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SOWO 874 Weil Fall Semester 2013 1
The University of North Carolina at Chapel Hill
School of Social Work
COURSE NUMBER: SOWO 874
COURSE TITLE: ADMINISTRATION AND MANAGEMENT: THEORY & PRACTICE
TIMES/DATES: FALL SEMESTER 2013: MONDAYS 1- 4:50 – (ROOM 101)
CREDITS: 3 credit hours
INSTRUCTOR: MARIE WEIL School of Social Work
Office: Tate-Turner-Kuralt Building 422
Phone: 919-962-6455
Email: [email protected]
OFFICE HOURS: Mondays 12 noon -1:45pm and 5:00-6:00pm
Tuesdays 11:45 – 1:45pm
Other times by appointment
COURSE WEBSITE: Available to course members through sakai.unc.edu/portal
COURSE DESCRIPTION: This course explores contemporary theories, models, and practices for
managing human service organizations, emphasizing skills in team building, motivation,
organizational learning strategies, and cultural competence with a diverse staff.
COURSE OBJECTIVES:
At the completion of this course, students will be able to:
1. Discuss and analyze a broad range of contemporary administration and management practice
models for human service organizations in the public and private sectors.
2. Analyze political/economic challenges and constraints faced by members of human service
organizations, and develop responsive strategies.
3. Critically examine and develop the range of skills necessary to administer organizations and
agencies with broadly diverse employees in terms of age, sexual orientation, disability, race,
class, etc.
4. Develop management skills for team building and motivating employees.
5. Critically examine power relationships and management culture of agencies and
organizations.
6. Identify strategies for facilitating diversity and developing nondiscriminatory policies that
support an equitable work environment.
7. Conceptualize the differences between administration and management and leadership in
human service organizations.
8. Examine the role of professional ethics and values in managing human service organizations.
SOWO 874 Weil Fall Semester 2013 2
9. Demonstrate ability to employ learning strategies to improve administration and management
of organizations.
10. Identify management and administration behaviors that contribute to dysfunction in human
service organizations via organizational assessment.
11. Apply knowledge base to evidence-based practices. EXPANDED DESCRIPTION:
Students will learn about a variety of administrative and management practices and approaches used
in nonprofit, public, and for-profit organizations. This course focuses on increasing understanding of
organizational theory, the socio/political context of practice, and developing knowledge and skills
needed for effective administrative and management practice. Building leadership skills is a
continuous course emphasis. Students will gain knowledge and skills in human resource management,
supervision and staff development, team building, motivation for performance, interorganizational
collaboration, organizational learning strategies, cultural competence with a diverse staff, and
effectively serving diverse and multicultural populations as well as aspects of program planning,
strategic management and planning, governance, financial and information management, external
relations, funding, evaluation, and strategies for leading change efforts. The role of ethics in effective
management and skills in strengthening organizational cultural competency will be examined.
The course emphasizes competencies articulated and discussed by the Network for Social Work
Management available on their website and documented in two Guides:
1. Human Service Management Competencies: A Guide for Non-profit and for Profit Agencies,
Foundations, and Academic Institutions. (revised October 2012)
Prepared by Anthony Hassan, William Waldman, and Shelly Wimpfheimer
2. Human Services Management Competencies: A Guide for Public Managers.
Prepared by Anthon Hassan and Shelly Wimpfheimer
REQUIRED TEXTS:
Austin, M. J., Brody, Ralph, & Packard, T.R. (2009). Managing the challenges in human service
organizations: A casebook. Thousand Oaks, CA: Sage Publications, Inc.
Linnell, D., Radosevich, Z., Spack, J., and Third Sector New England. (2002). Executive directors
guide: The guide for successful nonprofit management. Boston: United Way of Massachusetts
Bay.
Patti, R.J. (2009). The handbook of human services management. Thousand Oaks, CA: Sage
Publications.
(These required texts have been placed on reserve at the undergraduate library.)
ADDITIONAL READINGS AND MATERIALS:
As noted in Following Class Sessions other readings that are required or recommended are available
on the course’s Sakai Site in folders for each class session, or on Web sites discussed in class.
In addition with recognition of rapidly growing literature and federal and local policy shifts-new
materials will doubles emerge:
Please note that there may be adjustments and additions to the readings, and that there will be
readings that are not listed in your syllabus, which are done in class.
REQUIRED USE OF RELEVANT JOURNALS:
You are also expected to use relevant, selected material from at least three of the following journals in
major papers for the course. Volumes of these journals are held in Davis Library and are also
SOWO 874 Weil Fall Semester 2013 3
available on-line. These journals are major resources in social work for administration and
management practice, organizational change and other areas of macro practice. You are encouraged to
utilize other relevant journals in related disciplines
Journals required for use in preparation of Papers and Presentations for SOWO 874:
Administration in Social Work
Nonprofit and Voluntary Sector Quarterly
The Social Service Review
The Journal of Community Practice: Organizing, Planning, Development & Change
The Journal of Sociology and Social Welfare
Research in Social Work
Students are encouraged to investigate additional journals and materials.
TEACHING METHODS:
This course will engage students in a variety of Teaching/Learning methods—including in-
class exercises and role plays, shared presentations, small and large group discussion, brief
lectures, and guest presenters. I am committed to principles of adult learning and hope the
class room will model a learning organization of a type that you will want to employ in your
work post-graduation. Participatory learning and discussion will be a hallmark of your on-
going learning during your career and I hope the course will be a model for that collegial
style of shared learning. These points are consonant with the Competencies for Human
Service Management published by the Network for Social Work Management which will be
used in the course. It is expected that students and instructor will treat each other with
respect and as colleagues engaged in a joint learning project.
ASSIGNMENTS OVERVIEW AND DUE DATES:
Students will be evaluated on the following assignments:
#
Assignment Weight Date Due
1 Managerial Tasks and Guiding Theories 15% 9/25/2013
2 Organizational Cultural Competency Assessment & Reflection 15% 10/16/2013
3 Inter-Organizational Interview 15% 11/04/2013
4 Student Selected Issue Analysis (Introduction to Final Paper)
or Special Project (to be approved by Instructor)
15% 11/30/2013
5 Leading Organizational Change or Policy Advocacy for Change 25% 12/10/2013
6 Participation 15% Continuous
EXPECTATIONS FOR WRITTEN ASSIGNMENTS:
All written assignments are expected to show evidence of critical and creative thinking as well as
thoughtful consideration of the literature, research, and where relevant your practice and volunteer
experience and other resources (for example interviews). All assignments are expected to contain
references to course literature, specialized literature and relevant scholarly journals.
Students are expected to use Standard English. Assignments will be graded on content, quality of
analysis and writing, and creativity; credit will be lowered for poor grammar, syntax, or spelling.
