passively
practice exclusion, but not openly promote it. The second full stage is the transitional stage where there
is little, but some commitment to including others. Although there is a lack of major change, growth is
shown from the original stage, and the initiative to incorporate others that are different starts to form.
Within the transition stage, the compliance stage is when there is a passive feeling within the group to
begin including others, but there is no action to make change. There is also the positive action stage, in
which the beginning of true action to include others forms. The last stage is the multicultural stage, in
which the organization takes active steps to include others and change previous barriers that they had
set up that exclude others in many different ways. The first part of this stage includes redefining, where
the group tried to change facets that have been set up in the past to exclude others, and the final
multicultural stage where there diversity and representation is present. This stage as a whole takes
initiative to integrate a multitude of diverse people, ideas, and many other facets and incorporate it all
into the group. As a whole, this model can serve as a guideline for how groups can work towards being
more diverse, including, and accepting of others.
Holvino, E (2008). Developing cultural organizations: a change model. Retrieved from
https://naaee.org/sites/default/files/mcodmodel.pdf
EVIDENCE #9
94. Student will show personal application of
the Multicultural Organizational
Development Model (Jackson)
95. Student will show knowledge of the
Multicultural Change Intervention Matrix
(Pope)
96. Student will show personal application of
the Multicultural Change Intervention
Matrix
97. Student will create a personal code of
inclusive leadership

Outcome Category: Critical Thinking

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
98. Student will show knowledge of principles
of critical thinking and fallacies (logic is
used in this minor)

Leadership Inventory Revised 08/22/2017 17

99. Student will demonstrate proficiency of
critical thinking
100. Student will show knowledge of
metaphorical analysis to critically analyze
self and leadership situations
101. Student will demonstrate proficiency of
metaphorical analysis to critically analyze
self and leadership situations
102. Student will show knowledge of at least five
decision making methods
103. Student will describe personal examples of
having used five decision making methods
104. Student will show knowledge of at least five
problem solving / conflict management
methods, as well as understanding the
roots of conflicts
105. Student will describe personal examples of
having used five problem solving / conflict
management
106. Student will demonstrate the ability
HDF 190 Through independent online research, I learned about decision making methods that include
voting, multiple votes or voting rounds, ranking, scoring, as well as iterative convergence. Voting is a
method in which all members of a group can participate by voting for a certain decision to be made.
Most often, this will lead to the majority of the group making the decision in their favor. However,
voting by a show of hands may make members of the group that do not agree with the majority feel
uncomfortable showing their opinion, which may lead to them voting for a decision that they do not
wholeheartedly support. This decision making process also does not account for the minority’s input
but is easy to implement overall. A similar process is multiple votes or voting rounds, in which group
members are not limited to one vote. After casting multiple votes for their preferred decision, following
rounds can take place in which each round has less and less choices are available. This is a great
way to not limit members to just one top choice and make their decisions also regarding what others
choices are still in the running. This is another fairly easy process to implement, but may take more
time than a single voting round. Another decision making method is ranking, which is helpful for
gaining information to see a group’s preference for the most and least favored options. Data like this
allows for a decision to be made based on the top favored options, however the inclusion of the least
preferred choices may lead to more insight on things to avoid for the group. A main constraint on this
process is that it is more difficult and time consuming to implement, but can be worked around by
asking members of the group to complete their rankings before a meeting or deadline.
Scoring is another method that dives deeper into the characteristics of why a decision is favored or
not favored. The process includes asking members of the group to score certain characteristics of a
choice. For example, if a group was trying to decide the best food to make for a bake sale, members
could score each option based on taste, popularity, cost, and ease of baking the good. Similarly to
ranking, this method has a downfall in that calculating the data makes it harder and longer to come to
a decision. The last decision making method is iterative convergence, also known as the Delphi
Method. This process includes making suggestions and receiving feedback before coming to a final
decision, sometimes in rounds. This process does not rule any option out and is adaptable depending
on any new or changed ideas that group members have throughout the decision process. By
combining multiple aspects of all of the above processes, it allows for a more collaborative and
adjustable way to come to a decision within a group.
(2017). Five Useful Methods for Group Decision Making. Retrieved from http://meetingsift.com/5-
useful-methods-for-group-decision-making/
EVIDENCE #10
Leadership Inventory Revised 08/22/2017 18
 to synthesize multiple knowledge
perspectives (course work), competencies
(communication, writing, information
literacy or mathematical/statistical skills)
and responsibilities (global, diversity &
inclusion or civic knowledge)
107. Student will demonstrate knowledge of
leadership that is used in crisis (i.e., James
& Wooten; Garvin; Covey; Frohman;
Lalonde; Schoenberg; Joni; Braden et al;
etc.)
