My Inventory 1

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

Date Enrolled: Spring 2019
Date of Graduation: Spring 2022
*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

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.
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) HDF 416: Leadership in Organizations
BUS 341: Organizational Behavior COM 407: Political Communication HDF 417: Leadership Minor Internship
BUS 342: Human Resource Management COM 415: The Ethics of Persuasion HDF 437: Law & Families in the U.S.
BUS 441: Leadership & Motivation (capstone option) COM 421: Advanced Interpersonal Communication HDF 450: Introduction to Counseling
BUS 443: Organizational Design & Change COM 422: Communication and Conflict HPR 118: Honors Course in Speech Communications
BUS 448: International Dimensions of Business COM 441: Race, Politics and the Media HPR 203: The Prepared Mind
BUS 449: Entrepreneurship COM 450: Organizational Communication HPR 412: Honors Seminar (capstone option)
COM 100: Communication Fundamentals COM 461/462: Managing Cultural Differences in Organizations MSL 101: Introduction to Military Leadership
COM 202: Public Speaking CSV 302: URI Community Service MSL 201: Leadership & Military History
COM 208: Argumentation and Debate GWS 150: Introduction to Women’s Studies MSL 201: Military Skills and History of Warfare
COM 210: Persuasion: The Rhetoric of Influence GWS 310: Race, Class, Sexuality in Women’s Lives MSL 202: Leadership & Team Building
COM 221: Interpersonal Communication GWS 350: International Women’s Issues MSL 301: Leadership & Management
COM 250: Small Group Communication HDF 190: First‐Year Leaders Inspired to Excellence (FLITE) PEX 375: Women in Sport ‐ Contemporary Perspectives
COM 302: Advanced Public Speaking (introductory course option) PHL 212: Ethics
COM 308: Advanced Argumentation HDF 290: Modern Leadership Issues (introductory course option) PSC 304: Introduction to Public Administration
COM 322: Gender & Communication HDF 291: Rose Butler Browne Program Peer Mentoring Program PSC 369: Legislative Process and Public Policy
COM 351: Oral Comm. in Business & the Professions HDF 412: Historical, Multi‐Ethnic, & Alternative Leadership PSC 504: Ethics in Public Administration
COM 361: Intercultural Communication (capstone option) SOC300/WMS350: Women and Work
COM 383: Rhetorical Theory HDF 413: Student Organization Leadership Consulting THE 221: Stage Management
COM 385: Communication and Social Influence HDF 414: Leadership for Activism and Social Change THE 341: Theater Management
HDF 415: FLITE Peer Leadership
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
Lead Others Self discipline
Strengths Perseverance
Weaknesses Develop and maintain family,
Values PROGRESS
interpersonal, and intimate relationships
P Needs Academic, social, personal goals and
Styles objectives
R
Learning
O Teaching
G P
Personality
R Membership R
E Leadership O
S G
S RE-EVALUATE R
E
former stages
Develop and S
as you progress S
Refine
Skills
3. Broaden Your Perspectives…
Leadership theory and
practice Understand others
Communication
Group Development Hierarchy of needs
Inclusion PROGRESS Racial, cultural, gender, sexual orientation,
Citizen Activist Skills religious, class, ability, etc. diversity and
Critical Thinking commonalities
Teaching and Programming 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 letters—anything that shows that someone has
determined that you have demonstrated proficiency (or not, or are making progress). Make sure to keep electronic copies of all of your evidence to
include in your Portfolio.

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

organizational, and academic examples
of self-discipline
3. Student will demonstrate the ability to
manage emotions
4. Student will demonstrate knowledge of URI 101 SOLC In URI 101 the class was taught ways of how to approach a stressful situation. Stress is something
stress management methods everyone has to deal with, it is not a thing we all look forward to dealing with, it just is what it is.
However, you need to find ways to destress and take time for oneself. My URI 101 mentors had told us
to get involved with something that is not academically based that just allows you to relax and from an
article I had read from the American Heart Association just reinforced what they has said to us as a
class. This was the exact moment when I decided to join SOLC and just focus on being around
friends. The clubs and organization I have joined have helped me realize that stressful situations only
come up because of my poor time management and through lots of practice I have seen improvement
in ways I deal with my stress. Adding on top of that that I work as well allows me to get off campus for
a lot of time when I can get my mind off of school work or anything else I have going on at a time.
3 Tips to Manage Stress. (n.d.). Retrieved March 6, 2019, from https://www.heart.org/en/healthy-

living/healthy-lifestyle/stress-management/3-tips-to-manage-stress
SEE EVIDENCE #4
5. Student will demonstrate the ability to BUS111 Personal Life During my first semester at URI I was in BUS111 which is an introductory calculus class for all
manage stress business majors. The first couple of weeks of college were hectic, I had no idea if I wanted to continue
being a business major and did not feel like I was going to do well, I had bad grades in the class and
actually got a 60 on my first exam in that class. I did not have many stress relievers to help me get
through the hectic time, but then I figured out how to calm myself and step away from what I was
dealing with and it allowed for me to figure what I need to do when I am dealing with stressful courses.
To manage the stress I was under I actually learned how to mix music and use music software to allow
myself to occupy my mind and release any negative vibes I have built up during a certain period of
time. Through my organizations as well I have been able to step away for a bit and clear my mind,
especially when final exam season comes along it allows for me to realize that an exam should not
break my mental health and I can work through anything I have going on.
SEE EVIDENCE # 5
6. Student will express a personal code of HDF 190
leadership / membership ethics
7. Student will demonstrate practice of the HDF 190
personal code of ethics