Those who have experienced problems in writing are strongly encouraged to use online resources of
the campus Writing Center (http://www.unc.edu/depts/wcweb/) and/or seek assistance from Diane
Wyant or Susan White in the School of Social Work who can provide excellent writing support.
SOWO 874 Weil Fall Semester 2013 4
The School of Social Work faculty has adopted APA style as the preferred format for papers and
publications. All written assignments for this course should be submitted in APA style. Exceptions to
this requirement are that students are expected to format and present their written work based on
1) assignment instructions and 2) double spacing for all assignments.
Information concerning APA style and writing resources are listed below:
American Psychological Association. (2009). Publication manual of the American
Psychological Association, 6th Edition. Washington, D.C.: American Psychological
Association.
http://www.apastyle.org/elecref.html (APA Style for material in electronic formats)
http://owl.english.purdue.edu/handouts/research/r_apa.html (general information about
documentation using APA style)
http://www.bartleby.com/141/ (electronic version of Strunk's The Elements of Style which was
originally published in 1918)
http://www.fas.harvard.edu/~wricntr/resources.html (The Writing Center, links to on-line
reference material and many other useful sites for authors)
http://www.unc.edu/depts/wcweb/ (The UNC Writing Center—on-line and tutorial help at
Phillips Annex 962-7710)
Class Participation 15% Continuous For this class, professional level participation will be assessed in relation to the quality of the initial
Leadership Profile and Organizational Assessment and the following activities and behaviors: Active
engagement in class discussions; Asking thoughtful questions of guest speakers, Other class members
and the Instructor; Completion of homework and in-class assignments; Attentiveness in class to other
class members, guest speakers and Instructor; and Active participation and leadership in class
exercises.
Managerial Tasks and Guiding Theories 15% 9/25/2013
Review the class readings and information discussed about major managerial/administrative
responsibilities and tasks. Develop a brief paper that applies the theory/theories you think will provide
the best guidance in fulfillment of those responsibilities for two task areas. Explain the theory and
illustrate application of the theory in a chart or figure. (4 pages ((3??+ chart? )
Cultural Competency Assessment and Reflection 15% 10/16/2013
Select an issue in social work leadership/administration/management (i.e. human resources,
recruitment, staff development, etc.) and analyze the issue in relation to the knowledge base, practice
approaches and skills needed to increase organizational cultural competence focusing on both internal
competency (staff diversity, inclusion, decision-making) and external competency with populations
served (i.e. developing effective services for multicultural populations through empowerment oriented
programs and advocacy for clients and populations served).
Inter-organizational Interview 15% 11/04/2013
Organizations are often part of a service network, a collaboration, or a coalition. Investigate these
types of interorganizational work and determine which type you wish to study. Select a collaboration
or coalition leader to interview about the issue of focus and the structure and process of
interorganizational work. With the interviewee, analyze how they have developed relationships, built
resilience and produced results. Using the information you have collected from the interview and
SOWO 874 Weil Fall Semester 2013 5
readings, develop a brief report of the interview and central issues the coalition/collaboration faces.
The report should be between 4-6 pages and may contain additional exhibits.
Student Selected Issue Analysis (Introduction to Final Paper – or Special Topic) 15%
11/30/2013
This analytic paper serves as the introduction to your final paper for the course. You may focus on a
critical issue in your field placement organization or an agency or coalition that you know well, or
with permission of the instructor you may select another setting. For this assignment, select a
leadership, management/administrative issue of great interest to you. For example you might choose
the subject of one or two of the class sessions, or select another issue of your choice. Identify the
problems and challenges related to the your topic (such as staff recruitment that does not take account
of increasingly diverse client populations; or the increasing challenges of fundraising/resource
development in your area of service. Use case examples, research, readings, to support your position
of problem identification and why this issue is of major importance for the population served and the
service sector in which you work. This analysis (5-6 pages)will affect the strategic choices you make
in your final paper focused on leading change.
(Meet with Instructor to discuss Special Topic Option)
Final Paper: Leading Change 25% This paper can have an organizational or external focus:
For your final project, move from problem identification and analysis and develop a plan for leading
change related to the issue of your choice. Focus on an issue in an organization or coalition that you
know well (or another issue with permission of the instructor). Summarize the issue and its current or
imminent consequences. Examine and assess options for change, describe your goals and strategy for
change. Describe the leadership challenges you will face to carry forward the needed change work in
the organization or its environment. Determine the strategic path for positive change and illustrate the
steps you would take to effect the needed change. Develop a 6-7 page analytic paper and a strategic
path chart to guide your planned change.
GRADING SYSTEM:
The School of Social Work operates on an evaluation system of Honors (H), Pass (P), Low Pass (L),
and Fail (F). The numerical values of these grades are:
H: 94-100 P: 80-93 L: 70-79 F: 69 and lower
A grade of P constitutes entirely satisfactory graduate work. The grade of Honors (“H”) — which
only a limited number of students attain -- signifies that the work is clearly excellent in all respects.
GRADING GUIDES:
Grading guides for major assignments can be found on the Course Sakai Site. These guides identify
grading criteria for each assignment, including the relative weight of each criterion. Therefore,
students are advised to follow the guides, as they constitute the Instructor’s expectations and illustrate
the evaluation methodology for assignments.
POLICY ON INCOMPLETES AND LATE ASSIGNMENTS:
A paper is considered late if it is handed in any later than the start of class on the day it is due. For all
assignments, provide a hard copy for the instructor on the due date and send an e-copy. Papers not
submitted on time will have points deducted for lateness. In the event of an emergency, contact the
instructor to work out a plan for delivery of the assignment.
SOWO 874 Weil Fall Semester 2013 6
A grade of Incomplete is given only in exceptional and rare circumstances that warrant it, e.g. family
crisis, serious illness. It is the student’s responsibility to request and explain the reasons for an
Incomplete. The instructor has no responsibility to give an Incomplete without such a request.
POLICY ON ACADEMIC DISHONESTY:
It is the responsibility of every student to obey and to support the enforcement of the University’s
Honor Code (http://instrument.unc.edu), which prohibits lying, cheating, or stealing in actions
involving the academic processes of this class. Students will properly attribute sources used in
preparing written work and will sign a pledge on all graded coursework certifying that no
unauthorized assistance has been received or given in the completion of the work and that the work is
the student’s original work prepared for this course.
All written assignments should contain a signed pledge from you stating:
“I have not given or received unauthorized aid in preparing this written work.
This work was created for this course and has not been submitted previously or
concurrently for another course.”
If you are interested in developing a larger project of special interest that relates to more than one
course, you must discuss it initially with both instructors and provide information about what aspects
of your assignment proposal are designed for each course and any aspects that are common to both.
