The University of North Carolina at Chapel Hill
School of Social Work
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SoWo 874
Administration and Management: Theory and Practice
Fall 2015
3.0
TTK Building, Rm. 107, 2:00-4:50 PM, Mondays
UNC-Chapel Hill School of Social Work
325 Pittsboro Street, CB# 3550
Chapel Hill, North Carolina 27599-3550
Sarah Verbiest, DrPH, MSW, MPH
Room 419
sarah_verbiest@unc.edu
919-843-2455
By appointment (I will generally be in my office Mondays, Tuesdays and
Fridays but I may have meetings so making an appointment is strongly
encouraged.)
Course Description: This course explores contemporary theories, models, and practices for managing human
service organizations, emphasizing skills in team building, leadership, fund management, grant development,
and cultural competence with a diverse staff.
Course Objectives: At the completion of this course, students will be able to:
1. Discuss and analyze a broad range of contemporary administration and management practice models for
human service organizations in the public and private sectors.
2. Analyze political/economic challenges and constraints faced by members of human service
organizations, and develop responsive strategies.
3. Critically examine and develop the range of skills necessary to administer organizations and agencies
with broadly diverse employees in terms of age, sexual orientation, disability, race, class, etc.
4. Develop management skills for team building and motivating employees.
5. Critically examine power relationships and management culture of agencies and organizations.
6. Identify strategies for facilitating diversity and developing nondiscriminatory policies that support an
equitable work environment.
7. Conceptualize the differences between administration and management and leadership in human service
organizations.
8. Examine the role of professional ethics and values in managing human service organizations.
9. Demonstrate ability to employ learning strategies to improve administration and management of
organizations.
10. Identify management and administration behaviors that contribute to dysfunction in human service
organizations via organizational assessment.
11. Apply knowledge base to evidence-based practices.
Expanded Description: Students will learn about a variety of administrative and management practices and
models used in nonprofit, public, and for-profit organizations. Team building, employee motivation, the role of
ethics in management, managing diverse employees, fund development, finances, power and cultural
competence will be examined. Examples of management dysfunction will also be critiqued along with
strategies to resolve them. Student will be provided strategies designed to institute learning practices in
organizations.
Required Texts:
Austin, M. J., Brody, R., & Packard, T.R. (2009). Managing the challenges in human service organizations: A
casebook. Thousand Oaks, CA: Sage Publications, Inc.
Fisher, R., Ury, W.L., Patton, B. (2011). Getting to Yes: Negotiating agreement without giving in. New York,
New York: Penguin Books.
Heffernan, M. (2015). Beyond measure, the big impact of small changes. New York, New York: TED Books
Simon & Schuster, Inc.
Patti, R.J. (2009). The handbook of human services management. Thousand Oaks, CA: Sage Publications.
Related Readings: Please note that there will likely be adjustments to the readings for class with additional
suggested articles, blogs or short commentaries suggested and possibly required. Any additional materials will
be available on Sakai. There will be short readings that are not listed in your syllabus, which are done in class.
Resources: All course lectures, syllabus, assignment information, and external links to useful web sites and
resources are or will be available on Sakai, at http://sakai.unc.edu. Readings and videos to be used during class
will be available on the site a week in advance. I also hope that students will share and post resources as well.
Teaching Methods:
This weekly course depends on a high level of engagement and critical thinking by students. Lecture will be
used to introduce a topic, present key concepts, offer practice examples, and/or review research findings. My
teaching methods include class discussions, multimedia presentations, role-plays, case studies, and small group
activities. My perspective is that we all have much to learn AND much to teach. Full participation is essential to
your learning in the class, and will allow you to successfully apply the course material in a way that is
personally and professionally meaningful. My goal is to make course content as practical as is possible in a
classroom setting. We will use a variety of methods to draw on students’ field placement and prior professional
experiences. Students’ active participation is essential.
Core social work values include recognizing the dignity and worth of each person. In this course we are
committed to fostering an environment where the diversity of opinions and beliefs are honored and respected
and students can take emotional and intellectual risks. Students are expected to respect each other’s differences
of opinion. If a student feels uncomfortable with any aspect of a class discussion I hope he or she will meet with
me to talk about it.
