The University of North Carolina at Chapel Hill
School of Social Work
Course Number:
SOWO 799-003
Course Title:
Interventions with Organizations and Communities, Spring 2016
Instructor:
Gary L. Bowen, Ph.D., ACSW
Kenan Distinguished Professor
School of Social Work, Room 438
Office: 919-962-6542
Mobile: 919-448-4058
glbowen@email.unc.edu
Classroom:
Tate-Turner-Kuralt, Room 102
Office Hours:
Tuesdays 12-1pm, other times by appointment
COURSE DESCRIPTION: This course builds upon SOWO 570 to equip students with the skills and
knowledge to influence and implement organizational and community change.
COURSE OBJECTIVES
This section of Interventions with Organizations and Communities will focus on developing new
programs to meet the needs of underserved communities. The course will offer students the
opportunity to build on projects they began in Social Work Practice with Organizations and Communities
(SOWO 570) by researching best practices, evidence based practices, and promising practices necessary
to achieve the outcomes students propose for a target population. Students will then create a program
development plan in which they assess organizational fit and readiness for the proposed intervention,
identify staffing needs, create job descriptions, delineate a budget, and recommend funding sources.
Students will deliver the finished program development plan to their field placement or another
organization with the capacity to assess practical considerations for implementation.
REQUIRED TEXTS
American Psychological Association (2009). Publication manual of the American
Psychological Association (6th Edition). Washington, DC: American Psychological Association.
ADDITIONAL READINGS & RESOURCES
Additional required readings and resources are listed below in the weekly class schedule and are
available on two class Sakai sites: 799-03 (all readings and class materials) and 799-CCB (online training
resources). The course syllabus and all course lectures, resource documents, assignment information,
and external links to useful web sites are or will be available on Sakai, at https://sakai.unc.edu/portal
TEACHING METHODS
My goal is to make course content as practical as is possible in a classroom setting. We will use case
examples, guest speakers, multimedia, problem-solving exercises, and discuss students’ field
placements, class projects and prior professional experiences. Students’ active participation is critical.
CLASS ASSIGNMENTS
Student performance will be evaluated based on the following assignments. All assignment descriptions
are listed at the end of the syllabus.
Requirement
Due Date
Percent
Class Participation & Attendance
Ongoing
15
Job Description, Hiring & Supervision Plan
Class #5
15
Full Cost Recovery Budget
Class #6
15
Resource Development Plan
Class #7
15
Final Presentation
Class #8
20
Completed Program Plan
Due one week
20
after the last
day of class
Class Participation & Attendance
It is expected that students will be active members of the class. Therefore, participation will be judged
by attendance and the degree to which students are prepared for class and participate in class
discussions, exercises, role plays, and other learning activities. Full credit will only be awarded to
students who arrive to all class sessions on time, stay for the entire duration of the class, and
demonstrate that they have completed assigned tasks.
EXPECTATIONS FOR WRITTEN ASSIGNMENTS
All written assignments should be submitted electronically through the dropbox on the Sakai site for this
course.
Students are expected to use good academic English; grades will be lowered for poor grammar, syntax,
or spelling. Those who have difficulty 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.
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) single spacing and any format the student desires for presenting bulleted
and numbered lists, tables, charts and other in-text objects that results in a professional and attractive
presentation expected by human service organizations.
Information concerning APA style and writing resources are listed below:
 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)
SOWO 799 Syllabus, Spring 2016 – Bowen
2
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 is considered entirely satisfactory. The grade of Honors (“H”) — which only a limited
number of students attain – signifies that the work is clearly excellent in all respects.
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. The
grade for late papers will be reduced 10% per day, including weekends. Therefore, a paper that would
merit a grade of 100 on Friday will receive a grade of 70 if submitted on Monday. Similarly, a paper due
at 2 PM on Monday handed in at 3 PM will be considered one day late.
A grade of “Incomplete” is given only in exceptional and rare circumstances, such as family crisis or
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 RESUBMITTING WORK
Students have the option of resubmitting one assignment during the course of the semester. Students
who wish to resubmit work must discuss this with the instructor, and they must turn in revised work
within one week of receiving the original graded assignment. The highest grade possible on a
resubmitted assignment is 80 out of 100 points.
