City University of Hong Kong

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City University of Hong Kong

Information on a Gateway Education Course

offered by Department of Department of Public Policy

with effect from Semester A in 2013 / 2014

Part I

Course Title: ____Enhancing Your Service Leadership for the 21

st

Century

Course Code: GE1220

Course Duration:

One Semester

Proposed Area

: (Please insert “1” for the single primary area, and ‘2” for the secondary area if applicable. Students will only earn credit units from the primary area.)

2 Arts and Humanities

1 Study of Societies, Social and Business Organisations



Science and Technology

No. of Credit Units:

3 Level:

B1

Medium of Instruction: English

Prerequisites: (Course Code and Title) None

Precursors: (Course Code and Title) None

Equivalent Courses: (Course Code and Title) ) None

Exclusive Courses: (Course Code and Title) None

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Part II

1. Abstract

Service leadership is concerned with “satisfying needs by consistently providing

quality service to everyone one comes into contact with, including one’s self,

others, communities, systems, and environments” (Chung, 2011). Nowadays

local employers are demanding service leadership from all graduates. All

universities incorporate service leadership in their academic and extracurricular

programmes.

In all service settings, whether it is business, NGOs, government, social service,

industry, or self-employment, service leadership is a must for the successful

professional. Hong Kong is a quintessential service economy. Nowadays

customers have higher expectations on services. It is important to comprehend

the meaning of service leadership and its relevance in all contexts. This will not

only help service professionals and their organizations to attain excellence. It will

also contribute to Hong Kong’s continuing success as a service leader in China

and the region.

This course is suitable for students from all disciplines. After taking this

introductory course, students can bring the key elements of service leadership to

reflect on and apply to their professional areas. Whatever post you may take up

after graduation, striving for service leadership will enhance your success at work

and in life.

2. Course Aims

By incorporating inputs from multi-disciplines (the humanities, social psychology,

public management, law, business management, marketing, customer service,

NGO and social enterprise), the aims of the course are to introduce key concepts

on service leadership and management, the importance and role of service

leadership and the application of customer-orientated service strategy to

maximize the potentials of human service professionals. Leadership is a service

aimed at ethically satisfying the needs of self, others, groups, communities,

systems and environments.

Adopting a cross-disciplinary approach, new trends in human service towards

understanding various leadership theories will be analysed. These include

transformation leadership, transactional leadership, service leadership, customer

expectation and satisfaction, service culture, continued service improvement, staff

empowerment, and managing self to improve one’s competencies, abilities, and

willingness to help satisfy the needs of others.

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3. Course Intended Learning Outcomes (CILOs)

Upon successful completion of this course, students should be able to:

No. CILOs

Weighting

(if

applicable)

1. describe the meaning, characteristics, leadership

styles, and the important role of service

leadership in Hong Kong’s service economy and

in different types of service settings.

2. analyse new trends in the social ecosystem,

service provision, innovations, and improvement

in the delivery of services provided by public,

private and third-sector organizations.

3. apply innovatively the attitude, knowledge and

skills of service leadership and customer-service

strategies in different service sectors and

environments

4. reflect critically on the ethical dilemma and

service integrity in the process and outcomes of

service leadership and service provision.

5. Apply practical skills and innovative techniques

to deal with stakeholders in different service

situations: service encounters and enquiry,

customer complaints, service failure, crisis and

conflict management in a customer-driven

service environment.

4. Teaching and Learning Activities (TLAs)

(designed to facilitate students’ achievement of the CILOs - Some TLAs may address more than one CILO.)

TLA CILO No. Hours/week (if applicable)

Lectures

: lay out the key concepts, main ideas of

service leadership and management, leadership theories and leadership model types, leadership skills and attributes, the importance of service leadership, the role of customer-oriented service, different trends of service delivery in various settings, and customer-service strategies in public sector organizations, NGOs, business and social enterprises

1, 2, 3 4 & 5

Guest lectures

by practitioners:

acquire up-dated development and practices of service leadership and customer-oriented service delivery in a changing environment from practitioners in the field

2, 3 & 5

Readings

:

facilitate students to have in-depth understanding of the main ideas of service leadership and management, leadership theories and model types, leadership skills and attributes, new trends of service provision, the management skills of service leadership and customer-oriented service strategies.