Attendance & Participation:
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Since the class will generally follow a seminar format, group discussion is critical in this class. Full class
participation is possible only when the student attends class regularly, arrives promptly with readings and
assignments completed, stays until the end, is ready to respond to the subject matter under discussion and is
prepared to ask questions when speakers present. To earn an H (in addition to points on assignments) a student
must come to class on time, stay for the entire class, and contribute to class discussion by referencing both class
readings and practice experiences. In situations when students are ill or have an emergency, notification
before class is expected.
Students who are missing or late to 3 classes (or more) may receive an L for the course; It is not possible to
meet course requirements for learning objectives with that level of absenteeism. Students are responsible for
obtaining all announcements, instructional information, and handouts for missed class sessions.
Participation is defined as the willingness and ability to add to the discussion, using content from the readings,
asking questions of each other, speakers or myself, clarifying issues that are salient for the student, and the
willingness to bring personal and professional experiences into the room that add richness and reality to the
discussion. There will be some specific requests of students in class preparation that will count toward their
participation grade, such as pairing with a classmate to conduct a team building exercise. Students are
encouraged to share articles, blogs and resources on different topics related to the class with classmates as
appropriate. Students will be asked to seek and bring information about their field placement agency, previous
work experience or agency of their choice throughout the semester.
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. Grading guides are included with detailed instructions
for each assignment. Criteria that reflect the learning objectives for each assignment are described and used as
the basis for awarding points. Different ranges of points awarded for each criterion to reflect “excellent”,
“good”, and “fair” work.
Most students are expected to receive most of their assignment criteria points in the “good” range, which will
result in an assignment score in the P range. “Good” criteria reflect standard assignment requirements.
“Excellent” criteria reflect work above and beyond standard requirements, both in the amount and quality of
work. Students must receive most if not all of their points in the “excellent” category to receive an assignment
score in the H range. “Fair” criteria reflect below standard requirements. Scores that fall mostly in this range
will result in an assignment score in the L range, while criteria scores that do not achieve the “fair” standard will
result in an assignment score in the F range. Seldom do I give students assignment scores in the L or F range.
Whenever I have, it has very clearly been a case of lack of effort by the student.
The purpose of this system of grading system reflects a simple contract between you, the student, and I, the
instructor. I will: 1) provide detailed instructions for each assignment, 2) make my grading standards as clear as
possible, 3) spend time in class answering questions students have about the assignment, and 4) assign readings
and facilitate classroom learning exercises that prepare students to complete each assignment. In return, I ask
that each student carefully review assignment instructions and grading guides, ask for clarification if needed,
and exert an effort on assignments that reflects her or his goal for achieving an H or P in the course.
Expectations For Written Assignments:
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://writingcenter.unc.edu/) and the School of Social Work
(http://ssw.unc.edu/students/writing) and/or seek assistance from Diane Wyant or Susan White in the School of
Social Work.
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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:

American Psychological Association. (2009). Publication manual of the American Psychological
Association, 6th Edition. Washington, D.C.: American Psychological Association.
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http://www.apastyle.org/learn/faqs/index.aspx (Frequently asked APA questions)
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https://owl.english.purdue.edu/owl/resource/560/01/(AdditionalAPAStyleguidance)
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http://www.bartleby.com/141/(electronic version of Strunk's The Elements of Style which was
originally published in 1918)
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http://writingcenter.fas.harvard.edu/ (The Harvard University Writing Center) Policy on Incompletes and Late Assignments: A paper is considered late if it is received 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 2pm on Monday
handed in at 7pm will be considered 1 day late. Please anticipate computer malfunctions, printer issues and
anything else that may get in the way of turning in your assignment on time. Plan ahead, this is good
professional practice! 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:
The Honor Code is in effect in this class and all others at the University. We are committed to treating Honor
Code violations seriously and urge all students to become familiar with its terms set out at
http://instrument.unc.edu. If you have questions it is your responsibility to ask about the Code’s application.
All written work and other projects must be submitted with a signed pledge that “I have not given or received
unauthorized aid in preparing 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 should contact the University’s
Accessibility Services (http://disabilityservices.unc.edu) and provide documentation of their disability.