POLICY ON ACADEMIC DISHONESTY
It is the responsibility of every student to obey and to support the enforcement of the Honor Code,
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. All written assignments should contain a signed pledge stating: “I have not
given or received unauthorized aid in preparing this written work.” 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 (including self-plagiarism, or submitting work that has
been previously submitted in another course) 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 (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, examination format) directly
with the instructor.
SOWO 799 Syllabus, Spring 2016 – Bowen
3
POLICIES ON THE USE OF ELECTRONIC DEVICES IN THE CLASSROOM
Use of all electronic devices is prohibited. Please set your cell phones to vibrate. Use of laptops is
permitted as a tool for small group activities and in-class assignments or as an approved accommodation
for students with disabilities (sees above).
Class Schedule & Reading Assignments
Class 1
March 7
Introduction to the Course
Planning Community and Organizational Interventions
Revisiting the Logic Model
Objectives
1. Introductions
2. Course overview and syllabus review
3. Introduce online CCB training modules and resources
4. Review of student projects from SOWO 570
5. Form project groups
6. Discuss EBP and its relationship to planning interventions
7. Critically analyze your proposed program or intervention’s intended outcomes and theory of
change
 What needs are you intending to meet?
 What level of change are you planning for?
 What collaborations are you proposing?
 What is your logic model’s effectiveness at explaining the proposed program to your
organization
Bring to Class: A copy of your SOWO 570 community assessment, intervention plan/logic model, and, if
available, a logic model from your organization
Online CCB Training Modules (SAKAI: SOWO 799 CCB TEMPLATE) (March 21 Review)1
Week 3 Results-focused Planning (82 Slides)2
Week 4 Community Assessment (83 Slides)3
1
In the context of SOWO 570, I am assuming that you have essentially covered this material. However, these
training modules may present the material in way that is more integrative for you and more applicable for your
work in SOWO 799. You have two weeks between your first and third class. I would like for you to review these
slides in the interim and bring questions to class on the 21st. Please note that these training modules are focused
on building community capacity in support of military service members and their families. Do not be distracted by
this focus—these modules can be applied to any target group.
2
This module promotes a four-step planning process that is focused on achieving results. A Results-Focused
Planning worksheet will guide you through creating a plan for capacity building in your own community. This
module will take approximately 40 minutes to an hour to complete. If you would like to complete the module in
more than one sitting, slide 35, where we begin to discuss Step 3: Develop an Action Plan, is a natural breaking
point.
3
This module explains why community assessment is an important part of the capacity building process. It
describes techniques for collecting information and explains how to communicate assessment findings with others
to increase support for your efforts. This module will take approximately 40 minutes to an hour to complete. If you
would like to complete the module in more than one sitting, slide 28, where we start to discuss the two sources of
SOWO 799 Syllabus, Spring 2016 – Bowen
4
Week 7 Monitoring Results and Activities (41 Slides)4
Required Readings
Martin, L.L. (2009). Program planning and management. In R.J. Patti (Ed.), The handbook of human
services management (pp. 339-350). Thousand Oaks, CA: Sage.
Center for Substance Abuse Prevention (2009, January). Identifying and Selecting Evidence-Based
Interventions (HHS Pub. No. (SMA) 09-4205. Rockville, MD: Center for Substance Abuse Prevention,
Substance Abuse and Mental Health Services Administration.
Bowen, G. L. (2013). Results-focused planning worksheet: SOWO 875.
Completed Program Plan: Examples of Final Integrative Assignment
SOWO 799 Student (2015, May 4). Community health kitchen (CHK) program plan.
SOWO 799 Student (2014, April 29). Siler City coordinated health program proposal.
Supplemental Readings: Program Planning and Management
Orthner, D. K., & Bowen, G. L. (2004) Strengthening practice through results management. In A. R.
Roberts & K. R. Yeager (Eds.), Evidence-based practice manual: Research and outcome measures in
health and human service (pp. 897-904). New York: Oxford University Press.