Credit will not be awarded for unpledged work. Please refer to the APA Style Guide, The SSW
Manual, and the SSW Writing Guide for information on attribution of quotes, plagiarism and
appropriate use of assistance in preparing assignments. In keeping with the UNC Honor Code, if
reason exists to believe that academic dishonesty has occurred, a referral will be made to the Office of
the Student Attorney General for investigation and further action as required.
POLICY ON ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES:
Students with disabilities that affect their participation in the course and who wish to have special
accommodations should contact the University’s Disabilities Services Office
(http://disabilityservices.unc.edu) and provide documentation of their disability. Disabilities Services
will notify the instructor that the student has a documented disability and may require
accommodations. Students should discuss the specific accommodations they require (e.g. changes in
instructional format, assignment format) directly with the instructor on or before the first day of class.
Use of Laptops or Other Electronic Devices:
Laptops and iPads can be used in class for small group activities, and for in-class assignments, and to
locate useful sites for discussion at the Instructor’s request. Electronic devices are approved when
used as an approved accommodation for students with disabilities in accordance with the University’s
policy on disabilities
Use of electronic devices for non-class related activities is prohibited. Cell phones should be turned
off or put on vibrate during class. In the event of an emergency phone call related to the care of
family please leave the classroom for your call. Class members using electronic devices for other than
class purposes will be asked to leave class as this activity is unprofessional and distracting to other
students and to the instructor.
OTHER POLICIES/GENERAL INFORMATION:
For all class papers, including reflection papers, submit two copies to the instructor (one hard copy
and one e-mail submission). If you are away and need to initially submit a paper via e-mail, provide
the instructor with a hard copy as soon as possible.
SOWO 874 Weil Fall Semester 2013 7
The Human Services Management Competencies Guides developed by The Network for Social Work
Management will be used in classes to connect theory, knowledge, research, skills, and competencies.
In several sections of the course, readings and exercises from the Community Tool Box web-site
developed and managed by the University of Kansas will be employed. Locate assigned materials
through the Table of Contents - Community Tool Box - University of Kansas
ctb.ku.edu/en/tablecontents
SOWO 874 Weil Fall Semester 2013 8
COURSE OUTLINE AND READINGS
CLASS ONE – AUGUST 26:
INTRODUCTION ORGANIZATIONAL THEORY &
LEADERSHIP STYLES
Topics:
Introductions
“Leadership Self-Portrait” combing results from your “Competing Values Framework and
Leadership Styles”; “CTB Leadership Styles” discussion; and your responses to the Verma,
(1996) “Leadership Style Assessment.” How does each scale inform you about your
capabilities and leadership style? Be prepared to discuss your “composite portrait” and the
guidance it provides for setting learning goals for the semester.
Discussion of Organizational Theory Readings – What do they bring to your understanding of
practice in human service organizations and the specific context of your practice?
Review of Course Syllabus
In Class Exercises:
1. “Leadership Self Portrait” combining three activities, small group and class discussion
2. Introduction of materials for “Organization Study Profile”, Initial Data collection to be discussed
in Class 2.
3. Introduction of “Master Matrix” for students to track and connect major concepts throughout
course.
4. Discussion of Readings
Required Readings:
Edwards, R.L. and Austin, D.M. (2006). Managing effectively in an environment of competing
values, in Edwards, R.L. & Yankey, J.A., Effectively managing nonprofit organizations
Chapter 1, pp. 3-27. Washington D.C.: NASW Press. SAKAI COMPLETE AND BRING TO CLASS THREE COPIES OF YOUR COMPETING VALUES SELF
ASSESSMENT AND YOUR COMPOSITE “LEADERSHI SELF PORTRAIT.”
Linnell, D., Radosevich, Z., Spack, J., and Third Sector New England. (2002). Executive directors
guide: The guide for successful nonprofit management. Chapter 1. Leadership. Boston:
United Way of Massachusetts Bay.
Lewis, J. Packard, T.R., & Lewis, M.D. (Hereafter noted as LPL) (2012). Applying organizational
theories, in Management of human services, 5th edition. Chapter 4, pp. 78-98. Belmont, CA:
Brooks/Cole-Cengage. SAKAI
Hasenfeld, Y. (2009). Human services administration and organizational theory in R.J. Patti (Ed.)
The Handbook of Human Services Management Chapter 3, pp. 53 - 80. Thousand Oaks, CA:
Sage Publications
Community Tool Box Chapter 13, section 3. Leadership Styles: ctb.ku.edu/en/tablecontents
SOWO 874 Weil Fall Semester 2013 9
LABOR DAY—NO CLASS MEETING – SEPTEMBER 2: USE THIS UPDATED VERSION
COMPLETE READINGS AND EXERCISES FOR CLASS ON SEPT. 9.
COLLECT DATA FOR YOUR ORGANIZATION PORTFOLIO
Over this non-class week complete the following readings and make notes of your questions and ideas
the readings provoke for you.
Austin, M. J., Brody, Ralph, & Packard, T.R. (2009). Chapter 1. Introduction; and Chapter 2. Case
assessment and debriefing Managing the challenges in human service organizations: A
casebook. (Chapter 1, pp. 1 – 16 and 2, pp. 16-26). (Skim this reading and note any
questions raised for you)
Austin, M. J., Brody, R. & Packard, T. (2009). Case 5.11: Productivity and performance. In
Managing the challenges in human services organizations: A casebook, pp.145 – 148.
Thousand Oaks, CA: Sage Publications. (This case will be discussed in Class 2)
Ginsberg, L. & Gibelman, M. (2009). The structure and financing of human service organizations,
Chapter 4. in Patti, R.J., The handbook of human services management 2nd edition (Chapter
4, pp. 81-100). Thousand Oaks, CA: Sage. (This chapter will be included in discussion in
Class 2.)
Take notes to indicate how your Agency fits (or does not fit) the typologies presented in the
chapter.
Preparation of your Organization Study Profile (for study and exercises throughout semester):
This project will engage you in collecting data about your placement agency in a structure designed
for organizational analysis Data Collection. It will provide you with a model for your future work in
which accurate organization analysis of your agency and network agencies is an important aspect of
work.
Bring to class two copies of basic information about your agency noting the name and structure of
your field placement agency as a Public Agency, Nonprofit, or for profit-- and its major financing
sources.
Bring to class two copies of your field agency’s Organizational Chart (one for yourself and one for
the Instructor) for discussion of differences and similarities of agency structure.
