THE UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL
School of Social Work
COURSE NUMBER:
COURSE TITLE:
SEMESTER and YEAR:
CREDITS:
INSTRUCTOR:
OFFICE HOURS:
COURSE WEBSITE:
SOWO 884
Leadership in Nonprofit Organizations
Spring 2012
Three credit hours
Mat Despard, MSW
TTK 402-E; 919-962-6467
despard@email.unc.edu
Mondays & Tuesdays 12noon – 2pm and by appointment
is available through http://sakai.unc.edu
COURSE DESCRIPTION: This course will help prepare students for various leadership roles in nonprofit
organizations, emphasizing critical thinking and communication skills applied to a range of
organizational challenges.
COURSE OBJECTIVES:
1. Explain the unique role that nonprofit organizations play in meeting community needs and
promoting positive social change.
2. Distinguish governance, leadership and management needs and behaviors within nonprofit
organizations.
3. Evaluate personal strengths and weaknesses as a potential nonprofit manager and identify
strategies for improving core skills.
4. Critically examine and assess nonprofit organizations’ business models, including mission,
vision, theories of change and sustainability.
5. Describe key organizational competencies of nonprofit organizations and how leadership and
management skills may be used to effectively strengthen organizational performance.
6. Identify and analyze ethical dilemmas that confront nonprofit leaders and frameworks for
ethical leadership in nonprofit organizations.
7. Develop effective communication and conflict management strategies to strengthen individual
and group performance.
8. Develop strategies for recruiting, developing and retaining a diverse paid and volunteer
workforce.
9. Identify effective measures for strengthening the role of the nonprofit board.
EXPANDED DESCRIPTION: Nonprofit leadership is conceptualized as the ability to motivate and influence
others to articulate and implement strategies to improve people’s quality of life and create social
change. Implicit assumptions of this definition and guiding course themes include:



How well a nonprofit operates and is managed is irrelevant if it is not creating meaningful
change in the lives of people and communities;
Leadership is a shared enterprise that includes meaningful participation from the Board of
Directors and senior staff and input from various stakeholders;
Effective leaders influence and motivate others to work toward shared goals, constructively
manage conflict, communicate clearly, and strive to enhance their emotional and social
intelligence;
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


Seldom can a nonprofit create meaningful change when it does not partner with other
organizations and does not hold itself accountable to community stakeholders;
Boundaries between non- and for-profit corporations are becoming increasingly blurred;
The challenges that confront a particular nonprofit are defined by its field of practice, the
community it serves, and its organizational life stage;
Class sessions are organized into three units:
Unit 1 – Strategy: The outcomes and impact that nonprofits are trying to achieve and their
strategies for achieving them.
Unit 2 – Organizational learning and change: What nonprofits can do to learn from their efforts
and how they pursue and manage change to improve their strategies to achieve outcomes and
impact.
Unit 3 – Interpersonal Leadership: How to engage, influence, and motivate people to develop,
implement, and change strategies to achieve outcomes and impact.
REQUIRED TEXTS/READINGS:
Linnell, D., Radosevich, Z. & Spack, J. (2002). Executive directors guide: The guide to successful nonprofit
management. Boston: United Way of Massachusetts Bay/Third Sector New England.
Assigned readings not in the required text are available via Sakai under Course Readings.
TEACHING METHODS:
Problem-based learning exercises, case studies, simulations, focused discussion and student-facilitated
learning will be emphasized. This is a course that depends on a high level of engagement and critical
thinking by students. Lecture will be used sparingly to introduce a topic, present key concepts or review
research findings.
CLASS ASSIGNMENTS:
Students will be evaluated based on the following:
Assignment
Class attendance & participation
Nonprofit Strategy Analysis (NSA) OR
Leadership Self-Assessment (LSA)
Organizational effectiveness project
Points
20
30
Nonprofit leader interview (optional)
5
50
Date Due
Ongoing
2/20/12 - NSA
3/26/12 - LSA
4/16 or 4/23/12 – presentation
4/30/12 – paper
4/30/12
CLASS PARTICIPATION (20 PTS.)
The full number of points will be awarded when students miss no more than one class and make active
and thoughtful contributions to class discussions and other learning activities that demonstrate that
they are critically engaged in course content. Fewer points will be awarded when this is not the case at
the discretion of the instructor. In extenuating circumstances (medical or family emergency), absences
will be considered excused. Being on time for class is very important and is a sign of respect for the
Leadership in Nonprofit Organizations - Despard, Spring 2012
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learning environment. Being late and/or leaving early may result in the loss of class participation points.
The class participation requirement includes one class session in which each student will help lead class
discussion about assigned readings.
NONPROFIT STRATEGY ANALYSIS (30 PTS.)