8. Student will express a personal values HDF 190 Everyday within my social and In HDF 190 the class has spent a lot of time talking about our character strengths through our VIA
statement (Sources = VIA, values academic life. results. Mine are humor, bravery, creativity, curiosity and kindness. My values represent myself very
clarification exercises, etc.) well and I have comprised a personal values statement based off of them. “Through times of distress I
will use my kindness and positivity to cope with whatever I have going on. I will use my curiosity to find
the answers to help me serve as better leader. With bravery, I will only speak with truth and stand up
for others. I will use my creativity to find answers to the problems I know I can solve. And at the end of
the day I will find humor in whatever situation it is.” Every day I will live by this because I know that
kindness always trumps hate and will allow me to brighten and lighten a situation. Through curiosity
and creativity, my problem solving skills are always in play and I challenge the process with finding
new ways to perceive the world around me. Bravery is not always about being courageous but more
about speaking up about what is right and just. It is something I use when I know a situation is not safe
or makes someone uncomfortable. Lastly with humor, I see myself as a person who can find a bright
side to every situation and its mostly through humor and irony that I can do this.
Character Strengths, P. D. (n.d.). VIA Institute On Character. Retrieved from

https://www.viacharacter.org/survey/Surveys/Finished/9285902
SEE EVIDENCE # 8
9. Student will demonstrate practice of the HDF 190 In my personal life In HDF 190 I was able to learn about my top values through the VIA test. My personal values
personal values statement statement that I created from my values is, ““Through times of distress I will use my kindness and
positivity to cope with whatever I have going on. I will use my curiosity to find the answers to help me
serve as better leader. With bravery, I will only speak with truth and stand up for others. I will use my
creativity to find answers to the problems I know I can solve. And at the end of the day I will find humor
in whatever situation it is.” Within my life I have been through a lot of distress and trauma in all reality.
The one event in particular that I relate this statement to most is that at the end of my senior year of
high school I was sexually assaulted. I used to just wipe the thought of the event out of my head but
through college I have learned to cope with what had happened to me and to learn more about
advocacy and sexual assault prevention. During my first semester of college I saw that through the
trauma I could be kind and positive and use my bravery to help others share their stories and start my
own healing process. I also have used my creativity to seek ways of how I can learn more about the
statistics of college sexual assault and present new ways to prevent it from happening to my friends,
family and even strangers. Lastly, when I am feeling down or have flashbacks I use my humor to calm
myself down and center myself and find that life is more than one tragic event and how it does not
define myself as a person or define my future.
Character Strengths, P. D. (n.d.). VIA Institute On Character. Retrieved from

https://www.viacharacter.org/survey/Surveys/Finished/9285902
SEE EVIDENCE #9
10 Student will demonstrate the ability to
lead a project from start to finish (follow-
. through)
11 Student will describe goals and objective
statements regarding personal issues,
. career issues, and community issues
12 Student will show evidence of goals and
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
.
theory of Superleadership by Manz &
. Sims
16 Student will show application of Manz &
Sim’s theory to own life
.
17 Student will describe StrengthsQuest HDF 190 In HDF 190 one of the first assignments that we had to complete was our StrengthsQuest test. My
Signature Themes, shadow side of results that I had gotten were Ideation, Adaptability, WOO, Communication and Empathy. Ideation is
. Strengths and/or weaknesses, and the ability to create and always wanting to come up with new ideas, “People especially talented in the
examples of application (Source = Gallup) Ideation theme are fascinated by ideas. They are able to find connections between seemingly
disparate phenomena.”. A shadow side to this strength is sometimes my ideas are outside of the box
and do not read well for others. I use this strength on a daily basis for business ideas and
choreography ideas. Adaptability is be able to think quickly on your feet and changing your approach
to a problem, “People especially talented in the Adaptability theme prefer to “go with the flow.” They
tend to be “now” people who take things as they come and discover the future one day at a time.”, I
have been told by many people that I do not stick to plans well and I am a go with the flow type of
person which could be considered a shadow side to this strength as well. WOO aka Winning Others
Over is the ability to create connections easily and being able to be very persuasive, “People especially
talented in the Woo theme love the challenge of meeting new people and winning them over. They
derive satisfaction from breaking the ice and making a connection with another person.” A shadow side
to this strength is sometimes making other feel pressured to get out of their comfort zone and being
“extra”, I am a total people person type of guy who loves to love and get to know the hearts of others
rather than just the outside of a person. Communication is the ability to convey words and getting your
point across, “People especially talented in the Communication theme generally find it easy to put their
thoughts into words. They are good conversationalists and presenters.” A shadow side to this strength
is sometimes over using my communication and not using my listening skills enough. I like to talk,
there is no denying that, I like being the center of attention sometimes and like being known that I am
heard. I use communication as much as my ideation strength and would say that these two together
are the best ways I can describe myself to others. Lastly, Empathy is the ability to seek understanding,
“People especially talented in the Empathy theme can sense the feelings of other people by imagining
themselves in others’ lives or others’ situations.”, I believe that everyone should be able to be
compassionate about certain situations, however a shadow side to this strength is that you cannot truly
understand something unless you have been through it themselves. I like to see myself as a person
who can help people get back on their feet in times of need and apply my empathy to everyday
matters. Overall my top strengths combined sum me up as person and I was not really surprised by my
results in the slightest, I am excited that I can bring these strengths into every aspect of my life and use
them as a stepping stone in my college career.
Learn What the 34 CliftonStrengths Themes Mean | Gallup. (n.d.). Retrieved March 6, 2019, from
https://www.gallupstrengthscenter.com/home/en-us/cliftonstrengths-themes-domains
SEE EVIDENCE # 17
18 Student will describe personal leadership URI 101 In URI 101 my class had taken the Type Focus assessment. My results were ENFP. Which means I
style and/or personality style including am extroverted, intuitive, a feeler, and perceiver. I am very outgoing but with that being said
. strengths and weaknesses and examples extroversion has its dark side which includes making people feel uncomfortable at times and stepping
of application (Sources = Leadership style on people’s toes because of how outgoing one may be. As an intuitive person I try find a deeper
inventories, the L.P.I., Type Focus meaning of an experience. From the Type Focus website it says that being intuitive, “gives them a "big
picture" outlook on life and they tend to become creative and innovative.” which I can then relate to my
(MBTI), LAMP, DISC, and other career Gallup Strength of Ideation. Again a shadow side to this is that sometimes my ideas are so out of the
inventories, etc.) box that many people will doubt them at first and will not see them as feasible. With the feeling ability,
“People with a preference for feeling make decisions based on their own personal values. This often
means taking into account the impact that decision will have on someone's life. Because they treat
everyone individually, they tend to become empathetic and compassionate.” and this as a whole just
makes me know that going off of a gut instinct is not always a good thing but is mandatory because if
you do not feel safe in a situation you get out of it. Lastly with the perceiver ability I like to try new
things all the time and be spontaneous. With that being said the shadow side to this is that I can never
stick to hard core plans and always like to change what I am doing.
Jung, C. G. (n.d.). Self Assessment. Retrieved March 6, 2019, from