CLASS TWO – SEPTEMBER 9:
LEADERSHIP DIMENSIONS OF HUMAN SERVICES
MANAGEMENT
& ADMINISTRATION ACROSS SECTORS
Topics:
Leadership for achieving mission and organizational goals
Management in the Human Service Sector—nonprofit, public, and for-profit organizations
Funding structures
Management purposes, practices and prospects
What human services managers do and how they do it
SOWO 874 Weil Fall Semester 2013 10
Leadership to deal with challenges of management in turbulent times
Organizational and administration theory
In Class Exercises:
1. Introduction: Organization Study Profile—discussion of initial data collected.
2. Exercise: Mission Discussion – (later Values—Espoused Values and Values-in-Use
3. Discussion in Small Groups re meaning of basic info collected about agencies—perhaps divide into
Nonprofits and Publics, and for-Profits--- or by fields of practice—Small groups discuss and prepare
Flip chart summary of Agency Characteristics and Challenges they face.
4. Class Discussion of impact of auspices and funding on current context & challenges for
agency work from review of the assigned readings:
5. Discussion of Assignments
6. Discussion of Readings
Readings:
Kettner, P.M. (2002). Understanding the organization from a systems perspective
Chapter 3. in Achieving excellence in the management of human service
organizations. Boston: Pearson.
Patti, R.J.. (2009) Management in the human services: Purposes, practice and prospects in the 21st
century. In The Handbook of Human Services Management Chapter 1, pp. 3 – 27. Thousand
Oaks, CA: Sage Publications.
Menefee, D. (2009). What human services managers do and why they do it, in The Handbook of
Human Services Management Chapter 5, pp. 101–116. Thousand Oaks, CA: Sage
Publications.
Lewis, J. Packard, T.R., Lewis, M.D. (2012). Facing the challenges of management, in Management
of human services, 5th edition Chapter 1, pp. 1-22. : Belmont, CA: Brooks/Cole-Cengage
SAKAI
Linnell, et al. (2002). Chapter 2. Mission, vision and values in Executive directors guide: The guide
for successful nonprofit leadership. Boston: United Way of Massachusetts Bay.
Recommended Additional Resources: (useful for assignments and class discussion)
Reisch, M. (2009). General themes in the evolution of human services administration, in The Handbook of
Human Services Management Chapter 2, pp. 29 –51. Thousand Oaks, CA: Sage Publications.
Schmid, H. & Hasenfeld, Y. (2013). Contracting out of social services, in On-line encyclopedia of social work.
Stoesz, D. (2013). Contexts/Settings: Corporate Settings, in On-line encyclopedia of social work.
In Class:
Austin, M. J., Brody, R. & Packard, T. (2009). Case 7.2: Client-centered administration
or organization-centered administration. In Managing the challenges in human services
organizations: A casebook, pp.181 – 183. Thousand Oaks, CA: Sage. (vocational
services for adults with developmental disabilities)
CLASS THREE – SEPTEMBER 16
MANAGING HUMAN RESOURCES --HUMAN RELATIONS SKILLS
& PROMOTING INCLUSION AND DIVERSE WORKFORCES
Topics:
SOWO 874 Weil Fall Semester 2013 11
Motivating for Performance, Managing Human Resources, & Promoting Workforce Diversity
Major management functions related to Human Resources
Anti-discrimination Regulations (Legislation summaries) and Basic Disability rights; policies
Promoting Inclusion
Moving from Non-discrimination to Inclusion
Exercises:
1. Class Members: Bring to Class a copy of your Organizational chart with Staff Diversity information
mapped. Discuss the cases & charts in Class.
2. St. Onge, P. (2013). Cultural competency: Organizations and diverse populations, Chapter 19
in HCP2 pp. 427-433 Iceberg Figure and Building and maintaining an organizational culture.
3. Discuss Parish et al. cases in relation to Mor Barak perspective
Required Readings:
Linnell, et al., Chapter 10. Human Resources
Kettner, P.M. (2002). Chapter 11. Strengthening the Organization through excellent recruitment,
selection, and hiring practices in Achieving excellence in the management of
human service organizations. Boston: Pearson.
Mullaly, B. (2007). Chapter 10. Oppression: The focus of structural social work, in The new
structural social work. (Ontario, CA: OUP. pp. 252-285.
Vinokur-Kaplan, D. (2009). Motivating work performance in human service organizations. In The
Handbook of Human Services Management. Chapter 10, pp. 209 - 237. Thousand Oaks, CA:
Sage Publications. Develop Exercises focused on Figure 10.1 Employee Commitment &
Motivation, p. 216; & Table 10.1 Approaches to Work Motivation
Mor Barak, M. M. (2009). Social psychological perspectives of workforce diversity and inclusion in
national and global contexts. In The Handbook of Human Services Management. Chapter 11,
pp. 239 - 254. Thousand Oaks, CA: Sage Publications. (social identity theory p. 245, 247;
exclusion; inclusion—good diagrams) very useful –develop bullet points—what mitigates
against discrimination; what strategies promote inclusion—interaction of social identify and
positional status)
Parish, S.L., Ellison, M.J., Parish, J.K. (2006). Managing diversity. In Edwards & Yankey Effectively
managing nonprofit organizations. Chapter 8 pp. 179- 194. Read Case 2p.190-191 [adult with
developmental disability]; case 3 [anti-immigrant slur] and case 4 [leave policy for unmarried
partners]
Summary of Federal Anti-Discrimination Materials—including Disability, Race/Ethnicity & Gender
Discrimination. SAKAI
OPTIONAL READINGS:
Mastracci, S. H. & Herring, C. (2010). Nonprofit management practices and work processes to promote gender diversity.
Nonprofit Management and Leadership, 21, 2,155-175. DOI: 10.1002/nml.20018
French, P.E. (2009). Employment laws and the public sector employer: Lessons to be learned from a review of lawsuits filed
against local governments. Public Administration Review, 69, 1, 92–103. DOI: 10.1111/j.1540-6210.2008.01943.x
Stephens, A. Jacobson, & C. King, C. (2010). Describing a feminist-systems theory. Systems Research and Behavioral
Science, 27, 553-566. DOI:10.1002/sres.1061 How do I find this one?? Donna located – it is in UNC Lib
SOWO 874 Weil Fall Semester 2013 12
In Class: Choose
Austin, M. J., Brody, R. & Packard, T. (2009). Case 4.2: Caught in the middle: Mediating
differences in gender and work style. In Managing the challenges in human services
organizations: A casebook, pp.73-75. Thousand Oaks, CA: Sage Publications.
CLASS FOUR – SEPTEMBER 23
POLITICAL/SOCIAL CONTEXT FOR LEADERSHIP
MANAGING AND LEADING IN THE MIDST OF MAJOR POLICY AND POLITICAL
CHANGE
Guest Speaker: Chris Fitzsimons of NC Policy Watch
Topics:
Understanding Political, Social, Legal, and Policy context which impact the poor and
vulnerable and others served by human service organizations
Advocacy and lobbying
Advocacy responses to policy and legal changes
Leadership in challenging times
Innovating in times of adversity
Leadership and performance
Discussion of work of NC Policy Watch and Recent NC Legislation related to vulnerable
populations and human service organizations
Required Readings:
Mosley, J. E. (2009). Policy advocacy and lobbying in human service organizations. In The Handbook
of Human Services Management. Chapter 22, pp. 455 - 470. Thousand Oaks, CA: Sage
Publications.