1, 2, 3 4 & 5

Case Studies & In-class Exercises:

facilitate students’ learning interest and stimulate their critical thinking through case studies, analysis of leadership and management issues, and the application of customer-oriented service strategies.

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Group Presentation & Report

:

encourage students to apply the knowledge and skills learned in the course to analyse the role of service leadership, different leadership and management issues, and various service situations in a customer-driven service environment.

2, 3, 4 & 5

Short

Test

:

examine students’ level of understanding in the subject matter and the ability to apply the knowledge and skills in handling specific leadership and management issues, and various service-encounter situations.

1, 2, 3 & 5

5. Assessment Tasks/Activities

(designed to assess how well the students achieve the CILOs –Some assessment tasks/activities may address more than one CILO.)

Type of Assessment Tasks/Activities CILO No.

Weighting

(if applicable)

Remarks

Group Presentation

: Students – in groups of 4 to 5 each – are required to prepare a presentation related to service leadership and management issues or the application of customer-service strategies in various situations. Two other students in a team will act as the moderators to pose questions and give comments on the presentation.

2, 3, 4 & 5

15 % It assesses students’ level of understanding and ability in collating relevant materials independently and

systematically to tackle the presentation topic.

It also helps develop students’ presentation and oral

communication skills

Group Project Report

:

Students are required to submit a group report on their presentation topic after consolidating the views expressed in the class discussion and comments from the tutor.

2, 3, 4 & 5

25% It assesses students’ ability to apply relevant concepts to analyse real-life service leadership and management issues or customer-service encounter situations. It also helps develop students’ writing skills

Case Studies and In-class Exercises

: Case studies will be used to assess students’ ability to analyse problems and issues in real-life situation. A short in-class exercise (short questions, True and False type questions, fill in the blanks, multiple choice questions and matching type questions) will be given to students during class sessions.

2, 3, 4 & 5

20% The in-class exercises enhance students’ learning interest and assess their level of

understanding of the subject matter. Students will also be encouraged to discover problems and solutions for themselves through engaging in case studies.

Class Attendance & Participation

:

Students’ attendance and participation in class discussion will be counted as part of the assessment.

1, 2, 3, 4 & 5

10% It enhances students’ learning interest and assesses their degree of engagement in the lectures.

Short Test

: Students is required to take a short test at the end of the course. It includes multiple choice type questions and short questions

1, 2, 3 & 5

30% It tests students’ understanding of the subject matter, their ability to apply concepts and analytical skills.

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6. Grading of Student Achievement:

Refer to Grading of Courses in the Academic Regulations.

Group Presentation

Letter grade Grade definitions

A+, A, A-

Demonstration of outstanding ability in collating relevant materials independently

and systematically to tackle the presentation topic; creative and stimulating application of materials to establish a very convincing case for the presentation; clear evidence of good team work; highly effective in conducting class discussion and defending the group’s position after the presentation; clear evidence of superior critical analysis and synthesis; excellent grasp of the subject matter.

B+, B, B-

Demonstration of good ability in collating relevant materials independently and

systematically to tackle the presentation topic; competent application of materials to establish a good case for the presentation; evidence of good team work; effective in conducting class discussion and defending the group’s position after the presentation; evidence of good critical analysis and synthesis; good grasp of the subject matter.

C+, C, C-

Demonstration of adequate ability in collating relevant materials independently

and systematically to tackle the presentation topic; adequate application of materials to establish a reasonable case for the presentation; evidence of team work; somewhat effective in conducting class discussion and defending the group’s position after the presentation; evidence of some critical analysis and synthesis; adequate grasp of the subject matter

D

Demonstration of limited ability in collating relevant materials independently

and systematically to tackle the presentation topic; limited application of materials to establish a case for the presentation; ineffective in conducting class discussion and defending the group’s position after the presentation; evidence of some critical analysis and synthesis; some grasp of the subject matter

F

Poor collation of relevant materials to tackle the presentation topic; inability to

apply relevant materials to establish a case for the presentation; ineffective in conducting class discussion and defending the group’s position on the presentation topic; little evidence of critical analysis and synthesis; little grasp of the subject matter

Group Report

Letter grade

Grade definitions

A+, A, A-

Demonstration of outstanding performance in writing-up the report; all

important materials are clearly understood and covered; excellent application of concepts in analysing real-life issues; a high level of independent and critical thinking; the argument is well structured, logical and consistent; rigorous analysis of materials and evaluation of issues; examples are well chosen with very relevant illustrations. The overall quality of the written report is excellent.