108. Student will describe examples of
leadership in crisis situations (i.e.,
application of James & Wooten; Garvin;
Covey; Frohman; Lalonde; Schoenberg;
Joni; Braden et al; etc.)

Outcome Category: Interpersonal and Organizational Concepts & Skills

Outcome Target Additional Experiences Descriptive notes regarding learning and practice
class
109. Student will demonstrate knowledge of COM 100 Active listening is a skill that can be developed through practicing mindful listening, as opposed to
active listening techniques having listening be a passive process. This skills helps to better understand the messages that are
trying to be sent across and make the speaker know that what they are sharing is valued and being
listened to. There are many different components of active listening, including encouraging, restating
basic ideas, reflecting feelings, clarifying, and summarizing. Encouraging enables the speaker to
continue sharing their ideas and uphold the level of conversation, and can be practiced with verbal
affirmations that show you are paying attention. Restating basic ideas is a way for the speaker to know
that what they are saying is being understood and interpreted correctly. This can be verbalized by
simply repeating parts of ideas that the speaker has shared, as the name implied. Reflecting feelings
goes on a deeper level, as it shows a more emotional connection and understanding of what is being
said. Verbal affirmations that can help to reflect feelings include statements such as “So you feel _____
about ____”. Clarifying is another element to active listening that can aid in adding detail to previously
vague or unclear information and is easy to implement by asking specific questions about both the
content that was shared and what the speaker implied. Lastly, summarizing enables both parties
involved in the conversation to emphasize the main topics of what was talked about, can give way to
planning future action, and reflect on the important ideas.
In my COM 100 course, we learned a lot about active listening throughout the semester and how
listening should be an active process as opposed to a passive process. We also learned that by
practicing active listening, we all can get more meaning out of our everyday conversations, which helps
a lot in a college environment as miscommunication can often cause unnecessary drama and
confusion. In our class, we all practice active listening along with the nonverbal cues associated with
active listening when our peers are presenting. Nonverbal cues we use include eye contact, body
Leadership Inventory Revised 08/22/2017 19

110. Student will describe examples of using
active listening skills
111. Student will demonstrate knowledge of
functions of group communication by
Hirokawa
112. Student will describe personal application
of functions of group communication
(Hirokawa)
113. Student will show knowledge of techniques
regarding giving and accepting of feedback
114. Student will describe examples of giving
and accepting feedback.
language that shows interest, and staying engaged in what is being shared with us to show we are
actively listening when verbal affirmations cannot be used in response to a presentation.
EVIDENCE #11
HDG 190 HDF 190 Day of Discovery Retreat During the HDF 190 “Day of Discovery” retreat, one activity that I was able to practice active
listening skills in was during our breakout sessions. We all were secretly assigned one other member
of the group, and for that member we would have to pay special attention to them throughout the day
and fill out a note card with new things that we learned about that person as well as positive attributes
they have that were clear throughout the day as well. In the many different discussions that we had, I
was able to practice active listening by encouraging others to share their ideas, even when the
discussion may have led to all of us being vulnerable with each other. By using techniques like
clarifying the feelings and ideas of the speaker, I was able to better learn about the person I was
assigned and was able to make the most out of what they were sharing with the group. I learned how
important active listening is, as by putting it into practice my entire group able to better understand
each other more clearly and understand the details that were discussed throughout the day.
EVIDENCE #12
It can often be difficult to give good feedback and find the line between being too lenient or too
critical of a response. Through an independent online research session, I learned about techniques
helpful for giving and accepting feedback. When giving a critique, it is important to make the feedback
as beneficial to the person receiving as possible, therefore keeping in mind that the feedback should
not be rude or negative but should address aspects that could be improved upon. Another crucial
aspect to good feedback is to be specific and tell the person exactly what they can change to make
improvements. This can also help to avoid being unclear about what one truly means. A good example
of this could be telling someone that they have a habit of swaying while giving presentations which can
be distracting to the audience, rather than saying the presenter made it hard overall to pay attention to
content. Another tip for giving feedback is to give it in a private setting to be sensitive to those who may
not feel comfortable being criticized in front of others, and to talk about positives as well in order to give
them an idea of what their strengths are and put the person receiving feedback at ease.
