SLAM’s Service Leadership & Management Curriculum Framework is based upon seven core beliefs about leadership, service, and service leadership. Po Chung intuited and refined the core beliefs since leaving the helm of DHL. Each core belief corresponds to a significant paradigm shift in a frame of reference that stakeholders must embrace and internalize before Hong Kong will achieve its rightful status as the Global Fount of Service Leadership.

The Framework contains essential content, skill, value and attitude stands and intended learning outcomes for each core belief.

Core Belief 4 –

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

Po Chung believes that, effective service leadership and management are enhanced by self-leadership and self-management.

Thus, the SLAM Curriculum Framework conceptualizes “service” as including self-development efforts aimed at ethically improving one’s full range of competencies, developmental assets, and other resources, providing the effort and expense is aimed at preparing one’s self to be ready, willing, and able to help satisfy the needs of self and others. Service Leadership competencies, developmental assets, and resources include:

  • Service Competencies (knowledge, skills, values, and attitudes)
  • Leadership Competencies (knowledge, skills, values, and attitudes)
  • Domain Specific Competencies (specialized knowledge and skills)
  • Character Strengths (virtuous thinking and behavior)
  • Physical, Mental, and Spiritual Health
  • Social networks (family, loyal friends, allies) 
  • Material resources (wealth and prestige items), and
  • Willingness (prosocial values, attitudes, and behavior*) 

The Hong Kong Institute of Service Leadership and Management (HKI-SLAM) believes the inclusion of self-serving efforts aimed at benefiting others is firmly grounded in classical Western and traditional Chinese philosophies.

* Prosocial behavior is caring about the welfare and rights of others, feeling concern and empathy for them, and acting in ways that benefit others[10].



Santrock, John (2007). A Topical Approach to Lifespan Development. McGraw-Hill