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).

Core Belief 3 –

“Leadership effectiveness and service satisfaction are dependent on a leader or service provider 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.