B+, B, B-

Demonstration of good performance in writing-up the report; important

points are covered with relevant materials; good application of concepts in analysing real-life issues; some independent and critical thinking; the argument is appropriately structured, logical and consistent; thorough analysis of materials and evaluation of issues; examples are appropriate and adequate. The overall quality of the written report is good.

C+, C, C-

Demonstration of satisfactory performance in writing-up the report;

reasonable coverage of the main points but some irrelevant materials; average performance in application of concepts in analysing real-life issues; little independent or critical thinking; the argument is weakly structured and developed; average performance in analysis of materials and evaluation of issues; limited examples and illustrations. The overall quality of the written report is satisfactory.

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D

Demonstration of below average performance in writing-up the report;

some basic points are covered but considerable irrelevant materials; limited application of concepts in analysing real-life issues; little evidence of serious work or benefit derived; no systematic argument and lack of structure; insufficient analysis of materials and evaluation of issues; inappropriate examples and illustrations. The overall quality of the written report is below average.

F

Demonstration of poor performance in writing-up the report; the basic

points are not covered and mostly irrelevant materials; no application of concepts in analysing real-life issues; an absence of serious work or benefit derived; poor argument and totally lack of structure, little analysis of materials and evaluation of issues; no relevant examples or illustrations. The overall quality of the written report is poor.

Case Studies & In-class Exercises

Letter grade

Grade definitions

A+, A, A-

Evidence of extensive knowledge base in the subject matter;

demonstration of excellent, critical and analytical thinking; outstanding application of concepts and theories to concrete cases.

B+, B, B-

Evidence of good knowledge base in the subject matter; demonstration of

critical and analytical thinking; good application of concepts and theories to concrete cases.

C+, C, C-

Evidence of adequate knowledge base in the subject matter; demonstration

of some critical and analytical thinking; fair application of concepts and theories to concrete cases.

D

Evidence of some knowledge base in the subject matter; limited critical

and analytical thinking; little application of concepts and theories to concrete cases.

F

No evidence of adequate knowledge base in the subject matter; no critical

and analytical thinking; little and/or wrong application of concepts and theories to concrete cases.

Short Test

Letter grade

Grade definitions

A+, A, A-

Scoring 85% or above in the test; evidence of extensive knowledge base in

the subject matter; demonstration of excellent, critical and analytical thinking, rigorous analysis of materials and evaluation of issues.

B+, B, B-

Scoring 70% or above in the test, evidence of good knowledge base in the

subject matter; demonstration of critical and analytical thinking, good analysis of materials and evaluation of issues.

C+, C, C-

Scoring 55% or above in the test, evidence of adequate knowledge base in

the subject matter; demonstration of some critical and analytical thinking, fairly adequate analysis of materials and evaluation of issues.

D

Scoring 40% or above in the test, evidence of some knowledge base in the

subject matter; limited critical and analytical thinking, insufficient analysis of materials and evaluation of issues.

F

Scoring 40% or above in the test, evidence of some knowledge base in the

subject matter; limited critical and analytical thinking, little analysis of materials and evaluation of issues.

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Part III

Keyword Syllabus:

Leadership model types: transformation leadership, transactional leadership and

service leadership; service economy and the role of service leadership; characteristic

features, attitude, skills and strategies of service leadership; the nature of ‘service’ in

different settings and service sectors; service ethics, service marketing, customer

needs, expectation, satisfaction and improvement; service culture and customer

participation; staff empowerment and personal development; managing self to

improve performance; staff empowerment; customer relationship management;

customer encounter and enquiry; customer complaint; crisis management and

innovations; handling conflicts and service recovery.