When receiving feedback, it is important to be respectful to the person giving you feedback because
they are taking the time to help you better improve yourself. A specific technique that can be used is
called the “ACT Technique”, which stands for accept, clarify, and thank. By accepting the feedback
given, it shows that you are capable of listening to others, even if it may not be something you want to
hear. Accepting shows that you are willing to process the feedback to grow. The next step is clarifying,
which is when one can further ask questions to the person giving feedback in order to attain specifics
about the aspects that can be improved upon. Examples of clarifying include asking for a specific time
a negative aspect was demonstrated or questioning for the preferred technique as to how to solve the
aspect that was brought up. Lastly is thanking, which is value because not only is it the professional
thing to do, but also because they are actively doing it all to help you grow as an individual.
Giving Feedback: Keeping Team Member Performance High, and Well-Integrated (n.d.) Retrieved April
18th, 2018 form https://www.mindtools.com/pages/article/newTMM_98.htm
Webster, B. (2017, October 03). A-C-T: 3 Tips for Receiving Feedback. Retrieved April 18th, 2018, from
https://www.td.org/insights/a-c-t-3-tips-for-receiving-feedback
EVIDENCE #13
COM 100 Individual and Group Presentations Throughout the semester in my COM 100 class, all students participated in both giving and
receiving feedback. After both individual and group presentations, we verbally discussed as a class
what the presenter(s) did well and what could be improved upon, typically one of each to maintain
Leadership Inventory Revised 08/22/2017 20
 balance. However, we all handed in anonymous notes for each presenter so that all class members
participated in giving feedback. While giving feedback, I always tried to make my criticisms less
negative and offer suggestions as to how they could improve. I find that that instead of attacking the
obvious, it is better to give options as to how they can better themselves. This makes the feedback
actionable and more useful. Feedback should be based on truth, not personal feelings on who one is
giving feedback to. Also, by adding and acknowledging what the presenter(s) did well, it allows them to
know their strengths and can therefore use that information to use it more effectively in future
presentations. When receiving feedback from others, both verbally or written, I use it as a tool to better
improve myself, in this case my public speaking skills. For example, I realized through the feedback I
received that my speaking strengths included my enthusiasm, clarity, and eye contact, however I
struggled in the sense that I spoke fast and used “um” as a filler word. In order to improve, I now focus
on speaking slower by taking pauses between sentences and enunciating my words as well as
rehearsing more to feel more comfortable in the pauses so that I do not fill any empty space with filler
words.
EVIDENCE #14
115. Student will show knowledge of the 7D
coaching model (Knott)
116. Student will demonstrate personal
application of the 7D Model (Knott)
117. Student will show knowledge of elements
of a Crucial Conversation and steps to
maintain dialogue and move to action
(Patterson, McMillian & Switzler)
118. Student will describe examples of
engaging in a Crucial Conversation
119. Student will demonstrate knowledge of
facilitation techniques
120. Student will demonstrate proficiency of
facilitation techniques
121. Student will demonstrate knowledge of de-
briefing techniques
122. Student will demonstrate proficiency of de-
briefing techniques
123. Student will demonstrate knowledge of
framing based on psychology and its use in
group facilitation
124. Student will demonstrate proficiency of
framing based on psychology and its use
in group facilitation
125. Student will demonstrate knowledge the
four frames of organizations, and the
meaning of reframing by Bolman and Deal
126. Student will describe personal application
of organizational analysis using the four
frames of organizations, and breaking the
frame / reframing (Bolman and Deal)
127. Student will show knowledge of organizing
meetings / setting agendas / and leading
meetings
128. Student will describe personal examples of
Leadership Inventory Revised 08/22/2017 21
 organizing meetings / setting agendas /
leading meetings
129. Student will show knowledge of
Parliamentary Procedure
130. Student will show knowledge of techniques
for working with difficult people
131. Student will describe personal examples of
using techniques to work effectively with
difficult people
132. Student will show knowledge of the stages HDF 190 In my HDF 190 class, we learned about the five stages of group development. According to
of group development (Tuckman/Tuckman Tuckerman, there are five stages of group development that are crucial to the success of the group as
& Jensen, Bennis or others) a whole. The first stage is titled forming, which is when there is a lack of trust and group history, and
individuals are not very sure on the roles that they will take or what their goal is as a group. There is
high learning in this stage. The second stage, storming, is when high competition comes out as
individuals push to have certain positions or power. There is not much of a team spirit, and the group
dynamic is often driven by the cliques that have been formed.