Supplemental Readings: Logic Models and Theories of Change
W. W. Kellogg Foundation (2004). Logic model development guide (Chapter 1-3, pp. 1-34). Battle Creek,
MI: Authors.5
Chaskin, R. J. (2009). Toward a theory of change in community-based practice with youth: A case-study
exploration. Children and Youth Services Review, 31(10), 1127-1134.6
Organizational Research Services (2004). Theory of change: A practical tool for action, results and
learning. Prepared for: Annie F. Casey Foundation. Seattle, WA: Author.
Clark, H., & Anderson, A. A. (2004). Theories of change and logic model: Telling them apart. Presented at
the American Evaluation Association, Atlanta, GA.
information, is a natural breaking point. When you later revisit the module, the training will resume where you left
off. It will give you the option to continue where you left off or start the module over from the beginning.
4
This module describes monitoring of both program implementation and program outcomes to determine if your
team is making progress toward its desired results. It describes ways to monitor the performance of partners and
planning team members and how to monitor progress towards desired results. This module will take
approximately 20– 35 minutes to complete. If you would like to complete the module in more than one sitting,
slide 20, where we discuss ways to collect monitoring information, is a natural breaking point.
5
6
Reading from SOWO 570.
Reading from SOWO 570.
SOWO 799 Syllabus, Spring 2016 – Bowen
5
Class 2
March 14
Happy Spring Break
Class 3
March 21
Assessing Organizational Readiness
Objectives
1. Assess the fit between an organization and the programs within it: Mission and mission drift
2. Understand the importance of organizational readiness to the successful implementation of
the proposed program initiative
3. Apply community capacity concepts to organizational functioning and readiness
4. Access organizational readiness to embrace the proposed program initiative
5. Identify organizational leadership styles that foster innovation and organizational
performance
6. Access the current level of interagency collaboration and the potential sustainability of the
program initiative
Online CCB Training Modules (SAKAI: SOWO 799 CCB TEMPLATE)
Week 2 Becoming a CCB Organization (43 Slides)7
Week 8 Sustaining Desired Results (60 Slides)8
Required Readings
Rangan, V. K. (2004, March). Lofty missions, down-to-earth plans. Harvard Business Review, 1-10.
Horth, D. M., & Vehar, J. (2014). Becoming a leader who fosters innovation. Center for Creative
Leadership.
Kotter, J. P. (2007). Leading change: Why transformation efforts fail. Harvard Business Review.
The University of Georgia and The University of North Carolina at Chapel Hill (UGA & UNC) (2014,
January). Community capacity building: Supporting military service members and families. Washington,
DC: U.S. Department of Agriculture. (Sakai: SOWO 799 CCB Template or SOWO 799.001 CCB
Tools)
7
This module describes what a CCB organization looks like and how staff members can build and strengthen
capacity within their own organization. Increasing capacity within an organization will make it more effective in
implementing the proposed program initiative. This module will take approximately 25 – 35 minutes to complete.
If you would like to complete the module in more than one sitting, slide 28, after we discuss leadership styles, is a
natural breaking point. Answer any proposed questions in the context of your proposed program initiative and the
organizational host for the initiative (agency).
8
This module outlines the factors that help a program sustain the beneficial results it has achieved. This module
includes an assessment tool to evaluate a program’s sustainability and to guide the development of a sustainability
plan. This module will take approximately 25– 40 minutes to complete. If you would like to complete the module in
more than one sitting, slide 39, where we begin to discuss how to create a sustainability plan, is a natural breaking
point.
SOWO 799 Syllabus, Spring 2016 – Bowen
6
Chapter 11 Community Capacity Building Tools (pp. 132-176)




Partnerships and Collaborations Index (pp. 162-163)
Wilder Collaboration Factors Inventory (pp. 164-168)
Program Sustainability Index (PSI) (pp. 174-176).
Guidance for Creating a MOU (pp. 158-161)
Required Readings: School Success Profile
Bowen, G. L., & Swick, D. C. (2013). Using the School Success Profile to assess outcomes. In C. Franklin,
M. B. Harris, & P. Allen-Meares (Eds.), The school services sourcebook (2nd ed., pp. 915-924). New
York: Oxford University Press.
Bowen, G. L., Ware, W. B., Rose, R. A., & Powers, J. D. (2007). Assessing the Functioning of Schools as
Learning Organizations. Children & Schools, 29, 199-208.