http://v6.typefocus.com/self_assessments/personality_your_four_letters
SEE EVIDENCE # 18
Outcome Category: Leadership Theories
“Authority and Bureaucracy” theory of
. leadership Weber
20 Student will describe personal application
of the above theory (Weber)
.
“Scientific Management” theory of
. leadership by Taylor
of the above theory (Taylor)
.
“Management by Objectives” theory of
. leadership by Drucker
of the above theory (Drucker)
.
25 Student will show knowledge of “Theory
X and Theory Y” theory of leadership by
. MacGregor
of the above theory (MacGregor)
.
27 Student will show knowledge of the HDF190 In HDF 190 we have been taught the theory of servant leadership by Robert Greenleaf. The premise of
“Servant Leadership” theory of leadership servant leadership is based upon 10 characteristics which are: listening, empathy, healing, awareness,
. by Greenleaf persuasion, conceptualization, foresight, stewardship, commitment to people, and building community.
The most important thing to note about this theory is that you are serving others not helping, or fixing
There is a key difference between the three, as stated by Remen in her article, “Helping, fixing and
serving represent three different ways of seeing life. When you help, you see life as weak. When you
fix, you see life as broken. When you serve, you see life as whole. Fixing and helping may be the work
of the ego, and service the work of the soul.” To serve means to seek understanding and empathize
with others, and to see the future and create long term goals of how to build a better community.
Service in itself is one of the most important things in the human life cycle. As stated before the ten
characteristics can be broken down into three different categories. The servant category entails
listening, empathy, healing and awareness. Within these 4 characteristics is how we build relationships
and become the servant first. Listening and empathy go hand in hand, with listening you are able to
learn more about circumstances a person or community are going through. With empathy you develop
an understanding which then leads to awareness and how to teach others about how to serve others.
Healing comes into play when all of these are met, when one knows they are being heard rather than
listened to their hearts will become full again. On the flip side the leadership category contains
persuasion, conceptualization and foresight which are future oriented. All three allow for strategic
thinking and going through the motions of planning out what the best way to serve someone is.
Persuasion and conceptualization contain ways of how to gain consensus and brainstorm. Foresight
allows for leaders to see into the future and dive into the longtime repercussions after one has been
served. Stewardship, commitment to people, and building community fall into the combined category.
Stewardship allows for ownership of what one does for a community and on a greater scale the world.
As stated by Greenleaf, “It also emphasizes the use of openness and persuasion, rather than control.”
Commitment to people allows for nurturing and promising to be there for one’s in need. Lastly the most
important aspect of servant leadership is building community. When a group of people serve it creates
a sense of camaraderie between the people being served as well as those who are serving and it is
one of the most amazing things when you know you have touched someone’s life by doing a simple
thing like holding the door or by letting someone know that you are there for them and create new and
strong connections everyday. With these ten characteristics combined we can see a servant leader
come to fruition and inspire others to lead in a way that makes people realize that a leader is not
someone who always is first, but is in reality someone who goes last.
Greenleaf, R. K. (1991). The servant as leader. Indianapolis, IN: Robert K. Greenleaf Center.
Remen, R. N. (n.d.). Helping, Fixing or Serving? Retrieved February 27, 2019, from
https://www.uc.edu/content/dam/uc/honors/docs/communityengagement/HelpingFixingServing.pdf
SEE EVIDENCE #27

