THE UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL
SCHOOL OF SOCIAL WORK
COURSE NUMBER:
COURSE TITLE, SEMESTER AND YEAR:
INSTRUCTORS:
SOWO 799.01W
Leadership and Management in Public Human
Service Agencies, Fall 2011
Teresa Ilinitch
M.S.W., San Jose State University
Clinical Instructor
UNC-CH School of Social Work
325 Pittsboro Street, CB #3550
Chapel Hill, NC 27599-3550
(919) 962-4366
teresatl@email.unc.edu
Wanda Reives
M.S.W. University of North Carolina at Chapel Hill
Clinical Associate Professor
UNC-CH School of Social Work
325 Pittsboro Street, CB #3550
Chapel Hill, NC 27599-3550
(919) 962-8982
wreives@email.unc.edu
OFFICE HOURS:
Live on-line Wednesdays 5:30pm-7:00pm and in-person/phone by appointment
COURSE DESCRIPTION:
Participants will examine theories, models, and practices for leading and managing in
human service agencies (specifically child welfare), emphasizing social work values
and intervention methods.
COURSE OBJECTIVES:
1. Examine and evaluate leadership theories, and demonstrate moral courage
through the application of social work values and ethics to policy and practice
in public child welfare settings.
2. Employ conceptual frameworks for managing organizational change in public
settings.
3. Analyze and apply models for the creation and maintenance of positive
organizational culture and climate in public settings with diverse staff and
consumers.
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4. Employ practices that promote healthy work-life balance in public child welfare
settings.
5. Differentiate the functions and foci of teams in public child welfare and
demonstrate the ability to match organizational tasks with appropriate team
structures.
6. Demonstrate the value of collaborative practices internally and across systems in
child welfare settings.
7. Identify and respond to the unique management challenges facing public
sector leaders in areas of governance, finances and funding, human resources,
and service standards and policies.
8. Critically reflect on possible uses of different evidence-based approaches to
leadership and management in working with diverse populations.
EXPANDED DESCRIPTION:
This course emphasizes application of theories and frameworks to public human
service agencies with emphasis on child welfare practice settings. It focuses on
developing evidence based strategies and skills for leading and managing in diverse
public child welfare settings. This course progresses through a range of major
knowledge and skill areas providing theories, frameworks, case examples, and
experiential learning activities that promote service to society through the development
and demonstration of autonomous practice of family-centered leadership and
management approaches, in public agency settings.
REQUIRED TEXTS/READINGS:
There is one required textbook for the course:
Pecora, P., Cherin, D., Bruce, E. & de Jesus Arguello, T. (2010). Strategic
supervision: a brief guide for managing social service organizations. Los Angeles, CA:
Sage Publications.
There is one recommended textbook for the course (selected chapters have been
scanned and made available to you, however you may want the whole text for future
reference):
Manning, S. (2003). Ethical leadership in human services. Boston, MA: Allyn and
Bacon.
You can find details about other required readings in the course outline. Those
readings are also available to you through the course website.
RELATED READINGS:
In some cases, we may provide you with additional information about a topic
that is not required; those sources will be clearly noted as “optional.”
TEACHING METHODS AND COURSE STRUCTURE
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If you have not taken an on-line course before, learning in an online environment
may take a little getting used to—the content is the same, but it is delivered in a
different way. Each week, course content will be delivered through a combination of
methods that may include reading articles, reviewing websites and videos, reading
course-related documents, and/or watching a narrated PowerPoint presentation. It is
essential that you allow time to review all the content associated with each week. The
workload is equivalent to the work in a face-to-face 3.0 hour credit course.
The class is structured according to a weekly cycle, starting at 12:00 a.m. each
Wednesday, and ending at 11:59 p.m. the following Tuesday. The content for each
week, including lecture materials, activities, and details about assignments will be
available at midnight, the Wednesday the class week begins. Unless otherwise noted,
activities and assignments due during the week will need to be submitted by 11:59 p.m.
on Tuesday. Although most of your study schedule will be determined by you, all
participants are expected to set aside Wednesdays from 5:30-7:00 for group projects
and occasional live sessions.
ONLINE COURSE CULTURE
The development of a supportive learning environment, reflecting the values of
the social work profession, is essential for the success of this class. A supportive learning
environment is fostered by listening to the ideas and views of others, appreciating a
point of view which is different from your own, articulating clearly your point of view,
and linking experience to readings and assignments. We will appreciate your
contributions to making this a safe and respectful class for learning and growth.
CLASS ASSIGNMENTS
There are four assignments and activities that contribute to your final grade:
Assignment
1. Reaction Paper
2. Position Paper
3. Resource Paper
4. Class Participation &
Discussion Forum
TOTAL
Due Date
9/27/11
10/11/11
11/8/11
ongoing
Percent of Grade
25%
20%
30%
25%
Points Value
25
20
30
25
100%
100 POINTS
1. Reaction Paper
Students will complete review of literature on use of Teams in child welfare and
compare findings with current use of Teams in student’s agency/field agency.
Students will submit a 3 to 5 page reaction paper that addresses the following:
(1)
Summary of history of teams in public child welfare
(2)
Literature’s description of effective Teams –structure, management
(3)
Literature’s discussion of families’ reaction to use of Teams
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(4)
(5)
(6)
How use of Teams in student’s agency/field agency compares with
findings from literature
Areas for enhancement of Teams in student’s agency/Field agency
Plan for implementing areas identified
2. Position Paper
Case scenarios of situations a supervisor might need to address will be presented
to the class. Students will be asked to select one scenario and present a plan for
how the situation should be handled. Students will use utilize the readings from
this week and previous weeks in the development of their plan. Students’ plan to
address the selected situation will be posted to class. Students will review all
postings, select one posting and post a reaction supporting or disputing the plan
that was developed. Students will also utilize readings to support their reaction to
the selected posting.
3. Resource Paper
Each student will select a management skill topic and prepare a short (5-7
pages) resource paper introducing the skill area, outlining major processes or
steps to be followed when using this skill, and providing current resource
information related to the skill area. A list of skill areas will be provided and will
include topics such as strategic planning, operational planning, change
management, public sector resource development, and similar topical areas.
These papers will be shared with all members of the class so that each student
will have a Management Skills Resource Guide at the conclusion of the course.
Detailed instructions will be provided no later than October 26, 2011.
4. Class Participation & Discussion Forum
Full participation is essential to your learning, and will allow you to successfully
apply the course material in a way that is personally and professionally
meaningful. You are expected to complete all readings, activities and
assignments associated with each week of the course. Everyone will receive 25
points for participation, in recognition of a norm of active participation, which
includes high-quality participation in the discussion forum.
Students maintain their score by:
 Working cooperatively with others
 Participating in the class discussion forum, providing information in posts that
is thoughtful and thorough, and responding to classmates’ posts with
thoughtful content
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