DUE 2/20/12
Students will choose a nonprofit organization and critically assess its strategy, based on factors such as
target population(s), understanding of the social problem(s) it is addressing, clarity of mission and
intended outcomes, intervention theories of change, use of best available evidence (including evaluation
findings), and collaboration with other organizations to achieve greater impact.
-ORLEADERSHIP ANALYSIS (30 PTS.)
DUE 3/26/12
In this two part assignment, students will 1) complete a leadership competencies self-assessment tool,
describe their strengths and limitations, and characterize their leadership style; and 2)identify a
leadership role within and the type (size, mission, scope, location, life stage, target population, etc.) of
nonprofit organization for which they are well suited based on their strengths and interests.
ORGANIZATIONAL EFFECTIVENESS PROJECT (50 PTS.) PRESENTATION 4/16 OR 4/23/12; PAPER DUE 4/30/12
Students have two options for completing this assignment. For Option A, students will work in teams of
two or three to develop a set of recommendations for how a nonprofit organization can improve its
effectiveness. For Option B, students will work independently or in teams of two to conduct an in-depth
literature review concerning an issue of strategic importance to nonprofits. Students will be asked to
indicate their choice and describe the focus of their assignment in class on February 13, 2012.
NONPROFIT LEADER INTERVIEW (5 PTS.)
DUE 4/30/12 (OPTIONAL)
This optional assignment is worth up to 5 extra points, which will increase the likelihood, but not
guarantee a course grade of H. Students who wish to complete this assignment will select a person to
interview who has been in a senior management position with a nonprofit organization for at least three
years. Interview topics will include a detailed understanding of the person’s role in the organization, the
challenges she or he encounters, self-described leadership style, how she or he secured the position,
and more. Students will summarize interview findings and draw conclusions concerning their own
professional development.
Detailed requirements and instructions for the above assignments are posted
on the course Sakai site in the “Course Assignments” folder.
GRADING SYSTEM:
All grades are based on the following scale:
94 and above
H
80-93
P
70-79
L
69 and below
F
POLICY ON INCOMPLETES AND LATE ASSIGNMENTS:
Assignments are 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 5% per day, including weekends. Similarly, a paper due at 6pm
on Monday handed in at 7pm will be considered 1 day late.
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A grade of Incomplete is given only in exceptional and rare circumstances that warrant it, e.g. family
crisis, serious illness. It is the student’s responsibility to request and explain the reasons for an
Incomplete. The instructor has no responsibility to give an Incomplete without such a request.
POLICY ON ACADEMIC DISHONESTY:
It is the responsibility of every student to obey and to support the enforcement of the 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 from you stating that,
“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 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, assignment format) directly
with the instructor.
USE OF LAPTOPS OR OTHER ELECTRONIC DEVICES:
Laptops can be used for small group activities and in-class assignments or as an approved
accommodation for students with disabilities. Otherwise, if you feel compelled to text, please do not
come to class.
EXPECTATIONS FOR WRITTEN ASSIGNMENTS/APA FORMATTING:
Students are expected to use good academic English; grades will be lowered for poor grammar, syntax,
or spelling. Those who have difficulty writing can use online resources of the School of Social Work
(http://ssw.unc.edu/students/writing) or campus Writing Center (http://www.unc.edu/depts/wcweb/).
Students in the School of Social Work can also see Diane Wyant or Susan White for personal assistance.
Please follow APA format for in-text citations and references.
American Psychological Association. (2009). Publication manual of the American
Psychological Association, 6th Edition. Washington, D.C.: American Psychological Association.
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READINGS AND COURSE OUTLINE
Class 1 - January 9
Introduction
Objectives
 Review students’ nonprofit-related experiences and learning goals and course content , process
and expectations
 Identify key characteristics and dynamics of the nonprofit sector
 Explore basic assumptions about leadership and effectiveness in nonprofit organizations
Readings:
None.
*** NO CLASS ON JANUARY 16, 2012 – Martin Luther King, Jr. Holiday ***
UNIT 1: Nonprofit Strategy
Class 2 – January 23
Impact
Objectives
 Understand how nonprofits can achieve clarity about their intended outcomes and impact and
their theories of change
 Explain various ways in which nonprofits are held accountable for outcomes and impact and
strategies nonprofits can use to demonstrate social performance
Readings:
TEXT : Chapter 2: Mission, Vision & Values
Bradach, J. L., Tierney, T. J., & Stone, N. (2008). Delivering on the promise of nonprofits. Harvard
Business Review, 86(12), 88-97.
