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 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

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.