OR
Hoefer, R. (2014). State and local policy advocacy, Chapter 9 in M. Reisch. Social policy and social
justice thousand Oaks: Sage
Packard, T. (2009). Leadership and performance in human service organizations. In The Handbook of
Human Services Management Chapter 7, pp. 143 – 164. Thousand Oaks, CA: Sage
Publications.
Eadie, D.C. (2006). Building the capacity to lead innovation, in R.L. Edwards & J.A. Yankey,
Effectively managing nonprofit organizations , Chapter 2 pp. 29-46
NASW Summary of Legislation passed this year & & Perspective
Select Posts from NC Policy Watch
Finn, J.A. & Jacobson, M. (2013). Social Justice in On-Line Encyclopedia of Social Work. OUP.
OR
Pollard, B. (2013). Civil Rights in On Line Encyclopedia of Social Work, OUP.
CTB, Ch. 15 Section 1. Becoming and effective leader.
SOWO 874 Weil Fall Semester 2013 13
Optional Readings:
Linnell, Chapter 9 Community Development & Government Relations
Serim, J. (2014). Interdisciplinary perspectives: Key concepts to inform practice, Chapter 18 in M.
Austin, Social justice.
Possible Resources: Select your own to add to discussion:
o Southern Poverty Law Center http://www.splcenter.org/what-we-do/immigrant-justice (Please
Review)
o American Civil Liberties Union: http://www.aclu.org/racial-justice Racial justice
o Federal Laws Prohibiting Job Discrimination Questions and Answers Federal Equal Employment
Opportunity (EEO) Laws: http://www.eeoc.gov/facts/qanda.html
o Sites discussing states that have legalized gay marriage and those that have not
Homework for Class 5: Give out Organizational Cultural Competency Assessment in St. Onge and
ask students to complete as much as they can in relation to their field agency or a previous place of
work. Examine –strategies for organizational change.
CLASS FIVE – SEPTEMBER 30
MANANGING FOR PERFORMANCE—
SUPERVISION AND STAFF DEVELOPMENT—
BUILDING INTERNAL CULTURAL COMPETENCY
WHO ARE WE? & WHO DO WE SERVE?
Homework and Exercise for Class 5.
St Onge, P. Organizational Cultural Competency Assessment in Chapter 19. Handbook of
Community Practice, second edition. Bring two copies of your assessment to class compare
and contrast issues in small groups. SAKAI
Exercise: Group review of St. Onge Definitions—pp. 5-8 (Handout)
Exercise Interviewing a Potential Employee: In trios, Students will take turns being the interviewer,
the interviewee, and the observer. After earlier preparation of an interview schedule and using
recommendations from Pecora, et al. on interview schedules and interview processes (particularly p.
96). Take turns with asking three interview questions—with probes, Exchange places every 10
minutes after the interview simulation. When we reconvene as a class, there will be opportunity for
observations and discussion of interviewing issues. Pecora, et al. Read brief section on preparing to
interview a potential employee, p. 96 and select a set of questions appropriate for the interview
exercise to be conducted in class.
Topics:
Managing for Performance
Strategic Supervision
Supervision of Staff and Volunteers—Issues of status and diversity
Staff Development—
Building Internal Cultural Competence
Issues in leadership development
SOWO 874 Weil Fall Semester 2013 14
Supervision and Staff Development Readings:
Pecora, P.J, Cherin, D., Bruce, E., & Arguello, T.de J. (2010). Screening and interviewing for
selection, Chapter 5. in Strategic Supervision: A brief guide for managing social service
organizations. Thousand Oaks, CA: Sage.
Kettner, P.M. (2008 or 2013): Chapter 7. Maximizing employee potential through staff
training and development, in Excellence in human service organization
management, 2nd edition. Boston: Pearson.
OR
Hopkins, K., (2009). Supervision, development, and training for staff and volunteers. In
Handbook of human services management. Chapter 13, pp. 283 - 294. Thousand Oaks, CA:
Sage Publications.
Cultural Competence—Staff, Supervision and Organization Readings:
St. Onge, P. (2009) Cultural Competency as Changing Institutions, Chapter 8. in P. St. Onge,
Embracing Cultural Competency: A Roadmap for Nonprofit Capacity Leaders. St. Paul, MC:
Fieldstone Alliance/Turner Books, New York. pp. 121-138.
Grissom, J.A. & Keiser, L. R. (2011). A supervisor like me: Race, representation, and the satisfaction
and turnover decisions of public sector employees. Journal of Policy Analysis and
Management, 30, 3, 557–580.
OR
Vergara-Lobo, A. (2009). Changing the Conditions that Made Me Feel Unwelcome, Chapter 5. in P.
St. Onge, Embracing Cultural Competency: A Roadmap for Nonprofit Capacity Leaders. St.
Paul, MC: Fieldstone Alliance/Turner Books, New York. pp. 67-77. (Case Example)
McRae, M.B. & Short, E.L. (2010). Chapter 8. Strategies for leadership in multicultural groups, in
Racial and cultural dynamics in group and organizational life: Crossing boundaries, pp. 113-
130. Thousand Oaks, CA: Sage.
Iglehardt, A, (2009). Managing for diversity and empowerment, Chapter 14. In Patti Handbook –
Performance Readings:
Packard, T. (2009). Leadership and performance in human service organizations. In The Handbook of
Human Services Management Chapter 7, pp. 143 – 164. Thousand Oaks, CA: Sage
Publications.
Kettner, P.M. (2002). Chapter 9. Maximizing organizational performance through human resource
planning in Achieving excellence in the management of human service organizations.
Boston: Pearson.
Optional:
Linnell, Chapter 10 Human Resources—People Practices.
CLASS SIX – OCTOBER 7
ORGANIZATIONAL - INTERORGANIZATIONAL COLLABORATION—
EFFECTIVE SERVICES, EMPOWERMENT, AND ADVOCACY
SOWO 874 Weil Fall Semester 2013 15
Topics:
Building partnerships and networks
Agency environment: external and natural
Building effective services
Client and community empowerment
Advocacy for service populations and vulnerable communities
Exercises:
Comparing Collaborations and Coalitions
Required Readings:
Alter, C. (2013). Interorganizational practice interventions, in The on-line encyclopedia of social
work. New York: Oxford University Press.