Showing respect for others’ opinions and being open to feedback from
peers/instructors
Demonstrating a willingness to understand diversity in people regarding race,
color, gender, creed, ethnic or national origin, disability, political affiliation,
sexual orientation, religion, and populations at risk
Your score will be reduced for the following:
 Missing and/or not responding to discussion forum posts and/or posts from
classmates
 Using derogatory language or demeaning remarks
GRADING SYSTEM
H = 94-100
P = 80-93
L = 70-79
F = 69 and below
WRITTEN ASSIGNMENTS
All written assignments must be typed and follow APA format. Several writing
resources are posted on the School’s Writing Resources
Page: http://ssw.unc.edu/students/writing. This link provides access to an array of
resources including the newly updated “APA Quick Reference Guide.” You can also
refer to the APA Publication Manual (6th edition), and to
http://www.lib.unc.edu/instruct/citations/apa/index.html.
POLICY ON INCOMPLETES AND LATE ASSIGNMENTS
All assignments must be emailed to all instructors by 11:59 p.m. on the last day of
the week the assignment is due. Late assignments are strongly discouraged and require
prior permission of at least one instructor. Late assignments may result in a 10%
deduction of the assignment’s points. You must contact instructors prior to a due date if
you would like to request an extension. Incompletes may be granted if (a) there are
extreme and unforeseeable circumstances that affect your ability to complete the
semester’s work, and (b) you contact instructors in advance to develop a plan and
timeline for completing your work.
POLICY ON ACADEMIC DISHONESTY
Academic dishonesty is contrary to the ethics of the social work profession, unfair
to other students, and will not be tolerated in any form. All written assignments should
include the following signed pledge: “I have neither given nor received unauthorized
aid in preparing this written work.” 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. Please
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refer to the APA Style Guide for information on attribution of quotes, plagiarism, and
appropriate citation.
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
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.
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Course Outline
Module 1, Introduction and Overview
Core Leadership and Management Theories and Practice for Leading in a Public
Agency
Week 1 August 24, 2011
The first class will take place in a synchronous (live), on-line session from 5:30-7:00 pm on
Wednesday, August 24. Information about accessing the online session by the web
program “elluminate” and conference call will be emailed to students prior to the session.
Learning Objectives