28 Student will describe personal application HDF 190 Rotaract In HDF 190 the class had learned about Robert Greenleaf’s theory of Servant Leadership. When I
of the above theory (Greenleaf) relate this to my own life I have used servant leadership within one of my organizations that I am part
. of: Rotaract. In the fall semester of my freshman year I had been involved with many different events
that Rotaract had been a part of. The one event that was the most memorable for me was the Mew’s
Tavern 5k race. It was held on November 18th, and we as an organization served the community by
volunteering as flaggers for the runners. It was a super fun day and I saw connections with this event
and three parts of the theory which are awareness, empathy and building community. I used
awareness to help out with anything that was needed from the organizers of the event and to help be
the best flagger possible for the runners. I used empathy to learn from others about why they were
running and who they were running for. I also saw this as an event that has built community, the race
itself has been around for 19 years and the turn out for the event keeps on growing year after year.
Also with such a big URI presence we were able to spread the word of serving the community to
people who have never heard of Rotaract and even got to talk to people about how they could even get
involved community groups like the Rotary Club, etc. As human beings we are called to serve our
community and through events like this and through organizations like Rotaract. Serving is something
that we should do to continue to grow and develop into better people, even though sometimes it is
difficult to get yourself motivated there is something so rewarding when an event or process is over
and you know that you have made a change in someone else’s life.
Greenleaf, R. K. (1991). The servant as leader. Indianapolis, IN: Robert K. Greenleaf Center.
SEE EVIDENCE #28
“Principle Centered Leadership” theory
. by Covey
of the above theory (Covey)
.
31 Student will show knowledge of the “14
Points / TQM” theory of leadership by
. Deming
of the above theory (Deming)
.
“Visionary Leadership” (now often cited
. as “Transformational Leadership”) theory
by Sashkin
of the above theory (Sashkin)
.
“Individuals in Organizations” leadership
. theory by Argyris
of the above theory (Argyris)
.
37 Students will demonstrate knowledge of HDF 190 In HDF 190 we had learned about the 4 V’s theory of leadership by Grace. The 4-V Model of Ethical
the “4 V’s” theory of leadership by Grace Leadership is a umbrella theory that combines the “inner beliefs and values” of a person with the
. (Center for Ethical Leadership) “external behaviors and actions” for the purpose of creating positive change and integrating one’s
being to show others how to be an ethical leader. The model was created by Dr. Bill Grace, he used
his own leadership research and personal faith and ethics to create the foundation of the 4-V’s. The 4-
V’s of the theory are values, vision, voice and virtue. Values are the core of our identities,” we begin
the process of integrating our unique values with our choices on all levels of our personal and civic
lives”. With vision we guide ourselves to figure out the picture of life and what things truly means
through things like service and self development. We use our voices to shape our vision of the world
and share our thoughts as to why things are the way they are. In essence when we practice what we
preach we use our virtue and connect all 4 V’s together and an ethical leader tends to asks
themselves “How are my values, vision, and voice in keeping with the common good?” Through the 4
V’s we see the heart of leadership through ethics, compassion and the empathy that all of us contain.
Center for Ethical Leadership. (2007). The four –v model. Retrieved from
http://www.ethicalleadership.org/philosophies/ethical-leadership
SEE EVIDENCE #37

38 Student will describe personal application HDF 190 Personal Life In HDF 190 I was able to apply the 4-V theory to my own life. Through a worksheet given in class I was
of the above theory (Grace) able to create my own leadership crest and incorporate my own values, vision, voice and virtue in one
. organized place. My top 5 values are humor, bravery, creativity, curiosity and kindness. For my vision I
had put down the statement “There is more to life than what meets the naked eye. Take the time to
realize this and you will understand your values” This statement to me personally means that we have
to figure out why we value certain things over the other and how we learn to appreciate other people’s
values once we realize why we value certain things over the other. For voice I had put down my
favorite quote “do it passionately or not at all” (DIPONAA), this quote in itself is very powerful in the
sense that we use our values as our moral compass and constantly use them to make our decisions in
life and that if we are going to do something we need to do something with passion and with the zest
needed to make a good product. To tie all of my values together I labeled my virtue as wisdom
because that is what I personally value the most. Wisdom is not just about having the most knowledge
it is more about seeking to understand more about the world around us and how to connect with others
on a deeper and personal basis. One instance I used all 4-V’s was when I had went to the Leadership
Institute. I did not fully know what I valued but had an idea as to what I could provide to discussions
and benefit others into a broader picture and my own vision of life. I constantly used DIPONAA as a
reminder to the group that we are one unit and should continue to grow and be open to the new
experience to what was to come during the weekend. Lastly I used virtue to show that I am more sane
than I actually seem and that I just find human interaction amazing and the growth that can come when
there is an open mind, open heart and open soul approach to life.
Center for Ethical Leadership. (2007). The four –v model. Retrieved from
http://www.ethicalleadership.org/philosophies/ethical-leadership
SEE EVIDENCE #38