Glisson, C. (2009). Organizational climate and culture and performance in the human services,
Students will select one service system oriented chapter from HCP2 of the following to
analyze as case studies of organizational climate and culture:
Gutierrez, L.G. & Lewis, E.A. (1999). Chapter 1. Empowerment as a model of practice in
Empowering women of color, New York: Columbia University Press. pp. 3-23
White, E. (2014) Social injustice experienced by the LGBT community, chapter 20 in Austin, Social
Justice & Social Work
Hoskins, L. & Angelica, E. (2005). Chapter 1. Introduction and Chapter 2. Understanding alliances, in
Forming Alliances, Fieldstone Alliance/Turner Books, NY. McRae, M.B. & Short, E.L. (2010). Chapter 7. Leadership, authority, and power in racially and
culturally mixed groups. in Racial and cultural dynamics in group and organizational life:
Crossing boundaries. Thousand Oaks, CA: Sage.
Samples, M. & Austin, M.J.(2013). The role of human service nonprofits in promoting community
building, Chapter 32. In M. Weil, M. Reisch, & M. Ohmer, The handbook of community
practice. Thousand Oaks, CA: Sage, pp.685-700
Optional Readings:
Serim, J. (2014). Client voice and expertise in promoting social justice, Chapter 24 in M.J. Austin
(Ed.), Social Justice & Social Work: Rediscovering a core value of the profession. Thousand
Oaks, CA: Sage. pp. 309-324.
Le Roux, K. (2014). Social Justice and the role of nonprofit human service organizations in
amplifying client voice Chapter 25 in M.J. Austin (Ed.), Social Justice & Social Work:
Rediscovering a core value of the profession. Thousand Oaks, CA: Sage. pp. 325-238.
CLASS SEVEN – OCTOBER 14
INTERSECTIONALITY AND DIVERSITY-- INTERNAL LEADERSHIP ISSUES &
EFFECTIVELY SERVING DIVERSE & MULTICULTURAL POPULATIONS
SOWO 874 Weil Fall Semester 2013 16
Communities of Color, Diverse Ethnic Groups, LGBT Community, Women
CREATING EMPOWERMENT ORIENTED SERVICES & SUPPORTING
COMMUNITY LEADERSHIP
Topics:
Embracing diversity
Understanding concept of empowerment and acting on it
Understand and be able to explain the complexities of Intersectionality
Understanding and giving examples of issues related to discrimination against and
empowerment of Groups who have been marginalized and stigmatized
Understanding of critical race, feminist and queer theory
Ability to explain basic principles of human rights
Developing knowledge and skills to engage in cross- and multi-cultural work
Readings:
Eun-Kyoung, Othelia Lee & McRoy, R. (2013). Multiculturalism, in On-Line encyclopedia
of Social Work. Oxford University Press (will need link when established)
Gutierrez, L.G. & Lewis, E.A. (1999). Chapter 6. Bringing an empowerment perspective into
organizational practice in Empowering women of color, New York: Columbia
University Press. pp. 80-99.
Wronka, J.A. (3013). Human Rights in On-Line Encyclopedia of Social Work, OUP
OR
Bendl, R., Fleischmann, A., & Hofmann, R. (2009). Queer theory and diversity management:
Reading codes of conduct from a queer perspective. Journal of Management &
Organization, 15, 625-638.
St. Onge, P. (2013), Cultural competency, Chapter 19 in HCP2, Cultural Competency--Power
and Organizational Cultural Competency Assessment: , pp. 423-433; & 440-444.
or
McRae, M.B. & Short, E.L. (2910), Leadership, authority, and power in racially and
culturally mixed groups, pp. 102-107 Chapter 7 in Racial and cultural dynamics in
group and organizational life
Lauffer, A. (2011). Learning about your own agency’s culture, pp. 230-236, in
Organizational culture, Chapter 7 in Lauffer Understanding your social agency, 3rd
edition. Thousand Oaks, CA: Sage.
Select reading from:
a. Old & New Feminist Theory 1st, 2md and 3rd generation Feminist
theory
b. Critical Race Theory; Critical Feminist Theory—Dominelli
Optional Readings:
Burghardt, & Tolliver (2010). Embracing diversity, Chapter 28 in Stories of transformative
SOWO 874 Weil Fall Semester 2013 17
leadership in the human services. Thousand Oaks: Sage. pp. 215-232
EVENTS: SEE IF WE CAN GET A SCREENING OF “THE NEW BLACK”—FILM BEING SHOWN AT LGBT
FESTIVAL—
Video Links:
Don't Change Yourself: Change the Law | Kimya's Story (NSFW): --good example – has
Michigan law changed?
http://www.youtube.com/watch?v=yOjmD7sp814
Denise shares her story of employment discrimination: transgender and fired from
corporation
http://www.youtube.com/watch?v=FJ_j5OQq2qU
http://live.wsj.com/public/page/video-search.html?q=diversity
Research on LGBT Employment Discrimination:
http://www.youtube.com/watch?v=MxKlHD_1p20
OPTIONAL Materials: Review web-site of at least two associations:
o National Association of Black Social Workers
o Association of Muslim Health Professionals http://www.amhp.us
o Jewish social work in the United States from 1654-1954
http://www.ajcarchives.org/AJC_DATA/Files/1956_3_SpecialArticles.pdf
o North American Association of Christians in Social Work
http://www.nacsw.org/index.shtml o Lambda Legal: http://www.lambdalegal.org
o American Civil Liberties Union: http://www.aclu.org/lgbt-rights
o Transgender Law Center: http://www.transgenderlawcenter.org
Video Links: MW These need to be checked out—may need some more up to date—Prefer
SW orgs or situations in which SWers have advocated Largest EEOC settlement ever in Rochester:
http://www.youtube.com/watch?feature=endscreen&NR=1&v=dEis0ruWQ_s
FOX4 News(4)_1.mp4 Louisiana
http://www.youtube.com/watch?v=iVjBH4YThCI&feature=channel&list=UL
Federal Investigators find Racial Discrimination at Turner Industries:
http://www.youtube.com/watch?v=4ohY73t1bi0
Racial discrimination in Flint, MI PD http://www.youtube.com/watch?v=kszbr8dJlDU&feature=related
(alleges discrimination against White officers).
http://live.wsj.com/video/washington-capitals-owner-ted-leonsis/49CB6AB1-527E-404A-A965-
7E96A2D877F1.html#!49CB6AB1-527E-404A-A965-7E96A2D877F1
Materials—Resources Review two of these Resources.
o Southern Poverty Law Center http://www.splcenter.org/what-we-do/immigrant-justice
REQUIRED
o American Civil Liberties Union: http://www.aclu.org/racial-justice Racial justice
o Federal Laws Prohibiting Job Discrimination Questions and Answers Federal Equal
Employment Opportunity (EEO) Laws: http://www.eeoc.gov/facts/qanda.html
o Consider one just above if it is the one printed out re laws=----need to decide which laws
& which sections.
o Need list of states that have legalized gay marriage
CLASS 8 – OCTOBER 21
SOWO 874 Weil Fall Semester 2013 18
PLANNING AND PROGRAM DESIGN—
INCLUSIVE Planning (Participatory Planning)
Objectives:
Readings:
Martin, L. L. (2009). Program planning and management. In The Handbook of Human Services
Management. Chapter 16, pp. 339 - 350. Thousand Oaks, CA: Sage Publications.