Ebrahim, A., & Rangan, V. K. (2010). The limits of nonprofit impact: A contingency framework for
measuring social performance (Working Paper 10-099). Retrieved from the Harvard Business
School website: http://www.hbs.edu/research/pdf/10-099.pdf
Class 3 - January 30
Innovation & Theories of Change
Objectives
 Describe the basic elements of program design
 Define social entrepreneurship/innovation and its relevance to the work of nonprofits
 Explain what a theory of change is and why it’s important to support innovation
Readings:
TEXT: Chapter 3: Program Development
Andersson, F. O. (2011). Social entrepreneurship as fetish. Nonprofit Quarterly, June 28, 2011.
Brest, P. (2010). The power of theories of change. Stanford Social Innovation Review, 8(2), 46-51.
Retrieved from http://www.kipp.org/news/stanford-social-innovation-review-the-power-oftheories-of-changeLeadership in Nonprofit Organizations - Despard, Spring 2012
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Gibson, C. (2011). Innovation and impact: Enough talk, more do. Nonprofit Quarterly, October 27, 2011.
Martin, R. L., & Osberg, S. (2007). Social entrepreneurship: The case for definition. Stanford Social
Innovation Review, 5(2), 29-39.
Class 4 – February 6
Collective Effort
Objectives
 Explain the continuum of partnership options from cooperation to mergers and describe
conditions under which partnership is ideal
 Describe effective strategies for nonprofits to engage in social change at the community and
policy levels
 Explain what it means for a nonprofit to identified as part of a field or network
Readings:
TEXT: Chapter 9: Community Development & Government Relations
Balassiano, K., & Chandler, S. M. (2010). The emerging role of nonprofit associations in advocacy and
public policy: Trends, issues, and prospects. Nonprofit and Voluntary Sector Quarterly, 39(5),
946-955.
La Piana, D. (2010). Merging wisely. Stanford Social Innovation Review, 8(2), 28-33.
The James Irvine Foundation. (2009). The strong field framework: A guide and toolkit for funders and
nonprofits committed to large-scale impact.
Class 5 – February 13
Organizational Performance
Objectives
 Describe the key functions of nonprofits and different dimensions of nonprofit effectiveness
and how they relate to achieving outcomes and impact
 Identify key performance indicators for nonprofits across functional areas
Blumenthal, B. (2011). Investing in capacity building: A guide to high-impact approaches (Chapter 2:
Research on nonprofit effectiveness and improvement). Online, abridge version retrieved from
the Foundation Center website:
http://www.foundationcenter.org/getstarted/onlinebooks/blumenthal/text.html#research
CompassPoint Nonprofit Services. (2009). Library of sample dashboard indicators. Retrieved from
http://www.compasspoint.org/sites/default/files/docs/560_libraryofindicatorsjune09.pdf
Mary Reynolds Babcock Foundation. (2010). A vision of organizational health: Components of an
effective organization. Retrieved on December 16, 2010 from
http://www.mrbf.org/resource.aspx?catId=3#Foundations_and_Nonprofit_Effectiveness
Leadership in Nonprofit Organizations - Despard, Spring 2012
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UNIT 2: Organizational Learning & Change
Class 6 – February 20
Nonprofits as Learning Organizations
Objectives
 Explain various ways in which nonprofits evaluate their performance
 Identify characteristics of learning organizations
 Describe strategies for how nonprofits can engage in self-evaluation and promote learning
cultures
Readings:
TEXT: Chapter 4: Evaluation (pp. 23-34)
Johnson, C., & Crean, A. (2008). Effective nonprofit evaluation: Through a “community of learners”
(Briefing Paper). TCC Group. Retrieved from:
http://www.tccgrp.com/pdfs/per_brief_col.pdf
LeRoux, K., & Wright, N. S. (2010). Does performance measurement improve strategic decision making?
Findings from a national survey of nonprofit social service agencies. Nonprofit and Voluntary
Sector Quarterly, 39(4), 571-587.
Class 7 – February 27
Strategic Thinking & Change Management
Objectives
 Distinguish between strategic planning and thinking
 Describe ways to facilitate inclusive and sound strategic decision-making in nonprofits
 Understand change in relation to organizational life stages
Readings:
TEXT: Chapter 5: Strategic Planning & Thinking
TEXT: Chapter 13: Managing Change
Mittenthal, R. (2002). Ten keys to successful strategic planning for nonprofit and foundation leaders
(Briefing Paper). New York: TCC Group.
Sherman, A. (2009). Change management: Strategies to help nonprofit leaders make the most of
uncertain times. (TCC Group Briefing Paper).
*** NO CLASS ON MARCH 5, 2012 – SPRING BREAK ***
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UNIT 3: Interpersonal Leadership
Class 8 – March 12
Leadership Styles & Strategies
Objectives
 Identify and describe leadership strategies and behaviors that motivate others, promote
teamwork, mutual accountability and clear communication, and constructively manage change
and conflict.