Berkowitz, R., Bowen, G., Benbenishty, R., & Powers, J. D. (2013). A cross-cultural validity study of the
school success profile learning organization measure in Israel. Children & Schools, 35, 137-146.
Sabah, Y., & Orthner, D. K. (2007). Implementing organizational learning in schools: Assessment and
Strategy. Children & Schools, 29, 243-246.
Print Copies and Bring to Class for Small Group Exercise
Bowen, G. L. (2015). Learning organization profile (Behavior Version): Manual administration and
scoring. Chapel Hill, NC: UNC-Chapel Hill School of Social Work.
Bowen, G. L. (205). Learning organization profile: Planning Worksheet. Chapel Hill, NC: UNC-Chapel Hill
School of Social Work.
Supplemental Readings: Community Readiness
The Harwood Group (1999). Community rhythms: Five stages of community life. Bethesda, MD: The
Harwood Group and the Charles Stewart Mott Foundation.
Chilenski, S. M., Greenberg, M. T., & Feinberg, M. E. (2007). Community readiness as a multidimensional
construct. Journal of Community Psychology, 35, 347-365.
Schroepfer, T. A., Sanchez, G. V., Lee, K. J., Matloub, J., Waltz, A., & Kavanaugh, M. (2009). Community
readiness assessment: The scoring process revisited. Journal of Community Practice, 17, 269-290.
Supplemental Readings: Collaboration
Mattessich, P. W., Murray-Close, M., & Monsey, B. R. (2001). Collaboration: What makes it work (2nd
Ed.). Saint Paul, MN: Amherst H. Wilder Foundation.
http://www.wilder.org/Wilder-Research/Research-Services/Pages/Wilder-CollaborationFactors-Inventory.aspx
SOWO 799 Syllabus, Spring 2016 – Bowen
7
Class 4
March 28
Recruiting & Hiring Staff
Supervising & Supporting Staff
Objectives
1. Understand how program structure and function affect the development of staffing plans
2. Identify methods to recruit a skilled and diverse staff appropriate for the program
3. Practice developing a job description that articulates the knowledge, skills and attitudes needed
for a successful program
4. Compare with job descriptions already in the chosen agency
5. Assess how the current structure and culture of the agency will affect your program plans
6. Assess current agency diversity and address gaps in your hiring plan
7. Understand how program structure and agency culture affect supervision and management
8. Assess the role and function of management in the chosen agency
9. Develop a plan for supporting and monitoring staff work in your program
Bring to Class:
1) A copy of your SOWO 570 organizational assessment and organizational chart
2) A copy of a job description from your organization
3) A performance evaluation form from your organization
Required Readings: Recruiting & Hiring Staff
Pecora, P.J. (2009). Managing human resources: Administrative issues. In R.J. Patti (Ed.), The handbook
of human services management (Chapter 12, pp. 255-268). Thousand Oaks, CA: Sage.
Bridgestar Group. (2008). Recruiting diverse talent (3 pages).
Watson, M. (2007). How charities can recruit diverse employees. (Opinion Piece). Chronicle of
Philanthropy, 19(6) (4 pages).
Supplemental Readings: Recruiting & Hiring Staff
The Community Tool Box. (2011). Chapter 10: Hiring and Training Key Staff of Community Organizations.
Required Readings: Supervising & Supporting Staff
Pecora, P.J. (2009). Managing human resources: Administrative issues. In R.J. Patti (Ed.), The handbook
of human services management (pp. 268-281). Thousand Oaks, CA: Sage.
Supplemental Readings: Supervising & Supporting Staff
Gibelman, M., & Furman, R. (2013). Navigating human service organizations (3rd Ed.). Chicago, IL:
Lyceum Books, Inc.
Chapter 5 – Supervision within the organization setting (pp. 93-115)
Chapter 6 – The work environment (pp. 116-138)
Class 5
April 4
Understanding Organizational Budgets
Guest Lecturer: Dr. Noel Mazade
SOWO 799 Syllabus, Spring 2016 – Bowen
8
Objectives
1. Identify the challenges human service organizations face in financing their operations
2. Understand how HSOs are shaped by the political economies of different fields of practice
3. Describe full cost budgeting/recovery principles and practices
4. Create a full cost budget and budget justification for your program
Bring to Class:
1) A program budget from your organization (if accessible)
Required Readings
Despard, M. (2008). Introduction to budgeting. Chapel Hill, NC: University of North Carolina School of
Social Work.