Accessibility Services will notify Sarah that the student has a documented disability and may require
accommodations. Students should meet with Sarah to discuss the specific accommodations they require
(e.g. changes in instructional format, examination format). Sarah will work with the student and Learning
Accessibility Services to make necessary accommodations.
Policy on the Use of Electronic Devices in the Classroom:
Use of electronic devices is permitted for learning purposes such as taking notes and looking up information
relevant to a discussion or small group activity. It is prohibited for purposes not relevant to the class and/or
when it is distracting to others or keeps the student from being engaged in class. Cell phones should be turned
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off or kept on vibrate. If a student must take a call for family reasons, he/she should step out of the classroom.
Assignments and Guidelines:
Student performance will be evaluated based on the following assignments, which are briefly described below
(full, detailed assignment instructions and grading guides are available on Sakai):
Requirement
Due Date
Points
Attendance and Participation
November 30
30
Assignment #1: Beyond Measure Response Paper
September 14
10
Assignment #2: Getting to Yes Response Paper
October 12
20
Assignment #3: Diversity Perspective Presentation / Discussion
October 26th or
November 2 or 9
15
Assignment #4: Grant Proposal
November 23
25
An emailed copy is due by the start of class on the due date. A printed off, hard copy would also be
appreciated. My goal is to return grades on the assignments within two weeks.
Note: If you do not have a field placement, you can refer to your agency from last year, an agency where you
volunteer or an agency where you’d like to work and can get access to relevant information. Please talk to me if
you find that you are having challenges getting the information that you need to complete assignment #4 early in
the semester.
Assignment #1: Beyond Measure Response Paper (September 14th)
Please read the book Beyond Measure and complete a 2-page (double spaced) paper that addresses the
following:
1. Do the main themes of this book resonate with you? Why or why not?
2. What problem or issue does this book address? Do you think this is a problem in the nonprofit sector?
At your agency? Why or why not?
3. Please share one or two new or changed ideas you got from this book and how you might use them in
the future.
Assignment # 2: Getting to Yes Response Paper (October 12th)
Please read the book Getting to Yes in order to further your understanding of how to negotiate conflict. This is
not a book report. Please do not simply summarize the book. Demonstrate how you may or may not apply
what you learn from the book in your personal / professional spheres. Complete a 2-3 page (double spaced)
paper that addresses the following:
1. Describe the most important lesson you gleaned from the reading.
2. Would you use these strategies? Why or why not?
3. How would these techniques work at your agency? With friends, family or community groups?
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4. What are the opportunities and barriers to negotiating within the context of your agency? How about for
you within the context of your own life or as a professional in the future?
Assignment # 3: Diversity Perspective Presentation / Discussion (October 26th or November 2nd or 9th)
Each student will select a particular group that represents diversity / a minority group in a work setting.
Diversity perspectives include but are not limited to: women, race, ethnicity, religion, LGBTQ, age, and people
with disabilities as well as intersectionality among different perspectives. The student will be asked to give a
brief presentation and lead a short discussion on this particular issue. They are encouraged to share a short
reading (blog, newspaper article, commentary) or video that offers a perspective on this particular group in the
work arena.
Students should respond to the following questions:
 What are some unique issues for this population?
 What are some issues that are common to other minority / diverse groups?
 What are some innovative ways to create a more inclusive work environment for these employees? To
maximize their potential contribution?
Students will be given 15-20 minutes in a class to address the questions / items above. Five students will share
each class. Feedback from other students will in part contribute to the grade for this assignment. We will as a
class determine topics and presentation dates in class on September 14th to give students ample time for
preparation.
Assignment # 4: Grant Proposal (November 23rd)
Students will complete a mock grant proposal, which will allow them to practice a variety of skills learned over
the semester. By the fourth week of class, students will receive a grant application form (modified from the
March of Dimes Community Grant Program) that they will complete for this assignment. The grant application
will include a written narrative of 5-8 pages double-spaced as well as a budget page, objectives page, biosketch
for one key personnel, and a letter of support.
