THE UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL
SCHOOL OF SOCIAL WORK
COURSE NUMBER:
COURSE TITLE, SEMESTER AND YEAR:
INSTRUCTOR:
SOWO 799.01W
Leadership and Management in Public Human
Service Agencies, Fall 2012
Selena Childs
M.S.W., UNC-CH
Clinical Assistant Professor
UNC-CH School of Social Work
325 Pittsboro Street, CB #3550
Chapel Hill, NC 27599-3550
(919) 843-8144
sbchilds@email.unc.edu
OFFICE HOURS:
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.
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.
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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.
You can find details about other required readings in the course outline. Those readings
are also available to you through the course website.
OPTIONAL 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
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 courserelated documents, and participating in a discussion forum. 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 (approximately 12 hours per week).
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—until that time, content is
subject to change. Unless otherwise noted, activities and assignments due during the
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week will need to be submitted by 11:59 p.m. on the Tuesday before the next week
begins.
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. Your contributions to making this a
safe and respectful class for learning and growth will be appreciated.
ONLINE/SYNCHRONOUS SESSIONS
Most of the course is self-paced, meaning the workload each week can be completed
anytime during that week. However, there are three “synchronous” on-line sessions that
are mandatory. Each of these three sessions will require you to be at a computer and
also have access to a land line where you can call into a toll-free conference call
number (details about how to log on and dial in will be provided closer to the actual
sessions). Mark your calendars now:



Wednesday, August 22, 5:30-7:00 pm
Wednesday, November 14, 5:30-7:00 pm
Wednesday, November 28, 5:30-7:00 pm
CLASS ASSIGNMENTS
There are four assignments and activities that contribute to your final grade:
Assignment
Due Date
Percent of
Grade
1. Reaction Paper (3-5 pages)
9/25/12
20%
2. Position Paper (4-6 pages)
10/16/12
25%
3. a)Resource Paper (5-7 pages)
a) 11/6/12
30%
b)Presentation (5-10 minute
b)11/14/12 or
PowerPoint presentation during on-line 11/28/12 (students
elluminate session)
will sign up for one of
these dates)
4. Class Participation & Discussion Forum
ongoing
25%
TOTAL
100%
Reaction Paper
Worth 20% of your grade, in this 3-5 page reaction paper, students will use the
readings covered in the preceding weeks to demonstrate their understanding of
the concepts presented by answering questions posed by the instructor. Details
about the assignment are included in Week 4.
Position Paper
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Your second graded assignment, worth 25% of your grade is a 4-6 page position
paper that will pull together theories and practice related to supervision. Using a
case example, students will explore the following topics: models of supervision,
supervision practice, accountability, and recommendations. Details about the
assignment are included in Week 7.
Resource Paper
Worth 30% of your grade, this assignment provides an opportunity for you to
explore a management skill area that interests you and prepare a resource paper
that synthesizes your findings about the skill area. Each paper will be shared with
other students in the course, with students asked to respond to each others’
papers through discussion posts and during a live online session. The papers will
become part of a Management Skills Desk Reference manual that can be used
for a quick start when you encounter a need for certain skills in your own practice.
Details about the assignment are included in Week 9.
Class Participation
Worth 25% of your grade, class participation will be graded using the following
rubric:





Forum posts are completed by the due date (5%)
Forum posts reflect answers to all parts of the questions posed (5%)
Content of posts demonstrate the student’s understanding of readings (5%)
Reactions to other’s posts demonstrate good “netiquette” (5%)
Working in time with others, not getting far ahead in the materials and Forum (5%)
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 the instructor 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 the instructor. Late assignments may result in a 10% deduction of the
assignment’s points. You must contact the instructor prior to a due date if you would like
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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 your instructor 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
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
Week 1 August 22, 2012: Introduction to SOWO 799
The first class will take place in a synchronous (live), on-line session from 5:30-7:00 pm on
Wednesday, August 22, 2012. 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
Readings & Videos
none
Week 2 – August 29, 2012: Leading and Managing in Public Agencies
Learning Objectives

Understand the competing values framework in the context of leadership and
management in public settings.
Readings & Videos
Furman, R. & Gibelman, M. (2013). The changing environment of organizations. In
Navigating human service organizations (172-190). 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. 112). Chicago, Illinois: Lyceum.
Week 3—September 5, 2012: Child Welfare Stress and Self-Care
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.