Souders, T.M. (2013). How to prepare a human service program budget.
Supplemental Readings
Gibelman, M., & Furman, R. (2013). Navigating human service organizations (3rd Ed.). Chicago, IL:
Lyceum Books, Inc.
Chapter 3 – How organizations are financed (pp. 51-77)
Optional: Chapter 9 – The changing environment of organizations (pp. 172-190)
Kettner, P.M., Moroney, R.M., & Martin, L.L. (2008). Designing and managing programs: An
effectiveness-based approach. Los Angeles: Sage.
Chapter 10 – Budgeting for control, management, and planning (pp. 207-219)
Class 6
April 11
Finding Money to Pay for Your Program or Intervention
Funding Workshop
Guest Speaker: Graduate Funding Information Center
Met in Computer Lab on 5th Floor
Objectives
1. Identify key sustainability principles for human service organizations, including revenue
diversification and operating reserves
2. Understand the key differences between restricted and unrestricted sources of revenue and
general application procedures for grants
3. Articulate a strategy for financing a full cost program budget based on various resource
development strategies
Guest Speaker: Graduate Funding Information Center (class will meet in a computer lab on campus)
Bring to Class:
1) A grant application from your organization (if available)
2) A resource development plan or database from your organization (if available)
SOWO 799 Syllabus, Spring 2016 – Bowen
9
Online Resource
Josh Hinson, MSW, LCSW
SOWO 799 Class 5 PowerPoint Narrated: Finding Money to Pay for your Program or Intervention
Required Readings
Worth, M. J. (2012). Nonprofit management: Principles and practice (2nd Ed.). Thousand Oaks, CA: Sage.
Chapter 11 – Philanthropic Fund-Raising (pp. 266-297)
Chapter 12 – Earned Income Strategies (pp. 298-321)
North Carolina Coalition Against Domestic Violence. (n.d.). Wise women’s favorite fundraising strategies.
Review the following North Carolina foundation websites to identify:
1. Funding areas/priorities
2. Application procedures and guidelines
3. Types of organizations and programs that are getting funded
http://www.mrbf.org/
http://www.zsr.org/
http://www.kbr.org/
http://www.fundforsouth.org/
Class 7
Peer and Professor Consultation
April 18
Objectives
1. Discuss resource development plan
2. Meet with the professor to discuss the resource development plan, overall progress, and
address issues and concerns
3. Seek peer consultation from students working in similar project areas
Class 8
Student Presentations
April 25
Objectives
Students will present their program proposals in class before a visiting community practitioner9
9
Students will have approximately 10 minutes—5 minutes of presentation time and 5 minutes of critique and
discussion.
SOWO 799 Syllabus, Spring 2016 – Bowen
10
Assignments
Assignment #1
Job Description, Hiring & Supervision Plan (15% of final grade)
Due Class #5
New programs require additional staff or – at the very least – dedicated staff time in order to be
successful. Simply adding new tasks to the workload of existing staff is not a viable solution, nor is it
reasonable to assume that an entire program can be carried out by volunteers. In addition, who will be
responsible for orienting and supervising the staff or volunteers who will carry out program activities?
Who will be accountable for measuring outcomes and allocating resources?
The purpose of this assignment is to develop a plan to ensure that the organization has the right people
in place to implement your program, and that they receive the appropriate supervision.
Part A: First, describe the staffing requirements for the program. Cite literature on the proposed
intervention that provides justification for staffing. [In other words, where in your research did find
evidence to support the need for the specific tasks and competencies that you have included in your job
description?] For example, do EBPs require that all therapists carrying out the intervention be licensed
or certified? Does the intervention require multiple roles (i.e., psychiatrist, therapist, and case
manager)?
Part B: Describe your hiring plan, including the organization’s internal processes for posting positions,
selecting and interviewing candidates, and making employment offers. Explain how issues of diversity
will impact the program (e.g., is it important the new hire be a member of the target population?), and
provide detailed steps for advertising the position(s) that will ensure a diverse, qualified candidate pool.