Students are encouraged to talk with their field instructors about this assignment and brainstorm with them to
determine an actual project or need that they could address with this application. If the agency suggests a
specific grant source/application, I will work with the student to modify the format of the assignment as
necessary for those specifications if they choose. This is not required but I am flexible so students can take best
advantage of this learning opportunity.
Students are encouraged to talk with me about this assignment in advance with questions or to brainstorm ideas
for the grant focus if needed.
Field Placement / Agency Information for Class
Throughout the class and for several of the assignments, we will refer to information from field placements.
This is done to support practical application of skills and concepts. I will notify the field education office that
you will be asking your field supervisors for this information. Ideally, students should request this information
during their orientation to their placement or soon after as this is important to their understanding of their
agency. If a student has any issues or challenges in accessing this information, please let me know and we can
work together to help you get this information or find an alternative focus/agency/source. Students not in field
this semester can refer to a prior placement, current volunteer agency or agency where they might like to work –
or they can ask me and refer to the Center I direct. Below is the information that you will be asked to bring to
class:
 Mission, goals, population(s) served
 Type of organization and needs addressed
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Organizational chart, including larger governance structure and volunteers
Budget and revenue sources
Strategic plan or program plan
Key internal/external partners and stakeholders
Internal process for grant submissions
CLASS OUTLINE
WEEK ONE – AUGUST 24
INTRODUCTION & DIMENSIONS OF HUMAN SERVICES MANAGEMENT
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Introductions
Review of course/syllabus
Human services management: what it is, themes, basic theory
Leadership and management – the interface and difference
Required Readings:
1. Patti, R.J. (2009) Management in the human services. In The handbook of human services
management. Chapter 1, pp. 3 – 27. Thousand Oaks, CA: Sage Publications.
WEEK TWO – AUGUST 31
TEAM BUILDING / ORGANIZATIONAL DESIGN AND STRUCTURE
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Organizational design and culture
Team building – what it is and how to support an effective team
Reviewing and understanding organizational charts
Required Readings:
1. Chiaburu, D. S. & Harrison, D. A. (2008). Do peers make the place? Conceptual synthesis and
meta-analysis of coworker effects on perceptions, attitudes, OCBs, and performance. Journal of
Applied Psychology, 93, 5, 1082–1103. DOI: 10.1037/0021-9010.93.5.1082
2. Glisson, C. (2009). Organizational climate and culture and performance in the human services. In
The handbook of human services management. Chapter 6, pp. 119 -141. Thousand Oaks, CA:
Sage Publications.
Required Preparation:
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Students should pair up with a classmate or two and come to class prepared to share a short team
building / ice-breaker exercise with the group. Please let Sarah know by Friday August 28th if you need
any specific office supplies.
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Bring in a copy of an organizational chart from your field placement – agency or unit
In Class Case Studies:
 Austin, M. J., Brody, R., & Packard, T. (2009). Managing the challenges in human services
organizations: A casebook. Chapter 3. Thousand Oaks, CA: Sage Publications.
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SEPTEMBER 7: LABOR DAY – NO CLASS
WEEK THREE – SEPTEMBER 14:
BUILDING AND SUPPORTING PARTNERS, COALITIONS AND STAKEHOLDERS
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Review organizational culture – key ideas and comments from Assignment #1
Developing and maintaining inter organizational alliances
Working with coalitions and advocacy organizations
Impact of environment on the agency and its relations internally and externally
Assign diversity topic and date for class presentation
Required Readings:
1. Schmid, H. (2009). Agency-environment relations. In The handbook of human services management
Chapter 20, pp. 411-433. Thousand Oaks, CA: Sage Publications.
2. Alter, C. F. (2009). Building community partnerships and networks. In The handbook of human
services management. Chapter 21, pp. 435 - 454. Thousand Oaks, CA: Sage Publications.
Recommended Preparation:
 Bring in a list of key partners and stakeholders from your field placement – agency or unit
Assignment #1 Due: Beyond Measure Response Paper
In Class Case Studies:
 Austin, M. J., Brody, R., & Packard, T. (2009). Managing the challenges in human services
organizations: A casebook. Chapter 3. Thousand Oaks, CA: Sage Publications.