Identify strategies and employ practices that promote healthy work life balance
among supervisees
Readings & Video
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.
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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.
Marsh, N. (2010). How to make work-life balance work. Retrieved from Goffee, R., &
Jones, G. (2009). Retrieved from
http://www.ted.com/talks/lang/eng/nigel_marsh_how_to_make_work_life_balance_wor
k.html on May 9, 2011.
Optional Reading
Center for Advanced Studies in Child Welfare (2012). CW360: a comprehensive look at a
prevalent child welfare issue. Retrieved on August 18, 2012 from
http://www.cehd.umn.edu/ssw/cascw/attributes/PDF/publications/CW360_2012.pdf
Week 4 – September 12, 2012: Leadership and Management Theory
Learning Objectives

Identify and examine best-practice leadership models that form the foundation of
the course

Compare and contrast concepts related to leadership and management

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

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)

Differentiate between agency leadership and management roles and
responsibilities
Readings & Video
Testa, M., and Poertner, J. (2010). Child Welfare in the Twentieth Century. In M. Testa,
Fostering accountability (pp. 35-74). New York: Oxford University Press.
Pecora, P. J. (2010). Strategic Supervision: A Brief Guide for Managing Social Service
Organizations. Chapter 1. Los Angeles: Sage.
The National Child Welfare Workforce Institute Leadership Competency Framework.
National Child Welfare Workforce Institute. (2010)
Week 5—September 19, 2012: Culture and Climate
Graded Assignment: Reaction Paper, Due September 25 by 11:59 p.m.
Learning Objectives
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


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
Readings & Video
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.
Chapter 2 of your required text:
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.
Week 6—September 26, 2012: Supervision Direct Practice
Learning Objectives

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

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.

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 & Video
Salus, M. (2004). Supervising child 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. (Chapter 2,
pp. 7-12 & Table of Content, pp. i-iii)
Ministry of Social Development. (2008). Social work now. The practice journal of child,
youth, and family. Munro, p. 3-10 & Lohrbach, p. 19-24). New Zealand: Author.
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
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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.
Pecora, E., Cherin, D., Bruce, & E., Arguello, T., (2010). Facilitating groups and teams. In
Strategic Supervision (pp. 105-137). Los Angeles, CA: Sage Publications.
Optional Reading
Childs, S., & Williams, E. (2011). NC child welfare workers describe supervision: an analysis
of the 2009 NC-DSS supervision best practice study. University of North Carolina at Chapel
Hill School of Social Work: Authors.
Week 7—October 3, 2012: Supervision Macro Practice
Learning Objectives

Understand and apply evidence-based supervision practices

Identify your individual strengths and challenges as a team leader and understand
the impact of those strengths and challenges on the team you lead

Readings and Video
Social Work Policy Institute. (2011). Supervision: the safety net for front-line child welfare
practice. Washington, DC: Author.
Social Work Policy Institute Supervision Video Part 1 (91 minutes):
http://www.socialworkpolicy.org/news-events/supervision-the-safety-net-for-front-linechild-welfare-practice.html.
Week 8—October 10, 2012: Diversity and Cultural Competence
Graded Assignment: Position Paper, Due October 16 by 11:59 p.m.
Learning Objectives

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

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.
Readings & Video
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.
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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 17, 2012: Personnel Management
Learning Objective

Demonstrate moral courage by applying social work values and ethics in policy and
practice

Examine the relationship between workers and supervisors including setting
boundaries, transitioning from worker to supervisor, and providing supervisory
oversight

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

Understand management level workforce planning including navigating HR
restraints in a public setting and develop a diverse workforce
Readings & Video
All readings from text.
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.
Week 10—October 24, 2012: Community Leadership
Learning Objectives

Develop skills for communicating effectively, including the management of difficult
communication

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)
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
Develop communication skills that contribute to effective collaboration (examples
include but are not limited to: conflict resolution, negotiation, and mediation).
Readings & Video
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.
“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.
Weeks 11-14: Agency Leadership and Management
Learning Objectives

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

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 11—October 31, 2012
Graded Assignment: Resource Paper including PowerPoint slides, due Tuesday, November
6 by 11:59 p.m.
Readings & Video
Independent research work. No new readings. No discussion forum posts.
Week 12—November 7, 2012
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No new readings. Follow instructions in discussion forum to complete Week 12 discussion
forum posts related to review of a classmate’s Resource Paper.
Week 13—November 14, 2012
Synchronous (live), on-line session from 5:30-7:00 pm on Wednesday, November 14 during
which each participant will give a brief (5-10 minute) presentations about their Resource
Paper using the PowerPoint slides that were submitted with the paper (Instructor will load
your PowerPoint slides into elluminate prior to the session). The “elluminate” link and call in
number will be posted in Sakai.
Week starting November 21, 2012—No Class, Thanksgiving
Week 14—November 28 (Final Class)
Synchronous (live), on-line session from 5:30-7:00 pm on Wednesday, November 28 to
complete student presentations about their Resource Paper using the PowerPoint slides
that were submitted with the paper. (Instructor will load your PowerPoint slides into
elluminate prior to the session). This session will also include wrap-up and evaluation. The
“elluminate” link and call in number will be posted in Sakai.
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