Cite literature to support these hiring practices. [In other words, you will make recommendations for
where to advertise, or how else to recruit diverse candidate; what evidence can you cite to support the
effectiveness of your recommendations in recruiting applicants that you think would be successful in
this position? This may be a case where the readings from our class are sufficient, or you may find other
sources that, for example, suggest effective methods for recruiting and retaining members of a
particular community.]
Part C: Develop a plan for supervision. Include information on orientation and training that will be
necessary to prepare the new hire(s) for successful integration into the agency. For example, will the
organization’s existing orientation for new employees be sufficient, or will your program require
additional orientation activities to help the new hire(s) understand how their position fits into the
organization’s overall functioning? Provide a detailed plan for clinical and/or management supervision.
For example, is specialized supervision required for therapists carrying out your EBP (as in the case of
provisionally licensed LCASs)? Can that supervisor also provide feedback on completion of tasks in the
job description, or will require an additional supervisor? What supervision style is currently used in the
organization? Include citations to support the supervision plan. For example, does the literature on your
intervention suggest that certification and ongoing supervision in a particular treatment modality is
required? Does the host agency require regular clinical and/or administrative supervision? Document
this, even if it means citing personal communication with your Field Instructor!
Part D: Finally, develop a job description that matches the format and relevant content of other job
descriptions in the agency, and that adequately prepares the new hire with job clarity and opportunities
for job enhancement and enlargement.
Products Due:
 Description of Program Staffing Requirements
 Hiring Plan
 Supervision Plan
 Job Description
SOWO 799 Syllabus, Spring 2016 – Bowen
11
Grading Criteria
Student clearly describes the staffing requirements for the program, and cites literature on
the proposed intervention that provides justification for staffing. Breaks down tasks of
position to justify FTE, including an hourly distribution of weekly tasks.
The hiring plan provides detailed steps for advertising the position(s) that will ensure a
diverse, qualified candidate pool. Describes organization’s current recruiting and hiring
practices and notes opportunities for change to match best practices and contribute to a
diverse work force. Cites literature to support recommended hiring practices.
The supervision plan includes information on training and orientation necessary to prepare
the new hire(s) for successful integration into the agency, completion of all tasks in the job
description, and a detailed plan for clinical and/or management supervision. Describes
current supervision practices and supports needed for additional or distinct supervision.
Includes citations.
A job description is included that matches format and relevant content of other job
descriptions in the agency, and adequately prepares the new hire with job clarity and
opportunities for job enhancement and enlargement. Includes a current job description,
with additions highlighted.
TOTAL
Points
25
25
25
25
100
Assignment #2
Full Cost Recovery Budget (15% of final grade)
Due Class #6
New programs require additional resources to carry out program activities, pay staff, and cover indirect
costs to the organization. Unanticipated or “hidden” costs can result in the program’s failure and can
have devastating consequences for the host organization.
The purpose of this assignment is to develop a budget that anticipates all costs – direct, indirect, and
administrative – and makes sure that costs will be covered by potential funders.
Part A: First, complete a full cost recovery budget on the template provided. Clearly identify all full,
expected and reasonable costs of the program in the budget.
Part B: Write a budget justification narrative. This is a document that describes all costs identified in the
budget and explains why they are necessary. Include citations where necessary; for example, cite
resources that justify the salary range for new hires (especially if they represent positions that do not
currently exist in the organization), and sources that explain why other expenses are required for the
program (such as travel, curricula, staff training, or specific materials for activities, etc.)
Products Due:
 Full Cost Recovery Budget
 Budget Justification Narrative
Grading Criteria
Full Cost Recovery Budget is well formatted, easy to read, logical, and understandable.
Budget clearly identifies all full, expected and reasonable costs of the program.
Narrative clearly explains and justifies all major costs. Includes citations.
TOTAL
SOWO 799 Syllabus, Spring 2016 – Bowen
Points
30
30
40
100
12
Assignment #3
Resource Development Plan (15% of final grade)
Due Class #7
New programs require additional funding to cover their costs, and that means seeking new funding
sources or revenue streams.