WEEK FOUR – SEPTEMBER 21:
PLANNING AND PROGRAM DESIGN
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The Planning Process
Defining Strategic Planning
Strategic Planning vs. Operational Planning
Program Planning and Management
Program Planning vs. Strategic Planning
Format for Assignment #4 will be posted to Sakai
Required Readings:
1. Austin, M. J. & Solomon, J. R. (2009). Managing the planning process. In The handbook of human
services management. Chapter 15, pp. 321 - 337. Thousand Oaks, CA: Sage Publications.
2. Martin, L. L. (2009). Program planning and management. In The handbook of human services
management. Chapter 16, pp. 339 - 350. Thousand Oaks, CA: Sage Publications.
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Recommended Preparation:
 Bring in a program or strategic plan from your field placement – agency or unit
In Class Case Studies:
 Austin, M. J., Brody, R., & Packard, T. (2009). Managing the challenges in human services
organizations: A casebook. Chapter 5. Thousand Oaks, CA: Sage Publications.
WEEK FIVE – SEPTEMBER 28:
FUND DEVELOPMENT – GRANTS, CONTRACTS AND AGREEMENTS
Guest Lecturer: Erin McClain, MA, MPH, Program Director, UNC Center for Maternal and Infant Health
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Review format for Assignment #4
Overview of grant development from concept development to submission
Discuss core components of different agency funding sources – grants, contracts and agreements
Review and discuss sample grant applications and sections
Required Readings: TBD
Recommended Preparation:
 Bring in ideas for possible grant projects from your field placement – agency or unit
WEEK SIX – OCTOBER 5:
FINANCIAL MANAGEMENT AND EVALUATION
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Understanding, monitoring and developing budgets
System checks and balances
Funding mechanisms and challenges
Ethics
Class evaluation / feedback
Guest: Kia Barbee, MBA | Director of Finance and Research Administration, UNC Department of
Obstetrics and Gynecology
Required Readings
1. Ezell, M. (2009). Managing Financial Resources. In The handbook of human services management
Chapter 19, pp. 387 - 408. Thousand Oaks, CA: Sage Publications.
2. Lauffer, A. (2009). Confronting fundraising challenges. In The handbook of human services
management . Chapter 15, pp. 321 - 337. Thousand Oaks, CA: Sage Publications.
Recommended Preparation:
 Bring in a budget from your field placement – agency or unit
In Class Case Studies:
 Austin, M. J., Brody, R., & Packard, T. (2009). Managing the challenges in human services
organizations: A casebook. Chapter 6. Thousand Oaks, CA: Sage Publications.
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WEEK SEVEN – OCTOBER 12
COMMUNICATION, INFORMATION SYSTEMS AND ADVOCACY
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Negotiation – key ideas and comments from Assignment #2
Communication strategies and tips – internal and external
Types of information systems – opportunities, challenges and ongoing learning
Types of advocacy, opportunities and restrictions
Required Readings:
1. Mosley, J. E. (2009). Policy advocacy and lobbying in human service organizations. In The
handbook of human services management. Chapter 22, pp. 455 - 470. Thousand Oaks, CA:
Sage Publications.
2. Schoech, D. (2009) Developing information technology applications for performance-oriented
management in a global environment. In The handbook of human services management.
Chapter 9, pp 183-205. Thousand Oaks, CA: Sage Publications.
3. Pertner, J. (2009) Managing for Service Outcomes: The Critical Role of Information. In The
handbook of human services management. Chapter 8, pp 165-182. Thousand Oaks, CA: Sage
Publications.
Assignment # 2 Due: Getting to Yes Response Paper
In Class Case Studies:
 Austin, M. J., Brody, R., & Packard, T. (2009). Managing the challenges in human services
organizations: A casebook. Chapter 6. Thousand Oaks, CA: Sage Publications.
WEEK EIGHT – OCTOBER 19:
BOARDS, COMMITTEES, GOVERNANCE & ETHICS
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Governance
Orientation and Training
Board Composition and Selection
Ethics and Challenges
Alternative nonprofit structures
Meeting planning and facilitation
Required Reading:
1. Gelman, S. R. & Unterman, T. (2009). Nonprofit boards. In The handbook of human services
management . Chapter 18, pp. 373 - 386. Thousand Oaks, CA: Sage Publications.