The third stage, norming, is when trust within the group starts to build, and the individuals become
committed to the overall goal of the group. This is where we start to see the beginnings of success.
The next stage is performing, where we often see large amounts of group pride, openness, support,
trust, and empathy from group members. There is high motivation to succeed and the individuals will
sacrifice for the needs of their team. The last stage, adjourning, is the final assessment of the group
itself. There is planning for the transition of the future of the group, as well as recognition for the work
that all members have put in. Celebration is also seen here as a way to enjoy the contributions of all
and the success of the group.
Tuckman, B. (1965) Developmental Sequence in Small Groups. Psychological Bulletin, 63, 384-399.
EVIDENCE #15
133. Student will describe personal examples of
group development in use
(Tuckman/Tuckman & Jensen, Bennis or
others).
134. Student will show knowledge of group roles
and how they contribute to group dynamics
(Johnson & Johnson; Benne & Sheats;
Knowles & Knowles; etc.)
135. Student will describe personal examples of
group roles and how they contribute to
group dynamics (Johnson & Johnson;
Benne & Sheats; Knowles & Knowles; etc.)
136. Student will show knowledge of effective
memberships skills in groups
137. Student will describe personal examples of
membership skills in use
138. Student will show knowledge of the
Challenge and Support theory by Sanford,
and its relationship to organizations
139. Student will describe personal examples of
using the theory of Challenge and Support
(Sanford)
140. Student will show knowledge of the COM 100 Informative and persuasive speeches are some of the most common forms of public speaking.
construction / elements of informative and Informative speeches are often designed with an intent to educate the audience, while as persuasive
Leadership Inventory Revised 08/22/2017 22
 persuasive speeches
141. Student will demonstrate proficiency in
informative and persuasive public speaking
speeches mainly aim to influence and convince the audience of something that the speaker believes in.
In my COM 100 course, we had many reading related to how these two types of speeches can be
constructed and organized to be most effective.
Organization is key to an effective speech, which can look very different depending on the type of
speech one is presenting. Informative speeches can be organized chronologically, which is when all
main points of the speech are presented in an order regarding the time sequencing of each point. Main
points can also be organized by geographical or spatial patterns regarding the physical location of the
selected main points. The most common way of organizing informative presentation is by a topical
pattern, in which the main points are organized in a way the speaker sees best fit. Effective informative
speeches often include truthful and factual information that are backed up by credible sources as
opposed to opinions. Visual aids, such as pictures, graphs, and PowerPoints, are also useful tools in
these types of speeches. Another great component to an effective informative speech is using
vocabulary that the audience can understand, and not using such specific vocabulary that they would
not understand.
Persuasive speeches can be organizing depending on the specific purpose of the speech, whether
it be to impact the attitude, beliefs, values, or behaviors of the audience. Some components that can
help speakers be effective in influencing others include using a combination of ethos, pathos, and
logos. Ethos is the credibility of speaker, which is useful because an audience is more likely to trust a
speaker that has experience or is a leader in the field that they are speaking about, or testimonials from
people involved in the topic or that have tried a certain product. Pathos is the use of emotion in a
speech to influence the audience, which can be very effective because many people often make
decisions based on their feelings. Logos is the last rhetorical component, which is the use of logic and
rationality to impact an audience. This can include using statistics, graphs, or other facts to persuade
audiences.
EVIDENCE #16
COM 100 In my COM 100 class, my peers and I developed our public speaking skills, specifically in the
KIN 375G domains of informative and persuasive speaking. For one assignment, I gave a six minute informative
presentation on the culture of Costa Rica, which was a country I was able to visit less than one year
before I presented. I chose to organize my informational speech in a topical pattern, discussing the
natural wonders, art, and cuisine of the country. In addition, I also created a supplementary PowerPoint
containing key words and pictures from my time visiting. I believe it was an effective speech, as after
receiving anonymous feedback from my peers, many comments said I was an enthusiastic, engaging
speaker. Other critiques included a good level of volume, clarity, and eye contact with the audience.
One audience member wrote that the highlight of my presentation was the passion and energy that I
brought to the information which made it more interesting to listen to as compared to some other
presentations that had done similar topics. After watching a video recording of my presentation, I agree
that some of my nonverbal actions helped to make it an effective presentation on top of my strong
content in the speech.