The purpose of this assignment is to develop a plan for requesting the funds or generating the revenue
necessary to cover all program costs.
Part A: You will provide a detailed description of the organization’s current funding structure. You may
be able to start by reviewing your Organizational Assessment assignment from SOWO 570, but this
assignment will probably require more detail about specific grants awarded and other resource
development programs like annual campaigns, special events, relationships with individual donors, etc.
Begin by discussing how your program would fit with other programs in the organization, and describe
the funding sources for those existing programs. Discuss how (or whether) your program might be
funded by existing sources, and identify strategies to acquire additional funds through those sources,
and/or identify gaps that indicate the need for additional funding sources.
Part B: Identify potential funders for your program, including foundations and grants. Create a table that
lists the funders, their funding priorities, applicant requirements (i.e., do they fund nonprofits only, or
will they fund for-profit and public agencies? Do they only fund a particular kind of service
organization?), typical range of the award, application deadlines, application requirements (online
application form? Require letter of interest before application?), and contact information (web address,
contact person, email address, etc.).
Part C: Discuss options for other philanthropic fund-raising strategies. Does the organization already
have an annual campaign? Do they have an annual event for donors? Do they hold fundraisers like
charity auctions, a 5K, etc.? How effective are these efforts at generating the necessary revenue? Are
there opportunities for new or additional events?
Part D: Discuss options for earned income strategies. Does the organization already have business
ventures? How effective are these ventures at generating the necessary revenue? Are there
opportunities for new or additional partnerships with business? Do (or would) earned income strategies
support the mission of the organization, or do/would they contribute to mission drift?
Part E: Finally, summarize your findings from the sections above, and outline the strategies you would
adopt to raise monetary and non-monetary resources needed for your program or project (i.e. individual
or corporation donations, special events, grants, contracts). Create a table showing how all proposed
efforts would cover the total cost in the budget from assignment #3. Identify the person(s) in the
organization who would be most appropriate to pursue these efforts.
Products Due:
 Description of Current Funding Structure
 Table of Grant Sources
 Philanthropic Fund-Raising Strategies
 Earned Income Strategies
 Table of Proposed Fundraising Efforts
Grading Criteria
Description of Current Funding Structure indicates understanding of the funding streams of
the standing agency.
Table of Grant Sources is clear, easy to read, and contains all required elements.
Philanthropic Fund-Raising Strategies adequately discuss existing efforts and possibilities
for new ones (or rationale for not pursuing Philanthropic Fund-Raising Strategies).
Earned Income Strategies adequately discuss existing efforts and possibilities for new ones
SOWO 799 Syllabus, Spring 2016 – Bowen
Points
20
20
20
20
13
(or rationale for not pursuing Philanthropic Fund-Raising Strategies).
Resource development strategy is justified; Table of Proposed Fundraising Efforts is clear, easy20
to read, and contains all required elements.
TOTAL
100
Assignment #4
Final Presentation (20% of final grade)
To be completed in Class #8
Students will present their program proposals in class before a visiting community practitioner who will
provide feedback from the perspective of a potential funder. Quality expected of presentations in a
professional setting. In the spirit of the “elevator speech” that we have noted, you have five minutes to
provide an overview of your program proposal. We will then have five minutes of discussion.
Grading Criteria
Student is well prepared for the presentation; thorough rehearsal is evidenced by smooth,
convincing delivery. If used, visual aids provide support but do not distract or overpower.
The presentation demonstrates that the proposed program or intervention is necessary,
well-reasoned, and has supporting evidence. Presentation is effective in convincing the
audience of the need for funding.
Student behaves professionally and confidently. Dress, speech and body language are
appropriate to the audience. Students maintain appropriate eye contact, speak clearly, and
are easy to understand.
TOTAL
Points
35
35
30
100
Assignment #5
Completed Program Plan (20% of final grade)
Due one week after the last day of class
The purpose of this assignment is to compile the relevant products from the preceding assignments into
a professional program proposal that can be presented to the host organization. Students will deliver
the finished product to the host organization at the same time that they turn it in to the instructor. The
host organization will complete a feedback form and will send the form to the instructor; this feedback
will be available to students.