Linnell, Chapter 3. Program Development
SELECT TWO:
Netting, F.N., O’Connor, M.K., & Fauri, D.P. (2008) Program planning in Diverse Cultural contexts,
Chapter 6, pp. 213-249). & Conclusion, pp. 249-252 in Comparative approaches to program
planning. Hoboken, N.J.: Wiley.
Use these cases for Class Examples:
Sager, J. & Weil, M. (2013). Larger scale social planning, Chapter 13 in The handbook of community
practice. Thousand Oaks, CA: Sage. pp. 299-328.
Related Austin cases and Austin Chapter from Mgt Handbook
CLASS 9 – OCTOBER 28
STRATEGIC MANAGEMENT AND PLANNING
Objectives:
The Planning Process
Defining Strategic Planning—and Strategic Management - needed in times of rapid change
Strategic Planning vs. Operational Planning
Program Planning and Management
Program Planning vs. Strategic Planning ??? would this be obvious from previous chapter.
Readings:
Linnell, Chapter 5. Strategic Planning and Thinking
Eadie, D.C., (2006). Planning and Managing Strategically in Effectively managing nonprofit
organizations, chapter 17., pp. 375-390
Austin, M. J. & Solomon, J. R. (2009). Managing the planning process. In The Handbook of Human
Services Management. Chapter 15, pp. 321 - 337. Thousand Oaks, CA: Sage Publications.
Martin, L. L. (2009). Program planning and management. In The Handbook of Human Services
Management. Chapter 16, pp. 339 - 350. Thousand Oaks, CA: Sage Publications.
In Class Case:
SOWO 874 Weil Fall Semester 2013 19
Austin, M. J., Brody, R. & Packard, T. (2009). Case 5.1: Mallard County Private Industry
Council In Managing the challenges in human services organizations: A casebook.
pp.113 – 114. Thousand Oaks, CA: Sage Publications.
Austin, M. J., Brody, R. & Packard, T. (2009). Case 3.12: Whose interests are being served? In
Managing the challenges in human services organizations: A casebook, pp. 62-64. Thousand
Oaks, CA: Sage Publications.
Austin, M. J., Brody, R. & Packard, T. (2009). Case 3.13: Greenvale Residential Treatment
Center. In Managing the challenges in human services organizations: A casebook, pp. 64-67.
Thousand Oaks, CA: Sage Publications. *
CLASS 10 – NOVEMBER 4
GOVERNANCE
Readings:
Kettner, P.M. (2013). The Role of the Board of Directors and additional Material in Chapter 3. Using
structure to facilitate and support achievement of the agency’s mission, in Excellence in
Human Service organization management, second edition. pp. 79-84. Boston: Pearson.
Kettner, Ch. 4 Using Structure to facilitate and support achievement of the agency mission
Particularly Role of Board—pp 102-106 (good matrix for board selection p. 105
Holland, T.P. (2009) Strengthening Board Performance, in Edwards & Yankey, pp. 347-374.
See if both needed…
OR.
Consider Brody here and elsewhere – different take on some things
Brody, R. (2005). Effectively managing human service organizations, 3rd edition. Chapter 30.
Working with a board of Trustees. pp. 402-423.
Linnell, et al. (2009), Chapter 6. Governance.
OR
Gelman, S. R. (2009). Nonprofit boards. In The Handbook of Human Services Management. Chapter
18, pp. 373 - 386. Thousand Oaks, CA: Sage Publications.
Competing and Collaborating
Governance
Orientation and Training
Board Composition and Selection
Austin, M. J., Brody, R. & Packard, T. (2009). Case 6.2: Changing the ground rules. In
Managing the challenges in human services organizations: A casebook, pp.155 – 156.
Thousand Oaks, CA: Sage.
[interesting dependence on foundation funds – need to get Board to become serous
fundraisers]
Austin, M. J., Brody, R. & Packard, T. (2009). Case 6.3: Showdown. In Managing the
challenges in human services organizations: A casebook, pp. 156 – 157. Thousand Oaks,
SOWO 874 Weil Fall Semester 2013 20
CA: Sage Publications. OK
6.5 looks very interesting—three program agency—and day care for low income families
loss of $
Would be a good case to use—and very timely
Optional Reading:
Holland, T. (2013). Organizations and governance. In the On-Line Encyclopedia of Social Work. New
York: Oxford University Press.
CLASS 11 – NOVEMBER 11
FINANCIAL MANAGEMENT, ORG TECHNOLOGY, &
INFORMATION SYSTEMS:
CREATING SOUND FINANCIAL and INFORMATION MANAGEMENT STRUCTURES
FOR SERVICES & PROGRAMS--COORDINATING SKILLS
Exercise:
Bring in budgets and analyze Types of Budgets: Linnell
Topics:
Readings:
Kettner: CH. 8. Managing Resources to support Excellence (good info that is not in the other
materials I’ve reviewed – good material on three types of budgets, revenue sources, figures
and tables pp. 230-221)
Kettner, Chapter , Using Data and information to achieve excellence--- very well done—In a sense he
does
the ‘best’ so far with the ‘harder skills’
Burghardt & Toliver, Chapter 20. Two truths (having to plan layoffs) in Stories of transformative
leadership in the
human services. pp. 125-131 Case
Linnell, et al. (2009). Chapter 11. Financial Management
Linnell, et al. (2009). Chapter 12. Technology Planning
Lohmann, R.A. & Lohmann, N. (2013). Management: Financial, in the On-Line Encyclopedia of
Social Work. New York: Oxford University Press.
OR
Schoech, D. (2009). Developing information technology applications for performance-oriented
management in a global environment. In The Handbook of Human Services Management.
Chapter 9, pp. 183 – 205. Thousand Oaks, CA: Sage Publications.
Austin, M. J., Brody, R. & Packard, T. (2009). Case 5.3: Decision on resource
allocation. In Managing the challenges in human services organizations: A casebook.
pp.116 – 117. Thousand Oaks, CA: Sage Publications. [homeless shelters vs.
funding direct service] In Class Case:
SOWO 874 Weil Fall Semester 2013 21
Austin, M. J., Brody, R. & Packard, T. (2009). Case 5.2: Be careful what you wish for. In
Managing the challenges in human services organizations: A casebook. pp.114 – 116.
Thousand Oaks, CA: Sage Publications. [offered donation of a building that would
change service focus on autistic children & adults]*
Austin, M. J., Brody, R. & Packard, T. (2009). Case 5.3: Decision on resource allocation.