Regarding persuasive speaking, I was able to present a persuasive speech to some of my peers
that I had originally wrote as a paper for my kinesiology class. This persuasive speech dove into the
topic of whether the game of youth football should be changed or disbanded as a whole. I argued that
the sport should be modified in order to reduce the number of children that are subjected to traumatic
brain injuries (TBIs). Throughout the speech, I heavily used pathos and logos in order to persuade the
audience to agree with my thesis. I cited many scholarly sources and research studies on statistics
regarding prevalence of youth TBIs and how they can be even more detrimental when such an injury
occurs to a child as opposed to someone old enough to play in the NFL. This appealed to the logic of
the audience, therefore incorporating logos into my presentation. I also discussed the ethics behind a
parent knowing that by allowing their child to play tackle football, they could suffer from a potentially
fatal TBI, and therefore are not doing enough to protect their child in sports. This appeals to the pathos
aspect of rhetoric because of how the audience feels emotion for the child and possible anger at the
parent for letting their child be subject to such danger.
Leadership Inventory Revised 08/22/2017 23
 EVIDENCE #17
142. Student will show knowledge of planning
and conducting interviews (as the
interviewer)
143. Student will describe personal examples of
planning and conducting interviews (as the
interviewer)
144. Student will show knowledge of preparing
for and effective answers in interviews (as
the interviewee)
145. Student will describe personal examples of HDF 190 Orientation Leader Throughout fall 2017, I went through interview processes for the opportunity to get a position as a
preparing for and being interviewed Tour Guide tour guide as well as an orientation leader. The first round of both interviews were conducted in a group
interview format and was difficult to prepare for due to the fact that it was mainly based on getting to
know the applicants’ personalities. However, preparation was required for the second round of the
interviews for both processes.
For tour guiding, we were asking to memorize approximately three to five facts on four different
topics pertaining to URI, in addition to incorporating a personal story relating to the topic. In order to
prepare, I practiced how I would present these facts and the story for about 20 minutes every day for
one week leading up to the interview. I made quizlets and recorded myself presenting the information
so that I could see where I could improve and make adjustments to be as confident and articulate as
possible. During the actual interview, I was asked to present on the topic that was my least favorite,
however, I tried to make the best of it by sounding as enthusiastic as possible and drawing upon my
own experiences to make the personal story as exciting as possible.
Regarding the second round of the orientation leader interviews, the management asked for us to
complete many different materials, including a Type Focus Myers-Briggs personality test, a document
regarding fun questions about our personalities and life as a URI student, as well as a 30 second
commercial about why we should be selected as an orientation leader. This required extensive
preparation, as I wanted to complete the materials they requested as best as I could, and also had to
prepare myself to talk about each element beyond what was written down. During the interview, I was
asked questions to deeper the interviewer’s understanding of the answers that I gave for the materials,
which was helpful considering that I had prepared for that. However, I think it is very important to
realize that anything can happen during an interview, which in this case was an impromptu singing solo
of my choosing, as well as performing my best accent. Although I could not prepare for this, I did my
best and was as enthusiastic and willing as possible to do what was asked of me.
EVIDENCE #18
146. Student will show knowledge of effective
collaboration / coalition building (Sources:
Cilente/Komives et al; NCBI; etc.)
147. Student will describe personal examples of
working in collaboratives/coalitions
148. Student will demonstrate knowledge of
techniques to communicate and engage in
difficult dialogues related to diversity and
inclusion.
149. Student will demonstrate proficiency in
communicating and engaging in difficult
dialogues related to diversity and inclusion.
150. Student will describe ways to maintain
accountability in leadership / member
relationships

Leadership Inventory Revised 08/22/2017 24

151. Student will describe personal examples
related to maintaining accountability as a
leader
152. Student will describe ways to build
relationships between leaders and
members
153. Student will describe personal examples of
building relationships with members as a
leader
154. Student will describe how credibility applies
to leadership, as well as the characteristics
and skills of a credible leader
155. Student will describe personal examples of
building, maintaining, and repairing his/her
own credibility as a leader
156. Student will describe ethical standards in
influence
157. Student will describe influence applies to
leadership
158. Student will describe principles of effective
mentoring, as well as problems particular
to the mentoring relationship
159. Student will describe personal examples of
HDF 190 There are many different ways to be an effective mentor, but some of the top principles for success
include active listening, building trust, determining goals, as well as encouraging and inspiring. Active
listening is extremely important, as it is a skill that is used to show respect in the mentor/mentee
relationship. This skill can also help in encouraging open communication, as by building positive
experiences through practicing listening skills, both parties will feel more at ease when expressing their
thoughts and ideas. Building trust is also a key element to effective mentorship, as both people within
the mentor relationship should be honest with each other and consistently showing validation that the
work being put in on both sides is being appreciated and valued. Determining goals also helps to make
the most of the mentoring process as well. By recognizing what each person is capable of and figuring
out the steps that can be taken to achieve their goals, it is much easier to find resources and give more
precise and specific advice to what is needed. The last aspect is encouraging and inspiring, which is
often described as the mentee’s favorite part of the process. Encouraging others not only brings a spirit
of positivity, but can also help to identify strengths that can be built upon in the growth process and
expanded to be more successful. Inspiring is also a crucial part to an effective mentor relationship, as
by being a good role model to the mentee, they can be inspired to continue down a similar path to
success that is specific to them in their own way. Seeing first hand that great things are possible in
their field is an incredibly important feeling of empowerment and inspiration for mentees.
