INTENDED LEARNING OUTCOMES (ILOs)

University Level Learning Outcomes

SLAM learning outcomes for university students are aimed at bringing about paradigm shifts in learners’ thinking about leadership, service, and service leadership. The learning outcomes target students’ acquiring specific service and leadership competencies, character strengths that promote positive social relationships, and a caring social disposition. HKI-SLAM believes these attributes are critical if students are going to be successful job applicants and acquire high-paying, high status leadership or management positions in Hong Kong’s service economy. 

SLAM model learning outcomes are organized according to HKI-SLAM’s Core Beliefs(CBs) about leadership, service, and service leadership. The contents within parentheses following a learning outcome identify SLAM curriculum strands that can be used to help students attain the learning outcome. The categories of curriculum strand are: Essential Knowledge Strands (EKS), Essential Skills Strands (ESSs, and Essential Values Strands (EVS).

Universities participating in the Li & Fung Service Leadership Initiative are not expected to address all SLAM learning outcomes in their proposed SLI project. Rather, they are expected to develop their own learning outcomes – learning outcomes that are in alignment with their SLI Proposal and specifically designed to meet the needs of their students.

Select a Core Belief (CB 1-7) to view learning outcomes associated with it.

Core Belief 1 - Leadership is a service...

“Leadership is a service aimed at ethically satisfying the needs of self, others, groups, communities, systems, and environments.” - Po Chung 2011

CB 1 Learning Outcomes:

  1. The learner will be able to write a short essay explaining why leadership is essentially about satisfying the needs of self, others, groups, communities, and systems.* (EKS1-4, 7-10) (ESS 1-5, 8)
  2. The learner will be able to write a short essay describing the ethical nature of service and leadership.* (EKS 8-9, 11-12) 
  3. The learner will be able to write a short essay explaining why a leader is likely to be more effective when her values are in alignment with the values of followers and subordinates.* (EKS 1, 3-5, 11-12)

* Prior to any summative evaluation, students will be provided with a rubric correlated with the actual content and learning activities they experienced in a SLAM course or program. While “be able to write a short essay explaining” is the action described most often in SLAM learning outcomes, HKI-SLAM recognizes that other products such as oralpresentations, projects, blogs, or simulated websites can be used to measure the same level of attainment.

 
Core Belief 2 - Everyone can be a leader...

“Everyday, every human occupies a position of leadership and possesses the potential to improve his leadership quality and effectiveness.” - Po Chung 2011

CB 2 Learning Outcomes:

  1. The learner will identify two personal acts of leadership she performed in the past week in each of the three realms (individual – group – systems) and then briefly describe to peers how the actions taken were the result of an intentional leadership process.* (EKS 1-2, 7-9) (ESS 1-5, 7-8) (EVS 2-6)
  2. The learner will give an oral presentation and/or performance explaining and demonstrating why followers and subordinates are likely to not be inspired by a selfish, uncaring, or incompetent leader.* (EKS 1, 3-7, 9, 11-12) (ESS 7)

* Prior to any summative evaluation, students will be provided with a rubric correlated with the actual content and learning activities they experienced in a SLAM course or program. While “be able to write a short essay explaining” is the action described most often in SLAM learning outcomes, HKI-SLAM recognizes that other products such as oral presentations, projects, blogs, or simulated websites can be used to measure the same level of attainment.

 
Core Belief 3 - Leadership effectiveness is dependent on...

“Leadership effectiveness is dependent on possessing relevant situational task competencies plus being judged by superiors, peers, and subordinates as possessing character and exhibiting care.” - Po Chung 2011

CB 3 Learning Outcomes:

  1. The learner will correctly answer T-F, fill-in, matching, and multiple-choice questions about approaches to leadership and leadership theories. (EKS 4-5)
  2. The learner will write a short essay describing the knowledge and skills research indicates a service leader should possess in order to optimize her effectiveness.* (EKS 4-5)
  3. The learner will model four master/ apprentice teaching and learning methods.* (ESS 7-8)
  4. The learner will write an short essay explaining why applying the Anna Kerenina principle to the design of a service habitat, service transaction, or self-development plan might be a good strategy for continuous improvement.* (EKS 7-12)(ESS 8)(EVS 4-6)

* Prior to any summative evaluation, students will be provided with a rubric correlated with the actual content and learning activities they experienced in a SLAM course or program. While “be able to write a short essay explaining” is the action described most often in SLAM learning outcomes, HKI-SLAM recognizes that other products such as oral presentations, projects, blogs, or simulated websites can be used to measure the same level of attainment.

 
Core Belief 4 - Service includes self-development...