The final plan should look like an actual business plan, and should minimally include the following
components. If the organization requires a specific format or needs additional information or data, be
sure to negotiate that with them before turning in the final product.
1. Title Page (package the finished proposal in an attractive format that is appropriate to the
organizational setting)
2. (10 points) Executive Summary
This will be a short (1 page) summary of the program proposed, with brief supporting
documentation, staff needed, and bottom line of the budget anticipated. It is expected that much
of the statement in the Executive Summary will be repeated in the longer version.
3. (10 points) Issue Overview
Summarize the need for the program. Also describe the standing agency you have chosen for your
program. Explain why the issue is important and how it fits with the organization chosen to address
it. The issue should be compelling and supported by citations of research into its effect on a
particular population. It must fit within the organization’s existing mission.
4. (10 points) Logic Model and Outcome Objectives
SOWO 799 Syllabus, Spring 2016 – Bowen
14
These will come from your SOWO 570 Intervention Strategy (Logic Model & Theory of Change)
assignment. Using the SMART criteria, list the short and long term outcomes you hope to achieve.
5. (20 points) Description of Program or Intervention
Describe your proposed services and/or activities in detail. If you are proposing a new direct
service program, indicate and justify the practice model using theory and/or evidence, identify and
describe the target population (needs, characteristics), outreach, screening, intake and assessment
procedures, and the frequency, duration and intensity of services you will provide. If it is a systems
or community intervention, describe how different organizations, businesses and/or associations
will participate. Cite research to support effectiveness of the intervention. Sources are not limited
to academic journals and can include government and foundation reports and individual program
or community intervention evaluations. If a funder were reviewing this plan, it would be very clear
what the agency (and its partners, if applicable) will do to achieve intended outcomes. Again, much
of this will come from your SOWO 570 Intervention Strategy (Logic Model & Theory of Change)
assignment.
What are the particular strengths and limitations of your plan? What actions will the organization
need to take in order to leverage these strengths or overcome these limitations?
6. (20 points) Human Resources, Supervision and Management
Include all parts of the Job Description, Hiring & Supervision Plan (Assignment #1). In addition, this
section should answer the following questions: How many staff members will you need to hire to
implement this program or intervention? What job titles from the agency seem to fit for these
staff? Who will supervise them? What supervision style is required for the new position(s)? Who
will be responsible for overall management of the program or intervention, such as monitoring
implementation, evaluating results, solving problems and monitoring the budget?
Job descriptions for the program should be included in the appendix.
7. (20 points) Financial Management
Include all parts of the Full Cost Recovery Budget (Assignment #2). Also include a resource
development plan that outlines the strategies you would adopt to raise monetary and nonmonetary resources needed for your program or project (i.e. individual or corporation donations,
special events, grants, contracts, etc.), including identified prospective funding sources.
Full, expected and reasonable costs of the program should be clearly identified in the budget. The
budget should be well formatted and easy to read and understand. Major costs should be well
explained and justified. The resource development plan should contain reasonable assumptions
about how the organization can fund the program or intervention with specific and well-reasoned
ideas for funding sources.
The Full Cost Recovery Budget, Table of Proposed Fundraising Efforts, and (if applicable) the
Table of Grant Sources for the program should be included in the appendix.
8. Appendix
This should contain clean, edited copies of your job description(s), budget, and resource
development plans. Points for these items are contained in other sections.
9. (10 points) References
At a minimum, eight sources are necessary for this assignment. Some sources may be the US
Census or other surveys, but the majority of sources chosen must be from recognized scholarly
journals and books (WIKIPEDIA is not a scholarly source). Texts from the course may be used but
DO NOT count toward the eight source minimum requirement. You must follow APA format for
SOWO 799 Syllabus, Spring 2016 – Bowen
15
citations. This section also grades the writing quality of the paper. Remember that you will be
submitting your final product to an actual organization; think about the quality that they would
expect of an employee or contractor.
Product Due:

A finished (10-14 page) program proposal describing the type of program and activities
necessary to reach desired outcomes for a specific population. Included in the plan will be
staffing and supervision needs, a budget, and resource development plan.
Grading Criteria
See outline above.
TOTAL
SOWO 799 Syllabus, Spring 2016 – Bowen
Points
100
100
16