Introduce foundation/cross-cutting themes and explore implications for leadership

Identify and examine best-practice leadership models that form the foundation of
the course

Compare and contrast concepts related to leadership and management

Analyze evidence-based leadership and management practices with diverse
populations and demonstrate critical thinking in relation to the effectiveness of
different evidence-based leadership and management practices in work with
diverse populations
Readings
Child Welfare Matters (2008). System reform: using the system of care approach. Retrieved
on August 16, 2011 from http://muskie.usm.maine.edu/helpkids/rcpdfs/cwmatters7.pdf
National Association of Public Child Welfare Administrators (2005). Guide for child welfare
administrators on evidence based practice. Retrieved on August 16, 2011 from
http://www.chadwickcenter.org/Documents/Guide-for-Evidence-Based-Practice.pdf
Handouts:
 Netiquette
 Discussion Forum Responses
 Elluminate Participant Tips
Module 2, Individual Leadership
Impact of the Public Setting on Leadership
Week 2 – August 31, 2011
Learning Objectives

Explore the unique aspects of leadership and management of public agencies such
as operating under externally mandated service standards and policies designed to
provide public accountability and insure consistence and continuity of services
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Differentiate leadership roles and management roles in public agency context
Identify different public agency structures and the implications for agency leaders
(for example county administered child welfare systems vs. state administered child
welfare systems; implementing externally mandated policies and standards)
Understand the competing values framework in the context of leadership and
management in public settings.
Demonstrate moral courage by applying social work values and ethics in policy and
practice




Readings
Gibelman, M., & Furman, R. (2008). The changing environment of organizations. In
Navigating human service organizations (166-183). Chicago, IL: Lyceum Books, Inc.
Cameron, K. & Quinn, R. (1999).The competing values framework. In Diagnosing and
changing organizational culture: based on the competing values framework (28-54).
Reading, Massachusetts: Addison-Wesley.
Strom-Gottfried, K. (2008). Understanding Ethics. In The ethics of practice with minors. (p.
1-12). Chicago, Illinois: Lyceum.
Individual Leadership Qualities and Practice Challenges
Week 3—September 7, 2011
Learning Objectives
 Develop strategies for maintaining work-life balance (for yourself, not for those you lead)
 Demonstrate understanding of the complexity of implementing work-life balance in a
public agency setting.
 Develop strategies for self-care.
Readings
Pryce, J., Shackelford, K., & Pryce, D. (2007). Educating child welfare workers about
secondary traumatic stress. In Secondary traumatic stress and the child welfare
professional (51-71). Chicago, IL: Lyceum Books, Inc.
Stamm, B.H. (2002). Measuring compassion satisfaction as well as fatigue: developmental
history of the compassion satisfaction and fatigue test. In Figley, C. (Ed.), Treating
Compassion Fatigue (107-119). New York: New York: Routledge.
Pryce, J., Shackelford, K., & Pryce, D. (2007). Traumatic stress and child welfare
administration. In Secondary traumatic stress and the child welfare professional (97-112).
Chicago, IL: Lyceum Books, Inc.
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Module 3, Team Leadership
Culture and Climate
Week 4 – September 14, 2011
Learning Objectives

Understand the impact of organizational and group culture on the work
environment and the individual

Examine the public agency leader’s role in influencing and maintaining a positive
work climate with diverse staff and consumers