“Service includes self-serving efforts aimed at ethically improving one’s competencies, abilities, and willingness to help satisfy the needs of others.” - Po Chung 2011

CB 4 Learning Outcomes:

  1. The learner will cite the SLAM formula for quality service leadership. (EKS 3)
  2. Using Eastern and Western wisdom, the learner will list, prioritize, and briefly describe character traits a leader must possess in order to inspire followers.* (EKS 4-12) (ESS 1-7) (EVS 1-7)
  3. Using a template he may modify rationally, the learner will create a self-improvement plan aimed at increasing his chances of obtaining an entry-level leadership or management trainee position in his chosen career field. The template will identify relevant task competencies, values, character strengths, and attitudes desired by employers in this field and include an evaluative statement about the learner’s current level of attainment and target level of achievement for each.* (EKS 4-12, 14) (ESS 1-8) (EVS 1-7)

* Prior to any summative evaluation, students will be provided with a rubric correlated with the actual content and learning activities they experienced in a SLAM course or program. While “be able to write a short essay explaining” is the action described most often in SLAM learning outcomes, HKI-SLAM recognizes that other products such as oral presentations, projects, blogs, or simulated websites can be used to measure the same level of attainment.

 
Core Belief 5 - Service Leadership is about personal relationships...

“Service leadership is about creating appropriate personal service propositions in real time and consistently striving to provide high quality personal service to everyone one comes into contact with, including one’s self.” - Po Chung 2011

CB 5 Learning Outcomes:

  1. The learner will list and describe five personal leadership services he provided to himself and five personal services he provided to others in the past (time period). (EKS 1-10, 12)(ESS 1-8)(EVS 1-7) This outcome can be made more specific by asking learners to identify forms of service that are significantly valued in their chosen career field.
  2. The learner will answer Likert scale type questions designed to measure the degree to which she agrees with SLAM Core Beliefs and values specific SLAM competencies, character strengths, values, and attitudes. (EKS 1-14)(ESS 1-8)(EVS 1-7)

* Prior to any summative evaluation, students will be provided with a rubric correlated with the actual content and learning activities they experienced in a SLAM course or program. While “be able to write a short essay explaining” is the action described most often in SLAM learning outcomes, HKI-SLAM recognizes that other products such as oral presentations, projects, blogs, or simulated websites can be used to measure the same level of attainment.

 
Core Belief 6 - Service leadership is ageless...

Service leadership is the world’s oldest, most competitive, and longest surviving business model.

CB 6 Learning Outcomes:

  1. The learner will correctly answer T-F, fill-in, matching, and multiple-choice questions about the likely social nature of small hunter-gatherer groups of humans prior to the invention of agriculture. (EKS 11-12)
  2. The learner will correctly answer TF, fill-in, matching, and multiple-choice questions about the social nature of human communities prior to the industrial revolution. (EKS 11-12)
  3. The learner will correctly answer TF, fill-in, matching, and multiple-choice questions about the mis match between human’s environment of evolutionary adaptedness (EEA) and the environments humans must survive in today. (EKS 11-12)
  4. The learner will write a short editorial opinion piece drawing attention to the degree to which service leaders should be aware of how human thinking and motivation to respond in certain ways in different contexts and situations might be the result of evolutionarily derived cognitive structures and processes. (EKS 11-12)(ESS 1-5)(EVS 1-6)

* Prior to any summative evaluation, students will be provided with a rubric correlated with the actual content and learning activities they experienced in a SLAM course or program. While “be able to write a short essay explaining” is the action described most often in SLAM learning outcomes, HKI-SLAM recognizes that other products such as oral presentations, projects, blogs, or simulated websites can be used to measure the same level of attainment.

 
Core Belief 7 - Personal prosperity and wellbeing are...

“Now and in the future, high-paying, high status positions and management promotions will go to people who have domain specific knowledge and skills plus service leadership competencies, appropriate character strengths and a caring social disposition.” - Po Chung 2011

CB 7 Learning Outcomes:

 

HKI-SLAM offers no sample learning outcomes for Core Belief 7.
Learning outcomes for courses or modules that are offered in a field or major should be designed to target specific service leadership competencies (knowledge, skills, values, and attitudes) that are desirable in that field or major.

Learning activities that HKI-SLAM believes might increase students’ motivation to learn service leadership competencies include:

  • Engaging in a personal branding exercise that results in a personal strategic plan and specific action plans for acquiring the competencies, character strengths, and caring social disposition that are required or at least desirable in the student’s chosen career.
  • Alternatively, a student may participate in one or more commercial personal-development programs, many of which are tailored to specific career fields and student developmental needs.

If a commercial personal-development program is the preferred choice, then HKI-SLAM encourages learners to select a program that includes attention to developing their character strengths and caring disposition.