“Situational Leadership” theory by Hersey
. & Blanchard
of the above theory (Hersey & Blanchard)
.
41 Student will show knowledge of the HDF 190 In HDF 190 we have learned about the relational leadership model by Komives, McMahon & Lucas.
“Relational Leadership” model by The relational leadership model is based on three things: knowing, being and doing. Knowing deals
. Komives, McMahon & Lucas deals with a person knowing who they are, being open to change, and that the fact that there are
different views than your own. Being entails a person being ethical, having principles, open, caring, and
inclusive. Doing has to deal with how we as leaders should act in socially responsible ways,
consistently and congruently, as a participant in a community and on your commitments and passions.
There are five other parts which lie underneath knowing, being and doing. They are Inclusive,
Empowering, Purposeful, Ethical and Process-oriented. It starts off with process and developing the
leadership skills. Then empowering which is when you are lifting others up and showing that they are
heard and matter. Inclusivity allows for other to feel like they are a part of the bigger picture and again
make others feel needed and wanted in a group. Ethical allows for people to make morally correct
decisions and for people to develop fairness. These all intertwine, without one of these things there is
no balance and will never lead to the final purpose of something/a goal. Being purposeful and finding
purpose for things is the most important part of this model in my eyes. If there is no purpose then why
should one feel obligated to do it? I ask myself that everyday, I try to find passion in everything I do and
it is important to ask questions to develop the proper relationship skills because it the foundation of
how to be a good leader.
Komives, S, Lucas, N., & McMahon, T. (1998). Exploring Leadership for College Students What Want
to Make A
Difference. San Francisco: Jossey-Bass. (68-72).
SEE EVIDENCE #41

42 Student will describe personal application HDF 190 High School Theater In HDF 190 we had learned about Relational Leadership. With learning more about this theory I can
of the above theory (Komives et al) relate it to my own life. When I look back on my high school years the one example I can use with
. someone having bad relational leadership skills deals with my high school director. He was a great guy
but not the best leader, he created unnecessary drama and division within the program. The one major
situation that occurred between him and I was during my senior year after auditions for the winter
musical. After many years of being told “it is not your time yet Michael”, “you have a lot of growing to
do”, etc. I decided to try to have a meaningful conversation with this man about why after doing 14
other shows that I had never received a big part. Linking this experience to the 5 components the only
2 parts that occurred were process oriented because there was a process for the audition and callback
and trying to get feedback after the whole fiasco of not getting a part. The other being purposeful, he
had a purpose for the way he chose things. He wanted the shows to sell out and if he knew that certain
kids could not sing, he would choose a better actor any other day of the week instead of looking for an
entire package. However, there was no common ground for decisions it was his way or no way for all
of us. We would be forced not to ask questions about why things were the way they were and could not
comment on his decisions because they were “disrespectful” to him. Other than that there was no
inclusivity because of my director having his favorites and pushing every other student who had never
gotten a chance out of the way. He would degrade his own students even about how their auditions
would go, there was no “this is how you take the steps that can improve on the following skills” it was
more along the lines of “this is what you did wrong” with many comments about things that cannot
change about one’s physical appearance, many students other than myself often felt miniscule in a
program that was supposed to make you feel empowered. Lastly my old director would often contradict
himself, he would use the statement “we are a family” but then would go behind students’ backs and
would stir the pot about certain he said/she said and division happened because of his non-ethical
ways. If you want to have a somewhat decent program, organization, business, etc. These 5 main
components are very important to leadership and this whole experience could have been different if
they were applied. Especially with being inclusive to everyone, not just his favorites. If there was
inclusivity then the other two parts of being ethical and empowering would come along.
Komives, S, Lucas, N., & McMahon, T. (1998). Exploring Leadership for College Students What Want
to Make A
Difference. San Francisco: Jossey-Bass. (68-72).
SEE EVIDENCE # 42
43 Student will show knowledge of the HDF 190 In HDF 190 I had learned about the concept of constructivism. The theory states that “people are
concept of constructivism thought to construct their own understanding and knowledge of the world, through both experiencing
. things and reflecting on those experiences.” Constructivism is very interesting in the sense that through
the processing of new information that we as humans connect it to our own experiences and prior
knowledge. While this is happening we can change our perspectives and either deem things true or
false and even decide if information is relevant or irrelevant to ourselves and keep or discard the new
information. From a handout in class the constructivist learning experience tends to focus on three
main components which are “the desire for students to become active and expert learners, the
knowledge of HOW to learn and reflection and the ability to integrate new information.” As leaders we
continue to change and develop our own leadership skills and constantly use constructivism to figure
out what works for oneself and what does not. It is an important skill to have to continue to change up
current thoughts and adapt to new challenges given and pursue new questions that need to be
answered at some point.
Education Broadcasting Corporation. (2004). Constructivism as a paradigm for teaching and learning.
Retrieved
SEE EVIDENCE #43