Examine the impact of public mandates on culture and climate

Explain the impact of organizational culture and climate on teams

Explain the leader’s role in and the process of creating and maintaining a positive
team work climate
Readings
Text: Chapter 2
Cherin, D. and D. Chenot (2010). Organizational and workgroup culture. In Pecora, E.,
Cherin, D., Bruce, & E., Arguello, T., Strategic Supervision (pp. 26-40). Los Angeles, CA:
Sage Publications.
Social Work Policy Institute. (2011). Supervision: the safety net for front-line child welfare
practice. Washington, DC: Author.
Schein, E. (2010). Part one: organizational culture and leadership defined. In
Organizational culture and leadership (7-55). San Francisco: Jossey-Bass.
Manning, S. M. (2003). Organizational culture: the tangled web of understanding. In
Ethical leadership in human services: a multi-dimensional approach. (pp. 195-213). Boston:
Pearson Education.
Manning, S. M. (2003). Tools and strategies to shape ethical cultures. In Ethical leadership
in human services: a multi-dimensional approach. (pp. 214-230). Boston: Pearson
Education.
Structure and Management of Teams
Week 5—September 21, 2011
Learning Objective

Develop the skills needed to lead teams with different function and foci, including
the skills needed to tailor a leadership approach to a team’s specific function and
focus.
Readings
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American Public Human Services Association (2010). Leadership guidance. Retrieved on
August 23, 2011 from http://www.ppcwg.org/images/files/Leadership%20Guidance(3).pdf
Michael, J. (2007). A team approach. Children’s voice. Vol. 16 No. 5. Child Welfare
League of America. Retrieved on August 23, 2011 from
http://www.cwla.org/voice/0709management.htm
Graded Assignment: Reaction Paper, Due September 27 by 11:59 p.m.
Week 6—September 28, 2011
Learning Objectives

Identify your individual strengths and challenges as a team leader and understand
the impact of those strengths and challenges on the team you lead

Explore the benefits and challenges of collaboration internally as well as across units
and sections, including the positive impact of effective collaboration on family
outcomes.
Readings
Text: Chapter 6
Pecora, E., Cherin, D., Bruce, & E., Arguello, T., (2010). Facilitating groups and teams. In
Strategic Supervision (pp. 105-137). Los Angeles, CA: Sage Publications.
Manning, S. M. (2003). The essence of ethical leadership. In Ethical leadership in human
services: a multi-dimensional approach. (pp. 3-20). Boston: Pearson Education.
American Public Human Services Association (2010). Administrative Practices Guidance.
Retrieved on August 23, 2011 from
http://www.ppcwg.org/images/files/Administrative%20Practices%20Guidance.pdf
National Child Welfare Workforce Institute (2011). Leadership competency framework.
Retrieved on August 23, 2011 from
http://www.ncwwi.org/docs/LeaderCompFrame_latest.pdf
Supervision
Week 7—October 5, 2011
Learning Objectives

Understand and apply evidence-based supervision practices

Identify strategies and employ practices that promote healthy work life balance
among supervisees

Examine the relationship between workers and supervisors including setting
boundaries, transitioning from worker to supervisor, and providing supervisory
oversight
Readings
Text: Appendix A
Pecora, E., Cherin, D., Bruce, & E., Arguello, T., (2010). Brief history of social work supervision
concepts. In Strategic Supervision (pp. 191-194). Los Angeles, CA: Sage Publications.
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Potter, C. (2009). Clinical supervision in child welfare. In Child welfare supervision: A
practical guide for supervisors, managers, and administrators (pp. 296-329). New York:
Oxford Press.
Salus, M. (2004). Supervising chld protective services caseworkers. Child Abuse and
Neglect Manual Series. U.S. Department of Health and Human Services, Administration for
Children and Families, Children’s Bureau, Office on Child Abuse and Neglect.
Ministry of Social Development. (2008). Social work now. The practice journal of child,
youth, and family. New Zealand: Author.
Graded Assignment: Position Paper, Due October 11 by 11:59 p.m.
Week 8—October 12, 2011
Learning Objectives

Identify coaching models and develop skills for coaching workers on diversity issues;
modeling respect for differences; developing skills for addressing value differences
and managing team conflict (8)*