Although these techniques can build an effective relationships, there are also a few common
problems seen in mentoring as well. For example, after a certain period of time, one person may
become too dependent on the other, whether it be emotionally, regarding work completion, or even a
constant need of approval, dependency should not be a part of an effective mentor relationship.
Another common problem is an ineffective pair, which can cause a lack of productivity and
communication due to differences in personality type, teaching or learning style, or overall differences
in commitment and scheduling.
Center for Health Leadership and Practice (2003). Mentoring guide: a guide for mentors. Retrieved
from http://www.rackham.umich.edu/downloads/more-mentoring-guide-for-mentors.pdf
Management Mentors (2018, February 13). 7 common challenges in mentoring relationships. Retrieved
from https://www.management-mentors.com/about/corporate-mentoring-matters-blog/7-common-
challenges-in-mentoring-relationships
EVIDENCE #19
HDF 190 Music Education Teacher Throughout the summer of 2017, I worked as an elementary education music teacher through a
Leadership Inventory Revised 08/22/2017 25
 mentoring and being mentored local school’s summer music program in which I gained experience as both a mentor and mentee.
Being a new teacher within the program allowed me to be mentored by an experienced teacher in
order to grow as a professional myself. My mentor truly cared about seeing me not only succeed, but
also grow in our time together over the summer. She taught me many techniques about teaching our
younger students to play an instrument for the first time and gave me incredible insight as to how to
handle many different types of people even outside of the classroom. Every morning before my classes
started, she let me observe her early class so I could see all of her ideas in action, which I think was
really helpful to my success as a teacher as well. Having a mentor that practices everything that they
preach is a truly a great sign of a role model because of how it shows that they truly believe in what
they are teaching the mentee. During my time as a mentee, I specifically saw growth in my teaching
skills throughout the summer relating to my confidence as a teacher and well as my technique in
teaching styles. I had started the beginning of the summer with a lower level of confidence due to being
a new hire at this job. However, with instruction from my mentor and positive feedback, I became more
confident in my skills. and One of the most important things that was crucial to being a good mentee
was the true interest and passion I had for everything that my mentor taught me. Not only was she
instructing me on valuable skills to be a good teacher within the classroom, but also on how to be a
productive, responsible professional as well.
I also had the chance to act as a mentor to a younger student that volunteered throughout the
summer as teaching assistant. She showed great interest in becoming a full time staff member for the
program in upcoming years, which is why she initially volunteered in the first place. She also was a
new member of organizations that I held leadership roles in, so initially I thought it was a great match.
Throughout our summer together, she observed my classes and assisted me in administrative tasks
such as student evaluations. As her mentor, I first showed her step by step how to complete these
evaluations and talked out all my thought processes so that she could get a feel for not only how, but
why we were completing these in the way we did. As time went on, I began to ask her for her input as
well to involve her more in the process, eventually working up to letting her complete evaluations on
her own. During our time together, I gave her a lot of advice and insight on the organizations that I led
and told her all of the steps I took to be a productive member and advance my way to executive
positions that she was interested in. We took the time to go back and forth, asking any and all
questions she had about my current position as a music teacher and even as a older student as well.
At the end of the summer, it was evident that she had become a standout volunteer and prospective
candidate for future employment within our program. Mentoring her was extremely rewarding, as
seeing her knowledge and confidence grow showed me that I was able to help her along in reaching
her goals.
EVIDENCE #20
160. Student will describe principles of effective
peer leadership, as well as problems
particular to peer leadership
161. Student will describe personal examples
related to being a peer leader and being
led by peers

Leadership Inventory Revised 08/22/2017 26