44 Students will describe personal examples HDF 190 Personal Life In HDF 190 I had learned about constructivism. I applied constructivism to the course through learning
of implementing constructivism about myself on a daily basis and in the class itself. One of the most recent example of this theory
. being applied to my life is during the second to last class, we as a section brought news articles to talk
about in class and engage in a conversation about leadership in our current world. We engaged in a
lively discussion that tied all of what we had learned in class this semester together. All 4 theories:
ethical leadership, servant leadership, relational leadership and the social change model were all
reintroduced as we discussed various topics like the fire at Notre Dame, Pete Buttigieg and carpooling
on URI’s campus. Allie had allowed the class to take the reigns of the discussion and create a new
knowledge for myself about how certain problems like wealth and climate change are in the world right
now. For the discussion I brought up Mayor Pete and introduced the fact that he was the first ever
openly gay candidate for president of the United States and learned even more from my classmates
who knew more or other information that I did not know about him and created a different opinion about
him and started to like him even more than I already do. Constructivism is important because of the
discussions that can come from it and how people can gain a bigger insight in how we learn and how
we can teach others about things were are either interested or disinterested in.
Education Broadcasting Corporation. (2004). Constructivism as a paradigm for teaching and learning.
Retrieved
SEE EVIDENCE #44

45 Student will demonstrate knowledge of
the Experiential Learning Model (Kolb)
.
of the Experiential Learning Model (Kolb)
.
47 Student will show knowledge of the HDF 190 In HDF 190 I was taught the Social Change Model (SCM). The SCM was developed in 1994 and was
“Social Change Model of Leadership initially researched at UCLA. The SCM provides insight about leaders who may not hold traditional
. Development” by Astin et al roles of leadership, but rather want to make positive impact on the world and leave their mark without
having a title of some sorts. The biggest concept of this model is that leadership as a process. Within
the SCM there are 7 C’s which are Consciousness of Self, Congruence, Commitment, Collaboration,
Common Purpose, Controversy with Civility and Citizenship. The 7 C’s are separated into two
categories individual and group settings. The first three deal with an individual basis. “Consciousness
of Self requires self awareness of personal beliefs, values, attitudes, and emotions. Congruence is
when one knows their personal values, beliefs, attitudes and emotions and acts consistently with those
values, beliefs, attitudes and emotions. Commitment requires an intrinsic passion, energy, and
purposeful investment toward action..” While on the other hand the other 4 deal with a group setting.
Collaboration deals with the effort to use other people’s strengths to a groups advantage and help the
group as a whole to make the process move at a quicker pace. Common Purpose is when a group
shares similar values and visions and trust. Controversy with Civility is when you seek to understand
multi-perspectives and have civil discourse to lead to solutions. Citizenship is when one is connected
to a community/environment and actively seeks to show their concern and care through their own
community involvement. However there is an 8th C which is Change. Change is the ultimate goal of
the SCM. “It gives meaning and purpose to the other C’s. It means improving the status quo, creating
a better world, and demonstrating a comfort with transition and ambiguity in the process of change.”
Overall the SCM is a very crucial part of leadership and ties together ethical, relational and servant
leadership and is the root of how societies grow and develop and on a smaller scale even with
personal change and growth.
Higher Education Research Institute (HERI). (1996). A social change model of leadership
development: Guidebook version III. College Park, MD: National Clearinghouse for Leadership
Programs
SEE EVIDENCE #47

48 Student will describe personal application HDF 190 In HDF 190 our small group within the class had to do a project based on the SCM. We decided to do
of the above theory (Astin et al) a campus clean up and we were able to connect the project to all 7 C’s. I was able to use
. consciousness of self and congruence by sharing what I valued to the group and provide more of an
insight into my other minor which is sustainability and why I am passionate about green energy
sources. I used commitment by hugging a tree I was allergic to and continued to keep working with the
group until we were done with cleaning up the area we were at before going to health services. We as
a group were collaborative with the project by separating it equally among ourselves and doing our
work in a timely manner and set deadlines as to when we decided to have the project done. We used
common purpose in a more abstract sense of wanting to learn more about why students choose to
litter and where they do mostly, we figured out that doing a campus clean up would be beneficial and
would be the most rewarding for ourselves because of how much work and effort goes into doing one.
With controversy with civility we were able to debate how clean URI actually was and had discussions
as to how we can do more to show our love for the campus and spread the word on how to be servants
to the Earth. Through citizenship we took ownership of our environment (URI) and cared for the
community we are a part of. Lastly we were able to see the effects of the 7 C’s and produce change,
even though the change was miniscule in the grand scheme of things it was able to send a message to
those around us who were wondering what were were doing that Tuesday afternoon and show that
change can happen if the time, work and effort are put into projects like the one we had done.
Higher Education Research Institute (HERI). (1996). A social change model of leadership
development: Guidebook version III. College Park, MD: National Clearinghouse for Leadership
Programs
SEE EVIDENCE #48

49 Students will demonstrate knowledge of
the “Leadership Identity Development
. Model” by Komives et al
50 Students will describe personal
application of the above theory. (Komives
. et al)
the Strengths-Development Model by
. Hulme et al
of the above theory (Hulme et al)
.
behavior theories of leadership from
. Michigan and Ohio State
of the above theories (Michigan & Ohio
. State)
Charismatic leadership
.
of the above theory
.
contingency approach to leadership by
. Fiedler

of the above theory (Fiedler)
.
Path-Goal theory by House
.
of the above theory (House)
.
Leader Member Exchange (LMX) theory
. by Dansereau, Graen & Haga; Graen &
Cashman; Graen
of the above theory (Dansereau, Graen &
. Haga; Graen & Cashman; Graen)
Leadership Substitutes Theory
.
of the above theory
.
Models of leader emergence
.
66 Student will describe the impact of traits
on leadership emergence and
. performance
Chaos approach to leadership by
. Wheatley
of the above theory (Wheatley)
.

Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership
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
the “Cycles of Socialization” (Harro)
. theory and its uses in leadership
72 Students will demonstrate personal
application of the “Cycles of
. Socialization” (Harro)
the “Cycles of Liberation” (Harro) theory
. and its uses in leadership
74 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 (Cross &
. Fhagen-Smith; Rowe, Bennett &
Atkinson; Ferdman & Gallegos; Kim;
Horse; Renn etc.)
application of model(s) of racial identity
. development above
models related to gender / identity /
. gender identity development (Lev;
Bussey; Bussey & Bandura; Bilodeau;
Gilligan; Belenky et al; etc.)
application of model(s) of gender identity
. above
additional social identity development
. model(s): Sexual ID, Faith & Spirituality,
Disability, Social Class (Dillon et al;
Fowler; Parks; Astin et al; Peek; Smith;

Johnstone; Gibson; Forber-Pratt &
Aragon; etc.)
application of additional social identity
development model(s) above
McIntosh’s theory of privilege and its
. relationship to leadership
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)
relevant laws and policies related to
issues of equity and its relationship to
leadership (i.e., Title IX, Affirmative
Action, Protected Classes, etc.)
87 Student will show knowledge of effective
leadership as it relates to change agency
.
88 Student will describe personal examples
of being a change agent
.
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
the ally Action Continuum by Griffin &
. Harro
application of the Action Continuum by
Griffin & Harro
Multicultural Organizational Development
. Model (Jackson)
94 Student will show personal application of
the Multicultural Organizational
. Development Model (Jackson)
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
98. Student will show knowledge of principles
of critical thinking and fallacies (logic is
used in this minor)
99. Student will demonstrate proficiency of
critical thinking
100 Student will show knowledge of
metaphorical analysis to critically analyze
. self and leadership situations
101 Student will demonstrate proficiency of
metaphorical analysis to critically analyze
. self and leadership situations
102 Student will show knowledge of at least five
decision making methods
.
103 Student will describe personal examples of
having used five decision making methods
.
104 Student will show knowledge of at least five
problem solving / conflict management
. methods, as well as understanding the
roots of conflicts
having used five problem solving / conflict
. management
106 Student will demonstrate the ability
to synthesize multiple knowledge
. perspectives (course work), competencies
(communication, writing, information
literacy or mathematical/statistical skills)
and responsibilities (global, diversity &
inclusion or civic knowledge)
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
active listening techniques
.
110 Student will describe examples of using
active listening skills
.
functions of group communication by
. Hirokawa
of functions of group communication
. (Hirokawa)
113 Student will show knowledge of techniques COM 100 In COM 100 one of the big topics that the class talked about was how to provide feedback and criticism
regarding giving and accepting of feedback properly. My professor had told the class from the beginning that it is all in the way you say something.
. Your tone and use of the words always matter when trying to provide feedback. When someone asks
for advice or guidance you do not want to be rude and discouraged one’s ideas. Instead of blatantly
saying you do not like an idea, use your words to empower and provide at least three good things
about what the person said and then focus in and help find a clearer purpose for the parts you do not
agree with. When you turn something down super fast, most of the time the person whose idea it was
will either turn a person completely off from participating in a discussion or being a part of the group
setting entirely. There is a difference between being brutally honest and being impeccable with your
words and how you can help with developing someone’s thoughts or ideas.
114 Student will describe examples of giving COM 100 In COM 100, when I was developing my last speech for class, the students had to bounce ideas off of
and accepting feedback. one another to see if their motives for their speech were clear and if they had a concise vision on how
. they were going to get their points across. When developing my group speech we as a collective
decided to do ours on water pollution. I told my fellow classmates about different types of water
pollution we could cover in the speech such as trash island, oil pollutants, even URI’s own campus
pollution, etc. There was one person in particular who did not like my ideas and gave me feedback of
the ideas not being clear but after much discussion and persuasion we went forward with the idea and
continuously kept giving subjects to bring up to each other and working together to get to the common
goal of getting a good grade on our final project. Through the process of giving positive feedback and
criticism there was a sense of clarity and allowed for the group to progress further than we had
expected.
SEE EVIDENCE #114