Develop skills for communicating effectively, including the management of difficult
communication
Readings
Potter, C. (2009). Beyond the question of color: Diversity issues in child welfare supervision.
In Child welfare supervision: A practical guide for supervisors, managers, and
administrators (pp.203-219). New York: Oxford Press.
Salus, M. (2004). Supervising chld protective services caseworkers. Child Abuse and
Neglect Manual Series. U.S. Department of Health and Human Services, Administration for
Children and Families, Children’s Bureau, Office on Child Abuse and Neglect.
Strengthening supervision: tips for helping caseworkers navigate cultural differences.
Children’s Services Practice Notes. (2009). Volume 14, Number 3. Retrieved on August 23,
2011 from http://www.practicenotes.org/v14n3/tips.htm
Ministry of Social Development. (2008). Social work now. The practice journal of child,
youth, and family. New Zealand: Author.
Week 9--October 19, 2011
Learning Objective

Understand HR challenges in the public sector including selection and performance
review of employees, the skills needed to recruit and maintain a diverse team, and
the importance of modeling family centered practice principles with workers
Readings
All readings from text.
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Chapter 3: Pecora, E., Cherin, D., Bruce, & E., Arguello, T., (2010). Value-based principles
and laws guiding personnel management. In Strategic Supervision (pp. 41-70). Los
Angeles, CA: Sage Publications.
Chapter 4: Pecora, E., Cherin, D., Bruce, & E., Arguello, T., (2010). Recruiting effective
employees. In Strategic Supervision (pp. 71-104). Los Angeles, CA: Sage Publications.
Chapter 5: Pecora, E., Cherin, D., Bruce, & E., Arguello, T., (2010). Screening and
interviewing for selection. In Strategic Supervision (pp. 87-104). Los Angeles, CA: Sage
Publications.
Chapter 7: Pecora, E., Cherin, D., Bruce, & E., Arguello, T., (2010). Designing and
conducting worker performance appraisals. In Strategic Supervision (pp. 138-169). Los
Angeles, CA: Sage Publications.
Module 4, Agency and Community Leadership
Community Leadership
Week 10—October 26, 2011
Learning Objectives

Develop skills for managing crisis

Communicate effectively with different audiences

Develop skills to market and advocate for the agency’s mission and vision

Define traits of a community leader and/or define expectations of leading a public
agency in a SOC-based continuum of services (skills for effective community
collaboration including engaging community stakeholders and building partnerships
and shared responsibility for outcomes)

Develop communication skills that contribute to effective collaboration (examples
include but are not limited to: conflict resolution, negotiation, and mediation).
Readings
Ferriera, K., Hodges, S., Issrael, N., & Mazza, J. (February 2007). Leadership qualities in
successful Systems of Care. In System implementation issue brief #3 by the Research &
Training Center for Children’s Mental Health. Retrieved from
http://rtckids.fmhi.usf.edu/rtcpubs/study02/issueBrief3.pdf on August 8, 2011.
Manning, S. (2003). Ethical leadership for the future: contributions to the common good.
In In Ethical leadership in human services (p. 257-272). Boston, Massachusetts: Allyn and
Bacon.
Rocha, C. (2007). Essentials of interest group politics: coalition building and task force
development. In Essentials of social work policy practice (p. 83-103). Hoboken, New
Jersey: John Wilen & Sons, Inc.
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Handout: “Why Soundbites Are Important.” Content retrieved from
http://www.ourcommunity.com.au/marketing/marketing_article.jsp?articleId=1613 on
August 9, 2011.
Rocha, C. (2007). Communicating with the public through the media. In Essentials of
social work policy practice (p. 43-59). Hoboken, New Jersey: John Wilen & Sons, Inc.
Week 11—November 2
Independent research work. No new readings.
Graded Assignment: Resource Paper, due Tuesday, November 8 by 11:59 p.m.
Week 12—November 9
Resource Paper Presentation
Week 13—November 16
Resource Paper Presentation
Learning Objectives, Weeks 11-13

Differentiate between agency leadership and management roles and
responsibilities

Learning fiscal management skills including financing structures, managing budgets,
and seeking external funding

Understand the complex nature of working with Boards, including power dynamics,
and identify the leadership skills needed to work effectively with Boards

Understanding management level workforce planning including navigating HR
restraints in a public setting and developing a diverse workforce

Understand the skills needed for operational and strategic planning

Understand conceptual frameworks for managing organizational change and
apply knowledge at the team, agency and community levels

Understand program development and implementation skills.

Demonstrate the ability to use data to make leadership decisions (example: create
policy, address staffing issues, and identify trends)
Week starting November 23—No Class, Thanksgiving
Week 14—November 30
Final Class, synchronous (live) elluminate session and wrap-up
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