Text(s):

Antonakis, J., and R. J. House. 2002. An Analysis of the Full-range Leadership

Theory: The Way Forward. In, B. J. Avolio and F. J. Yammarino, eds.

Transformational and

Charismatic Leadership: The Road Ahead

Kidlington,

Oxford: Elsevier Science.

Avolio, B. J., and B. M. Bass. 1995. Individual consideration viewed at multiple

levels of analysis: A multi-level framework for examining the diffusion of

transformational leadership.

The Leadership Quarterly,

6(2): 199-218.

Barling, J., T. Weber, and E. K. Kelloway. 1996. Effects of transformational

leadership training on attitudinal and financial outcomes: A field experiment.

Journal of Applied Psychology,

81(6): 827-832.

Bass, B. M. 1985. Leadership: Good, better, best.

Organizational Dynamics,

13(3):

26-40.

Bass, B. M. 1998.

Transformational leadership: Industrial, military, and educational

impact

. Mahwah, N.J.: Erlbaum.

Bossaert Danielle and Christoph Demmke. 2005.

Main Challenges in the Field of

Ethics and Integrity in the EU Member States

. Netherland: European Institute of

Public Administration.

Center for Service Leadership, W.P. Carey School of Business, Arizona State

University. http://wpcarey.asu.edu/csl/ , accessed 110831.

Chung, J. Y., C. S. Jung, G. T. Kyle, and j. F. Petrick. 2010. Servant leadership and

procedural justice in the U.S. National Park Service: The antecedents of job

satisfaction.

Journal of park and recreation administration,

28(3): 1-15.

Chung, P, “Hong Kong Institution of Service Leadership & Management Curriculum

Framework”, 2011.

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Chung, P,

Service Reborn: The Knowledge, Skills, and Attitudes of Service Companies,

A Conversion with Po Chung

, as interviewed by Art Bell, New York: Lexingford

Publishing, 2012.

Ford Wendy S and Zabava. 1996. Ethics in Customer Service: Critical Review and

Research Agenda. The Electronic Journal of Communication. Vol. 6(4).

http://www.cios.org/EJCPUBLIC/006/4/00642.HTML

Grönfeldt Svafa and Judith Strother. 2006.

Service Leadership. The Quest for

Competitive Advantage

. New York: SAGE Publication, Inc.

Johnson Robert. 1995. The Determinants of Service Quality: Satisfiers and

Dissatisfiers.

International Journal of Service Industry Management

. Vol. 6 (5):

53-71.

Hayes Bob E. 2009.

Beyond the Ultimate Question: A Systematic Approach to

Improve Customer Loyalty

. Milwaukee, Wisconsin: ASQ Quality Press.

Hoffman K. Douglas & John E.G. Batson. 2006.

Service Marketing Concepts,

Strategies, & Cases

. (3

rd

ed.) US: Thomson South-Western.

Hong Kong Association for Customer Service Excellence. 2001

. A Practical Guide to

Delivering Excellent Customer Service (3)

. Hong Kong: HKACSE.

Hong Kong Association for Customer Service Excellence. 2002.

A Practical Guide to

Satisfying Customers in Service Recovery (1)

. Hong Kong: HKACSE.

Howell, J. M., and B. J. Avolio. 1993. Transformational leadership, transactional

leadership, locus of control, and support for innovation: Key predictors of

consolidated-business-unit performance.

Journal of Applied Psychology

, 78(6):

891-902.

Kamin, Maxine.2010.

10 Steps to Successful Customer Service

. Alexandria, Va.: ASTD

Press.

Knapp Donna. 2011.

A Guide to Customer Service Skills for the Service Desk

Professional.

Boston, Mass.: Course Technology/Cengage Learning.

Kristin L. Anderson & Carol J. Kerr. 2002.

Customer Relationship Management.

New

York: McGraw-Hill.

Lillis Bob and Steve Macaulay. 2008. Strengthening Your Service Leadership.

Training Journal

. December, 41- 43.

Michelli Joseph. 2008.

The New Gold Standard: 5 Leadership Principles for Creating

a Legendary Customer Experience Courtesy of the Ritz-Carlton Hotel Company

.

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City University of Hong Kong

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