Readings:
TEXT: Chapter 1: Leadership
Heifetz, R. A., & Linsky, M. A. (2002). Survival guide for leaders. Harvard Business Review, 80(6), 65-74.
Kotlyar, I. & Karakowsky, L. (2007). Falling over ourselves to follow the leader: Conceptualizing
connections between transformational leader behaviors and dysfunctional team conflict.
Journal of Leadership & Organizational Studies, 14(1), 38-49.
Spears, L. (2004). Practicing servant-leadership. Leader to Leader, 34(Fall 2004), 7-11. Retrieved April 21,
2008 from http://www.leadertoleader.org/knowledgecenter/journal.aspx?ArticleID=51
Class 9 – March 19
Leadership Competencies
Objectives
 Identify and describe leadership strategies and behaviors that motivate others, promote
teamwork, mutual accountability and clear communication, and constructively manage change
and conflict.
Readings:
Fernandez, C. (2008). Managing the difficult conversation. Journal of Public Health Management
Practice, 14(3), 317-319.
Fernandez, C. (2007). Emotional intelligence in the workplace. Journal of Public Health Management
Practice, 13(1), 80-82.
Goleman, D. & Boyatzis, R. (2008). Social intelligence and the biology of leadership. Harvard Business
Review, September, 74-81.
MacDonald, E.G. (2006). Managing conflict: A guide for volunteer boards. Non-Profit Sector Leadership
Program, Dalhousie University.
Schwarz, R. (2006). Does your leadership reduce learning? Leader to Leader, 40-47.
Class 10 – March 26
Engaging the Board of Directors
Objectives
 Describe the role of the board of directors and board-staff relationships
 Understand how board diversity affects organizational effectiveness
 Describe strategies for effectively recruiting and engaging board members
Leadership in Nonprofit Organizations - Despard, Spring 2012
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Readings:
TEXT: Chapter 6: Governance (pp. 43-56)
Independent Sector. (2007). Principles for good governance and ethical practice: A guide for charities
and foundations (read pp. 13-19 only). Retrieved from
http://www.independentsector.org/uploads/Accountability_Documents/Principles_for_Good_G
overnance_and_Ethical_Practice.pdf
Martinelli, F. & Biro, S. (n.d.). Developing a board recruitment plan. Createthefuture.com. Retrieved
from http://www.createthefuture.com/developing.htm
Ryan, W.P., Chait, R.P. and Taylor, B.E. (2003). Problem boards or board problem? Nonprofit Quarterly,
10(2). Retrieved from http://www.nonprofitquarterly.org/content/view/36/28/
The Urban Institute. (2007). Insular boards guide many nonprofits. Retrieved from
http://www.urban.org/publications/901089.html
Class 11 – April 2
Staff Recruitment & Hiring, Volunteer Management
Objectives
 Describe the essential functions of a human resources system
 Identify ways for nonprofits to recruit diverse staff
 Begin to articulate ideas for your own career development in nonprofits
 Describe volunteer management challenges and strategies
Readings:
TEXT: Chapter 10: Human Resources
Bridgespan Group. (2010). How to market yourself in the nonprofit sector. Retrieved from the Bridgestar
website: http://www.bridgestar.org/library/HowtoMarketYourself.aspx
Bridgespan Group. (2009). Hiring toolkit: Navigating the hiring process. Retrieved from the Bridgestar
website: http://www.bridgestar.org/Library/HiringToolkit.aspx (Read pp. 1-24; Appendix is
optional)
Bridgespan Group. (2008). Recruiting diverse talent. Retrieved from the Bridgestar website:
http://www.bridgestar.org/Library/RecruitingDiverseTalent.aspx
Eisner, D., Grimm, R. T., Maynard, S., & Washburn, S. (2009). The new volunteer workforce. Stanford
Social Innovation Review, 7(1), 32-37.
Class 12 – April 9
Staff Development & Performance Evaluation
Objectives
 Identify the key elements of and challenges in implementing a performance review and
evaluation system
 Describe low-cost strategies for developing leadership skills among staff
Readings:
Leadership in Nonprofit Organizations - Despard, Spring 2012
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Becker, K., Antuar, N., & Everett, C. (2011). Implementing an employee performance management
system in a nonprofit organization. Nonprofit Management and Leadership, 21(3), 255-271.
Bridgespan Group. (2011). On the job development opportunities for nonprofit staff. Retrieved from the
Bridgestar website:
http://www.bridgestar.org/Library/OnTheJobDevelopmentOpportunities.aspx
Bridgespan Group. (2010). Performance assessment: Setting the stage for an effective process. Retrieved
from the Bridgestar website: http://www.bridgestar.org/Library/PerformanceAssessment.aspx
Class 13 – April 16
Readings:
None
Student Presentations
Class 14 – April 23
Readings:
None
Student Presentations / Course Review
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