2. TBD
Recommended Preparation:
 Bring in information about the governance structure of your field placement – agency or unit
In Class Case Studies:
 Austin, M. J., Brody, R., & Packard, T. (2009). Managing the challenges in human services
organizations: A casebook. Chapters 3 and 4. Thousand Oaks, CA: Sage Publications.
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WEEK NINE – OCTOBER 26:
DIVERSITY IN THE WORKPLACE
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Definition of diversity and its importance for agency success
Diversity and social justice – internally and externally
Management strategies for creating an inclusive work environment
Ethics, leadership and diversity
Required Readings:
1. Barak, M. M. (2009). Social psychological perspectives of workforce diversity and inclusion in
national and global contexts. In The handbook of human services management . Chapter 11, pp.
239 - 254. Thousand Oaks, CA: Sage Publications.
2. Iglehart, A. (2009). Managing for diversity and empowerment in human services agencies. In The
handbook of human services management . Chapter14, pp. 295 - 318. Thousand Oaks, CA: Sage
Publications.
Assignment # 3: Diversity Perspective Presentation / Discussion - 5
WEEK TEN – NOVEMBER 2:
DIVERSITY IN THE WORKPLACE
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Definition of diversity and its importance for agency success
Diversity and social justice – internally and externally
Management strategies for creating an inclusive work environment
Ethics, leadership and diversity
Required Readings: TBD
Assignment # 3: Diversity Perspective Presentation / Discussion – 5
WEEK ELEVEN – NOVEMBER 9:
DIVERSITY IN THE WORKPLACE
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Definition of diversity and its importance for agency success
Diversity and social justice – internally and externally
Management strategies for creating an inclusive work environment
Ethics, leadership and diversity
Required Readings: TBD
Assignment # 3: Diversity Perspective Presentation / Discussion – 5
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WEEK TWELVE – NOVEMBER 16:
HUMAN RESOURCE MANAGEMENT AND SUPERVISION
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Recruitment
Allocation of job tasks
Performance Reviews
Orientation and development
Handling performance problems
Coaching
Enforcing employee sanctions and dismissal
Required Readings:
1.
Vinokur-Kaplan, D. (2009). Motivating work performance in human service organizations. In The
handbook of human services management. Chapter 10, pp. 209 - 237. Thousand Oaks, CA: Sage
Publications.
2.
Hopkins, K. M. (2009). Supervision, development and training for staff and volunteers. In The
handbook of human services management pp. 255 - 281. Thousand Oaks, CA: Sage Publications.
3.
Pecora, P. (2009). Managing human resources. In The handbook of human services management.
Chapter 12, pp. 255 - 281. Thousand Oaks, CA: Sage Publications.
In Class Case Studies:
 Austin, M. J., Brody, R. & Packard, T. (2009). Managing the challenges in human services
organizations: A casebook. Chapter 7. Thousand Oaks, CA: Sage Publications.
WEEK THIRTEEN – NOVEMBER 23
ORGANIZATIONAL CHANGE and MOTIVATION
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Perspectives on Power in Organizations/Empowerment Models
Patterns of Institutional Discrimination and Oppression
Cultural Competence
Reflections and discussion about grant development
Required Readings: TBD
Assignment # 4 Due: Grant Proposal
In Class Case Studies:
 Austin, M. J., Brody, R., & Packard, T. (2009). Managing the challenges in human services
organizations: A casebook. Chapter 8. Thousand Oaks, CA: Sage Publications.
WEEK FOURTEEN – NOVEMBER 30
LOOKING TO THE FUTURE / LEADERSHIP
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OPEN – response to specific student requests for review or skill building
Life-learning and skill building as a manager and leader
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Course evaluation
Required Reading:
1. Bess, G. (2009). Practitioners’ views on the future of human services management. In The
handbook of human services management . Chapter 23, pp. 473 - 481. Thousand Oaks, CA: Sage
Publications.
2. TBD on leadership
In Class Case Studies:
 Austin, M. J., Brody, R., & Packard, T. (2009). Managing the challenges in human services
organizations: A casebook. Chapter 7. Thousand Oaks, CA: Sage Publications.
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