In Managing the challenges in human services organizations: A casebook. pp.116 – 117.
Thousand Oaks, CA: Sage Publications. [homeless shelters vs. funding services—
interesting—which class is best?]
Case 5.4 is Rational vs. Political decision making—put in earlier .
CLASS 12 – NOVEMBER 18
FUND DEVELOPMENT AND PUBLIC RELATIONS
INTERORGANIZATIONAL RELATIONS AND MARKETING
Guest Presenter:
--Consider someone from Z. Smith and consider idea about assignment focused on Theory of
Change and approach to a Foundation..
Program Design-- Description Program Design chart
Theory of Change and Chart
Letter of Inquiry to Foundation Look at W.T. Grant Foundation instructions for Letter of Inquiry.
Topics:
Environmental Challenges
Environmental Preferences
Funding Mechanism Challenges
Individual Fundraising Mechanisms
Theory of Change and approach to a Foundation..
Environmental Challenges
Environmental
Funding Mechanism Challenges
Individual Fundraising Mechanisms
Readings:
Linnell, et al. (2009). Chapter 7. Fund Development,
Linnell, et al. (2009). Chapter 8. Public Relations
Lauffer, A. (2009). Confronting fundraising challenges. In Handbook of Human Services
Management. Chapter 15, pp. 321 - 337. Thousand Oaks, CA: Sage Publications.
Austin, M. J., Brody, R. & Packard, T. (2009). Case 5.2: Be careful what you wish for. In
Managing the challenges in human services organizations: A casebook. pp.114 – 116.
SOWO 874 Weil Fall Semester 2013 22
Thousand Oaks, CA: Sage Publications. [offered donation of a building that would
change service focus on autistic children & adults] to fund development
CLASS THIRTEEN – NOVEMBER 25
EVALUATING PROGRAMS, ORGANIZATIONS & INITIATIVES
Guest Speaker: Invite Lynn Usher— Program Evaluation and Evaluating Initiatives
Topics:
Evaluating programs
Organizational evaluation
Evaluating initiatives
Linnell, et al. (2009). Chapter 4. Evaluation
Exercises:
CTB Part J. Evaluating Community Programs and Initiatives
Chapter 36. Introduction to Evaluation
Chapter 37. ??
Required Readings:
Kettner, P.M. (2013) Using data and information to achieve excellence, Chapter 10 in Excellence in
human service organization management. OR
Kettner, Ch. 14. Monitoring and evaluating organizational efforts and accomplishments
Boston: Pearson. pp. 249-278.
Linnell, et al. (2009). Chapter 4. Evaluation
Logan, T.K & Royse, D. (2010) Program evaluation studies, Chapter 13 in the Handbook of Social
Work Research. B. Thyer, (Ed). Thousand Oaks, CA: Sage. pp. 221-240
(Be sure to check out web sites located at end of chapter pp. 221-240. Also complete
Outcome Analysis Chapter 15pp. 274-298.
OR
Lewis, Packard & Lewis, Chapter ?? Evaluating Human Service Programs
Lynch-Cerullo, K. & Cooney, K. (2011). Moving from outputs to outcomes: A review of the
evolution of performance measurement in the human service nonprofit sector. Administration
in Social Work, 35, 4, 364-388.
Morelli, P.T.T. & Matsuoka, (2013). Social impact assessment In the On-Line Encyclopedia of Social
Work. New York: Oxford University Press.
Usher, C.L. (1995). Improving evaluability through self-evaluation. Evaluation Practice, 16(1),
59- 68.
Usher, C.L. & Wildfire, J.B. (2003). Evidence-based practice in community-based child welfare
systems. Child Welfare, 82, 597-614 (Stockland) get full reference
SOWO 874 Weil Fall Semester 2013 23
Yates, B.T. , Delaney, P.J. & Dillard, D.L. (2010). Using Cost-----Procedure----Process----
Outcome Analysis Chapter 15, pp. 274-298 in B. Thyer, (Ed). Handbook of social work
Research.
Look for organizational evaluations—and other evaluation issues
CLASS FOURTEEN – DECEMBER 2
LEADING CHANGE IN ORGANIZATIONS,
ORGANIZATIONAL DEVELOPMWENT
EXTERNAL CAPACITY DEVELOPMENT—POLICY ADVOCACY
INTER-ORGANIZATIONAL LEADERSHIP
YOUR DIRECTION FOR CHANGE
Topics:
Leading Change
Brief discussion of each Plan for Change
Building partnerships and networks
Creating new social organizations
Organizations and social justice ?? here or earlier
Leadership and leading change
Your direction & Next Steps
Required Readings:
Linnell, Chapter 13. Managing change
LPL Chapter 11 Leading and Changing Human Service Organizations
LPL Chapter 12 Achieving and Maintaining Organizational Excellence
Brueggemann, Chapter 11 Creating new social organizations The practice of macro social work, ??
2nd or third edtion? (2014) Brooks/Cole, Belmont, CA—Cengage, NY
Burghardt, s. & Tolliver, W. (2010). Chapter 25. The transformative model; and
Chapter 26. Cary your vision as a tool, in Stories of transformative leadership in the human
services. Thousand Oaks: Sage.
Make decisions about Austin SJ how many and placement:
LeRoux, K. (2014). Social justice and the role of nonprofit human service organizations in amplifying
client voice, Chapter 25 in M. Austin, Ed. Social justice and social work. Thousand Oaks,
CA: Sage
Grant, G. & Austin, M. (2014). Incorporating social justice principles into social work practice, chapter 27 in M. Austin,
Ed. Social justice and social work. Thousand Oaks, CA: Sage. Check & select.
Here or in Class 13 Evaluation use parts of:
Kettner, Chapter 14. Monitoring and evaluating organizational efforts and accomplishments.
Look for other articles focused on leadership competency skills
Burghardt, Something from Transformative Leadership
Review Changing Organizations & Community Programs
Ideas for discussion or exercises
SOWO 874 Weil Fall Semester 2013 24
Building from earlier work, what would you say now re your leadership
How do you appraise your leadership and knowledge now? How to make this work??
Questions:
Should there be a more specific section on political issues?? Something from CTB ?? Maybe current
events??
Consider here or elsewhere—Samples & Austin in HCP2—NP involvement in community building??
Likely to use here
In Class Case:
Austin, M. J., Brody, R. & Packard, T. (2009). Creating a culture of innovation in a
learning organization. In Managing the challenges in human services organizations: A
casebook.pp.254 –257. Thousand Oaks, CA: Sage Publications. --- possible to find a
case study of positive and successful org change in trying times??
Course Review & Evaluation
Students Re-Assessments of Management/Administration knowledge skills and values
Your Next Steps