115 Student will show knowledge of the 7D
coaching model (Knott)
.
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, McMillan & Switzler)
118 Student will describe examples of
engaging in a Crucial Conversation
.
facilitation techniques
.
facilitation techniques
.
121 Student will demonstrate knowledge of de-
briefing techniques
.
122 Student will demonstrate proficiency of de-
briefing techniques
.
framing based on psychology and its use
. in group facilitation
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
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
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
.
using techniques to work effectively with
. difficult people
132 Student will show knowledge of the stages
of group development (Tuckman/Tuckman
. & Jensen, Bennis or others)
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.)
group roles and how they contribute to
. group dynamics (Johnson & Johnson;
Benne & Sheats; Knowles & Knowles; etc.)
memberships skills in groups
.
membership skills in use
.
138 Student will show knowledge of the HDF 190 In HDF 190 the class had learned about the Challenge and Support theory by Sanford. The basic
Challenge and Support theory by Sanford, premise of the theory is that “for growth and personal development to occur, a student needs to have
. and its relationship to organizations balance or challenge and support as appropriate for the task” The examples provided to the class were
that if there was too much support that the student would not learn what is necessary for growth and
development. While on the flip side if there is too much challenge the student would eventually give up
on the task due to frustration. Along with this theory we had talked about the element of readiness and
how an individual cannot go through any growth if they are not physically or psychologically ready for
the growth. For example if one is to be told to bench lift twice their weight that is physically impossible,
it is the same for someone who just learned algebra and being asked to solve a quantum physics
problem. They are just not ready for something of that capacity. This theory is important because with
students who are in their first year of college there is a constant struggle between finding the right
amount of challenge vs. the amount of support, and to learn what you are physically and mentally
ready for and continue to use your strengths to find out what path you need to take to get to whatever
your goals may be.
Sanford, N. (1962). The American College. New York: Wiley

Sanford, N. (1966). Self and Society: Social change and individual development. New York: Atheron.
See Evidence #138

139 Student will describe personal examples of HDF 190 ITL 100 In HDF 190 I had learned about the Challenge and Support theory by Sanford. In the spring semester
using the theory of Challenge and Support of my freshman year of college I had decided to challenge myself and take a 6 credit course, ITL 100. I
. (Sanford) had never taken Italian before in my life and knew that I was possibly going to struggle through the
course. I thought that I could not handle taking 18 credits and was contemplating dropping the course
before even going to the first class of the semester. I went to the first class and really liked the
atmosphere of the class and the professor. After the first class I went to the professor and formally
introduced myself and explained my concerns and she had recommended that I stay in the course and
I did. That was one of the best decisions in my educational career, Professoressa Boyle had
challenged me the whole semester and continually made herself available for myself and provided
enough challenge and support for me to grow and start to learn the language, which I doubted myself

of doing. Now I can firmly say “Mi piace la lingua di italiano e ho intenzione di aggiungere un maggiore
italiano!”
Sanford, N. (1962). The American College. New York: Wiley

Sanford, N. (1966). Self and Society: Social change and individual development. New York: Atheron.
See Evidence #139

construction / elements of informative and
. persuasive speeches
141 Student will demonstrate proficiency in
informative and persuasive public speaking
.
142 Student will show knowledge of planning
and conducting interviews (as the
. interviewer)
planning and conducting interviews (as the
. interviewer)
144 Student will show knowledge of preparing
for and effective answers in interviews (as
. the interviewee)
preparing for and being interviewed
.
collaboration / coalition building (Sources:
. Cilente/Komives et al; NCBI; etc.)
working in collaboratives/coalitions
.
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
related to maintaining accountability as a
. leader
152 Student will describe ways to build
relationships between leaders and
. members
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
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
mentoring and being mentored
.
160 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

My Inventory 1

Caricato da

Informazioni sul documento

Titolo originale

Copyright

Formati disponibili

Condividi questo documento

Condividi o incorpora il documento

Opzioni di condivisione

Hai trovato utile questo documento?

Questo contenuto è inappropriato?

Copyright:

Formati disponibili

My Inventory 1

Caricato da

Copyright:

Formati disponibili

LEADERSHIP

Name: Michael Breen

Leadership Inventory Revised 08/22/2017 1

ADVISING INFORMATION (students will include own documentation)

Leadership Inventory Revised 08/22/2017 2

CSLD Mission Statement

CSLD Vision Statement

CSLD Values Statement

MINOR IN LEADERSHIP STUDIES

MINOR ELECTIVES-9 credits

Leadership Inventory Revised 08/22/2017 6

Leadership Inventory Revised 08/22/2017 7

2. Student will demonstrate personal,

3 Tips to Manage Stress. (n.d.). Retrieved March 6, 2019, from https://www.heart.org/en/healthy-

Leadership Inventory Revised 08/22/2017 8

Character Strengths, P. D. (n.d.). VIA Institute On Character. Retrieved from

Character Strengths, P. D. (n.d.). VIA Institute On Character. Retrieved from

Jung, C. G. (n.d.). Self Assessment. Retrieved March 6, 2019, from

Outcome Category: Leadership Theories

SEE EVIDENCE #27

SEE EVIDENCE #37

SEE EVIDENCE #38

SEE EVIDENCE #41

SEE EVIDENCE #43

SEE EVIDENCE #44

SEE EVIDENCE #47

Leadership Inventory Revised 08/22/2017 16

SEE EVIDENCE #48

Leadership Inventory Revised 08/22/2017 17

Leadership Inventory Revised 08/22/2017 18

Leadership Inventory Revised 08/22/2017 19

Outcome Category: Critical Thinking

Leadership Inventory Revised 08/22/2017 21

Outcome Category: Interpersonal and Organizational Concepts & Skills

SEE EVIDENCE #114

Sanford, N. (1962). The American College. New York: Wiley

See Evidence #138

Leadership Inventory Revised 08/22/2017 24

Sanford, N. (1962). The American College. New York: Wiley

See Evidence #139

Leadership Inventory Revised 08/22/2017 25

Leadership Inventory Revised 08/22/2017 26

Potrebbero piacerti anche