City University of Hong Kong

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1 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: Course Duration: GE1220 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: Medium of Instruction: Prerequisites: (Course Code and Title) Precursors: (Course Code and Title) Equivalent Courses: (Course Code and Title) ) Exclusive Courses: (Course Code and Title) B1 English None None None None

2 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.

3 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 1, 2, 3 4 & 5 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 Guest lectures by practitioners: acquire up-dated 2, 3 & 5 development and practices of service leadership and customer-oriented service delivery in a changing environment from practitioners in the field Readings: facilitate students to have in-depth 1, 2, 3 4 & 5 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. Case Studies & In-class Exercises: facilitate 2, 3, 4 & 5 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.

4 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. 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. 2, 3, 4 & 5 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 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. 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. 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. Class Attendance & Participation: Students attendance and participation in class discussion will be counted as part of the assessment. 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 CILO No. 2, 3, 4 & 5 2, 3, 4 & 5 2, 3, 4 & 5 1, 2, 3, 4 & 5 1, 2, 3 & 5 Weighting Remarks (if applicable) 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 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 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. 10% It enhances students learning interest and assesses their degree of engagement in the lectures. 30% It tests students understanding of the subject matter, their ability to apply concepts and analytical skills.

5 6. Grading of Student Achievement: Refer to Grading of Courses in the Academic Regulations. Group Presentation Letter grade A+, A, A- B+, B, B- C+, C, C- D F Grade definitions 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. 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. 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 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 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 Letter grade A+, A, A- B+, B, B- C+, C, C- Group Report Grade definitions 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. 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. 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.

6 D F 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. 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 B+, B, B- C+, C, C- D F application of concepts and theories to concrete cases. Evidence of good knowledge base in the subject matter; demonstration of critical and analytical thinking; good application of concepts and theories to concrete cases. 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. Evidence of some knowledge base in the subject matter; limited critical and analytical thinking; little application of concepts and theories to concrete cases. 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. Letter grade A+, A, A- B+, B, B- C+, C, C- D F Short Test Grade definitions 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. 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. 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. 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. 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.

7 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. Recommended Reading: Text(s): Antonakis, J., and R. J. House 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 Individual consideration viewed at multiple levels of analysis: A multi-level framework for examining the diffusion of transformational leadership. The Leadership Quarterly, 6(2): Barling, J., T. Weber, and E. K. Kelloway Effects of transformational leadership training on attitudinal and financial outcomes: A field experiment. Journal of Applied Psychology, 81(6): Bass, B. M Leadership: Good, better, best. Organizational Dynamics, 13(3): Bass, B. M Transformational leadership: Industrial, military, and educational impact. Mahwah, N.J.: Erlbaum. Bossaert Danielle and Christoph Demmke 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. accessed Chung, J. Y., C. S. Jung, G. T. Kyle, and j. F. Petrick 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): Chung, P, Hong Kong Institution of Service Leadership & Management Curriculum Framework, 2011.

8 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, Ford Wendy S and Zabava Ethics in Customer Service: Critical Review and Research Agenda. The Electronic Journal of Communication. Vol. 6(4). Grönfeldt Svafa and Judith Strother Service Leadership. The Quest for Competitive Advantage. New York: SAGE Publication, Inc. Johnson Robert The Determinants of Service Quality: Satisfiers and Dissatisfiers. International Journal of Service Industry Management. Vol. 6 (5): Hayes Bob E Beyond the Ultimate Question: A Systematic Approach to Improve Customer Loyalty. Milwaukee, Wisconsin: ASQ Quality Press. Hoffman K. Douglas & John E.G. Batson Service Marketing Concepts, Strategies, & Cases. (3 rd ed.) US: Thomson South-Western. Hong Kong Association for Customer Service Excellence A Practical Guide to Delivering Excellent Customer Service (3). Hong Kong: HKACSE. Hong Kong Association for Customer Service Excellence A Practical Guide to Satisfying Customers in Service Recovery (1). Hong Kong: HKACSE. Howell, J. M., and B. J. Avolio Transformational leadership, transactional leadership, locus of control, and support for innovation: Key predictors of consolidated-business-unit performance. Journal of Applied Psychology, 78(6): Kamin, Maxine Steps to Successful Customer Service. Alexandria, Va.: ASTD Press. Knapp Donna A Guide to Customer Service Skills for the Service Desk Professional. Boston, Mass.: Course Technology/Cengage Learning. Kristin L. Anderson & Carol J. Kerr Customer Relationship Management. New York: McGraw-Hill. Lillis Bob and Steve Macaulay Strengthening Your Service Leadership. Training Journal. December, Michelli Joseph The New Gold Standard: 5 Leadership Principles for Creating a Legendary Customer Experience Courtesy of the Ritz-Carlton Hotel Company. US: McGraw-Hill.

9 National Consumer Council and CBI Future Services: A Consumer Blueprint for Responsive Public Services. ( Narvaez, Darcia. 2009, Triune Ethics and Moral Personality, In: Narvaez, D. and Lapsley, D.K. (Eds.), Moral Personality, Identity, and Character: An Interdisciplinary Future, (pp ). Park, S. M., and H. G. Rainey Leadership and public service motivation in U.S. Federal agencies. International Public Management Journal, 11(1): Pepper John What Really Matters: Service, Leadership, People, and Values. Boston: Yale University Press. Podsakoff, P. M., W. D. Todor, and R. Skov Effects of leader contingent and noncontingent reward and punishment behaviors on subordinate performance and satisfaction. The Academy of Management Journal, 25(4): Rafferty, A. E., and M. A. Griffin Dimensions of transformational leadership: Conceptual and empirical extensions. The Leadership Quarterly, 15(3): Rainey, H. G Understanding and managing public organizations (4th ed.). San Francisco, CA: Jossey-Bass. Saraswat Bhagwati Service Leadership Study. Journal of Services Research. Vol. 3, No. 2: Sosik, J. J., S. S. Kahai, and B. J. Avolio Transformational leadership and dimensions of creativity: Motivating idea generation in computer-mediated groups. Creativity Research Journal, 11(2): 111. Wong Yuwa Hedrick The Glittering Silver Market: The Rise of the Elderly Consumers in Asia. Singapore: John Wiley & Sons, (Asia). Zeithaml Vlarie, Mary Jo Bitner and Dwayne D. Gremler Service Marketing. Integrating Customer Focus Across the Firm. (5th ed.) Boston: McGraw-Hill. Online Resources: Customer Service Zone